Mr. Judd Name________________

Ch. 10 The Jazz Age Study Guide

It was a time of stark and sometimes startling contrasts in American life. World War I was over. Women got the right to vote. Fashion took a liberal turn. Alcohol was outlawed. Babe Ruth was king of the ballpark, Charles Lindbergh of the skies. Jazz filled the air - and the airwaves. And just about everybody who could afford it, went to the movies in “The Roaring ‘20s.”The Roaring Twenties has the reputation as a decade of play and prosperity. Though unemployment was low and many Americans were better off financially, real wealth was concentrated among just a few families. Sixty percent of America's riches were owned by only two percent of the people. The 27,500 wealthiest families had as much money as the twelve million poorest. With the end of World War I, the country desperately wanted to return to normal. But prices shot upward with the increased demand for goods and services, while wages were still low due to a ban on raises and labor strikes during the war.

Now that the war had ended, strikes over higher wages resumed. In September 1919Boston Police walked off patrol, citing lousy pay and long hours. Their subsequent absence triggered a free-for-all of looters and vandals. In turn, city officials granted no negotiation; the police force was replaced without the option to return. That same month 343,000 steel workers staged a nation-wide strike, only to taste a violent defeat. When substitute workers were hired, rioting erupted resulting in the mobilization of federal troops. Eighteen steelworkers lost their lives in the struggle; the walkout lasted four months with no reward. As labor unrest spread across the country some Americans felt it was being fostered by communists - radicals who believed in an economic and social system where prosperity is owned by everyone, and the needs of the whole are more important than those of the individual. Other citizens grew increasingly suspicious of immigrants, fearing they too, might be communists.

This so-called "Red Scare" was at a high during the Presidential election of 1919. AndOhio Lieutenant governor, Warren G. Harding's campaign promise of, "A return to normalcy" was just what the country wanted to hear and believe.

Name: Mr. Judd Period:

Graphic Organizer: The 1920’s were considered the Roaring 20’s because of the high levels of cultural excitement, experimentation, conflict, and change. Scan through Ch. 10 Jazz Age and come up with as many examples of each as you can.

EXCITEMENT EXPERIMENT CONFLICT CHANGE

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Name: Mr. Judd Period:America Struggles with Postwar Issues

An Age of Intolerance

Topic/Event Define/Explain. Be Specific. The 1920’s was known as an age of intolerance (not accepting others). Who is being discriminated against in this example?

NativismPg. 376

Red ScarePg. 351

Palmer RaidsPg. 352

Sacco and VanzettiPg. 376

AnarchistsPg. 376

Ku Klux KlanPg. 377

Quota System (See National Origins Act)Pg. 378Boston Police StrikePg.349

The Steel StrikePg.349

“Red Summer”Pg. 350

Chicago Race Riot 1919Pg. 350

YOU DECIDE: GUILTY BEYOND A REASONABLE DOUBT?

SACCO VANZETTIINNOCENT

(Place check for one, both, or neither)

GUILTY(Place check for one,

both, or neither)

JUSTIFICATION(Cite specific

evidence to support your case)

Name: Mr. Judd Period:

Document Based Questions (DBQ’s) Roaring TwentiesDocument 1

1. According to this passage, what did Bartolomeo Vanzetti feel his execution would accomplish that he might not have accomplished had he not been wrongfully convicted?

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2. Explain how the Russian Revolution and nativism in the U.S. led to the conviction and execution of Sacco and Vanzetti.

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Document 2

3. In this document, the author states that he has “Gone” because of what reason?

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"If it had not been for these things, I might have lived out my life talking at street corners to scorning men. I might have died unmarked, unknown, a failure. Now we are not a failure. This is our career and our triumph. Never in our full life could we hope to do such work for tolerance, for justice, for man's understanding of man as now we do by accident. Our words--our lives--our pains--nothing! The taking of our lives--lives of a good shoemaker and a poor fish-peddler--all! That last moment belongs to us--that agony is our triumph."

Statement attributed to Bartolomeo Vanzetti by Philip D. Stong, a reporter for the North American Newspaper Alliance who visited Vanzetti in prison in May of 1927 shortly before he and Sacco were executed.]

I am fed upWith Jim Crow laws,People who are cruelAnd afraid,Who lynch and run,Who are scared of meAnd me of them.I pick up my lifeAnd take it awayOn a one-way ticketGone Up North

4. Name a type of person or group and the region of the U.S. that the author is fed up with?

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Document 3

5. In analyzing this photograph, what new method of production is being used?______________________________________________ ______________________________________________

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6. What affect did this new method of production have on the manufacture of automobiles and how did those changes affect the rest of society?

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Document 4

7. How does the cartoonist want the government to deal with immigration?

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8. What image does the cartoonist use to depict immigrants as undesirable?

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I am fed upWith Jim Crow laws,People who are cruelAnd afraid,Who lynch and run,Who are scared of meAnd me of them.I pick up my lifeAnd take it awayOn a one-way ticketGone Up North

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Document 59. Why was the Indiana leader called “dry”?

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10. What was Albert Fall guilty of?

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Document 6

18th Amendment (Ratified by the states, January, 1919)

Section 1: After one year from this ratification of this article the manufacture sale, or transportation of intoxicating liquors within…the United States…is hereby prohibited.

Section 2: The Congress and several States shall have concurrent power to enforce this article by appropriate legislation.

Volstead Act (Passed by Congress, October, 1919)

No person shall on or after the date when the Eighteenth Amendment to the Constitution of the United States does into effect, manufacture, sell, barter, transport, import, export, deliver, furnish, or possess any intoxicating liquor except as authorized in this Act…

11. What does the 18th Amendment and the Volstead Act specifically ban?__________________________________________________________________________________________________

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12. What, ironically, does the 18th Amendment and the Volstead Act not ban?

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Document 7

13. What generalization could you make from this chart about murder and Prohibition in America?_________________________________________________________________________________________

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14. Why did the homicide rate begin to decline in 1933? __________________________________________

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Document 8

15. Which region or section of the country led the way in recognizing a woman’s right to vote? _______________________________________________________________________________________

16. Which event allowed all women in the United States the right to vote?

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Document 917. Explain how WWI and the suffrage movement led to the changing roles of women in the society of the 1920s.

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__________________________________18. Describe the difference between the women of the Victorian era and the flappers of the 1920s._________________________________________________________________________________________

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Economic Systems

Should public schools “teach the controversy” surrounding evolution and intelligent design?

Rep. Mark E. Souder, R-Ind. Written for The CQ Researcher, July 2005

The question of biological origins continues to plague discussions about public school science-education policy. But why can't high-school students just learn the standard scientific view and be done with it? Science is science, and that should end the debate.

Normally it would. But evolution is different.

Charles Darwin's theory — and its modern variants — assert that everything we see in the living world is the result of an unplanned, unguided process of random variation and natural selection. It has, from the very beginning, been something more than just a scientific theory. Darwinism quickly became a near-religious conviction for modern agnostics, and since its early days it has been used against people of faith. That history, of course, does not disqualify it as science, but it does help explain why many well-educated Americans have not made, and perhaps never will make, their peace with Darwinian theory.

Still, public doubt alone might not be enough to affect

Alan I. Leshner CEO, American Association for the Advancement of Science (AAAS)Written for The CQ Researcher, July 2005

Science classrooms are for the teaching of science, and intelligent design is not science-based. Science involves well-developed methods of inquiry for explaining the natural world in a systematic, testable fashion. The theory of evolution is based on such rigorous sifting of evidence.

But advocates of intelligent design, while seeking to cloak themselves in the language of science, have yet to propose testable hypotheses that can be subjected to the methods of experimental science. Intelligent design presupposes that an intelligent, supernatural agent is responsible for biological structures and processes deemed to be “irreducibly complex.” But whether such an intelligent designer exists is a matter of belief or faith, not science.

In science classrooms, students learn that scientists reject or accept theories according to how well they explain the evidence rather than on what the

public school treatment of an overwhelmingly established theory. But the Darwinian mechanism as an explanation for macroevolution has long been the subject of cogent and powerful scientific criticisms. And those criticisms have become more compelling in recent years as new evidence piles up: Recently uncovered fossil beds deepen the mystery of the Cambrian explosion, and molecular biology reveals the nanotechnology and digital information inside each lowly cell.

Moreover, any historical theory should be taught with proper modesty and candor. Repeatable experiments involving microevolution in the lab are one thing, but the vast extrapolation of “molecules to man” macroevolution is quite another. Students should understand the huge difference in certainty between one and the other.

There is strong public support for teaching Darwin's theory critically. For example, a 2001 Zogby Poll found that 71 percent of Americans agree that “biology teachers should teach Darwin's theory of evolution but also the scientific evidence against it.”

Whatever its philosophical implications, Darwin's theory dominates current thinking about origins in modern biology, and so a high-school biology education would not be complete without learning the theory.

But the theory should not be taught as an absolute. Instead, it should be taught as a synthesis — the current dominant scientific theory explaining the origin of species — but also as a theory subject to significant limitations, failed predictions and important scientific criticisms. Efforts to exclude from public schools the scientific debate on this sensitive topic serve only to thwart the true purpose of education — and science itself.

researchers would like to believe. Students learn that a scientific theory, such as evolution or gravity, is much more than just an educated guess. A theory is accepted only after repeated observation and experiment.

Discussion of intelligent design may be appropriate in a class devoted to history, philosophy or social studies but not in a biology class. Science teachers should not be asked to teach religious ideas or to balance the scientific theory of evolution against an untestable alternative.

Many scientists are deeply religious and see scientific investigation and religious faith as complementary components of a well-rounded life. There is a place for discussing the role of science and religion in American life, but the science classroom should remain a place for teachers to nurture the spirit of curiosity and inquiry that has marked American science since the days of Benjamin Franklin and Thomas Jefferson.

Our children deserve a first-class science education. Efforts to redefine science by inserting a particular belief into the biology curriculum are in direct conflict with science standards recommended by both the National Academy of Sciences and the AAAS.

Proponents of intelligent design are doing more than attack evolution. They also are undermining essential methods of science by challenging its reliance on observable causes to explain the world around us.

America's students must be taught to distinguish between true science and a system of belief based on faith. At a time when the United States faces increasing global competition in science and technology, public school science classrooms should remain free of ideological interference and dedicated to the rigor that has made American science the envy of the world.

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balled up- confused glad rags- nice clothes razz- make fun ofbaloney- nonsense the goods- the facts real McCoy- genuinebank’s closed- no kissing goofy- in love ritzy- high stylebeat one’s gums- chatter grummy- depressed Reuben- country guybee’s knees- terrific grungy- envious Rhatz!- how disappointing!beef- complaint handcuff- engagement ring rub- student dance partybeeswax- business hard-boiled- tough rummy- a drunkbell bottom- a sailor heavy sugar- a lot of money sap- foolbent- intoxicated heeler- poor dancer Says you!- I don’t believe youberries- perfect high hat- snob screaming meemies- shakingbig cheese- important person hip to the jive- trendy screwy- crazyblow- leave hit on all sixes- perform well sheba- girlfriendbootleg- illegal liquor hooey- nonsense sheik- boyfriendbreezer- convertible hop- a dance shiv- knifebull- policeman hot sketch- a cut-up simolean- dollarbump off- kill icy mitt- rejection sinker- doughnutbum’s rush- thrown out insured- engaged sitting pretty- in good shapebus- old car iron- motorcycle smarty- cute flappercat’s meow- great ish kabibble- “I don’t care.” smoke-eater- smokercash- kiss jack- money smudger- close dancercast a kitten- have a fit jane- female sockdollager- action with impactcheaters- eyeglasses jerk- dispense (as soda) so’s your old man- irritated replyclam- dollar joe- coffee speakeasy- illegal barcopasetic- excellent joint- establishment spill- talkcrasher- uninvited party guest juice joint- speakeasy static- empty talkdaddy- boyfriend left holding the bag- blamed stilts- legsdame-woman line- lie struggle- modern dancedapper- flapper’s father lollapalooza- a BIG lie stuck one- in lovedarb- great! Lollygagger- idle person swanky- elegantdewdropper- unemployed man milquetoast- shy person (male) tell it to Sweeny- reply of disbeliefdogs- feet mooch- to leave tight- attractivedolled up- dressed up munitions- face powder torpedo- hitmandry up- get lost nifty- cool unreal- specialducky- very good noodle juice- tea upstage- snobbyearful- enough Oliver Twist- good dancer water-proof- doesn’t need make-upegg- high-living person on the up and up- honest wet blanket- killjoyfire extinguisher- chaperone orchid- expensive item cake-eater- lady’s manfish- freshman owl- person who’s out late whoopee- wild funflat tire- a boring person giggle water- alcohol beverage flat tire- a dull, disappointing datefliver- Model T percolate- run smoothly drugstore cowboy- someone who picks up girlsheebie jeebies- jitters dumb dora- stupid female butt me!- I’ll take a cigarette