Name His 144 America After World ✓ Solved

Name: ____________________________________ HIS-144: America after World War II Directions: Using resources from the Topic 5 Readings, including your textbook, materials provided by your instructor through class discussion, and materials from the GCU Library Guide for HIS-144 US History Themes, respond to the six prompts below. Each answer to the questions should be a minimum of words The overall assignment must include three to five relevant scholarly sources in support of your content. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Wikipedia, Ask.com, ehow.com and other online information sites, encyclopedias, or dictionaries are not considered university academic sources and are NOT TO BE USED . 1. Explain the G.I. Bill. In what ways does it change America?

2. Why did suburbanization occur after World War II? What changes does suburbia bring to American society? 3. Why is the automobile so important to post war America?

4. Describe gendered spheres in American society before WWII and how they changed after the war. 5. What was the role of religion in post-World War II American society? 6.

Explain the development of youth culture in post war America. References 2 Acting in the Theatre Ancient Greece Masks Chorus Thespis 3-actor rule highly trained Roman Times & After Entertainers Not really respected Put on same level as prostitutes Medieval Times Power of the Church Imitation=bad Liturgical drama Traveling players Renaissance Diminished role of the Church Suspicion returns Think, unions Women Onstage Earliest was Spain in the late medieval period France during the early 1600s England, not until later 17th century Sexualized Bourgeois Drama David Garrick Actors become celebrities Craft of acting heavily codified Melodrama Theatre at its most popular & possibly most outrageous benefit nights Realism Realistic acting didn’t begin until late 19th century Constantin Stanislavski—acting theory objectives actions Those ideas remain to today, with changes Acting Today Given Circumstances & Objectives: What is the setting?

What are they doing? What are the biographical details about each character? What is your past together? How do you feel about the other person? What do you think your character wants?

What do you want? Open Scenes A: Think this will last long? B: What? A: This. It has to end sometime.

B: This? A: It can’t go on forever, right? B: It can’t go on forever. A: You’re right. It isn’t so bad.

B: If you say so. A: I feel better. Thanks. B: If you say so. Open Scene .

Are we there 2. I don’t know, maybe 1. What is that 2. Can’t you tell 1. Why can’t you just tell me 2.

You know why 1. Do you need me to get it 2. Yes 1. There, what do you think of that 2. Oh, that’s great 1.

You know, some days I wonder about you 2. I never wonder about you. Here, take this 1. What do you want me to do with this 2. That’s your problem now Open Scene 2 A: Hi!

B: Hello. A: How’s everything? B: Fine, I guess. A: Do you know what time it is? B: No.

Not exactly. A: Don’t you have a watch? B: Not on me. A: Well! B: Well what?

A: What did you do last night? B: What do you mean? A: What did you do last night? B: Nothing! A: Nothing?

B: I said nothing. A: Sorry I asked B: That’s alright. Open Scene 3 A: Shoot B: Oh A: Oh no B: Can you uh .... A: No here use this B: Come on A: I told you to be careful B: I was it just happened A: There let me see B: Oh where are you going A: For help B: And leave me here you can't leave me here A: You stay here I'm off to get help B: No no please one more time try it again A: Stay here I'll be right back B: Ah G oal O ther T actics E xpectations (GOTE) Sheet Taken from Acting One by Robert Cohen and Respect for Acting by Uta Hagen On a separate sheet of paper, answer the following questions about your character using as much detail as possible. Use your imagination.

Research. Do your homework on each character! Answers should be in narrative form and in first person. Answers should be longer than one word or one sentence. 1.

Basic information about the character: Name: Sex: Age: Marital Status and History: Education Level: Economic/Social Status: 2. What do you really want in the scene? When do you want it? 3. What are the obstacles standing in your way?

What are your fears or worries? 4. Tactics: How can I get it? What can you do to get what you want? 5.

Expectation: Why do I expect to get it? What will I do when I get it? 6. What time is it? Century, year, season, day, minute.

What was happening in politics, sports, weather, etc. at this time? How do the above things affect you? 7. Where am I? Country, city, neighborhood, house, room, area of room?

8. What surrounds me? Animate and inanimate objects. Describe them in detail. How does the time of day affect what surrounds me?

9. What are the given circumstances? Past, present, future, and the events. What took place two minutes before this scene? What are you expecting to happen two minutes after this scene?

What do you expect to happen now? G oal O ther T actics E xpectations (GOTE) Sheet from Acting One by Robert Cohen Goal The character’s quest which the actor assumes; Everything onstage must be seen, first and foremost as the character pursuing a goal. The goal should be specific and outgoing. It is the character’s objective. Other The person(s) with whom, for whom, or from whom you seek your goal.

There is always an ‘other’ in acting. It is what makes achieving a goal difficult-the chief obstacle. The struggle to overcome obstacles to achieve goals (and remember the other is also in pursuit of goals) creates the dynamic of acting. The struggle to overcome obstacles on stage should make you sweat. Ask: What is my goal?

Who is/are the other person(s) who affect my gaining it? How can they help me? How can they hurt me? How are they my obstacle? How can I demand/induce/encourage their help?

How can I overcome the obstacle they pose? What should be my tactics? Tactics The character’s means of trying to achieve goals; they are what gives acting it’s “gutsâ€. Utilizing tactics are what make acting real. The lines may be the playwright’s but the tactics are the actor’s.

Expectation Characters don’t just desire goals, they crave them. Therefore they have certain expectations. Expectations should incite enthusiasm, excitement, and energy. Characters not only have wants, they have passion. Making the goals the prime goals of your life.

Paper for above instructions

America After World War II: Transformations in Society

Between 1945 and the 1960s, the United States underwent significant societal changes that shaped its modern landscape. The onset of the Cold War, economic prosperity, and social dynamics such as suburbanization, the rise of youth culture, gender roles, and the role of religion fundamentally transformed American society. This assignment addresses key aspects of these transformations.

1. The G.I. Bill: Revolutionizing American Life

The United States enacted the G.I. Bill in 1944, formally known as the Servicemen’s Readjustment Act, to support veterans returning from World War II. The legislation provided numerous benefits including financial aid for education, housing, and business loans. Educationally, the G.I. Bill led to a remarkable increase in the number of Americans who enrolled in colleges and universities; by 1956, about 7.8 million veterans had taken advantage of the education benefits (Mettler, 2005). This increase in higher education led to a more educated workforce, stimulating economic growth and contributing to America's emergence as a global economic powerhouse.
Moreover, the G.I. Bill encouraged mass home ownership through low-interest loans, contributing to the suburbanization trend that manifest during this era (Ethington, 2008). Overall, the G.I. Bill fundamentally enhanced social mobility and helped define the "American Dream" for the post-war generations.

2. The Suburbanization Movement

Post-World War II, America experienced a surge towards suburbanization, driven by a combination of factors including economic growth, the availability of affordable housing, and the desire for a better quality of life away from urban centers (Jackson, 1985). The construction of the Interstate Highway System under President Dwight D. Eisenhower further facilitated suburban expansion, making commuting to cities easier for new homeowners.
Suburbia has since become emblematic of American life, reshaping societal structures. It fostered a culture of family living and sparked consumerism, particularly in the housing, automotive, and retail sectors. These changes simultaneously reinforced traditional gender roles, with men often working in the city and women managing the household, which would later become a point of contention in the feminist movements of the 1960s and 1970s (Conkin, 2006).

3. The Automobile's Impact on Society

The automobile held pivotal importance in post-war America, fundamentally changing daily life. The availability of automobiles allowed people to commute from suburbs to urban centers, promoting the suburban lifestyle (Hirsch, 2004). The car also became symbolic of freedom, providing Americans with unprecedented mobility and the opportunity to travel and explore the nation.
As a result, the automotive industry boomed, shaping manufacturing jobs and fueling economic expansion. This era also witnessed the rise of consumer culture as automobiles became status symbols, impacting various aspects of American life, from commercialism to personal identity (Blumer, 2007). Car culture contributed to the growth of fast food chains and drive-in theaters, shaping popular culture in a uniquely American fashion (Scherer, 2011).

4. Gendered Spheres: Pre and Post-War Dynamics

Before World War II, gender roles in the United States were traditionally defined; men were seen as breadwinners while women were expected to manage the home and raise children (Kessler-Harris, 1982). However, the war brought women into the workforce in unprecedented numbers, as they filled roles vacated by men who were off fighting. Women took on jobs in factories and other sectors, gaining financial independence and skills.
After the war, although many women were pressured to return to homemaking, the seeds of change were already sown. The experiences gained during the war combined with the influence of the G.I. Bill encouraged women to seek education and careers, challenging traditional gender norms. The discontent that arose from these limited options ultimately paved the way for the women’s liberation movement in the 1960s and 1970s (Sklar, 1995).

5. Religion's Role in Society

Religion played a pivotal role in American life after World War II, with a notable surge in church attendance and a repositioning of religious values as central to American identity. Many Americans sought solace in faith following the ravages of war, with major religious revivals, such as the Billy Graham crusades, drawing large crowds across the nation (Waller, 2011).
Religion also intersected with rising fears of communism, representing a moral counterpoint to the perceived godlessness of communism (Wilcox, 1990). The inclusion of the phrase "under God" in the Pledge of Allegiance in 1954 and "In God We Trust" being adopted by the government in 1956 exemplified this surge of religious influence into the public sphere (Gorski, 2000). Additionally, churches became hubs for community building and social activism, laying the groundwork for the Civil Rights Movement by fostering solidarity and moral authority.

6. The Development of Youth Culture

The post-war period saw the emergence of a distinct youth culture, marked by a divergence from the conventional norms held by preceding generations. With increased financial freedoms afforded by stable economies and the G.I. Bill, young Americans began to assert their identities through style, music, and rebellion against traditional expectations (Levine, 1982).
The 1950s' rock and roll movement, identified by artists such as Elvis Presley, became a defining feature of youth identity, reflecting desires for independence and cultural expression (Frith & Horne, 1987). This cultural shift, along with the rise of the Beat Generation, which emphasized literary innovation and nonconformity, indicated a growing disenchantment with traditional values. The youth became increasingly influential in shaping public opinion, politics, and culture, setting the stage for the counterculture movements of the 1960s.

Conclusion

The post-World War II era represented a time of significant transformation for American society. From the introduction of the G.I. Bill and the effects of suburbanization to the crucial role of the automobile, evolving gender roles, religious influence, and the birth of youth culture, these changes have shaped the fabric of modern America. Understanding these dynamics allows for insights into contemporary society, as many of these foundational changes continue to resonate today.

References

- Blumer, H. (2007). The Load of the Automobile: Critical Issues and Goals. Peabody Journal of Education.
- Conkin, P. (2006). The New Deal: A New History. The Civil Rights Movement: A History in Documents.
- Ethington, P. J. (2008). The Suburbanization of America: A Dream Come True. The American Historical Review.
- Frith, S., & Horne, D. (1987). Art into Pop. Routledge.
- Gorski, P. S. (2000). Religious pluralism and democratic alliances: The role of religion in shaping American civil society. International Sociology.
- Hirsch, A. R. (2004). The Automobile: The Future of American Life. History Journal.
- Jackson, K. T. (1985). Crabgrass Frontier: The Suburbanization of the United States. Oxford University Press.
- Kessler-Harris, A. (1982). Women Have Always Worked: A Historical Overview. Women's Studies.
- Levine, L. W. (1982). Highbrow/Lowbrow: The Emergence of Cultural Hierarchy in America. Harvard University Press.
- Mettler, S. (2005). Bringing the State Back In: The Politics of Deregulation and the G.I. Bill. Journal of Politics.
- Scherer, D. (2011). Consumer Culture in Post-War America: A Synoptic Approach. Journal of American Culture.
- Sklar, K. K. (1995). Women’s Rights Emerges Within the Anti-Slavery Movement, 1830-1870. Widener University Press.
- Waller, D. (2011). The Rise of American Evangelicalism: The Impact of Evangelical Christianity on American Culture. Church History.
- Wilcox, C. (1990). Religion and Politics in the American Context. Political Science Quarterly.