I just copied from powerpoint – pls expand on thesis’s please also
Use pdf for reference materials
History HW – Create two thesis statements AND ANSWER ALL QUESTIONS/ FOLLOW DIRECTIONS ON POWERPOINT
1, USE THE PPT FOR directions/ “to do ‘s”:
Main Topic: Identify and analyze the conflict between traditionalism and modernism during the 1920’s
a. Create a 2 column organizer in notes indicating manifestations of both traditionalism and modernism
b. •Be specific of examples.
c. •come up with 3-5 examples for each. Explain each example.
d. Get at least 3 documents for each modernism and traditionalism.
e. Make inferences for each of the documents as to how it relates to the prompt (Main Topic)
f. use document sources to write and support 2 opposing positions that will answer the prompt(Main topic).
g. Use the point-counterpoint-conflict organizer and include the following:
I –
A complex thesis statement for each side
II –
Reference and explain 3 documents from packet and how it supports your argument.
IIIa – Point-Complex-Split thesis describing modernism AND
Counterpoint-Complex-Split thesis describing traditionalism
•Document and analysis•Document and analysis•Document and analysis :•Document and analysis•Document and analysis•Document and analysis
Identify and analyze the conflict between traditionalism and modernism during the 1920’s
Identify and analyze the conflict between traditionalism and modernism during the 1920’s
Create a 2 column organizer in notes indicating manifestations of both traditionalism and modernism.
Be specific of examples.
Chapters 20-1 and 3 & 21-1 and 2
Research with a few partners and try to come up with 3-5 examples for each. Explain each example.
Identify and analyze the conflict between traditionalism and modernism during the 1920’s
Group document shuffle for inference example
Analyze and discuss the documents and topics identify them in your group. Each person should get at least 3 documents for each modernism and traditionalism.
Make inferences for each of the documents as to how it relates to the prompt.
Use packet of document sources to write and support 2 opposing positions that will answer the prompt.
Use the point-counterpoint-conflict organizer and include the following
A complex thesis statement for each side
Reference and explain 3 documents from packet and how it supports your argument.
Identify and analyze the conflict between traditionalism and modernism during the 1920’s
Point-Complex-Split thesis describing modernism
Counterpoint-Complex-Split thesis describing traditionalism
Document and analysis
Document and analysis
Document and analysis
Thesis Examples: Civil War
“Politically, the war established the supremacy of the Republican party in national politics for much of the next fifty years. Socially, the war saw significant gains in African American rights. And constitutionally, the war established the supremacy of the federal government over the states. Thus, the Civil War did in fact represent a
political, social and constitutional revolution in America.”
Thesis Examples: Andrew Jackson
Even though Jacksonian Democrats failed in their self-appointed roles as the guardians of the United States Constitution and individual liberty, they achieved great success in strengthening political democracy and the equality of economic opportunity
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I
The College Board
Advanced Placement Examination
AMERICAN HISTORY
SECTION I1
(Suggested writing time–40 minutes)
Directions: The following question requires you to construct a coherent essay that integrates your
interpretation of Documents A-I and your knowledge of the period referred to in the question. In
your essay, you should strive to support your assertions both by citing key pieces oi-evidence from
the documents and by drawing on your knowledge of the period.
1. The 1920’s were a period of tension between new and changing attitudes on the one hand and
traditional values and nostalgia on the other. What led to the tension between old and new AND
in what ways was the tension manifested?
I Document A
I Source: Sinclair Lewis, Babbitt, 1922
Just as he was a n Elk, a Booster, and a member of the Chamber of Commerce, just as the priests of
the Presbyterian Church determined his every religious belief and the senators who controlled the
Republican Party decided in little smoky rooms in Washington what he should think about disarma-
ment, tariff, and Germany, so did the large national advertisers fix the surface of his life, fix what he
believed to be his individuality. These standard advertised wares-toothpastes, socks, tires, cam-
eras, instantaneous hot-water-heaters-were his symbols and proofs of excellence; at first the signs,
then the substitutes, for joy and passion and wisdom.
Copyright O 1986 by Educational Testing Service, Princeton, NJ. Ail rights reserved.
Document B
Source: “The Bridge” by Joseph Stella, 1922; Collection of the Newark Museum.
Document C
Source: The World’s Most Famous Trial: Tennessee Evolution Case, 1925
Mr. Darrow: Do you claim that everything in the Bible should be literally interpreted?
Mr. Bryan: I believe everything in the Bible should be accepted as it is given there; some of the
Bible is given illustratively. For instance: “Ye are the salt of the earth.” I would not
insist that man was actually salt, or that he had flesh of salt, but it is used in the sense
of salt as saving God’s people. —
Mr. Darrow: But when ydu read that Jonah swallowed the whale-or that the whale swallowed
Jonah–excuse me please-how do you literally interpret that? . . .
Mr. Bryan: One miracle is just as easy to believe as another. . . .
Mr. Darrow: Perfectly easy to believe that Jonah swallowed the whale? . . . I
* m e
Mr. Bryan: Your honor. I think I can shorten this testimony. The only purpose Mr. Darrow has is
to slur at the Bible, but I will answer his question. I will answer it all at once, and I
have no objection in the world, I want the world to know that this man, who does not
believe in God, is trying to use a court in Tennessee-
Mr. Darrow: I object to that. I ‘
I Mr. Bryan: (Continuing) to slur at it, and while it will require time, I am willing to take it.
Mr. Darrow: I object to your statement. I am examining you on your fool ideas that no intelligent
Christian on earth believes.
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Document D
Source: Hiram Wesley Evans, “The Klan’s Fight for Americanism,” The North American Review,
March 1926
We are a movement of the plain people, very weak in the matter of culture, intellectual support,
and trained leadership. We are demanding, arid we expect to win, a return of power into the
hands of the everyday, not highly cultured, not overly intellectualized, but entirely unspoiled
and not de-Americanized, average citizen of the old stock. Our members and leaders are all of this
class-the opposition of the intellectuals and liberals who held the leadership, betrayed American-
ism, and from whom we expect to wrest control, is almost automatic.
This is undoubtedly a weakness. It lays us open to the charge of being “hicks” and “rubes” and
“drivers of second-hand Fords.” We admit it. Far worse, it makes it’ hard for us to state our case and
advocate our crusade in the most effective way, for most of us lack skill in language.
The Klan, therefore, has now come to speak for the great mass of Americans of the old pioneer stock.
We believe that it does fairly and faithfully represent them, and our proof lies in their support. To
understand the Klan, then, it is necessary to understand the character and present mind of the mass
of old-stock Americans. The mass, it must be remembered, as distinguished from the intellectually
mongrelized “Liberals.”
These are, in the first place, a blend of various people of the so-called Nordic race, the race which,
with all its faults, has given the world almost the whole of modem civilization. The Klan does not
try to represent any people but these.
I I
I Document E
Source: Langston Hughes, “The Negro Artist and the Racial Mountain,” The Nation, 1926
Jazz to me is one of the inherent expressions of Negro life in America: the eternal tom-tom beating
in the Negro soul-the tom-tom of revolt against weariness in a white world, a world of subway
trains, and work, work, work; the tom-tom of joy and laughter, and pain swallowed in a smile.
Yet the Philadelphia clubwoman. . . turns up her nose at jazz and all its manifestations-likewise
almost anything else distinctly racial. . . . She wants the artist to flatter her, to make the white world
believe that all Negroes are as smug and as near white in soul a s she wants to be. But, to my mind, it
is the duty of the younger Negro artist . . . to change through the force of his art that old whispering
“I want to be white,” hidden in the aspirations of his people, to “Why should I want to be white? I
am Negro-and beautiful.”
Document F
Source: Mary B. Mullett, “The Biggest Thing That Lindbergh Has Done,” The American Magazine,
October, 1927
When, because of what we believe him to be, we gave Lindbergh the greatest ovation in history,
we convicted ourselves of having told a lie about ourselves. For we proved that the “things of good
report” are the same today as they were nineteen hundred years ago.
We shouted ourselves hoarse. Not because a man had flown across the Atlantic! Not even because
he was an American! But because he was as clean in character as he was strong and fine in body;
because he put “ethics” above any desire for wealth; because he was as modest as he was coura-
geous; and because-as we now know, beyond any shadow of doubt-these are the things which we
honor most in life.
Document G
Source: “Women Smokers,” The New York Times, February 29,1928
Be it resolved, that the National W.C.T.U. [Women’s Christian Temperance Union] encourages
further scientific research into the effects of nicotine and urges all public and private school
teachers and Sunday school workers, both by precept and example, to assist in an educational
campaign to make these effects known with a view to instructing the youth as to the well-proven
facts of science; and
Be it further resolved, that the National W.C.T.U. brands as untrue the charge made by the Associa-
tion Opposed to National Prohibition that we are engaged in a secret campaign for an amendment
to the Constitution prohibiting tobacco. . . .
I [Mrs. Ella A. Boole, President of the New York State organization says:] I
“We are working on this question from a scientific standpoint and from an educational standpoint.
After all, the duty of motherhood is still relegated to the women of the nation. Just as long as that is
true we must protect the coming generation by teaching the present one the effects of the habit of
smoking on the unborn. . . .”
Document H
MARRIAGE A N D DIVORCE, 1890-1930
Marriages –
Divorces – –
Document I
Source: Morrow Mayo, “Aimee Rises from the Sea,’* The New Republic, December 25,1929
. . . Sister substituted the Gospel of Love for the Gospel of Fear. This dbctrine was as strange in
Southern California as it is elsewhere in Christendom. . . .
Sister substituted the cheerfulness of the play-room for the gloom of the morgue. She threw out the
dirges and threats of Hell, replacing them with jazz hymns and promises of Glory. The gospel she
created was and is an ideal bed-time story. It has a pretty color, a sweet taste, and is easy.
Mrs. McPherson describes the Holy City literally-the jewelled walls, pearly gates, golden streets,
milk and honey. She says she is not sure-she is not sure, mind you-but she has a pretty good idea
that .Heaven will resemble a cross between Pasadena, California, and Washington, D.C. That will
give an idea of what may be expected at Angelus Temple. The atmosphere bubbles over with love,
joy, enthusiasm; the Temple is full of flowers, music, golden trumpets, red robes, angels, incense,
nonsense and sex appeal. The service may be described as supernatural whoopee.
END OF 1986 DBQ DOCUMENTS
In1920, the conflict is between traditionalism and modernism. It was the period of tension between new and changing attitudes that are against the traditional views and values. This led to the conflict in 1920.
Thesis statement: Racial Conflict
Racial conflict was a huge issue that, give rise to many disputes. This era was responsible for the creation of black community in America during Great Migration. This migration has also made black politicians powerful. Blacks were given the freedom to speech and electoral votes
Thesis statement: Conservatism
Conservatism is a belief that has created massive tensions between the blacks and whites in America. It has affected both political as well as social life. The debate begins with the religious communities in America and is fueled by the theory of biological evolution that highlights the urban-rural conflict between modernist and fundamentalist Protestants.
