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Difficulty: MediumSocial and Political Controversies of the 1920s

William Jennings Bryan, *The Menace of Evolution*, 1921:

"The question is not whether the teacher is a good man or a bad man; the question is whether he has a right to teach what the taxpayers do not want taught. The taxpayers build the schools, they pay the salaries, and they have a right to decide what shall be taught to their children. If a teacher is permitted to teach evolution, which contradicts the Bible story of creation, he is undermining the faith of the children. We cannot afford to have our schools used to destroy the religious faith of the next generation. The Bible is the word of God, and it should not be replaced by the guesses of scientists. We must protect our children and our communities from this threat to our Christian civilization."

The debate described in the excerpt most directly reflects which of the following broader cultural tensions in United States society during the 1920s?

  1. A
    The economic struggle over whether the federal government should strictly adhere to laissez-faire policies or actively regulate corporate monopolies
  2. B
    The division between rural Populists demanding agricultural subsidies and urban Progressives promoting industrial regulation
  3. The clash between modernist cultural values and traditional religious fundamentalismAnswer
  4. D
    The debate between internationalists and isolationists over United States entry into the League of Nations to maintain global security

Answer

The clash between modernist cultural values and traditional religious fundamentalism
The debate over evolution and creationism in the classroom, as expressed by William Jennings Bryan, represents the cultural conflict of the 1920s between traditional fundamentalists, who adhered to a literal interpretation of the Bible, and modernists, who attempted to reconcile faith with scientific theories such as evolution.

Step-by-Step Solution

1
Analyze the stimulus to identify the author's primary concern.
The author is concerned that teaching evolution undermines the religious faith of children and contradicts the Bible.
Understanding the core argument of the excerpt is essential for connecting it to historical developments.
2
Relate the author's argument to the historical context of the 1920s.
During the 1920s, a major cultural division existed between religious fundamentalism, which defended traditional views, and modernism, which embraced scientific advancements like evolution.
Connecting the source to the period's cultural movements allows for accurate categorization of the debate.
3
Evaluate the options to find the one that best captures this division.
The clash between modernist cultural values and traditional religious fundamentalism accurately characterizes the debate over teaching evolution in schools.
This option directly matches the conflict described in the text and the broader historical context of the Scopes Trial era.

Key Concept

Social and Political Controversies of the 1920s
Estimated Time:1m 0s
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Social and Political Controversies of the 1920s

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