Grade by Grade
E. The World since 1900 · The World since 1900

Culture, Media and Identity since 1900

E3.4 E3 E1.2 A1.4 A1.8About 70 minutes
Learning goals
  • I can analyse the significance of key cultural trends since 1900 in several regions.
  • I can explain how new media technologies spread culture.
  • I can describe how regimes censored and repressed culture, and why.
  • I can use a cultural artifact as a primary source.

Words to know

popular culture
Entertainment, music, fashion and media enjoyed by large numbers of people.
modernism
Early twentieth-century movements in art and writing that broke with traditional forms.
censorship
Controlling or banning speech, art or information.
socialist realism
The officially required Soviet art style glorifying workers and the state.
hybridity
The mixing of cultural forms from different traditions.
magical realism
A literary style mixing realistic detail with magical events.
soft power
Influence a country gains through culture and ideas rather than force.

Culture is evidence

Songs, films, novels, paintings, fashion and sport are not just entertainment. They are evidence of how people saw themselves and their world, and they can change that world. Expectation E3.4 asks you to analyse the significance of key cultural trends since 1900 in music, film, fashion, literature and art, and the effects of censorship and repression. Since 1900, technology (E1.2) has carried culture across the planet faster than ever.

New media, new audiences

  • Film: silent films became a global art form; sound films arrived in 1927. Hollywood dominated world markets, but other great film cultures grew: Soviet directors such as Sergei Eisenstein (Battleship Potemkin, 1925); Japan's Akira Kurosawa (Rashomon, 1950); India's Hindi film industry (often called Bollywood), which produces more films than almost any other; and Nigeria's video-film industry (Nollywood) from the 1990s.
  • Radio and television brought news, music and propaganda into homes. In 1967, Our World was the first live international satellite TV broadcast; the Beatles performed "All You Need Is Love" for it.
  • The internet and streaming let people everywhere create and share culture directly, and let artists from Seoul to Lagos reach global audiences.
How new media spread culture worldwide (not to scale)1920sRadio broadcasting;sound film (1927)1950sTelevisionspreads1967First live globalsatellite broadcast1979Portable cassetteplayers1991World Wide Webopens to public2000sStreaming andsocial media
Each new medium reached more people, more quickly. Notice how the gaps between new technologies shrink over time.

Music that crossed borders

  • Jazz grew from African American communities, especially in New Orleans, early in the century, and spread worldwide. The 1920s were nicknamed the "Jazz Age".
  • Rock and roll (1950s) mixed rhythm and blues, gospel and country. It became a symbol of youth culture and rebellion, from Liverpool to behind the Iron Curtain, where Western records were often banned or hard to find.
  • Reggae from Jamaica, with Bob Marley, spread messages of resistance and Rastafari faith. Afrobeat, pioneered by Nigeria's Fela Kuti, mixed jazz, funk and West African music with sharp criticism of military rule.
  • Latin American nueva canción ("new song") carried social protest; the Chilean singer Víctor Jara was killed after the 1973 coup.
  • Hip hop began at block parties in the Bronx, New York, in the 1970s; DJ Kool Herc, who grew up in Jamaica, is often credited with starting it in 1973. It became a global form for young people to tell their own stories.
  • K-pop and Korean film and TV (the "Korean Wave") show that cultural influence now flows in many directions, not only from the West.
Roots and routes of hip hop: culture travels and mixesWest AfricanmusicaltraditionsBlues, jazz,funk, R&B(U.S.)Jamaicansound-systemcultureBronx blockparties, 1973Global hip hop:Paris, Seoul,Lagos, TorontoCultural forms rarely spread one way; they mix with local traditions wherever they arrive.
Hip hop's history shows cultural exchange: traditions from Africa, the Caribbean and the U.S. combined, then spread and changed again around the world.
Just for fun

A true origin story: the party that many people call the "birthday of hip hop", on August 11, 1973, in the Bronx, was a back-to-school party organized by Cindy Campbell to raise money for new school clothes. Her brother, DJ Kool Herc, played the records.

Art, literature and identity

  • Modernism: artists broke with realistic traditions. Pablo Picasso helped invent Cubism; his painting Guernica (1937) protested the bombing of the Basque town during the Spanish Civil War.
  • Mexican muralism: after the revolution, artists such as Diego Rivera painted huge public murals celebrating Indigenous heritage, workers and revolution. Frida Kahlo's paintings explored identity, pain and Mexican culture.
  • Literature of decolonization: Rabindranath Tagore of India became the first non-European to win the Nobel Prize in Literature (1913). The Nigerian writer Chinua Achebe's Things Fall Apart (1958) told the story of colonization from an Igbo perspective. Colombia's Gabriel García Márquez (One Hundred Years of Solitude, 1967) brought magical realism to world readers.
  • Fashion as identity: 1920s "flappers" with short hair and short skirts shocked their elders; the miniskirt and jeans became symbols of 1960s youth; Mao suits signalled loyalty in Communist China; in many newly independent African states, leaders wore clothing that expressed national and Pan-African identity.
  • Sport and politics: at the 1936 Berlin Olympics, Jesse Owens, a Black American athlete, won four gold medals in Nazi Germany. At the 1968 Mexico City Olympics, Tommie Smith and John Carlos raised gloved fists on the podium to protest racism. The U.S. led a boycott of the 1980 Moscow Olympics after the Soviet invasion of Afghanistan, and Canada and dozens of other countries joined it; the Soviet bloc boycotted Los Angeles in 1984.
Culture under repression: some examplesNazi Germany1937 "DegenerateArt" exhibitionmocked modernart; bookburnings (1933)Soviet Union"Socialist realism"required; writerssuch as Pasternakand SolzhenitsynattackedMao's ChinaCulturalRevolution: onlya few approved"model" operasand balletsMilitary ChileSinger VíctorJara killed afterthe 1973 coup;books burnedApartheidBooks, films andmusic banned;artists exiledRegimes censor art because they believe it has power to shape how people think.
Every regime in this list tried to control culture. That tells historians how powerful they believed culture to be.

Globalization of culture: Americanization or mixing?

Some critics worried that global culture would become Americanized (sometimes called "Coca-colonization"). Others point out that cultures hybridize: borrowed forms are adapted, and influence flows in many directions, as K-pop, anime, Bollywood, Nollywood, Latin music and global hip hop show. Many countries, including Canada with its Canadian content rules, have tried to protect national culture. Historians study both the spread of dominant cultures and the creativity of local responses.

Worked example

Modelled example: Using a song as a primary source (A1.4)

How can a historian use a protest song, such as one of Fela Kuti's songs criticizing Nigeria's military government in the 1970s, as evidence?

  1. Identify the source: title, artist, date, place, and how it was distributed (records, live concerts, radio).
  2. Context: Nigeria was under military rule; Fela's commune was raided by soldiers in 1977, and his mother was fatally injured in the raid.
  3. Message and techniques: lyrics in Nigerian Pidgin English reached ordinary listeners; long grooves and call-and-response drew in audiences; sarcasm mocked soldiers and officials.
  4. What it is evidence of: opposition to military rule, the anger of urban youth, and the regime's sensitivity to criticism (shown by the raid).
  5. Limits: a song expresses one artist's view; to know how widely it was shared, a historian needs evidence of popularity and reactions (sales, press, memories).

A protest song is strong evidence of attitudes and resistance, and of what the authorities feared. Combine it with other evidence to judge how representative it was.

Hands-on activity

Build a cultural time capsule

You need: paper or a slide program, and a device with internet access.

  1. Choose one decade (for example, the 1920s, 1960s or 1990s) and one region outside Canada.
  2. Select five items: a song, a film, a work of art or book, a fashion, and a sporting event or star from that decade and region.
  3. For each, write a caption: title, creator, date, and one sentence on what it shows about the society.
  4. Add one example of censorship or resistance from the same decade and region, if there is one.
  5. Present your capsule to a family member in under three minutes.

What to look for: five accurate, cited items; captions that explain significance rather than just describe; a confident, organized presentation (A1.8).

Your turn

1

Name two non-Hollywood film industries and their countries.

2

Where and when did hip hop begin?

3

What did Picasso's Guernica protest?

4

Why is Chinua Achebe's Things Fall Apart significant?

5

What happened at the 1968 Mexico City Olympics?

6

Give one example of censorship from this lesson.

More practice: warm-up

1

Who was the first non-European to win the Nobel Prize in Literature?

2

Which Nigerian musician pioneered Afrobeat?

3

Which Mexican artist painted huge public murals?

4

Who won four gold medals at the 1936 Berlin Olympics?

5

What is K-pop?

More practice: on your own

1

Why did regimes censor art and music?

2

How did new media technology change culture?

3

Explain the debate between Americanization and hybridization.

4

How was sport used politically during the Cold War?

5

Why did Mexican muralists celebrate Indigenous heritage?

Challenge

1

Assess the significance of one cultural trend from this lesson using criteria (reach, depth, duration, influence on later developments).

2

Can culture change politics? Use two examples.

3

Why might a historian of the 1960s study fashion?

Check your understanding

Quiz

1.

Which painting protested the bombing of a Basque town in 1937?

2.

What does the history of hip hop best illustrate?

3.

Which writer told the story of colonization from an Igbo perspective in 1958?

4.

Which two countries were among those that boycotted the 1980 Moscow Olympics?

5.

What was "socialist realism"?

6.

Which statement best explains why regimes censor culture?

For parents and teachers

Big idea: E3.4: the significance of cultural trends since 1900 in music, film, fashion, literature, art and sport, and the effects of censorship; and how technology spread culture (E1.2). Skills: using cultural artifacts as primary sources and presenting findings (A1.4, A1.8).

How to help: Share music, films or fashion from your youth and ask your teen what they reveal about the time. Listen to the time-capsule presentation.

Common difficulties:

  • Describing a song or film without explaining its significance.
  • Assuming culture flows only from the U.S. outward.
  • Forgetting that a single artist's view needs other evidence to show how widely it was shared.