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Instructor Guidance Week 3 Please find two sections below. Don't forget to reference instructor guidance in your posts! History Screencasts Check out...

Week 3 Discussion 1
Background: When the First World War ended, Americans welcomed what they hoped would be a “return to normalcy.” The decades that followed, however, are ones which would rarely be described as normal in comparison to what came before or after. During these decades, a struggle ensued within the American nation regarding how best to define the nation’s essential character, as groups like the revived Ku Klux Klan fought a rearguard action to define nationhood solely in terms of white skin and Protestant religion against secularists, Catholics, flappers, “New Negroes,” and others who challenged the traditional order. Immediately thereafter, the New Deal implemented in response to the Great Depression revolutionized the role of the federal government in lives of the American people, in ways that many Americans believed violated the basic tenets of the Constitution—and others believed were not radical enough. Taken together, the decades from 1920 to 1940 may have transformed the American nation more than any other comparable time period.

Resources: When responding to these questions, draw material from ONE of the following videos:
a. Hogan, H. (Writer). (2003). The great depression. [Television series episode]. In R. Hawksworth (Executive producer), America in the 20th Century. New York, NY: Films for the Humanities & Sciences. Retrieved from
b. Hogan, H. (Writer). (2003). The roaring twenties [Television series episode]. In R. Hawksworth (Executive producer), America in the 20th Century. New York, NY: Films for the Humanities & Sciences. Retrieved from
c. Stone, R. (Writer & Director). (2009). The civilian conservation corps [Television series episode]. In M. Samels (Executive producer), The 1930s. Boston, MA: WGBH Educational Foundation. Retrieved from
Also, draw from the material in AT LEAST TWO of the following primary sources:
a. Bliven, B. (1925, Sept. 9). Flapper Jane. Retrieved from
b. Forquignon. (1932). Bonus army marches on Washington, DC 1932 [Video]. Retrieved from
c. Hartt, R. L. (1921, Jan. 15). “The new Negro”: “When he’s hit, he hits back!”. Independent. Retrieved from
d. Long, H. (1934, Feb. 23). Share our wealth speech. Retrieved from
e. Marshall, C. C. (1927, April). An open letter to the honorable Alfred E. Smith. Atlantic Monthly, 139, 540-544, 548-549. Retrieved from
f. Martin, T. T. (1923). Hell and high schools. Atlantic Monthly, 139, 540-544, 548-549. Retrieved from
g. McDougald, E. J. (1925). The double task of Negro womanhood.In A. Locke (Ed.), The New Negro: An Interpretation. Retrieved from
h. Roosevelt, F. D. (1933, May 7). Address of the President delivered by radio from the White House. Retrieved from
i. Shafter, L. H. (1938). I’d rather not be on relief. Retrieved from
j. The New Deal Network. (2003). TVA: Electricity for all. [Interactive Exhibit]. Retrieved from
Instructions: Review the major social and economic developments in American society during the 1920s and 1930s. After reviewing your Instructor’s Guidance and completing the weekly reading assignments (including those in the resource section below), please post a substantive discussion post of at least 200 words that compares and contrasts the decades of the 1920’s with the 1930s using the following questions as the basis of your analysis:
• How did American society change in the two decades after the First World War?
• How did the federal government change in response to those changes?
• How did the American people respond to the changing role of the federal government?
• How did the New Deal change over time and what alternatives were offered to it?
• Which groups benefited or suffered most from these changes?
• Should this period be regarded as having represented a revolutionary moment in American history?
Along with the general discussion, address developments across these two decades related to AT LEAST ONE of the following groups:
• Evangelical Protestants
• Farmers
• African Americans
• Women
• Business owners
• The middle class
Your initial post should be at least 200 words in length. Support your claims with examples from the required material(s) and properly cite any references. You may use additional scholarly sources to support your points if you choose. Respond to at least two of your classmates’ posts by Day 7 in at least 100 words. When responding to classmates, you should refer to the material from one of the sources which you did not reference in your initial post.

Instructor Guidance Week 3 Please find two sections below. Don't forget to reference instructor guidance in your posts! History Screencasts Check out these two presentations: 1. What is history: 2. Periodization: "The Myth of American Isolationism" The claim of American Isolationism during the interwar period (1918-1941) has been a long standing "norm" of the US master narrative. Recent scholarship, however, challenges isolationist claims. Myths are part of national narratives and aim to frame citizens' understanding about national character and identity through an interpretation of the past. I argue that the USA was not isolationist between the WW1 and WW2. Let's examine the concept of isolation. Isolationism is a concept used in international politics to describe a nation’s foreign policy whose penchant is to remain removed from affairs around the globe, in a region, or in regards to a specific nation. The concept is typically seen as the polar opposite of “interventionism”, the active involvement in the affairs external to one’s nation. Although commonly discussed solely as a foreign policy, isolationism is directly related to a nation’s domestic policies. In this light, isolationism also refers to a nation’s focus on developing its own progress, addressing internal needs and to avoid foreign responsibilities. It is important to remember that isolationism, like most other concepts, is not an absolute descriptor. Nation’s display range of isolationist:interventionist qualities (economic, political, military, and cultural for example) depending on the geo- political context. In certain circles “isolationism” carries largely negative connotations, which date back to the unwillingness to confront Nazi Germany and imperial Japan in the 1930s. Because of these varieties, isolationism proves to be a complex term and is often oversimplified and used incorrectly to describe a nation’s beliefs and policy. In United States history, references to isolationism tends to allude to two eras in US diplomatic history: the foreign policy of George Washington and John Adams (the Revolutionary Era) and the interwar period 1918-1941. Both of these “periods” provide a
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national foreign policy narrative where isolationism is a “natural” tendency (epitomized in George Washington’s “Farewell Address”) and interventionism is a reluctant choice forced upon the US in the 20 th century (Pearl Harbor). This basic narrative is supported by an additional “imperialistic aberration” taken by the US during the Spanish-American War (1898). Historian David Fromkin summarizes the narrative writing, “Ever since 1898, the fundamental question about American foreign policy has been whether the United states would choose to play a continuing role in foreign affairs. The question is possible because there is a collective, popular belief that isolationist is the norm of US foreign policy. This isolationist narrative in US history (found in most high school textbooks) is problematic. First, explanations of Washington’s advice to “steer clear of permanent alliances with any portion of the foreign world” fail to mention the US condition at the time; a weak, indebted, and vulnerable nation. In this light, Washington’s policy addresses the international realities of the time, and not a universal diplomacy. Second, US military intervention predates the 1898 “experiment with empire.” This includes military action taken in North Africa (1801-1805, 1815), the Invasion of Canada (1812), the creation of Liberia (1820), the Mexican War (1846- 1848), the forcing of Japan to trade relations (1850s), the William Walker conquest of Nicaragua (1856-1857), continuous war with Native American nations (1840s-1870s), and the Samoan Crisis (1887-1888). Third, between WW 1 and WW2, US international relations included political, military, and economic intervention in the Dominican Republic (1916-1924), Guatemala (1920), Honduras (1919, 1924, 1925), and Panama (1921, 1925). U.S. involvement with Cuba in the 1920’s and 1930’s involved direct intersections of political, economic, and social institutions. Lastly, isolationism refers to various beliefs or policies which tend to contradict US intervention realities since 1945. During the Cold War (1945-1991), the US used military force to intervene 67 times. President William Clinton continued this policy displaying military force in Somalia (1993), Iraq (1993-2000), Yugoslavia (1995 and 1999) Sudan (1998) and Afghanistan (1998). In the 21 st century, Presidents George W. Bush and Barack Obama have engaged in wars in Iraq and Afghanistan.
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The 1920s were known as carefree and relaxed. First World War brought many changes in the
society. Many women and minority workers faced with loss of jobs as men returned to the
workforce. World...

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