Chapter 4. Urban America

Transcription

1 Chapter 4 Urban America

2 I. Immigration

3 A. European Immigration 1. Old vs New Immigrants a. During19 th century, the sources of immigrants to the US changed - Old Immigrants = North & Western Europeans - New immigrants came from southern and eastern Europe

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5 2. Push/Pull Migration Factors - US Push Factors = factors that cause someone to leave their native country Poverty (Farm) (New ag techniques in these European regions removed the need for thousands of farm laborers) Religious Persecution Political Tyranny Wars & compulsory military service Lack of social mobility (hereditary status) Repealed emigration laws (allowed to leave) Pull Factors = factors that draw people into a specific country Economic opportunity (plenty of work, plenty of land) Freedom of religion/speech Democratic political system Social mobility!!! Few immigration restrictions (needed workers thanks to industrialization!) Higher standard of living

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7 Those hateful bullies have gone too far. First they rode through town shouting terrible things about us. Next, they wrecked our synagogue. Now they break into our homes! The police do nothing to stop them. I'm afraid it is time to leave. --Nina, Russia, 1890 Push or Pull? Jewish men look at the damage to a building after Russians ransacked their village.

8 3. Ellis Island NY a. Most European immigrants disembarked and were processed at Ellis Island b. immigrants were subject to a medical exam; provided various documentation c. Families could become separated

9 Immigrants waiting for processing at Ellis Island Usually, families would send their most willing son, or husband, to America to find work. The man, who would now be in New York, would then send for the rest of his family

10 4. The Immigrant Experience a. most settled in cities - cheapest housing (tenements) - most economic opportunities (unskilled, lowpaying factory jobs) - convenience to transportation b. sometimes faced hostility from nativists and other immigrant groups c. Despite hardships, spirit of optimism among immigrants! - worse conditions back where they came from - provided more opportunities - faith that life would better for the next generation

11 5. Ethnic Cities allowed immigrants to adjust to US a. often lived in neighborhoods among members of their own ethnic group separated from other ethnic groups = preserved their culture b. Other factors that helped Immigrants adjust to life in the USA - learned English quickly - adapted to American culture - they had marketable skills - already had some $$$

12 Mulberry Street New York City s Little Italy c 1900

13 Little Italy Today

14 St. Patrick s Cathedral

15 Hester Street Jewish Section

16 Pell St. - Chinatown, NYC

17 B. Asian Immigration 1. Push/Pull Factors behind Asian Immigration Push Factors Pull Factors CHINESE High unemployment Poverty Famine Taiping Rebellion 1850 against Chinese gov t 20 million dead thousands flee to US JAPANESE Industrialization/empire building caused hardships Discovery of Gold in CA Jobs with Central Pacific RR RR) Few immigration restrictions (Transcontinental

18 2. Angel Island a. Modeled after New York s Ellis Island b. point of entry for the majority of Asian immigrants

19 In America, we are all immigrants or children of immigrants. Do you know where you came from and when?

20 C. Resurgence of Nativism 1. Nativism a. favoring the interests of native-born people over foreign born people and a desire to limit immigration b. 1840s-50s: focus on Irish c. Late 1800s: focus on Asians, Jews, E. Eur. d. Reasons for opposing immigration - feared influx of Catholics would give Catholic Church too much power in US gov t - labor union opposition b/c immigrants work for low wages, become strikebreakers undermine all efforts of unions to achieve higher pay, fewer working hrs, better working conditions

21 2. Anti-Immigrant Organizations a. American Protective Assoc. - goal to stop Catholic immigration b. Workingman s Party of California goal to stop Chinese immigration 3. Anti-immigration laws a. Immigration Act of 1882: immigration ban on convicts, paupers, mentally disabled + 50 tax b Chinese Exclusion Act ban Chinese immigration & prevented Chinese already here from becoming citizens

22 Nativism Lives On

23 COMPLETE POLITICAL CARTOON ANALYSIS

24 FREE Education Free Land Free Speech Free Ballot Free LUNCH NO Oppressive Taxes NO Expensive Kings NO compulsory military service NO knouts in Dungeons

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26 II. Urbanization

27 A. Americans Migrate to the City 1. Statistics a. 1840: 131 US cities; 1900: 1700 US cities b. Growth of old cities

28 2. Immigrants flock to city factories a. Lack $$ to buy farms b. Lack education for higher-paying jobs 3. Standard of living better in US a. Work long hrs for low pay but. b. Social Mobility - Europe: rigid social class system - US: accepted that all could rise in society possible to move from working class to middle class

29 Struggling Immigrant Families

30 3. Rural Americans move to cities a. More jobs, higher pay b. More amenities: lights, running water, modern plumbing c. More to do: museum, libraries, theaters

31 B. New Urban Environment 1. Skyscrapers a. Thanks to steel, durable plate glass, elevators b. Necessity: expensive/scarce land build up, not out c. NYC = most skyscrapers The First Home Insurance Building, Chicago, IL

32 The Skyscraper brought to you by steel durable plate glass elevators

33 2. Mass Transit a. Horse car 1890 = 70% urban traffic So what s the problem? Horses deposited tons of feces and gallons of urine on the streets every day (each horse = 24 lbs manure/day) A horse could work only part of the day, but would eat all day A horse car could run all day, but it would require many changes of horses A line's investment in horses could be wiped out by diseases like the Great Epizootic of Horses could not pull cars up steep hills When they died, were left on streets to decompose History of the Horsecar

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35 b. Cable Cars - Began in SF - Pulled along tracks by underground cables c. Electric Trolley Car Frank J. Sprague Electric Trolley Car Cable Car

36 Late 19 th century street congestion

37 d. Relieving Congestion on City Streets - Chicago: Elevated Trains - NYC, Boston: Subways Chicago s E NYC s Subway

38 C. Separation by Class 1. High Society a. wealthiest lived in fashionable districts in heart of cities Carnegie Mansion, NYC Palmer Castle, Chicago Vanderbilt, Chateau, NYC

39 2. Middle Class a. Growing: Drs, lawyers, engineers, managers, teachers, social workers, architects b. Salaries 2x that of avg factory worker c. Mass Transit allowed them to work in city center and live outside in the streetcar suburbs

40 3. Working Class a. = majority of city dwellers b. Many lived in tenements dark, crowded multi-family apts c. Kids sent to work in factories d. Rented space to boarders

41 Tenement Slum Living

42 Dumbell Tenement, NYC

43 Dumbell Tenement

44 Airshaft of a dumbbell tenement, New York City, taken from the roof, ca. 1900

45 Tenement Slum Living

46 Lodgers Huddled Together

47 D. Urban Problems 1. Hazards of City Life a. crime & violence - nativists blame crime increase on immigrants - in reality, no significant difference in crime rate in immigrant community/native-born community - most likely, the increase in minor/major crimes was due the rapid growth of cities

48 b. fire! - many wooden structures - lacked technology in fire-fighting The Great Chicago Fire 1871

49 c. disease and pollution - improper sewage disposal (bad drinking water); overcrowding; garbage in the streets leads to cholera and typhoid fever - horse waste left in streets - smoke, soot, and ash from wood and coal burning fires from factories and homes

50 High Death Rates in late 19 th century US cities Deaths per 100,000 Boston, New York, New Orleans, and Philadelphia Tuberculosis Intestinal Disorders Diphtheria Typhoid Typhus Smallpox What factors do you think contributed to a decline in urban death rates in the early 20 th century?

51 2. Rise in Consumption of Alcohol a. contributed to rise in crime rate b. Jacob Riis, How the Other Half Lives, documented affect of alcohol abuse - saloons corrupted politics - brought suffering to wives/children of drunkards - corrupted children sold to minors

52 Jacob Riis: How the Other Half Lives (1890) How the other half lives

53 c. led to the rise of the Women s Christian Temperance Union (WCTU) Temperance: the movement to reduce or eliminate alcohol consumption - headed by Frances Willard - later leads to Prohibition (18 th Amendment)

54 E. Urban Politics 1. Political Machine and the Party Boss a. political machine: an organized group that controls a political party in a city and offers services to voters and businesses in exchange for political and financial support - came into power b/c cities grew faster than city gov t - city dwellers needed housing, jobs etc + =

55 b. Party bosses (ran machines) - exchanged city services for VOTES - thus, immigrant groups voted for political machines

56 2. Graft & Fraud allowed party boss to control city finances a. graft: obtaining $$ through dishonest or questionable means 1) accepted bribes for contracts 2) sold permits to friends to operate public facilities (RRs

57 3. Tammany Hall NY Democratic Political Machine a. led by the corrupt William M. Boss Tweed (sent to prison 1874) b. Other city s machines controlled city svc - including the police William M. Tweed, known as "Boss" Tweed, ran an efficient and corrupt political machine based on patronage and graft

58 4. Despite corruption: some positive contributions of political machines a. provided necessary city services b. Helped to assimilate immigrants to the cities

59 Now put away your notes and take out a piece of paper. Quiz Time!! You do not have to write out the question, and you do not have to answer in complete sentences. 1. List one push factor that led many to emigrate from their home country 2. From what part of the world did most of the era s immigrants come from? 3. What is the term for people who are American-born and against immigration? 4. What act of Congress led to decades of discrimination against the Chinese? 5. Thanks to the electric trolley car and other forms of mass transit, to where did the middle class move? 6. In what type of housing did the working class live? 7. List one urban problem that developed in this era. 8. List one positive contribution of political machines.

60 III. Social Darwinism and Social Reform

61 A. Characteristics of the Gilded Age 1. Gilded Age: the era of late 1800s America characterized by a shining surface of prosperity (great wealth, invention and growth of cities) covering the problems of corruption and inequality a. Gilded = gold on the outside, while inside made of cheaper material b. In US History, although this was a time of growth, beneath the surface were corruption, poverty, and a huge gap btwn rich and poor Corruption: the use of public office for private gain

62 2. Gilded Age Values, Forms of Art, Literature and Entertainment:

63 a. Values: Individualism: the belief that regardless of your background, you could still rise in society (social mobility) 1) Could go as far talent, commitment and hard work take you 2) Horatio Alger writer who expressed individualism philosophy - wrote rags to riches novels with theme of poor people going to the city and becoming successful The ideology of success the notion that anyone could make it with enough hard work

64 b. Gilded Age Art and Literature: Realism Realism: an approach to literature, art, and theater that attempts to accurately portray things as they really are and holds that society will function best if left to itself 1) people portrayed in realistic situations instead of idealizing them as romantic artists had done 2) Thomas Eakins paintings that depicted everyday living. Famous for detailed lighting

65 The GrossClinic (1875) by Thomas Eakins

66 The Agnew Clinic (1889) by Thomas Eakins It doesn t get more real than this

67 3) Mark Twain wrote realistically about everyday life in the pre-civil War US Huckleberry Finn

68 Vaudeville c. Theater and Pop Music in the Gilded Age: 1) Vaudeville - combined music and dancing; animal acts, acrobats, gymnasts, dancers in its performance

69 2) Ragtime = pop music 1890s! Ragtime: type of music with a strong rhythm and a lively melody with accented notes - most famous composer: Scott Joplin Mapleleaf Rag

70 3) Tin Pan Alley - Piano sales up after Civil War + popularity of Vaudeville and Ragtime music = demand for sheet music up - leads to rise of Tin Pan Alley = the collection of New York City music publishers and songwriters who dominated the popular music of the US in the late 19th century and early 20th century - famous Tin Pan Alley songwriters: Irving Berlin, Cole Porter, Scott Joplin, George Gershwin

71 3. Recreation and Entertainment in the Gilded Age: ($ left over after bills paid + shorter working hrs = more time for leisure a. Vaudeville Shows b. The Saloon: 1) community and political center for male workers 2) offered free toilets, water for horses, free newspapers, free lunch etc 3) saloon keepers often served as key figures in political machines scandalous! As Frank Wright of Chicago pointed out Saloons outnumbered grocery stores!

72 The Saloon The Voting-Place. During the 1840s and 1850s, anti-immigrant feelings grew amongst many native born whites. These nativists argued that immigrants caused many of the nation s ills by rejecting American work habits, culture, and religion. Along with evangelical reformers, nativists especially objected to the undisciplined and sometimes violent atmosphere of working-class saloons. The saloons were the organizing centers for the reformers rivals, urban political machines like New York s Tammany Hall.

73 c. Coney Island in NY = an amusement park that attracted working class families and single adults - offered amusements such as water slides and RR rides

74 d. Sports = watching sports became popular 1) baseball appeared in 1830s - 1 st salaried team = Cincinnati Red Stockings 1869

75 1 st Harvard vs. Yale football game Nov ) football & basketball also rose in popularity - football began in private colleges later caught on in public colleges. The rest is history

76 B. Gilded Age Philosophies 1. Social Darwinism a. developed by Herbert Spencer who applied Charles Darwin s theory of evolution and natural selection and applied it to human society b. The gist? In every activity, humans compete for success. The unfit or incompetent lose, the strong or competent win. The winners = natural upper class - belief that society progressed and became better b/c the fittest (smartest, most-talented, hardest-working) people succeeded

77 The Richest American Ever c. Social Darwinism parallels the Laissezfaire philosophy - Poverty will always exist b/c the stronger members of society would triumph over the weaker members. - Gov t can t fix it, so shouldn t interfere - some are destined for wealth and power, some for the opposite d. Industrial leaders agreed with Social Darwinism 1) Justified monopolies 2) According to John D. Rockefeller (Standard Oil), "the growth of a large business is merely a survival of the fittest."

78 2. The Gospel of Wealth a. Andrew Carnegie (and other rich industrialists) supported both Social Darwinism and Laissez-Faire, but he felt that those who profited from society should give something back b. Gospel of Wealth: wealthy Americans were responsible to engage in philanthropy, using great fortunes to further social progress and enhance the community

79 Andrew Carnegie and Philanthropy In 1889, Carnegie presented the 7 "wisest" fields of philanthropy: Carnegie Library of Pittsburgh Universities Free libraries Hospitals Parks Concert halls Swimming baths Church buildings Carnegie Hall NYC

80 C. Social Criticism Some believed that society s problems could be solved if Americans & the Government took a more active role in regulating the economy & those in need (contrary to Laissez-faire and Social Darwinism) 1. Henry George on Progress & Poverty a. Believed LAND was the key to wealth people could get rich just waiting for land prices to rise b. Solution to poverty? TAX LAND! - believed it would make society more = and provide gov t with $$ to help the poor

81 2. Reform Darwinism ala Lester Frank Ward a. Argued that humans are different from animals could think, make plans, produce future outcomes b. People succeeded b/c of their ability to cooperate, rather than compete c. Gov t could regulate economy, cure poverty, promote education better than competition could

82 3. Naturalism a. Naturalism: belief that nature can be understood through scientific observation & that society functions best w/ some gov t intervention b. Believed some people were caught in circumstances they couldn t control thus, gov t should regulate the economy in some form

83 D. Helping the Urban Poor 1. The Social Gospel a. Believed that competition was the cause of many social problems causing good people to behave badly 1) against unregulated free enterprise 2) against child labor 3) supported safer working conditions 4) supported Temperance movement b. Worked to better conditions in cities according to biblical ideas of charity & justice c. Inspired many churches to expand their missions d. Churches took on community functions designed to reduce human suffering and improve society (gyms, day care,)

84 2. Salvation Army & YMCA: Social Gospel in Action a. Salvation Army - military style org combining religion, faith & interest in reform - combined practical aid & religious counseling to the urban poor b. YMCA (Young Men s Christian Assoc.) - tried to help industrial workers & the urban poor by providing Bible studies, citizenship training, grp activities (gyms, pools, libraries, low-cost hotel rooms) YMCA

85 3. Settlement Houses a. Jane Addams b. Hull House: middle class citizens lived & helped poor residents, mostly immigrants c. Provided programs such as medical care, recreation, English classes, hot lunch

86 E. Public Education 1. Public School crucial to success of immigrant children a. Americanization: children learned American culture Americanization: causing someone to acquire American traits and characteristics b. Kids learned English, US History, responsibilities of citizenship, work ethic, values

87 c. Who s left out of improvements in public education? Rural Americans and Black Americans - leader of black education movement? Booker T. Washington. Founded the Tuskegee Institute in Alabama 1881

88 2. Education for the Workplace a. Public schools help immigrants assimilate b. Prepare future workers for jobs - grammar school: focus on attendance, neatness, efficiency - Vo-tech programs High Schools: teach skills required in specific trades

89 3. Expanding Higher Education a. Morrill Land Grant Act - $$ to states to build A & M Colleges - college enrollment increases b. Higher Education for women - opening of private women s colleges: Vassar, Wellesley etc - women s campus added to existing campus: Harvard, Columbia

90 4. Public Libraries a. Provided free education to city dwellers b. Andrew Carnegie funded construction of libraries across the US - believed knowledge was the key to getting ahead in life

91 IV. Gilded Age Politics and Reform A. Problem: Corrupt and Unresponsive Government 1. Reforming the Spoils System a. The Problem: Americans concerned that machine politics and the spoils system prevented gov t from addressing issues and corrupted those who worked in politics

92 b. Employees working for gov t are said to be in civil service c. Since 1820s, most civil service jobs appointed through patronage (or the spoils system) * spoils system = the practice of giving gov t jobs to political supporters

93 d. Results of the Spoils System? 1) incompetent office holders 2) records kept of campaign contributions from office holders 3) president s loss of time dealing w/ office seekers

94 2. The last Straw: The assassination of Pres. Garfield a. Charles Guiteau assassinated Pres. Garfield furious that he had not been given gov t job b. Public outraged at the assassination demanded reform of the spoils system President James A. Garfield was shot by Charles Guiteau on 2 July Garfield suffered through a painful summer before succumbing.

95 3. Solution? Congress responds to calls for reform with The Pendleton Act a. also known as the Civil Service Act of 1883 b. replaced the spoils system of appointing office-holders on a reward-for-political support basis, with a merit system based on examinations c. Reduced the power of political machines, diminished patronage-related corruption and created a more efficient federal bureaucracy

96 d. Provisions of the Pendleton Act 1) competitive exams 2) jobs awarded on merit 3) trial period before final job confirmation 4) no soliciting for political support 5) can t be fired for political reasons 6) Presidential extension of civil service list

97 B. Problem: Americans distrustful of Big Business 1. The Situation a. Industrialization and growth of labor unions caused unrest in US - violent strikes b. Power of big biz also caused concern, especially for small biz and farmers 1) believed that RRs were gouging (ripping off) small biz & farmers by giving rebates rebate: partial refunds to lower the rate of a good or commodity 2) believed RRs were giving lower fares to big biz, high volume users 2. States respond by regulating RR rates regulation : gov t imposed rule or law

98 3. States forbidden from regulating interstate commerce interstate commerce: refers to the purchase, sale or exchange of commodities, goods, money, or the transportation of people or money by rail and /or navigation of waters between different states a. Wabash v. Illinois (1886) - Supreme Court ruled that only the Federal gov t (NOT states) could regulate interstate commerce b. Interstate Commerce Act (1 st federal law that regulated interstate commerce) establishes the Interstate Commerce Commission (ICC) 1) limited RR rates to reasonable & just level 2) forbade rebates to high-volume users 3) illegal to charge higher rates for shorter haul

99 C. Problem: Tariffs 1. The problem with Tariffs a. effect of tariffs? price of manufactured goods rose b. other nations retaliated with tariffs on US goods (especially ag goods) making it hard for US farmers to export their surpluses c. Some felt tariffs were no longer necessary because US companies were now capable of competing internationally - Democrats favored cutting tariffs - Republicans favored keeping tariffs to protect US manufacturers from foreign competition

100 2. Solution? The McKinley Tariff a. Its provisions 1) cut tobacco taxes and sugar tariffs 2) increased tariffs on other goods such as textiles to discourage Americans from buying those imports b. Its effects 1) lowered federal revenue (income) 2) changed budget surplus to a budget deficit

101 D. Problem: Growing number of Trusts 1. The problem with Trusts a. reduced competition b. potential for price increase and quality decline 2. The Solution? Sherman Anti-Trust Act a. attempted to break up monopolies and trusts that exploited consumers b. was largely ineffective however, because court rulings generally favored business owners

102 V. Rise of Segregation A. Resistance and Repression 1. Life for Black Americans a. Technically free, but extremely poor b. Many are landless sharecroppers, farmers who work land for an owner who provides equipment and seed and receives a share of the crop

103 B. Black Americans are disenfranchised disenfranchise: deny the right to vote ** Southern States restricted voting rights of black Americans 1. Poll Tax: (a tax of a fixed amount per person that had to be paid before the person could vote) Kept black Americans from voting b/c many were extremely poor 2. Literacy Tests kept black Americans from voting b/c over 50% were illiterate in this era. Even those who could read often failed b/c local officials picked complicated reading passages that few could understand

104 3. Grandfather Clause Grandfather Clause: a clause that allowed individuals who did not pass the literacy test to vote if their fathers or grandfathers had voted before Reconstruction began

105 C. Legalizing Segregation 1. Segregation: separation or isolation of a race, class or group 2. Segregation North vs South a. North = defacto segregation: segregation by custom and tradition b. South = dejure segregation: segregation by law Jim Crow Laws: statutes or laws created to enforce segregation

106 4. 14 th Amendment a. Says that no State could deny equal protection under the law based on race b. But private organizations and businesses, were still free to practice segregation c. As a result, Southern states passed a series of laws that enforced segregation in virtually ALL public places: restaurants, RRs, hotels, pools, etc

107 5. Plessy v. Ferguson (1896) a. Background: 1892, Homer Plessy rode in the whites only RR car and was arrested case went to Supreme Court b. Supreme Court ruled that separate but equal facilities for the races was legal c. Established the legal basis for discrimination in the South for 50 yrs + d. Facilities always separate, but almost never equal.

108 PLESSY VS. FERGUSON ACTIVITY

109 6. Racial Violence a. Mob violence in the South b. Lynchings: executions w/o lawful approval 1) 80% in the South 2) 70% of the victims were black Americans

110 D. African American Response 1. Ida Wells led campaign against lynching a. Denounced mob violence and demanded a fair trial by law for those accused of a crime b. organized women s clubs to fight for black civil rights c. b/c of her activism, lynchings decreased significantly in the 1900s

111 2. Mary Church Terrell a. Led a lifelong battle against lynching, racism and sexism b. one of the first black women to get a college degree and later, a master s degree c. one of the founder s of the NAACP and served as its first president

112 3. Booker T Washington a. Believed that blacks had to achieve economic independence before civil rights b. taught that black people must tolerate discrimination while they proved themselves equal. They would eventually gain white respect, and full voting and citizenship rights would follow. c. To achieve economic independence, vocational training, or job skills were needed d. founder of the Tuskegee Institute in Alabama

113 4. W.E.B. Du Bois a. Disagreed with Booker T Washington - said blacks still stripped of civil rights even with improvements in education and vocational training b. said blacks had to demand their social and civil rights now or else be permanent victims of racism c. His solution to discrimination? Protection of voting rights and other constitutional rights d. cofounder of NAACP