Rationale...2 Organization and Management...2 Features...3. Jump Right In...5 Themes...6 Overview...6 Objectives...6

Transcription

1 The Roaring Twenties INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) Rationale Organization and Management Features INTRODUCING The Roaring Twenties Jump Right In Themes Overview Objectives PREPARATION FOR VIEWING Introduction to the Program Introduction to Vocabulary Discussion Ideas Focus AFTER VIEWING THE PROGRAM Suggested Activities Vocabulary Checking Comprehension True or False Discussion Questions - Short Essay Immigrant Interview Strengths and Weaknesses Word Search Test ADDITIONAL AIMS MULTIMEDIA PROGRAMS ANSWER KEYS

2 Congratulations! You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable instructional guidelines and tools designed to make your teaching role efficient and rewarding. The AIMS Teaching Module (ATM) provides you with a video program correlated to your classroom curriculum, instructions and guidelines for use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your classroom needs. RATIONALE ORGANIZATION AND MANAGEMENT In today s classrooms, educational pedagogy is often founded on Benjamin S. Bloom s Six Levels of Cognitive Complexity. The practical application of Bloom s Taxonomy is to evaluate students thinking skills on these levels, from the simple to the complex: 1. Knowledge (rote memory skills), 2. Comprehension (the ability to relate or retell), 3. Application (the ability to apply knowledge outside its origin), 4. Analysis (relating and differentiating parts of a whole), 5. Synthesis (relating parts to a whole) 6. Evaluation (making a judgment or formulating an opinion). To facilitate ease in classroom manageability, the AIMS Teaching Module is organized in three sections: I. Introducing this ATM will give you the specific information you need to integrate the program into your classroom curriculum. II. Preparation for Viewing provides suggestions and strategies for motivation, language preparedness, readiness, and focus prior to viewing the program with your students. The AIMS Teaching Module is designed to facilitate these intellectual capabilities, and to integrate classroom experiences and assimilation of learning with the students life experiences, realities, and expectations. AIMS learner verification studies prove that our AIMS Teaching Modules help students to absorb, retain, and to demonstrate ability to use new knowledge in their world. Our educational materials are written and designed for today s classroom, which incorporates a wide range of intellectual, cultural, physical, and emotional diversities. III. After Viewing the Program provides suggestions for additional activities plus an assortment of consumable assessment and extended activities, designed to broaden comprehension of the topic and to make connections to other curriculum content areas. AIMS Teaching Module written by Patricia A. Peirson. Copyright 2002 AIMS Multimedia All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use. AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries since AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in videocassette and CD-ROM. Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact: AIMS Multimedia at: Toll Free: Fax: Web: [email protected] 2

3 FEATURES INTRODUCING THE ATM Your AIMS Teaching Module is designed to accompany a video program written and produced by some of the world s most credible and creative writers and producers of educational programming. To facilitate diversity and flexibility in your classroom and to provide assessment tools, your AIMS Teaching Module features these components: Themes This section tells how the AIMS Teaching Module is correlated to the curriculum. Themes offers suggestions for interaction with other curriculum content areas, enabling teachers to use the teaching module to incorporate the topic into a variety of learning areas. Overview The Overview provides a synopsis of content covered in the video program. Its purpose is to give you a summary of the subject matter and to enhance your introductory preparation. Objectives The ATM learning objectives provide guidelines for teachers to assess what learners can be expected to gain from each program. After completion of the AIMS Teaching Module, your students will be able to demonstrate dynamic and applied comprehension of the topic. Preparation for Viewing In preparation for viewing the video program, the AIMS Teaching Module offers activity and/or discussion ideas that you may use in any order or combination. Introduction To The Program Introduction to the Program is designed to enable students to recall or relate prior knowledge about the topic and to prepare them for what they are about to learn. Introduction To Vocabulary Introduction to Vocabulary is a review of language used in the program: words, phrases, and usage. This vocabulary introduction is designed to ensure that all learners, including limited English proficiency learners, will have full understanding of the language usage in the content of the program. Discussion Ideas Discussion Ideas are designed to help you assess students prior knowledge about the topic and to give students a preview of what they will learn. Active discussion stimulates interest in a subject and can motivate even the most reluctant learner. Listening, as well as speaking, is active participation. Encourage your students to participate at the rate they feel comfortable. Model sharing personal experiences when applicable, and model listening to students ideas and opinions. Focus Help learners set a purpose for watching the program with Focus, designed to give students a focal point for comprehension continuity. Jump Right In Jump Right In provides abbreviated instructions for quick management of the program. After Viewing the Program After your students have viewed the program, you may introduce any or all of these activities to interact with other curriculum content areas, provide reinforcement, assess comprehension skills, or provide hands-on and in-depth extended study of the topic. 3

4 SUGGESTED ACTIVITIES The Suggested Activities offer ideas for activities you can direct in the classroom or have your students complete independently, in pairs, or in small work groups after they have viewed the program. To accommodate your range of classroom needs, the activities are organized into skills categories. Their labels will tell you how to identify each activity and help you correlate it into your classroom curriculum. To help you schedule your classroom lesson time, the AIMS hourglass gives you an estimate of the time each activity should require. Some of the activities fall into these categories: Meeting Individual Needs These activities are designed to aid in classroom continuity. Reluctant learners and learners acquiring English will benefit from these activities geared to enhance comprehension of language in order to fully grasp content meaning. Curriculum Connections Many of the suggested activities are intended to ART integrate the content of the ATM program into other content areas of the classroom curriculum. These crossconnections turn the classroom teaching experience into a whole learning experience. Critical Thinking Critical Thinking activities are designed to stimulate learners own opinions and ideas. These activities require students to use the thinking process to discern fact from opinion, consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or combine what they already know with what they have learned to make inferences. Cultural Diversity Each AIMS Teaching Module has an activity called Cultural Awareness, Cultural Diversity, or Cultural Exchange that encourages students to share their backgrounds, cultures, heritage, or knowledge of other countries, customs, and language. Hands On These are experimental or tactile activities that relate directly to the material taught in the program. Your students will have opportunities to make discoveries and formulate ideas on their own, based on what they learn in this unit. Writing Every AIMS Teaching Module will contain an activity designed for students to use the writing process to express their ideas about what they have learned. The writing activity may also help them to make the connection between what they are learning in this unit and how it applies to other content areas. In The Newsroom Each AIMS Teaching Module contains a newsroom activity designed to help students make the relationship between what they learn in the classroom and how it applies in their world. The purpose of In The Newsroom is to actively involve each class member in a whole learning experience. Each student will have an opportunity to perform all of the tasks involved in production: writing, researching, producing, directing, and interviewing as they create their own classroom news program. Extended Activities These activities provide opportunities for students to work separately or together to conduct further research, explore answers to their own questions, or apply what they have learned to other media or content areas. Link to the World These activities offer ideas for connecting learners classroom activities to their community and the rest of the world. Culminating Activity To wrap up the unit, AIMS Teaching Modules offer suggestions for ways to reinforce what students have learned and how they can use their new knowledge to enhance their worldview. 4

5 ADDITIONAL ATM FEATURES Vocabulary Every ATM contains an activity that reinforces the meaning and usage of the vocabulary words introduced in the program content. Students will read or find the definition of each vocabulary word, then use the word in a written sentence. Checking Comprehension Checking Comprehension is designed to help you evaluate how well your students understand, retain, and recall the information presented in the AIMS Teaching Module. Depending on your students needs, you may direct this activity to the whole group yourself, or you may want to have students work on the activity page independently, in pairs, or in small groups. Students can verify their written answers through discussion or by viewing the video a second time. If you choose, you can reproduce the answers from your Answer Key or write the answer choices in a Word Bank for students to use. Students can use this completed activity as a study guide to prepare for the test. Reproducible Activities The AIMS Teaching Module provides a selection of reproducible activities, designed to specifically reinforce the content of this learning unit. Whenever applicable, they are arranged in order from low to high difficulty level, to allow a seamless facilitation of the learning process. You may choose to have students take these activities home or to work on them in the classroom independently, in pairs or in small groups. Checking Vocabulary The checking Vocabulary activity provides the opportunity for students to assess their knowledge of new vocabulary with this word game or puzzle. The format of this vocabulary activity allows students to use the related words and phrases in a different context. Test The AIMS Teaching Module Test permits you to assess students understanding of what they have learned. The test is formatted in one of several standard test formats to give your students a range of experiences in testtaking techniques. Be sure to read, or remind students to read, the directions carefully and to read each answer choice before making a selection. Use the Answer Key to check their answers. Additional AIMS Multimedia Programs After you have completed this AIMS Teaching Module you may be interested in more of the programs that AIMS offers. This list includes several related AIMS programs. Answer Key Reproduces tests and work pages with answers marked. JUMP RIGHT IN Preparation Read The Roaring Twenties Themes, Overview, and Objectives to become familiar with program content and expectations. Use Preparation for Viewing suggestions to introduce the topic to students. Viewing Set up viewing monitor so that all students have a clear view. Depending on your classroom size and learning range, you may choose to have students view The Roaring Twenties together or in small groups. Some students may benefit from viewing the video more than one time. After Viewing 5 Select Suggested Activities that integrate into your classroom curriculum. If applicable, gather materials or resources. Choose the best way for students to work on each activity. Some activities work best for the whole group. Other activities are designed for students to work independently, in pairs, or in small groups. Whenever possible, encourage students to share their work with the rest of the group. Duplicate the appropriate number of Vocabulary, Checking Comprehension, and consumable activity pages for your students. You may choose to have students take consumable activities home, or complete them in the classroom, independently, or in groups. Administer the Test to assess students comprehension of what they have learned, and to provide them with practice in test-taking procedures. Use the Culminating Activity as a forum for students to display, summarize, extend, or share what they have learned with each other, the rest of the school, or a local community organization.

6 The Roaring Twenties Themes Themes addressed in this thought-provoking program include the economic, political, and social climate of the 1920s. Within these thematic sections, there is examination of the extremes which characterize this decade: prosperity and poverty, internationalism and isolationism, experiment and tradition. Overview The Roaring Twenties captures a unique period in American history - from the fun and frivolity for which it s most known, to the important social and political legacy of the era. Included are discussion of the return to normalcy following World War I; social tensions and politics; the Red Scare; the presidencies of Warren Harding and Calvin Coolidge; post-war changes in American business; Garveyism and the Scopes trial; and the significant pop-culture of the era. Objectives To explain the political and international affairs of the 1920s. To describe the emergence of the modern economy in business, daily life, and work. To give specific examples of the different social tensions and their consequences. To identify new cultural movements and understand how they changed the American society. Introduction to the Program As people sought to forget the horrors of the First World War, they embraced jazz, new fads and fashions, industrial technology, advances in modern conveniences and entertainment, and a relaxation of social and sexual mores. It was a tumultuous time rocked by issues such as women s rights, prohibition, the theory of evolution, restrictions on immigration, and a growing fear of communism. The country experienced political scandal and economic upheaval. The Roaring Twenties became a battleground upon which the zeal to break free of the past and tradition clashed with an almost nostalgic yearning for the conventions of the prewar years and a return to normalcy. Much of what occurred during this decade continues to shape and define our country as a nation and as a people today. Introduction to Vocabulary Before starting the program, write the following words and phrases on the board. Ask the class to discuss the meaning of each word, and review or have students research the terms that are unfamiliar. anarchists - people who want to abolish all forms of government communists - those who believe in an economic and social system where property is owned by everyone and the needs of the whole are more important than those of the individual fundamentalism - a movement in 20th century Protestantism emphasizing the literally interpreted Bible as the basis to Christian life and teaching isolationism - a national policy of abstaining from political or economic relations with other countries nativism - a policy favoring the interests of native-born citizens over those of immigrants prohibition - the forbidding by law of the manufacture, transportation, sale, and possession of alcoholic beverages socialism - a social system based on government ownership and administration of the means of production and distribution of goods theory of evolution - a scientific theory regarding the origin of species of living organisms Discussion Ideas Ask one or more of the following questions to prompt discussion about the Roaring Twenties: When were the Roaring Twenties? What war preceded the Roaring Twenties? What effect do you think this war had on individuals and society during the 1920s? What is your overall impression of the Roaring Twenties? When you think of this era, what images come to mind? Focus Ask students to imagine themselves living in the 1920s. Have them choose an identity; someone they think they would like to have been (for example, a former soldier, factory worker, student, entrepreneur, politician, political activist, flapper, jazz musician, etc.) As they view the program, have students keep their adopted identity in mind: Who are you? From that perspective, what is your life like? For instance, how do you live and make money? How are you affected by the changes in society, music, politics, or international affairs? How does political corruption affect you? What impact will the stock market crash of 1929 have on your life? 6

7 SUGGESTED ACTIVITIES Meeting Individual Needs Ask students to recall some of the major people and events from the program. List their responses on the board. Discuss the importance of each. If necessary, provide suggestions of your own to trigger additional responses and stimulate discussion. 30 Minutes Writing Prior to viewing the program, students were asked to imagine themselves living in the 1920s and to adopt an identity of someone they would like to have been. For this activity, have students use that identity or another of their choice. Ask them to write a brief chronicle of life during the Roaring Twenties from their chosen perspective. Encourage them to be detailed in their references to actual people and events, as well as in describing their own participation and reactions to life in the 20s. 45 Minutes Connection to History On October 10, 1919, the 18th amendment, named the Volstead Act, was passed by Congress. This amendment mandated that No person shall manufacture, sell, barter, transport, import, export, deliver, furnish or posses intoxicating liquor except as authorized in this act. The resulting rise in organized crime led many to feel that Prohibition s negative impact on society far outweighed any benefits. Extended HISTORY Did the social benefits of Prohibition outweigh the damage caused by the related rise in organized crime? Using library and Internet resources, have students research this topic and prepare an essay based on their findings. Connection to Social Studies - Woman Suffrage Movement and the 19th Amendment Beginning in the mid-19th century, supporters of woman suffrage lectured, wrote, marched, lobbied, and practiced civil disobedience to achieve what many Americans considered a radical change in the Constitution. Ask students to research the arguments both for and against woman suffrage. Once research has been completed, organize a class debate on the topic. Have one team present arguments in favor of suffrage, and the other counter suffrage with arguments which would have seemed logical and relevant prior to passage of the 19th Amendment. Extended SOCIAL STUDIES Connection to Music By the mid-1920s, the popularity of jazz had skyrocketed. It was being played in dance halls, roadhouses and speakeasies all over the country. Radio and phonograph records were bringing jazz to locations so remote that no band could reach them. But for the conservative segments of the population (fearful of such rapid change and fighting to maintain the status quo), jazz music was seen not merely an annoyance but a threat, one more cause of loosening morals and a catastrophic influence on the national character. Extended MUSIC Using library, video, and Internet resources, have students research the origins of jazz, its emergence as a major musical art form, and its impact on American society. If possible, have students find and share with the class sample recordings of popular 1920s artists or selected pieces of music, along with a brief summary of related information. 7

8 Link to the World Flagpole Sitting and Other Outlandish Fads: many people spent the decade of the 1920s trying to forget the horrors of the First World War. It was a time to let loose; to indulge in materialism and good times. Among the more bizarre outlets for this explosion of restless pleasure-seeking were outlandish fads like flagpole sitting, marathon dancing, and the bunion derby - a foot race from Los Angeles to New York. 60 Minutes Have students research and share with the rest of the class one or more of these fads. Discuss their possible social origins and impact. Where and why did the fad originate? How long did it last? Who participated in it? Has it left its mark on society and does it exist in any form today? How does it compare with fads today? Connection to Physical Science and American History The 1920s was a time of hope and celebration, and a time of innovation, discovery and invention: radio, moving pictures, jazz, women s right to vote, commercially produced peanut butter, to name a few. Using various resources, such as library and Internet, have students research and compile a list of firsts for the decade. Discuss the impact these firsts may have had on society then and now. (An excellent Internet source to start with is The Media History Project PHYSICAL SCIENCE 60 Minutes HISTORY Connection to Civics Although the United States has been shaped by successive waves of immigrants, Americans have often viewed immigration as a problem. Our Statue of Liberty proudly stands as a symbol of welcome, and the plaque at her base declares Give me your tired, your poor, your huddled masses yearning to breathe free... Yet following the First World War, there was a marked increase in demands for restrictions on immigration. Why? What issues were at the core of this wave of anti-immigrant sentiment? How do conditions and public opinion then compare with the immigration issues we face today? What solutions can you suggest? 45 Minutes Have students research this topic in preparation for a general class discussion of the issue. Connection to Economics and Writing On October 24, 1929, later to be known as Black Thursday, the stock market began its downhill drop, heralding the end of the Roaring Twenties and the beginning of the Great Depression. What was it like for the people of the time? What did they read in the newspaper when it happened? What were they told that might have warned them of the impending trouble? What was the impact on the average American? Have students research this topic and write a short story from the perspective of an individual of the time as he or she sees the market crumble and feels the effects in his/her personal life. Some suggested perspectives might be a business owner, investor, wife or child of a such a businessperson, a woman just entering the job market, an outsider with no investments at risk, an opportunist who sees the crash as a boon, an economist who has foreseen the crash, etc. Encourage students to be creative in their approach to the story. Extended ECONOMICS Culminating Activity Give students a few minutes to brainstorm what they see as the pros and cons of living in the 1920s. Then, ask students to imagine the clock has rolled back to this era. Have them choose an identity - someone they would like to be (a general identity or specific). Discuss the following: What do they like about their lives? What don t they like? How do they view society and politics (both domestic and foreign)? Are they optimistic or pessimistic about the direction the country is going? 45 Minutes 8

9 Name VOCABULARY PART A: The vocabulary terms - and individuals - listed below are from The Roaring Twenties. Read each definition. On the line next to the definition, write the number of the vocabulary term or individual that matches the definition. 1. talkies 2. speakeasies 3. Ohio Gang 4. Warren Harding 5. Calvin Coolidge 6. Herbert Hoover 7. Mellon Plan 8. the flapper 9. scientific management 10. picture palaces 11. installment plan 12. mass transit 13. Origins Act of Monkey Trial 15. Teapot Dome Scandal Harding s pro-business cabinet appointee a movie with sound the most efficient way to perform a task reduction in income taxes oil lands illegally sold a new credit system promoted a return to normalcy Silent Cal streetcars and subways elaborate movie theaters Harding s poker buddies illegal clubs that sold alcohol limitations on immigration women s new image legal controversy over the Theory of Evolution taught in school PART B: Choose 10 of the above terms. Use each term in a sentence that tells something about the person, thing, or event as it relates to the Roaring Twenties. Use a separate sheet of paper for this activity. 9

10 Name CHECKING COMPREHENSION Read each of the following questions, then answer them in space provided. Use a separate sheet of paper if necessary. Please use complete sentences. 1. In America of the 1920s, what conditions specifically affected the labor workers? 2. What production procedure did Henry Ford adopt, and how did it affect the average American? 3. What effect did the sudden production and sale of automobiles have on the economy and industry of the United States in the 1920s? 4. What were the two key union strikes and what were their outcomes? 5. What was the Teapot Dome Scandal and who was responsible for it? 6. How did President Harding s policies impact the country s participation in world affairs? 7. What was the Red Scare of the 1920s? 8. What role did the Nicola Sacco and Bartolomeo Vanzetti Case play in America s fears? 9. What were the names of two groups involved in the racial tensions of the 1920s, and what was the purpose of each? 10. Give at least three examples of women s new roles in the Roaring Twenties. 10

11 Name TRUE OR FALSE Place a T next to statements that are true, and an F next to statements that are false. 1. Over half of America s riches were owned by only two percent of the people. 2. Boston police and U. S. Steelworkers went on strike for higher wages and won. 3. Low interest rates sparked the construction of plants, homes, office buildings, and skyscrapers. 4. Scientific Management identified the most time-efficient ways to complete a task. 5. Vacuum cleaners, washing machines, irons, and toasters were becoming popular and affordable in most homes. 6. In the 1920s, there were great tensions between Americans regarding social, racial, and moral beliefs. 7. After President Calvin Coolidge died, Warren Harding became the new President. 8. Garveyism discriminated against anyone who was not American, not white, and not Protestant. 9. The Scopes Trial debated whether the Theory of Evolution could be taught in schools. 10. In the 1920s, many students did not attend high school, as it was only for college-bound students. 11

12 Name DISCUSSION QUESTIONS - SHORT ESSAY Choose two (2) of the following topics and write a short essay on each based on the information in the program. Use a separate sheet of paper. Be sure to use complete sentences. 1. Discuss the origins of the Harlem Renaissance and its impact on society. 2. Discuss the issue behind the Scopes Trial, the people involved, and the outcome of that trial. 3. Describe the Red Scare, its development, and the impact on American society. 4. Discuss the presidential election of Warren Harding, his policies, and the scandal associated with his presidency. 5. Summarize the social tensions found between American citizens and immigrants, as well as the related racial discrimination. 6. Discuss the cultural changes in American society during the 1920s. 12

13 Name IMMIGRANT INTERVIEW It is the 1920s and radio broadcasting has just become very popular. You have your own radio program and are about to interview an immigrant living in the United States. Develop questions to ask and create some possible responses. Be sure to include questions about the latest fears Americans are having about immigrants and the Act to restrict and limit immigration. Question #1 Possible Response Question #2 Possible Response Question #3 Possible Response Question #4 Possible Response Question #5 Possible Response 13

14 Name STRENGTHS AND WEAKNESSES The Roaring Twenties was a time of change. Many of the conditions and events of the 1920s were very positive while others were not. Complete the chart below to outline the different strengths and weaknesses of the Roaring Twenties. Economy Status STRENGTHS WEAKNESSES Labor/ Work Force Status Women s Status Social Status Racial Status 14

15 Name WORD SEARCH The following words can be found in the maze below. The letters may be arranged horizontally, vertically, diagonally, or backwards. A N A R C H I S T Q W C Z J X V X K Q M O N Z V Y F O G V Q W Y Z G X O J Y N Q B O X W S Q N A T I V I S M T Z L N Y O J X G V Z E Q A V S M I O V C Z W M X J R K E W I X D I Z I G H J Y Q N W K J N Q G T N A F L A P P E R A Q O Y E U X L Q J W R K X V E G I Z W L N I K X G Z D M Y P X T G Q O V S V T A L K I E S W A J M V X M Z R Q J Y X N K V L Z N E K W E Y X K Z V Q G X O B W G Q J J G C O M M U N I S M Y X M V X W Q N O I T I B I H O R P Z anarchist communism Coolidge era evolution flapper Harding Hoover isolationist nativism prohibition socialism speakeasy talkies 15

16 Name TEST Circle the letter of the correct answer for each question. 1. The economy of the Roaring Twenties was characterized by: a) high employee wages. b) a concentration of real wealth among very few families. c) low prices for good due to a surplus of products available to consumers. d) high unemployment. 2. Due to the Red Scare of the 1920s: a) communists were blamed for a wide range of social ills. b) there were few, if any, communists in the United States. c) immigrants fleeing Europe were welcomed to the United States. d) all of the above. 3. President Harding s opposition to U.S. participation in the League of Nations: a) reflected the nation s desire to build up its military strength. b) was based upon the U.S. government s desire to wage war wherever and whenever necessary. c) reflected a new governmental policy of isolationism. d) was based upon his belief that the League represented communist interests. 4. The sudden production and sales of the automobile resulted in: a) a boost to the oil industry. b) construction of highways. c) development of a major United States industry. d) all of the above. 5. In the 1920s, farmers experienced severe economic problems because: a) of an oversupply of farm products and falling consumer prices. b) of a decrease in farm production and rising consumer prices. c) of growing demand for farm products. d) there were too few farmers to meet the demands for farm products. 16

17 Name TEST (CONTINUED) 6. President Coolidge believed that prosperity for all Americans depended on: a) importing more from foreign countries. b) providing financial assistance to American farmers. c) the success of big business. d) the movement of people from the city to the country. 7. Which of the following events happened first? a) Calvin Coolidge was elected president. b) The 19th Amendment was passed into law. c) The Teapot Dome Scandal was revealed. d) The sale of alcohol was made illegal. 8. Which of the following statements is true about the American economy of the 1920s? a) Most Americans worked in the automobile industry and earned high wages. b) The economy benefited from the policy of isolationism. c) Although the economy was prospering on the surface, there were serious underlying problems. d) Most Americans were deeply in debt due to newly introduced practice of installment buying. Short Essay Section: Use full sentences to answer the following questions. Use a separate sheet of paper if necessary. 9. Discuss the cause-and-effect relationship between the Red Scare and demands for limits on immigration during the 1920s. 10. Discuss the issues involved in the Scopes Trial and the impact of its outcome. 17

18 ADDITIONAL AIMS MULTIMEDIA PROGRAMS You and your students might also enjoy these other AIMS Multimedia programs: #3026-EN-VID American Presidents ( ) #9892-EN-VID Andrew Carnegie: The Original Man of Steel #9883-EN-VID Model T Man From Michigan, America: Henry Ford and His Horseless Carriage #9276-EN-VID Industry - The Rise of Big Business #9273-EN-VID Entertainment - Between the Great Wars #9889-EN-VID Louis Armstrong: The Gentle Giant of Jazz #4024-EN-VID The Great Gatsby #8971-EN-VID World War One and the Great Depression ( ) #9757-EN-VID Rites of Passage ( ) #9758-EN-VID The Best of Times ( ) #9759-EN-VID Coming of Age ( ) #9760-EN-VID Power and Prejudice ( ) #9761-EN-VID Tarnished Dream ( ) #9813-EN-VID Between the Wars ( ) 18

19 INTERNET RESOURCES FOR TEACHERS AND STUDENTS For Teachers From Revolution to Reconstruction... and what happens afterwards: A general overview of America in the 1920s. Ohio State University Department of History Clash of Cultures in the 1910s and 1920s. Topics include Prohibition, Immigration, The Klan, Women, and the Scopes Trial. Kingwood College Library on the American Cultural History presents a Website on facts from the 1920s and information on the decade s music, literature, people, fashions, and entertainment. This Website provides a detailed description of the Harlem Renaissance, the artists, and samples of their work. PBS presents a documentary of Charles Lindbergh and his first solo flight across the Atlantic. For Students Note: Teachers should preview all sites to ensure they are age-appropriate for their students. This Website is a media history timeline with specific events of the media s firsts in the 1920s. The Temperance and Prohibition Websites includes viewpoints of the controversial topic from the medical use of alcohol, Women s National Committee for Law Enforcement, and other statements from those who testified. The American Jazz Culture in the 1920s Website contains information on its artists, its development in the United States, the recordings, and the Jazz Culture. The Harlem Renaissance Web page is a collection of biographies of the leaders, entertainers, and writers of the period. 19

20 ANSWER KEY for page 9 VOCABULARY PART A: The vocabulary terms - and individuals - listed below are from The Roaring Twenties. Read each definition. On the line next to the definition, write the number of the vocabulary term or individual that matches the definition. 1. talkies 2. speakeasies 3. Ohio Gang 4. Warren Harding 5. Calvin Coolidge 6. Herbert Hoover 7. Mellon Plan 8. the flapper 9. scientific management 10. picture palaces 11. installment plan 12. mass transit 13. Origins Act of Monkey Trial 15. Teapot Dome Scandal Harding s pro-business cabinet appointee a movie with sound the most efficient way to perform a task reduction in income taxes oil lands illegally sold a new credit system promoted a return to normalcy Silent Cal streetcars and subways elaborate movie theaters Harding s poker buddies illegal clubs that sold alcohol limitations on immigration women s new image legal controversy over the Theory of Evolution taught in school PART B: Choose 10 of the above terms. Use each term in a sentence that tells something about the person, thing, or event as it relates to the Roaring Twenties. Use a separate sheet of paper for this activity. SENTENCES WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TERM. 20

21 ANSWER KEY for page 10 CHECKING COMPREHENSION Read each of the following questions, then answer them in space provided. Use a separate sheet of paper if necessary. Please use complete sentences. 1. In America of the 1920s, what conditions specifically affected the labor workers? Labor workers were not allowed to strike for better conditions due to the ban on strikes during WWI. Meanwhile, laborers were expected to work punitively long hours for low wages, and prices for goods were increasing due to the sudden demand for products. Boston police and U.S. Steelworkers both attempted strikes in the 1920s and lost. 2. What production procedure did Henry Ford adopt, and how did it affect the average American? Henry Ford was chiefly responsible for the general adoption of assembly line techniques and for the consequent great expansion of American industry and the raising of the American standard of living. Due to his production techniques, cars became readily available and affordable for the average American. 3. What effect did the sudden and sale of automobiles have on the economy and industry of the United States in the 1920s? This resulted in the development of a major United States industry, gave a boost to the oil industry, and launched the major construction of highways throughout the country. 4. What were the two key union strikes and what were their outcomes? Boston police went on strike to ask for a raise and U.S. Steelworkers went on strike to end a 12-hour, 7-day a week work schedule. Both strikes were defeated. 5. What was the Teapot Dome Scandal and who was responsible for it? The Ohio Gang - government officials and friends hired by President Harding - leased federal land containing rich oil fields located in Teapot Dome, Wyoming to private oil companies in exchange for bribes. 6. How did President Harding s policies impact the country s participation in world affairs? President Harding s policy of a return to normalcy supported isolationism; he refused to participate in the League of Nations, raised tariffs on imported goods, and refused to allow American farmers to sell their surplus products outside of the United States, though it might have bolstered their failing financial state. 7. What was the Red Scare of the 1920s? Americans feared foreign radicals, communists, and labor unrest. Immigrants were especially blamed for bringing disruptive ideas with them, and the press called it the Red Scare. Raids were ordered on homes and offices where communists were suspected to be living or working; many were imprisoned and deported without trial. 8. What role did the Nicola Sacco and Bartolomeo Vanzetti Case play in America s fears? The Sacco-Vanzetti Case personified the fear Americans had of immigrants, anarchists, communists, and other political radicals. These two men, accused of robbery and murder, were both immigrants who admitted to being anarchists and dodging the draft. Whether or not they were guilty of the crimes for which they were convicted is still debated today. 9. What were the names of two groups involved in the racial tensions of the 1920s, and what was the purpose of each? The Ku Klux Klan was anti-immigrant, anti-jewish, anti-catholic, anti-union, pro-prohibition, and hated anyone who was not a white protestant. In contrast, a movement led by Marcus Garvey - Garveyism - rejected white society, promoted pride in African heritage, and advocated a return to Africa. 10. Give at least three examples of women s new roles in the Roaring Twenties. This was a new period of freedom for women, as they broke the bonds of Victorian culture, received the vote, started working, and adopted new fashions such as short hair and skirts. Women who wore these new fashions were called flappers. 21

22 ANSWER KEY for page 11 TRUE OR FALSE Place a T next to statements that are true, and an F next to statements that are false. 1. T Over half of America s riches were owned by only two percent of the people. F 2. Boston police and U. S. Steelworkers went on strike for higher wages and won. T 3. Low interest rates sparked the construction of plants, homes, office buildings, and skyscrapers. T 4. Scientific Management identified the most time-efficient ways to complete a task. 5. T Vacuum cleaners, washing machines, irons, and toasters were becoming popular and affordable in most homes. T 6. In the 1920s, there were great tensions between Americans regarding social, racial, and moral beliefs. 7. F After President Calvin Coolidge died, Warren Harding became the new President. 8. F Garveyism discriminated against anyone who was not American, not white, and not Protestant. T 9. The Scopes Trial debated whether the Theory of Evolution could be taught in schools. F 10. In the 1920s, many students did not attend high school, as it was only for college-bound students. 22

23 ANSWER KEY for page 12 DISCUSSION QUESTIONS - SHORT ESSAY Choose two (2) of the following topics and write a short essay on each based on the information in the program. Use a separate sheet of paper. Be sure to use complete sentences. ANSWERS WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC. 1. Discuss the origins of the Harlem Renaissance and its impact on society. 2. Discuss the issue behind the Scopes Trial, the people involved, and the outcome of that trial. 3. Describe the Red Scare, its development, and the impact on American society. 4. Discuss the presidential election of Warren Harding, his policies, and the scandal associated with his presidency. 5. Summarize the social tensions found between American citizens and immigrants, as well as the related racial discrimination. 6. Discuss the cultural changes in American society during the 1920s. 23

24 ANSWER KEY for page 13 IMMIGRANT INTERVIEW It is the 1920s and radio broadcasting has just become very popular. You have your own radio program and are about to interview an immigrant living in the United States. Develop questions to ask and create some possible responses. Be sure to include questions about the latest fears Americans are having about immigrants and the Act to restrict and limit immigration. ANSWERS WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING AND THOUGHTFUL CONSIDERATION OF THE TOPIC. Question #1 Possible Response Question #2 Possible Response Question #3 Possible Response Question #4 Possible Response Question #5 Possible Response 24

25 ANSWER KEY for page 14 STRENGTHS AND WEAKNESSES The Roaring Twenties was a time of change. Many of the conditions and events of the 1920s were very positive while others were not. Complete the chart below to outline the different strengths and weaknesses of the Roaring Twenties. ANSWERS WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC. Economy Status STRENGTHS WEAKNESSES Labor/ Work Force Status Women s Status Social Status Racial Status 25

26 ANSWER KEY for page 15 WORD SEARCH The following words can be found in the maze below. The letters may be arranged horizontally, vertically, diagonally, or backwards. A N A R C H I S T Q W C Z J X V X K Q M O N Z V Y F O G V Q W Y Z G X O J Y N Q B O X W S Q N A T I V I S M T Z L N Y O J X G V Z E Q A V S M I O V C Z W M X J R K E W I X D I Z I G H J Y Q N W K J N Q G T N A F L A P P E R A Q O Y E U X L Q J W R K X V E G I Z W L N I K X G Z D M Y P X T G Q O V S V T A L K I E S W A J M V X M Z R Q J Y X N K V L Z N E K W E Y X K Z V Q G X O B W G Q J J G C O M M U N I S M Y X M V X W Q N O I T I B I H O R P Z anarchist communism Coolidge era evolution flapper Harding Hoover isolationist nativism prohibition socialism speakeasy talkies 26

27 ANSWER KEY for page 16 TEST Circle the letter of the correct answer for each question. 1. The economy of the Roaring Twenties was characterized by: a) high employee wages. b) a concentration of real wealth among very few families. c) low prices for good due to a surplus of products available to consumers. d) high unemployment. 2. Due to the Red Scare of the 1920s: a) communists were blamed for a wide range of social ills. b) there were few, if any, communists in the United States. c) immigrants fleeing Europe were welcomed to the United States. d) all of the above. 3. President Harding s opposition to U.S. participation in the League of Nations: a) reflected the nation s desire to build up its military strength. b) was based upon the U.S. government s desire to wage war wherever and whenever necessary. c) reflected a new governmental policy of isolationism. d) was based upon his belief that the League represented communist interests. 4. The sudden production and sales of the automobile resulted in: a) a boost to the oil industry. b) construction of highways. c) development of a major United States industry. d) all of the above. 5. In the 1920s, farmers experienced severe economic problems because: a) of an oversupply of farm products and falling consumer prices. b) of a decrease in farm production and rising consumer prices. c) of growing demand for farm products. d) there were too few farmers to meet the demands for farm products. 27

28 ANSWER KEY for page 17 TEST (CONTINUED) 6. President Coolidge believed that prosperity for all Americans depended on: a) importing more from foreign countries. b) providing financial assistance to American farmers. c) the success of big business. d) the movement of people from the city to the country. 7. Which of the following events happened first? a) Calvin Coolidge was elected president. b) The 19th Amendment was passed into law. c) The Teapot Dome Scandal was revealed. d) The sale of alcohol was made illegal. 8. Which of the following statements is true about the American economy of the 1920s? a) Most Americans worked in the automobile industry and earned high wages. b) The economy benefited from the policy of isolationism. c) Although the economy was prospering on the surface, there were serious underlying problems. d) Most Americans were deeply in debt due to newly introduced practice of installment buying. Short Essay Section: Use full sentences to answer the following questions. Use a separate sheet of paper if necessary. 9. Discuss the cause-and-effect relationship between the Red Scare and demands for limits on immigration during the 1920s. ANSWERS WILL VARY. ACCEPT ANY WHICH DEMONSTRATE UNDERSTANDING OF THE TOPIC. 10. Discuss the issues involved in the Scopes Trial and the impact of its outcome. 28