3 section 3 step-by-step instruction the jazz agekey terms and people charles lindbergh, p. 747...

Differentiated Instruction

Section 3Step-by-Step Instruction

746 Chapter 22

Section Focus QuestionWhat arts and culture symbol-ized the Jazz Age?Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: flappers, speakeasies, lit-erature challenging the status quo, and impro-vised jazz music)

Prepare to Read

Build Background KnowledgeHave students consider the aspects of American culture that have been influ-enced by rap and hip-hop music. Use the Idea Wave strategy (TE, p. T24) to elicit responses. (Possible answers: fashion, lan-guage, film, television) Explain to students that jazz had a similar influence on aspects of American culture in the 1920s.

Set a Purpose■ Form students into pairs or groups of

four. Distribute the Reading Readiness Guide. Ask students to fill in the first two columns of the chart.

Teaching Resources, Unit 7, Reading Readiness Guide, p. 73

■ Use the Numbered Heads participation strategy (TE, p. T24) to call on students to share one piece of information they already know and one piece they want to know. The students will return to these worksheets later.

L1

English Language Learners L1

Less Proficient Readers L1

Special Needs

Explore New Words Write the word fad on the board. Ask students to pronounce and then define it. If no one knows the meaning, select a volunteer to look up fad in a dictionary and read the definition to the class. Have students suggest synonyms

(Synonyms include: craze, style, and trend). Then, have students suggest examples of current fads and discuss how these fads started, who participates in them, and what the students think about them.

L2

L2

3SECTION

746

The Jazz Age

Objectives

1. Describe the new fads and heroes that emerged during the 1920s and how they affected American culture.

2. Identify the origins, impor-tance, and spread of a new musical style—jazz.

3. Explain how new literature styles described American society in a new, more critical way.

Prepare to Read

Reading SkillSummarize Main Ideas and Essential Details A summary includes more than just main ideas. It must also include essential details. Still, a summary should not repeat everything in the text, but it should include those details necessary for understanding the main ideas. To find these details, ask yourself if the main idea would make sense without a detail. If not, then include the detail.

Vocabulary BuilderHigh-Use Words

critic, p. 749

analyze, p. 750

Key Terms and People

Charles Lindbergh, p. 747

jazz, p. 747

Sinclair Lewis, p. 749

Langston Hughes, p. 750

Background Knowledge In the previous section, youlearned how social changes and conflicts shaped American societyduring the 1920s. This section will examine the arts and culture pro-duced by a society undergoing great changes.

Fads and HeroesThe energy and enthusiasm of the 1920s reflected the optimism

felt by many Americans of the time. One hit song put it this way:“Ev’ry morning, ev’ry evening, ain’t we got fun?”

As the economy soared and the culture roared, young peopleexpressed their joy for life in dancing. Dance fads became popularquickly and then disappeared. The Charleston swept the nation,followed by the Lindy Hop, the Black Bottom, and then theBreakaway.

Other fads also became part of popular culture in the 1920s. Flag-pole sitting was all the rage. Young people competed to see who

could sit the longest atop a flagpole. Some did it for hours,others for days. Another fad that tested young people’s endur-ance was the dance marathon. Couples danced for hundredsof hours until only one last bleary-eyed pair remained shuf-fling wearily about the dance floor.

The Chinese game of mah-jongg became extremelypopular. Women went to mah-jongg clubs wearing Chinese-style silk gowns. College students formed their own mah-jongg clubs. Guests brought mah-jongg sets to dinner partiesand set up their ivory and bamboo tiles on playing tables. In1923, mah-jongg sets outsold radios.

Main IdeaMain IdeaOptimistic Americans in the 1920s eagerly embraced new fads and hailed new heroes.

Womenplayingmah-jongg

Review and PreviewStudents have read about the changes and conflicts in 1920s American society. Now they will read about how an origi-nal form of American music influenced the world.

ch22.book Page 746 Tuesday, November 8, 2005 3:02 PM

History Background

Chapter 22 Section 3 747

Teach

Fads and Heroesp. 746

Instruction■ Vocabulary Builder

High-Use Words Before teaching this section, preteach the High-Use Words critic and analyze, using the strategy on TE p. 735.Key Terms Have students continue fill-ing in the See It–Remember It chart for the Key Terms in this chapter.

■ Read Fads and Heroes with students using the Choral Reading strategy (TE, p. T22).

■ Ask: What were some of the fads of the 1920s? (flagpole sitting, dance marathons, and games such as mahjongg)

■ Discuss the various heroes who emerged in the 1920s. Have students make a generalization about how these heroes affected American culture. (Possi-ble answers: Athletes inspired Americans with their physical abilities. Men such as Lindbergh symbolized American energy and optimism.)

Independent PracticeHave students begin to fill in the Study Guide for this section.

Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure students understand the types of fads that became popular. If students do not seem to have a good understanding, have them reread the section. Provide assistance as needed.

Answers

Events such as Lindbergh’s

solo flight across the Atlantic; new games and activities, such as mahjongg and dance marathons; sports such as baseball, swim-ming, football, golf, tennis, and boxing.

Her hearing was dam-aged.

Reading Skill Details include: Jazz, created by African Americans in New Orleans, became popular in the 1920s. Louis Armstrong was a great jazz impro-viser. Radio spread the popularity of jazz worldwide.

Dance Craze The most popular new dance of the 1920s was probably the Charleston. First performed by African Americans in southern cities like Charles-ton, South Carolina, the dance became a

national craze after 1923. Moving to a quick beat, dancers pivoted their feet while kicking out first one leg, then the other, backward and forward.

L2

Section 3 The Jazz Age 747

Heroes of the New Age The growingpopularity of sports entertainment produced anew kind of celebrity: the sports hero. Baseballgreat Babe Ruth became one such celebrity. Hisrecord of hitting 60 home runs in one seasonlasted for more than 30 years.

Other celebrities of the decade includedswimmer Johnny Weissmuller, football player RedGrange, golf champion Bobby Jones, tennis starsBill Tilden and Helen Wills, and boxer JackDempsey.

The mass media helped to make these celebri-ties style setters, too. When Babe Ruth beganwearing a camel’s-hair coat, so did millions ofother Americans.

Charles Lindbergh, nicknamed Lucky Lindy,was the most beloved hero of the era. The hand-some young airplane pilot gained his fame bybeing the first to fly nonstop across the Atlantic in1927. He became an instant hero. New York Citygave him the biggest ticker tape parade ever. Lind-bergh seemed to symbolize American energy andoptimism.

What sports events became popular during the 1920s?

An American SoundDuring the 1920s, a new musical sound achieved wide popu-

larity. Jazz was created by black musicians in the nightclubs anddance halls of New Orleans. New Orleans was a major port city,where people and cultures from around the world came together.Jazz combined rhythms from West Africa and the Caribbean, workchants and spirituals from the rural South, and harmonies fromEurope into an original new style of music.

Jazz quickly spread to other American cities, following alongwith the Great Migration. African American musicians also foundeager audiences for their music in St. Louis, New York, Chicago,Kansas City, and Detroit. Among the most famous of the new jazzartists were trumpet player and singer Louis Armstrong, singerBessie Smith, and band leader Duke Ellington. All had roots in theSouth.

Armstrong, who was known as Satchmo, learned to play thetrumpet while growing up in a New Orleans orphanage. Like otherjazz players, he developed the ability to take a simple melody andrecombine the notes and rhythms in new ways to produce a cascadeof rich and exciting sounds. Because of jazz’s emphasis on improvisa-tion and experimentation, listeners heard many different versions ofthe basic tune.

Biography Quest

Main IdeaJazz originated among African American musicians and became the dominant music form of the 1920s.

GertrudeEderle1906–2003

Nobody thought a woman could swim across the English Channel, the 35-mile-wide body of water between England and France. But Gertrude Ederle did it.

On August 6, 1926, Ederle stepped into the water on the French side. And 14 hours and 31 minutes later, she stepped ashore in England. Not only was she the first woman to swim the Channel—she had beaten the existing men’s record by nearly 2 hours!

What problems did Ederle face as a result of her swim?For: The answer to the question about EderleVisit: PHSchool.comWeb Code: mvd-7223

Summarize Main Ideas and Essential DetailsList three essential details

from the text under the heading “An American Sound” that could be used in a summary. Use your own words.



748 Chapter 22

An American Soundp. 747

Instruction■ Have students read An American

Sound. Remind students to look for sup-port of the main idea.

■ Ask: Where did jazz originate? (in New Orleans)

■ Ask: Who was Louis Armstrong? (Arm-strong was a famous jazz trumpet player and singer.)

■ Have students consider whether jazz would have gained such popularity without the invention of radio. (Possible answers: Yes, jazz was an inventive and important expression of the 1920s spirit, and it would have spread through records and live performances. No, radio exposed large numbers of people to jazz who would not otherwise have had access to it.)

Independent PracticeHave students complete the Study Guide for this section.

Interactive Reading and Notetaking Study Guide, Chapter 22, Section 3 (Adapted Version also available.)

Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure students understand the origins and impact of jazz and jazz culture. If students do not seem to have a good understanding, have them reread the section. Provide assistance as needed.

AnswerApply Information Possible answer: many African Americans had opportuni-ties to play jazz in other countries.

L3

Advanced Readers L3

Gifted and Talented

Evaluating Music Have students listen to a song from the 1920s by one of the jazz artists mentioned in this section. Then have them write a brief paragraph answer-

ing the following questions: How does the song reflect the spirit of the Jazz Age? What made the song popular in the 1920s?

L2

Jazz spread from the dance halls of New Orleans to Chicago, Harlem, and beyond. Its rollicking beat was soon being heard all over the world. Critical Thinking: Apply Information How did the Jazz Age openup new opportunities for African Americans?

Jazz Greats The leading jazz performers were African Americans, such as Louis Armstrong, Duke Ellington, and Bessie Smith. Many became “goodwill ambassadors” abroad, performing in many countries.

Duke Ellingtonand his band

LouisArmstrong

DukeEllington

The song sheet for “Tin Roof Blues”

BessieSmith

To learn more about the culture of the Jazz Age, view the video.

Explore More Video

748


History Background

Chapter 22 Section 3 749

Literature of the 1920sp. 749

Instruction■ Have students read Literature of the

1920s. Remind students to look for causes and effects.

■ Ask: Why were certain authors critical of 1920s American society? (They felt that Americans had become greedy and self-ish.)

■ Have students name significant writers of the Harlem Renaissance, and describe their accomplishments. (Possible answers: Langston Hughes wrote beautiful poems rich with racial pride. James Weldon Johnson combined poetry and politics in his editorials and as an NAACP organizer. Zora Neale Hurston was an anthropologist and author who celebrated and preserved black culture in her work.)

■ Have students complete the worksheet Zora Neale Hurston (1891–1960).

Teaching Resources, Unit 7, Zora Neale Hurston (1891–1960), p. 77

Independent PracticeHave students complete the Study Guide for this section.


Monitor Progress

■ As students complete the Notetaking Study Guide, circulate to make sure stu-dents understand the accomplishments of writers in the 1920s. Provide assis-tance as needed.

■ Tell students to fill in the last column of the Reading Readiness Guide. Ask them to evaluate if what they learned was what they had expected to learn.

Teaching Resources, Unit 7, Reading Readiness Guide, p. 73

Answer

because jazz originated in

New Orleans

F. Scott Fitzgerald Many people consider Fitzgerald the great narrator of the Jazz Age, and with good reason. In novels such as The Great Gatsby and short story collec-tions such as Tales of the Jazz Age, Fitzger-ald examined the lives of wealthy young

people who attended endless parties but could not find happiness. His characters include flappers, bootleggers, and movie-makers. His most famous character, Jay Gatsby, is a bootlegger who believes that wealth can buy anything, even love.

L2

Section 3 The Jazz Age 749

Radio helped to spread jazz beyond the African Americancommunity. During the 1920s, white audiences, white band leaderssuch as Paul Whiteman, and white composers such as GeorgeGershwin embraced jazz. Jazz became one of the most importantAmerican contributions to world culture. It was so popular that thedecade of the 1920s became known as the Jazz Age.

However, jazz did not set everyone’s feet to tapping. Therhythms of the new music were jarring to many older Americans.And jazz alarmed people who thought it encouraged an overem-phasis on frivolity and pleasure and undermined the morals ofAmerica’s young people.

Why was jazz considered an American art form?

Literature of the 1920sAmerican literature flourished during the 1920s. Writers both

reflected the exuberance of the era and criticized its excesses. Manywriters seemed disillusioned by the postwar generation. Theycomplained that Americans had turned from international idealismto greedy selfishness. Some of these writers found American societyso intolerable that they became “expatriates,” people who leave theirown country to live abroad.

Social Critics F. Scott Fitzgerald’s 1925 novel The Great Gatsbycaptured the luxurious society of the wealthy. Fitzgerald was a criticof what he saw as the emptiness of rich people’s lives. He seemedboth fascinated and disgusted by the people he described.

Fitzgerald’s friend Ernest Hemingway was another importantwriter of the decade. A one-time newspaper reporter, Hemingwaywas noted for his short, direct sentences using everyday language.Living among American expatriates in France, Hemingway wroteThe Sun Also Rises (1926) about a group of young Americans whodrifted around Spain after the war. Another Hemingway novel, AFarewell to Arms (1929), powerfully captured the growing antiwarsentiments of his generation.

Sinclair Lewis reacted against what he saw as the hypocrisiesof middle-class culture. In Babbitt (1922), Lewis used a fictional realestate agent named George F. Babbitt to criticize American society.

“Babbitt was virtuous. He advocated, though he did not practice, the prohibition of alcohol; he praised, though he did not obey, the laws against motor-speeding; he paid his debts; he contributed to the church, the Red Cross, and the Y.M.C.A.; he followed the custom of his clan and cheated only as it was sanctified by precedent. . . .”

—Sinclair Lewis, Babbitt

Based on this character’s moral faults, “babbitry” became acommon term for mediocrity combined with an unthinkingconformity to middle-class standards and prejudices.

Main IdeaWriters of the Harlem Renaissance cast a critical eye on American society.

Vocabulary Buildercritic (KRIHT ihk) n. someone who makes judgments on the value of objects or actions

F. Scott Fitzgerald’s The Great Gatsby calls attention to the excesses of the Roaring Twenties.

ssah6578 TK


750 Chapter 22

Assess and Reteach

Assess ProgressHave students complete Check Your Progress. Administer the Section Quiz.

Teaching Resources, Section Quiz, p. 83

To further assess student understanding, use the Progress Monitoring Transparency.

Progress Monitoring Transparencies, Chapter 22, Section 3

ReteachIf students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide and complete the accompanying question.


ExtendHave students read selections from the works of Langston Hughes and Zora Neale Hurston. Discuss with students how poetry and prose are similar and different. Draw their attention to the unique struc-ture and special rhythm of the works and focus on the message of the works. Have students write a reflective paragraph explaining how these works express both pride and politics.

Progress Monitoring Online

Students may check their comprehen-sion of this section by completing the Progress Monitoring Online graphic organizer and self-quiz.

Answer

the growth of a proud and

political African American culture in Har-lem during the 1920s

Zora Neale Hurston—Their Eyes Were Watching God(b) Fitzgerald—emptiness of the lives of the rich; Hemingway—terrible conse-quences of war; Lewis—taking advan-tage of other people; Hughes, Johnson, and Hurston—disadvantages faced by African Americans

3. Answers will vary, but should demon-strate an ability to summarize as well as an understanding of the key points of the section.

4. No. Jazz was born when African Ameri-can musicians combined sounds from Europe, the Caribbean, West Africa, and the rural South.

5. “The Jazz Age is similar to current life in America in many ways. For example, people currently worship sports heroes and other celebrities, just as people did in the 1920s. Both ages are also known for their popular fads. I think I’d rather live today than in the past.”

L2

L1

L3

Section 3 Check Your Progress

750 Chapter 22 The Roaring Twenties

Comprehension and Critical Thinking1. (a) Identify Who was Charles

Lindbergh?(b) Draw Inferences How did Lindbergh symbolize the Ameri-can hero of the 1920s?

2. (a) List Who were the leading writers of the 1920s and what were their major works?(b) Explain Problems Whichproblems were the writers addressing in their works?

The Harlem Renaissance During the 1920s, a vibrant AfricanAmerican culture grew in Harlem, a part of New York City thatattracted thousands of migrants from the South. Writers, musicians,and poets reacted against the prejudice they faced while expressingthe hopes of black Americans. Jazz clubs and the music scene wereone part of the Harlem Renaissance. Perhaps even more importantwere the writers.

Poet Langston Hughes won praise not only for the beauty of hispoems but also for his moving expressions of racial pride. He wantedhis poems to sound like jazz music. He said, “I tried to write poemslike the songs they sang on Seventh Street. . . . [These songs] had thepulse beat of the people who keep on going.”

James Weldon Johnson was another Harlem Renaissance figurewho combined poetry and politics. Johnson wrote editorials for theNew York Age, one of the most important black-owned newspapers inthe country. He also worked as an organizer for the NAACP.

Zora Neale Hurston moved to New York to study anthropologyat Barnard College. She, too, became swept up in the cultural excite-ment of the Harlem Renaissance. Hurston spent much time recordingfolk songs and folk tales to both preserve and analyze them. She alsobecame an accomplished writer and is most remembered today forher novel Their Eyes Were Watching God.

What was the Harlem Renaissance?

Looking Back and Ahead While Americans benefitedfrom the general prosperity of the 1920s, it was easy to overlook anumber of disturbing economic trends. In the next section, you willlearn why a frenzied stock market boom concealed signs of an econ-omy that was facing serious problems.

For: Self-test with instant helpVisit: PHSchool.comWeb Code: mva-7223

Zora Neale Hurston

Reading Skill3. Summarize Main Ideas and

Essential Details Reread the text following the subheading “The Harlem Renaissance.” List three essential details, in your own words, for a summary.

Vocabulary BuilderRead the sentence that follows. If the sentence is true, write YES. If the sentence is not true, write NO and explain why.

4. Jazz began in New Orleans when musicians of French heritage com-bined sounds from Europe with Native American music.

Writing5. Proofread and correct the follow-

ing sentences: The Jazz age is sim-iler to currant life in America in a many ways. Four example, the people of both periods warshiped sports heros and other selebrities. Both ages was known for there populous fads. I think I druther live today than in the past.

Vocabulary Builderanalyze (AN ah lìz) v. to critically examine an idea or object by separating it into parts

Section 3 Check Your Progress

1. (a) Lindbergh was the first person to fly nonstop across the Atlantic Ocean.(b) Possible answer: Lindbergh was not afraid to tackle challenges. The country celebrated his accomplishment.

2. (a) F. Scott Fitzgerald—The Great Gatsby; Ernest Hemingway—The Sun Also Rises, A Farewell to Arms; Sinclair Lewis—Bab-bitt; Langston Hughes—poems; James Weldon Johnson—poems, editorials;



Analyze LITERATURE

Chapter 22 751

Literature 751

I, Tooby Langston Hughes

Prepare to Read

IntroductionLangston Hughes is considered one of the greatest of all African American poets. His short poem “I, Too” expresses two major themes of the Harlem Renais-sance. The first is pride in being African American. The second is protest against injustice.

Reading SkillAnalyze Poetic Voices Poetsoften write in voices other than their own. Sometimes, a poet may take on the voice of a char-acter totally unlike himself or herself. At other times, the “I” of a poem may be symbolic of a group or idea. As you read this poem, look for clues as to who the “I” is supposed to be.

Vocabulary BuilderAs you read this literature selec-tion, look for the following underlined word:

ashamed (uh SHAYMD) adj. feel-ing sorry and guilty about a wrong action

I, too, sing America.

I am the darker brother.They send me to eat in the kitchenWhen company comes,But I laugh,And eat well,And grow strong.

Tomorrow,I’ll be at the tableWhen company comes.Nobody’ll dareSay to me,“Eat in the kitchen,”Then.

Besides,They’ll see how beautiful I amAnd be ashamed—

I, too, am America.

From The Collected Poems of Langston Hughes, published by Knopf andVintage Books. Copyright © 1994 by the Estate of Langston Hughes.

All rights reserved.

Analyze LITERATUREMake a two-column chart. In the first column, list the ways in which this poem expresses a sense of injustice. In the second column, list ways in which this poem expresses a sense of optimism and patriotism.

Langston Hughes

If you want to learn more about the Harlem Renaissance, you might want to read HarlemStomp!: A Cul-tural History of the Harlem Renaissance, by Laban Carrick Hill. Little, Brown & Co., 2004.

Analyze Poetic VoicesThe speaker of the poem says, “I am the

darker brother.” Who do you think the “I” represents? Who are “they” who send the speaker to “eat in the kitchen”? Only by identifying the “I” and “they” can you understand what the poem is saying.

I, TooBuild Background KnowledgeReading a poem can help students connect with universal and timeless feelings. Review with students what they know about Langston Hughes. (Langston Hughes was a famous Harlem Renaissance writer who wrote poetry filled with racial pride.)

Vocabulary BuilderPronounce the word in the Vocabulary Builder list: ashamed. Ask students to read the definition then have them write a sen-tence using the vocabulary word correctly.

Instruction■ Using the ReQuest reading strategy (TE,

p. T23), read “I, Too.” Ask students to explain the meaning of the title. (Possible answer: Hughes is expressing how African Americans are just like all Americans.)

■ Ask: How does this poem evoke Hugh-es’ racial pride? Give specific exam-ples. (Possible answer: He alludes to the undefeated dignity of African Americans when he writes, “I laugh, and I eat well, and I grow strong.”)

Monitor Progress

Ask students to explain what Hughes meant when he said, “I, too, am America.” (Possible answer: He was referring to the exclusion of African Americans from mass culture and politics.)

Chart Rubric Share this writing rubric with the students.Score 1 No chart, ineffective or incom-plete analysisScore 2 Problems with chart formatting, does not include details on injustice, opti-mism, and patriotismScore 3 Chart properly formatted, includes details on injustice, optimism, and patriotismScore 4 Chart properly formatted, analy-sis is sophisticated and insightful

Answer

Reading Skill “I” represents Afri-can Americans. “They” represent white Americans.

L1

English Language Learners L1

Less Proficient Readers L1

Special Needs

Clarify Meaning Help students under-stand the use of time in this poem. Point out that the first stanza alludes to the 1920s, a decade of prejudice and racial

tension. Explain that tomorrow might be used to describe the future, not just the next day.

L2

L2


3 section 3 step-by-step instruction the jazz agekey terms and people charles lindbergh, p. 747...

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