Section 3 Step-by-Step Review and Preview Students have read about the changes and conflicts in 1920s American society. Now they will read about how an original form of American music influenced the world. SECTION Breathless and Energetic Jazz has come to stay because it is an expression of the times, of the breathless, energetic, superactive times in which we are living; it is useless to fight against it. Leopold Stokowski, classical music conductor, describing 1920s jazz Dance contests were popular in the 1920s. Section Focus Question What arts and culture symbolized the Jazz Age? Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: flappers, speakeasies, literature challenging the status quo, and improvised jazz music) Prepare to Read Build Background Knowledge Have students consider the aspects of American culture that have been influenced by rap and hip-hop music. Use the Idea Wave strategy (TE, p. T24) to elicit responses. (Possible answers: fashion, language, film, television) Explain to students that jazz had a similar influence on aspects of American culture in the 1920s. Set a Purpose Form students into pairs or groups of four. Distribute the Reading Readiness Guide. Ask students to fill in the first two columns of the chart. Teaching Resources, Unit 7, Reading Readiness Guide, p. 73 Use the Numbered Heads participation strategy (TE, p. T24) to call on students to share one piece of information they already know and one piece they want to know. The students will return to these worksheets later. Objectives Describe the new fads and heroes that emerged during the 1920s and how they affected American culture. Identify the origins, importance, and spread of a new musical style jazz. Explain how new literature styles described American society in a new, more critical way. Reading Skill Summarize Main Ideas and Essential Details A summary includes more than just main ideas. It must also include essential details. Still, a summary should not repeat everything in the text, but it should include those details necessary for understanding the main ideas. To find these details, ask yourself if the main idea would make sense without a detail. If not, then include the detail. Key Terms and People Charles Lindbergh jazz Sinclair Lewis Langston Hughes 746 Chapter 22 The Roaring Twenties Differentiated L1 English Language Learners L1 Less Proficient Readers L1 Special Needs Explore New Words Write the word fad on the board. Ask students to pronounce and then define it. If no one knows the meaning, select a volunteer to look up fad in a dictionary and read the definition to the class. Have students suggest synonyms The Jazz Age Why It Matters The 1920s produced a burst of cultural change and artistic creativity. Americans found new heroes who modeled the fast-paced, fun-loving spirit of the time. A new musical sound earned mass popularity. Writers produced enduring literary works that reflect the complexities of the Jazz Age. Section Focus Question: What arts and culture symbolized the Jazz Age? Fads and Heroes The energy and enthusiasm of the 1920s reflected the optimism felt by many Americans of the time. One hit song put it this way: Ev ry morning, ev ry evening, ain t we got fun? As the economy soared and the culture roared, young people expressed their joy for life in dancing. Dance fads became popular quickly and then disappeared. The Charleston swept the nation, followed by the Lindy Hop, the Black Bottom, and then the Breakaway. Other fads also became part of popular culture in the 1920s. Flagpole sitting was all the rage. Young people competed to see who could sit the longest atop a flagpole. Some did it for hours, others for days. Another fad that tested young people s endurance was the dance marathon. Couples danced for hundreds of hours until only one last bleary-eyed pair remained shuffling wearily about the dance floor. The Chinese game of mah-jongg became extremely popular. Women went to mah-jongg clubs wearing Chinese-style silk gowns. College students formed their own mah-jongg clubs. Guests brought mah-jongg sets to dinner parties and set up their ivory and bamboo tiles on playing tables. In 1923, mah-jongg sets outsold radios. (Synonyms include: craze, style, and trend). Then, have students suggest examples of current fads and discuss how these fads started, who participates in them, and what the students think about them. 746 Chapter 22
Heroes of the New Age The growing popularity of sports entertainment produced a new kind of celebrity: the sports hero. Baseball great Babe Ruth became one such celebrity. His record of hitting 60 home runs in one season lasted for more than 30 years. Other celebrities of the decade included swimmer Johnny Weissmuller, football player Red Grange, golf champion Bobby Jones, tennis stars Bill Tilden and Helen Wills, and boxer Jack Dempsey. The mass media helped to make these celebrities style setters, too. When Babe Ruth began wearing a camel s-hair coat, so did millions of other Americans. Charles Lindbergh, nicknamed Lucky Lindy, was the most beloved hero of the era. The handsome young airplane pilot gained his fame by being the first to fly nonstop across the Atlantic in 1927. He became an instant hero. New York City gave him the biggest ticker tape parade ever. Lindbergh seemed to symbolize American energy and optimism. Use the information below to teach students this section s high-use words. High-Use Word critic, p. 749 analyze, p. 750 What sports events became popular during the 1920s? An American Sound During the 1920s, a new musical sound achieved wide popularity. Jazz was created by black musicians in the nightclubs and dance halls of New Orleans. New Orleans was a major port city, where people and cultures from around the world came together. Jazz combined rhythms from West Africa and the Caribbean, work chants and spirituals from the rural South, and harmonies from Europe into an original new style of music. Jazz quickly spread to other American cities, following along with the Great Migration. African American musicians also found eager audiences for their music in St. Louis, New York, Chicago, Kansas City, and Detroit. Among the most famous of the new jazz artists were trumpet player and singer Louis Armstrong, singer Bessie Smith, and band leader Duke Ellington. All had roots in the South. Armstrong, who was known as Satchmo, learned to play the trumpet while growing up in a New Orleans orphanage. Like other jazz players, he developed the ability to take a simple melody and recombine the notes and rhythms in new ways to produce a cascade of rich and exciting sounds. Because of jazz s emphasis on improvisation and experimentation, listeners heard many different versions of the basic tune. Definition and Sample Sentence Biography Quest Gertrude Ederle 1906 2003 Nobody thought a woman could swim across the English Channel, the 35-milewide body of water between England and France. But Gertrude Ederle did it. On August 6, 1926, Ederle stepped into the water on the French side. And 14 hours and 31 minutes later, she stepped ashore in England. Not only was she the first woman to swim the Channel she had beaten the existing men s record by nearly 2 hours! What problems did Ederle face as a result of her swim? For: The answer to the question about Ederle Visit: PHSchool.com Web Code: mvd-7223 Summarize Main Ideas and Essential Details List three essential details from the text under the heading An American Sound that could be used in a summary. Use your own words. Section 3 The Jazz Age 747 n. someone who makes judgments on the value of objects or actions Many American writers have been critics of middle-class values. v. to critically examine an idea or object by separating it into parts Nathaniel Hawthorne wrote novels that analyzed people s actions and decisions. Teach Fads and Heroes p. 746 Before teaching this section, preteach the High-Use Words critic and analyze, using the strategy on TE p. T21. Key Terms Have students continue filling in the See It Remember It chart for the Key Terms in this chapter. Read Fads and Heroes with students using the Choral Reading strategy (TE, p. T22). Ask: What were some of the fads of the 1920s? (flagpole sitting, dance marathons, and games such as mahjongg) Discuss the various heroes who emerged in the 1920s. Have students make a generalization about how these heroes affected American culture. (Possible answers: Athletes inspired Americans with their physical abilities. Men such as Lindbergh symbolized American energy and optimism.) Independent Practice Have students begin to fill in the Study Guide for this section. As students fill in the Notetaking Study Guide, circulate to make sure students understand the types of fads that became popular. If students do not seem to have a good understanding, have them reread the section. Provide assistance as needed. s Events such as Lindbergh s solo flight across the Atlantic; new games and activities, such as mahjongg and dance marathons; sports such as baseball, swimming, football, golf, tennis, and boxing. Her hearing was damaged. Reading Skill Details include: Jazz, created by African Americans in New Orleans, became popular in the 1920s. Louis Armstrong was a great jazz improviser. Radio spread the popularity of jazz worldwide. Chapter 22 747
INFOGRAPHIC Discovery School Video Show the video to indicate the culture of the Jazz Age. An American Sound p. 747 Have students read An American Sound. Remind students to answer the Section Focus Question. Ask: Where did jazz originate? (in New Orleans) Ask: Who was Louis Armstrong? (Armstrong was a famous jazz trumpet player and singer.) Have students consider whether jazz would have gained such popularity without the invention of radio. (Possible answers: Yes, jazz was an inventive and important expression of the 1920s spirit, and it would have spread through records and live performances. No, radio exposed large numbers of people to jazz who would not otherwise have had access to it.) Independent Practice Have students complete the Study Guide for this section. Interactive Reading and Notetaking Study Guide, Chapter 22, Section 3 (Adapted Version also available.) Jazz spread from the dance halls of New Orleans to Chicago, Harlem, and beyond. Its rollicking beat was soon being heard all over the world. Critical Thinking: Apply Information How did the Jazz Age open up new opportunities for African Americans? Jazz Greats The leading jazz performers were African Americans, such as Louis Armstrong, Duke Ellington, and Bessie Smith. Many became goodwill ambassadors abroad, performing in many countries. Louis Armstrong Duke Ellington The song sheet for Tin Roof Blues Explore More Video To learn more about the culture of the Jazz Age, view the video. Bessie Smith As students fill in the Notetaking Study Guide, circulate to make sure students understand the origins and impact of jazz and jazz culture. If students do not seem to have a good understanding, have them reread the section. Provide assistance as needed. 748 Differentiated Duke Ellington and his band Apply Information Possible answer: many African Americans had opportunities to play jazz in other countries. L3 Advanced Readers L3 Gifted and Talented Evaluating Music Have students listen to a song from the 1920s by one of the jazz artists mentioned in this section. Then have them write a brief paragraph answering the following questions: How does the song reflect the spirit of the Jazz Age? What made the song popular in the 1920s? 748 Chapter 22
Radio helped to spread jazz beyond the African American community. During the 1920s, white audiences, white band leaders such as Paul Whiteman, and white composers such as George Gershwin embraced jazz. Jazz became one of the most important American contributions to world culture. It was so popular that the decade of the 1920s became known as the Jazz Age. However, jazz did not set everyone s feet to tapping. The rhythms of the new music were jarring to many older Americans. And jazz alarmed people who thought it encouraged an overemphasis on frivolity and pleasure and undermined the morals of America s young people. Why was jazz considered an American art form? Literature of the 1920s American literature flourished during the 1920s. Writers both reflected the exuberance of the era and criticized its excesses. Many writers seemed disillusioned by the postwar generation. They complained that Americans had turned from international idealism to greedy selfishness. Some of these writers found American society so intolerable that they became expatriates, people who leave their own country to live abroad. Social Critics F. Scott Fitzgerald s 1925 novel The Great Gatsby captured the luxurious society of the wealthy. Fitzgerald was a critic of what he saw as the emptiness of rich people s lives. He seemed both fascinated and disgusted by the people he described. Fitzgerald s friend Ernest Hemingway was another important writer of the decade. A one-time newspaper reporter, Hemingway was noted for his short, direct sentences using everyday language. Living among American expatriates in France, Hemingway wrote The Sun Also Rises (1926) about a group of young Americans who drifted around Spain after the war. Another Hemingway novel, A Farewell to Arms (1929), powerfully captured the growing antiwar sentiments of his generation. Sinclair Lewis reacted against what he saw as the hypocrisies of middle-class culture. In Babbitt (1922), Lewis used a fictional real estate agent named George F. Babbitt to criticize American society. Babbitt was virtuous. He advocated, though he did not practice, the prohibition of alcohol; he praised, though he did not obey, the laws against motor-speeding; he paid his debts; he contributed to the church, the Red Cross, and the Y.M.C.A.; he followed the custom of his clan and cheated only as it was sanctified by precedent.... Sinclair Lewis, Babbitt Based on this character s moral faults, babbitry became a common term for mediocrity combined with an unthinking conformity to middle-class standards and prejudices. critic (KRIHT ihk) n. someone who makes judgments on the value of objects or actions ssah6578 TK F. Scott Fitzgerald s The Great Gatsby calls attention to the excesses of the Roaring Twenties. Section 3 The Jazz Age 749 Literature of the 1920s p. 749 Have students read Literature of the 1920s. Remind students to look for causes and effects. Ask: Why were certain authors critical of 1920s American society? (They felt that Americans had become greedy and selfish.) Have students name significant writers of the Harlem Renaissance, and describe their accomplishments. (Possible answers: Langston Hughes wrote beautiful poems rich with racial pride. James Weldon Johnson combined poetry and politics in his editorials and as an NAACP organizer. Zora Neale Hurston was an anthropologist and author who celebrated and preserved black culture in her work.) Have students complete the worksheet Zora Neale Hurston (1891 1960). Teaching Resources, Unit 7, Zora Neale Hurston (1891 1960), p. 77 Independent Practice Have students complete the Study Guide for this section. Interactive Reading and Notetaking Study Guide, Chapter 22, Section 3 (Adapted Version also available.) As students complete the Notetaking Study Guide, circulate to make sure students understand the accomplishments of writers in the 1920s. Provide assistance as needed. Tell students to fill in the last column of the Reading Readiness Guide. Ask them to evaluate if what they learned was what they had expected to learn. Teaching Resources, Unit 7, Reading Readiness Guide, p. 73 History Background F. Scott Fitzgerald Many people consider Fitzgerald the great narrator of the Jazz Age, and with good reason. In novels such as The Great Gatsby and short story collections such as Tales of the Jazz Age, Fitzgerald examined the lives of wealthy young people who attended endless parties but could not find happiness. His characters include flappers, bootleggers, and moviemakers. His most famous character, Jay Gatsby, is a bootlegger who believes that wealth can buy anything, even love. because jazz originated in New Orleans Chapter 22 Section 3 749
Assess and Reteach Assess Progress Have students complete Check Your Progress. Administer the Section Quiz. Teaching Resources, Section Quiz, p. 83 To further assess student understanding, use the Progress Monitoring Transparency. Progress Monitoring Transparencies, Chapter 22, Section 3 Reteach L1 If students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide and complete the accompanying question. Interactive Reading and Notetaking Study Guide, Chapter 22, Section 3 (Adapted Version also available.) Extend L3 Have students read selections from the works of Langston Hughes and Zora Neale Hurston. Discuss with students how poetry and prose are similar and different. Draw their attention to the unique structure and special rhythm of the works and focus on the message of the works. Have students write a reflective paragraph explaining how these works express both pride and politics. Progress Monitoring Online Students may check their comprehension of this section by completing the Progress Monitoring Online graphic organizer and self-quiz. the growth of a proud and political African American culture in Harlem during the 1920s Zora Neale Hurston analyze (AN ah lìz) v. to critically examine an idea or object by separating it into parts Section 3 Comprehension and Critical Thinking 1. (a) Identify Who was Charles Lindbergh? (b) Draw Inferences How did Lindbergh symbolize the American hero of the 1920s? 2. (a) List Who were the leading writers of the 1920s and what were their major works? (b) Explain Problems Which problems were the writers addressing in their works? 750 Chapter 22 The Roaring Twenties The Harlem Renaissance During the 1920s, a vibrant African American culture grew in Harlem, a part of New York City that attracted thousands of migrants from the South. Writers, musicians, and poets reacted against the prejudice they faced while expressing the hopes of black Americans. Jazz clubs and the music scene were one part of the Harlem Renaissance. Perhaps even more important were the writers. Poet Langston Hughes won praise not only for the beauty of his poems but also for his moving expressions of racial pride. He wanted his poems to sound like jazz music. He said, I tried to write poems like the songs they sang on Seventh Street.... [These songs] had the pulse beat of the people who keep on going. James Weldon Johnson was another Harlem Renaissance figure who combined poetry and politics. Johnson wrote editorials for the New York Age, one of the most important black-owned newspapers in the country. He also worked as an organizer for the NAACP. Zora Neale Hurston moved to New York to study anthropology at Barnard College. She, too, became swept up in the cultural excitement of the Harlem Renaissance. Hurston spent much time recording folk songs and folk tales to both preserve and analyze them. She also became an accomplished writer and is most remembered today for her novel Their Eyes Were Watching God. Check Your Progress What was the Harlem Renaissance? Looking Back and Ahead While Americans benefited from the general prosperity of the 1920s, it was easy to overlook a number of disturbing economic trends. In the next section, you will learn why a frenzied stock market boom concealed signs of an economy that was facing serious problems. Reading Skill 3. Summarize Main Ideas and Essential Details Reread the text following the subheading The Harlem Renaissance. List three essential details, in your own words, for a summary. Key Terms Read the sentence that follows. If the sentence is true, write YES. If the sentence is not true, write NO and explain why. For: Self-test with instant help Visit: PHSchool.com Web Code: mva-7223 4. Jazz began in New Orleans when musicians of French heritage combined sounds from Europe with Native American music. Writing 5. Proofread and correct the following sentences: The Jazz age is similer to currant life in America in a many ways. Four example, the people of both periods warshiped sports heros and other selebrities. Both ages was known for there populous fads. I think I druther live today than in the past. Section 3 Check Your Progress 1. (a) Lindbergh was the first person to fly nonstop across the Atlantic Ocean. (b) Possible answer: Lindbergh was not afraid to tackle challenges. The country celebrated his accomplishment. 2. (a) F. Scott Fitzgerald The Great Gatsby; Ernest Hemingway The Sun Also Rises, A Farewell to Arms; Sinclair Lewis Babbitt; Langston Hughes poems; James Weldon Johnson poems, editorials; 750 Chapter 22 Zora Neale Hurston Their Eyes Were Watching God (b) Fitzgerald emptiness of the lives of the rich; Hemingway terrible consequences of war; Lewis taking advantage of other people; Hughes, Johnson, and Hurston disadvantages faced by African Americans 3. s will vary, but should demonstrate an ability to summarize as well as an understanding of the key points of the section. 4. No. Jazz was born when African American musicians combined sounds from Europe, the Caribbean, West Africa, and the rural South. 5. The Jazz Age is similar to current life in America in many ways. For example, people currently worship sports heroes and other celebrities, just as people did in the 1920s. Both ages are also known for their popular fads. I think I d rather live today than in the past.
Prepare to Read Introduction Langston Hughes is considered one of the greatest of all African American poets. His short poem I, Too expresses two major themes of the Harlem Renaissance. The first is pride in being African American. The second is protest against injustice. I, too, sing America. I, Too by Langston Hughes I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong. Tomorrow, I ll be at the table When company comes. Nobody ll dare Say to me, Eat in the kitchen, Then. Besides, They ll see how beautiful I am And be ashamed I, too, am America. Differentiated Reading Skill Analyze Poetic Voices Poets often write in voices other than their own. Sometimes, a poet may take on the voice of a character totally unlike himself or herself. At other times, the I of a poem may be symbolic of a group or idea. As you read this poem, look for clues as to who the I is supposed to be. Langston Hughes From The Collected Poems of Langston Hughes, published by Knopf and Vintage Books. Copyright 1994 by the Estate of Langston Hughes. All rights reserved. Analyze LITERATURE Make a two-column chart. In the first column, list the ways in which this poem expresses a sense of injustice. In the second column, list ways in which this poem expresses a sense of optimism and patriotism. As you read this literature selection, look for the following underlined word: ashamed (uh SHAYMD) adj. feeling sorry and guilty about a wrong action Analyze Poetic Voices The speaker of the poem says, I am the darker brother. Who do you think the I represents? Who are they who send the speaker to eat in the kitchen? Only by identifying the I and they can you understand what the poem is saying. If you want to learn more about the Harlem Renaissance, you might want to read Harlem Stomp!: A Cultural History of the Harlem Renaissance, by Laban Carrick Hill. Little, Brown & Co., 2004. Literature 751 L1 English Language Learners L1 Less Proficient Readers L1 Special Needs Clarify Meaning Help students understand the use of time in this poem. Point out that the first stanza alludes to the 1920s, a decade of prejudice and racial tension. Explain that tomorrow might be used to describe the future, not just the next day. I, Too Build Background Knowledge Reading a poem can help students connect with universal and timeless feelings. Review with students what they know about Langston Hughes. (Langston Hughes was a famous Harlem Renaissance writer who wrote poetry filled with racial pride.) Pronounce the word in the Vocabulary Builder list: ashamed. Ask students to read the definition then have them write a sentence using the vocabulary word correctly. Using the ReQuest reading strategy (TE, p. T23), read I, Too. Ask students to explain the meaning of the title. (Possible answer: Hughes is expressing how African Americans are just like all Americans.) Ask: How does this poem evoke Hughes racial pride? Give specific examples. (Possible answer: He alludes to the undefeated dignity of African Americans when he writes, I laugh, and I eat well, and I grow strong. ) Ask students to explain what Hughes meant when he said, I, too, am America. (Possible answer: He was referring to the exclusion of African Americans from mass culture and politics.) Analyze LITERATURE Chart Rubric Share this writing rubric with the students. Score 1 No chart, ineffective or incomplete analysis Score 2 Problems with chart formatting, does not include details on injustice, optimism, and patriotism Score 3 Chart properly formatted, includes details on injustice, optimism, and patriotism Score 4 Chart properly formatted, analysis is sophisticated and insightful Reading Skill I represents African Americans. They represent white Americans. Chapter 22 751