Skip to main content
CountryReports
AP USH Unit 7 · Lesson 8 of 15CED Topic 7.8Skill 4.B: ContextualizationThemes: MIG · ARC~ 50 min

1920s: Cultural and Political Controversies

The 1920s have come down to popular memory as the Jazz Age, the decade of the flapper, the speakeasy, the talking picture, and the Ford Model T. The same ten years also produced the second Ku Klux Klan, the National Origins Act of 1924, the Scopes trial, the execution of Sacco and Vanzetti, and the high tide of Protestant fundamentalism. This lesson treats the cultural and political controversies of the decade as one connected argument over who counted as American, what the public schools should teach, who should be admitted at the immigration gate, and what the federal government should do with corporate power.

Learning Objectives

By the end of this lesson, students will be able to:

  • Describe the cultural and political fault lines that divided the United States during the 1920s, including Prohibition, immigration restriction, fundamentalism versus modernism, and the urban-rural argument made visible by the 1920 Census.
  • Account for the rise and reach of the second Ku Klux Klan and explain how the second Klan differed from the Reconstruction-era organization in geography, membership, and political program.
  • Explain the legislative architecture of immigration restriction in the 1920s, including the Emergency Quota Act of 1921, the National Origins Act of 1924, and the racial assumptions that produced the country-by-country quota system.
  • Account for the cultural significance of the Harlem Renaissance, the Jazz Age, the figure of the New Woman, and the Lost Generation writers, and explain why these movements ran in parallel with, rather than apart from, the decade's nativist and fundamentalist controversies.
  • Describe Republican-era pro-business policy under Harding, Coolidge, and Hoover, including the Fordney-McCumber Tariff of 1922, the Mellon tax cuts, and the Teapot Dome scandal.
  • Use Skill 4.B (Contextualization) and the Causation reasoning process to defend a claim about why the cultural and political controversies of the 1920s clustered into one decade.

Key Concepts

The 1920s were the first decade in American history in which more than half the population lived in cities, and almost every controversy that defines the decade in popular memory grew out of that demographic fact. The 1920 Census reported an urban majority of 51.2 percent (KC-7.1.I.B), and the rural Protestant majority that had supplied the country's cultural defaults for a century could see, in the same set of figures, that its position was slipping. The political fights of the 1920s were the rural majority's campaign to hold the line through federal law, state law, and at the immigration gate, while the urban country produced the literature, music, and journalism that argued back. The College Board CED treats the topic under two themes because it has two arguments running in parallel: a Migration and Settlement (MIG) thread about who counts as American, and an American and Regional Culture (ARC) thread about the nation's modernist and fundamentalist visions of itself.

The decade's first signature controversy was Prohibition. The Eighteenth Amendment, ratified in January 1919 and operationalized through the Volstead Act, banned the manufacture, sale, and transportation of intoxicating liquors. Prohibition was the policy victory of a long Progressive coalition of rural Protestant temperance advocates, the Anti-Saloon League, urban social reformers worried about working-class drink, and women's-suffrage organizations that saw alcohol as a threat to the family wage. In practice, the amendment failed to suppress demand. The illicit alcohol trade migrated to organized criminals such as Chicago's Al Capone, whose Prohibition-era earnings have been estimated in excess of one hundred million dollars per year by 1927. Speakeasies multiplied, federal enforcement was understaffed, and the urban-rural split over the policy hardened. The Twenty-First Amendment, ratified in December 1933 in the depths of the Great Depression, repealed the Eighteenth and remains the only constitutional amendment to repeal another. Prohibition is best read as the first of the decade's culture wars and as a case study in the limits of constitutional moralism (KC-7.2.I.D).

The decade's second signature controversy was immigration restriction. The new wave of southern and eastern Europeans had been arriving since the 1880s, and a Republican Congress moved decisively to close the gate. The Emergency Quota Act of 1921 capped annual immigration from each European country at three percent of the foreign-born of that nationality recorded in the 1910 Census. The National Origins Act of 1924 then tightened the quota to two percent and pushed the base-year Census back to 1890, before most southern and eastern European immigration had arrived (KC-7.2.II.A.ii). The 1924 act also imposed a near-total Asian Exclusion provision, barring almost all immigration from Asia outside a small allotment for the Philippines. The architecture was openly racial. Albert Johnson, the House sponsor, framed the law as a defense of the country's "Anglo-Saxon" character, and the eugenic theories of Madison Grant and Lothrop Stoddard supplied the science the law claimed to follow. The 1924 act produced an immigration regime that would last, with one large pro-Western Hemisphere exception, until the Hart-Celler Act of 1965.

Running alongside the immigration debate was the rise of the second Ku Klux Klan. The Reconstruction-era Klan had been suppressed by federal action in the 1870s. The second Klan was refounded near Atlanta in 1915 and reached an estimated peak membership of roughly five million by the mid-1920s, a figure that included sitting governors, members of Congress, and a strong delegation at the 1924 Democratic National Convention. The second organization was anti-Black in the southern tradition of the first, but added strong currents of anti-Catholic, anti-Jewish, anti-immigrant, and pro-Prohibition activism, and reached its largest memberships in Indiana, Oregon, and Colorado rather than in the former Confederacy. Its self-described program of "one-hundred-percent Americanism" made it a cultural and political home for the rural Protestant defense of the prewar American order. The second Klan declined sharply after 1925 when its Indiana Grand Dragon, D.C. Stephenson, was convicted of second-degree murder, but the political project the Klan articulated migrated into other organizations through the rest of the decade.

The decade's most theatrical confrontation between rural fundamentalism and urban modernism arrived in the summer of 1925. The Tennessee legislature had passed the Butler Act in March of that year, making it unlawful for any teacher in a state-funded school to teach any theory denying the divine creation of humanity as taught in the Bible. The American Civil Liberties Union solicited a test case, a young Dayton high-school biology teacher named John Scopes agreed to be charged, and the country's two most famous attorneys, William Jennings Bryan for the prosecution and Clarence Darrow for the defense, met at the Rhea County courthouse in what the press named the Scopes Monkey Trial. Carried on the new medium of national radio, the trial was a public showdown between Protestant fundamentalism and modernist science. Scopes was convicted and fined one hundred dollars; the conviction was later overturned on a technicality. Bryan died five days after the trial ended. The Butler Act remained on the books in Tennessee until 1967. The Scopes case is remembered as a turning point not because it changed the law but because it dramatized for a national audience the cultural argument the law expressed (KC-7.2.I.B).

The xenophobia of the decade also produced the case of Sacco and Vanzetti. Nicola Sacco and Bartolomeo Vanzetti, Italian immigrants and self-described anarchists, were arrested in May 1920 for the armed robbery and murder of a paymaster and a guard at a shoe factory in South Braintree, Massachusetts. Their 1921 trial, conducted in the lingering atmosphere of the postwar Red Scare and amid open hostility toward Italian and anarchist immigrants, produced a guilty verdict that an international protest movement spent the next six years trying to overturn. They were executed at Charlestown State Prison on August 23, 1927. Whatever the underlying facts of the robbery, contemporaries on both sides understood the case as a referendum on whether the country could give Italian anarchist immigrants a fair trial. Massachusetts Governor Michael Dukakis posthumously vindicated the two men in 1977.

"If it had not been for these things, I might have lived out my life talking at street corners to scorning men. I might have died, unmarked, unknown, a failure. Now we are not a failure. ... Our words, our lives, our pains — nothing! The taking of our lives — lives of a good shoemaker and a poor fish-peddler — all! That last moment belongs to us. That agony is our triumph."Bartolomeo Vanzetti, statement to the court, April 9, 1927

The same decade that produced the Klan and the National Origins Act also produced the Harlem Renaissance. The Great Migration of African Americans out of the rural South to northern cities had been under way since the First World War, and by 1920 the Harlem neighborhood of upper Manhattan had become the largest concentration of Black professionals, artists, and writers anywhere in the country. The poet Langston Hughes, the novelist Zora Neale Hurston, the bandleader Duke Ellington, the cornetist Louis Armstrong, the painter Aaron Douglas, the journalist James Weldon Johnson, and the editor W.E.B. Du Bois were among its central figures. Jazz, recorded for the first time in the early 1920s and broadcast on radio after 1922, became the decade's American export to the world and gave the period its other name, the Jazz Age. The cultural production of Harlem was, among other things, a sustained argument that Black Americans were a creative and modern people, full citizens of the country whose immigration and cultural policy was at the same moment ranking nations by perceived racial fitness.

The decade's gender politics produced the figure of the New Woman. The Nineteenth Amendment, ratified in August 1920, made woman suffrage the law of the land. Younger women in the cities cropped their hair, raised their hemlines, drove automobiles, smoked in public, drank in speakeasies, and took office work in numbers no previous generation had matched. The flapper was a magazine creation as much as a sociological one, but the underlying shift was real: married women's labor force participation had reached eleven percent by 1930, divorce rates rose, and the Sheppard-Towner Act of 1921 wrote a federal interest in maternal and infant health into law for the first time. The decade's modernist literature, written by the so-called Lost Generation of writers, took stock of the disenchantment that followed the First World War. Ernest Hemingway's The Sun Also Rises (1926), F. Scott Fitzgerald's The Great Gatsby (1925), William Faulkner's The Sound and the Fury (1929), and Gertrude Stein's salon in Paris produced the strand of American modernism that the rest of the world recognized.

National politics during the decade were dominated by the Republican Party. The presidential elections of 1920, 1924, and 1928 produced three consecutive Republican victories under Warren Harding, Calvin Coolidge, and Herbert Hoover. The decade's economic policy, supervised in large part by Treasury Secretary Andrew Mellon, combined four large income-tax cuts with the high Fordney-McCumber Tariff of 1922 (which raised average duties on dutiable imports above thirty-eight percent), business-friendly federal regulation, and a constricted role for organized labor. The Harding administration produced the Teapot Dome scandal, in which Secretary of the Interior Albert Fall accepted secret payments from oil men to lease federal petroleum reserves at Teapot Dome, Wyoming, and Elk Hills, California. Fall was convicted in 1929, becoming the first sitting U.S. cabinet officer to be convicted of a felony. Coolidge's pro-business consensus, captured in his often-quoted observation about the chief business of the American people, held until the October 1929 stock-market crash that opens the next lesson on the Great Depression.

The cultural and political controversies of the 1920s are best read together rather than apart. Prohibition, immigration restriction, the second Klan, the Scopes trial, and the Sacco and Vanzetti case were the rural Protestant majority's defense of the prewar American order against the urban, immigrant, modernist country the 1920 Census had just certified. The Harlem Renaissance, the Jazz Age, the New Woman, and the Lost Generation were that urban country's argument back. Both threads ran through the same ten years, supplied each other's energy, and ended together when the 1929 crash and the Great Depression of the 1930s rewrote the country's political agenda from the top.

Primary Source Excerpts

The four excerpts below sample the legal, the literary, and the rhetorical bookends of the decade's controversies, drawn from federal statute, trial transcript, and Library of Congress holdings.

Statute National Archives 1924

Immigration Act of 1924 (National Origins Act), Section 11

"The annual quota of any nationality shall be 2 per centum of the number of foreign-born individuals of such nationality resident in continental United States as determined by the United States Census of 1890."

The 1924 statute pulled the base Census back to 1890 specifically to throttle southern and eastern European admission, since most of that immigration had arrived after that year. The law also barred almost all Asian immigration outside a small Philippine allotment. By design, the country-by-country quotas favored northern and western Europe at the expense of every other source region, and produced an immigration regime that would govern the United States until the Hart-Celler Act of 1965 (KC-7.2.II.A.ii).

Immigration Act of May 26, 1924 (Pub.L. 68-139, 43 Stat. 153). National Archives RG 11, General Records of the United States Government. View at National Archives →
Trial Transcript Library of Congress 1925

Cross-Examination of William Jennings Bryan, Tennessee v. John Scopes, July 20, 1925

"DARROW: Do you claim that everything in the Bible should be literally interpreted? — BRYAN: I believe everything in the Bible should be accepted as it is given there. ... DARROW: Mr. Bryan, do you believe that the first woman was Eve? — BRYAN: Yes."

On the seventh day of the Scopes trial, the presiding judge allowed the defense to call the prosecutor, William Jennings Bryan, as a witness on the literal truth of the Bible. The cross-examination, conducted on the courthouse lawn before a national radio audience, became the public memory of the trial. Scopes was convicted on the underlying charge and fined one hundred dollars; the fine was later overturned on a technicality. The Tennessee Butler Act stayed on the books until 1967. The encounter dramatized for a national audience the argument between Protestant fundamentalism and modernist science that the rest of the decade had carried less audibly (KC-7.2.I.B).

Tennessee v. John Thomas Scopes, Rhea County Circuit Court, July 20, 1925. Trial transcript published in The World's Most Famous Court Trial (Cincinnati: National Book Company, 1925). View at Library of Congress →
Photograph Library of Congress 1925

Klan Parade on Pennsylvania Avenue, Washington, D.C., August 8, 1925

Image reference: A black-and-white press photograph of an estimated thirty thousand robed Klansmen marching east along Pennsylvania Avenue toward the U.S. Capitol on the afternoon of August 8, 1925. The U.S. Treasury building is visible in the background. National Photo Company collection. Public domain. Reproduce from Library of Congress digital scan.

On August 8, 1925, the second Ku Klux Klan staged a march of an estimated thirty thousand members in full regalia along Pennsylvania Avenue in Washington. The parade was the public peak of the second Klan and a deliberate display of the organization's claim to mainstream American respectability. The second Klan, refounded in 1915, reached perhaps five million members by the mid-1920s with strongholds in Indiana, Oregon, and Colorado as well as in the South. The Washington parade should be read alongside the National Origins Act of 1924 and the Sacco and Vanzetti case as part of the decade's MIG-thread argument over who counted as fully American.

National Photo Company Collection, Ku Klux Klan parade on Pennsylvania Avenue, August 8, 1925. Library of Congress digital ID: npcc.13710. View at Library of Congress →
Poem Library of Congress 1926

Langston Hughes, "I, Too," from The Weary Blues, 1926

"I, too, sing America. / I am the darker brother. / They send me to eat in the kitchen / When company comes, / But I laugh, / And eat well, / And grow strong. // Tomorrow, / I'll be at the table / When company comes. / Nobody'll dare / Say to me, / 'Eat in the kitchen,' / Then. // Besides, / They'll see how beautiful I am / And be ashamed — / I, too, am America."

Hughes published "I, Too" in his first collection, The Weary Blues, in 1926. The poem answers Walt Whitman's "I Hear America Singing" and stakes a claim for African American citizenship in the same decade as the National Origins Act, the Klan parade in Washington, and the Sacco and Vanzetti trial. The poem belongs to the Harlem Renaissance, to the broader Jazz Age, and to the ARC-thread argument about what counted as American culture in the 1920s. It is one of the most frequently anthologized statements of the period.

Langston Hughes, "I, Too," in The Weary Blues (New York: Alfred A. Knopf, 1926). Library of Congress American Memory project, Hughes papers. View at Library of Congress →

Discussion Questions

  1. (Causation) Account for the legislative path from the Emergency Quota Act of 1921 to the National Origins Act of 1924. What political and intellectual currents produced the choice of 1890 as the base Census year?
  2. (Comparison) Compare the Reconstruction-era Ku Klux Klan with the second Klan of the 1920s. Identify two important continuities and two significant shifts in geography, membership, and political program.
  3. (Continuity and Change) Was Prohibition a Progressive reform or a cultural reaction? Defend a position with reference to the coalition that produced the Eighteenth Amendment and the experience of the 1920s.
  4. (Causation) Account for why the Harlem Renaissance and the second Klan flourished in the same decade. What demographic and cultural forces produced both at once?
  5. (Comparison) The Scopes trial and the Sacco and Vanzetti case both became national arguments about American identity. Compare what each was about and what each ultimately decided.

Classroom Activities

15 min

Two Threads, One Decade

Place a horizontal timeline on the board labeled 1919 on the left and 1933 on the right. Students place fifteen events along the timeline using two colors: green for the MIG-thread events (Prohibition, the Quota Act, the National Origins Act, the Klan parade, Sacco and Vanzetti) and gold for the ARC-thread events (Scopes, the Harlem Renaissance, the Jazz Age, the New Woman, Lost Generation novels). The class then accounts for why both threads ran through the same ten years.

25 min

Quotas by Country

Distribute a one-page handout that lists the 1924 country-by-country quotas as set in the National Origins Act. In small groups, students compute each country's quota as a percentage of its 1910 foreign-born population, identify the four countries with the largest absolute quotas and the four with the smallest, and write a one-paragraph claim about the law's underlying logic.

20 min

Bryan and Darrow Recreated

Pair students for a five-minute reenactment of the Darrow-Bryan exchange on the literal truth of the Bible. The remainder of the class plays the radio audience and writes a short paragraph identifying the position each man defended and the assumptions about science, religion, and public schooling that each was relying on.

20 min

Two Americas, Two Sources

Pair the Klan parade photograph with the Langston Hughes poem. In small groups, students identify three lines of argument each source makes about who counts as American, and then defend a claim about whether the two visions can be read as a single conversation or as two parallel ones.

Vocabulary

The constitutional ban on the manufacture, sale, and transportation of alcoholic beverages established by the Eighteenth Amendment in 1920 and repealed by the Twenty-First Amendment in 1933.
The 1919 federal statute that defined an intoxicating beverage and supplied the enforcement architecture for the Eighteenth Amendment.
The Chicago-based organized-crime figure who became the public face of Prohibition-era bootlegging and was eventually convicted of federal income-tax evasion in 1931.
The 1921 federal law that capped annual immigration from each European country at three percent of the foreign-born of that nationality recorded in the 1910 Census.
The 1924 federal law that tightened the European quota to two percent and pushed the base Census back to 1890, and barred almost all Asian immigration outside a small Philippine allotment.
The nationwide nativist organization refounded near Atlanta in 1915 and reaching roughly five million members by the mid-1920s, with anti-Black, anti-Catholic, anti-Jewish, anti-immigrant, and pro-Prohibition activism at its core.
The 1925 Tennessee criminal case in which a Dayton high-school biology teacher was charged under the Butler Act with teaching evolution, with William Jennings Bryan for the prosecution and Clarence Darrow for the defense.
The early twentieth-century Protestant movement defending the literal truth of the Bible against modernist biblical criticism and the teaching of evolution in public schools.
The Italian immigrant anarchists tried for armed robbery and murder in Massachusetts in 1921 and executed in 1927 amid a worldwide protest against what critics viewed as a politically motivated prosecution.
The flowering of African American literature, music, and visual art centered on the Harlem neighborhood of New York City during the 1920s and early 1930s, with Langston Hughes, Zora Neale Hurston, Duke Ellington, and Louis Armstrong among its central figures.
The popular nickname for the 1920s, drawn from the African American musical form that defined the decade's nightlife, recording industry, and emerging mass-broadcast culture.
The 1920s magazine and cinema figure of the modern young urban woman, recognizable by short hair, raised hemlines, public smoking, and a public social life that earlier generations had reserved for men.
The cohort of American modernist writers, including Ernest Hemingway, F. Scott Fitzgerald, William Faulkner, and Gertrude Stein, whose work between the world wars took stock of the disillusionment that followed the First World War.
The 1922 federal tariff act that raised average duties on dutiable imports above thirty-eight percent, supplying the Republican decade's high-protection trade policy.
The 1922 Harding-administration scandal in which Secretary of the Interior Albert Fall accepted secret payments to lease federal petroleum reserves, producing in 1929 the first felony conviction of a sitting U.S. cabinet officer.

Standards Alignment

Draft alignment — pending educator review. AP USH codes correspond to the official College Board Course and Exam Description (Effective Fall 2023, Version 1). Statements below are paraphrased in the CountryReports voice; refer to the College Board's published CED for verbatim wording.

AP US History CED-ALIGNED

Themes (Dual-Theme Topic)

MIGMigration and Settlement — the National Origins Act of 1924, the second Klan, and the Sacco and Vanzetti case as elements of the decade's argument over who counted as American.
ARCAmerican and Regional Culture — Prohibition, the Scopes trial, the Harlem Renaissance, the Jazz Age, the New Woman, and the Lost Generation as elements of the decade's argument over American culture.

Historical Thinking Skill and Reasoning Process

Skill 4.BAccount for the way a particular historical development or process fits within a larger context.
Reasoning 2Causation — account for the causes and effects of historical events, processes, and developments.

Learning Objectives (Dual)

LO 7.GAccount for the cultural, political, and economic developments that produced the cultural and political controversies of the 1920s.
LO 7.IAccount for the way ideas about national identity reshaped American politics and culture during the 1920s.

Key Concepts

KC-7.1.I.BBy 1920, more Americans lived in cities than in rural areas; the urban majority recorded that year supplied the demographic backdrop for the decade's cultural and political fights.
KC-7.2.I.BConflicts intensified between Protestant fundamentalists and modernists, dramatized in the 1925 Scopes trial and in the broader argument over biblical authority and public-school curriculum.
KC-7.2.I.DCultural battles over alcohol consumption produced the Eighteenth and Twenty-First Amendments and reshaped urban-rural relations and federal-state enforcement.
KC-7.2.II.A.iiRestrictive immigration legislation in the 1920s, including the Emergency Quota Act of 1921 and the National Origins Act of 1924, sharply reduced southern and eastern European admission and barred nearly all Asian immigration.
National Cross-Walks
NCSS Theme 1Culture — how the Harlem Renaissance, the Jazz Age, and Protestant fundamentalism each produced and contested American cultural identity in the 1920s.
NCSS Theme 4Individual Development and Identity — how immigration restriction, the second Klan, and Sacco and Vanzetti reshaped the meaning of American national identity.
NCSS Theme 6Power, Authority, and Governance — the constitutional architecture of Prohibition and the federal expansion of immigration control.
C3 D2.His.1.9-12Account for how historical context shaped the perspectives of people in different times and places.
C3 D2.His.14.9-12Account for multiple causes and effects of events and developments in the past.
C3 D2.Civ.10.9-12Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
CCSS RH.11-12.2Identify the central ideas of a primary or secondary source and provide a precise summary that relates the ideas to one another.
CCSS RH.11-12.6Account for differences in the points of view of two or more authors writing about the same historical event or development.
Discipline-Specific National Standards
NSH Era 7 · Std 3Account for how the United States changed in the 1920s, including in the cultural conflicts over Prohibition, evolution, and immigration.
NSH Era 7 · Std 3AAccount for the social tensions and their consequences in the postwar era, including the second Klan, the National Origins Act, and the Sacco and Vanzetti case.
NSH Era 7 · Std 3BAccount for the Harlem Renaissance and other expressions of Black cultural production in the 1920s.
NCGE Std 9The characteristics, distribution, and migration of human populations — the new immigration, immigration restriction, and the Great Migration as the demographic backdrop of the decade's controversies.
Other Assessment Frameworks
NAEP US History · G8 / G12Theme 1: Change and Continuity in American Democracy — the cultural and political conflicts of the 1920s as a case in the tension between majority cultural defaults and democratic pluralism.
AP English LanguageCross-reference rhetorical analysis — the Darrow-Bryan exchange and the Hughes poem are widely taught short prose texts.
AP African American StudiesCross-reference Unit 3 (The Practice of Freedom) — the Harlem Renaissance and the Great Migration as the cultural and demographic core of 1920s Black life.

AP Practice Questions

Multiple Choice Sample ~ 2 min
1Question: The decision in the National Origins Act of 1924 to use the 1890 Census, rather than the 1910 or 1920 Census, as the base year for setting per-country immigration quotas is best understood as evidence of which of the following developments?
  • (A) A bipartisan congressional effort to align American immigration policy with the Treaty of Versailles.
  • (B) A nativist effort to throttle southern and eastern European admission, since most of that immigration had arrived after 1890.
  • (C) An economic effort to expand the supply of unskilled industrial labor for the postwar manufacturing boom.
  • (D) A diplomatic effort to favor immigration from Latin America, which was excluded from the quotas entirely.
  • (E) A demographic effort to repopulate rural counties drained by the Great Migration.

Correct: (B). The 1924 statute pushed the base Census back to 1890 specifically to limit southern and eastern European immigration, almost all of which had arrived after that year. Albert Johnson, the House sponsor, framed the law as a defense of the country's "Anglo-Saxon" character, and the eugenic theories of Madison Grant and Lothrop Stoddard supplied the racial framework the law claimed to follow (KC-7.2.II.A.ii; LO 7.G; Skill 4.B).

Short Answer Question ~ 12 min · 1 page
2Question: Using your knowledge of United States history during the 1920s, answer all three parts that follow.
  1. Identify ONE specific federal law of the 1920s that reshaped the country's immigration policy and explain its principal effect on the source regions of new arrivals.
  2. Explain ONE specific way in which the second Ku Klux Klan of the 1920s differed from the Reconstruction-era Ku Klux Klan in geography, membership, or political program.
  3. Explain ONE specific way in which the cultural production of the Harlem Renaissance answered the nativist arguments of the same decade.

Scoring: 1 point for each part. Strong responses to part (a) will name the Emergency Quota Act of 1921 or the National Origins Act of 1924 and account for the law's effect of throttling southern and eastern European admission and barring almost all Asian immigration (KC-7.2.II.A.ii). Part (b) responses might note that the second Klan was anti-Catholic, anti-Jewish, anti-immigrant, and pro-Prohibition rather than narrowly anti-Reconstruction, that its geography reached well outside the former Confederacy with strongholds in Indiana, Oregon, and Colorado, or that its peak membership of roughly five million dwarfed the original organization (KC-7.2.I.D). Part (c) responses might cite Langston Hughes's "I, Too," Zora Neale Hurston's fiction, Duke Ellington's recordings, or W.E.B. Du Bois's editorial work in The Crisis as a sustained argument for African American citizenship and modernity (LO 7.I).

Document-Based Question Stem ~ 60 min · 7 documents
3Prompt: Account for the extent to which the cultural and political controversies of the 1920s were a continuation of, or a reaction against, the Progressive reform agenda of the previous two decades. Build your argument with evidence drawn from the seven documents and from your own knowledge of the period.

The full seven-document set for this DBQ lives in the Unit 7 practice exam packet (Document A: Volstead Act excerpt, 1919; Document B: Madison Grant, The Passing of the Great Race, 1916, excerpt; Document C: National Origins Act, Section 11, 1924; Document D: Klan parade photograph, Pennsylvania Avenue, 1925; Document E: Darrow cross-examination of Bryan transcript, 1925; Document F: Langston Hughes, "I, Too," 1926; Document G: Calvin Coolidge, address to the American Society of Newspaper Editors, 1925).

Scoring framework: 1 point thesis, 1 point contextualization, up to 4 points evidence (at least 3 documents used to support the argument, plus an outside-evidence point), 1 point sourcing (point of view, purpose, situation, audience for at least three documents), 1 point complexity. Maximum 7 points.

Long Essay Question Stem ~ 40 min
4Prompt: Account for the causes of the cultural and political controversies of the 1920s. In your response, defend a clear claim with specific historical evidence drawn from at least three of the developments listed below: Prohibition and the Volstead Act, the Emergency Quota Act and the National Origins Act, the second Ku Klux Klan, the Sacco and Vanzetti case, the Scopes trial, the Harlem Renaissance, and the Republican-era pro-business politics of Harding, Coolidge, and Hoover.

Scoring framework: 1 point thesis, 1 point contextualization, 2 points evidence (at least two pieces of specific historical evidence, one of which directly supports the argument), 1 point analysis using the Causation reasoning process, 1 point complexity. Maximum 6 points.