Readiness standards comprise
65% of the U. S. History Test
3 (C)
Readiness Standard (3)
The student understands the political, economic, &
social changes in the U. S. from 1877 to 1898.
The Student is expected to:
(C) Analyze social issues affecting women,
minorities, children, immigrants,
urbanization, the Social Gospel, &
philanthropy of industrialists
Readiness Standard (3)
The student understands the political, economic, &
social changes in the U. S. from 1877 to 1898.
(C) 1 Social issues affecting women
The Four Cardinal
Virtues for Women
• Piety
• Purity
• Submission
• Domesticity
Readiness Standard (3)
The student understands the political, economic, &
social changes in the U. S. from 1877 to 1898.
(C) 2 Social issues affecting minorities
Reconstruction Roots of the Problem
• Resulting state constitutions required by
President Andrew Johnson limited suffrage
to whites
• Institution of various “Black Codes” that
subjected former slaves to “special
regulations and restrictions on their
freedom”
Collectively, all this appeared to be the old institution
of slavery just dressed up in new clothes—a new and
creative system to keep Blacks in subjugation.
Congress Takes Charge
In early 1866, Johnson’s vetoed to
two bills passed by Congress
precipitating an irreconcilable
break:
•Bill to extend life of Freedmen’s
Bureau (established March 1865)
• Civil rights bill to nullify Black
Codes
It sought to guarantee “full and
equal benefit of all laws and
proceedings for the security of
person and property as is enjoyed by
all white citizens”
Johnson’s vetoes
shocked moderate
Republicans who
heretofore had
hope to work with
the White House.
The president
thereby alienated
those who might
have worked with
him.
Congressional response:
14th and 15th amendments
• Congress feared Johnson would
not enforce civil rights legislation
•Congress passed 14th and 15th
amendments
To the left, “Reconstruction—
How it Works,” Thomas Nast
cartoon in Harper’s Weekly.
Using Shakespearian imagery
that would have been familiar to
mid-19th century American
readers, Nast casts Johnson as
Iago from Othello. A wounded
Black Union veteran represents
Othello. On the wall, Johnson’s
slogans—“Treason is a crime
and must be made odious” and
“I am your Moses”—appear. At
center left one sees a flurry of
presidential pardons issued by
Johnson to Confederate
offenders; at center right,
presidential vetoes abound.
Columbia (left, representing
the U.S.) pardons Robert E.
Lee while right, the Black
Freedman is no so easily
accommodated
The 13th, 14th, and 15th
Amendments
•S
Thirteenth Amendment—Congressional
passage January 1865; ratification December 1865
Prohibited slavery in the U.S.
•C
Fourteenth Amendment—Congressional
passage June 1866; ratification July 1868 gave
right of citizenship to freedmen
•V
Fifteenth Amendment—Congressional
passage February 1869; ratification March 1870
prohibited denial of franchise or the vote because
of race, color, or past servitude
Segregation in American
Education—Plessy v. Ferguson
•
•
•
•
•
•
John H. Ferguson (1806-1887), the Orleans Parish
criminal court judge who ruled in the original case
John Marshall Harlan, the only Supreme Court Justice
who ruled in favor of Homer A. Plessy
The Supreme Court (7-1) upholds a Louisiana law
requiring separate
railroad cars for Blacks and whites
The ruling gave impetus to a host of Jim Crow laws that
began
to be introduced in the South
Readiness Standard (3)
The student understands the political, economic, &
social changes in the U. S. from 1877 to 1898.
(C) 3 Social issues affecting children
Child Labor & Poverty vs.
Education
Readiness Standard (3)
The student understands the political, economic, &
social changes in the U. S. from 1877 to 1898.
(C) 4 Social issues affecting immigrants
The growth of urban slums
accompanied the rapidly
expanding urbanization process. .
. and the working class filled this
particular feature of growing
American cities.
Immigration to America
Waves of
immigration
poured into the
U.S. in the late19th century. While
this was not new,
the origin of these
immigrants—
Southern and
Eastern Europe—
was indeed new.
Italian wave in 1887 to escape cholera epidemic—Italians
constituted the largest number of new immigrants**
Arrival of Russian Jews
Tsarist persecution in Russia and Russian
controlled Poland—Jews were the second
largest number of new immigrants
The assassination
of Tsar Alexander
II (1818-1881.
below) triggered a
wave of
persecutions
against Jews in
Russia.**
While immigration to American had
long been from Europe, until this
juncture, about 85% had come from the
18 B Northwestern European countries-the British Isles, Germany, and
Scandinavia
Immigration now came mainly from
Italy, Greece, Austria-Hungary,
Poland, and Russia
Motives for Coming
•
•
•
•
•
•
•
to escape poverty
to escape drought
to escape disease
to escape religious persecution
to escape political persecution
to find a better life
to find employment
Immigrant Profile
• Between 1877-1890 there were 6.3 million
immigrants into the U.S. 18
• By 1890, about 15% of the population—9
million—were foreign born
• Most were between ages 15-40
• Most settled on the eastern seaboard, especially in
the industrial cities and port towns of the
northeast
• Most were poor, unskilled, settled in ethnic
communities of their national origin
• Most resisted assimilation
Evolving Immigrant Stereotype
Backlash to Immigration
• Anti-Catholicism
and Anti-Semitism
rose
• Many wondered
whether these
immigrants would
become a challenge
to traditional
American values
Readiness Standard (3)
The student understands the political, economic, &
social changes in the U. S. from 1877 to 1898.
(C) 5 Urbanization
What are the main
architectural symbols
of the medieval era?
What are the main
architectural symbols
of the modern era?
Toward an Urban Society,
1877-1900
Monadnock
Building,
Chicago—1889
Reliance
Building,
Chicago—1894
Railway
Exchange,
Chicago—1904
Columbia University
historian Richard
Hofstadter, 1916-1960
American historian
Richard Hofstadter
observed that “‘The
United States was born
in the country and
moved to the city.’ . . .
That migration, and the
urban growth that
accompanied it,
reshaped American
politics and culture.”
“Two major forces reshaped American
society between 1870 and 1920. One was
industrialization (see Chapter 18); the
other was urbanization. . . . By 1920, the
city had become the center of American
economic, social, and cultural life. . . .
Between 1870 and 1900, the city—like
the factory—became a symbol of the new
America
Why Cities Attracted People
•
•
•
Lured by the glitter and excitement of the
city
Friends or relatives already in the city
Greater opportunities for jobs or higher
wages
Percentage of American Population living in cities of 8,000 or
more:
1860—16.6%
1890—33.3%
1920—50 %
Chicago as a Model -- the Symbol of
Urban Growth in 1800s
Chicago’s
Union
To the left is a map of Chicago in 1871.
Chicago Station
marked the point where
railroads and shipping lanes met.
Above is a picture of the Chicago
skyline as it is today, along the
shores of Lake Michigan.
The growth of urban slums
accompanied the rapidly
expanding urbanization process. .
. and the working class filled this
particular feature of growing
American cities.
City Life
•
•
•
Population Shift
Skyscrapers as a
symbol of the
new city life
Streetcars and
new residential
patterns
The streetcar revolutionized the relationship between the
worker and the work place. Likewise, it altered the
relationship between the shopper and the merchant. In both
casers, things no longer had to be within walking distance.
Problems Faced by Rapidly
Expanding Cities?
• Overcrowded tenement housing, slums (led
to crime, disease, misery)
• No place to dispose of sewage, garbage
• Disease from lack of good, proper hygiene
• Crime
• Corrupt politicians—enriched selves from
their positions of power in running the city
Readiness Standard (3)
The student understands the political, economic, &
social changes in the U. S. from 1877 to 1898.
(C) 6 The Social Gospel
The book
expressed a
paternalistic
view, i.e., the
poor are not
capable of
making their
own (a.k.a.,
wise) decisions
The Philosophy of Laissez-faire
• Carnegie’s “Gospel of
Wealth”
• Defended
accumulation of
wealth
• Asserted responsibility
of wealthy to spend
properly
• Act as “trustee” for
poorer brethren
• Donate money to
worthy causes
The “Self-Made Man
The Boot-strap Philosophy—Combination
of hard work and good luck = fortune. . .
How is this argument true?
The Horatio
Alger stories
(left)
popularized the
idea that hard
work led to
upward
mobility.
Across the Atlantic, author Samuel Smiles
(1832-1904, right) published an English
version of this philosophy
Social Darwinism and Survival of
the Fittest
Darwin’s seminal
work appeared in
1859
Charles Darwin
(above, 1809-1882)
Influence of Darwinism
The publication of Charles Darwin’s
Origin of the Species in 1859 had a far
greater impact than altering the Western
view of biology. Many late-19th century
intellectuals applied Darwin’s principles
like “survival of the fittest” and “natural
selection” to human society. These social
Darwinists saw the human world as a
struggles in which only the strong
survived. Meanwhile, Darwin’s opponents
lampooned the English author, likening
him to the monkey from whom man
allegedly evolved.
Survival of the Fittest
Herbert Spencer
(1820-1903) applied
Darwinist principles
to human society
William Graham Sumner (above, 1840-1910), was a
Yale University political and social science professor—arguments like his suggested that millionaires were the
products of natural selection. In 1883, Sumner
published What Social Classes Owe One Another.
Government
interference /
regulation in
business world went
against natural law.
Laissez-faire
economic philosophy
rejected government
involvement in
economy, planning
over a free market
economy. Free
market forces were
good since they
eliminated weaker
competitors from
business.
Social Critics and Dissenters
John Greenleaf Whittier (18071892, left)—aging rural poet who
critiqued the influence of
urbanization and
industrialization. At the
Centennial Exhibition held in
Philadelphia, Pennsylvania in
1876, Whittier refused to view
the exposition’s focal point—the
powerful, giant Corliss steam
engine—suggesting that this
symbol of emerging American
industry was like the serpent in
the Garden of Eden.
Post-1870 Realism, Naturalism, and
Darwinism
Joel Chandler Harris (left) and George Washington Cable
(right, 1844-1925). These two authors depicted life in the
South. Harris wrote the Uncle Remus tales (far right).
The Social Gospel
Practically Applied
Movement within many churches
arguing that before souls could be
saved, the lives of the wretchedly
poor must be improved—movement
pushed for shorter work day, six-day
work week, and elimination of child
labor.
Settlement Houses 18 D—2
Settlement houses
became labs for
urban reform—
most social workers
believed it would
require
government
intervention (antilaissez-faire
philosophy) to
correct the
problems
Jane
Addams
(1860Chicago’s
1935)
and
Hull
House
House
in Chicago
Hull
Lillian Wald (1867-1940)
•
•
•
•
Social worker who
pioneered public health
nursing
Founded Henry Street
Settlement in New
York in 1893
Began New York
school of nursing in
1902
Helped establish
Federal Children’s
Bureau in 1912
Readiness Standard (3)
The student understands the political, economic, &
social changes in the U. S. from 1877 to 1898.
(C) 7 Philanthropy of industrialists
Rockefeller Philanthropy
(among other things)
• $80 to University of Chicago
• Major funding to Yale, Harvard, Columbia,
Brown, Bryn Mawr, Wellesley, & Vassar
• Founded Rockefeller Institute for Medical
Research, 1901
• Created Rockefeller Foundation , 1913
• Endowed Johns Hopkins School of Hygiene &
Public Health
Carnegie Philanthropy
(among other things)
• At age 65, sold Carnegie Steel for $480 million
& devoted remainder of his life to philanthropic
activities
• Gave away over $350 million, centering most
around education & world peace
• Spent over $56 million to build 2,509 libraries
throughout the English-speaking world
• Founded 13 different trusts including:
• Carnegie Foundation
• Carnegie Library &
Museum of Pittsburgh
• Carnegie Mellon
University
• Carnegie Corporation
of New York
Fini