Jazz+Age+Project


 * 4 Topics:**


 * Segragation
 * Philosophical Ideas during the 1920s
 * Attendance Laws
 * Number of enrollments (population of students)


 * Jobs:**
 * Script Writing- Jodie and Lily
 * Camera Work/Filming- Jodie And Lily
 * Film Editing- Lily and Jodie
 * Acting and Directing- Lily and Jodie

"Education." //Great Depression and the New Deal Reference Library//. Ed. Allison McNeill, Richard C. Hanes, and Sharon M. Hanes. Vol. 1: Almanac. Detroit: UXL, 2003. 110-124. //Gale U.S. History In Context//. Web. 23 Mar. 2012. Document URL @http://ic.galegroup.com/ic/uhic/ReferenceDetailsPage/ReferenceDetailsWindow?displayGroupName=Reference&disableHighlighting=false&prodId=UHIC&action=e&windowstate=normal&catId&documentId=GALE%7CCX3425600017&mode=view&userGroupName=cumb16951&jsid=7460529b81874326cab5e174463eac9d
 * Research:**

REGAN, DONALD H. "Philosophy and the Constitution." //Encyclopedia of the American Constitution//. Ed. Leonard W. Levy and Kenneth L. Karst. 2nd ed. Vol. 4. Detroit: Macmillan Reference USA, 2000. 1904-1906. //Gale U.S. History In Context//. Web. 23 Mar. 2012. Document URL @http://ic.galegroup.com/ic/uhic/ReferenceDetailsPage/ReferenceDetailsWindow?displayGroupName=Reference&disableHighlighting=false&prodId=UHIC&action=e&windowstate=normal&catId&documentId=GALE%7CCX3425001908&mode=view&userGroupName=cumb16951&jsid=4462b892e4889b92501d418541ccd7bc

Salisbury, Joyce and Andrew Kersten. "Education in the United States, 1920-39." // Daily Life through History //. ABC-CLIO,2012. Web. 23 Mar. 2012. @http://dailylife.abc-clio.com/Search/Display/1427145?terms=1920s+education

SMITH, V. E. "Philosophy and Science." //New Catholic Encyclopedia//. 2nd ed. Vol. 11. Detroit: Gale, 2003. 298-301. //Gale U.S. History In Context//. Web. 23 Mar. 2012. Document URL @http://ic.galegroup.com/ic/uhic/ReferenceDetailsPage/ReferenceDetailsWindow?displayGroupName=Reference&disableHighlighting=false&prodId=UHIC&action=e&windowstate=normal&catId&documentId=GALE%7CCX3407708797&mode=view&&userGroupName=cumb16951&jsid=6d39aeaf08fd10bac608cf254673bb9e

"The 1920s Education: Overview." //UXL American Decades//. Ed. Julie L. Carnagie, et al. Vol. 3: 1920-1929. Detroit: UXL, 2003. 48-49. //Gale U.S. History In Context//. Web. 23 Mar. 2012. Document URL @http://ic.galegroup.com/ic/uhic/ReferenceDetailsPage/ReferenceDetailsWindow?displayGroupName=Reference&disableHighlighting=false&prodId=UHIC&action=e&windowstate=normal&catId&documentId=GALE%7CCX3436900135&mode=view&userGroupName=cumb16951&jsid=d82297da388dbc0a177838aae82af9d8

Jodie: "At the end of the 19th century and the beginning of the 20th, the relations between philosophy and science, as indeed the whole fabric of Western philosophy, were elaborated in a context of idealism or of positivism. Early in the 20th century, Anglo-American philosophy experienced a return to REALISMin one or other of its forms. Early in the 20th century, Anglo-American philosophy experienced a return to REALISM in one or other of its forms. For this and other reasons associated with the 20th-century revolution in physics, the relations between philosophy and science took new turns." (Philosophy and Science)
 * Quotes:**

Jodie: "Idealism, as a philosophy of science, was defended in the 20th century principally by Arthur Eddington and James Jeans. Eddington was led to his position by arguments that science consists of "pointer readings" recorded on instruments. The scale for such readings, which determines how much of the real will register on us, is selected by the mind. Hence the mental or idealistic component in science. What lies behind the pointer readings escapes science, Eddington alleges." (Philosophy and Science).

Jodie: "Meanwhile, with the return of American troops at the end of World War I in 1918, many new babies were born. That population increase led to larger elementary school enrollments in the 1920s. The number of students enrolled in secondary schools and institutions of higher learning also rose dramatically. All this expansion caused a building boom in public school districts. Adding to the increased enrollments in secondary schools was the nation's added awareness of the role that public education played in helping young adults find suitable jobs." (The 1920's Education: Overview).

Jodie:"Public school systems were supported mainly through state and local taxes. That situation resulted in inequality among school districts. Those who lived and went to school in upscale cities and wealthy suburbs had more books, better buildings and equipment, and teachers who were higher paid and often better trained. Those pupils in poor rural areas had to make do with what little their school districts could put together." (The 1920's Education: Overview).

Jodie: "Lingering fears from World War I also had their effect on American education. Following the "Red Scare" of 1919 and 1920, some Americans feared communist infiltration of the school systems. In certain public schools and on college and university campuses, the administration required teachers to sign oaths stating that they were loyal Americans and not communists. At institutions of higher learning, professors with unconventional ideas sometimes were distrusted to the point of being dismissed."

Lily: "The 1920s saw a great movement toward school consolidation. The advent of the school bus made it possible to bring together in a central location students from a wide area. A consolidated school allowed teachers to concentrate on particular subjects or age groups." (Education in the United States.)

Lily: "Mandatory school attendance laws intended to insure at least a minimum of literacy among a state's citizens appeared as early as the 1840s in New England. By 1900 compulsory attendance at public or private school was almost universal outside the states of the old Confederacy but nonexistent there—in large part because of white opposition to spending on black schools." (Education in the United States.)

Lily: "Segregation of schools was not unique to the South. Residential segregation together with the custom of neighborhood-based schools and carefully drawn school district lines meant that most children saw only other students of their own race. And although African Americans were graduating from teacher-training colleges, the racism of parents and school officials meant that white schools would not accept African American teachers. Therefore only African American students had the experience of teacher role models and authority figures who were African American." (Education in the United States.)

Lily: "Lingering fears from World War I also had their effect on American education. Following the "Red Scare" of 1919 and 1920, some Americans feared communist infiltration of the school systems. In certain public schools and on college and university campuses, the administration required teachers to sign oaths stating that they were loyal Americans and not communists. (The 1920s Education: Overview.)

Lily: "Desire or need to enter the world of work as well as a sense of having gained all that one could from school led many students to make what from a later perspective seems like an early departure from school. Males left school a year earlier than females on average, and nonwhites left three years earlier than whites. As of 1920, only 17 percent of the population had graduated from high school, though that was nearly three times the percentage that had graduated at the start of the century." (Education in the United States)