compare and contrast 1920s and 1930s essay

Comparison Between 1920s and 1930s

The 1920’s was the first decade to have a nickname such as “Roaring 20’s” or “Jazz Age. ” For many Americans, the 1920’s was a decade of prosperity and confidence. But for others this decade seemed to bring cultural conflicts, nativists against immigrants, religious liberals against fundamentalists and rural provincials against urban cosmopolitans. There was a drastic change in economy through the course of 1920 to 1930. During 1930 the great depression had turned the American dream into a nightmare and what once was the land of opportunity had become the land of desperation.

Both 1920s and 1930s have been characterized by radical political movements. Also throughout the course of these two decades entertainment was a big hit. The celebration was a big part of the 1920s and due to this, many different behaviors were developed among these large populations, dancing became a big thing, people loved to dance especially the Charleston, Fox-trot and Shimmy. Dance marathons were something people went to every weekend. The radio became very popular as well; people liked listening to Jazz, especially the king of Jazz, Louis Armstrong .

People also tuned in to listen to sports and live events. Movies were also a big thing during this decade. Parlor games and board games were popular in the 1930’s, people gathered around the radio to listen to the Yankees. Young people danced to big bands. The golden age of the mystery novel continued as people escaped into books, reading writers like Agatha Christie, Dashiell Hammett, and Raymond Chandler. Big band or swing became very popular. Meanwhile there were also many differences between the two decades. During the 1920’s for the first time, more Americans lived in cities rather than on farms.

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For many Americans the growth of cities, the rise of consumer culture, the increase of mass entertainment and the so-called “revolution in morals and manners” represented liberation from the restrictions of the country’s Victorian past. Sexual mores, gender roles, hair styles, and dressing all changed. In this decade penicillin was discovered and also the insulin for diabetics. The nation’s wealth more than doubled and this economic growth brought many Americans into an affluent but unfamiliar consumer society. October 29, 1929 later became known as black Thursday, the stock market began its downhill drop.

Many people believed that after this day prices would rise again as it had occurred in the past, but instead prices kept dropping. America had celebrated for eight years, but now everything was wasted in just weeks by the stock market. It was the sad ending to the glorious decade. Yet the beginning of the 1930’s, in the beginning, one-quarter of all wage-earning workers were unemployed and money was scarce because of the depression. During the great depression the American dream had now become a nightmare what once was the land of opportunity had turned into the land of desperation.

President Herbert Hoover did not do much to alleviate the crisis, he only argued that there was patience and self reliance needed to get them through this incident. But in 1932, Americans elected a new president, Franklin Delano Roosevelt, who pledged to use the power of the federal government to make Americans’ lives better. Over the next nine years Roosevelt’s New Deal created a new role for government in American life. Many Americans looked at the 1920’s as a decade of confidence and prosperity. However the end of the decade brought about big changes economically, politically, and socially.

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The drama of the mid-twentieth century emerged on a foundation of earlier struggles. Two are particularly notable: the NAACP’s campaign against lynching, and the NAACP’s legal campaign against segregated education, which culminated in the Supreme Court’s 1954 Brown decision.

The NAACP’s anti-lynching campaign of the 1930s combined widespread publicity about the causes and costs of lynching, a successful drive to defeat Supreme Court nominee John J. Parker for his white supremacist and anti-union views and then defeat senators who voted for confirmation, and a skillful effort to lobby Congress and the Roosevelt administration to pass a federal anti-lynching law. Southern senators filibustered, but they could not prevent the formation of a national consensus against lynching; by 1938 the number of lynchings declined steeply. Other organizations, such as the left-wing National Negro Congress, fought lynching, too, but the NAACP emerged from the campaign as the most influential civil rights organization in national politics and maintained that position through the mid-1950s.

Houston was unabashed: lawyers were either social engineers or they were parasites. He desired equal access to education, but he also was concerned with the type of society blacks were trying to integrate. He was among those who surveyed American society and saw racial inequality and the ruling powers that promoted racism to divide black workers from white workers. Because he believed that racial violence in Depression-era America was so pervasive as to make mass direct action untenable, he emphasized the redress of grievances through the courts.

The designers of the Brown strategy developed a potent combination of gradualism in legal matters and advocacy of far-reaching change in other political arenas. Through the 1930s and much of the 1940s, the NAACP initiated suits that dismantled aspects of the edifice of segregated education, each building on the precedent of the previous one. Not until the late 1940s did the NAACP believe it politically feasible to challenge directly the constitutionality of “separate but equal” education itself. Concurrently, civil rights organizations backed efforts to radically alter the balance of power between employers and workers in the United States. They paid special attention to forming an alliance with organized labor, whose history of racial exclusion angered blacks. In the 1930s, the National Negro Congress brought blacks into the newly formed United Steel Workers, and the union paid attention to the particular demands of African Americans. The NAACP assisted the Brotherhood of Sleeping Car Porters, the largest black labor organization of its day. In the 1940s, the United Auto Workers, with NAACP encouragement, made overtures to black workers. The NAACP’s successful fight against the Democratic white primary in the South was more than a bid for inclusion; it was a stiff challenge to what was in fact a regional one-party dictatorship. Recognizing the interdependence of domestic and foreign affairs, the NAACP’s program in the 1920s and 1930s promoted solidarity with Haitians who were trying to end the American military occupation and with colonized blacks elsewhere in the Caribbean and in Africa. African Americans’ support for WWII and the battle against the Master Race ideology abroad was matched by equal determination to eradicate it in America, too. In the post-war years blacks supported the decolonization of Africa and Asia.

The Cold War and McCarthyism put a hold on such expansive conceptions of civil/human rights. Critics of our domestic and foreign policies who exceeded narrowly defined boundaries were labeled un-American and thus sequestered from Americans’ consciousness. In a supreme irony, the Supreme Court rendered the Brown decision and then the government suppressed the very critique of American society that animated many of Brown ’s architects.

White southern resistance to Brown was formidable and the slow pace of change stimulated impatience especially among younger African Americans as the 1960s began. They concluded that they could not wait for change—they had to make it. And the Montgomery Bus Boycott , which lasted the entire year of 1956, had demonstrated that mass direct action could indeed work. The four college students from Greensboro who sat at the Woolworth lunch counter set off a decade of activity and organizing that would kill Jim Crow.

Elimination of segregation in public accommodations and the removal of “Whites Only” and “Colored Only” signs was no mean feat. Yet from the very first sit-in, Ella Baker , the grassroots leader whose activism dated from the 1930s and who was advisor to the students who founded the Student Nonviolent Coordinating Committee (SNCC), pointed out that the struggle was “concerned with something much bigger than a hamburger or even a giant-sized Coke.” Far more was at stake for these activists than changing the hearts of whites. When the sit-ins swept Atlanta in 1960, protesters’ demands included jobs, health care, reform of the police and criminal justice system, education, and the vote. (See: “An Appeal for Human Rights.” ) Demonstrations in Birmingham in 1963 under the leadership of Fred Shuttlesworth’s Alabama Christian Movement for Human Rights, which was affiliated with the SCLC, demanded not only an end to segregation in downtown stores but also jobs for African Americans in those businesses and municipal government. The 1963 March on Washington, most often remembered as the event at which Dr. King proclaimed his dream, was a demonstration for “Jobs and Justice.”

Movement activists from SNCC and CORE asked sharp questions about the exclusive nature of American democracy and advocated solutions to the disfranchisement and violation of the human rights of African Americans, including Dr. King’s nonviolent populism, Robert Williams’ “armed self-reliance,” and Malcolm X’s incisive critiques of worldwide white supremacy, among others. (See: Dr. King, “Where Do We Go from Here?” ; Robert F. Williams, “Negroes with Guns” ; and Malcolm X, “Not just an American problem, but a world problem.” ) What they proposed was breathtakingly radical, especially in light of today’s political discourse and the simplistic ways it prefers to remember the freedom struggle. King called for a guaranteed annual income, redistribution of the national wealth to meet human needs, and an end to a war to colonize the Vietnamese. Malcolm X proposed to internationalize the black American freedom struggle and to link it with liberation movements in Asia, Africa, and Latin America. Thus the Civil Rights Movement of the 1950s and 1960s was not concerned exclusively with interracial cooperation or segregation and discrimination as a character issue. Rather, as in earlier decades, the prize was a redefinition of American society and a redistribution of social and economic power.

Guiding Student Discussion

Students discussing the Civil Rights Movement will often direct their attention to individuals’ motives. For example, they will question whether President Kennedy sincerely believed in racial equality when he supported civil rights or only did so out of political expediency. Or they may ask how whites could be so cruel as to attack peaceful and dignified demonstrators. They may also express awe at Martin Luther King’s forbearance and calls for integration while showing discomfort with Black Power’s separatism and proclamations of self-defense. But a focus on the character and moral fiber of leading individuals overlooks the movement’s attempts to change the ways in which political, social, and economic power are exercised. Leading productive discussions that consider broader issues will likely have to involve debunking some conventional wisdom about the Civil Rights Movement. Guiding students to discuss the extent to which nonviolence and racial integration were considered within the movement to be hallowed goals can lead them to greater insights.

Nonviolence and passive resistance were prominent tactics of protesters and organizations. (See: SNCC Statement of Purpose and Jo Ann Gibson Robinson’s memoir, The Montgomery Bus Boycott and the Women Who Started It. ) But they were not the only ones, and the number of protesters who were ideologically committed to them was relatively small. Although the name of one of the important civil rights organizations was the Student Nonviolent Coordinating Committee, its members soon concluded that advocating nonviolence as a principle was irrelevant to most African Americans they were trying to reach. Movement participants in Mississippi, for example, did not decide beforehand to engage in violence, but self-defense was simply considered common sense. If some SNCC members in Mississippi were convinced pacifists in the face of escalating violence, they nevertheless enjoyed the protection of local people who shared their goals but were not yet ready to beat their swords into ploughshares.

Armed self-defense had been an essential component of the black freedom struggle, and it was not confined to the fringe. Returning soldiers fought back against white mobs during the Red Summer of 1919. In 1946, World War Two veterans likewise protected black communities in places like Columbia, Tennessee, the site of a bloody race riot. Their self-defense undoubtedly brought national attention to the oppressive conditions of African Americans; the NAACP’s nationwide campaign prompted President Truman to appoint a civil rights commission that produced To Secure These Rights , a landmark report that called for the elimination of segregation. Army veteran Robert F. Williams, who was a proponent of what he called “armed self-reliance,” headed a thriving branch of the NAACP in Monroe, North Carolina, in the early 1950s. The poet Claude McKay’s “If We Must Die” dramatically captures the spirit of self-defense and violence.

Often, deciding whether violence is “good” or “bad,” necessary or ill-conceived depends on one’s perspective and which point of view runs through history books. Students should be encouraged to consider why activists may have considered violence a necessary part of their work and what role it played in their overall programs. Are violence and nonviolence necessarily antithetical, or can they be complementary? For example the Black Panther Party may be best remembered by images of members clad in leather and carrying rifles, but they also challenged widespread police brutality, advocated reform of the criminal justice system, and established community survival programs, including medical clinics, schools, and their signature breakfast program. One question that can lead to an extended discussion is to ask students what the difference is between people who rioted in the 1960s and advocated violence and the participants in the Boston Tea Party at the outset of the American Revolution. Both groups wanted out from oppression, both saw that violence could be efficacious, and both were excoriated by the rulers of their day. Teachers and students can then explore reasons why those Boston hooligans are celebrated in American history and whether the same standards should be applied to those who used arms in the 1960s.

An important goal of the Civil Rights Movement was the elimination of segregation. But if students, who are now a generation or more removed from Jim Crow, are asked to define segregation, they are likely to point out examples of individual racial separation such as blacks and whites eating at different cafeteria tables and the existence of black and white houses of worship. Like most of our political leaders and public opinion, they place King’s injunction to judge people by the content of their character and not the color of their skin exclusively in the context of personal relationships and interactions. Yet segregation was a social, political, and economic system that placed African Americans in an inferior position, disfranchised them, and was enforced by custom, law, and official and vigilante violence.

The discussion of segregation should be expanded beyond expressions of personal preferences. One way to do this is to distinguish between black and white students hanging out in different parts of a school and a law mandating racially separate schools, or between black and white students eating separately and a laws or customs excluding African Americans from restaurants and other public facilities. Put another way, the civil rights movement was not fought merely to ensure that students of different backgrounds could become acquainted with each other. The goal of an integrated and multicultural America is not achieved simply by proximity. Schools, the economy, and other social institutions needed to be reformed to meet the needs for all. This was the larger and widely understood meaning of the goal of ending Jim Crow, and it is argued forcefully by James Farmer in “Integration or Desegregation.”

A guided discussion should point out that many of the approaches to ending segregation did not embrace integration or assimilation, and students should become aware of the appeal of separatism. W. E. B. Du Bois believed in what is today called multiculturalism. But by the mid-1930s he concluded that the Great Depression, virulent racism, and the unreliability of white progressive reformers who had previously expressed sympathy for civil rights rendered an integrated America a distant dream. In an important article, “Does the Negro Need Separate Schools?” Du Bois argued for the strengthening of black pride and the fortification of separate black schools and other important institutions. Black communities across the country were in severe distress; it was counterproductive, he argued, to sacrifice black schoolchildren at the altar of integration and to get them into previously all-white schools, where they would be shunned and worse. It was far better to invest in strengthening black-controlled education to meet black communities’ needs. If, in the future, integration became a possibility, African Americans would be positioned to enter that new arrangement on equal terms. Du Bois’ argument found echoes in the 1960s writing of Stokely Carmichael ( “Toward Black Liberation” ) and Malcolm X ( “The Ballot or the Bullet” ).

Scholars Debate

Any brief discussion of historical literature on the Civil Rights Movement is bound to be incomplete. The books offered—a biography, a study of the black freedom struggle in Memphis, a brief study of the Brown decision, and a debate over the unfolding of the movement—were selected for their accessibility variety, and usefulness to teaching, as well as the soundness of their scholarship.

Walter White: Mr. NAACP , by Kenneth Robert Janken, is a biography of one of the most well known civil rights figure of the first half of the twentieth century. White made a name for himself as the NAACP’s risk-taking investigator of lynchings, riots, and other racial violence in the years after World War I. He was a formidable persuader and was influential in the halls of power, counting Eleanor Roosevelt, senators, representatives, cabinet secretaries, Supreme Court justices, union leaders, Hollywood moguls, and diplomats among his circle of friends. His style of work depended upon rallying enlightened elites, and he favored a placing effort into developing a civil rights bureaucracy over local and mass-oriented organizations. Walter White was an expert in the practice of “brokerage politics”: During decades when the majority of African Americans were legally disfranchised, White led the organization that gave them an effective voice, representing them and interpreting their demands and desires (as he understood them) to those in power. Two examples of this were highlighted in the first part of this essay: the anti-lynching crusade, and the lobbying of President Truman, which resulted in To Secure These Rights . A third example is his essential role in producing Marian Anderson’s iconic 1939 Easter Sunday concert at the Lincoln Memorial, which drew the avid support of President Roosevelt and members of his administration, the Congress, and the Supreme Court. His style of leadership was, before the emergence of direct mass action in the years after White’s death in 1955, the dominant one in the Civil Rights Movement.

There are many excellent books that study the development of the Civil Rights Movement in one locality or state. An excellent addition to the collection of local studies is Battling the Plantation Mentality , by Laurie B. Green, which focuses on Memphis and the surrounding rural areas of Tennessee, Arkansas, and Mississippi between the late 1930s and 1968, when Martin Luther King was assassinated there. Like the best of the local studies, this book presents an expanded definition of civil rights that encompasses not only desegregation of public facilities and the attainment of legal rights but also economic and political equality. Central to this were efforts by African Americans to define themselves and shake off the cultural impositions and mores of Jim Crow. During WWII, unionized black men went on strike in the defense industry to upgrade their job classifications. Part of their grievances revolved around wages and working conditions, but black workers took issue, too, with employers’ and the government’s reasoning that only low status jobs were open to blacks because they were less intelligent and capable. In 1955, six black female employees at a white-owned restaurant objected to the owner’s new method of attracting customers as degrading and redolent of the plantation: placing one of them outside dressed as a mammy doll to ring a dinner bell. When the workers tried to walk off the job, the owner had them arrested, which gave rise to local protest. In 1960, black Memphis activists helped support black sharecroppers in surrounding counties who were evicted from their homes when they initiated voter registration drives. The 1968 sanitation workers strike mushroomed into a mass community protest both because of wage issues and the strikers’ determination to break the perception of their being dependent, epitomized in their slogan “I Am a Man.” This book also shows that not everyone was able to cast off the plantation mentality, as black workers and energetic students at LeMoyne College confronted established black leaders whose positions and status depended on white elites’ sufferance.

Brown v. Board of Education: A Brief History with Documents , edited by Waldo E. Martin, Jr., contains an insightful 40-page essay that places both the NAACP’s legal strategy and 1954 Brown decision in multiple contexts, including alternate approaches to incorporating African American citizens into the American nation, and the impact of World War II and the Cold War on the road to Brown . The accompanying documents affirm the longstanding black freedom struggle, including demands for integrated schools in Boston in 1849, continuing with protests against the separate but equal ruling in Plessy v. Ferguson of 1896, and important items from the NAACP’s cases leading up to Brown . The documents are prefaced by detailed head notes and provocative discussion questions.

Debating the Civil Rights Movement , by Steven F. Lawson and Charles Payne, is likewise focused on instruction and discussion. This essay has largely focused on the development of the Civil Rights Movement from the standpoint of African American resistance to segregation and the formation organizations to fight for racial, economic, social, and political equality. One area it does not explore is how the federal government helped to shape the movement. Steven Lawson traces the federal response to African Americans’ demands for civil rights and concludes that it was legislation, judicial decisions, and executive actions between 1945 and 1968 that was most responsible for the nation’s advance toward racial equality. Charles Payne vigorously disagrees, focusing instead on the protracted grassroots organizing as the motive force for whatever incomplete change occurred during those years. Each essay runs about forty pages, followed by smart selections of documents that support their cases.

Kenneth R. Janken is Professor of African and Afro-American Studies and Director of Experiential Education, Office of Undergraduate Curricula at the University of North Carolina at Chapel Hill. He is the author of White: The Biography of Walter White, Mr. NAACP and Rayford W. Logan and the Dilemma of the African American Intellectual . He was a Fellow at the National Humanities Center in 2000-01.

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Course: US history   >   Unit 7

• The Nineteenth Amendment
• 1920s urbanization and immigration
• The reemergence of the KKK
• Prohibition
• Republican ascendancy: politics in the 1920s
• The presidency of Calvin Coolidge
• 1920s consumption
• Movies, radio, and sports in the 1920s

American culture in the 1920s

• Nativism and fundamentalism in the 1920s
• America in the 1920s

• The Lost Generation refers to the generation of artists, writers, and intellectuals that came of age during the First World War (1914-1918) and the “Roaring Twenties.”
• The utter carnage and uncertain outcome of the war was disillusioning, and many began to question the values and assumptions of Western civilization.
• Economic, political, and technological developments heightened the popularity of jazz music in the 1920s, a decade of unprecedented economic growth and prosperity in the United States.
• African Americans were highly influential in the music and literature of the 1920s.

The First World War

The lost generation, jazz and the “roaring twenties”, the harlem renaissance, what do you think.

• For more, see David M. Kennedy, Over Here: The First World War and American Society (New York: Oxford University Press, 1980).
• For more, see Noel Riley Fitch, Sylvia Beach and the Lost Generation: A History of Literary Paris in the Twenties and Thirties (New York: W.W. Norton & Company, 1985).
• See Lynn Dumenil, The Modern Temper: American Culture and Society in the 1920s (New York: Hill and Wang, 1995).
• See Kathy J. Ogren, The Jazz Revolution: Twenties America and the Meaning of Jazz (New York: Oxford University Press, 1992).
• For more on the Harlem Renaissance, see Jeffrey B. Ferguson, The Harlem Renaissance: A Brief History with Documents (New York: Bedford/St. Martin’s, 2007).

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Home — Essay Samples — History — Roaring Twenties — A History of the Roaring 20s Era

A History of The Roaring 20s Era

• Categories: Roaring Twenties

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Words: 721 |

Published: Dec 11, 2018

Words: 721 | Pages: 2 | 4 min read

Works Cited:

• Atkins, J. W. H. (2008). Martin Luther King Jr. and the Global Freedom Struggle. Palgrave Macmillan.
• Branch, T. (1989). Parting the waters: America in the King years, 1954-63. Simon & Schuster.
• Carson, C., Shepard, S. A., & Garrow, D. J. (Eds.). (1998). The papers of Martin Luther King, Jr: Volume VI: Advocate of the social gospel, September 1948–March 1963. University of California Press.
• Fairclough, A. (1995). To redeem the soul of America: The Southern Christian Leadership Conference and Martin Luther King, Jr. University of Georgia Press.
• King, M. L. (1992). The Autobiography of Martin Luther King, Jr. Warner Books.
• McPherson, S. (2001). The Civil Rights Movement and the Logic of Social Change. Cambridge University Press.
• Pierce, J. R. (2017). The Cambridge Companion to Martin Luther King Jr. Cambridge University Press.
• Sitkoff, H. (2008). The struggle for Black equality. Hill and Wang.
• Ward, B. (2013). The Reverend's Journey: The Making of a Civil Rights Leader. Palgrave Macmillan.
• Williams, J. M. (2004). From M.L. King Jr. to Barack Obama: African American history and its meanings for the twenty-first century. Journal of African American History, 89(2), 118-126.

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Similarities Between The 1920s And 1930s

During the 1920’s and 1930’s many families immigrating to America were enduring strong abhorrence towards them because of their religion, beliefs, and where they were from. Two of these people experiencing hardship were the creators of Superman, Jerry Siegel and Joe Shuster, whose Jewish parents had immigrated to America before having them. Siegel and Shuster wanted to create a superhero to give immigrants entering, or immigrants that were already there, in the United States a kind of hope since many Americans did not want them there (Tye 8). To add to not being wanted there many immigrants were bullied because of the fact that they were unwanted in America by many citizens during the Great Depression. Today, superheroes are most commonly used …show more content…

This was the time in October of 1929 when everything on Wall Street suddenly became bankrupt and the whole nation’s economy lay in ruins and many people were forced to live in austere conditions. This event caused strong antagonism throughout America, sometimes causing people to feel strong hatred towards some groups of immigrants that were coming into the United States. Americans felt that they did not have enough room to bring in more people during a time of tragedy because of the Stock Market Crash of 1929. Americans did not welcome the thought of immigrants entering America, so they chose to cause trouble with the new people entering the United States. Jerry Siegel and Joe Shuster were both the children of Jewish Immigrants, which was a key factor in the development and creation of the heroic Superman (Tye 15). The creators of Superman knew how all of the other immigrants in America felt, since they endured the same problems in their time. Therefore, they wanted to create an icon or super-man to help support them and bring them up during tough times. Simply put, the creators of Superman did not want to watch people go through what they went through, so Superman’s history explains how many immigrants felt as they entered the United …show more content…

The main reason to this being because the citizens of America thought that the immigrants were only going to make the depression harsher by putting too much population stress on the already demolished economy. They feared that this would make them vulnerable and live in austere conditions. Americans believed that their life was already bad enough with the current population in America, so the thought of more people joining made Americans upset and full of hatred. An example of this hatred that many immigrants went through is when Larry Tye, author of the book The High-Flying History of America’s Most Enduring Hero, informed readers of his book that Jerry Siegels teacher called him a “Bad, bad boy!” and in addition called him “Bad and disgusting.” (3) simply for politely asking to use the restroom. Furthermore, Superman helped assist immigrants and provide them with the resilience and boldness to stand up for themselves and what they believe in. People could not do this before because they felt they were too weak, but, because of Superman, they finally had the confidence to do what they had always wanted to. Superman himself was a minority since he was the only one of his kind left, and he was always surrounded by many normal human beings. Even though he was that much of a minority, he never lost strength

The Similarities and Differences of the 1920’s and 1950’s

Out of some of the most turbulent times in history have come the greatest ages of success and prosperity. The 1920’s and 1950’s are two eras that exemplify the spirit of triumph and wealth. In both decades, a nation thrilled by the victorious conclusion of war and the return of their loved ones from war entered into an age of capitalism and materialism, bolstering the economy and with it national pride. Some of features most common to the 20’s and 50’s were consumerism and the accompanying optimistic mindset, the extent to which new ideas entered society, and discrimination in terms of both sexism and racism.

Compare And Contrast Superman And Me By Sherman Alexie

They both are trying to save lives in different ways. Sherman Alexie says “I am trying to save our lives.” This statement shows that he is trying to stop non Indians from thinking their ignorant. Superman tries to save lives by stopping crime.

Similarities And Differences Between The 1920s And 1950s

The 1920’s were a very important era in America for better or worse. There were many issues in relation to race and how people of different ethnic groups were treated. African American had a cultural rejuvenation that being the Harlem Renaissance. The advent of the Ford Model T change the way how people traveled. Many may say an era like the 1950’s were highly comparable. Race related issues were on a decline as America as whole sought to be more accepting and the oppressed started to speak out on it. While some may argue that the 1920’s and the 1950’s were similar time periods, you can say they were different due to how the way minority ethnic groups were treated and the new consumerist lifestyles of people in the 1950’s. I believe that

How Immigration Changed America

Economically, they filled a significant need for cheap labor in booming American industries. The large numbers of immigrants helped keep labor cost down for Big Business and different groups were often put against each other in competition for the cheapest workers. Politically, different immigrant groups became active members of various labor organizations and unions, pushing to change pro-business laws and establish regulations governing working conditions and wages. And socially, American culture as it is known now was formed by this influx of immigrants. People from all over the planet brought with them not only their labor but also their cultures, helping to contribute to the mosaic that is the American way of life. These immigrants, as shown by the prejudice and discrimination directed towards them, were not always welcome. In economic hard times, immigrants were blamed for job shortages and family hardships, used as scapegoats for larger problems. Nativist movements were directed against the Chinese, Japanese, Italians, and others, especially during the 1880s and 90s. As evidenced by the Chinese Exclusion Act and later legislation that limited immigration from Japan and other regions, this anti-immigrant sentiment went as high up as the nation's capital. This history was simply a repeat of the nativism and hatred directed against the Irish and Germans of the 1840s and 1850s and is similar to that experienced in America today by immigrants from Mexico and Latin America. In the area of immigration, history repeats

Similarities Between 1930s And 1930s

By the year 1930, the United States of America’s economy was in a “critical [state of] national emergency” (Roosevelt, 1933). With reference to F. D. Roosevelt’s “New Deal” – the policies of economic reform introduced to rebuild the American economy – this essay will compare and contrast the economic situation of present-day South Africa, with that of the United States of America in the 1930s, and will serve to explore the economic theory supporting the major policies implemented in attempt to alleviate the stress on the economy. Lastly, it will build on this theory to suggest two supply-side fiscal policies – education and skills development, and tax reform – which, if implemented effectively by government, would contribute to addressing unemployment and poverty in South Africa.

Essay On Marvel Vs Dc

Both Marvel and DC have their collection of heroes and villains. The only heroes and villains that will be compared are ones with near god-like abilities. Superman is one of these god-like heroes from the DC universe. He has the ability to fly, super strength, near invincibility, super speed, and laser vision. Although he was killed in the events of Batman V Superman, he was revived in the events of Justice League. Superman could destroy tanks, planes and other enemies with relative ease. His comparative hero from the Marvel universe is Thor. Although Thor cannot fly without his hammer, he has the ability to call down lightning, super strength and immortality. Thor did lose his eye in the events of Thor: Ragnarok,

1920s And 1950s Similarities

The 1920s and 1950s both starts out different and ends on different circumstances. The 1920s started out with a wrongful lawsuit and ended with and economic shutdown. The 1950s started out with fighting in wars against communism and ended with and economic growth. Both eras were a lesson for society. The 1920s and 1950s has many differences and similarities between each other.

The 1920s began shortly after World War I when the United States and the allies defeated the Germans in 1918. The 1920’s became known as the “Roaring Twenties,” because of its changes in politics, economics, society, culture and foreign policy. Industries were making their products at an increasing rate; they became richer and more powerful than before World War I. The 1920s were also seen as a decade of contradiction, increase and decrease faith, great hope and great despair.

1880 Immigration Dbq

A mass majority of immigrants came to the United States during the 1880 through 1915 from Europe. They came to America to live a new and improved life. Some immigrants came to America to get better education while others might come to America to escape violence from their home country. Immigrants encountered many harsh experiences while moving to America as well. The native-born Americans felt negatively towards the new incoming immigrants while the immigrants felt that America was the land of opportunity.

Professor Gorman. History 313. 30 March 2017. Immigration

A big portion of these immigrants were coming to the United States not to just help improve their economic status, but also to avoid pogroms. About half of them coming were Jews, fearing the attacks from others in their own country. (Magocsi)

Essay on Superman V. Batman: Who is Greater?

The main factor that tells me that Superman is a better Superhero is that fact that he actually has powers whereas Batman has to rely on money. Superman has many powers such as: Extreme strength, invulnerability, heat and x-ray vision, super breath, and flight. Batman on the other hand, has no powers and without his billionaire status, would

Immigration to the United States: The German Immigrants Essay

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Many immigrants came to America seeking freedom, jobs, and land while others were running from famine and war. While immigrants ran from the problems of their native land, they were running into new problems in America. Americans feared the immigrants would take their jobs or have the right to vote. This fear caused discrimination against the immigrants due to their diverse backgrounds from Germany, Ireland, and China. Immigrants that came to America faced the hardship of discrimination because they did not only stand out with their culture but also because Americans didn’t necessarily want them in America.

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Although our current generation has vastly progressed and advanced since the “roaring 20s,” there are countless attributes in which both eras directly resemble one another. These periods were the focal points of advancements in technology, women’s rights, and culture. The groundbreaking advances in technology for both generations had sparked a whole new outlook on our nation’s future ahead. Women’s rights were also a major turning point for education and the workforce, both in the 1920s and the modern day. Lastly, the influence of many individuals in the cultural communities of the “roaring 20s” and the modern day have greatly impacted the foundations of art, music, and sports. Without a doubt, the way of life for individuals in both eras have extremely similar concepts, where both seem to focus on establishing a progressive and strongly developing future.

Similarities And Differences: The Flash Vs. Quicksilver

The origin story of a superhero can also tell us why they became a superhero. The Flash, Barry Allen, was a forensic scientist who was working late in his lab, which was the same night that a particle accelerator went off and exploded. The combination of the particle accelerator explosion, chemicals in the lab, and the bolt of lightning that struck Barry Allen; He was able to travel at amazing speeds. This only describes the process of how he got his powers but his drive to use these powers for good was something that happened to him as a child. When Barry was nine years old he witnesses the

Superheroes Essay

When you think of a superhero one normally thinks of Spiderman, Batman, or Superman, but there were superheroes long before these characters were created. First one must understand that the basis of this name is hero. What is a hero? A hero is a person who does something special or out of the ordinary in order to help others. It could also be someone who is admired for a characteristic about them, be it physical or mental. They are individuals that normal everyday people can look up to. This being the case, a superhero is nothing more then someone who is a hero, but not just that once and for that one person, but someone who helps many people, or leads them. As time went by the number of people who were true heroes diminished and just

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Compare & Contrass - the 1930 to the 1920 - Essay Example

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Extract of sample "Compare & Contrass - the 1930 to the 1920"

Compare and Contrast the 1920s to the 1930s. The 1920s, popularly known as ‘The Roaring Twenties’, was an era of unprecedented economic prosperity and industrial advancement. Various industries - such as the automobile industry, the telecommunications industry and the industries dealing with consumer appliances (vacuum cleaners, electrical heaters etc.) - greatly prospered in this era. In effect, for the urban American, the 1920s was a manifestation of financial security and innumerable opportunities- the two essential requisites for realizing The American Dream.

However, The American Dream that was realized in its entirety in the 1920s underwent a drastic reversal in the 1930s. The beginning of this era was marked with the onset of the Great Depression that had initiated in 1929 and ended with the emergence of the Second World War. As signified by the term Great Depression, this era resulted in economical and industrial losses of unimaginable magnitude. Thus, the era of 1930s can be regarded as being diametrically opposed to the 1920s, in terms of: economic prosperity, industrial advancement, the standard of living and the well-being of the individual.

The following discussion will suffice to substantiate this premise. It is note-worthy that the 1920s was an era of economic boom. With the introduction of the various new industries into the market- the ever-expanding automobile industry and the commercialized radio networks- the masses were able to reap the manifold benefits of the free market economy. As opposed to this industrial boom of the 1920s, various renowned industries- such as those dealing with automobiles and electrical appliances- experienced tremendous setbacks in the 1930s.

Thus, in contrast to the massive employment opportunities in the 1920s, the recession of the 1930s resulted in a harrowing increase in unemployment. Moreover, United States in the 1920s was regarded as an investor’s paradise, due to the highly stable banking structure and the flourishing corporates. Conversely, the financial panic that set in the 1930s, led to the closure of many banks and financial corporations, thus, transforming the investor’s paradise into an investor’s potential grave yard.

It needs to be stressed that the second half of the 1920s, came to be widely regarded as the ‘Golden Twenties’- thus, reiterating the profuse affluence of the era. In this golden era, the life-style of the average American was undoubtedly enviable. The availability of favourably sufficient incomes, afforded people the opportunity to purchase: labour-free appliances, automobiles and to frequently indulge in recreational activities, such as going to the movies and theatres. Moreover, an average American family living in the city could easily: procure loans from the bank, pay the mortgage without seeking an extension and still manage to make huge savings.

In contrast to this, the life-style of the people living in the 1930s, varied dramatically. It is note-worthy that in 1930s, ‘one fourth of the labour force was out of work and hourly wages had dropped by about fifty precent’ (“Great Depression” 242). Consequently, the life-style of the 1930s, no longer reflected the extremely comfortable and idyllic life-style enjoyed by the average American in the 1920s. Most people lost all of their life-savings. The decline in economic prospects in the 1930s, prevented the people from paying their mortgages, and thus, many people were forced to experience the trauma of eviction and the subsequent displacement that resulted thereof.

Furthermore, as opposed to the comfortably warmed and well-furnished houses of the 1920s, many people living through the Great Depression had no choice but to take refuge ‘in the poorly constructed ‘Hoovervilles’ –named after the former U.S. President Herbert Hoover (“Great Depression” 243). These ‘Hoovervilles’ were small towns comprised of roughly constructed ‘Hoover houses’ or shacks that were meant to offer lodging for those who were left homeless as a result of the economic repercussions of the Great Depression.

It is a commonly observed fact that within any capitalistic society, economic well-being results in personal well-being and vice versa. Thus, the unanticipated economic disaster of the 1930s resulted in the suicides of thousands of individuals- a national tragedy unheard of in the 1920s. It needs to be stressed that no substantial steps were taken during the Hoover Administration to curtail this economic calamity. The welfare institutions were non-existent and there were no social security benefits for the unemployed.

On the contrary, in the early 1930s, with the appointment of Franklin.D.Roosevelt in the office, several recovery plans were initiated to speed up the economic recovery process. Roosevelt emphasized that; ‘the forgotten man at the bottom of the economic pyramid’ must be the central focus of the government’s assistance (“Franklin.D.Roosevelt” 299). Social Security Board (SSB), National Youth Administration (NYA) and Home Owner’s Loan Corporation (HOLC), are some of the federally financed programs that were initiated by him.

As the names imply, these assistance agencies aimed at: ‘administering retirement funds, furnishing part-time employment for needy high school and college students and granting long-term mortgage loans on homes’ respectively (“Franklin.D.Roosevelt” 302). Thus, even though in terms of material prosperity, the 1930s was a failure, yet paradoxically the Great Depression resulted in the development of several welfare programs that provided economic assistance to the unemployed and continue to do so, to this day.

In the final analysis, the increased economic depravity of the 1930s made the American public resentful towards the banking structures and they began to abhor the large successive corporations that tenaciously adhered to monopolistic principles in the inter-war era. Ironically, these were the same ideologies of fierce competitiveness that had paved their way for unsurpassable success, a decade earlier. In comparison with the short-lived economic utopia of the 1920s, mere survival on a day-to-day basis became a much cherished dream in the 1930s.

Thus, tragically, the same people who had witnessed the roaring twenties had to live through its exact antithesis- the economic dystopia of the Great Depression. BIBLIOGRAPHY: 1. “Great Depression”. Compton’s Encyclopedia. 74th ed. 26 vols. Chicago: Compton’s Learning Company, 1996. Print. 2. “Franklin Delano Roosevelt”. Compton’s Encyclopedia. 74th ed. 26 vols. Chicago: Compton’s Learning Company, 1996. Print.

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Alina Serbina Pd 3 Essay #1 Compare and contrast United States society in the 1920s and the 1950s with respect to TWO of the following: role of women and consumerism The 1920’s and 1950’s played a big role in women’s roles and consumerism. The 1920’s was a time of an economic boom , due to the end of World War I. Once the soldiers came home , the life of women drastically changed. Many women were no longer satisfied with staying home and wanted to continue to work and perceive careers.The 1950’s were also a post-war decade , marking the end of World War II. This decade sparked an intellectual and economic boom because of the struggle to become a world power.Tensions between the United States and Soviet Union began as both of them wanted to …show more content…

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Categorized into three styles called companionship, dependence, and interdependence, married couples can be ‘in love’, individual with their own separate interests, or maintain a healthy balance within their relationship. Marriage is a tricky institution to navigate, and no one person will get it right, but considering the evolutionary changes of society and popular movements in history, these three styles describe the different marriages and gender roles. Before the 1920’s, men and women upheld separate gender roles in which men were the breadwinners, and females worked in the home, taking care of children and maintaining the love in the relationship. Eventually, women began to enter the workforce outside of their homes where they depended

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The 1920s were marked by an increase in consumerism due to a booming economy post-World War I (CrashCourse, 2013), the increasing popularity of consumer debt (CrashCourse, 2013) and an increase in the mass production of consumer goods (Osburn, n.d.). Coupled with technological advances, families now had access to mass media (in the form of the radio and television) and modern conveniences, such as household appliances and automobiles. Radio and television broadcasts helped to build a mass culture, where consumers were watching, listening, purchasing and emulating the same things across the nation (Osburn, n.d.). Women’s suffrage granted women the right to vote; some women took this new found voting freedom as license to break from traditional female roles in other areas and began dressing and

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