Week 16: December 12-16, 2016 Sacco & Vanzetti Clemency Hearing,

Week 16: December 12-16, 2016 Sacco & Vanzetti Clemency Hearing, plus Ch. 13: Roaring Life of the 1920s

Homework: READ Americans Ch. 13 section & record 5 notes by Wednesday (2nd of four collaborative, open-notes quizzes Wed. 12/14; “test” is Thur. 12/15) Continue prep & reflection on Clemency Hearing! (Re-read 26, 12.1) Monday-Tuesday, December 12-13, 2016 Sacco & Vanzetti Clemency Hearing

Sacco and Vanzetti A hotly protested criminal trial, held from 1920 to 1927, in which Italian immigrants Nicola Sacco and Bartolomeo Vanzetti were convicted of robbing and murdering two men and sentenced to death; many people believed that the trial was unfair and that the defendants were prosecuted because they were anarchists, not because they were guilty.

In the summer of 1927, Alvan Fuller, the governor of Massachusetts, held the lives of two men in his hands. Six years earlier, Nicola Sacco and Bartolomeo Vanzetti had been found guilty of committing a double murder and robbery and were condemned to die. Fuller appointed Abbott Lawrence Lowell, president of Harvard University, to investigate whether the men deserved clemency [clemency: the act of lessening a punishment] , or a lessening of their penalty. The Lowell Committee began by asking, Had the Sacco and Vanzetti trial been fair? Sacco and Vanzetti were Italian immigrants in a time of great prejudice against foreigners. In addition, both men had fled to Mexico in 1917 rather than serve in the army. The prosecutor's first question to Vanzetti in the trial was, "When this country was at war, you ran away so you would not have to fight as a soldier?" This question may have turned trial judge Webster Thayer and the jury against the defendants. Defense attorney Fred Moore argued that there was no clear evidence tying his clients to the murders. Sacco's gun fired the type of bullets used to kill the two men, but tests could not prove the bullets came from his weapon. A cap at the scene was said to be Sacco's, but it did not fit him. There was even less evidence tying Vanzetti to the crime. Moore claimed the two men were being tried because they were immigrants who had radical political beliefs. When the jury returned a guilty verdict, many people questioned the decision. During the next six years, concern over the verdict spread as Judge Thayer rejected all legal appeals on Sacco and Vanzetti's behalf. There were demonstrations in London, Buenos Aires, and other world capitals. The Sacco and Vanzetti trial raised fundamental questions about America's founding

Preparing for Sacco & Vanzetti “trial simulation” Students they will soon determine the fate of Sacco and Vanzetti by participating in a clemency hearing before Governor Alvan Fuller and the Lowell Committee. Students work with their groups to prepare the responses to the questions on their Role Cards. Students in the Lowell Committee place their desks in the front of the room so they can see all the groups.

“Act-it-out” Clemency Hearing Groups with Role Cards 2–7 choose one person to testify for their group. Students in the Lowell Committee begin the hearing by following the instructions on Role Card 1 calling the ACLU witness. After all group witnesses have testified, LISTEN as Bartolomeo Vanzetti “testifies” audio! The Lowell Committee will deliberate and decide whether Sacco and Vanzetti should be granted clemency. Governor Fuller will present the verdict to the class.

You be the “judge!” Reasons they may be NOT guilty? Reasons they do NOT deserve a reduction in their sentence or a pardon (freedom)? “T-chart” (found on the “causes & effects” worksheet), plus your Chapter 26 “5 TENSIONS” worksheet, including clemency hearing notes/observations, will be checked for QUALITY & further completion. Use notes & hearing “facts” to construct a well-developed paragraph to Gov. Fuller & the Lowell committee expressing your OPINION on the Sacco & Vanzetti case. Was justice served?

Before our clemency hearing begins . Bartolomeo Vanzetti (above with moustache) and Nicola Sacco (right, SANS ‘stache”)

The Lowell Committee

American Civil Liberties Union

After coming to the United States, Nicola Sacco and Bartolome Vanzetti struggled to make a living. Sacco worked for a construction company as a water boy and a "pick-andshoveler." He made as little as 1.15 a day for backbreaking labor. After 12-hour shifts at work, he spent three nights a wee studying English. Eventually, he found a job as a shoemaker, which paid better. At the Milford Shoe Company, he earned between 30 and 40 a week. As soon as World War I ended, the federal government canceled its contracts with weapons manufacturers. Hundreds of thousands of factory workers were laid off. At the same time the army released nearly 4 million soldiers. The result was massive unemployment and an economic recession. Vanzetti had a harder life than Sacco. Over the years, he worke as a dishwasher, a bricklayer, a cook, and a factory hand in an iron mill. At the time of his arrest, he was selling fish from a car that he pushed through the streets. None of his jobs ever paid enough for him to buy a home, wear nice clothes, or marry. Still, Sacco and Vanzetti did have jobs. In the years just after

Nativists

Industrial Workers of the World

I.W.W. Headquarters After Palmer Raid, 1919 In late 1919, following a period of labor turbulence and several bombing incidents, post-World War I antiradical hysteria reached fever pitch. In November 1919, Attorney General A. Mitchell Palmer launched a series of raids targeting the most vulnerable radical and progressive organizations. By early 1920, more than five thousand people were arrested in what became known as the "Palmer Raids." Goldman's Mother Earth office was among the first to be ransacked in 1917. Rumor has it that J. Edgar Hoover used her confiscated library and manuscripts to educate himself on the radical Left. Apparently, most of the material was later destroyed. (IWW headquarters, New York City, after the raid of November 15, 1919. Special Collections Library, Labadie Collection, University of

Plymouth Cordage Company

Like many workers after World War I, Sacco and Vanzetti were union men. Sacco and his wife, Rosina, acted in plays to raise money for striking workers. Vanzetti helped organize a strike at the Plymouth Cordage Company, where he worked as a rope maker. He urged immigrant groups to support labor unions. The dedication of the two men to the union movement was one reason working-class communities later raised money for

East Boston Anarchists Organization

Nicola Sacco became an anarchist while working in a shoe factory. Bartolomeo Vanzetti learned about anarchism while working at a rope factory. The two met in 1917, when they fled to Mexico to escape the military draft. When they returned to Massachusetts, they joined an East Boston anarchists' group. Vanzetti later boasted, "Both Nick and I are anarchists—the radical of the radical." On the night of their arrest, both were carrying guns. Sacco also had a pamphlet advertising an anarchist rally at which Vanzetti would speak. After their trial, many came to believe that Sacco and Vanzetti had been convicted because of their radical politics.

Official in the Palmer Raids

I.W.W. Headquarters After Palmer Raid, 1919 In late 1919, following a period of labor turbulence and several bombing incidents, post-World War I antiradical hysteria reached fever pitch. In November 1919, Attorney General A. Mitchell Palmer launched a series of raids targeting the most vulnerable radical and progressive organizations. By early 1920, more than five thousand people were arrested in what became known as the "Palmer Raids." Goldman's Mother Earth office was among the first to be ransacked in 1917. Rumor has it that J. Edgar Hoover used her confiscated library and manuscripts to educate himself on the radical Left. Apparently, most of the material was later destroyed. (IWW headquarters, New York City, after the raid of November 15, 1919. Special Collections Library, Labadie Collection, University of

The police investigating the South Braintree robbery had little to go on except eyewitness accounts of two bandits who "looked Italian." Three weeks later, the police arrested Sacco and Vanzetti. When searched, the suspects were found to be carrying pistols and ammunition. When questioned, they lied about where they had been and how they had obtained their guns. Their behavior made them look suspicious to the police and, later, to a jury. But during this troubled time, some native-born Americans eyed many immigrants—especially those who were poor and spoke little English —with suspicion.

This demonstration on behalf of Sacco and Vanzetti took place in London, England. As the execution date drew near, mass protests took place across Europe. In the United States, the case reflected deep social divisions. To many native-born Americans, Sacco and Vanzetti represented an alien threat to their way of life. To many immigrants, Sacco and Vanzetti were fellow victims of prejudice against newcomers.

The Historic Verdict(s) Was justice served? On July 27, 1927, six years after Sacco and Vanzetti were convicted of murder, the Lowell Committee concluded that the trial of the two men had been fair and that clemency for Sacco and Vanzetti was unjustified. That was all Governor Alvan Fuller needed. He ignored pleas to save the lives of Sacco and Vanzetti. Just after midnight on August 23, 1927, the two men were strapped into electric chairs and executed. Decades after the executions, doubts remain about the guilt of Sacco and Vanzetti. Modern crime analysis confirms that Sacco’s gun was used to kill one of the victims, which suggests that Sacco was guilty. But no proof was ever found to link Vanzetti to the murders. Most scholars who have studied the incident have concluded that Vanzetti was innocent.

Homework: Review Ch. 13 (HA 28-29) 2nd collaborative, open-notes “test” tomorrow ROARING 1920s Celebrity Dance PARTY is Friday, December 23rd half day of FUN! RESEARCH your person, plan an outfit and/or prop! Wednesday, December 14, 2016 I. Sacco & Vanzetti Clemency Hearing Verdict PRACTICE your Socrative.com WRITTEN response: 1 or 2? Charleston dance moves! II. Ch. 13: Roaring Life of the Twenties Section “quiz” TODAY! Ch. 13 Chapter “test” Tomorrow! III. Unit II “State of Affairs” Socratic Circle: *Ch. 12-13; HA 26-29* 12/19 1st of two Unit II QUIZZES*: Wednesday, 12/21 Consider giving a “soap box” speech about WHY young people of the 21st century should emulate your 1920s celebrity! Prepare a “dramatic reading” of Harlem Renaissance poem or Jazz Age literature?

2016 Period 1: Period 2: Period 3: Period 4: Period 6: Clemency hearing results clemency, 2 additional years in priso clemency, released for time served clemency, maximum of 20 years, parole after 15 (6 yrs served), option for appeal clemency, 30 additional years clemency, 6 additional months Was justice served? 1 yes verdict is “right” 2 no verdict is “wrong” 2015 Period 1: Sacco executed, clemency (pardon) for Vanzetti Period 2: clemency, 10 total years in prison Period 3: clemency, 15 additional years (21 total) Period 4: Sacco (4 additional yrs), Vanzetti pardoned Period 6: Sacco (20 more yrs), Vanzetti (5 additional yrs) 2014 Period 2 clemency, DEPORTATION Period 3 clemency, 5 years in low security prison with eligibility for parole Period 4 clemency, 30 years Period 5 clemency, PARDONED Period 6 clemency, life in prison 2013 Period 1: clemency sentence commuted to 20 years in prison Period 3: clemency sentenced reduced to 15 years Period 4: clemency life in prison Sacco & Vanzetti Trial via British Law School Period 5: clemency 15 years Period 6: clemency 5 years, RELEASED for time served What makes you so sure they got it WRONG and you got it “right?”

You be the “judge!” Reasons they may be NOT guilty? A cap at the murder scene did not fit Sacco. They were hard workers who were able to maintain jobs during the postwar period. They were two of millions of Americans who participated in labor strikes during the period. Most anarchists were peaceful. The eyewitnesses were biased and said the bandits “looked Italian.” Most poor immigrants were viewed with suspicion during the period. Reasons they do NOT deserve clemency? They dodged the draft in WW I. Crime was commonplace during the postwar years. Vanzetti organized labor strikes, and Sacco raised money for striking workers. They were both carrying guns on the night of their arrest. Sacco had an advertisement for an anarchist rally in his pocket. Upon their arrest, they lied about where they had been.

Your “verdict?” 1-paragraph Essay RUBRIC Write a paragraph to submit to Governor Alvan Fuller and the Lowell Committee. Choose one founding ideal and describe whether it was advanced or restricted during the postwar period. Explain how the advancement or restriction of this ideal may have helped or hurt Sacco and Vanzetti in their trial. Persuasion: Write passionately about the American ideal and use the Sacco and Vanzetti trial “facts” & details to voice your OPINION to Governor Fuller & the Lowell Committee. Adv. (9-10) : extremely convincing arguments & evidence; committee was clearly right or wrong Prof. (7-8): somewhat convincing arguments & evidence; committee questioned (may be right or wrong) Basic (6 or less): minimal arguments and/or evidence; little attempt to address the committee (may lack awareness of task) Historical Content: Utilize the trial & hearing “facts” and details to support your view and explain the impact on your selected American ideal. Adv. (15-13) : precise details utilized effectively to evaluate impact on selected American ideal and Sacco & Vanzetti legal case Prof. (12-11): adequate details utilized to evaluate the impact on selected American ideal and Sacco & Vanzetti legal case Basic (6 or less): minimal details improperly used to evaluate the impact on selected American ideal and Sacco & Vanzetti legal case Conventions/Details: Write clearly using proper spelling, grammar, sentence structure (1-pg. max.), plus VISUAL. Adv. (9-10) : excellent writing with few or no errors; well-developed 1-page paragraph and appropriate picture(s) Prof. (7-8): effective writing with minor errors; 1-page paragraph and/or picture NOT exemplary (may be missing) Basic (6 or less): largely ineffective writing with many errors; minimally-developed paragraph; picture is inappropriate or missing a clear thesis that states your position? two pieces of evidence that support your topic sentence? an explanation of how each piece of evidence supports your topic sentence? America’s Founding Ideals: equality, rights, liberty, opportunity, democracy

Your “verdict?” 1-paragraph Essay RUBRIC Write a paragraph to submit to Governor Alvan Fuller and the Lowell Committee. Choose one founding ideal and describe whether it was advanced or restricted during the postwar period. Explain how the advancement or restriction of this ideal may have helped or hurt Sacco and Vanzetti in their trial. Write CONCISELY 5-7 LINES maximum!!! SOCRATIVE.COM ROBINSON7522 Adv. (9-10) : extremely convincing arguments & evidence; committee was clearly right or wrong Persuasion: Write passionately about the American ideal and use the Sacco and Vanzetti trial “facts” & details to voice your OPINION to Governor Fuller & the Lowell Committee. Prof. (7-8): somewhat convincing arguments & evidence; committee questioned (may be right or wrong) Basic (6 or less): minimal arguments and/or evidence; little attempt to address the committee (may lack awareness of task) Historical Content: Utilize the trial & hearing “facts” and details to support your view and explain the impact on your selected American ideal. Adv. (15-13) : precise details utilized effectively to evaluate impact on selected American ideal and Sacco & Vanzetti legal case Prof. (12-11): adequate details utilized to evaluate the impact on selected American ideal and Sacco & Vanzetti legal case Basic (6 or less): minimal details improperly used to evaluate the impact on selected American ideal and Sacco & Vanzetti legal case THANK you for your willingness to “see the other side!” Conventions/Details: Write clearly using proper spelling, grammar, sentence structure (1-pg. max.), plus VISUAL. Adv. (9-10) : excellent writing with few or no errors; well-developed 1-page paragraph and appropriate picture(s) Prof. (7-8): effective writing with minor errors; 1-page paragraph and/or picture NOT exemplary (may be missing) Basic (6 or less): largely ineffective writing with many errors; minimally-developed paragraph; picture is inappropriate or missing 1 CLEMENCY verdict for your class is JUSTICE! a clear thesis that states your position? two pieces of evidence that support your topic sentence? an of how eachVERDICT piece of evidencefor supports your topic sentence? 2explanation Clemency your class is an injustice! America’s Founding Ideals: equality, rights, liberty, opportunity, democracy

Causes of Economic Problems The economy had been centered around war production. The government had no plans for demobilization. Overnight, the federal government canceled its wartime contracts. The army discharged nearly 4 million veterans, flooding the labor market. Effects of Economic Problems Hundreds of factories closed. Millions of Americans were thrown out of work. The standard of living decreased. The economy lapsed into recession. Crime increased.

Causes of Labor Problems The federal government no longer encouraged good labor relations. Corporations reduced wages. Corporations paid less attention to employee safety. The workday increased to 12 hours. Effects of Labor Problems Many Americans joined unions for the first time. Strikes erupted across the country. Supreme Court decisions diminished the power of unions. Workers lost economic ground.

Causes of Political Problems In April 1919, authorities discovered 36 bombs and blamed them on radicalism. Americans feared radical groups such as socialists, communists, and anarchists. In June 1919, eight bombs went off simultaneously in eight cities, one of them targeting Attorney General Mitchell Palmer. Effects of Political Problems Attorney General Palmer launched the Red Scare, a campaign against subversives. During the Palmer Raids, homes and businesses were raided and thousands of radicals were arrested. Some 30 states passed sedition laws. Subversive books were removed from libraries. Mobs attacked suspected radicals. The civil liberties of citizens were violated.

Effects of Social Problems Causes of Social Problems The Emergency Immigration Act of 1921 instituted Immigration to the United States a quota system. increased during the early postwar The Immigration Act of 1924 further limited period. immigration from southern and eastern Europe and Many new immigrants were from banned immigration from Asia. The Ku Klux Klan was revived and used violence to southern and eastern Europe. Nativists called for restrictions in intimidate targeted groups. The Klan openly marched in major cities to show immigration. their strength and endorse political candidates. Union members favored tighter The American Civil Liberties Union (ACLU) was immigration laws. created to protect the freedom of speech for all people. The ACLU took on challenging cases, such as the Sacco and Vanzetti case.

Causes of Racial & Religious Problems Asian immigrants faced severe legal discrimination. Some states prohibited Asian immigrants from owning land and marrying whites. African Americans faced continuing racism. African American veterans had trouble finding employment. Lynching made a comeback in the South. Anti-Semitism continued during the postwar period. Catholics were targets of religious prejudice. Effects of Racial & Religious Problems Tensions between whites and blacks erupted into nationwide race riots in the summer of 1919. Marcus Garvey created the Back-toAfrica movement, urging African Americans to leave the racist society of the United States. The Anti-Defamation League was created to fight for an end to antiSemitism.

America’s Postwar Issues, Struggles, & Tensions History Alive! Ch. 26: Understanding Postwar Tensions (p. 331-341) Following World War I, America faced 5 distinct types of problems. IDENTIFY the types of problems, then describe specific examples & details, including vocabulary words, in the spaces provided. The Americans Ch. 12: 1 Politics of the Roaring Twenties (p. 410-418)

“Understanding Postwar Tensions” America’s Problems, Struggles & Issues after WW I History Alive! Ch. 26, p. 331-340 There were 5 types of problems in the US: -Emerging Economic Tensions -Rising Labor Tensions -Growing Political Tensions -Increasing Social Tensions -Enduring Racial & Religious Tensions As you examine the images & info to follow, ENHANCE your notes

As soon as World War I ended, the federal government canceled its contracts with weapons manufacturers, like this one in New Jersey. Hundreds of thousands of factory workers were laid off. At the same time, the army released nearly 4 million soldiers. The result was massive unemployment and an economic recession. Like many workers after World War I, Sacco and Vanzetti were union men. A poorly planned demobilization resulted in an economic recession after World War I. As unemployment rose, living standards for all but the richest Americans declined.

When soldiers and sailors shipped home from Europe at the war’s end, they found the nation in economic distress. Government employment posters, like the one above, encouraged employers to hire veterans. But the jobs simply did not exist.

demobilization: the act of discharging forces from military service or use recession: a period in which there is a decline in economic activity and prosperity

In 1919, unions staged more than 3,600 strikes across the country, creating the greatest wave of labor unrest in the nation's history. In January 1919, nearly every worker in Seattle, Washington, went on strike over wages and working conditions. For five days, most economic activity in the city halted. Despite public fear of food shortages and revolution, neither came to pass.

Strike-related violence, such as shown here, fueled some Americans’ fears that radical union activity might lead to revolution. Public fear of radicals contributed to unions’ decline.

American Federation of Labor (AFL) dominant force in the union movement. a group of unions representing skilled workers, such as machinists or mechanics, organized by their craft. best known for "bread and butter" unionism. It concentrated on improving wages and working conditions for its union members. middle-class Americans began to view unionism as a threat to their way of life. diminishing power of unions had a negative effect on workers.

Boston Police Strike (1919) most controversial strike of 1919 police walked off the job after city officials cut their wages and refused to negotiate with their union. citizens initially felt sympathy for the police, but that vanished as the city lapsed into anarchy. Residents set up citizen patrols to fight rising crime. Governor Calvin Coolidge called in National Guard troops to keep order. "There is no right to strike against the public safety by anybody, anywhere, any time." Coolidge fired the striking policemen and hired new ones. His firm stand made Coolidge a national hero. The next year, the Republican Party nominated him as its candidate for vice president.

radicalism: a point of view favoring extreme change, especially in social or economic structure communism: an economic or political system in which the state or the community owns all property and the means of production, and all citizens share the wealth Palmer Raids: conducted by Justice Department attorney J. Edgar Hoover at the instruction of U.S. Attorney General Mitchell Palmer, a series of unauthorized raids on homes, businesses, and meeting places of suspected subversives that resulted in the arrest of 6,000 radicals, often without any evidence against them

Red Scare lasting from 1919 to 1920, a campaign launched by U.S. attorney general Mitchell Palmer and implemented by Justice Department attorney J. Edgar Hoover to arrest communists and other radicals who promoted the overthrow of the U.S. government revived during the Cold War by Senator Joseph McCarthy during a period of anticommunism lasting from 1950 to 1957.

Discrimination The rising tide of immigrants triggered a resurgence of nativism along with calls for immigration restriction nativists feared that the latest immigrants would never become "100 percent American.” Congress responded to anti-immigrant pressure by passing the Emergency Immigration Act of 1921

Notice the two big dips in this graph. The first one follows passage of the Emergency Immigration Act of 1921. The second shows the impact of the Immigration Act of 1924.

The first Ku Klux Klan arose during Recon struction to intimidate freedmen. It faded away after Reconstruction but was reborn in 1915. This new KKK targeted African Americans, immigrants, Jews, Catholics, and anyone with values that Klan members saw as “un-American.” Klan membership swelled to 3-4 million members and gained considerable political power throughout the country. The KKK portrayed itself as a defender of American values.

American Civil Liberties Union (ACLU) The views of nativists and the Klan did not go unchallenged. In 1920, a group of pacifists and social activists founded the to protect freedom of speech. The ACLU specialized in the defense of unpopular individuals and groups

Discrimination Asian immigrants also faced severe legal discrimination. The influx of 2.4 million Jewish immigrants from eastern Europe stirred up anti-Semitism (anti-Semitism: policies, views, and actions that discriminate against Jewish people; prejudice against Jews) Anti-Defamation League (ADL) Organization formed to "to stop the defamation [false accusation] of the Jewish people." Its longer-term mission was "to secure justice and fair treatment to all citizens alike." Catholics were also targets of religious prejudice.

Back to Africa? Born in Jamaica, Marcus Garvey traveled widely throughout the Americas. Everywhere he went, he saw discrimination against blacks and the need to restore black pride in people of African heritage. “Up, you mighty race,” he told his followers. “You can accomplish what you will.” In 1920, while addressing a crowd of 25,000 in New York City, he outlined a plan to build a new black nation in Africa.

Homework: Review Ch. 13 (HA 28-29) 2nd collaborative, open-notes “test” tomorrow ROARING 1920s Celebrity Dance PARTY is Friday, December 23rd half day of FUN! RESEARCH your person, plan an outfit and/or prop! Wednesday, December 14, 2016 I. Sacco & Vanzetti Clemency Hearing Verdict PRACTICE your Socrative.com WRITTEN response: 1 or 2? Charleston dance moves! II. Ch. 13: Roaring Life of the Twenties Section “quiz” TODAY! Ch. 13 Chapter “test” Tomorrow! III. Unit II “State of Affairs” Socratic Circle: *Ch. 12-13; HA 26-29* 12/19 1st of two Unit II QUIZZES*: Wednesday, 12/21 Consider giving a “soap box” speech about WHY young people of the 21st century should emulate your 1920s celebrity! Prepare a “dramatic reading” of Harlem Renaissance poem or Jazz Age literature?

Chapter 13: Section “quiz” Students assigned same section gather, display 5 NOTES from HW *points DEDUCTED if NO section-specific notes displayed* List LAST Names ONLY, today’s date (list absentees? *record deductions?) ONE recorder lists group’s answers use “ttt” packet & notes to reach a CONSENSUS At least ONE minute of textbook time is anticipated (near the end) MINOR grade for section quiz today, and slightly more valuable minor grade tomorrow on “Chapter test.”

Homework: Begin QUIZ prep by sorting Ch. 12 & 13 items; Socratic Circle prep worksheet (1 26 28 ; 2 27 29) Research 1920s celebrity, prep for party Thursday, December 15, 2016 I. What 3 “things” made the 1920s a “ROARING” era? Ch. 13 “test:” Roaring Life of the Twenties REVIEW of essentials, plus visuals minor grade table groups II. Preparations for Unit II events: Socratic Circle .QUIZ #1 of 2 1920s Party

What 3 “things” made the 1920s a “ROARING” era? Henry Ford inspired America’s love affair with the automobile. In the 1920s, Ford’s Model T’s were plain but affordable. When other manufacturers began to produce betterlooking cars, Ford stopped making the Model T and instead made the Model A —another great success. economic prosperity technological advances cultural boom David Sarnoff was a leader in the growth of radio and television. He pioneered the development of radio programming, bringing news, music, tears, and laughter into homes across the nation. Duke Ellington, shown here at the piano, was known for his good looks and elegance, as well as for his brilliant music. His band played at the Cotton Club for four years straight. “I am not playing ‘jazz,’” he once told an interviewer. “I am trying to play the natural feelings of a people.”

What was ROARING in post-World War I America in the 1920s? “The return to normalcy ushered in an exciting new era, including the start of the automobile culture, flappers and the revolution in manners and morals. The consumer revolution, the rise of advertising and motion pictures, the Harlem Renaissance, the Jazz Age and the golden age of sports were all glamorous new aspects of American life. Meanwhile, social polarization, prohibition, the Scopes Trial and the rebirth of the KKK represented the more sober social realities.”

The Roaring 1920s ratification normalcy women prosperity innovations international automobile international Americans turned away from affairs in the aftermath of World War I, an attitude reflected innormalcy newly elected President Warren G. Harding’s call for a return to “ .” The prosperity country’s focus shifted instead to the material benefits associated with America’s innovations unprecedented postwar . Spurred by new inventions and technological automobile , the United States’ economy was in the midst of a third industrial revolution. The became a dominant feature of America’s new consumer culture and created a more mobile society, and consumer goods such as electrical appliances caused fundamental the consumer revolution came womenchanges in daily life. Along withratification dramatic cultural changes, especially for . With the of the 19th Amendment, women experienced increased participation in public affairs, improved educational and employment opportunities and enjoyment of the many glamorous aspects of the

The Roaring 1920s nativist Harlem Renaissance flight revival pivotal jazzsports temperance pivotal The motion picture industry was born and quickly assumed a role in jazz American culture. Americans were also entertained by music, just one aspect of the emergence of a distinctively African-American culture, known Harlem Renaissance as the . Heroes from the “Golden Age of sports ” led by Babe Ruth and Jack Dempsey excited many, and Charles Lindbergh thrilled theflight world with his daring . However, old social tensions flared up during this period of rapid Temperance cultural change. advocates had succeeded in making Prohibition the law of the land, but enforcement proved very difficult. The Ku Klux Klan revival experienced a strong , expressing hatred towards those they regarded nativist as un-American, and groups rejected many elements of the new culture that they believed were destroying American values.

The Roaring 1920s gap prosperity stocks production The excitement generated by the economic prosperity of the time tended to overshadow underlying weaknesses such as high speculation in , cutbacks in industrial and the stocks production increasing gap between rich and poor. The causes for an abrupt end to the economic optimism of the Roaring Twenties were in place. “Nothing in the world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination are omnipotent. The slogan 'press on' has solved and always will solve the problems of the human race.” - Calvin Coolidge

Use the documentary video, OTHER internet resources, and your books to fill in the blanks below. assembly line. 1913 — Henry Ford sets up the first moving 1913 — John Watson publishes Psychology as the Behaviorist Views It. 1914 — Marcus Garvey founds the Universal Negro Improvement Association. 1919 — The 18th Amendment, prohibiting the sale of alcohol , is ratified. vote with ratification of the 19th Amendment. 1920 — Women gain the right to cities than in the countryside 1920s — For the first time, more Americans live in 1924 — The Immigration Act establishes the first national origins 1925 — The Scopes trialis held in Tennessee. 1927 — Duke Ellington brings his band to the Club in Harlem. Cotton 1927 — The Jazz Singer, the first “talkie” , movie is released. 1927 — Charles Lindbergh is first to fly solo across the 1929 — The stock market quotasystem. Atlantic Ocean. crash signals the end of the Roaring Twenties .

Vocabulary Progressivism — An American reform movement within both major political parties, from about 1890 to World War I, that pressed for legislation to reform many aspects of America’s urban and industrial systems. “The Jazz Age” and “The Roaring Twenties” — Terms used by historians to characterize the decade of the 1920s. Third Industrial Revolution — The shift in the 1920s towards relying on electricity for power and utilizing the assembly line for the mass production of consumer goods. Model T— A reliable, affordable car that was designed, manufactured and sold by Henry Ford. It became one of the most popular American-made cars in history. mass consumer culture — The desire of producers to sell, and of consumers to buy, the many new products developed in the 1920s, such as electrical appliances. 19th Amendment — The Constitutional amendment that gave women the right to vote. Speakeasies — Places where alcoholic drinks were sold illegally during the time of Prohibition. Flappers — Young women of the 1920s who sought to liberate themselves from old social rules and customs and to enjoy life fully and on a basis equal with men. snake oil salesmen — A term used to describe dishonest salesmen in traveling medical shows or in country fairs, who sold

Vocabulary Universal Negro Improvement Association — A large African-American organization founded by Marcus Garvey to promote , and the formation of an independent nation in pride, economic self . Harlem Renaissance — An outpouring of literary and musical creativity by African Americans in the 1920s, centered in City. The Cotton Club — A popular nightclub in Harlem where patrons came to enjoy entertainment by African-American performers, including Duke Ellington. — A form of melancholy music originated by African Americans in the South. New York Blues Africa racial -sufficiency white

Vocabulary Prohibition — A time in American history, following the passage of the 18th Amendment, when it was illegal to produce, transport or consume alcoholic beverages. Ku Klux Klan — A secret terror organization dedicated to white supremacy, first organized in the South after the Civil War. nativism — A postwar phenomenon characterized by Americans’ distrust of foreigners and foreign influence. “Golden Age of Sports” — A time in the 1920s when sports became tremendously popular and top athletes like Babe Ruth, Jack Dempsey, Bill Tilden, and Red Grange became sports heroes. Scopes trial — A controversial trial in which John Scopes, a high school teacher, was convicted of breaking a Tennessee law outlawing the teaching of evolution. The Gospel of Business — During the boom of the 1920s, the strong belief in American corporations and prosperity, best expressed by President Calvin Coolidge, that “The chief business of the American people is business.”

Ch. 13 The Roaring Life of the 1920s (p. 432-461) History Alive! Ch. 28 (p. 353-367) Popular Culture in the Roaring Twenties Ch. 29 (p. 369-379) Clash Between Traditionalism & Modernism

Chapter 13: The Roaring Life of the 1920s (p. 432-461) 1. Prohibition—the attempt to make the sale of alcohol illegal—and the conflict between fundamentalism and science symbolized in the Scopes trial both reveal the clash between new and traditional values in the 1920s. 2. There were more work opportunities for women in the 1920s than in prior years, but they faced discrimination and unequal treatment. Women were becoming more independent and assertive. In their home lives, women more often were free to choose their own husbands, although the divorce rate increased. They had fewer children. They enjoyed many conveniences that made housework easier. 3. Through national magazines, radio, and movies, the mass media helped create a national culture. 4. Among the personal achievements of the Harlem Renaissance were the writings of Claude McKay, Langston Hughes, and Zora Neale Hurston; the acting of Paul Robeson; and the music of Louis Armstrong, “Duke” Ellington, and Bessie Smith.

Chapter 13, Summary The Roaring Life of the 1920s 1. Prohibition—the attempt to make the sale of alcohol illegal—and the conflict between fundamentalism and science symbolized in the Scopes trial both reveal the clash between new and traditional values in the 1920s. 2. There were more work opportunities for women in the 1920s than in prior years, but they faced discrimination and unequal treatment. Women were becoming more independent and assertive. In their home lives, women more often were free to choose their own husbands, although the divorce rate increased. They had fewer children. They enjoyed many conveniences that made housework easier. 3. Through national magazines, radio, and movies, the mass media helped create a national culture. 4. Among the personal achievements of the Harlem Renaissance were the writings of Claude McKay, Langston Hughes, and Zora Neale Hurston; the acting of Paul Robeson; and the music of Louis Armstrong, “Duke” Ellington, and Bessie Smith.

Alive! 28 - Popular Culture in the Roaring Twenties New ideas and prosperity brought change to American popular culture in the Roaring Twenties. The creative energy of writers, artists, filmmakers, and musicians, as well as innovations by businesspeople and inventors, all contributed to new directions in American life. Consumer culture New products and advertising encouraged a buying spree. Credit and installment buying allowed people to buy now and pay later. Mass media National magazines, radio, and motion pictures brought news, information, and entertainment to millions of Americans. Regional differences began to fade as a new national popular culture became part of daily life. Women voters All women gained the vote in 1920. The League of Women Voters encouraged all voters to become informed about public issues. Congress considered, but rejected, the first version of the equal rights amendment. The Jazz Age Jazz, a new form of music, expressed the mood of the decade. Introduced by African American musicians, jazz became popular throughout the country and the world. Harlem Renaissance Musicians and writers centered in Harlem gave voice to the experiences of African Americans in song, poetry, and novels. Lost Generation Disillusioned by World War I and the nation's growing consumer culture, some artists and writers fled to Paris. This "Lost Generation" produced books and poetry that are still read and enjoyed today. Spectator sports More leisure time allowed Americans to attend sporting events. Spectator sports became a big business, and athletes became national celebrities.

Alive! 29 - The Clash Between Traditionalism and Modernism Culturally, the United States became a deeply divided nation during the Roaring Twenties. Tensions arose between traditionalists, with their deep respect for longheld cultural and religious values, and modernists, who embraced new ideas, styles, and social trends. Urban versus rural By 1920, the United States was becoming more urban than rural. Urban areas prospered as business and industry boomed. Rural areas declined economically and in population. Youth versus adults Suspicious of the older generation after the war, many young people rejected traditional values and embraced a new youth culture. Chaperoned courting gave way to unsupervised dating. Flappers scandalized the older generation with their style of dress, drinking, and smoking. Wets versus drys The Eighteenth Amendment launched the social experiment known as prohibition. The Volstead Act, which outlawed the sale of alcohol, was supported by drys and ignored by wets. The Twenty-First Amendment repealed prohibition in 1933. Religion versus science Religious fundamentalists worked to keep the scientific theory of evolution out of public schools. The Scopes trial, testing Tennessee's anti-evolution law, was a legal victory for fundamentalists but a defeat in the court of public opinion. The issue of teaching creationism in biology classes is still current today.

Chapter 13 Urbanization Prohibition : Christian fundamentalism flappers mass media (radio, movies, newspapers) leisure time (sports, movies, music, drama, literature, etc.) Great Migration OTHER: 18th Amendment bootleggers speakeasies Scopes trial (1920) women workers marriage/family Harlem Renaissance 19th amendment discrimination NAACP (W.E.B. DuBois) Marcus Garvey

traditionalist modernist fundamentalism popular culture traditionalist: a person who has deep respect for long-held cultural and religious values modernist: a person who embraces new ideas, styles, and social trends fundamentalism: the belief that scripture should be read as the literal word of God and followed without question popular culture: the culture of ordinary people, including music, visual art, literature, and entertainment, that is shaped by industries that spread information and ideas, especially the mass media

Volstead Act speakeasy consumer culture speculators Volstead Act: a law passed by Congress in 1919 to enforce the Eighteenth Amendment, which prohibited the manufacture and sale of alcoholic beverages speakeasy: a secret club that sold alcohol during the era of prohibition consumer culture: a culture that views the consumption of large quantities of goods as beneficial to the economy and a source of personal happiness speculators: a person who takes the risk of buying something in the hope of reselling it for a higher price

A PERSONAL VOICE Clarence Darrow & William Jennings Bryan Scopes trial: a criminal trial, held in Dayton, Ohio, in 1925, that tested the constitutionality of a Tennessee law that banned the teaching of Darwin's theory of evolution in schools; science teacher John Scopes was found guilty and fined for his conduct, leaving the Tennessee law intact

John Scopes did not testify during his trial for violating Tennessee’s anti-evolution law. But after being found guilty, he addressed the judge: “Your honor, I feel I have been con victed of violating an unjust statute. I will continue in the future, as I have in the past, to oppose this law in any way I can. Any other action would be in violation of my idea of academic freedom —that is, to teach the truth as guaranteed in our Constitution.”

Interpret these graphs and if possible, connect them to several of the following: flapper double standard demobilization education 19th amendment domestic/family changes stereotypes

THE MOVE NORTH Between 1910 and 1920, in a movement known as the Great Migration, hundreds of thousands of African Americans had uprooted themselves from their homes in the South and moved north to the big cities in search of (industrial) jobs. By the end of the decade, 5.2 million of the nation’s 12 million African Americans—over 40 percent—lived in cities.

What is this (BELOW) and how does it relates to the Harlem Renaissance? I've known rivers: I've known rivers ancient as the world and older than the flow of human blood in human veins. My soul has grown deep like the rivers. I bathed in the Euphrates when dawns were young. I built my hut near the Congo and it lulled me to sleep. I looked upon the Nile and raised the pyramids above it. I heard the singing of the Mississippi when Abe Lincoln went down to New Orleans, and I've seen its muddy bosom turn all golden in the sunset. I've known rivers: Ancient, dusky rivers. My soul has grown deep like the rivers. What kind of metaphor, symbol, or image related to life for African-Americans can be found in the poem? —Langston Hughes, "The Negro Speaks of Rivers," 1920 Langston Hughes wrote poetry, plays, and fiction that captured the anguish of African Americans' longing for equality. He composed one of his best-known poems while traveling to New York at the age of 17.

When you see or hear Louis Armstrong was famous for his extended trumpet solos. People also loved Armstrong’s gravelly voice. Contemporary jazz musician Wynton Marsalis has said of Armstrong, “You’re talking about the deepest human feeling and the highest level of musical sophistication in the same man.” http://www.youtube.com/watch?v xO3k-S pqK4 you say (think of)? Fans called Bessie Smith the “Empress of the Blues.” Orphaned at a young age, she began performing as a child. Gospel singer Mahalia Jackson remembered hearing Smith: “I feel she was having troubles like me. That’s why it was such a comfort for the people of the South to hear her.” http://www.youtube.com/watch?v meuwKhPGItk

Fact or Fiction? “In 1914, approximately 1 million American students attended high school. By 1926, that number had risen to nearly 4 million, an increase sparked by prosperous times and higher educational standards for industry jobs.” FACT! The public schools met a challenge in the 1920s— teaching the children of new immigrant families. The years before World War I had seen the largest stream of immigrants in the nation’s history— close to 100,000 a year. FICTION: one MILLION!!!

The Americans, Ch. 13, Sec. 4 Many African Americans who migrated north moved to Harlem, a neighborhood on the Upper West Side of ?. In the 1920s, Harlem became the world’s largest black urban community, with residents from the South, the West Indies, Cuba, Puerto Rico, and Haiti. James Weldon Johnson described Harlem as the capital of black America. New York’s Manhattan Island Like many other urban neighborhoods, Harlem suffered from ?, ?, ?, but its problems in the 1920s were eclipsed by a flowering of creativity called the Harlem Renaissance, a literary and artistic movement celebrating ? culture. overcrowding, unemployment, and poverty African-American The Harlem Renaissance provided a foundation of African-American intellectualism to which African-American writers, artists, and musicians contribute today. FACT or FICTION? FACT

Ch. 13: Collaborative, open-notes “test” List LAST Names, today’s date (list absentees?) *deductions for students with incomplete “ttt” notes or index card ONE recorder lists group’s answers use “ttt” packet & notes to reach a CONSENSUS At least ONE minute of textbook time is anticipated (near the end) NO “extended responses” PLEASE

HW: Quiz Wednesday, 12/22 (Ch. 12 & 13, 26-29) Socratic Circle Monday (1 26 28 ; 2 27 29) 1920s celebrity party is Friday, 12/23 (2 events) ROARING 1920s Celebrity Dance PARTY is Friday, December 23rd half day of FUN! RESEARCH your person, plan an outfit and/or prop! Friday, December 16, 2016 I. PRACTICE your Charleston dance moves! Ch. 13 “results” Roaring Life of the Twenties Consider giving a minor grades: “soap box” speech about WHY young section “quiz” (15 pts) people of the 21 century should table group “test” (20 pts) emulate your 1920s st celebrity! Prepare a “dramatic II. Preparations for Unit II events: reading” of Harlem Socratic Circle .QUIZ #1 of 2 1920s Party Renaissance poem or Jazz Age literature?

Socratic Circle Monday, 12/19 1 prep for Ch. 26 & 28 ?s Ch. 26 - Understanding Postwar Tensions ALL should be prepared to discuss Ch. 12 & 13 What effects did postwar tensions have on America's founding ideals? Ch. 28 - Popular Culture in the Roaring Twenties What social trends and innovations shaped popular culture during the 1920s? 2 prep for Ch. 27 & 29 ?s Worksheet found in MIDDLE of in Unit II packet Ch. 27 - The Politics of Normalcy Did the Republican era of the 1920s bring peace and prosperity to all Americans? Ch. 29 The Clash Between Traditionalism and Modernism How did social, economic, and religious tensions divide Americans during the Roaring Twenties?

Unit II Roaring 1920s (Quiz #1) WEDNESDAY, 12/21/16 Study Items: Ch. 12-13 & Ch. 26-29 Unit II: 1920s, Great 18th Amendment & effects of Prohibition airplanes and automobiles anarchists, radicals (Sacco & Vanzetti) Calvin Coolidge double standard Emergency Quota Act 1921 & 1924 fundamentalism Great Migration Harlem Renaissance installment plan & easy credit isolationism Ku Klux Klan mass media (types) New Woman (flappers) Red Scare & communism Scopes Trial speakeasies & bootleggers Teapot Dome Scandal & Alfred B. Fall Depression, & New Deal Chapter 12-15 Essential Items Courtesy of TP Productions (Student NOTES) http://www.cbsd.org/Page/7807

Roaring 1920s Extravaganza Charleston Dance Party & Social December 23, 2016

Welcome to the PARTY! All students will participate in at least TWO of the following activities, all of which are the cat’s meow: Charleston Dance Musical Performance (Jazz Age) Celebrity Portrayal (costume/props) Dramatic Performance Peanut Pushing RACE! Airedales and cancelled stamps are WELCOME too!

Party Regulations & PROHIBITIONS: No one will cast a mitten & the bank’s closed! (HR for attendance & overview) CHARLESTON DANCE instruction (GYM 7:45-8:30 AM) Social Studies classes will gather in the 9th grade hallway: (Stanziola-1 or Robinson-2 or Burgess-4, etc.) Each class has an alarm clock one teacher chaperone, who serves as “judge” & activity coordinator.(Room locations will be announced) ALL bunnies and bluenoses are required to have FUN too!

Party Regs CONTINUED From 8:45-9:45 AM, alarm clocks will supervise & administer the 5 activities*: Charleston Dance (Best & Most Original) Musical Performances (Singers & Players) Celebrity Portrayal (costume/props) Dramatic Performance (readers/speakers) Peanut Pusher Races (qualifying heats) *BEST performers will be “invited” to perform LIVE via the TV studio network/Room 411. (Times are TBD, but roughly 10-10:30 AM) ALL students will watch the FINAL “Peanut Race!”