1
SECTION
Section
Step-by-Step Instruction
Return to Normalcy
“
America’s present need is not heroics . . . but
normalcy; not revolution but restoration; not agitation
but adjustment; not submergence in internationality
but sustainment in triumphant nationality.
Review and Preview
”
Students have read about the sacrifices
Americans made to win World War I.
Now they will learn about the problems
that many Americans faced after the
war.
— Warren G. Harding, presidential
campaign speech, 1920
!
Adjusting to Peacetime
Section Focus Question
What problems at home and
abroad challenged the nation
after World War I?
Before you begin the lesson for the day,
write the Section Focus Question on the
board. (Lesson focus: Domestically there were
economic and social problems. Internationally,
there were issues of disarmament and decisions
regarding the level of intervention to which the
United States was willing to commit.)
Prepare to Read
Build Background
Knowledge
■
• Describe the U.S. policy of isolationism.
Why It Matters The United States emerged from World
War I as a world power. Even so, Americans rejected a
major role in world affairs. Instead the nation turned
inward, seeking prosperity and a return to “normalcy.”
Section Focus Question: What problems at home
and abroad challenged the nation after World War I?
• Explain how the threat of communism abroad
raised concerns in the United States.
Return to Normalcy
• Compare and contrast the administrations
of Harding and Calvin Coolidge.
Reading Skill
L2
L2
One way to clarify text is to paraphrase. Paraphrasing
is simply restating the text in your own words. If you
can restate text in your own words, you will be more
likely to understand it. As you read Section 1, pause
at an indicated side note, read the side note and
corresponding text, then paraphrase the idea in your
own words.
Key Terms and People
Warren Harding
Calvin Coolidge
disarmament
communism
anarchist
Read each statement in the Reading
Readiness Guide aloud. Ask students to
mark the statements True or False.
Teaching Resources, Unit 7,
Reading Readiness Guide, p. 71
■
Objectives
• Explain how economic factors led to the
election of Republican Warren Harding.
Paraphrase Text for Understanding
Ask students to suppose that they have
just come back from fighting in World War
I. Ask: How would you feel if you
returned home but couldn’t find a job?
(Possible answer: I would feel frustrated and
angry. I fought for my country, but now I can’t
find work in my country.)
Set a Purpose
Have students discuss the statements in
pairs or groups of four, then mark the
worksheets again. Use the Numbered
Heads participation strategy (TE, p. T24)
to call on students to share their group’s
perspectives. The students will return to
these worksheets later.
736 Chapter 22
President Harding and
baseball legend Babe Ruth
President Woodrow Wilson might have expected to
return from the Paris Peace Conference as a popular hero.
Instead, he and his party were rejected by the voters at the
next election. By 1920, the mishandling of the peace treaty at
Versailles and a failing economy combined to make Wilson
and the Democrats very unpopular.
The end of the Great War was followed by an economic
recession. During the war, the domestic economy had
expanded rapidly to produce all the extra goods needed by
the military. With war’s end, munitions factories shut down
and workers lost their jobs. Soldiers returning from the war
found it difficult to find work.
Labor unions had made a no-strike pledge as a patriotic
gesture in wartime. But labor disputes led to many strikes
after the war. In 1919, four million workers—one fifth of the
labor force—took part in strikes. Accounts of strike-related
violence filled the newspapers.
Many Americans feared other types of violence as well.
Some feared that Communists would overthrow the
government, as they had recently done in Russia. Racial
violence also frightened some. Many Americans hoped that
a change of leadership would restore peace and prosperity.
736 Chapter 22 The Roaring Twenties
Differentiated Instruction
L1 English Language Learners
L1 Less Proficient Readers
Asking Questions Write the names of the
following people covered in this lesson on
slips of paper: Woodrow Wilson, Warren
Harding, Albert B. Fall, Calvin Coolidge,
Nicola Sacco, and Bartolomeo Vanzetti.
L1 Special Needs
Pair students and have partners take turns
identifying the historic figures by asking
yes or no questions until they are able to
guess the person correctly.
The Harding Administration In 1920, the Republican nominee
Teach
for President, Warren Harding of Ohio, promised a return to
“normalcy.” It was what the public wanted. He won by a landslide.
Harding was a firm supporter of business. He filled his administration with like-minded men. For secretary of the treasury, he chose
Andrew Mellon, a banker and industrialist. Mellon was one of the
nation’s richest men. He got Congress to lower taxes on businesses
and the wealthy. He also helped slash the federal budget.
Some of Harding’s other appointees were personal friends. Some
saw their government jobs as opportunities to make personal
fortunes, legally or illegally. Harding’s presidency was marred by
several major scandals involving these colleagues. In one case,
Charles Forbes, the head of the Veterans Bureau, was convicted of
taking bribes totaling about $200 million.
The biggest scandal centered on Teapot Dome, Wyoming, a
government-owned oil reserve. The secretary of the Department of
the Interior, Albert B. Fall, secretly leased the land and its reserves to
an oil man. Fall received a bribe of $400,000. After the scandal broke,
Fall was tried and convicted. He was the first Cabinet member ever
sent to prison.
Harding himself was never linked to any of the crimes and did
not live to see the worst of the scandals unfold. In 1923, he suffered a
heart attack and died, leaving his Vice President, Calvin Coolidge, to
deal with the Teapot Dome and other scandals.
Return to Normalcy
p. 736
Instruction
■
section, preteach the High-Use Words
colleague and impose, using the strategy on TE p. T21.
Vocabulary Builder
colleague (KAHL eeg) n. associate;
person who works in the same
profession
The Harding Scandals
Billboards show the
“sale” of government
institutions.
L2
Vocabulary Builder Before teaching this
Key Terms Following the instruction on
p. 7, have students create a See It–
Remember It chart for the Key Terms in
this chapter.
■
Read Return to Normalcy with students
using the Oral Cloze strategy (TE,
p. T22).
■
Have students describe U.S. domestic
conditions after the war. (The economy
was in a recession. There were also strikes,
fears of communism, and racial violence.)
■
Ask: If domestic conditions had been
“normal,” do you think Harding would
have won the election? Explain your
answer. (Yes, because Wilson was unpopular because he mishandled the peace treaty.
No, because Harding promised a return to
“normalcy,” which would not have appealed
to people if things were already going well.)
Independent Practice
Have students begin to fill in the Study
Guide for this section.
Interactive Reading and
Notetaking Study Guide, Chapter 22,
Section 1 (Adapted Version also available.)
Monitor Progress
What part of the federal government was not for sale, cartoonists asked, as the
Harding administration’s many scandals came to light.
(a) Apply Information What symbols of the nation’s government are used?
(b) Detect Points of View Does the cartoonist seem to think the scandals are
a serious problem? Explain.
As students fill in the Notetaking Study
Guide, circulate to make sure students
understand the reasons people supported
Harding. Provide assistance as needed.
Section 1 Adjusting to Peacetime 737
Use the information below to teach students this section’s high-use words.
High-Use Word
Definition and Sample Sentence
colleague, p. 737
n. associate; person who works in the same profession
The teacher traveled with several of her colleagues to the conference
on education in Washington, D.C.
impose, p. 738
v. to place a burden on something or someone
Congress holds the power to impose taxes on goods, services, and
income.
Answers
Reading Political Cartoons (a) the Capi-
tol, the Washington Monument, and the
White House (b) Yes. The cartoonist
implies that corruption is so rampant that
the actual institutions of our government
have been bought and sold.
Chapter 22 737
Foreign Policy
Calvin Coolidge
Instruction
L2
■
Have students read Foreign Policy.
Remind students to answer the reading
Checkpoint question.
■
To help students better understand the
concept of isolationism, which is important to the understanding of this section,
use the Concept Lesson Isolationism.
Provide students with copies of the Concept Organizer.
Why did voters reject Wilson’s Democrats?
Foreign Policy
Teaching Resources, Unit 7,
Concept Lesson, p. 80; Concept Organizer, p. 6
■
Have students describe the U.S. policies
of isolationism and disarmament. (Isolationism reduced U.S. involvement in international affairs. Disarmament treaties with
western nations and Japan reduced the
nations’ navies.)
■
Ask: How was Coolidge’s presidency
similar to and different from Harding’s? (Both protected the interest of businesses. Coolidge did it internationally, while
Harding did it domestically.)
■
Ask: How did the United States try to
weaken the Soviet Union? (by refusing
to grant it diplomatic recognition and sending troops to aid the opponents of communism)
The Coolidge Administration Coolidge was very different
from Harding. He was a soft-spoken, serious New Englander who
was known for his honesty and integrity. By cooperating with the
investigations into the Harding White House, Coolidge helped to
restore the public’s trust in government. When Coolidge ran for
President in 1924, he won by a large margin.
Coolidge’s prospects were helped by the prosperity of the mid1920s. The postwar recession was over, and the economy had
rebounded. The 1920s had begun to “roar,” and the voters wanted to
keep the Republicans in power.
p. 738
Vocabulary Builder
impose (ihm POHZ) v. to place a
burden on something or someone
Paraphrase Text for
Understanding
Paraphrase this paragraph.
Be sure to use your own words to
restate the main ideas and details.
World War I had made the United States an international power.
Still, most Americans did not want their nation to play a leading role in
world affairs. As you have read, this sentiment is known as isolationism.
Isolationism did not mean cutting off contact with the rest of the
world. Throughout the 1920s, the United States participated in international conferences intended to promote world peace and to
encourage disarmament. Disarmament means the reduction or limitation of military armaments. The United States joined the Washington Naval Arms Conference of 1921. The conference resulted in a
treaty limiting the navies of the United States, Britain, France, Italy,
and Japan. In 1928, the United States joined France in sponsoring the
Kellogg-Briand Pact. The pact condemned military aggression and
outlawed war. However, it imposed no punishment on a country that
acted aggressively, so it was ineffective at preventing war.
President Coolidge believed that the government had a right to
intervene in foreign matters that affected American business. In 1926,
a revolution broke out in Nicaragua. Coolidge sent in troops to
protect American business interests there. Defending his actions to
send troops to Nicaragua, Coolidge stated:
has always been . . . the policy of the United States . . .
“toIttake
steps that may be necessary for the . . . protection
Independent Practice
of the lives, the property, and the interests of [U.S.] citizens.
In this respect, I propose to follow the path of my
predecessors.
Have students complete the Study Guide
for this section.
”
—Calvin Coolidge, message before Congress, January 10, 1927
Interactive Reading and
Notetaking Study Guide, Chapter 22,
Section 1 (Adapted Version also available.)
The following year, Mexico announced plans to take over all foreignowned oil lands, including those owned by U.S. companies. Although
many Americans wanted to send troops, Coolidge managed to resolve
this dispute by diplomacy.
In the Bolshevik Revolution of 1917, Communists had taken power
in Russia. They created the Soviet Union, the world’s first Communist
state. Communism is an economic and political system in which the
state owns the means of production and a single party rules. In the
Soviet Union, the Communist Party crushed all opposition.
Monitor Progress
As students fill in the Notetaking Study
Guide, circulate to make sure students
understand the changing approach to U.S.
international relations. If students do not
seem to have a good understanding, have
them reread the section. Provide assistance
as needed.
Answers
the mishandling of the
Treaty of Versailles and a failing economy
combined to make Wilson and the Democrats unpopular.
Reading Skill Answers should
demonstrate an ability to paraphrase and
should reflect that Coolidge felt protective
intervention was justified.
738 Chapter 22
738 Chapter 22 The Roaring Twenties
Differentiated Instruction
L3 Advanced Readers
L3 Gifted and Talented
Compare and Contrast Presidents Have
students write an essay that compares and
contrasts the presidencies of Warren Harding and Calvin Coolidge. Have students
begin this activity by filling in a Venn
diagram to organize the information they
gather in their research. Students may
share their essays and diagrams with a
partner.
The Red Scare
In an effort to weaken the Soviet government, the United States
refused to grant it diplomatic recognition. In 1918, President Wilson
sent troops to aid the opponents of communism. Yet, when a devastating famine hit Russia in 1921, the United States sent aid. That aid
may have saved 10 million people from starvation.
p. 739
Instruction
Have students read The Red Scare.
Remind students to look for causes and
effects.
■
Have students suggest the relationship
between the Bolshevik Revolution and
the Red Scare. (Possible answer: After
Communists took power in Russia, some
Americans thought that a revolution was
beginning in America.)
■
Assign the worksheet Interpreting Political Cartoons to help students further
understand the Red Scare.
How did President Coolidge solve disputes in Latin
America?
The Red Scare
Alarm about communism affected not only American foreign
policy but also events at home. The postwar strikes that rocked the
United States made some Americans afraid that a revolution was
beginning.
The fears reached a fever pitch in the spring and summer of 1919,
when a series of bombings occurred. The bombings were the work of
anarchists, people who oppose all organized government. Many
anarchists were foreign-born, and the bombings led to an outcry
against all foreigners. During this Red Scare, thousands of anarchists
and Communists, or “Reds,” were hunted down and arrested. Many
were deported, or expelled from the country.
L2
■
Teaching Resources, Unit 7,
Interpreting Political Cartoons, p. 75
Independent Practice
Sacco and Vanzetti In May 1920, at the height of the Red Scare,
Have students complete the Study Guide
for this section.
two Italian immigrants, Nicola Sacco and Bartolomeo Vanzetti, were
arrested. They were charged with robbing and murdering two
payroll employees in Massachusetts.
At the trial, little evidence was presented that Sacco and Vanzetti,
were guilty of the charges. Rather, the prosecution focused on the fact
that both defendants were foreigners and anarchists. Sacco and
Vanzetti were convicted in 1921 and executed in 1927.
Monitor Progress
Sacco and Vanzetti
by Ben Shahn
The artist Ben Shahn viewed the
execution of Sacco and Vanzetti
as an outrage against justice. This
portrait of the two men is one in
a series of 23 paintings by Shahn
about their trial, conviction, and
execution. Critical Thinking:
Apply Information Why did the
Sacco-Vanzetti case stir such
strong feelings among Americans
of the 1920s?
■
As students complete the Notetaking
Study Guide, circulate to make sure students understand the changes in America’s economy and society following
World War I. Provide assistance as
needed.
■
Tell students to fill in the last column of
the Reading Readiness Guide. Probe for
what they learned that confirms or
invalidates each statement.
Teaching Resources, Unit 7,
Reading Readiness Guide, p. 71
Section 1 Adjusting to Peacetime 739
History Background
Mistreatment of Suspected “Reds” The
success of the Russian Revolution led
American conservatives to overestimate
the power of the radicals at home. One
senator advocated sending Americans
with radical views to a penal colony on the
Pacific island of Guam. A jury in Indiana
took two minutes to acquit a man who
killed a radical for shouting, “To hell with
the United States.” Attorney General A.
Mitchell Palmer authorized raids in 1919
and 1920 on suspected “Reds” and foreign-born citizens. About 4,000 men and
women were arrested during this time.
Many of those arrested were not allowed
to contact an attorney. In some cases, even
citizens who were not under suspicion
were arrested for visiting those who were.
Answers
He sent troops to Nicaragua.
He used diplomacy in Mexico.
Apply Information Possible answer:
Because Sacco and Vanzetti were executed
based on little evidence.
Chapter 22 Section 1 739
The case was controversial at the time and remains so today.
Were innocent people put to death because of public hysteria? Or did
two murderers receive the punishment they deserved?
Assess and Reteach
Assess Progress
L2
Limiting Immigration Fears about radicals led to new limits
Have students complete Check Your
Progress. Administer the Section Quiz.
Teaching Resources, Unit 7,
Section Quiz, p. 81
To further assess student understanding,
use the Progress Monitor Transparency.
Progress Monitoring Transparencies,
Chapter 22, Section 1
Reteach
L1
If students need more instruction, have
them read this section in the Interactive
Reading and Notetaking Study Guide and
complete the accompanying question.
Extend
Mexican workers pick cotton
on immigration into the United States. There were other reasons, as
well. Many Americans had long worried that the mainstream culture
of the United States was being overwhelmed by immigrants from
southern and eastern Europe. In addition, American workers were
often concerned that newcomers would compete for their jobs.
An emergency immigration law was passed by Congress in 1921.
It limited the number of people admitted from eastern and southern
Europe. In 1924 and 1929, Congress imposed even more restrictions
on immigrants. In addition, the United States completely prohibited
immigration from Asia.
The new immigration limits, however, did not apply to people
from the Americas. In the 1920s, nearly 500,000 people migrated from
Mexico and 950,000 from Canada. Most Mexicans migrated to the
Southwest, where their labors played a vital role in the growth of
farmlands, railroads, and mines. Canadians, mainly from Quebec,
took jobs in factories in New York and New England.
What caused the Red Scare after World War I?
L3
Have students write a paragraph explaining the impact of the Bolshevik Revolution
on the United States in the 1920s. Provide
students with the Web Code below.
Looking Back and Ahead After World War I, Americans elected Republicans, who promised a return to “normalcy” and
prosperity. Next we will see how, during the 1920s, the nation
experienced an era of social and economic change.
Web Code: mve-0154
Section 1
For: Self-test with instant help
Visit: PHSchool.com
Web Code: mva-7221
Check Your Progress
Progress Monitoring Online
Students may check their comprehension of this section by completing the
Progress Monitoring Online graphic
organizer and self-quiz.
Answer
alarm about communism,
postwar strikes, and a series of bombings
in 1919 by anarchists
Comprehension
and Critical Thinking
1. (a) Recall How had World War I
been good for the economy?
(b) Analyze Cause and Effect
Why might a country face economic problems even after a
victorious war?
2. (a) Recall Why was secretary of
the Interior Albert B. Fall sent to
prison?
(b) Draw Conclusions Why do
most historians consider Warren
Harding to have been a poor
President?
Reading Skill
Writing
3. Paraphrase Text for
Understanding Reread the first
paragraph under the heading
“The Red Scare.” Paraphrase the
text, using your own words.
Key Terms
7. Based on what you have read in
this section, write a thesis statement and one supporting paragraph for an essay about the
mood in the country the first few
years after World War I.
Answer the following questions in
complete sentences that show your
understanding of the key terms:
4. What is the goal of supporters of
disarmament?
5. Who owns the means of production under communism?
6. What are anarchists against?
740 Chapter 22 The Roaring Twenties
Section
1 Check Your Progress
1. (a) The war caused the economy to
expand. The military needed goods and
supplies to fight the war. Workers were
needed to help out in the factories.
(b) Possible answer: The country no longer needs military supplies and equipment. Factories making war supplies shut
down and workers lose their jobs.
2. (a) He secretly leased Teapot Dome, a
government-owned oil reserve and its oil
740 Chapter 22
resources in exchange for a $400,000
bribe. He was tried and found guilty.
(b) Harding showed bad judgment in
appointing people to office. Many of his
appointees were his friends and allies
who used their positions to make personal fortunes. Most of them were sentenced to prison.
3. Answers should demonstrate an ability
to paraphrase and should reflect that
anti-communist sentiment grew after a
series of bombings in 1919 by anarchists.
4. Supporters want to slow down military
arms races.
5. The state, not individuals, owns the
means of production in a communist
economic system.
6. Anarchists are opposed to all organized
government.
7. Students’ thesis statements and para-
graphs should accurately describe the
mood in the United States the first few
years after World War I.