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CHAPTER 22
A Clash of Cultures
1920–1929
This chapter covers the defensive mood of the 1920s (nativism, the Klan, fundamentalism, and prohibi-
tion), the new morality, the New Negro, the influence of science on social thought, and the influence of
modernism in literature and art.
CORE OBJECTIVES
1. Assess the impact of the consumer culture that emerged in America during the 1920s, and explain the
factors that contributed to its growth.
2. Describe other major new social and cultural trends and movements that became prominent during the
twenties, and explain how they challenged traditional standards and customs.
3. Explain what “modernism” means in intellectual and artistic terms and how the modernist movement
influenced American culture in the early twentieth century.
4. Identify important examples of reactionary conservatism in the decade, and analyze their impact on
government policies.
5. Trace the Republican party’s dominance of the federal government during the twenties, and analyze
the extent to which its policies were a rejection of progressivism.
CHAPTER OUTLINE
1. A “New Era” of Consumption
A. A Growing Consumer Culture
B. The Rise of Mass Culture
i. A Love Affair with Movies
ii. The Effects of Radio
iii. Talking to the Air
iv. The Car Culture
v. Spectator Sports
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2. The “Jazz Age”
A. The Birth of Jazz
B. A Revolution in Manners and Morals
C. Women in the 1920s
D. The Harlem Renaissance
E. Garveyism
F. The NAACP
3. The Modernist Revolt
A. Science and Modernism: Einstein and Relativity
B. Modernist Art and Literature
i. The Armory Show
ii. The “Lost Generation”
4. The Reactionary Twenties
A. Nativism
i. Sacco and Vanzetti
ii. Immigration Restriction
iii. The New Klan
B. Fundamentalism
C. Prohibition
5. Republican Resurgence
A. Harding and “Normalcy”
i. The Election of 1920
ii. Harding’s Associates and Personality
iii. Andrew Mellon and the Economy
iv. Reduced Regulation and Racial Progressivism
v. Setbacks for Unions
vi. Isolationism in Foreign Affairs
vii. Attempts at Disarmament
viii. The Harding Scandals
B. Coolidge Conservatism
i. A Modest, Upright, and Tight-Lipped Evangelist for Capitalism
ii. The Election of 1924
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C. The Rise of Herbert Hoover
i. Hoover the “Wonder Boy”
ii. The 1928 Election: Hoover versus Smith
LECTURE IDEAS
1. An overview of the 1920s focusing on America domestically is one interesting way to introduce this
chapter. Lecture on all aspects of America in the 1920s (except presidential politics and the presiden-
tial synthesis). Be sure to include topics such as race, women, culture, and prohibition. Useful refer-
ences include:
2. After a good lecture on the overview of the twenties, you could give a more in-depth lecture on the
changes in American social values. How did the issues of the twenties challenge traditional values? See
3. For a lecture on Flappers and how they came to symbolize the 1920s, see Joshua Zeitz’s Flapper: A
4. For a lecture on the presidents of this decade and how they reflected 1920s politics, you might refer to
the following:
5. In a lecture on the culture of modernism, be sure to include the issues of science, literature, and art.
Start with a good definition of modernism, and then continue with the impact on art and the works of
Ezra Pound, T. S. Eliot, Gertrude Stein, and the other modernist writers. Helpful resources include:
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IN-CLASS ACTIVITIES / FLIPPED CLASSROOM SUGGESTIONS
1. Have the class determine which factors accounted for a surge in nativism in the 1920s.
2. Divide the class into groups and have each group determine what was meant by the term Jazz Age. Ad-
ditionally, have each group present its findings to see if any common trends can be found.
3. An engaging way to cover the Scopes trial is to divide the class in half and debate the merits of the
case. Evolution versus creationism should make for a lively debate, using the Scopes trial to teach the
issues as seen in that day—and increasingly in ours—plus a general lesson on courts and court proce-
4. Most students believe the 1920s were a time of unprecedented prosperity. Outside of class, have stu-
dents research the nation’s “sick industries” during this era (railroads, steel, textiles, agriculture, and
coal) and analyze why the industries fell into decline. In class, lead the students in a general discussion
DISCUSSION QUESTIONS
1. Discuss the complex issue of immigration in the 1920s, especially regarding policies that were put in
place to restrict immigrants from entering the United States.
2. Analyze the issue of prohibition in America. What were the pros and cons? Discuss the consequences
of outlawing alcohol use in America. How was it accomplished in the first place?
3. Compare the “New Women” and the “New Morality” during the 1920s. Are they reflections of one
another? Why or why not?
4. Discuss the various aspects of the Harlem Renaissance. What was special about Harlem?
5. How did women finally earn suffrage rights in 1920 with the passage of the Nineteenth Amendment?
Did women’s efforts during World War I contribute to their successful bid for the right to vote?
6. Compare the American presidents of the 1920s. What were some major policies during their admin-
istrations? Which were considered successful or unsuccessful and why?
7. Why were Republicans able to maintain control of the presidency throughout the 1920s?
8. What popular forms of entertainments existed in the 1920s? What do these various forms of enter-
tainment suggest about leisure time in the United States during the Roaring Twenties?
9. How did prohibition contribute to the rise of criminals and organized crime in the 1920s? Who were
some of the more famous gangsters during this era?
10. Trace the concepts of science regarding social thought during the Jazz Age.
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PRACTICING CITIZENSHIP
As your text notes, following the Immigration Act of 1924, limitations were set favoring those from west-
ern Europe that wished to come to America. The intent was to limit the number of eastern Europeans and
others whose cultures seemed strange to Americans. The act failed to limit immigrants from the Western
Hemisphere, and Hispanic Catholics became the fastest-growing ethnic group in America after 1924.
Make an appointment with the activities director at a local senior center and ask to interview people
who came to America from different countries. Take along a tape recorder. Make sure to ask questions
such as the following: From where did you emigrate? How old were you when you left? Why did you
leave your home country? Who in your family made the decision to leave? What was life in America like