1 The Roots of Prohibition: Examining the Effort to Prohibit Alcohol in America Grade Level: 9–12 Lesson Overview: The question of Prohibition had gained strong momentum by the first decade of the 20 th century. The issue was one of the most controversial in the history of the United States, rivaled only by slavery the century before. However, the level of Americans’ dedication to its enactment and the degree to which alcohol should be prohibited varied greatly among the population. In this lesson, students will role-play advocacy groups deliberating issues and policy options on the question of Prohibition. Lesson Objectives: (Students will…) • Analyze examples of government regulations on people’s behavior • Describe the deep-rooted tradition of alcohol in American culture and how this tradition has costs and benefits • Analyze the motives and actions of different groups involved in the prohibition of alcohol in 19 th and early 20 th century America • Deliberate the issue of Prohibition by role-playing a major advocacy group • Write an agreement form concerning a regulation on alcohol Estimated Time: 3–4 class periods (less if some time is provided for homework) Materials Needed • Computers and/or video equipment to present video segments • Student Handouts: o Proposed Laws Regulating Personal Behavior o Roots of Prohibition Video Viewing Guide o Tips on Active Listening (optional) o Advocates for and Against Prohibition o Deliberations Procedure Video Segments: Episode 1 – A Nation of Drunkards Explanation: A historical review of alcohol’s influence in America. It is found deep in the nation’s early beginnings and becomes associated with just about every human activity. Consumption of beer gives way to distilled alcohol, creating complications in people’s personal lives. Episode 1 – The Absolute Shall Explanation: The early temperance movement believed voluntary abstinence from alcohol was the best for redemption from sin. But gradually, it becomes apparent that the temptation is too
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The Roots of Prohibition:
Examining the Effort to Prohibit Alcohol in America
Grade Level: 9–12
Lesson Overview: The question of Prohibition had gained strong momentum by the first decade
of the 20th
century. The issue was one of the most controversial in the history of the United
States, rivaled only by slavery the century before. However, the level of Americans’ dedication
to its enactment and the degree to which alcohol should be prohibited varied greatly among the
population. In this lesson, students will role-play advocacy groups deliberating issues and policy
options on the question of Prohibition.
Lesson Objectives: (Students will…)
• Analyze examples of government regulations on people’s behavior
• Describe the deep-rooted tradition of alcohol in American culture and how this tradition
has costs and benefits
• Analyze the motives and actions of different groups involved in the prohibition of alcohol
in 19th
and early 20th
century America
• Deliberate the issue of Prohibition by role-playing a major advocacy group
• Write an agreement form concerning a regulation on alcohol
Estimated Time: 3–4 class periods (less if some time is provided for homework)
Materials Needed
• Computers and/or video equipment to present video segments
• Student Handouts:
o Proposed Laws Regulating Personal Behavior
o Roots of Prohibition Video Viewing Guide
o Tips on Active Listening (optional)
o Advocates for and Against Prohibition
o Deliberations Procedure
Video Segments:
Episode 1 – A Nation of Drunkards
Explanation: A historical review of alcohol’s influence in America. It is found deep in the
nation’s early beginnings and becomes associated with just about every human activity.
Consumption of beer gives way to distilled alcohol, creating complications in people’s personal
lives.
Episode 1 – The Absolute Shall
Explanation: The early temperance movement believed voluntary abstinence from alcohol was
the best for redemption from sin. But gradually, it becomes apparent that the temptation is too
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powerful and for temperance to be successful, the problem of drink will have to be overcome
through legislation.
Episode 1 — Terribly Wonderful
Explanation: Beer brewing and distilled spirits become major industries in America, franchising
their products through the saloons. These establishments become neighborhood institutions
serving as working-class social clubs, political headquarters, and an escape from the harsh
realities of urban life. Entire sections of cities are designated for saloons and the less honorable
activities associated with them.
Episode 1 — Retribution
Explanation: The Anti-Saloon League (ASL), dedicated to getting rid of alcohol, becomes one
of America’s preeminent political machines. Through the tireless efforts of its operative, Wayne
Wheeler, the ASL becomes a “kingmaker,” helping elect politicians who support its cause and
destroying those who do not.
Episode 1—The Time Is Now
Explanation: For most of the nation’s history, the quest for a national ban on alcohol had eluded
the forces of temperance. Then in a series of fortuitous events and hard political bargaining, it
looked like Prohibition would become a reality.
Lesson Procedure:
Opening Activity
In this activity, students will explore several laws that regulate personal behavior. These are
composite examples of laws either proposed or passed in communities across the country.
Students are to review the laws and discuss their necessity, their plusses and minuses on personal
freedom and public good, and whether the laws should be amended or repealed.
On the board or screen, write the following: “Write down three laws that affect your personal
choice and one individual reason why you think those laws were enacted.” Ask students to
identify several laws that affect personal choice. They might select laws that regulate or restrict
smoking in public, physician-assisted suicide, gay marriage, medical marijuana, or abortion.
Discuss why such laws exist. Whose rights are protected and whose rights might be violated?
Why are some of these laws more successfully enforced than others? How do time and changes
in people’s attitudes affect the way such laws are obeyed?
Often, laws like these are enacted with the best of intentions, usually to protect people’s health
and well-being. But to some, they seem to impose one person’s or group’s values on others.
Some people feel people should take personal responsibility and not have the government
impose restrictions on them that they can impose (or not) on themselves.
Organize students into groups of 3 to 5. Have each group designate one member as a recorder to
take notes. Distribute the handout “Proposed Laws Regulating Personal Behavior” to each group
or display the handout on an LCD projector. Have the groups review each law and determine
whether they agree or disagree with the law and why. The groups don’t have to arrive at a
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consensus, but all members’ opinions should be heard. Have the recorder write down everyone’s
reasoning and be prepared to share the findings later with the class.
• In an effort to protect young people from overstimulating their young bodies, the Food
and Drug Administration is considering a ban prohibiting children under 18 from buying
energy drinks.
• Several city council members are concerned about the increased number of bicycle riders
on crowded city streets. They are considering enacting an ordinance that would fine any
bicycle rider not wearing a helmet on city streets.
• Concerned that individuals might compromise their health and hoping to avoid black
marketeering, the federal government is looking to ban organ donations for profit. No
person will be allowed to sell his or her organs to organ banks. People can donate organs
only when they are deceased.
• Several members of Congress want to repeal a law that would require households to use
only energy-efficient light bulbs instead of traditional incandescent light bulbs.
• Several states are considering repealing laws requiring the wearing of seatbelts in motor
vehicles.
• A school board is considering a ban on cell phones owing to their suspected link to brain
cancer and the disruption they cause in class.
After the groups have finished their review of the proposed government regulations, have a
spokesperson from each report the group’s findings to the class. Then discuss the following
questions.
Discussion Guide:
• Why might some people think such laws are needed? Who might benefit from these
laws?
• How might any of these laws restrict some people’s rights? Who might be negatively
affected by them?
• Do you feel these laws benefit the many at the expense of the few, or the other way
around? Explain why.
• Do you feel these laws should stay as is, be amended, or be repealed? Explain how.
Main Activity
Part 1 — Video Viewing Activity
In this activity, students will view video segments from the PBS television series Prohibition that
explore the culture of alcohol in 19th
century America and how the efforts of the temperance
organizations were able to move the public toward supporting a constitutional amendment
banning alcohol.
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After viewing the three video segments, students will be able to describe the history of alcohol in
the United States and trace the connection between Prohibition and temperance movements and
the change in strategy from advocating moderation to government regulation. Students will also
explore the importance of the local saloon to immigrants and the working poor and analyze how
the temperance movement in the form of the Anti-Saloon League politicized the prohibition of
alcohol and moved to promote a constitutional amendment against alcohol.
This activity can be done in its entirety in class, or steps 2 and 3 could be assigned as homework.
Show students the text of Section 1 of the 18th
Amendment:
“After one year from the ratification of this article the manufacture, sale, or transportation of
intoxicating liquors within, the importation thereof into, or the exportation thereof from the
United States and all territory subject to the jurisdiction thereof for beverage purposes is hereby
prohibited.”
Ask students to think back on the proposed laws regulating personal behavior. Ask them if they
think banning alcohol would fall into this category. What would be the positives and negatives
on personal freedom and the public good? Should there be any exceptions to prohibition alcohol
(and if so, what should they be) or should it be an absolute law totally prohibiting the
manufacture, sale, and consumption of any alcohol, and why?
1. Divide the class into groups of 4 to 5 students so that you have at least five groups.
2. Then distribute the handout “Roots of Prohibition Video Viewing Guide” to all students.
Review the directions with the class.
3. Assign one of the segments to each group and ask them to review the segment, taking
notes on the video viewing guide, and be prepared to share their information with the
class.
4. After all groups have completed viewing their assigned segments, divide the class again
into jigsaw groups with at least one member of the original group in each new group.
5. Have the jigsaw groups review all video segments in their new group.
6. After all groups have finished, debrief the class with the following questions. Suggested
answers are in parentheses.
• How would you describe America’s tradition of drinking alcohol? (Answers will vary,
but the main point is that alcohol was deeply ingrained in American customs and
traditions.) What were some of the costs of this tradition? (Sickness, spousal and
child abuse, loss of jobs, loss of income.)
• How did the infusion of religious reform change the nature of temperance from
individual choice to government mandate? (Temperance moved from promoting
moderation and individual temperance to an outright ban on alcohol.) Do you think
this was a good change? Why or why not? (Answers will vary.)
• Besides providing alcoholic beverages, what other functions did the saloon serve for
many Americans living in crowded cities? (The saloon served as a lower-income
social club, providing comradeship, financial services, and political networking. It
gave the working class a place to unwind and socialize and became a focal point of
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many neighborhoods.) What were some problems associated with saloons in
American cities? (Gambling, prostitution, political corruption, violent crime.)
• What was the main goal of the Anti-Saloon League? (Get rid of alcohol.) How did it
use propaganda, religion, and political coercion to promote its goals? (It associated
alcohol and its use with anything evil, anti-American, and detrimental to the family.
The ASL used its financial and personnel resources to oppose any politician who
didn’t unequivocally support its cause.) Why did the supporters of temperance
eventually believe that only a constitutional amendment would rid the country of
alcohol? (A constitutional amendment banning alcohol could be enforced in all levels
of society. All forms of government—federal, state, and local—would have to abide
by its rules. An amendment would be harder to repeal than a law.)
Debriefing Questions:
• What effect do you think America’s long tradition with alcohol had on controlling its
consumption?
• How was the local saloon more than just a place to buy a beer? How important was
such an establishment to local residents, especially newcomers to America?
• What factors led to the temperance movement’s change in strategy from advocating
moderation to prohibition of alcohol?
• What are your thoughts on the idea that the Anti-Saloon League represented a
minority opinion and was imposing its will on the majority of Americans?
Part 2 — Should the Nation Prohibit Alcohol?
Share with students that throughout the 19th
and early 20th
centuries, the forces of temperance
gained strength and political influence. By appealing to Progressives’ ongoing desire to improve
society and employing an aggressive political strategy, the Anti-Saloon League achieved its goal
of a constitutional amendment to prohibit alcohol. But the process was adversarial and
contentious. In the end, the amendment never enjoyed strong support from government or the
American public. The result was a 12-year experiment that ultimately failed.
In this next activity, students will have an opportunity to “replay” the history of Prohibition.
Students will conduct a deliberation, rather than a debate, to find a comprehensive solution to the
problem of alcohol in the United States. Policymakers often use this process to address important
issues. Students will role-play advocates of different interest groups who have strong opinions
and serious interest in the Prohibition issue. It is similar to “Can We Talk? A Conversation about
Civility and Democracy in America,” featured on the National Constitution Center’s website.
Active Listening Activity (Optional)
To help students conduct effective deliberation conversations, you might consider having them
review some simple steps in active listening. Point out to students that throughout U.S. history,
decisions have been made through debate and deliberation. Debate usually establishes the
different ideological and philosophical views on any subject and promotes a course of action.
Deliberation is more of a discussion, where the various viewpoints of an issue are discussed and
heard by all sides, allowing decisions to be made that synthesize these different viewpoints.
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Throughout U.S. history, many controversial issues have been discussed and debated. The
players, advocating their various positions, have held strong opinions. However, they also had a
common need for solutions. In some instances, deliberation was successful in bringing the
differing parties to compromise and solution, as was demonstrated during the debates over
representation at the Constitution Convention in 1787. In other times, deliberation was
abandoned and the sides entrenched themselves, as during the period just before the Civil War.
Rhetoric and political posturing became so strong that reason and compromise lost out, and the
result was a failure of democracy, the worst conflict in American history.
1. Distribute the handout “Tips on Active Listening” to all students or have a copy on the
LCD projector or interactive whiteboard. Review the items with the class.
2. Divide the group into threes. Each group member will take turns being the Speaker, the
Listener, and the Observer. They will have six minutes total for this activity. Explain that:
• The Speaker will share his/her thoughts and opinions on the assigned topic for
two minutes (see below).
• While the Speaker is talking, the Listener will practice active listening skills by
being attentive, inquiring for more explanation, and indicating to the Speaker
his/her level of understanding. When the Speaker is finished, the Listener will
paraphrase what the speaker has said (two minutes).
• The Observer will take notes on the Listener and Speaker and provide feedback
when they have finished (two minutes). Observers can write their notes on an
interactive whiteboard, tablet, or chart paper.
Suggested topics for discussion:
• Should students be allowed to use their cell phones in class?
• How should schools deal with online bullying?
• Should the United States reestablish the military draft?
3. When all groups have completed the activity, debrief with the following questions:
• How was this activity?
• What was challenging?
• What did you learn?
• What can you take away from this exercise and apply to your discussions with
others?
Deliberation Activity
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1. Divide students into groups of five. Distribute the handout “Advocates for and Against
Prohibition.” (This can also be assigned as homework the night before.) Assign each
group one of the following roles and provide time for them to meet and discuss their
positions. If time allows, you can have students conduct deeper research on these
positions.
Point out to students that not all the roles take extreme positions and that some are more
focused on solving social and economic problems, and not necessarily for or against the
use of alcohol. Tell students to listen to what the other groups are saying and promoting
and look for areas of similar interest. They may choose to support or reject alcohol’s
prohibition if doing one or the other will support their overall goals.
The List of Advocates
• Women’s Christian Temperance Union
• Civil libertarians
• Progressive reformers
• Industrialists and union organizers
• Anti-Saloon League
• United States Brewers’ Association
2. Distribute the “Deliberations Procedures” handout to students and review the procedures
and graphic organizers. Answer any questions students may have.
3. Provide time for each group to develop their opening statements.
4. You may play the role of the facilitator or have a student assume that role. Instructions
for the facilitator are within the Deliberations Procedures. Work through the activity to
have the class develop its agreement. If time permits, have each group present its options
to the entire class.
5. Then have students individually complete the agreement form.
Assessment
Students can be assessed on their participation in class discussions, thoughtful participation in
group work, and the detail and thoroughness of their video viewing graphic organizers and
individual completion of the agreement form.
Extensions/Adaptations
Have students research a contemporary controversial issue, such as school prayer or flag
desecration, and apply the deliberation method.
Resources
• Temperance and Prohibition http://prohibition.osu.edu
• Clash of Cultures http://ehistory.osu.edu/osu/mmh/clash/default.htm
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• The Women’s Christian Temperance Union http://www.wctu.org/
• The Anti-Saloon League http://www.wpl.lib.oh.us/AntiSaloon/
V. Disagreements or Reservations and Possible Alternative Solutions Explain any disagreements or reservations you have with the agreed-upon solution and provide