chapter 24: the jazz age, 1919- · pdf fileworkers found themselves deeper in debt ... garvey...

CHAPTER XX Chapter Title696

Why It Matters

TurbulentDecades

1919–1945

People of Palermo, Sicily,welcome American forces,

July 1943

As you study Unit 9, you will exam-ine how the Great Depression affected

people’s lives and the nation as awhole. You will also learn about the

causes of World War II. The followingresources offer more information

about this period in American history.

Primary Sources LibrarySee pages 974–975 for primary source

readings to accompany Unit 9. Use the American History

Primary Source Document LibraryCD-ROM to find additional primary

sources about the Great Depressionand World War II.

General George A. Patton’s helmet

“The only thingwe have to fear is

fear itself.”—Franklin Delano Roosevelt, 1933

698

Jazz Age1919–1929

Why It MattersPeople called the 1920s the Jazz Age—in part because of the popular new music—

but also because of the restless, carefree spirit of the time. The economy boomed andmany Americans prospered. Many Americans, however, did not share in the economic

gains of this era.

The Impact TodayThe 1920s produced striking new changes in American society. New forms of entertain-

ment such as radio and film remain popular today. The automobile forever changed theAmerican way of life. It helped shift homes, shops, and factories from the inner cities to

the suburbs.

The American Journey Video The chapter 24 video, “The Jazz Age,”explores the development of jazz music in American culture.

1920• Prohibition begins

• Nineteenth Amendment grants woman suffrage

1922• Joyce’s Ulysses published

• Mussolini becomes prime minister of Italy

Harding1921–1923

1924• National Origins

Act passed

1923• Duke Ellington forms

Washingtonians

Coolidge1923–1929

The

1925• Scopes Trial

CHAPTER 24 The Jazz Age

1921 1923 1925

699

1927• Lindbergh flies across Atlantic

• Babe Ruth hits 60 home runs

• The Jazz Singer, the first moviewith sound, premiers

1927• Working model of

television demonstrated

• Lemaitre proposes big bang theory

1929• Hubble proposes theory

of expanding universe

• U.S. stock market crash triggers global depression

HISTORY

Chapter OverviewVisit taj.glencoe.com andclick on Chapter 24—Chapter Overviews to pre-view chapter information.

Safety Last Actor Harold Lloyd’s movie adventures symbolized the thrillsand excitement of the Jazz Age.


1927 1929

1928• Kellogg-Briand Pact signed

by 15 nations

• Fleming discovers penicillin

Step 1 Fold a sheet of notebook paper in halffrom side to side.

Step 2 On one side, cut along every third line.

Step 3 Label your foldable as you read thechapter. The first vocabulary term is labeled in themodel below.

Tabs will formas you cut.

Usually forms10 tabs.

Explaining Vocabulary Study FoldableTo fully understand what you read you must beable to identify and explain key vocabulary terms.Use this foldable to identify, define, and useimportant terms in Chapter 24.

Reading and Writing As you read the chapter,write key vocabulary terms on the front tabs ofyour foldable. Then write the definition of eachterm under the tab and write a sentence usingeach term correctly.

Capitalism

http://www.glencoe.com/sec/socialstudies/ushistory/taj2003/content.php4/284/1

700

1914Marcus Garvey founds Universal Negro Improvement Association

1917Bolsheviks seizecontrol of Russia

1920Thousands arrestedduring Palmer raids

1921Sacco and Vanzettideclared guilty


On a hot summer day in 1920, about 50,000 African Americans marched throughthe streets of Harlem in New York City. Thousands more lined the sidewalks, cheeringthe marchers. Their leader, Marcus Garvey, stirred new hope in African Americans, say-ing: “We are descendants of a people determined to suffer no longer.” A participant atthe march later recalled, “It was the greatest demonstration of [African American unity]in American history. . . .”

Fear of RadicalismMost of the 1920s was anything but unified. During World War I, the United

States government had taken away some of the liberties of American citizens.Many people who opposed the nation’s role in the war were arrested. After thewar an atmosphere of distrust remained. Tired of war and world responsibili-ties, Americans were eager to return to normal life. They grew more and moresuspicious of foreigners, foreign ideas, and those who held views differentfrom their own.

In 1919 Wilson and the world leaders attending the peace conference signedthe Treaty of Versailles. Despite Wilson’s efforts, however, the Senate refused toratify the treaty.

Main IdeaWorld War I made some Americansintolerant—not willing to respect thebeliefs or practices of others.

Key Termscapitalism, anarchist, deport

Reading StrategyAnalyzing Information As you readthe section, re-create the diagrambelow and answer the question foreach blank.

Read to Learn• what factors contributed to preju-

dice toward foreigners.• how the labor and racial unrest of

the 1920s affected the nation.

Section ThemeContinuity and Change After WorldWar I, conflicts came to the surface,especially among workers and differ-ent races.

Time Of Turmoil

Marcus Garvey

What was it?

The Red Scare

Sacco-Vanzetti trial

UNIA

Preview of Events

Guide to Reading

✦ 1910 ✦ 1915 ✦ 1920 ✦ 1925

CHAPTER 24 The Jazz Age 701701

At about the same time, the Russian Revolu-tion deeply disturbed some Americans. As youread in Chapter 23, the Bolsheviks took control ofRussia in November 1917 and began establishinga Communist state. They encouraged workersaround the world to overthrow capitalism—aneconomic system based on private property andfree enterprise—anywhere it existed. ManyAmericans feared that “bolshevism” threatenedAmerican government and institutions.

Fanning those fears were the actions of anarchists—people who believe there shouldbe no government. A series of anarchist bomb-ings in 1919 frightened Americans. A numberof public officials—mayors, judges, and theattorney general of the United States—receivedpackages containing bombs. One bomb blewoff the hands of the maid of a United Statessenator. Many of the anarchists were foreign-born, which contributed to the fear of foreign-ers that was sweeping the country.

The Red ScareThis wave of fear led to the Red Scare, a

period when the government went after“Reds”—as Communists were known—andothers with radical views. In late 1919 and early

1920, Attorney General A. Mitchell Palmer andhis deputy, J. Edgar Hoover, ordered the arrestof people suspected of being Communists andanarchists. Palmer and Hoover also staged raidson the headquarters of various “suspicious”groups. In the raids, the government arrested afew thousand people, ransacked homes andoffices, and seized records. They did not find thelarge stockpiles of weapons and dynamite theyclaimed they were seeking.

Palmer said the raids were justified. “Theblaze of revolution was sweeping over everyAmerican institution of law and order,” hedeclared, “burning up the foundations of soci-ety.” The government deported—expelled fromthe United States—a few hundred of the aliens ithad arrested but quickly released many othersfor lack of evidence. In time people realized thatthe danger of revolution was greatly exagger-ated. The Red Scare passed—but the fear under-lying it remained.

Sacco and VanzettiFear of immigrants and radical ideas surfaced

in a criminal case in Massachusetts in 1920. Twomen robbed a shoe factory in South Braintree,Massachusetts, shooting and killing a guard and

Nicola Sacco and Bartolomeo Vanzetti enter a Massachusettscourtroom, while immigrant protesters in New York Citydemand the freedom of the two men. What did the Saccoand Vanzetti case reveal about the feelings of manyAmericans?

History

paymaster. Soon afterward the police arrestedItalian immigrants Nicola Sacco and BartolomeoVanzetti for the crime. The two men were triedand convicted in July 1921 and were sentenced to death.

The Sacco and Vanzetti case created a furor.Neither man had a criminal record. Both menwere anarchists, and Sacco owned a pistol simi-lar to the murder weapon. Future SupremeCourt justice Felix Frankfurter wrote a defense ofthe two men. Chief Justice William Howard Taftattacked Frankfurter for “vicious propaganda.”

Many Americans demanded that the deathsentence be carried out. In 1927 a special com-mission appointed by the governor of Massa-chusetts upheld the verdict. Sacco andVanzetti—proclaiming their innocence—wereexecuted. While historians continue to debatethe verdict, the case suggested the depth of feel-ings against foreigners and radicals in theUnited States in the 1920s.

Explaining What is capitalism based on?

Labor UnrestDuring the war years, labor and management

had put aside their differences. A sense of patri-otism, high wages, and wartime laws kept con-flict to a minimum. When the war ended, conflictflared anew. American workers demanded

increases in wages to keep up with rap-idly rising prices. They launched morethan 2,500 strikes in 1919. The wave ofstrikes fueled American fears of Bolshe-viks and radicals, whom many consid-ered to be the cause of the labor unrest.

Strikes Sweep CountryA long and bitter strike—the largest

in American history to that point—occurred in the steel industry. Demand-ing higher wages and an eight-hourworkday, about 350,000 steelworkerswent on strike in September 1919.

Using propaganda techniques learned duringthe war, the steel companies started a campaignagainst the strikers. In newspaper ads theyaccused the strikers of being “Red agitators.”Charges of communism cost the strikers muchneeded public support and helped force themto end the strike—but not before violence hadoccurred on both sides. Eighteen strikers haddied in a riot in Gary, Indiana.

In September 1919, police officers in Bostonwent on strike, demanding the right to form aunion. This strike by public employees angeredmany Americans, and they applauded the strongstand Massachusetts governor Calvin Coolidgetook against the strikers. Coolidge said,

“There is no right to strike against the publicsafety by anybody, anywhere, any time.”

When the strike collapsed, officials fired theentire Boston police force. Most Americansapproved of the decision.

Workers found themselves deeper in debtbecause of rising prices and unchanged wages.Still labor unions failed to win wide supportamong working families. Many Americans con-nected unions with radicalism and bolshevism. A growing feeling against unions, together with strong pressure from employers and thegovernment not to join unions, led to a sharpdrop in union membership in the 1920s.

During this period of union decline, a dynamicAfrican American, A. Philip Randolph, startedthe Brotherhood of Sleeping Car Porters. Made

702 CHAPTER 24 The Jazz Age

Strikes, such as the 1919 steel strike, lessened publicsupport for labor unions.

up mostly of African Americans, this union ofrailroad workers struggled during its early yearsbut began to grow in the 1930s, when govern-ment policy encouraged unions. In the 1950s andthe 1960s, Randolph would emerge as a leader ofthe civil rights movement.

Summarizing What was the out-come of the Boston police strike?

Racial UnrestDuring World War I, more than 500,000

African Americans had left the South for newjobs in the North. Many Northern whites resented African American competition for jobs.

In 1919 rising racial tensions led to violence.In the South more than 70 African Americanswere lynched. In Chicago a violent riot brokeout after a group of whites stoned an AfricanAmerican youth who was swimming in LakeMichigan. The youth drowned, and the inci-dent set off rioting. For two weeks AfricanAmerican and white gangs roamed city streets,attacking each other and burning buildings.The riot left 15 whites and 23 African Ameri-cans dead and more than 500 people injured.

Many African Americans turned to MarcusGarvey for answers. Marcus Garvey was bornto a poor family in Jamaica, the youngest of 11children. Educated as a journalist and filledwith ambition, Garvey arrived in New YorkCity at the age of 28. A powerful leader with amagnetic personality, Garvey opposed integra-tion. Instead he supported a “back-to-Africa”movement, urging African Americans to estab-lish their own country in Africa. Garveyfounded the Universal Negro ImprovementAssociation (UNIA) in 1914 to promote racialunity and pride.

During the 1920s Garvey gained an enor-mous following and great influence, especiallyamong the urban poor. Garvey told audiencesthat “to be a Negro is no disgrace, but anhonor.” With branches in many states, theUNIA organized rallies and parades to buildpride and confidence among African Ameri-cans. It helped African Americans start busi-nesses. One African American newspapersummed up Garvey’s achievements: “Hetaught [African Americans] to admire andpraise black things and black people.”

Explaining Did Marcus Garvey sup-port or oppose integration? Explain.

Checking for Understanding1. Key Terms Define each of the

following terms: capitalism, anarchist, deport.

2. Reviewing Facts Who were Saccoand Vanzetti? Explain how the fear ofradicals and foreigners affected theoutcome of the Sacco and Vanzettitrial.

Reviewing Themes3. Continuity and Change Why was

there a sharp drop in union member-ship during the 1920s?

Critical Thinking4. Drawing Conclusions Suppose you

are making a video about the life ofMarcus Garvey. If he could speak toAmerican youth today, what state-ment might he make?

5. Making Generalizations Re-createthe diagram below and list the reasons organized labor had fordemanding better wages after the war.

Analyzing Visuals6. Picturing History Compare the pho-

tographs of the demonstrators onpages 701 and 702. What are thepurposes of the demonstrations? Inwhat ways are the photos similar?Different?


Descriptive Writing Make a list of three to five adjectives that youthink describe the mood of thecountry during this era. Draw orpaint these adjectives on posterboard in a way that expresses thewords’ meanings.

Reasons for demanding better wages

1920Warren G. Harding iselected president

1922Senate investigatesTeapot Dome lease

1923Calvin Coolidgebecomes president

1928Kellogg-Briand Pactaims to outlaw war

Main IdeaThe Harding and Coolidge administra-tions stressed a return to governmentas it had been before progressivismand World War I.

Key Termslease, isolationism

Reading StrategyOrganizing Information As you readthe section, re-create the diagrambelow and describe the policies theHarding and Coolidge administrationsfollowed.

Read to Learn• what problems faced the Harding

presidency.• what policies Presidents Harding

and Coolidge followed in businessand foreign affairs.

Section ThemeContinuity and Change PresidentsHarding and Coolidge promised toreturn America to normalcy after the war.

Desire for Normalcy

Warren G. Harding attracted attention with his friendly personality, fine voice, andhandsome appearance. These glowing assets could easily make Harding president,thought political strategist Harry Daugherty. As Harding’s campaign manager, Daugh-erty took credit for prodding Harding into the 1920 presidential race: “I found him sun-ning himself, like a turtle on a log, and I pushed him into the water.”

The Harding PresidencyIn the summer of 1920, the Republicans gathered in Chicago to nominate a

candidate for president. Although confident of victory in the upcoming election,they had no outstanding leaders to head the party ticket. As one Republican noted, “There ain’t any first raters this year.” So party bosses chose “the best of thesecond raters” as their presidential candidate—Senator Warren G. Harding ofOhio. Harding had earned a reputation as a loyal Republican, and Ohio politicalboss Harry Daugherty pushed through his nomination.

Harding/Coolidge decal, 1920


Administration policies

Domestic affairs Foreign affairs

Preview of Events

Guide to Reading

✦ 1920 ✦ 1925 ✦ 1930

705CHAPTER 24 The Jazz Age

Sensing Americans’ longing for calm and sta-bility after decades of progressive reform andworld war, Harding declared in his campaignthat “America’s present need is not heroics, buthealing.” He promised a return to “normalcy.”What Harding meant by “normalcy” was notreally clear, but the word sounded reassuring tothose Americans who wanted an end to foreigninvolvement and domestic turmoil.

As Harding’s running mate, the Republicansnominated Massachusetts governor CalvinCoolidge, who was recognized for his firm standin the Boston police strike. The Harding-Coolidgeticket won a landslide victory in November1920—the first presidential election in whichwomen could vote. The Republicans defeated theDemocratic candidate, Governor James Cox ofOhio, and his young running mate, FranklinDelano Roosevelt of New York. The Republicansalso made large gains in Congress.

Harding admitted having doubts about hisqualifications for the presidency. He reportedlytold a friend, “I knew that this job would be too much for me.” He tried to compensate by appointing several talented people to thecabinet—Charles Evans Hughes, a formerSupreme Court justice, as secretary of state;Andrew Mellon, a prominent Pittsburghbanker and financier, to head the TreasuryDepartment; and Herbert Hoover, a talentedorganizer, as secretary of commerce.

The “Ohio Gang”President Harding also gave jobs in govern-

ment to many of his friends and political sup-porters—the so-called Ohio Gang. He appointedHarry Daugherty attorney general. He namedSenator Albert Fall of New Mexico, a closefriend, secretary of the interior. Charles Forbes,another friend, became head of the VeteransBureau. Other friends of Harding filled officesthroughout the administration.

Many of these appointees were unqualified;some turned out to be corrupt. By 1922 Wash-ington buzzed with rumors of scandals withinthe Harding administration. Forbes, convictedof stealing funds from the Veterans Bureau, fledto avoid imprisonment. Daugherty was accusedof receiving bribes but refused to resign.

Teapot Dome ScandalThe biggest scandal of the Harding adminis-

tration involved Albert Fall. In 1922 Fall secretlyleased, or rented, government oil reserves in ElkHills, California, and Teapot Dome, Wyoming,to the owners of two oil companies. In exchangeFall received more than $400,000. After the scan-dal became public, Fall was convicted of briberyand sent to prison, becoming the first cabinetofficer ever to go to jail. Teapot Dome became asymbol of the corruption in the Harding admin-istration and of government corruption andscandal in general.

Harding himself was not directly involved inany scandals, but as the rumors spread, he grewincreasingly distressed. “I have no trouble withmy enemies,” he said. “But my friends . . . they’rethe ones that keep me walking the floor nights!”

Warren G. Harding conducted a successful “frontporch” campaign for the presidency in 1920.

In the summer of 1923, before the full story ofthe scandals came out, Harding escaped thestresses of Washington, D.C., by taking a tripwest. During the trip he became ill, suffered aheart attack, and died.

Vice President Calvin Coolidge was visitinghis father in Vermont when he was awakened inthe early morning hours of August 3, 1923, withthe news of President Harding’s death.Coolidge’s father, a justice of the peace, adminis-tered the presidential oath of office. Then the newpresident—in characteristic Coolidge fashion—calmly turned off the lights and went back to bed.

Honesty Returns to the White HouseCalvin Coolidge was in many ways the com-

plete opposite of Harding. While Harding lovedto talk and meet people, Coolidge said very little and earned the name “Silent Cal.” In addi-tion, Coolidge had a reputation for honesty.After becoming president, he allowed the inves-tigations into the Harding scandals to proceedwithout interference. He fired Daugherty andreplaced the remaining members of the OhioGang with honest officials.

Although Coolidge and Hardingdiffered in style, they held similarpolitical views. Coolidge believed thatthe best government was the leastgovernment and that governmentshould not interfere in the life of thenation. He once said approvingly, “Ifthe federal government should go outof existence, the common run of thepeople would not detect the differencefor a considerable length of time.”

A Friend to BusinessUnder President Coolidge the government

took an active role in supporting business. Asthe president explained, “The chief business ofthe American people is business. . . . The manwho builds a factory builds a temple.”

Coolidge and the Republican-dominatedCongress aimed to create a favorable climate forbusiness to promote the nation’s economic pros-perity. The government lowered income taxrates on the wealthiest Americans and on corpo-rate profits and cut government spending. Italso raised tariffs to protect American businessand overturned laws regulating child labor andwages for women.

A New TermCoolidge seemed to be exactly what the coun-

try wanted. At the Republican national conven-tion in 1924, the president was nominatedwithout opposition. The Democrats took morethan 100 ballots to nominate a little-knownlawyer, John W. Davis of West Virginia, as theirpresidential candidate. Wisconsin senator RobertLa Follette led a third party, the Progressives, in


The cartoonist uses familiar images of the 1920s. ”Big Business”, portrayed as a carefree ”flapper” girl,dances to jazz music played by President Coolidge. What was the relationship between government and business during Coolidge’s presidency?

Analyzing Political Cartoons

the race. Coolidge swept the 1924 presidentialelection with 54 percent of the popular vote.For the first time in America’s history, womenwon governors’ races—Nellie Tayloe Ross inWyoming and Miriam Ferguson in Texas.

Comparing Do you think Coolidgefollowed Harding’s policies about business? Explain.

Foreign PolicyHarding and Coolidge both favored a limited

role for the nation in world affairs. They desiredworld peace but did not want the nation to jointhe League of Nations or become involved ininternational disagreements. Harding hadpromised the American people that he wouldnot lead them into the League “by the side door,back door, or cellar door.” Many Americanssupported this policy of isolationism.

Promoting PeaceThe Harding administration made serious

efforts to promote peace. After the war theUnited States, Great Britain, and Japan began anaval arms race. In 1921 Secretary of StateHughes invited Japan and Britain to Washing-ton, D.C., to discuss the problem. In February1922 the three nations, along with France andItaly, signed the Five-Power Treaty to limit the

size of the nations’ navies. The treaty markedthe first time in modern history that world pow-ers agreed to disarm.

The United States continued working forpeace. In August 1928, it joined 14 other nations in signing the Kellogg-Briand Pact, whichcalled for outlawing war. Within a few years, 48other nations had signed the pact, but it lackedany means of enforcing peace.

A More Friendly NeighborThe United States had intervened in Latin

American countries several times in the early1900s to support American business interests.When Harding took office, American troopswere stationed in Haiti, the DominicanRepublic, and Nicaragua, and relations withMexico were tense.

After the Dominican Republic and Nicaraguaheld elections in the mid-1920s, the UnitedStates withdrew its troops from those countries.

At about the same time, American investorsasked President Coolidge to send troops intoMexico when its government threatened to takeover foreign-owned oil and mining companies.Coolidge chose to negotiate instead, and theUnited States reached a settlement with Mexico.

Explaining Why would the Kellogg-Briand Pact prove to be ineffective?

Checking for Understanding1. Key Terms Use the terms lease and

isolationism in separate sentencesthat will help explain their meanings.

2. Reviewing Facts Where was TeapotDome? What did Teapot Dome cometo symbolize?

Reviewing Themes3. Continuity and Change What

actions did the United States take topromote world peace in the 1920s?

Critical Thinking4. Comparing What role did Harding

and Coolidge think the governmentshould play in people’s lives?

5. Making Generalizations Re-create the diagram below and list two waysthe United States governmentworked to promote American business.

Analyzing Visuals6. Political Cartoons Study the car-

toon on page 706. Who do the fig-ures represent? What image of theFederal government does the cartoonportray?


Art Draw a political cartoon that illustrates an example of anevent that took place during theHarding presidency. Make sure to include a caption with your cartoon.

Promoting business


Making GeneralizationsWhy Learn This Skill?

If you say “We have a great football team,” you aremaking a generalization, or general statement, aboutyour team. If you go on to say that your team has notlost a game this season and is the top-ranked team,you are providing evidence to support your general-ization. When you are studying history, it is often nec-essary to put together pieces of information, calledsupporting statements, to arrive at a full picture.

Learning the SkillIn some cases, authors provide only supporting

statements, and you need to make the generalizationson your own.

To make generalizations, follow these steps:• Identify the subject matter.• Gather facts and examples related to it.• Identify similarities or patterns among these

facts.• Use these similarities or patterns to form some

general ideas about the subject.

Practicing the SkillRead the passage and the generalizations. Thenanswer the questions that follow.

By 1927, 4 out of 5 cars had closed tops,compared with only 1 in 10 in 1919. Nowprotected from the weather, many familieshopped into their cars for short day trips.Many city workers moved to houses in thenew suburbs. Car owners now traveled easilyto once-distant places, bringing far-flungAmericans together for the first time.

Generalizations About the Automobilea. Automobiles were too expensive to buy.b. The automobile changed American culture in

many ways.c. Many businesses arose from the need to serv-

ice the newly mobile nation.d. Suburbs grew as a result of the automobile.

1 Which of the generalizations above are sup-ported by the details in this passage?

2 Write one or two statements that support each ofthese generalizations.

3 Which of the generalizations are not supportedby the passage? Explain.

Applying the SkillMaking Generalizations Make a general statement about your class that describes it. Thenwrite three or four supporting details for that generalization.

Glencoe’s Skillbuilder InteractiveWorkbook CD-ROM, Level 1, providesinstruction and practice in key social studies skills.

Critical ThinkingCritical Thinking

Traffic jam, 1920s

709

1920sStock market booms

1922GNP reaches $70 billion

1924Model T sells for lessthan $300

1929Electricity runs 70 percent of factories

Main IdeaThe United States experienced peri-ods of prosperity and economicexpansion during the 1920s.

Key Termsrecession, gross national product,productivity, installment buying

Reading StrategyAnalyzing Information As you readthe section, re-create the diagrambelow and describe how these ideasaffected the American economy.

Read to Learn• how the prosperity of the 1920s

affected the nation and the Ameri-can people.

• what impact the automobile had onAmerican life.

Section ThemeEconomic Factors After a brief post-war recession, the American economybegan a steady growth that lasted formost of the 1920s.

A BoomingEconomy


During the “golden age of the automobile” in the 1920s, the car became a vital partof many Americans’ lives. A mother of nine children said that her family “would ratherdo without clothes than give up the car.” In the past, they had wanted to visit her sister-in-law, but by the time the children were “shoed and dressed” there wasn’t any moneyleft to pay for trolley fare. “Now no matter how [the children] look, we just poke ‘em inthe car and take ‘em along.”

Growth in the 1920sAfter World War I, the American economy experienced problems readjusting

to peacetime. Millions of soldiers returned, entering the labor force and com-peting for jobs. Government orders for wartime goods came to a halt, forcingmany companies to lay off workers. Other companies went bankrupt. Pricesrose, making it hard for workers to make ends meet. This economic downturn,or recession, lasted about two years. The economy then began a steady growththat lasted most of the decade. In 1922 the nation’s gross national product

1920s gas pump

Preview of Events

Guide to Reading

✦ 1920 ✦ 1925 ✦ 1930

Effect on economy

Scientific management

Assembly line

Installment buying

(GNP)—the total value of all goods and servicesproduced—was $70 billion. By 1929 it had risento $100 billion!

Technology made rapid industrial growthpossible, and electricity powered Americanindustry. Before World War I, only 30 percent offactories were run by electricity. By 1929 this fig-ure had risen to 70 percent. Electricity wascheaper than steam power. By cutting costs, busi-nesses could lower prices and increase profits.

Scientific ManagementNew ways of managing operations contrib-

uted to economic growth as well. Many employ-ers used scientific management—hiring expertsto study how goods could be produced morequickly. By adopting new work methods,businesses tried to lower costs and increaseproductivity—the amount of work eachworker could do.

Many businesses adopted mass productiontechniques using the assembly line, which was

first introduced in Henry Ford’s automobile fac-tories. Assembly line methods increased pro-ductivity and cut production costs.

Worker RelationsBusinesses tried to build better relations with

workers. Many companies set up safety pro-grams that lowered the risk of death or injury onthe job. Some began to provide health and acci-dent insurance. Many companies encouragedworkers to buy stock in the company. Thesesteps—known as welfare capitalism—weredesigned to link workers more closely to thecompany they worked for. Business also adoptedthese steps to discourage workers from joiningindependent unions.

The Consumer EconomyAmerican industry changed in another way

as well. As electricity became more available,demand grew for appliances using electricpower. By the 1920s, more than 60 percent ofAmerican households had electricity. Con-sumers eagerly acquired refrigerators, stoves,vacuum cleaners, fans, and radios. As demandfor these items grew, more and more of themwere produced, leading to reduced productioncosts and lower prices. Between 1920 and 1929,for example, the cost of a refrigerator droppedfrom $600 to $300.

These appliances transformed daily life. Peo-ple did not have to spend as much time on house-hold chores. Now they had more leisure time.

In the 1920s successful companies joined withor purchased competitors. Three companies—Ford, General Motors, and Chrysler—domi-nated the auto industry. One grocery chain—theGreat Atlantic and Pacific Tea Company(A&P)—had more than 15,000 stores across thecountry. Businesses became national as theproducts of many local companies werereplaced by national brands.

To market those national brands, businessesspent more and more money on advertising.Propaganda techniques learned during WorldWar I were now used to persuade consumers tobuy a particular brand of toothpaste, clothing,or soap. Newspapers and magazines were filled


Source: Historical Statistics of the United States from Colonial Times to 1970.

Sale

s (in

thou

sand

s of a

utom

obile

s)

1920

1921

1922

1923

1924

1925

1926

1927

1928

1929

4,500

4,000

3,500

3,000

2,500

2,000

1,500

Year

Auto Sales, 1920–1929

A drop in auto sales occurred in 1927 whenFord stopped producing the Model T. Sixmonths later his new Model A was produced.

Comparing About how many more autoswere sold in 1928 than in 1924?

HenryFord’sAssemblyLineThe industrial boom of the1920s owed much to theassembly line Henry Fordfirst used in 1913–1914.Parts moved on a conveyorbelt. Workers attached theparts to cars moving pastthem at a steady speed of

six feet perminute. How largewas Ford’splant?


with ads, and with the spread of radio a newadvertising form—the commercial announce-ment—was born.

Spurred by ads to buy more and more, con-sumers found a new way to make those pur-chases—installment buying. Consumers couldnow buy products by promising to pay small,regular amounts over a period of time. Onecritic of installment buying called the system “adollar down and a dollar a week forever.” Theinstallment method of buying boosted con-sumer spending.

Explaining Why did the price ofsome consumer goods decrease?

The Automobile AgeMore often than not, people used the install-

ment plan to buy a new car. During the 1920s,automobile registrations jumped from 8 million

to 23 million. America quickly became a “car cul-ture,” in which people’s lives revolved aroundthe automobile. The nation’s economy, too,revolved around the automobile. Almost fourmillion Americans worked for auto companies orin related jobs. Detroit, Michigan, became theautomobile manufacturing center of the world.

Henry Ford was a pioneer in the manufactureof affordable automobiles with his Model T,which was built using assembly line methods.The car was sturdy, reliable, inexpensive, andavailable only in black. In 1914 Ford stunned theauto industry—and all corporate leaders, forthat matter—by announcing that he would payhis workers the high wage of $5 per day. Work-ers were happy, and Ford had more potentialcustomers as he steadily dropped the price ofhis Model T. By 1924 the car sold for less than$300. With the average industrial worker earn-ing about $1,300 a year, many families couldafford to buy a Model T.

711

Engines built on the third floorare lowered ontothe chassis.

2 3 Radiatorsarrive fromthe far end of the 60-acrefactory.

4 Auto bodies are assembled on thesecond floor, thenlowered through the ceiling onto the moving chassis.

5Tanks filled withone gallon of gasslide from the“Tank Bridge.”

1

23 4 5

Tires are put on thewheels and droppeddown rollways.

1

Henry Ford

Checking for Understanding1. Key Terms Define each of the fol-

lowing terms: recession, grossnational product, productivity,installment buying.

2. Reviewing Facts Describe the eco-nomic problems that existed inAmerica after World War I.

Reviewing Themes3. Economic Factors How did the auto

industry help boost other industries?

Critical Thinking4. Drawing Conclusions How did wel-

fare capitalism discourage peoplefrom joining unions?

5. Organizing Information Re-createthe diagram below and identify threefactors that helped to bring about astrong economy.

Analyzing Visuals6. Graph Skills Study the graph on

page 710. In which year did autosales first pass three million?

By the mid-1920s,other automobile modelschallenged the Model T.General Motors cut intoFord’s sales by offering aline of cars in a range ofcolors and with featuresto improve passengercomfort. In 1927 Ford

responded with the Model A, which had betterengineering and came in several colors. Out ofthis competition came the practice of introducingnew car models each year.

Effect on Other IndustriesThe automobile had a tremendous impact on

other American industries. Americans’ love ofdriving called for new roads and highways.Highways, in turn, needed gas stations and reststops. Businesses along major roads profitedfrom the millions of people now traveling aroundthe country by car. Tourism grew dramatically.

The car boom affected industries that madeproducts used in cars. The steel, rubber, andglass industries grew. During the 1920s the oilindustry shifted from producing lubricants torefining gasoline for automobiles.

The automobile dramatically changed thelives of many Americans. Travel for pleasurebecame a regular part of American life. Peoplecould now go wherever they wished. Cars also


Math Research to find the totalauto sales for a recent 10-yearperiod. Compare your findingswith the auto sales figures on page710. Write a short paragraph com-paring the two sets of figures.Include any conclusions you reach.

Economic growth

contributed to the spread of suburbs. Becausepeople could now drive to work, they could livein a suburb and still hold a job in the city.

Those Left BehindDespite all the signs of prosperity, many

Americans did not share in the boom of the1920s. Farmers had an especially difficult time.During the war, the federal government hadpurchased wheat, corn, and other products, andfarmers had prospered from higher prices.When the war ended, farmers had to competewith European agriculture again. Food pricesfell, and farm income plummeted. Unable to paytheir debts, many farmers lost their farms.

Farmers were not the only ones feeling thepinch. Those who worked in the railroad and coalmining industries had a difficult time as truckstook business from railroads and electricityreplaced coal as a power source. Americans nowwere buying less cotton and more clothes madeof synthetic fibers. As cotton prices plunged,many textile factories were forced to shut down.Wages rose slightly for most workers, but the costof living rose more. By 1929 nearly three-fourthsof families had incomes below $2,500, theaccepted level necessary for a comfortable life.

Explaining What action did HenryFord take when other auto manufacturers offered new linesof cars?

HISTORY

Student Web ActivityVisit taj.glencoe.com andclick on Chapter 24—Student Web Activitiesfor an activity on the his-tory of the automobile.

http://www.glencoe.com/qe/qe37.php?&st=284&pt=2&bk=13

713

1920Nineteenth Amendmentgrants woman suffrage

1924Congress passes National Origins Act

1927Lindbergh flies soloacross the Atlantic

1928Herbert Hoover iselected president

Main IdeaMany Americans favored traditionalvalues, while others favored change.

Key Termsflapper, mass media, expatriate, Prohibition, nativism, quota system, evolution

Reading StrategyOrganizing Information As you readthe section, re-create the diagrambelow and describe the accomplish-ments of these individuals.

Read to Learn• how lifestyles in America changed

in the 1920s.• what cultural clashes occurred in

the United States in the 1920s.

Section ThemeContinuity and Change The RoaringTwenties were a time of changing atti-tudes and clashing cultures.

The RoaringTwenties


On the evening of May 19, 1927, a young pilot named Charles Lindbergh learnedthat, although it was drizzling on Long Island, the weather reports predicted fair skiesfor his miraculous trip. He decided to get ready. Throughout a sleepless night, Lind-bergh made the final preparations for takeoff. Shortly before 8:00 A.M., Lindberghclimbed into his aircraft and took off for Paris. With the news of his departure “flashingalong the wires,” the American people were united in “the exaltation of a commonemotion.” All minds and hearts were focused on the brave pilot who was crossing thevast Atlantic Ocean.

New DirectionsIn May 1927, aviator Charles Lindbergh became the first person to fly alone

across the Atlantic Ocean. He did so in a tiny, single-engine plane named theSpirit of St. Louis. Americans went wild and hailed a new hero. Cities across thenation held parades to honor Lindbergh—in New York City well-wishers threw

Song sheet honoringLindbergh

Accomplishments

Charles Lindbergh

Bessie Smith

Langston Hughes

Ernest Hemingway

Preview of Events

Guide to Reading

✦ 1920 ✦ 1925 ✦ 1930

started professional careers, and more womenworked after marriage. But the vast majority ofmarried women remained within the home,working as homemakers and mothers.

The flapper symbolized the new “liberated”woman of the 1920s. Pictures of flappers—care-free young women with short, “bobbed” hair,heavy makeup, and short skirts—appeared inmagazines. Many people saw the bold, boyishlook and shocking behavior of flappers as a signof changing morals. Though hardly typical ofAmerican women, the flapper image reinforcedthe idea that women now had more freedom. Pre-war values had shifted, and many people were

beginning to challenge traditional ways.

Describing What did theNineteenth Amendment guarantee?

EntertainmentChanges in attitudes spread quickly

because of the growth of mass media—forms of communication, such as newspa-pers and radio, that reach millions of people.Laborsaving devices and fewer workinghours gave Americans more leisure time. Inthose nonworking hours, they enjoyed tabloid-style newspapers, large-circulation magazines,phonograph records, the radio, and the movies.

The Movies and RadioIn the 1920s the motion picture industry in Hol-

lywood, California, became one of the country’sleading businesses. For millions of Americans, themovies offered entertainment and escape.

The first movies were black and white andsilent, with the actors’ dialog printed on thescreen and a pianist playing music to accom-pany the action. In 1927 Hollywood introducedmovies with sound. The first “talkie,” The JazzSinger, created a sensation.

The radio brought entertainment into peo-ple’s homes in the 1920s. In 1920 the first com-mercial radio broadcast, which carried thepresidential election returns, was transmitted bystation KDKA in Pittsburgh. In the next threeyears nearly 600 stations joined the airwaves.

1,800 tons of papers t re a m e r s — a n dnewspapers reportedon his every move. The nationalembrace of Lindbergh showed what one histo-rian called a “delighted concern over things thatwere exciting but didn’t matter profoundly.”

Changes for WomenThe 1920s did bring profound changes for

women. One important change took place withthe ratification of the Nineteenth Amendmentin 1920. The amendment guaranteed women inall states the right to vote. Women also ran forelection to political offices. ; (See page 249 for the text

of the Nineteenth Amendment.)

Throughout the 1920s the number of womenholding jobs outside the home continued togrow. Most women had to take jobs considered“women’s” work, such as teaching and workingin offices as clerks and typists. At the same time,increasing numbers of college-educated women


Flappers reflected themodern spirit of theJazz Age.

Movie poster, 1926


The networks broadcast popular programsacross the nation. The evening lineup of programsincluded something for everyone—news, con-certs, sporting events, and comedies. Radiooffered listeners a wide range of music—opera,classical, country and western, blues, and jazz.Amos ‘n’ Andy and the Grand Ole Opry wereamong the hit shows of the 1920s. Families satdown to listen to the radio together.

Businesses soon realized that the radio offeredan enormous audience for messages about theirproducts, so they began to help finance radio programs. Radio stations sold spot advertise-ments, or commercials, to companies.

Sports and FadsAmong the favorite radio broadcasts of the

1920s were athletic events. Baseball, football,and boxing soared in popularity. Americansflocked to sporting events, and more people par-ticipated in sports activities as well.

Sports stars became larger-than-life heroes.Baseball fans idolized Babe Ruth, the great out-fielder, who hit 60 home runs in 1927—a recordthat would stand for 34 years. Football star RedGrange, who once scored four touchdowns in 12minutes, became a national hero. Golfer BobbyJones and Gertrude Ederle, the first woman toswim the English Channel, became householdnames.

In the 1920s Americans took up newactivities with enthusiasm, turning them intofads. The Chinese board game mah-jongg(mah•ZHAHNG) and crossword puzzles wereall the rage. Contests such as flagpole sitting anddance marathons—often lasting three or fourdays—made headlines. Americans also lovedthe Miss America Pageant, which was first heldin 1921.

Comparing What fads were popu-lar in the 1920s? What are two comparable fads today?

The Jazz AgeDuring the 1920s people danced to the beat of

a new kind of music called jazz. Jazz capturedthe spirit of the era so well that the 1920s is oftenreferred to as the Jazz Age.

Jazz had its roots in the South in AfricanAmerican work songs and in African music. Ablend of ragtime and blues, it uses dynamicrhythms and improvisation—new rhythms andmelodies created during a performance. Amongthe best-known African American jazz musi-cians were trumpeter Louis Armstrong, pianistand composer Duke Ellington, and singerBessie Smith. White musicians such as PaulWhiteman and Bix Biederbecke also played jazzand helped bring it to a wider audience.

Interest in jazz spread through radio andphonograph records. Jazz helped create aunique African American recording industry.Equally important, jazz gave America one of itsmost distinctive art forms.

Harlem RenaissanceThe rhythm and themes of jazz inspired the

poetry of Langston Hughes, an African Ameri-can writer. In the 1920s, Hughes joined thegrowing number of African American writersand artists who gathered in Harlem, an AfricanAmerican section of New YorkCity. Hughes described hisarrival in Harlem:

“I can never put onpaper the thrill of theunderground ride toHarlem. I went up thesteps and out into thebright September sunlight.Harlem! I stood there,dropped my bags, took a deepbreath and felt happy again.”

Harlem witnessed a burst of creativity in the1920s—a flowering of African American culturecalled the Harlem Renaissance. This movementinstilled an interest in African culture and pridein being African American.

During the Harlem Renaissance, many writ-ers wrote about the African American experi-ence in novels, poems, and short stories. Alongwith Hughes were writers like James WeldonJohnson, Claude McKay, Countee Cullen, andZora Neale Hurston.

Langston Hughes

A Lost Generation of WritersAt the same time that the Harlem Renaissance

blossomed, other writers were questioningAmerican ideals. Disappointed with Americanvalues and in search of inspiration, they settledin Paris. These writers were called expatriates—people who choose to live in another country.Writer Gertrude Stein called these rootlessAmericans “the lost generation.”

Novelist F. Scott Fitzgerald and his wife,Zelda, joined the expatriates in Europe. In TenderIs the Night, Fitzgerald wrote of people who hadbeen damaged emotionally by World War I.They were dedicated, he said,

“to the fear of poverty and the worship of success.”

Another famous American expatriate wasnovelist Ernest Hemingway, whose books TheSun Also Rises and A Farewell to Arms reflectedthe mood of Americans in postwar Europe.

While some artists fled the United States, oth-ers stayed home and wrote about life in America.Novelist Sinclair Lewis presented a critical view


Based in New Orleans, King Oliver’s Creole Jazz Band was one of the best

and most important bands in early jazz.

Bessie Smith

of American culture in such books as Main Streetand Babbitt. Another influential American writerwas Sherwood Anderson. In his most famousbook, Winesburg, Ohio, Anderson explored small-town life in the Midwest.

Describing What type of music didLouis Armstrong play?

ProhibitionDuring the 1920s the number of people living

in cities swelled, and a modern industrial soci-ety came of age. Outside of the cities, manyAmericans identified this new, urban societywith crime, corruption, and immoral behavior.They believed that the America they knew andvalued—a nation based on family, church, andtradition—was under attack. Disagreementgrew between those who defended traditionalbeliefs and those who welcomed the new.

The clash of cultures during the 1920s affectedmany aspects of American life, particularly theuse of alcoholic beverages. The temperancemovement, the campaign against alcohol use,had begun in the 1800s. The movement was

Jazz record label


rooted both in religious objections to drinkingalcohol and in the belief that society would ben-efit if alcohol were unavailable.

The movement finally achieved its goal in1919 with the ratification of the EighteenthAmendment to the Constitution. This amend-ment established Prohibition—a total ban onthe manufacture, sale, and transportation ofliquor throughout the United States. Congresspassed the Volstead Act to provide the means ofenforcing the ban. In rural areas in the Southand the Midwest, where the temperance move-ment was strong, Prohibition generally suc-ceeded. In the cities, however, Prohibition hadlittle support. The nation divided into twocamps: the “drys”—those who supported Prohi-bition—and the “wets”—those who opposed it.

Consequences of the BanA continuing demand for alcohol led to wide-

spread lawbreaking. Some people began mak-ing wine or “bathtub gin” in their homes. Illegalbars and clubs, known as speakeasies, sprangup in cities. Hidden from view, these clubs couldbe entered only by saying a secret password.

With only about 1,500 agents, the federal gov-ernment could do little to enforce the Prohibi-tion laws. By the early 1920s, many states in theEast stopped trying to enforce the laws.

Prohibition contributed to the rise of organizedcrime. Recognizing that millions of dollars couldbe made from bootlegging—making and sellingillegal alcohol—members of organized crimemoved in quickly and took control. They usedtheir profits to gain influence in businesses,labor unions, and governments.

Crime boss Al “Scarface” Caponecontrolled organized crime and localpolitics in Chicago. Defending hisinvolvement in illegal alcohol,Capone said,

“I make my money by supplying a popular demand. If I break the law,my customers are as guilty as I am.”

Eventually, Capone was arrestedand sent to prison.

Over time many Americans realized that the“noble experiment,” as Prohibition was called,had failed. Prohibition was repealed in 1933 withthe Twenty-first Amendment. ; (See pages 249 and

250 for the text of the Eighteenth and Twenty-first Amendments.)

Analyzing Why was Prohibition difficult to enforce?

NativismThe anxieties many native-born Americans

felt about the rapid changes in society con-tributed to an upsurge of nativism—the beliefthat native-born Americans are superior to for-eigners. With this renewed nativism came arevival of the Ku Klux Klan.

As you read in Chapter 17, the first Klan hadbeen founded in the 1860s in the South to con-trol newly freed African Americans through theuse of threats and violence. The second Klan,organized in 1915, still preyed on African Amer-icans, but it had other targets as well—Catholics,Jews, immigrants, and other groups believed torepresent “un-American” values.

In the 1920s the new Klan spread from theSouth to other areas of the country, gainingconsiderable power in such states as Indianaand Oregon and in many large cities. For themost part, the Klan used pressure and scaretactics to get its way, but sometimes Klanmembers whipped or lynched people orburned property.

The Klan began to decline in the late 1920s,however, largely as a result of scandals and

power struggles involving Klan leaders.Membership shrank, and politicians

who had been supported by the Klanwere voted out of office.

The concerns of the Red Scaredays had not completely disap-peared. Some Americans fearedforeign radicals would overthrow

the government. Others believedforeigners would take away their

jobs. This anti-immigrant prejudicewas directed mainly at southern andeastern Europeans and Asians.Al Capone

In 1921 Congress responded to nativist fears by passing the Emergency Quota Act. This lawestablished a quota system, an arrangement plac-ing a limit on the number of immigrants fromeach country. According to the act, only 3 percentof the total number of people in any nationalgroup already living in the United States wouldbe admitted during a single year. Because therehad been fewer immigrants from southern andeastern Europe than from northern and westernEurope at that time, the law favored northern and western European immigrants.

Congress revised the immigration law in1924. The National Origins Act reduced theannual country quota from 3 to 2 percent andbased it on the census of 1890—when evenfewer people from southern or eastern Europelived in America. The law excluded Japaneseimmigrants completely. An earlier law, passedin 1890, had already excluded the Chinese.

These quota laws did not apply to countriesin the Western Hemisphere. As a result, immi-gration of Canadians and Mexicans increased.By 1930 more than one million Mexicans hadcome to live in the United States.

Describing What is a quota system?

The Scopes TrialAnother cultural clash in the 1920s involved

the role of religion in society. This conflictgained national attention in 1925 in one of themost famous trials of the era.

In 1925 the state of Tennessee passed a lawmaking it illegal to teach evolution—the scien-tific theory that humans evolved over vast periods of time. The law was supported byChristian fundamentalists, who accepted thebiblical story of creation. The fundamentalistssaw evolution as a challenge to their values andtheir religious beliefs.

A young high school teacher named JohnScopes deliberately broke the law against teach-ing evolution so that a trial could test its legality.Scopes acted with the support of the AmericanCivil Liberties Union (ACLU). During the swel-tering summer of 1925, the nation followed day-to-day developments in the Scopes trial withgreat interest. More than a hundred journalistsfrom around the country descended on Dayton,Tennessee, to report on the trial.

Two famous lawyers took opposing sides inthe trial. William Jennings Bryan, Democraticcandidate for president in 1896, 1900, and 1908


Part Native American,Will Rogers grew up inthe West roping cattleand riding on the range.He landed jobs with WildWest shows and soon per-fected his riding andtrick-roping act, which,along with his personalityand sense of humor, madehim a star.

By 1920 Will Rogerswas starring on both

stage and screen. A daily newspaper col-umn he started in 1926spread his humorousviews on life and poli-tics. Claiming “I don’tmake jokes—I justwatch the governmentand report the facts,” hepoked fun in a light-hearted way and wasnever hostile. One of hisfavorite sayings was

“I never met a man I didn’t like.”

By the late 1920s,audiences were listeningto his commentary onthe radio. To Americans,Rogers had become anational treasure. Theymourned when Rogersdied in a plane crashnear Point Barrow,Alaska, in August 1935.

and a strong opponent of evolution, led theprosecution. Clarence Darrow, who haddefended many radicals and labor union mem-bers, spoke for Scopes.

Although Scopes was convicted of breakingthe law and fined $100, the fundamentalistslost the larger battle. Darrow’s defense made itappear that Bryan wanted to impose his reli-gious beliefs on the entire nation. The Ten-nessee Supreme Court overturned Scopes’sconviction, and other states decided not toprosecute similar cases.

The Scopes case may have dealt a blow to fun-damentalism, but the movement continued tothrive. Rural people, especially in the South andMidwest, remained faithful to their religiousbeliefs. When large numbers of farmersmigrated to cities during the 1920s, they broughtfundamentalism with them.

Explaining What law did Scopeschallenge?

The Election of 1928In 1927 President Coolidge shocked everyone

by announcing that he would not run for a sec-ond full term. Herbert Hoover declared his can-didacy for the Republican nomination.

During World War I, Hoover had won respectas the head of a committee providing food relieffor Europe. He showed such a gift in the rolethat “to Hooverize” came to mean “to econo-mize, to save and share.” Later, Hoover servedPresidents Harding and Coolidge as secretary ofcommerce.

Hoover worked tirelessly to promote cooper-ation between government and business. Asymbol of the forward-looking middle class, heeasily won the Republican nomination.

The Democrats chose a far different kind ofcandidate—Alfred E. Smith, governor of NewYork. The son of immigrants and a man of thecity, Smith opposed Prohibition and champi-oned the poor and the working class. As thefirst Roman Catholic nominee for president,Smith was the target of anti-Catholic feeling.Hoover won the election by a landslide due toboth the Republican prosperity of the 1920s andthe prejudice against Smith. The contestreflected many of the tensions in American soci-ety—rural versus urban life, nativism versusforeign influences, “wets” versus “drys,”Protestants versus Catholics, traditional valuesversus modern values.

Identifying Who was elected presi-dent in 1928?

Checking for Understanding1. Key Terms Use each of these terms

in a sentence that will help explain itsmeaning: flapper, mass media,expatriate, Prohibition, nativism,quota system, evolution.

2. Reviewing Facts What was theHarlem Renaissance? Name two writ-ers associated with it.

Reviewing Themes3. Continuity and Change How did

the Scopes trial reflect the desire ofmany Americans to return to tradi-tional values?

Critical Thinking4. Making Generalizations Why do

you think Gertrude Stein referred tomany American writers as “the lostgeneration”?

5. Drawing Conclusions Re-create thediagram below and describe howeach person contributed to his or herfield.

Analyzing Visuals6. Picturing History Study the photos

on page 716. What does the mood ofthe country seem to be at this time?Write a short paragraph in which youexplain your analysis.


Reading Find and read a poem bya writer who interests you. Findillustrations and photographs thathelp to communicate the meaningof the poem. Display the poem andillustrations on poster board.

Contribution

Sherwood Anderson

Countee Cullen

Louis Armstrong

720

Reviewing Key TermsOn a sheet of paper, use the following vocabulary wordsto write two paragraphs about the decade of the 1920s.1. isolationism 4. Prohibition2. gross national product 5. quota system3. installment buying

Reviewing Key Facts6. What is capitalism?7. How did Calvin Coolidge respond to the 1919 Boston

police strike?8. Who were the presidential candidates in 1920?9. What did the Five-Power Treaty limit?

10. What is installment buying?11. What did Charles Lindbergh accomplish?12. Name three important jazz musicians.

Critical Thinking13. Determining Cause and Effect How was the Red

Scare used to turn the public against unions?14. Reviewing Themes: Global Connections How did

President Harding feel about the League of Nations?15. Analyzing Information What new forms of entertain-

ment were available to the American people in the1920s as a result of new technology?

16. Economic Factors Re-create the diagram below anddescribe what you think are the advantages and disad-vantages of scientific management.

Citizenship Cooperative Activity17. The Political Process With a partner, find out how

political parties in your state nominate candidates foroffice. Then interview neighbors who are active in apolitical party. If any of them have participated in thenominating process, ask them about their experiences.Prepare a brochure on the nominating process to dis-tribute in your neighborhood.

The Jazz AgeTime of Turmoil• Fear of communism grows.

• Labor strikes occur.

• Racial tensions grow.

• Voters elect leaders who promise isolation.

• Harding’s administration is marred by scandal.

• Coolidge continues Harding’s pro-business economic policies.

A BoomingEconomy• Demand grows for products.

• Installment buying boosts consumer spending.

• The auto industry brings benefits and changes.

The RoaringTwenties• Women gain the right to vote

through the Nineteenth Amendment.

• Mass media grows.

• Entertainment industry grows.

• Harlem Renaissance instillsinterest in African culture.

Clashing Cultures• The Eighteenth Amendment establishes Prohibition.

The Twenty-first Amendment repeals Prohibition.

• Nativism helps revive the Ku Klux Klan.

• Congress passes quota laws to limit immigration.

• The Scopes trial symbolizes the tensions of the 1920s.

Scientific managementAdvantages Disadvantages


Directions: Choose the bestanswer to the following question.

In 1920, women won an important victory when theNineteenth Amendment was ratified. What did thisamendment accomplish?

F It required colleges to accept women.G It guaranteed equal wages for equal work.H It banned discrimination in the workplace.J It granted women the right to vote.

Test-Taking Tip

Eliminate answers that don’t make sense. For example,choice F is unlikely because the Nineteenth Amendment

did not require colleges to accept women. Use theprocess of elimination to find the right answer.

Standardized Test Practice

HISTORYSelf-Check QuizVisit taj.glencoe.com and click on Chapter 24—Self-Check Quizzes to prepare for the chapter test.Geography and History Activity

Study the graph below; then answer the questions that follow.

18. What information is presented on the graph?19. What percentage of emigrants came from Asia in 1925?20. During which year shown was emigration from Canada

the highest?21. From what region was emigration the highest in 1921?22. Use information presented in the graph to confirm or dis-

prove this generalization: The percentage of emigrantsfrom Canada remained constant throughout the decade.

Practicing Skills23. Making Generalizations Over a period of weeks, read

the editorials in your local newspaper. Then write a list ofgeneralizations about the newspaper’s position on issuessuch as politics or crime.

Economics Activity24. Working with a partner, contact your local chamber of

commerce to learn about some of the major businessesor industries in your area. Next conduct a business surveyin your neighborhood. Find out where people work, whattype of work they do, and how long they have worked.Encourage the people you survey to learn more aboutlocal businesses.

Alternative Assessment25. Portfolio Project Research the lives of people who were

teenagers during the 1920s. Your local history museumor back issues of newspapers may be helpful. Try to learnabout some of the following topics: education, styles ofclothing, forms of recreation, and music. Look for picturesthat record styles of clothing, hairdos, and social eventsof the period. Report your findings orally to the class.Then file your written summary in your portfolio.

Source: Historical Statistics of the United States: Colonial Times to 1970.

Perc

ent o

f tot

al

05

1921 1925 1930

656055504540353025201510

Year

Northern andWestern Europe

Southern andEastern Europe

Canada Other areasrepresent lessthan 1% ofthe total

Asia

Latin America

U.S. Immigration, 1921–1930

http://www.glencoe.com/qe/qe37.php?&st=284&pt=3&bk=13

chapter 24: the jazz age, 1919- · pdf fileworkers found themselves deeper in debt ... garvey...

Documents