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US History & GOV. Name:Mr. RadanoDate: The 1920s – Practice AssessmentPart I Directions: For each of the following questions, place the letter of best selection on the space provided._____ 1) The prosperity of the United States in the mid- 1920s resulted in part from?(A) increased demand for new consumer goods?(B) high-wage contracts negotiated by labor unions?(C) record-high farm prices?(D) increased government regulation of the economy_____ 2) Which development most clearly illustrates the nativist attitudes that existed in theUnited States in the 1920s??(A) limits on immigration established by the Quota Acts?(B) pro-business policies of the federal government?(C) artistic and literary achievements of the Harlem Renaissance?(D) conflicts between religion and science as shown in the Scopes Trial_____ 3) During the 1920s, controversies over Prohibition, the National Origins Act, and the Scopes trial all reflected disagreement over the?(A) effects of demobilization?(B) cultural values of the American people?(C) role of the federal government in the economy?(D) influence of labor unions on American life_____ 4) The term Harlem Renaissance best describes???(A) state and federal laws passed to end racial discrimination?(B) urban renewal efforts in New York City?(C) government programs to promote African American businesses?(D) a period of African American cultural achievements_____ 5) Which statement about the United States economy during the 1920s is true????(A) Federal regulation of business was strengthened?(B) The purchase of stocks steadily declined(C) Mass production increased the supply of consumer goods(D) Republican Party presidents supported unemployment insurance_____ 6) The Harlem Renaissance was influenced by the?(A) migration of African Americans from the rural South to the urban North?(B) passage of federal laws outlawing racial discrimination in public facilities?(C) racial integration of the military during World War I?(D) use of affirmative action after World War II_____ 7) Underground or hidden saloons and nightclubs where people could get alcohol duringthe period of Prohibition(A) Bootlegs(B) Speakeasies(C) Drink-houses(D) Bathtub gin_____ 8) Term referring to different rules for men than for women(A) Affirmative action(B) Social mores(C) Double-jeopardy(D) Double-standard_____ 9) Flappers were(A) women who embraced conservative values(B) suffragettes(C) women who smoked cigarettes and drank alcohol like men (among other things)(D) women who did a new dance called the “flap” _____ 10) In the 1920s, the passage of the Quota Acts and the trial of Sacco and Vanzetti illustrate that many Americans were (A) intolerant of ethnic minorities (B) committed to racial integration (C) worried about foreign wars (D) determined to increase immigrationPart IIDirections: Base your answers to questions 11 and 12 on the image below and on your knowledge of social studies.?Louise Brooks, Bain News Service (1920 - 1925)?Accessed from: Library of Congress?_____ 11) Which cultural trend is best illustrated in this photograph??(A) fundamentalism(B) temperance movement(C) prohibition(D) flappers?_____12) Which event below occurred before this photo was most likely taken?(A) World War II(B) Roe v. Wade(C) World War I(D) The Great DepressionDirections: Base your answers to questions 13 through 15 on the passage below and on your knowledge of social studies.?…The time was ripe for a renaissance back then. After the defeat of the Kaiser in Germany [in World War I], a spirit of optimism and positive expectation swept across Harlem. The Allies won the war for democracy, so now it was time for something to happen in America to change the system of segregation and lynching that was going on. In Europe, the black [African American] troops were welcomed as liberators; so when they came back to America, they were determined to create a situation that would approximate the slogans they had been fighting for. They wanted democracy at home in the United States. And this general idea helped feed the concept of “The Renaissance.”… A lot of people wonder how there could be joy and optimism in a community under the conditions of segregation and discrimination. But the black community had two very important forces that enabled it to survive and grow. One was the church, where you had the gospel and the spiritual, which were inspirational in their basic content. And the other was the entertainment world, where you had the music of the secular side, expressed in jazz.…Source: Howard Johnson, interviewed in Jennings and Brewster, The Century, Doubleday, 1998?_____ 13) According to the author, which of the following events influenced the development of the Harlem Renaissance?? (A) The emancipation of enslaved African Americans? (B) African American participation in World War I? (C) African Americans obtaining the right to vote? (D) The Great Depression?_____ 14) Which of the following historical figures is most closely associated with the cultural movement described in the document above??(A) Langston Hughes?(B) Lorraine Hansberry?(C) Harriet Beecher Stowe?(D) Jacob Riis?_____ 15) Which social issue does the author refer to in this document??(A) Jim Crow laws(B) Reconstruction era Black Codes?(C) enslavement of African Americans?(D) women obtaining the right to vote?Part IIIDirections: Work with the documents below to address the task in paragraph form.Task:Describe the historical context surrounding these documents?Identify and explain the relationship between the events and/or ideas found in these documents (Cause and Effect, or Similarity/Difference, or Turning Point)?Document 1:?When the Butler Act was passed in Tennessee in 1925, it outlawed the teaching of evolution in schools.? Many people took to the media to argue for or against it. Mrs. Sparks was one of many citizens who wrote letters to Tennessee’s newspapers in response to the Act.??Dear Editor:?When the bill (The Butler Act) against the teaching of evolution in public schools was passed, I could not see why more mothers were not thanking the lawmakers. They were protecting our children from one of the destructive forces which will destroy our civilization. I for one was grateful that they stood up for what was right. And grateful, too, that we have a Christian man for governor who will defend the Word of God against this so-called science. The Bible tells us that the gates of Hell shall not win against the church. We know there will always be those who set an example for the cross of Christ. But in these times of materialism I thank God deep down in my heart for everyone whose voice is raised for humanity and the coming of God’s kingdom.?Mrs. Jesse Sparks Pope, TennesseeDocument 2:?In 1925, the American Federation of Teachers released the following statement in support of John Scopes, who was put on trial for teaching his students about the scientific theory of evolution.???The American Federation of Teachers is deeply concerned about the effect of the Tennessee anti-evolution law.?...Teaching . . . has been menaced . . . by misguided legislative authority that fears to trust the intelligence, the public spirit and the devotion . . . of [teachers]. . . .As teachers we especially fear the effect of the present wave of intolerance in education on the task of providing the schools with enlightened teachers. Without freedom in the intellectual life, and without the inspiration of uncensored discovery and discussion, there could ultimately be no scholarship, no schools at all and no education.? Source: AFT Resolutions - July 1925Directions: Work with the documents below to address the task in paragraph form.Task: Describe the historical context surrounding documents 1 and 2Analyze Document 2 and explain how audience or purpose, or bias, or point of view affects this document’s use as a reliable source of evidence?Document 1Prohibition as seen by a Businessman??The businessman sees Prohibition’s results, not in terms of moral issues or personal appetites, but in the dual terms of business: production and distribution. Especially noteworthy have been the effects upon production….The efficiency of the average worker was increased. Factories were more nearly able to work up to the reasonable expectation of their machine power. Instead of dulled minds, unsteady muscles, and jumping nerves after the holiday of Saturday afternoon and Sunday, the workers began the week on Monday with full power. . . . These factors in the business problem increased efficiency per worker, continuity of machine output due to fewer absences of workers, lowered labor turnover and fewer accidents, would have been sufficient to change the red ink [deficit] figures of loss to a substantial profit so far as production is concerned. In each of these factors, Prohibition turned the tide. Distribution is the other element in business. Products must be sold. Prohibition created new markets for our products. New standards of living were set nineteen per cent higher than when Prohibition arrived, according to Secretary [of Commerce Herbert] Hoover. Instead of a pail of beer, the worker bought oil and gasoline. Better homes, better furniture, better clothes, more amusement were demanded. The wage check that once went into the bartender’s till began to travel to the local merchant. . . . The great mass of the people are sober, making money, buying luxuries as well as necessaries of life, banking undreamed sums, and keeping business steadily on the high plane of prosperity in spite of all the prophets of disaster.?Source: North American Review - November 1925 by: Richard H. Scott?Document 2A 1921 advertisement for the Keeley Institute, a for-profit treatment center for alcohol addiction.-590550381000(The Keeley Institute operated from 1879 to 1965. This 1921 ad depicts a content woman sewing while a child plays nearby, proclaiming that “The Beautiful Romance of life never blooms in the morass liquor or drug addiction.” The ad included a “giveaway” of free sewing needles and a needle-threader)? ................
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