How did the 18^th Amendment (Prohibition) Illustrate the Conflicts between the Older, Rural Areas and the Younger, Urban Areas of America?

Mr. Thompson, Social Studies I.S. 143

Athomps5@schools.nyc.edu

The Costs of Prohibition

New York, New York

"When I sell liquor, it’s called bootlegging; when my patrons serve it on Lake Shore Drive, it’s called hospitality" — Al Capone

INTRODUCTION

In the early part of the 20^th century, differences were growing between the older rural areas and the younger urban areas of America. With the influx of immigrants into the cities many Americans in rural areas viewed big cities with suspicion. One issue that highlighted these differences was Prohibition. Signed into law as the 18^th Amendment and put into effect on January 1^st, 1920, Prohibition became the law of the land. However, many believed that the law brought about more harm than good.

TASK

There are opinions on both sides of the Prohibition argument. Some believe that Prohibition has had a positive effect on America, while others believe that it has brought about unintended negative consequences. Your group has been hired by the Roosevelt administration, which supported ratification of the 21^st Amendment, to prepare a brochure to present to Congress investigating the socials problems associated with Prohibition and to evaluate whether Prohibition resulted in more harm than good.

PROCESS/RESOURCES

- You’ll be assigned to a team of 5 students. Within this team, roles will be assigned.

- Your group will complete the steps of the AHPPA to help you complete this task.

- The Steps of the AHPPA (you must complete the worksheet included at the end of each step):

1. Identify the Problem

2. Gather the Evidence of the Problem

3. Determining the Causes

4. Evaluating the Policy

GENERAL INFORMATION

· http://prohibition.osu.edu/why-prohibition

· http://kids.laws.com/21st-amendment

· http://www.buzzle.com/articles/prohibition-in-the-1920s.html

· http://history.howstuffworks.com/historical-events/prohibition4.htm

Your group’s brochure must include:

1. A title page with a picture/illustration.

2. A brief history of Prohibition (complete with interviews with citizens who both argued for and against Prohibition)

3. A timeline of the major events of Prohibition

4. At least one graph that illustrates a statistic of Prohibition.

5. Illustrations/Cartoons/ Pictures of Prohibition.

6. Your group’s recommendation as to whether Prohibition should be repealed or retained as the law of the land.

CONCLUSION

Notes - Problems associated with Prohibition:

Unfair enforcement based on class distinction.

The rise of gangsters.

Dangers of unregulated alcohol (Moonshine, rotgut, etc.)

EVALUATION

CATEGORY	4	3	2	1
Content - Accuracy	All facts in the brochure are accurate.	99-90% of the facts in the brochure are accurate.	89-80% of the facts in the brochure are accurate.	Fewer than 80% of the facts in the brochure are accurate.
Knowledge Gained	All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure.	All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.	Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.	Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure.
Writing - Organization	Each section in the brochure has a clear beginning, middle, and end.	Almost all sections of the brochure have a clear beginning, middle and end.	Most sections of the brochure have a clear beginning, middle and end.	Less than half of the sections of the brochure have a clear beginning, middle and end.
Writing - Mechanics	Capitalization and punctuation are correct throughout the brochure.	Capitalization and punctuation are correct throughout the brochure after feedback from an adult.	There are 1-2 capitalization and/or punctuation errors in the brochure even after feedback from an adult.	There are several capitalization or punctuation errors in the brochure even after feedback from an adult.