There are some advantages to teaching online. Often instructors complain that the online format robs them of give-and-take moments with students. But given the current size of many history survey sections—50, 90, 300, even 500 people—how realistic is it to expect those real-time opportunities for conversation? Online threaded discussions are often more substantive, inclusive, and productive than the traditional classroom format.
In March 1933, the United States stood on the brink of ruin. Twenty-five percent of the population was unemployed; many people had not worked for several years. The situation was even worse in cities with major industries, where unemployment surpassed the national average.
Yet the real worry of the era cannot be captured by statistics alone.
In the decade following World War I, Americans confronted a rapidly changing cultural context. Prohibition took effect in 1919 and gave birth to an era characterized by the frustrations of law enforcement and a booming business for “bootlegging” and organized crime. Throughout the decade, the Century underestimated the strength of voices opposing prohibition.
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