Ch 23: Affluences & Anxiety

  • Lesson Plans

    The American People: Creating a Nation and a Society ©2001

    by Gary B. Nash and Julie Roy Jeffrey John B. Howe, Peter J. Frederick, Allen F. Davis, Allan M. Winkler

    Focus Lesson 18

    Chapter 23: "Affluence and Anxiety"

    AP* Course Description

    1. The New Era: The 1920s 
      1. Republican governments 
        1. Business creed 
        2. Harding scandals 
      2. Economic development 
        1. Prosperity and wealth 
        2. Farm and labor problems 
      3. New culture 
        1. Consumerism: automobile, radio, movies 
        2. Women, the family 
        3. Modern religion 
        4. Literature of alienation 
        5. Jazz age 
        6. Harlem Renaissance 
      4. Conflict of cultures 
        1. Prohibition, bootlegging 
        2. Nativism 
        3. Ku Klux Klan 
        4. Religious fundamentalism versus modernists 
      5. Myth of isolation 
        1. Replacing the League of Nations 
        2. Business and diplomacy 
    2. Progressive Era 
      1. Black America 
        1. Garvey 

    Key Components

    • Instructor's Guide: pp. 108–112 
    • Study Guide, Vol. II: pp. 70–77 
    • Test Bank: pp. 372–387 

    Key Web Sites

    Given the changing nature of the Internet, you may wish to preview these sites. Always check for updated links to U.S. history sites.

    Key Words and Terms

    • Red Scare 
    • Marcus Garvey 
    • Sacco and Vanzetti trial 
    • Sinclair Lewis 
    • Babbit 
    • Immigration Quota Law 
    • Sheppard-Towner Maternity Act 
    • Ku Klux Klan 
    • F. Scott Fitzgerald 
    • Alain Locke 
    • Claude McKay 
    • Ernest Hemingway 
    • National Origins Act 
    • Kellogg-Briand Treaty 
    • John Reed 
    • Babe Ruth 
    • Langston Hughes 
    • Andrew Mellon 
    • Palmer raids 
    • Universal Negro Improvement Association (UNIA) 
    • Main Street 
    • Teapot Dome Scandal 
    • Naval Disarmament Conference 
    • Fordney-McCumber Tariff 
    • Scopes trial 
    • The Great Gatsby 
    • The New Negro 
    • Home to Harlem 
    • The Sun Also Rises 
    • McNary-Haugen Farm Relief Bill 
    • second industrial revolution 
    • John L. Lewis 
    • Clarence Darrow 
    • Al Smith 
    • Charles Dawes 

    Suggested Pacing

    Allow two class periods on a 45-minute traditional bell schedule or one session on a 90-minute block schedule. 

    Test Strategy

    By the beginning of the fall semester, the College Board Web site lists the time period for that year's DBQ. Always refer students to the graphs, charts, and maps in the textbook. Be sure students understand that they should be looking for the significance of any documents they read or of the information presented on graphs, charts, and maps. The significance means the change involved. 

    Key Concepts

    A major theme of the chapter is the uneven distribution of wealth in the United States during the 1920s. It is important that students understand that the lives of average farmers, African Americans, and Mexican Americans were not touched by the prosperity of the decade. Students should also make the connection between Marcus Garvey's philosophy and those of Booker T. Washington and W.E.B. Du Bois.

    Students should also be aware of the international underpinnings of the nation's prosperity. The United States began the decade as the world's creditor nation. While European nations were able to borrow money, they could buy U.S.-made goods, but once the United States began to demand repayment of war loans, the market for U.S. goods began to dry up. The internal market for goods also began to decline because there was a finite number of consumers who could afford to buy goods—even on credit. Business expansion had been fueled by stock prices, and once businesses stopped expanding, prices began to fall. After 1929, the United States joined the depression that had already hit Europe in the early part of the 1920s. 

    Summing Up Student Understanding

    To connect history and literature, design a cross-curricular unit with the Language Arts/English Department in your school. Together plan a unit in which students will read an example of literature from the 1920s, such as The Great Gatsby, in English class and in your class will learn about the society that created the environment that spawned Jay Gatsby. Larger themes to include in the unit would be how writers like Gertrude Stein, T.S. Eliot, F. Scott Fitzgerald, and Ernest Hemingway represent the era. Include African American writers such as Langston Hughes and Zora Neale Hurston and have students research the Harlem Renaissance and its contributions to literature. 


    You might also find these additional readings useful in developing students' background knowledge or for DBQ activities: 

    • American Issues: Vol. II Since 1865, edited by Unger and Tomes—Chapter 8 
    • The Power of Words: Vol. II From 1865, edited by Breen—Chapter 7 
    • Constructing the American Past, Vol. II, edited by Gorn, Roberts, and Bilhartz—Chapter 8 
    • American Experiences: Vol. II From 1877, edited by Roberts and Olson (secondary source readings)—Part Four