1 / 157

Splash Screen

Splash Screen. Chapter Introduction Section 1 A Clash of Values Section 2 Cultural Innovations Section 3 African American Culture Chapter Assessment. Contents. Chapter Photo. Chapter Transparency. The Big Ideas. SECTION 1: A Clash of Values

kylynn-jones
Télécharger la présentation

Splash Screen

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Splash Screen

  2. Chapter Introduction Section 1A Clash of Values Section 2Cultural Innovations Section 3African American Culture Chapter Assessment Contents

  3. Chapter Photo

  4. Chapter Transparency

  5. The Big Ideas • SECTION 1: A Clash of Values • People react to periods of breathtaking social and cultural change in different ways. During the 1920s, clashes between traditional and modern values shook the United States. SECTION 2: Cultural Innovations People react to periods of breathtaking social and cultural change in different ways. The 1920s, an era of exciting and innovative cultural trends, witnessed changes in art, literature, and popular culture. The Big Ideas 1

  6. The Big Ideas • SECTION 3: African American Culture • People react to periods of breathtaking social and cultural change in different ways. The large population of African Americans in northern cities after the “Great Migration” helped spur the Harlem Renaissance. The Big Ideas 2

  7. Timeline 1

  8. Timeline 2

  9. End of the Introduction

  10. In the previous chapter, you learned how World War I affected the United States. In this section, you will discover how modern and traditional values clashed and changed society. Section 1-GTR 1

  11. During the 1920s, anti-immigrant and racist feelings increased. (p. 407) • Fearing new immigrants, the federal government enacted several laws to limit immigration. (p. 408) • • An emphasis on youth and personal freedom led to a more relaxed moral attitude. (p. 410) • • Fundamentalists promoted the authority of the Bible and defended the Protestant faith. (p. 411) • • Congress passed the Eighteenth Amendment and the Volstead Act to prohibit alcohol, but the laws largelyfailedtocreatepositivesocialchange.(p. 412) Section 1-GTR 2

  12. anarchist, eugenics, flapper, evolution, creationism, police powers, speakeasy source, aspect, ethic Section 1-GTR 3

  13. Ku Klux Klan, Emergency Quota Act, Fundamentalism Section 1-GTR 4

  14. 1. Explain the rise of racism and nativism in the 1920s. 2. Describe the clash of values in the 1920s and the changing status of women. Section 1-GTR 5

  15. During the 1920s, cosmetic sales soared as women tried to copy the look of Hollywood movie stars. The average American woman used about one pound of face powder a year. Section 1 DYK

  16. I. Nativism Resurges (pages 407–408) • A. In the 1920s, racism and nativism increased. Immigrants and demobilized military men and women competed for the same jobs during a time of high unemployment and an increased cost of living. B.Ethnic prejudice was the basis of the Sacco and Vanzetti case, in which the two immigrant men were accused of murder and theft. They were thought to be anarchists, or opposed to all forms of government. Sacco and Vanzetti were sentenced to death, and in 1927 they were executed still proclaiming their innocence. Section 1 DLN-1

  17. I. Nativism Resurges (pages 407–408) • C. Nativists used the idea of eugenics, the false science of the improvement of hereditary traits, to give support to their arguments against immigration. Nativists emphasized that human inequalities were inherited and said that inferior people should not be allowed to breed. This added to the anti-immigrant feeling of the time and further promoted the idea of strict immigrant control. Section 1 DLN-2

  18. I. Nativism Resurges (pages 407–408) • D. The Ku Klux Klan (KKK) led the movement to restrict immigration. This new Klan not only targeted the freed African Americans but also Catholics, Jews, immigrants, and other groups believed to have “un-American” values. E. Because of a publicity campaign, by 1924 the Ku Klux Klan had over 4 million members and stretched beyond the South into Northern cities. F. Scandals and poor leadership led to the decline of the Klan in the late 1920s. Politicians supported by the Klan were voted out of office. Section 1 DLN-3

  19. I. Nativism Resurges (pages 407–408) • What led to a resurgence of racism and nativism in the United States after World War I? During the early 1920s, an economic recession, an influx of immigrants, and racial and cultural tensions led to an atmosphere of disillusionment and intolerance. Many Americans saw immigrants as a threat to the status quo of traditional American values. Immigrants and demobilized military men and women competed for the same jobs during a time of high unemployment and an increased cost of living. Section 1 DLN-4

  20. II. Controlling Immigration (pages 408–410) • A. In 1921 President Harding signed the Emergency Quota Act, limiting immigration to 3 percent of the total number of people in any ethnic group already living in the United States. This discriminated heavily against southern and eastern Europeans. B. The National Origins Act of 1924 made immigrant restriction a permanent policy. The act lowered the quotas to 2 percent of each national group living in the U.S. in 1890. This further restricted immigrants from southern and eastern Europe. The act exempted immigrants from the Western Hemisphere from the quotas. Section 1 DLN-5

  21. II. Controlling Immigration (pages 408–410) • C. The immigration acts of 1921 and 1924 reduced the labor pool in the United States. Employers needed laborers for agriculture, mining, and railroad work. Mexican immigrants began pouring into the United States between 1914 and the end of the 1920s. The immigrants fled their country in the aftermath of the Mexican Revolution of 1910. Section 1 DLN-6

  22. Section 1 DLN-7

  23. II. Controlling Immigration (pages 408–410) • How did the Newlands Reclamation Act of 1902 help bring Mexican immigrants to the United States? This act provided funds for irrigation projects in the Southwest. This led to a need for large numbers of agricultural laborers for factory farms. Since the National Origins Act of 1924 limited immigration from southern and eastern Europe but not from the Western Hemisphere, Mexican immigrants looking for jobs and political freedom poured into the United States. Section 1 DLN-8

  24. III. The New Morality (pages 410–411) • A. A “new morality” challenged traditional ideas and glorified youth and personal freedom. New ideas about marriage, work, and pleasure affected the way people lived. Women broke away from families as they entered the workforce, earned their own livings, or attended college. The automobile gave American youth the opportunity to pursue interests away from parents. Section 1 DLN-9

  25. III. The New Morality (pages 410–411) • B. Women’s fashion drastically changed in the 1920s. The flapper, a young, dramatic, stylish, and unconventional woman, exemplified the change in women’s behavior. Professionally, women made advances in the fields of science, medicine, law, and literature. Section 1 DLN-10

  26. III. The New Morality (pages 410–411) • How did the automobile encourage the new morality? The automobile led to the independence of many youths. As a result, many American youths spent time away from family to socialize with friends. Section 1 DLN-11

  27. IV. The Fundamentalist Movement (pages 411–412) • A. Some Americans feared the new morality and worried about America’s social decline. Many of these people came from small rural towns and joined a religious movement called Fundamentalism. B. The Fundamentalists rejected Darwin’s theory of evolution, which suggested that humans developed from lower forms of life over millions of years. Instead, Fundamentalists believed in creationism—that God created the world as described in the Bible. Section 1 DLN-12

  28. IV. The Fundamentalist Movement (pages 411–412) • C. In 1925 Tennessee passed the Butler Act, which made it illegal to teach anything that denied creationism and taught evolution instead. D. The debate between evolutionists and creationists came to a head with the Scopes Trial. Answering the request of the ACLU, John T. Scopes, a biology teacher, volunteered to test the Butler Act by teaching evolution in his class. After being arrested and put on trial, Scopes was found guilty, but the case was later overturned. After the trial, many fundamentalists withdrew from political activism. Section 1 DLN-13

  29. IV. The Fundamentalist Movement (pages 411–412) • How did the American Civil Liberties Union (ACLU) cause the clash between the evolutionists and the creationists? The ACLU raised money to test the Butler Act, and it asked for a volunteer who would purposely teach evolution in the classroom. Section 1 DLN-14

  30. V. Prohibition (pages 412–413) • A. Many people felt the passage of the Eighteenth Amendment, which prohibited alcohol, would reduce unemployment, domestic violence, and poverty. A federal revenue agent carries out the laws of Prohibition by destroying barrels of alcohol. Section 1 DLN-15

  31. V. Prohibition (pages 412–413) • B. The Volstead Act made the enforcement of Prohibition the responsibility of the U.S. Treasury Department. Until the 1900s, police powers—a government’s power to control people and property in the public’s interest, had been the job of the state governments. Section 1 DLN-16

  32. V. Prohibition (pages 412–413) • C. Americans ignored the laws of Prohibition. They went to secret bars called speakeasies, where alcohol could be purchased. Crime became big business, and gangsters corrupted many local politicians and governments. D. In 1933 the ratification of the Twenty-first Amendment ended Prohibition. It was a defeat for supporters of traditional values and those who favored the use of federal police powers to achieve moral reform. Section 1 DLN-17

  33. V. Prohibition (pages 412–413) • How were Prohibition and crime related? Organized crime ran most of the speakeasies. Bootlegging—the illegal production and distribution of alcohol—was common. Gangsters smuggled alcohol into the United States, and violence occurred as gangs fought to control the liquor trade. Some gangsters gained enough money and power to corrupt local politicians. Section 1 DLN-18

  34. Vocabulary • Match the term on the left with the correct definition. A. a government’s power to control people and property in the interest of public safety, health, welfare, and morals B. a young woman of the 1920s who showed freedom from convention C. person who believes that there should be no government D. the point at which something is provided E. a pseudo-science that deals with the improvement of hereditary qualities of a race or breed F. refers to a portion of something with great influence or size ___ anarchist ___ eugenics ___ source ___ aspect ___ flapper ___ police powers C E D F B A Section 1 Assessment-1

  35. Checking for Understanding • Explain why the Eighteenth Amendment was repealed. People recognized that Prohibition was not successful. Section 1 Assessment-2

  36. Reviewing Big Ideas • Examining  How did the passage of the Eighteenth Amendment and the Volstead Act change the federal government’s role? The federal government obtained police powers to enforce the law. Section 1 Assessment-3

  37. Critical Thinking • Synthesizing  Why were immigrants from Mexico not included in the quota system set by the immigration acts? They provided cheap labor. CA HI4 Section 1 Assessment-4

  38. Critical Thinking Categorizing  Use a graphic organizer similar to the one below to list the provisions of the immigration acts passed in the 1920s. 1921 Emergency Quota Act limited the number of immigrants to 3 percent of the existing immigrant population based on the 1910 census; 1924 National Origins Act limited the number of immigrants to 2 percent of the existing immigrant population based on the 1890 census Section 1 Assessment-5

  39. Analyzing Visuals Analyzing Photographs  Study the image shown here of the federal agent destroying barrels of alcohol. Why do you think the barrels were destroyed in public with a crowd watching? to intimidate people, hoping to make them fearful and submissive in the face of federal authority Section 1 Assessment-6

  40. End of Section 1

  41. In the previous section, you learned about the social and cultural changes that occurred during the 1920s. In this section, you will discover cultural trends in art, literature, and entertainment during that time. Section 2-GTR 1

  42. New York City’s Greenwich Village and Chicago’s South Side became known as centers for new artistic work. (p. 419) • Many people in the 1920s enjoyed new forms of entertainment. (p. 420) Section 2-GTR 2

  43. mass media emerge, diverse, unify Section 2-GTR 3

  44. Bohemian, Carl Sandburg, Eugene O’Neill, Ernest Hemingway, F. Scott Fitzgerald Section 2-GTR 4

  45. 1. Describe the explosion of art and literature and the disillusionment of 1920s artists. 2. Summarize the effects of sports, movies, radio, and music on popular culture. Section 2-GTR 5

  46. During the 1920s, families sat down together to listen to radio programs, much like families today sit down together to watch television programs. Section 2 DYK

  47. I. Art and Literature (pages 419–420) • A. During the 1920s, American artists, writers, and intellectuals began challenging traditional ideas as they searched for meaning in the modern world. B. The artistic and unconventional, or Bohemian, lifestyle of Manhattan’s Greenwich Village and Chicago’s South Side attracted artists and writers. These areas were considered centers of creativity, enlightenment, and freedom from conformity to old ideas. Section 2 DLN-1

  48. I. Art and Literature (pages 419–420) • C. The European art movement influenced American modernist artists. The range in which the artists chose to express the modern experience was very diverse. D. Writing styles and subject matter varied. Chicago poet Carl Sandburg used common speech to glorify the Midwest and the expansive nature of American life. Playwright Eugene O’Neill’s work focused on the search for meaning in modern society. Section 2 DLN-2

  49. I. Art and Literature (pages 419–420) • How did F. Scott Fitzgerald’s The Great Gatsby portray modern society? The book exposed the emptiness and superficiality of modern society as the characters spent much of their lives chasing futile dreams. Section 2 DLN-3

  50. II. Popular Culture (pages 420–421) • A. The economic prosperity of the 1920s afforded many Americans leisure time for enjoying sports, music, theater, and entertainment. B. Radio, motion pictures, and newspapers gave rise to a new interest in sports. Sports figures, such as Babe Ruth and heavyweight champion Jack Dempsey, were famous for their sports abilities but became celebrities as well. Babe Ruth Section 2 DLN-4

More Related