School Improvement in Maryland
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Historical Investigation — The "Noble Experiment"

U.S. History Content Standard
  • Relate the significant Progressive Era's political, social, and economic problems to their proposed solutions at the local, state, and national levels (2.11.12.10)
  • Evaluate the impact of Progressive Era amendments and legislation on state and local society, economy, and politics (2.11.12.11)
 
Engage the Students

Show students the following picture. Explain that they are holding bumper stickers calling for the repeal of the Prohibition Amendment.
 
1. Why might some people feel that Prohibition should be repealed?
2. What arguments might supporters of Prohibition use to keep the Amendment from being repealed?
Narrative: Read the narrative to the class, stressing the focus question at the end.   Print Version
 
In the early twentieth century, many Americans began to view the prohibition of alcohol as a part of the progressive reform program. Support for Prohibition came mostly from areas that had large populations of native-born Protestants, primarily the South and the West. Reformers considered liquor a prime cause of corruption. They believed that liquor was responsible for crime, domestic abuse, accidents on the job, prostitution and other forms of social disorder. Southern supporters of prohibition believed that keeping alcohol out of the hands of African Americans would keep them in "their place."
 
Cities were the sight of the strongest resistance to Prohibition. Alcoholic beverages played an important part in the social life of many ethnic groups, such as the Irish and the Germans. Saloons were in working class neighborhoods and served as gathering places for workers and places of business for machine politicians. Many immigrant groups saw Prohibition as an attempt to impose certain cultural values on them.
 
Despite their protestations, 23 out of the 48 states had adopted anti-saloon legislation by 1916. Many of them had also gone so far as to prohibit the manufacture of alcohol. World War I stimulated the passage of a national law. Several major breweries had German names and drinking beer became unpatriotic. Due to rationing, the use of foodstuffs like hops and barley in breweries and distilleries was forbidden by Congress. Finally, in December 1917, Congress passed the Eighteenth Amendment that prohibited the "manufacture, sale, or transportation of intoxicating liquors." It was ratified in 1919 and became effective on January 16, 1920. Soon after, Congress passed the Volstead Act that allowed for the implementation and enforcement of the Amendment.
 
Focus Question: How successful was the "noble experiment" of Prohibition?
 
Conduct the Investigation

In order to answer the question you will examine several documents independently. Analyze each document by answering the following questions on your graphic organizer:
  1. How do I know this information is reliable?
  2. When was this document written? Who wrote it? What was its purpose?
  3. Explain the author's point of view.
  4. How can this document help me answer the focus question?
 
Discussion

Now that the documents have been analyzed, you will have the opportunity to discuss the documents and the focus question with the students in your group. As you discuss interpretations of the documents, cite evidence for your opinions. Multiple interpretations can emerge and may or may not be accepted by all. Write your group responses in the appropriate section of your graphic organizer.
 
Report the Findings

Once historians complete their research, they formulate a thesis that answers the focus question. You will do the same. Your summary should answer the focus question below and be supported with details from the documents.
 
Focus Question: How successful was the "noble experiment" of Prohibition?
 
Individual Analysis

  How do I know this is reliable information? When was this document written? Who wrote it? What is its purpose? Explain the author’s point of view How can this document help me answer the focus question?
Document 1        
Document 2        
Document 3        
Document 4        
Document 5        
Document 6        
Document 7        
Document 8        
Document 9        
Document 10        

 
Group Analysis

  How do I know this is reliable information? When was this document written? Who wrote it? What is its purpose? Explain the author’s point of view How can this document help me answer the focus question?
Document 1        
Document 2        
Document 3        
Document 4        
Document 5        
Document 6        
Document 7        
Document 8        
Document 9        
Document 10        

 
Primary Source Documents

Amendment XVIII
 
Volstead Act, 1920 Title II - Prohibition of Intoxicating Beverages
 
U.S. Officials Destroying Liquor at the Brownsville Customs House
 
Gary Giddins, music critic
 
Fiorella H. LaGuardia
 
Russell Lee Post
 

 
Henry H. Curran, "The Wet Side of Prohibition," New York
 
The Women's Organization for National Prohibition Reform
 
Transcript, Mother of 16 in city on way to prison
 
Image, Mother of 16 in city on way to prison
 
Interview with a man, only identified as Callano
 
U.S. Apparent Consumption of the Drinking Age Population in Gallons per Year, 1850-1935
 
Convictions and Acquittals under the Volstead Act
 
image - Total Expenditure on Distilled Spirits as a Percentage of Total Alcohol Sales (1890-1960)
 
image - Homicide Rate: 1910-44
 
Amendment XXI
 
My Day, by Eleanor Roosevelt
 
Board of Liquor License Commissioners for Baltimore City
 
 
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