3
SECTION
Section
Step-by-Step Instruction
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.
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.
—Leopold Stokowski, classical music conductor,
describing 1920s jazz
!
The Jazz Age
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
■
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.
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.
• Explain how new literature styles described
American society in a new, more critical way.
Section Focus Question: What arts and culture symbolized the Jazz Age?
Fads and Heroes
Reading Skill
L2
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
L2
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
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.
746 Chapter 22
Dance contests were
popular in the 1920s.
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.
746 Chapter 22 The Roaring Twenties
Differentiated Instruction
L1 English Language Learners
L1 Less Proficient Readers
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
L1 Special Needs
(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.
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.
What sports events became
popular during the 1920s?
An American Sound
Gertrude
Ederle
1906–2003
Teach
Fads and Heroes
p. 746
Instruction
■
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!
Biography Quest
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
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.
L2
Vocabulary Builder Before teaching
this section, preteach the High-Use
Words critic and analyze, using the
strategy on TE p. T21.
Key Terms Have students continue fill-
ing 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.
Monitor Progress
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
Use the information below to teach students this section’s high-use words.
High-Use Word
Definition and Sample Sentence
critic, p. 749
n. someone who makes judgments on the value of objects or actions
Many American writers have been critics of middle-class values.
analyze, p. 750
v. to critically examine an idea or object by separating it into parts
Nathaniel Hawthorne wrote novels that analyzed people’s actions
and decisions.
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.
Answers
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.
aged.
Her hearing was dam-
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
Explore More Video
Show the video to indicate the culture of
the Jazz Age.
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?
An American Sound
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.
p. 747
Instruction
L2
■
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.)
■
To learn more about
the culture of the
Jazz Age, view
the video.
Bessie
Smith
The song sheet for
“Tin Roof Blues”
Louis
Armstrong
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.)
Duke
Ellington
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.)
Monitor Progress
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.
Duke Ellington
and his band
748
Differentiated Instruction
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 answer-
Answer
Apply Information Possible answer:
many African Americans had opportunities to play jazz in other countries.
748 Chapter 22
ing the following questions: How does the
song reflect the spirit of the Jazz Age?
What made the song popular in the 1920s?
Literature of the 1920s
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.
p. 749
Instruction
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).
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.
Vocabulary Builder
critic (KRIHT ihk) n. someone who
makes judgments on the value of
objects or actions
ssah6578 TK
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.)
Monitor Progress
Babbitt was virtuous. He advocated, though he did not
“practice,
the prohibition of alcohol; he praised, though he
■
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.
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.
L2
■
F. Scott Fitzgerald’s The Great Gatsby calls
attention to the excesses of the Roaring
Twenties.
Section 3 The Jazz Age 749
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.
Answer
New Orleans
because jazz originated in
Chapter 22 Section 3 749
The Harlem Renaissance During the 1920s, a vibrant African
Assess and Reteach
Assess Progress
L2
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
Zora Neale Hurston
L1
If students need more instruction, have
them read this section in the Interactive
Reading and Notetaking Study Guide and
complete the accompanying question.
Vocabulary Builder
analyze (AN ah lìz) v. to critically
examine an idea or object by
separating it into parts
Interactive Reading and
Notetaking Study Guide, Chapter 22,
Section 3 (Adapted Version also available.)
Extend
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.
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.
Answer
the growth of a proud and
political African American culture in Harlem during the 1920s
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
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.
Section 3
Check Your Progress
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?
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.
750 Chapter 22 The Roaring Twenties
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. Answers will vary, but should demon-
strate an ability to summarize as well as
an understanding of the key points of
the section.
4. No. Jazz was born when African Ameri-
can 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.”
I, Too
by Langston Hughes
I, Too
Prepare to Read
Reading Skill
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.
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.
As you read this literature selection, look for the following
underlined word:
ashamed (uh SHAYMD) adj. feeling sorry and guilty about a
wrong action
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.
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.
I, too, am America.
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.
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
Differentiated Instruction
L1 Less Proficient Readers
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
L2
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.
Instruction
L2
■
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.”)
Monitor Progress
Langston Hughes
L1 English Language Learners
Build Background
Knowledge
Vocabulary Builder
Analyze Poetic Voices
I, too, sing America.
Besides,
They’ll see how beautiful I am
And be ashamed—
Vocabulary Builder
L1 Special Needs
tension. Explain that tomorrow might be
used to describe the future, not just the
next day.
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
Answer
Reading Skill “I” represents African Americans. “They” represent white
Americans.
Chapter 22 751