History Discusion ReviewCold War Era ,The Affluent and Anxious Society: The Tur

Prepare: Take a few minutes to think about the material that
we’ve covered in this course so far.

Required Resources

Text

• Barnes, L. & Bowles, M. (2014).The American story: Perspectives
  and encounters from 1877. San Diego, CA: Bridgepoint Education, Inc.
  • Chapter 10: The Cold War Era
  • Chapter 11: The Affluent and Anxious Society
  • Chapter 12: The Turbulent Years

Article

• Hanchett, T. W. (2001). The other ‘subsidized housing’.
  Journal of Housing & Community Development, 58(1), 18. Retrieved
  from the http://www.nahro.org/housing-journal
  • A scholarly article that examines federal housing policy and regulations
    since World War II and resulting impact on society. This is scholarly secondary
    source that is acceptable for use in the Final Project. This article can be
    found in the EBSCOhost database in the Ashford University Library.

Multimedia

• Hannigan, B., Hawksworth, R, & Spencer, S. (Producers). (2009). The post-war years [Series
  episode]. In R. Hawksworth (Executive producer), America in the
  20th century. Retrieved from
  https://secure.films.com/OnDemandEmbed.aspx?Token=47585&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
  • A video that looks at the social, political, and economic changes that
    occurred during the post-World War II years.
• Smith, L. M. (Producer, Director, & Writer). (2003). The house we live in[Series
  episode]. In L. Adelman (Executive producer), Race: The power of an
  illusion. Retrieved from
  https://secure.films.com/OnDemandEmbed.aspx?Token=49736&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
  • A video that examines the concept of race and the ways that the
    understanding of racial categories has over time as well as the ways that those
    understandings of race have affected specific groups and society.

Recommended Resources

Article

• Gutiérrez, J. A. (2011). The Chicano movement: Paths to
  power. Social Studies, 102(1), 25-32.
  doi:10.1080/00377996.2011.533043
  • A scholarly article that provides a short explanation of the major events of
    the Chicano movement. This is a scholarly secondary source that is acceptable
    for use in the Final Project. This article can be found in the EBSCOhost
    database in the Ashford University Library.

Reading

• May, E. (2008). War and peace: Fanning the home fires. In Homeward bound: American families
  in the Cold War era (pp. 58-88). Retrieved from the ebrary database.
  • A chapter from a scholarly book that examines the situation of many American
    women and families in the early Cold War with information on how the Cold War
    affected United States society. This is a scholarly secondary source that is
    acceptable for use in the Final Project.

Multimedia

• Bernard, S. C. (Writer). (2000). A struggle for educational
  equality: 1950-1980 [Series episode]. In School: The story of American
  public education. Retrieved from
  https://secure.films.com/OnDemandEmbed.aspx?Token=11764&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
  • A video that looks that challenges for African Americans, women, Hispanic
    Americans, and the disabled as they pursued educational opportunities.
• Coontz, S. [UChannel]. (2010, Sept. 29). The way we never were: American families and
  the nostalgia trap [Video]. Retrieved from http://youtu.be/MIeAnU7_7TA
  • A recorded lecture given by a well-known and respected historian of United
    States families that examines the realities in opposition to common perceptions
    of the “traditional” family and some results of the social changes in the years
    after World War II.
• Hannigan, B., Hawksworth, R., & Spencer, S. (Producers & Writers).
  (2009). Cold war [Series episode].
  In R. Hawksworth (Executive producer), America in the 20th
  century. Retrieved from
  https://secure.films.com/OnDemandEmbed.aspx?Token=47587&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
  • A video that focuses mainly on the foreign policy issues of the Cold War.
• Pearson Education. (2010, January 1). Civil rights in America
  [Activity]. Retrieved from
  http://media.pearsoncmg.com/ph/hss/shared_hss_assets/political_science/polisim_3/burnstimeline1.html
  • An interactive time line that provides a visual representation of the
    important events in the struggles for equality of African Americans, Native
    Americans, and Latino Americans from 1775 to 2000.
• Valdés, M. J., (Producer) & Sandoval, C. (Writer). (2009). A class apart [Video
  file]. Retrieved from
  https://secure.films.com/OnDemandEmbed.aspx?Token=40874&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
  • A video that discusses the discrimination and segregation faced by the
    Hispanic community in the United States, especially in realm of education.

Reflect: Reflect on what you found interesting, surprising, or
confusing in this past week. Did anything that you learned cause you to
understand an issue and event differently? Have you discovered any habits or
tips that help you to complete your course work more effectively or
efficiently?

Write: This discussion forum is an opportunity for you to
explore topics that interest you, share critical insights and questions that you
are working with, share your struggles and triumphs, and discuss difficulties
that may have arisen this week, hopefully finding solutions. Your initial post
should describe your experiences in the course this past week, prompting further
discussion. You should address at least two of the following
questions:

• What struck you in particular as you explored the course materials this
  week?
• What insights have you had?
• What have you been struggling with?
• What questions have come up for you at this point?
• Do you have any helpful tips that you’ve picked up in this course or in a
  past course?
• Do you have questions about the assignment that your classmates might be
  able to help with? (If you have a question for the instructor, be sure to
  contact your instructor through email or in the Ask Your Instructor Forum).

You are required to post at least 100 total words in this forum this week.
You can post one time or ten times, the only requirements are that you post at
least 100 words total and that you engage in conversation related to course
content. Ask questions, answer questions, provide extra resources you found that
are interesting, or engage in a debate about something you learned this week.
The only requirement is that your comments have to relate to the course
content.

Provide a full explanation of the issues that you discuss in your posts. For
example, if you write that you had difficulty finding sources for your Final
Project, explain where in the process of finding sources you had difficulty. Was
it choosing a database to search? Thinking of search terms? Did your search
return too many sources that were not relevant to your topic? Did your search
return too few results?