The Roots of Prohibition:
Examining the Effort to Prohibit Alcohol in America
Grade Level: 9–12
Lesson Overview: The question of Prohibition had gained strong momentum by the first decade
of the 20th century. The issue was one of the most controversial in the history of the United
States, rivaled only by slavery the century before. However, the level of Americans’ dedication
to its enactment and the degree to which alcohol should be prohibited varied greatly among the
population. In this lesson, students will role-play advocacy groups deliberating issues and policy
options on the question of Prohibition.
Lesson Objectives: (Students will…)
• Analyze examples of government regulations on people’s behavior
• Describe the deep-rooted tradition of alcohol in American culture and how this tradition
has costs and benefits
• Analyze the motives and actions of different groups involved in the prohibition of alcohol
in 19th and early 20th century America
• Deliberate the issue of Prohibition by role-playing a major advocacy group
• Write an agreement form concerning a regulation on alcohol
Estimated Time: 3–4 class periods (less if some time is provided for homework)
Materials Needed
• Computers and/or video equipment to present video segments
• Student Handouts:
o Proposed Laws Regulating Personal Behavior
o Roots of Prohibition Video Viewing Guide
o Tips on Active Listening (optional)
o Advocates for and Against Prohibition
o Deliberations Procedure
Video Segments:
Episode 1 – A Nation of Drunkards
Explanation: A historical review of alcohol’s influence in America. It is found deep in the
nation’s early beginnings and becomes associated with just about every human activity.
Consumption of beer gives way to distilled alcohol, creating complications in people’s personal
lives.
Episode 1 – The Absolute Shall
Explanation: The early temperance movement believed voluntary abstinence from alcohol was
the best for redemption from sin. But gradually, it becomes apparent that the temptation is too
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powerful and for temperance to be successful, the problem of drink will have to be overcome
through legislation.
Episode 1 — Terribly Wonderful
Explanation: Beer brewing and distilled spirits become major industries in America, franchising
their products through the saloons. These establishments become neighborhood institutions
serving as working-class social clubs, political headquarters, and an escape from the harsh
realities of urban life. Entire sections of cities are designated for saloons and the less honorable
activities associated with them.
Episode 1 — Retribution
Explanation: The Anti-Saloon League (ASL), dedicated to getting rid of alcohol, becomes one
of America’s preeminent political machines. Through the tireless efforts of its operative, Wayne
Wheeler, the ASL becomes a “kingmaker,” helping elect politicians who support its cause and
destroying those who do not.
Episode 1—The Time Is Now
Explanation: For most of the nation’s history, the quest for a national ban on alcohol had eluded
the forces of temperance. Then in a series of fortuitous events and hard political bargaining, it
looked like Prohibition would become a reality.
Lesson Procedure:
Opening Activity
In this activity, students will explore several laws that regulate personal behavior. These are
composite examples of laws either proposed or passed in communities across the country.
Students are to review the laws and discuss their necessity, their plusses and minuses on personal
freedom and public good, and whether the laws should be amended or repealed.
On the board or screen, write the following: “Write down three laws that affect your personal
choice and one individual reason why you think those laws were enacted.” Ask students to
identify several laws that affect personal choice. They might select laws that regulate or restrict
smoking in public, physician-assisted suicide, gay marriage, medical marijuana, or abortion.
Discuss why such laws exist. Whose rights are protected and whose rights might be violated?
Why are some of these laws more successfully enforced than others? How do time and changes
in people’s attitudes affect the way such laws are obeyed?
Often, laws like these are enacted with the best of intentions, usually to protect people’s health
and well-being. But to some, they seem to impose one person’s or group’s values on others.
Some people feel people should take personal responsibility and not have the government
impose restrictions on them that they can impose (or not) on themselves.
Organize students into groups of 3 to 5. Have each group designate one member as a recorder to
take notes. Distribute the handout “Proposed Laws Regulating Personal Behavior” to each group
or display the handout on an LCD projector. Have the groups review each law and determine
whether they agree or disagree with the law and why. The groups don’t have to arrive at a
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consensus, but all members’ opinions should be heard. Have the recorder write down everyone’s
reasoning and be prepared to share the findings later with the class.
• In an effort to protect young people from overstimulating their young bodies, the Food
and Drug Administration is considering a ban prohibiting children under 18 from buying
energy drinks.
•
Several city council members are concerned about the increased number of bicycle riders
on crowded city streets. They are considering enacting an ordinance that would fine any
bicycle rider not wearing a helmet on city streets.
•
Concerned that individuals might compromise their health and hoping to avoid black
marketeering, the federal government is looking to ban organ donations for profit. No
person will be allowed to sell his or her organs to organ banks. People can donate organs
only when they are deceased.
•
Several members of Congress want to repeal a law that would require households to use
only energy-efficient light bulbs instead of traditional incandescent light bulbs.
•
Several states are considering repealing laws requiring the wearing of seatbelts in motor
vehicles.
•
A school board is considering a ban on cell phones owing to their suspected link to brain
cancer and the disruption they cause in class.
After the groups have finished their review of the proposed government regulations, have a
spokesperson from each report the group’s findings to the class. Then discuss the following
questions.
Discussion Guide:
• Why might some people think such laws are needed? Who might benefit from these
laws?
• How might any of these laws restrict some people’s rights? Who might be negatively
affected by them?
• Do you feel these laws benefit the many at the expense of the few, or the other way
around? Explain why.
• Do you feel these laws should stay as is, be amended, or be repealed? Explain how.
Main Activity
Part 1 — Video Viewing Activity
In this activity, students will view video segments from the PBS television series Prohibition that
explore the culture of alcohol in 19th century America and how the efforts of the temperance
organizations were able to move the public toward supporting a constitutional amendment
banning alcohol.
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After viewing the three video segments, students will be able to describe the history of alcohol in
the United States and trace the connection between Prohibition and temperance movements and
the change in strategy from advocating moderation to government regulation. Students will also
explore the importance of the local saloon to immigrants and the working poor and analyze how
the temperance movement in the form of the Anti-Saloon League politicized the prohibition of
alcohol and moved to promote a constitutional amendment against alcohol.
This activity can be done in its entirety in class, or steps 2 and 3 could be assigned as homework.
Show students the text of Section 1 of the 18th Amendment:
“After one year from the ratification of this article the manufacture, sale, or transportation of
intoxicating liquors within, the importation thereof into, or the exportation thereof from the
United States and all territory subject to the jurisdiction thereof for beverage purposes is hereby
prohibited.”
Ask students to think back on the proposed laws regulating personal behavior. Ask them if they
think banning alcohol would fall into this category. What would be the positives and negatives
on personal freedom and the public good? Should there be any exceptions to prohibition alcohol
(and if so, what should they be) or should it be an absolute law totally prohibiting the
manufacture, sale, and consumption of any alcohol, and why?
1. Divide the class into groups of 4 to 5 students so that you have at least five groups.
2. Then distribute the handout “Roots of Prohibition Video Viewing Guide” to all students.
Review the directions with the class.
3. Assign one of the segments to each group and ask them to review the segment, taking
notes on the video viewing guide, and be prepared to share their information with the
class.
4. After all groups have completed viewing their assigned segments, divide the class again
into jigsaw groups with at least one member of the original group in each new group.
5. Have the jigsaw groups review all video segments in their new group.
6. After all groups have finished, debrief the class with the following questions. Suggested
answers are in parentheses.
• How would you describe America’s tradition of drinking alcohol? (Answers will vary,
but the main point is that alcohol was deeply ingrained in American customs and
traditions.) What were some of the costs of this tradition? (Sickness, spousal and
child abuse, loss of jobs, loss of income.)
• How did the infusion of religious reform change the nature of temperance from
individual choice to government mandate? (Temperance moved from promoting
moderation and individual temperance to an outright ban on alcohol.) Do you think
this was a good change? Why or why not? (Answers will vary.)
• Besides providing alcoholic beverages, what other functions did the saloon serve for
many Americans living in crowded cities? (The saloon served as a lower-income
social club, providing comradeship, financial services, and political networking. It
gave the working class a place to unwind and socialize and became a focal point of
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•
many neighborhoods.) What were some problems associated with saloons in
American cities? (Gambling, prostitution, political corruption, violent crime.)
What was the main goal of the Anti-Saloon League? (Get rid of alcohol.) How did it
use propaganda, religion, and political coercion to promote its goals? (It associated
alcohol and its use with anything evil, anti-American, and detrimental to the family.
The ASL used its financial and personnel resources to oppose any politician who
didn’t unequivocally support its cause.) Why did the supporters of temperance
eventually believe that only a constitutional amendment would rid the country of
alcohol? (A constitutional amendment banning alcohol could be enforced in all levels
of society. All forms of government—federal, state, and local—would have to abide
by its rules. An amendment would be harder to repeal than a law.)
Debriefing Questions:
• What effect do you think America’s long tradition with alcohol had on controlling its
consumption?
• How was the local saloon more than just a place to buy a beer? How important was
such an establishment to local residents, especially newcomers to America?
• What factors led to the temperance movement’s change in strategy from advocating
moderation to prohibition of alcohol?
• What are your thoughts on the idea that the Anti-Saloon League represented a
minority opinion and was imposing its will on the majority of Americans?
Part 2 — Should the Nation Prohibit Alcohol?
Share with students that throughout the 19th and early 20th centuries, the forces of temperance
gained strength and political influence. By appealing to Progressives’ ongoing desire to improve
society and employing an aggressive political strategy, the Anti-Saloon League achieved its goal
of a constitutional amendment to prohibit alcohol. But the process was adversarial and
contentious. In the end, the amendment never enjoyed strong support from government or the
American public. The result was a 12-year experiment that ultimately failed.
In this next activity, students will have an opportunity to “replay” the history of Prohibition.
Students will conduct a deliberation, rather than a debate, to find a comprehensive solution to the
problem of alcohol in the United States. Policymakers often use this process to address important
issues. Students will role-play advocates of different interest groups who have strong opinions
and serious interest in the Prohibition issue. It is similar to “Can We Talk? A Conversation about
Civility and Democracy in America,” featured on the National Constitution Center’s website.
Active Listening Activity (Optional)
To help students conduct effective deliberation conversations, you might consider having them
review some simple steps in active listening. Point out to students that throughout U.S. history,
decisions have been made through debate and deliberation. Debate usually establishes the
different ideological and philosophical views on any subject and promotes a course of action.
Deliberation is more of a discussion, where the various viewpoints of an issue are discussed and
heard by all sides, allowing decisions to be made that synthesize these different viewpoints.
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Throughout U.S. history, many controversial issues have been discussed and debated. The
players, advocating their various positions, have held strong opinions. However, they also had a
common need for solutions. In some instances, deliberation was successful in bringing the
differing parties to compromise and solution, as was demonstrated during the debates over
representation at the Constitution Convention in 1787. In other times, deliberation was
abandoned and the sides entrenched themselves, as during the period just before the Civil War.
Rhetoric and political posturing became so strong that reason and compromise lost out, and the
result was a failure of democracy, the worst conflict in American history.
1. Distribute the handout “Tips on Active Listening” to all students or have a copy on the
LCD projector or interactive whiteboard. Review the items with the class.
2. Divide the group into threes. Each group member will take turns being the Speaker, the
Listener, and the Observer. They will have six minutes total for this activity. Explain that:
• The Speaker will share his/her thoughts and opinions on the assigned topic for
two minutes (see below).
•
While the Speaker is talking, the Listener will practice active listening skills by
being attentive, inquiring for more explanation, and indicating to the Speaker
his/her level of understanding. When the Speaker is finished, the Listener will
paraphrase what the speaker has said (two minutes).
•
The Observer will take notes on the Listener and Speaker and provide feedback
when they have finished (two minutes). Observers can write their notes on an
interactive whiteboard, tablet, or chart paper.
Suggested topics for discussion:
• Should students be allowed to use their cell phones in class?
•
How should schools deal with online bullying?
•
Should the United States reestablish the military draft?
3. When all groups have completed the activity, debrief with the following questions:
• How was this activity?
•
What was challenging?
•
What did you learn?
•
What can you take away from this exercise and apply to your discussions with
others?
Deliberation Activity
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1. Divide students into groups of five. Distribute the handout “Advocates for and Against
Prohibition.” (This can also be assigned as homework the night before.) Assign each
group one of the following roles and provide time for them to meet and discuss their
positions. If time allows, you can have students conduct deeper research on these
positions.
Point out to students that not all the roles take extreme positions and that some are more
focused on solving social and economic problems, and not necessarily for or against the
use of alcohol. Tell students to listen to what the other groups are saying and promoting
and look for areas of similar interest. They may choose to support or reject alcohol’s
prohibition if doing one or the other will support their overall goals.
The List of Advocates
• Women’s Christian Temperance Union
• Civil libertarians
• Progressive reformers
• Industrialists and union organizers
• Anti-Saloon League
• United States Brewers’ Association
2. Distribute the “Deliberations Procedures” handout to students and review the procedures
and graphic organizers. Answer any questions students may have.
3. Provide time for each group to develop their opening statements.
4. You may play the role of the facilitator or have a student assume that role. Instructions
for the facilitator are within the Deliberations Procedures. Work through the activity to
have the class develop its agreement. If time permits, have each group present its options
to the entire class.
5. Then have students individually complete the agreement form.
Assessment
Students can be assessed on their participation in class discussions, thoughtful participation in
group work, and the detail and thoroughness of their video viewing graphic organizers and
individual completion of the agreement form.
Extensions/Adaptations
Have students research a contemporary controversial issue, such as school prayer or flag
desecration, and apply the deliberation method.
Resources
•
•
Temperance and Prohibition http://prohibition.osu.edu
Clash of Cultures http://ehistory.osu.edu/osu/mmh/clash/default.htm
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•
•
•
•
•
The Women’s Christian Temperance Union http://www.wctu.org/
The Anti-Saloon League http://www.wpl.lib.oh.us/AntiSaloon/
Ohio History Central: “The Anti-Saloon League”
http://www.ohiohistorycentral.org/entry.php?rec=845
Alcohol: Problems and Solutions: “National Prohibition in the United States”
http://www2.potsdam.edu/hansondj/Controversies/1091124904.html
National Constitution Center: “Can We Talk” Symposium
http://constitutioncenter.org/ncc_progs_Public_Symposium_on_Civility_and_Democracy
_.aspx
Related Academic Subjects/Standards
This lesson fits the following academic standards set by the Mid-Continent Research for
Education and learning (McREL) (http://www.mcrel.org/compendium/browse.asp).
Historical Understanding
Standard 2: Understands historical perspective
Level III: (Grades 7–8)
• Understands that specific individuals and the values those individuals held had an impact
on history
• Analyzes the influence specific ideas and beliefs had on a period of history
Level IV (Grades 9–12)
• Analyzes the values held by specific people who influenced history and the role their
values played in influencing history
• Analyzes the influences specific ideas and beliefs had on a period of history and specifies
how events might have been different in the absence of those ideas and beliefs
U.S. History
Era 4 – Expansion and Reform (1801–1861)
Standard 12: Understands the sources and character of cultural, religious, and social
reform movements in the antebellum period
Level III (Grades 7–8)
• Understands the significant religious, philosophical, and social movements of the 19th
century and their impacts on American society and social reform
• Understands how women influenced reform movements and American society during the
antebellum period
Level IV (9–12)
• Understands the social impact of the Second Great Awakening
• Understands the development of Utopian communities
Era 7 – The Emergence of Modern America (1890–1930)
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Standard 20: Understands how Progressives and others addressed problems of industrial
capitalism, urbanization, and political corruption
Level III (Grades 6–8)
• Understands the spread of Progressive ideas and the successes of the Progressive
movement
• Understands the influence of events and individuals on the Progressive movement
Level IV (Grades 9–12)
• Understands major social and political issues of the Progressive era
• Understands how the Progressive movement influenced different groups in American
society
Civics:
Standard 4: Understands the concept of a constitution, the various purposes that
constitutions serve, and the conditions that contribute to the establishment and
maintenance of constitutional government
Level III (Grade 6–8)
• Knows how constitutions have been used to promote the interests of a particular group,
class, religion, or political party
Standard 16: Understands the major responsibilities of the national government for
domestic and foreign policy, and understands how government is financed through
taxation
Level III (Grades 6–8)
• Understands why taxation is necessary to pay for government, and knows which
provisions of the United States Constitution give the national government the right to
collect taxes
Standard 19: Understands what is meant by “the public agenda,” how it is set, and how it is
influenced by public opinion and the media
Level III (Grades 6–8)
• Knows how the public agenda is shaped by political leaders, interest groups, and state
and federal courts; understands how individual citizens can help shape the public agenda
Standard 28: Understands how participation in civic and political life can help citizens
attain individual and public goals
Level III (Grades 6–8)
• Understands how Americans can use the following means to monitor and influence
politics and government at local, state, and national levels: joining political parties,
interest groups, and other organizations that attempt to influence public policy and
elections; voting; taking part in peaceful demonstrations; circulating and signing petitions
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About the Author:
Greg Timmons has been a social studies teacher for more than 30 years. He has written lessons
for the Ken Burns’ series The War, The National Parks: America’s Best Idea, and Baseball: The
Tenth Inning. He resides in Washington state and Montana.
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Name ___________________________________________ Date___________
Student Handout: Proposed Laws Regulating Personal Behavior
•
In an effort to protect young people from overstimulating their young bodies, the Food
and Drug Administration is considering a ban prohibiting children under 18 from buying
energy drinks.
•
Several city council members are concerned about the increased number of bicycle riders
on crowded city streets. They are considering enacting an ordinance that would fine any
bicycle rider not wearing a helmet on city streets.
•
Concerned that individuals might compromise their health and hoping to avoid black
marketeering, the federal government is looking to ban organ donations for profit. No
person will be allowed to sell his or her organs to organ banks. People can donate organs
only when they are deceased.
•
Several members of Congress want to repeal a law that would require households to use
only energy-efficient light bulbs instead of traditional incandescent light bulbs.
•
Several states are considering repealing laws requiring the wearing of seat belts in motor
vehicles.
•
A school board is considering a ban on cell phones owing to their suspected link to brain
cancer and the disruption they cause in class.
11
Name ___________________________________________ Date___________
Student Handout: Roots of Prohibition Video Viewing Guide
Directions: In your small group, review your assigned segment, discuss the corresponding
questions, and take notes on the graphic organizers. These notes will be helpful in formulating
your role-position for the deliberation. Use additional paper if necessary. Be prepared to share
your information with the class.
Video Segment 1
Episode 1 – A Nation of Drunkards
1. Carefully view the history of alcohol usage in the United States since its earliest
beginnings, as presented in video segment. Then use the following phrases in sentences
that sum up Americans’ culture of alcohol drinking.
• “Founding Fathers” use of alcohol
•
Americans’ many reasons for having a drink
•
Drinking alcohol for medicinal purposes
•
Alcohol consumption in all sectors of society
•
Drinking throughout the day
NOTES: ______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Humans had been fermenting fruits and grains into mildly intoxicating beverages for
thousands of years.
• How did distilled spirits — with significantly higher alcohol content than beer or ale
— alter the rituals of drinking for Americans?
•
What negative effects did this more potent drink have on the consumers?
•
What effect did overconsumption of alcohol have on the family?
NOTES: ______________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. According to historian Catherine Murdock, what was the paradoxical relationship
between alcohol consumption and masculinity? How did males’ overindulgence in
alcohol affect their relationships with their wives and children?
NOTES: ______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Explain your thoughts on this video segment’s title referring to the United States as a
“nation of drunkards.”
NOTES: ______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Video Segment 2
Episode 1 – The Absolute Shall
1. By 1840, many Americans had begun to worry about the negative effects of alcohol and
tried to do something about it. One of these groups was the Washingtonian Societies.
• Describe the method used by this group’s members to come to grips with
drunkenness.
• Why do you think the method was effective for some people with alcohol
problems and not others?
• How effective do you think this method was and why?
Why did some clergymen disapprove of the Washingtonian method of alcohol
treatment?
NOTES: ______________________________________________________________________
•
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. The Protestant Great Awakening of the early 19th century called upon Christians to help
cleanse the nation of every sort of sin, launching America’s first era of reform.
• How did temperance of alcohol move from promoting moderation to an outright
ban of alcohol?
•
How did the infusion of religion give the movement impact and meaning?
•
How did 19th century American women find a role in the temperance movements?
Why was this type of participation by women considered unique in America at
this time?
NOTES: ______________________________________________________________________
•
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. By the mid-19th century, the temperance movement turned from advocating moderation
and voluntary abstinence to pushing for government regulation of alcohol.
• Why do you think this change in strategy occurred?
•
Do you think it was a sensible move?
•
Why might some people say one’s consumption of alcohol was one’s own
business, not the government’s?
Why might some people say it is just the opposite, and that the government
needed to be involved in regulating alcohol?
•
NOTES: ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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4. What are some of the advantages and disadvantages of having government involved in
regulating alcohol and imposing “the absolute shall” on this issue?
NOTES: ______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Video Segment 3
Episode 1—Terribly Wonderful
1. Beer and whiskey were not the saloon’s sole attraction. Describe the different functions
the saloons served for most men living in cities of the late 19th and early 20th centuries.
Social function
Economic function
Political function
2. Describe the marketing plan developed by the beer breweries to franchise their product to
local neighborhoods.
NOTES: ______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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3. Most big cities had a designated “district” for the saloons, with such names as “Satan’s
Circus,” “Storyville,” “the Barbary Coast,” and “Skid Road.” Chicago’s notorious “Levee
District” was said to have 500 saloons, 500 whorehouses, numerous poolrooms, gambling
halls, peep shows, and cocaine parlors where vice, prostitution, extortion, and political
corruption were rampant and law enforcement slim.
Discuss and record some of the problems such districts posed for cities in these important
areas of American life:
Democratic government
Law enforcement
Economic prosperity
Safety and security
Video Segment 4
Episode 1—Retribution
1. Explain the strategy behind the Anti-Saloon League’s mission to get rid of alcohol in
America.
NOTES: ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
16
2. Howard Russell, the Anti-Saloon League’s founder, proclaimed, “The Anti-Saloon
League was formed for the purpose of administering political retribution.” Review the
numerous anti-alcohol images (cartoons, slogans, signs) presented in this video segment
and explain how the ASL combined propaganda, religion, and political coercion to make
alcohol a “wedge issue” in elections.
NOTES: ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Explain how Wayne Wheeler, the ASL’s main political operative, succeeded in getting
local and state governments in Ohio to prohibit alcohol. What was the lesson other
politicians understood about Wheeler’s methods?
NOTES: ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Explain how Progressives saw their role in the debate over prohibition of alcohol.
NOTES: ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Video Segment 5
Episode 1—The Time Is Now
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By 1913, temperance organizations had helped pass laws in several states restricting alcohol,
some with outright bans on manufacture, sale, and consumption. However, even with this
success, it became apparent that to outlaw alcohol nationally, a national solution was needed and
that it would have to come as an amendment to the Constitution.
1. Explain the Prohibitionists’ strategy for supporting a national income tax amendment to
the Constitution and how the passage of the 16th Amendment (income tax law) was a
boost for a prohibition on alcohol.
NOTES: ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. In December 1913, the streets of Washington, D.C., filled with a never-before-seen
protest demanding a prohibition amendment to the Constitution.
Why did the protesters feel a
constitutional amendment was
more favorable than a law?
How would such an amendment
enshrine the ideals and values of
interest groups like the AntiSaloon League and the Women’s
Christian Temperance Union?
How would such an amendment
be unlike most previous
amendments?
How would it be similar to the
13th Amendment?
3. Describe the steps needed to get an amendment passed in 1914.
18
Congressional requirement
State legislatures
requirement
Why was getting the
amendment passed before
1920 important?
4. By 1914, it appeared a Prohibition amendment was possible, as people from all political
persuasions were expressing their support. Describe the reasons the following interest
groups began to support a Prohibition amendment.
Industrialists
Labor unions
African American leaders
Southern whites
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Name ___________________________________________ Date___________
Student Handout: Tips on Active Listening
Give the Process and the Speaker Your Undivided Attention
Leave other issues and distractions out of the conversation. Make eye contact with whoever is
speaking. Your body language should show that you are interested in what the person is saying.
Set Aside Any Judgments or Prejudices
Try to put aside any early judgments or prejudices you might have toward the speaker or his/her
ideas. Put yourself in the speaker’s shoes and try to understand the issue from the speaker’s
perspective. This doesn’t mean you agree with the speaker, but that you understand what he/she
is saying and why.
Work Hard to Understand the Situation Fully
Ask open-ended questions that call for more than a yes or no answer, beginning your questions
with words like “Tell me more about…” or “What do you mean when you say…” or “Explain
further what you mean….”
Paraphrase
Use paraphrasing statements like those below to check for understanding and let the speaker
know you are listening.
• It sounds like...
•
It seems like...
•
What I’m hearing is...
•
What I understand is...
•
What I hear you say is...
Be Respectful and Careful of Each Other’s Feelings
Observe the facial expression, gestures, and body language of the other members in the
deliberation. Try to take note of the person’s feelings and ask questions like “How did that
make you feel?” or “Why is that important?” Give the other participants the same respect that
you desire for yourself when talking to someone.
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Student Handout: Advocates for and Against Prohibition
•
Woman’s Christian Temperance Union evolved from the traditional temperance
movement, which originally believed only distilled spirits were the problem and
advocated moderation and abstinence. In the past, the group focused its efforts locally
with public demonstrations in front of saloons. One temperance advocate, Carry
Nation, went so far as to take an ax to smash saloons in Kansas. Gradually, as the
beer industry grew, the Union turned against all forms of alcohol and focused their
efforts from local demonstrations to a national organization involved in many aspects
of reform. They believe prohibiting alcohol in America will help women fight for
their families, their homes, and their children. They accused the brewers’ associations
of trying to keep women as second class citizens and deny them the right to vote.
They believe that education and devotion to God will do better to rid the country of
the tyranny of drinking than any law because people will just ignore the law.
•
Civil Libertarians warn of the dangers of trying to legislate morality and having too
much government in people’s personal lives. They feel that a prohibition amendment
would lead to a loss in liberty and make people more dependent on government. They
don’t want tax-payer money going to enforce a law against people’s personal choice.
They feel people are intelligent and strong enough to handle their own problems and
don’t think it’s the government’s business what people drink or how much. They
support efforts like the Washington Society with a voluntary system for addressing
people’s problems with alcohol.
•
Progressive Reformers point to the fact that over half the population now live in the
cities and the people living there are in trouble. Progressives point out that people in
the cities don’t have the traditional support systems of extended family and religion
that they once had in the rural areas. They feel many city-dwellers are defenseless
against ravages of industrialized society and political corruption. They identify the
saloon as the headquarters of these two corrosive forces. They feel alcohol is ruining
the lives of the working class and the poor and that government must step in with
laws to prohibit its manufacture and sale and programs to help people overcome its
dangerous effects.
•
Industrialists and Union Organizers support some form of Prohibition but for
different reasons. The richest industrialists in the country – including Andrew
Carnegie and Henry Ford -- back Prohibition because they believed alcohol undercuts
the output of their workers. They cite incidences where workers have come drunk to
work, or miss work due to being too hung over. They point out that workers will
spend all their paycheck at the saloon and then turn around and demand higher wages.
Many union organizers also support prohibition. They see how excessive use of
alcohol has made workers weak against the oppression of factory owners and
industrialists. Some union groups, including the radical Industrial Workers of the
World believe alcohol is part of a capitalist plot to weaken the workingman.
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•
Anti-Saloon League is focused on the singular goal of getting rid of alcohol. They
see America at war between the “rum shops” (the saloons) and the moral fiber of the
nation and only one can win. They have taken this battle all the way to the halls of
Congress, strongly supporting those who agree with their cause and working hard
against those who don’t. The League condemns the growing influence of the saloon
and criticizes the beer industry’s business model of fronting saloon businesses all
across the country. This group believes local efforts to instill prohibition are
ineffective because people will just go to the next town to get their alcohol. They
believe that a national prohibition law is the best way to defeat the evil drink.
•
Brewers’ and Distillers’ Industry explained how alcohol is part of the American
culture and that the problems with alcohol are more the result of an individual’s
personal problems and not the fault of their products. They point out that the
neighborhood saloon has served as an integral part of the community, providing
entertainment, a place for socializing and making business connections, and for many
of the working class, a home away from home. Members of the alcohol industry
make the point that their business is just as legitimate as any other industry in
America and deserves to exist. The alcohol industry employs thousands of workers all
across the country and pays millions of dollars in taxes. To make it illegal would
greatly affect the economic well being of many Americans.
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Name ___________________________________________ Date___________
Deliberations Procedures
Your group represents a large constituency concerned about issues directly or indirectly related
to alcohol consumption in the United States. You will meet with members of your group first to
understand the details of these concerns and then with the other groups that represent different
points of view. Collectively, your goal is to recommend a public policy that addresses the
concerns about alcohol consumption while protecting your constituents’ interests.
You will be working with other people who have strong opinions on the issue. Some will agree
with you on some topics and disagree with you on others. Not all the groups take extreme
positions on the issue of alcohol; some are more focused on solving social or economic
problems. As in a debate, you will want to put your best argument forward, but you will also
want to listen to others’ concerns and look for areas of common interest to find a workable
solution. Though winning all your points is desirable, it is also risky, for you could lose all of
them too. In the end, if the discussion makes people more divided than united, you might not be
able to move your policy forward in the future for lack of support.
Use the following procedure to guide your efforts. The facilitator will guide you through the
deliberation.
The group’s goal is to answer this question: What is the best policy to address the issue of
alcohol in America?
Deliberation Steps
1. Developing Opening Statements
Each group will make a one-minute opening statement addressing the question above. Your
statement should answer the questions, What group do I represent? What policy would I like to
see enacted?
Develop your opening statement from your notes on the video segments and the role description
handout. As the other members describe their position, take notes on the “Stakeholders’ Points of
View” chart.
2. Statement of Premises
Think about each group’s opening statement. What are the common assumptions your group has
with any of the others? The facilitator will guide the full group to list them at the top of the
“Negotiations Records” chart. One assumption is already listed on the chart to get you started.
3. Identifying Options
On the “Negotiations Records” chart, the facilitator will lead the group to make a list of options
under consideration for addressing America’s problem with alcohol. The facilitator asks the
question, “Based on the information we’ve gathered, what are the options for addressing the
alcohol?” Make a list of options in the left-hand column of the “Costs and Benefits” chart. Come
up with four options. (You may find you have more, but it will be difficult to have enough time
to explore more than four.)
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4. Evaluating Options
The facilitator leads the discussion, going through the costs and benefits of each option. List the
costs and benefits of each in the appropriate columns.
5. Deciding on the Best Option
As a group, study the chart. The facilitator asks, “Which options have the most benefits? Which
have the fewest drawbacks?” The facilitator guides the group to compare and contrast the options
to determine which is clearly superior to the others. Each group member should have a chance to
state which option he or she favors and why. Does one option appear to be the best one? Can
some options be combined?
6. Completing the Agreement Form
Individually, complete the “Agreement Form.” Use the deliberation handouts to complete the
segments recommending the group’s best solution, recording any disagreements or reservations,
and providing any possible alternative solutions.
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Name ___________________________________________ Date___________
Stakeholders’ Points of View
Who
Pro or Anti
Prohibition
Point of View
Women’s Christian
Temperance Union
Civil Libertarians
Progressive Reformers
Industrialists and Union
Organizers
Anti-Saloon League
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Brewers’ and Distillers’
Industry
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Name ___________________________________________ Date___________
Negotiation Records
Common Assumptions
1. The United States is experiencing controversy over the sale, manufacture, and
consumption of alcohol.
2.
3.
4.
Costs and Benefits
Options
1.
Costs
Benefits
2.
3.
4.
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Name ___________________________________________ Date___________
Agreement Form
(To be completed individually)
Write in the title of the
advocate group and the
names of the individuals
in your group.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
I. Background
The topic of the deliberation is the issue of alcohol in the America. Here are some of the
problems connected with this topic:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
II. Premises
2. In the deliberation, the group reached the following basic understandings, the first being “The
United States is experiencing controversy over the sale, manufacture, and consumption of
alcohol.” Here is the list of the other four.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
III. Possible Solutions
As a group, we discussed the following possible options.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
IV. Solution on Which All Parties Agree
We have evaluated the above solutions and agree on the following. (Explain why you believe it
is the best solution.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
V. Disagreements or Reservations and Possible Alternative Solutions
Explain any disagreements or reservations you have with the agreed-upon solution and provide
any alternatives you feel are appropriate.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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