The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.
How did Darwin's theory of natural selection influence the way in which people viewed the world?
Realism
The Call to Realism: Audio
By the mid-1800s, a new artistic movement, realism, took hold in the West. Realism was an attempt to represent the world as it was, without the sentiment associated with romanticism. Realists often focused their work on the harsh side of life in cities or villages. Many writers and artists were committed to improving the lot of the unfortunates whose lives they depicted.
Novels Depict Grim Reality
The English novelist Charles Dickens vividly portrayed the lives of slum dwellers and factory workers, including children. In Oliver Twist, Dickens tells the story of a nine-year-old orphan raised in a grim poorhouse. In response to a request for more food, Oliver is smacked on the head and sent away to work. Later, he runs away to London. There he is taken in by Fagin, a villain who trains homeless children to become pickpockets. The book shocked many middle-class readers with its picture of poverty, mistreatment of children, and urban crime. Yet Dickens’s humor and colorful characters made him one of the most popular novelists in the world.
Synopsis:
"Oliver!" is a 1968 musical film directed by Carol Reed. The film is based on the stage musical Oliver!, with book, music and lyrics written by Lionel Bart. The screenplay was written by Vernon Harris.
Both the film and play are based on the famous Charles Dickens novel Oliver Twist. The musical includes several musical standards, including "Food, Glorious Food", "Consider Yourself", "As Long as He Needs Me", "You've Got to Pick a Pocket or Two", "Oom-Pah-Pah" and "Where is Love?".
The film version was a Romulus Films production and was distributed internationally by Columbia Pictures. It was filmed in Shepperton Film Studio in Surrey and various other locations in England.
In 1968 Oliver! won Six Academy Awards, including awards for Best Picture, Carol Reed Best Director.
Plot:
Oliver Twist is sold to a Dunstable undertaker after asking for more dinner at the orphanage. Escaping to London he is taken in by Fagin to join his gang of child pickpockets. Wrongly accused of a theft he meets a more kindly gentleman who takes him in, to the concern of one of Fagin's old pupils, the violent Bill Sykes. In the middle is Nancy, Sykes' girl whom Oliver has come to trust.
French novelists also portrayed the ills of their time. Victor Hugo, who moved from romantic to realistic novels, revealed how hunger drove a good man to crime and how the law hounded him ever after in Les Misérables (lay miz ehr ahb). The novels of Émile Zola painted an even grimmer picture. In Germinal, Zola exposed class warfare in the French mining industry. To Zola’s characters, neither the Enlightenment’s faith in reason nor the romantic movement’s feelings mattered at all.
Realism in Drama
Norwegian dramatist Henrik Ibsen brought realism to the stage. His plays attacked the hypocrisy he observed around him. A Doll’s House show a woman caught in a straitjacket of social rules. In "An Enemy of the People," a doctor discovers that the water in a local spa is polluted. Because the town’s economy depends on its spa, the citizens denounce the doctor and suppress the truth. Ibsen’s realistic dramas had a wide influence in Europe and the United States.
Part 1 of 12. Arthur Miller's adaptation of Ibsen's "An Enemy Of the People," which first aired in 1966 on "NET Playhouse." Stars Emmy-award winner James Daly, Kate Reid, George Voskovec, James Olson, William Prince, Philip Bosco and Ken Kercheval. All copyrights acknowledged. For research and commentary purposes only.
Arts Reject Romantic Ideas
Painters also represented the realities of their time. Rejecting the romantic emphasis on imagination, they focused on ordinary subjects, especially working-class men and women. “I cannot paint an angel,” said the French realist Gustave Courbet (koor bay) “because I have never seen one.” Instead, he painted works such as The Stone Breakers, which shows two rough laborers on a country road.
The Stone Breakers, Gustave Courbet, 1849, this is a file from the Wikimedia Commons.
This is a "mockumentary" about Courbet, the French realist painter. You can see puppets bring to life the intriguing story of the man brave enough to use a pallette knife and stand against the wave of current trends.
The Gross Clinic, Thomas Eakins, 1875, this is a file from the Wikimedia Commons.
Gross Clinic Bounce: Excerpt, :40, a clip from the 2009 Penn Reading Project music video by The Indoorfins.
David Fox, the Director of New Student Orientation, introduces the 2009 Penn Reading Project: Thomas Eakins' "The Gross Clinic," 4:15.
Dr. David B. Brownlee discusses ways of looking at art more deeply, Penn Reading Project: Learning to Look, 11:57.
Dr. Kathleen Howard and Dr. David B. Brownlee discuss 19th-century Philadelphia artist Thomas Eakins to help prepare the discussion leaders for the 2009 Penn Reading Project, 1:14:48.
Vocabulary Builder
emphasis—(em fuh sis) n. special attention given to something to make it stand out
Checkpoint
How did the realism movement differ from the romantic movement?
Reading Check, p. 391
Evaluating
What factors helped to produce the movement known as realism?
Chuck Berry - "Roll over Beethoven," 3:32, 1972 live on the Beat Club (German TV):
Lyrics:
I'm gonna write a little letter,
Gonna mail it to my local dj.
Its a rockin' rhythm record
I want my jockey to play.
Roll over Beethoven, I gotta hear it again today.
You know, my temperatures risin
And the jukebox blows a fuse.
You know, my hearts beatin rhythm
And my soul keeps on singin the blues.
Roll over Beethoven and tell Tschaikowsky the news.
Well if you reel and rock it,
Go get your lover, reel and rock it
Roll it over and move on up just
A trifle further and reel and rock it,
one another
Roll over Beethoven and tell Tschaikowsky the news.
Roll over Beethoven,
Roll over Beethoven,
Roll over Beethoven,
Roll over Beethoven,
Roll over Beethoven and tell Tschaikowsky the news.
(Instrumental)
Well, well,Well, early in the mornin Im a-givin you a warnin
Dont you step on my blue suede shoes.
Hey diddle diddle, I am playin my fiddle,
Aint got nothin to lose.
Roll over Beethoven and tell Tschaikowsky the news.
Roll over Beethoven,
Roll over Beethoven,
Roll over Beethoven,
Roll over Beethoven,
Roll over Beethoven and tell Tschaikowsky the news.
Electric Light Orchestra - "Roll Over Beethoven," 4:37
ELO performing on the Midnight Special in 1973.
The Romantics - "What I Like About You"
William Wordsworth updated in hip-hop style, 2:02.
Die Leiden des jungen Werther - Johann Wolfgang von Goethe
Frederic Chopin - Nocturne In E Flat Major, Op.9 No. 2, 4:09.
Warning: rated PG-13 for language and simulated medical procedures. The full clip will not be shown in class. Penn celebrates Thomas Eakins' masterpiece "The Gross Clinic" with a music video featuring The Indoorfins. Created for the Penn Reading Project 2009 at the University of Pennsylvania.
A slide collection of Courbet's paintings; please note, those students offended by realistic, artistic portrayals of the human body should seek parental guidance before viewing, 5:08.
HW email to gmsmith@shanahan.org
1. p. 391, answer #8-9 (#9, approximately 150 words, 3/4 of a page on standard 8 1/2 X 11 paper although you can simply email this HW as well).
In the wake of Avatar, many in China wonder why there is no such blockbuster made in China. A creativity gap is considered a main reason of why Chinese animation companies cannot match the West.
Ch. 13 Mass Society and Democracy 1870-1914
The Second Industrial Revolution transformed the Western industrialized societies. Cities grew, mass forms of culture and politics emerged, and the revolutionary ideas of Marx, Darwin, Freud, and others left an enduring mark.
Cultural Revolution
Some Western thinkers, like British philosopher Adam Smith, held that capitalism—private ownership of industry-benefited society as a whole and should operate without government controls. Others felt that industry needed some government regulation to ensure a just society for all classes. The first major theorist to to argue that industry needed some government intervention to ensure a just society for all classes was Jeremy Bentham. Bentham supposed that social policies are properly evaluated in light of their effect on the general well-being of the populations they involve. Bentham then argued that as a result of the Industrial Age the government should step in and correct the failings of the market.
John Stuart Mill is best seen in this context opposing Bentham although, to be fair, they agreed on some points. In contrast to Bentham, Mill's On Liberty (1859) is the classic statement and defence of the view that governmental encroachment upon the freedom of individuals is almost never warranted. A genuinely civil society, he maintained, must always guarantee the civil liberty of its citizens—their protection against interference by an abusive authority. This is true even when the government itself relies upon the democratic participation of the people. The tyranny of the majority is especially dangerous to individual liberty, Mill supposed, because the most commonly recommended remedy is to demand that the recalcitrant minority either persuade the majority to change its views or learn to conform to socially accepted norms.
In contrast to both Mill and Bentham, the German thinker Karl Marx believed that capitalism should be replaced by socialism, a system in which the workers themselves or through government would control industry for the public good. The Industrial Age saw great advances in science, from ideas about human origins to new methods for fighting diseases. Improved means of transportation allowed people to emigrate from their native lands. Interest in education led to the spread of literacy, while artists and writers responded to the changing times in a variety of ways.
Note Taking
Reading Skill: Categorize Complete a chart like this one listing the reforms in Britain during the 1800s and early 1900s.
Note Taking
Reading Skill: Identify Main Ideas As you read this section, complete an outline of the contents.
The Second Industrial Revolution introduced important new products, such as steel and chemicals, and new sources of power, such as electricity and the internal-combustion engine. These changes led to cheaper transportation and made amenities such as electric lights widely available. Higher wages and lower transportation costs made consumer products more affordable, and industrial production rose sharply. These changes occurred primarily in Northern and Western Europe. Other parts of Europe remained largely agricultural. Industrial workers seeking to improve their working and living conditions formed socialist political parties and trade unions. Socialism was based on the ideas of Karl Marx, a nineteenth-century thinker who blamed capitalism for the horrible conditions of industrial workers. He predicted that capitalism would be overthrown in a violent revolution. However, many Marxists sought change by non-revolutionary means.
Main Ideas
New sources of energy and consumer products transformed the standard of living for all social classes in many European countries.
Working-class leaders used Marx's ideas to form socialist parties and unions.
Key Terms
bourgeoisie
proletariat
dictatorship
revisionist
The Second Industrial Revolution
New Products
New Patterns
Toward a World Economy
Reading Check
Explaining
Why did Europe dominate the world economy by the beginning of the twentieth century?
Organizing the Working Classes
Marx's Theory
A thought provoking collection of Creative Quotations from Karl Marx (1818-1883); born on May 5. German socialist leader, philosopher; He originated the idea of modern communism (Marxism); wrote "Communist Manifesto," 1848, 1:23.
Marx developed the theories upon which modern communism is based and is considered the founding father of economic history and sociology.
Marx set down his ideas in The Communist Manifesto(1848) and Das Kapital (3 vol., 1861, 1885, 1894) arguing that economic relations determined all other features of a society, including its ideas.
He also outlined the goal of Marxism - the creation of social and economic utopia by the revolution of the proletariat which would "centralise all instruments of production in the hands of the state."
All class boundaries would be destroyed and each individual would find personal fulfillment, having no need for the bourgeois institutions of religion or family. Marx himself was an atheist, coining the phrase, "Religion is the opium of the people"
Marx continued to express views about class struggle and bourgeois oppression throughout his life, despite being exiled from his homeland and coping with both his own illness and the death of his children.
Most modern socialist theories are drawn from his work but Karl Marx has had a wider influence touching on many areas of human thought and life such as politics, economics, philosophy, and literature.
This is a video made for a 12th grade World History class to define Marxism.
This is a project from a History Day: a documentary. The project made it to the regionals competition for a student, 9:59.
Socialist Parties
Trade Unions
Reading Check
Summarizing
How would you summarize Marx's theory as expressed in The Communist Manifesto?
By the end of the nineteenth century, a mass society emerged in which the concerns of the majority of the population—the lower classes—were central. Many people moved to the cities which grew faster because of improvements in public health and sanitation. Despite crowded urban conditions, most people after 1871 enjoyed an improved standard of living. Europe's elite now included both aristocrats and a wealthy upper middle class. The middle class expanded to include a wide range of professions. The middle class served as a model of family life and proper social etiquette. Many women now found jobs as low-paid white-collar workers. Feminists began to demand equal rights and full citizenship, including the right to vote. Most Western governments began to set up primary schools to train children for jobs in industry. Society became more literate and enjoyed new mass leisure activities.
Main Ideas
A varied middle class in Victorian Britain believed in the principles of hard work and good conduct.
New opportunities for women and the working class improved their lives.
Key Terms
feminism
literacy
The New Urban Environment
Reading Check
Explaining
Why did cities grow so quickly in the nineteenth century?
Social Structure of Mass Society
The New Elite
The Middle Classes
The Working Classes
Reading Check
Identifying
Name the major groups in the social structure of the nineteenth century.
The Experiences of Women
New Job Opportunities
Marriage and the Family
The Movement for Women's Rights
In Britain, as elsewhere, women struggled against strong opposition for the right to vote. Women themselves were divided on the issue. Some women opposed suffrage altogether. Queen Victoria, for example, called the suffrage struggle “mad, wicked folly.” Even women in favor of suffrage disagreed about how best to achieve it.
Suffragists Revolt
By the early 1900s, Emmeline Pankhurst, a leading suffragist, had become convinced that only aggressive tactics would bring victory. Pankhurst and other radical suffragists interrupted speakers in Parliament, shouting, “Votes for women!” until they were carried away. They collected petitions and organized huge public demonstrations. When mass meetings and other peaceful efforts brought no results, some women turned to more drastic, violent protest. They smashed windows or even burned buildings. Pankhurst justified such tactics as necessary to achieve victory. “There is something that governments care far more for than human life,” she declared, “and that is the security of property, so it is through property that we shall strike the enemy.” As you have read, some suffragists went on hunger strikes, risking their lives to achieve their goals.
Vocabulary Builder
drastic—(dras tik) adj. severe, harsh, extreme
Victory at Last
Even middle-class women who disapproved of such radical and violent actions increasingly demanded votes for women. Still, Parliament refused to grant women’s suffrage. Not until 1918 did Parliament finally grant suffrage to women over age 30. Younger women did not win the right to vote for another decade.
Reading Check
Identifying
What was the basic aim of the suffragists?
Universal Education
Reading Check
Why did states make a commitment to provide public education?
New Forms of Leisure
Reading Check
Explaining
How did innovations in transportation change leisure activities during the Second Industrial Revolution?
By the late nineteenth century, progress had been made toward establishing constitutions, parliaments, and individual liberties in the major European states. In practice, however, the degree of democracy varied. Political democracy expanded in Great Britain and France, while regional conflicts in Italy produced weak and corrupt governments, and an anti-democratic old order remained entrenched in central and eastern Europe. In Russia, working-class unrest led to “Bloody Sunday” and a mass strike of workers in 1905. After the American Civil War, slavery was abolished and African Americans were granted citizenship. American cities grew, and unions campaigned for workers' rights. The United States also gained several offshore possessions. In foreign policy, European powers drifted into two opposing camps. Crises in the Balkans only heightened tensions between the two camps.
A series of political reforms during the 1800s and early 1900s transformed Great Britain from a monarchy and aristocracy into a democracy. While some British politicians opposed the reforms, most sided in favor of reforming Parliament to make it more representative of the nation’s growing industrial population.
“No doubt, at that very early period, the House of Commons did represent the people of England but . . . the House of Commons, as it presently subsists, does not represent the people of England. . . . The people called loudly for reform, saying that whatever good existed in the constitution of this House—whatever confidence was placed in it by the people, was completely gone.”
One day a wealthy Englishman named Charles Egremont boasted to strangers that Victoria, the queen of England, “reigns over the greatest nation that ever existed.”
“Which nation?” asks one of the strangers, “for she reigns over two. . . . Two nations; between whom there is no [communication] and no sympathy; who are as ignorant of each other’s habits, thoughts, and feelings, as if they were . . . inhabitants of different planets.”
What are these “two nations,” Egremont asks. “The Rich and the Poor ,” the stranger replies.
—Benjamin Disraeli, Sybil
In the 1800s, Benjamin Disraeli and other political leaders slowly worked to bridge Britain’s “two nations” and extend democratic rights. Unlike some of its neighbors in Europe, Britain generally achieved change through reform rather than revolution.
In 1815, Britain was a constitutional monarchy with a parliament and two political parties. Still, it was far from democratic. Although members of the House of Commons were elected, less than five percent of the people had the right to vote. Wealthy nobles and squires, or country landowners, dominated politics and heavily influenced voters. In addition, the House of Lords—made up of hereditary nobles and high-ranking clergy—could veto any bill passed by the House of Commons.
Reformers Press for Change
Long-standing laws kept many people from voting. Catholics and non-Anglican Protestants, for example, could not vote or serve in Parliament. In the 1820s, reformers pushed to end religious restrictions. After fierce debate, Parliament finally granted Catholics and non-Anglican Protestants equal political rights.
An even greater battle soon erupted over making Parliament more representative. During the Industrial Revolution, centers of population shifted. Some rural towns lost so many people that they had few or no voters. Yet local landowners in these rotten boroughs still sent members to Parliament. At the same time, populous new industrial cities like Manchester and Birmingham had no seats allocated in Parliament because they had not existed as population centers in earlier times.
Vocabulary Builder
allocate—(al oh kayt) vt. to distribute according to a plan
Reform Act of 1832
By 1830, Whigs and Tories were battling over a bill to reform Parliament. The Whig Party largely represented middle-class and business interests. The Tory Party spoke for nobles, land-owners, and others whose interests and income were rooted in agriculture. In the streets, supporters of reform chanted, “The Bill, the whole Bill, and nothing but the Bill!” Their shouts seemed to echo the cries of revolutionaries on the continent.
Parliament finally passed the Great Reform Act in 1832. It redistributed seats in the House of Commons, giving representation to large towns and cities and eliminating rotten boroughs. It also enlarged the electorate, the body of people allowed to vote, by granting suffrage to more men. The Act did, however, keep a property requirement for voting.
The Reform Act of 1832 did not bring full democracy, but it did give a greater political voice to middle-class men. Landowning nobles, however, remained a powerful force in the government and in the economy.
The Chartist Movement
The reform bill did not help rural or urban workers. Some of them demanded more radical change. In the 1830s, protesters known as Chartists drew up the People’s Charter. This petition demanded universal male suffrage, annual parliamentary elections, and salaries for members of Parliament. Another key demand was for a secret ballot, which would allow people to cast their votes without announcing them publicly.
Twice the Chartists presented petitions with over a million signatures to Parliament. Both petitions were ignored. In 1848, as revolutions swept Europe, the Chartists prepared a third petition and organized a march on Parliament. Fearing violence, the government moved to suppress the march. Soon after, the unsuccessful Chartist movement declined. In time, however, Parliament would pass most of the major reforms proposed by the Chartists.
From 1837 to 1901, the great symbol in British life was Queen Victoria. Her reign was the longest in British history. Although she exercised little real political power, she set the tone for what is now called the Victorian age.
As queen, Victoria came to embody the values of her age. These Victorian ideals included duty, thrift, honesty, hard work, and above all respectability. Victoria herself embraced a strict code of morals and manners. As a young woman, she married a German prince, Albert, and they raised a large family.
A Confident Age
Under Victoria, the British middle class—and growing numbers of the working class—felt great confidence in the future. That confidence grew as Britain expanded its already huge empire. Victoria, the empress of India and ruler of some 300 million subjects around the world, became a revered symbol of British might.
Infographic
From Monarchy to Democracy in Britain
During her reign, Victoria witnessed growing agitation for social reform. The queen herself commented that the lower classes “earn their bread and riches so deservedly that they cannot and ought not to be kept back.” As the Victorian era went on, reformers continued the push toward greater social and economic justice.
In the 1860s, a new era dawned in British politics. The old political parties regrouped under new leadership. Benjamin Disraeli forged the Tories into the modern Conservative Party. The Whigs, led by William Gladstone, evolved into the Liberal Party. Between 1868 and 1880, as the majority in Parliament swung between the two parties, Gladstone and Disraeli alternated as prime minister. Both fought for important reforms.
Expanding Suffrage
Disraeli and the Conservative Party pushed through the Reform Bill of 1867. By giving the vote to many working-class men, the new law almost doubled the size of the electorate.
In the 1880s, it was the turn of Gladstone and the Liberal Party to extend suffrage. Their reforms gave the vote to farmworkers and most other men. By century’s end, almost-universal male suffrage, the secret ballot, and other Chartist ambitions had been achieved. Britain had truly transformed itself from a constitutional monarchy to a parliamentary democracy, a form of government in which the executive leaders (usually a prime minister and cabinet) are chosen by and responsible to the legislature (parliament), and are also members of it.
Limiting the Lords
In the early 1900s, many bills passed by the House of Commons met defeat in the House of Lords. In 1911, a Liberal government passed measures to restrict the power of the Lords, including their power to veto tax bills. The Lords resisted. Finally, the government threatened to create enough new lords to approve the law, and the Lords backed down. People hailed the change as a victory for democracy. In time, the House of Lords would become a largely ceremonial body with little power. The elected House of Commons would reign supreme.
The news sent shock waves through Paris. Napoleon III had surrendered to the Prussians and Prussian forces were now about to advance on Paris. Could the city survive? Georges Clemenceau (kleh mahn soh), a young French politician, rallied the people of Paris to defend their homeland:
“Citizens, must France destroy herself and disappear, or shall she resume her old place in the vanguard of nations? . . . Each of us knows his duty. We are children of the Revolution. Let us seek inspiration in the example of our forefathers in 1792, and like them we shall conquer. Vive la France! (Long Live France!)”
Learn
Focus Question
What democratic reforms were made in France during the Third Republic?
For four months, Paris resisted the German onslaught. But finally, in January 1871, the French government at Versailles was forced to accept Prussian surrender terms.
The Franco-Prussian War ended a long period of French domination of Europe that had begun under Louis XIV. Yet a Third Republic rose from the ashes of the Second Empire of Napoleon III. Economic growth, democratic reforms, and the fierce nationalism expressed by Clemenceau all played a part in shaping modern France.
Italy
Reading Check
Summarizing
What is the principle of ministerial responsiblity?
Central and Eastern Europe: The Old Order
Germany
Austria-Hungary
Russia
Reading Check
Identifying
What was the role of the Duma in the Russian government?
The United States and Canada (Is Canada a part of the United States?)
Aftermath of the Civil War
Economic differences, as well as the slavery issue, drove the Northern and Southern regions of the United States apart. The division reached a crisis in 1860 when Abraham Lincoln was elected president. Lincoln opposed extending slavery into new territories. Southerners feared that he would eventually abolish slavery altogether and that the federal government would infringe on their states’ rights.
North Versus South
Soon after Lincoln’s election, most southern states seceded, or withdrew, from the Union and formed the Confederate States of America. This action sparked the Civil War, which lasted from 1861 to 1865.
The South had fewer resources, fewer people, and less industry than the North. Still, Southerners fought fiercely to defend their cause. The Confederacy finally surrendered in 1865. The struggle cost more than 600,000 lives—the largest casualty figures of any American war.
Challenges for African Americans
During the war, Lincoln issued the Emancipation Proclamation, by which enslaved African Americans in the South were declared free. After the war, three amendments to the Constitution banned slavery throughout the country and granted political rights to African Americans. Under the Fifteenth Amendment, African American men won the right to vote.
Still, African Americans faced many restrictions. In the South, state laws imposed segregation, or legal separation of the races, in hospitals, schools, and other public places. Other state laws imposed conditions for voter eligibility that, despite the Fifteenth Amendment, prevented African Americans from voting.
Economy
By 1900, the United States had become the world's richest nation.
After the Civil War, the United States grew to lead the world in industrial and agricultural production. A special combination of factors made this possible including political stability, private property rights, a free enterprise system and an inexpensive supply of land and labor—supplied mostly by immigrants. Finally, a growing network of transportation and communications technologies aided businesses in transporting resources and finished products.
Business and Labor
By 1900, giant monopolies controlled whole industries. Scottish-born Andrew Carnegie built the nation’s largest steel company, while John D. Rockefeller’s Standard Oil Company dominated the world’s petroleum industry. Big business enjoyed tremendous profits.
Vocabulary Builder
dominate—(dahm un nayt) vt. to rule or control by superior power or influence
But the growing prosperity was not shared by all. In factories, wages were low and conditions were often brutal. To defend their interests, American workers organized labor unions such as the American Federation of Labor. Unions sought better wages, hours, and working conditions. Struggles with management sometimes erupted into violent confrontations. Slowly, however, workers made gains.
Populists and Progressives
In the economic hard times of the late 1800s, farmers also organized themselves to defend their interests. In the 1890s, they joined city workers to support the new Populist party. The Populists never became a major party, but their platform of reforms, such as an eight-hour workday, eventually became law.
By 1900, reformers known as Progressives also pressed for change. They sought laws to ban child labor, limit working hours, regulate monopolies, and give voters more power. Another major goal of the Progressives was obtaining voting rights for women. After a long struggle, American suffragists finally won the vote in 1920, when the Nineteenth Amendment went into effect.
For many Irish families fleeing hunger, Russian Jews escaping pogroms, or poor Italian farmers seeking economic opportunity, the answer was the same—America! A poem inscribed on the base of the Statue of Liberty expressed the welcome and promise of freedom that millions of immigrants dreamed of:
“Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tossed to me.
I lift my lamp beside the golden door.”
—Emma Lazarus, “The New Colossus”
Learn
Focus Question
How did the United States develop during the 1800s?
In the 1800s, the United States was a beacon of hope for many people. The American economy was growing rapidly, offering jobs to newcomers. The Constitution and Bill of Rights held out the hope of political and religious freedom. Not everyone shared in the prosperity or the ideals of democracy. Still, by the turn of the nineteenth century, important reforms were being made.
Expansion Abroad
From the earliest years of its history, the United States followed a policy of expansionism, or extending the nation’s boundaries. At first, the United States stretched only from the Atlantic coast to the Mississippi River. In 1803, President Thomas Jefferson bought the Louisiana territory from France. In one stroke, the Louisiana Purchase virtually doubled the size of the nation.
By 1846, the United States had expanded to include Florida, Oregon, and the Republic of Texas. The Mexican War (1846–1848) added California and the Southwest. With growing pride and confidence, Americans claimed that their nation was destined to spread across the entire continent, from sea to sea. This idea became known as Manifest Destiny. Some expansionists even hoped to absorb Canada and Mexico. In fact, the United States did go far afield. In 1867, it bought Alaska from Russia and in 1898 annexed the Hawaiian Islands.
Canada
Reading Check
Identifying
Name the territories acquired by the United States in 1898.
International Rivalries
Reading Check
Summarizing
What countries formed the Triple Alliance and the Triple Entente?
Crisis in the Balkans
Reading Check
Explaining
Why were the Serbs outraged when Austria-Hungary annexed Bosnia and Herzegovina?
Scientific developments of the late-nineteenth and early-twentieth centuries changed the way people saw themselves and their world. Writers, artists, and musicians rebelled against traditional literary and artistic styles and created new ones that sometimes shocked critics with their audacity. Impressionism, cubism, and abstract art emerged. The scientific discoveries of Marie Curie and Albert Einstein, and the psychoanalysis of Sigmund Freud defied the orderly view of reason. Charles Darwin's description of life as a biological struggle for survival led to the Social Darwinism of Herbert Spencer and others. Extreme nationalist ideologies also borrowed from Social Darwinism. Threatening anti-Semitic activity in France, Germany, and Austria-Hungary led many Jews to emigrate to escape persecution. Many Jews immigrated to Palestine, where Zionists were trying to restore Jewish life.
A New Physics
Reading Check
Explaining
How did Marie Curie's discovery change people's ideas about the atom?
Freud and Psychoanalysis
A thought provoking collection of Creative Quotations from Sigmund Freud (1856-1939); born on May 6. Austrian psychoanalyst; He was the first to develop the concept of the subconscious mind; founded psychoanalysis, 1895-1900.
Psychologist Sigmund Freud demonstrates what a boy will think in his conscious and unconscious when he sees a girl...on the beach. In a fantastically fun and educational way, the psychology legend explains and defines his terms, Id, Ego, and Superego.
This is a stop-motion video of a Sigmund Freud action figure dancing to Bloodhound Gang's "The Bad Touch."
Freudian Slippers: a brand new way of thinking about footwear. Brought to you by the Unemployed Philosophers Guild: www.philosophersguild.com.
Toward the end of his life, Freud was asked by the BBC to provide a brief statement about his decades-long career in psychoanalysis... here, in English, he offers a succinct overview... The "Freud Conflict and Culture" web site said this:
"On December 7, 1938, the British Broadcasting Corporation (BBC) came to Freud's Maresfield Gardens home in London to record a short message. By this time his cancer of the jaw was inoperable and incurable, making speech difficult and extremely painful. A photograph of Freud was taken as he prepared to read the statement you are listening to now. After his long struggle with cancer grew intolerable, Freud asked his physician for a fatal injection of morphine. He died on September 23, 1939."
In these brief clips, psychoanalysis founder Sigmund Freud (1856-1939) is first seen in Vienna in 1932 speaking with archeologist Emanuel Loewy, then in 1938 signing the Royal Society's charter book and lastly celebrating his 81st birthday... the latter clips were taken in London where Freud and his family were forced to move from Vienna following the 1938 Nazi Anschluss (he died in London a year later).
The most serious and divisive scandal began in 1894. A high-ranking army officer, Alfred Dreyfus, was accused of spying for Germany. However, at his military trial, neither Dreyfus nor his lawyer was allowed to see the evidence against him. The injustice was rooted in anti-Semitism. The military elite detested Dreyfus, the first Jewish person to reach such a high position in the army. Although Dreyfus proclaimed his innocence, he was convicted and condemned to life imprisonment on Devil’s Island, a desolate penal colony off the coast of South America. By 1896, new evidence pointed to another officer, Ferdinand Esterhazy, as the spy. Still, the army refused to grant Dreyfus a new trial.
Deep Divisions
The Dreyfus affair, as it was called, scarred French politics and society for decades. Royalists, ultranationalists, and Church officials charged Dreyfus supporters, or “Dreyfusards,” with undermining France. Paris echoed with cries of “Long live the army!” and “Death to traitors!” Dreyfusards, mostly liberals and republicans, upheld ideals of justice and equality in the face of massive public anger. In 1898, French novelist Émile Zola joined the battle. In an article headlined J’Accuse! (I Accuse!), he charged the army and government with suppressing the truth. As a result, Zola was convicted of libel, or the knowing publication of false and damaging statements. He fled into exile.
Slowly, though, the Dreyfusards made progress and eventually the evidence against Dreyfus was shown to be forged. In 1906, a French court finally cleared Dreyfus of all charges and restored his honors. That was a victory for justice, but the political scars of the Dreyfus affair took longer to heal.
Calls for a Jewish State
The Dreyfus case reflected the rise of anti-Semitism in Europe. The Enlightenment and the French Revolution had spread ideas about religious toleration. In Western Europe, some Jews had gained jobs in government, universities, and other areas of life. Others had achieved success in banking and business, but most struggled to survive in the ghettos of Eastern Europe or the slums of Western Europe.
By the late 1800s, however, anti-Semitism was again on the rise. Anti-Semites were often members of the lower middle class who felt insecure in their social and economic position. Steeped in the new nationalist fervor, they adopted an aggressive intolerance for outsiders and a violent hatred of Jews.
The Dreyfus case and the pogroms in Russia stirred Theodor Herzl (hurt sul), a Hungarian Jewish journalist living in France. He called for Jews to form their own separate state, where they would have rights that were otherwise denied to them in European countries. Herzl helped launch modern Zionism, a movement devoted to rebuilding a Jewish state in Palestine. Many Jews had kept this dream alive since the destruction of the temple in Jerusalem by the Romans. In 1897, Herzl organized the First Zionist Congress in Basel, Switzerland.
Reading Check
Explaining
Why did Jews start to move to Palestine?
The Culture of Modernity
Literature
Painting
Degas
Introduction
Social trends in the mid-1800s in France are readily apparent in the works of many of the impressionist artists. The work of Edgar Degas is a good example. In this activity you will learn about impressionism and about the contribution of Degas to a new style in painting and sculpture.
* Read the information on the Web site about Degas. Take notes as you read.
* Click on “Life” and read the information.
* Go back and click on “Artistic Styles.” Read the information.
* Click on two of Degas’s paintings and review his works.
Use the information you found to answer the following questions.
Architecture
Music
Reading Check
Explaining
How did the Impressionists radically change the art of painting in the 1870s?
Psychoanalysis expert Timothy L. Hulsey, VCU psychology professor and dean of the honors college engages students and faculty in the Core Course and the psychology, MLC and English departments in a general forum on the relationship between Freudian theory and mainstream American psychological science. The conversation includes the impact of early experiences on adult behavior, the nature of memory and conceptions of the self and society: University of Richmond.
"In Memory of Sigmund Freud" by W.H. Auden (poetry reading):
Sigmund Freud's Hip Hop Cover Band
FREUD 01 World of Wonders
Pink Freud
Paperback Freud, "Kate"
Paul Warner recording "Freud" in the studio from the album "Deadly Waterparks". Footage produced by Bright Elephant Films.
Kutcher is surprised to see a photo of the novel KISSING FREUD on his Nikon camera.
Resler Sees Encouraging Elements in December Jobs Report
Jan. 8 (Bloomberg) -- David Resler, chief U.S. economist at Nomura Securities, talks with Bloomberg's Carol Massar and Matt Miller about the U.S. labor market. The U.S. unexpectedly lost 85,000 jobs in December, supporting Federal Reserve forecasts that a labor market recovery will take time and making it more likely interest rates will stay near zero for the next six months. (Source: Bloomberg)
Jan. 8 (Bloomberg) -- Bloomberg BusinessWeek editor Josh Tyrangiel talks with Betty Liu about the U.S. jobs market, the temporary labor force, health-care costs and the outlook for three-dimensional television. (Source: Bloomberg)
A Labor Department report released on Friday showed the US economy unexpectedly lost 85,000 jobs in December while the jobless rate was unchanged. However, as The Consumerist notes, the reason why the national unemployment rate hasn't gone up is because "people are giving up hope and dropping out of the labor force entirely."
The percentage of Americans taking part in the labor force is the lowest it's been since the mid-'80s, and over 900,000 people are no longer looking for work because they don't think any is available.
About 1.7 million Americans opted out of the workforce from July through December, representing a 1.1 percent drop that marks the biggest six-month decrease since 1961, the Labor Department report showed. The share of the population in the labor force last month fell to the lowest level in 24 years.
The so-called underemployment rate -- which includes part- time workers who’d prefer a full-time position and people who want work but have given up looking -- rose to 17.3 percent in December from 17.2 percent.
The number of discouraged workers, those not looking for work because they believe none is available, climbed to 929,000 last month, the most since records began in 1994.
The problem in this recession is not the unemployment rate, but the average length of time that each worker has been unemployed.
Last month, I cited another sad statistic with regards to long-term unemployment.
According to data released by the Department of Labor, long-term unemployment is soaring:
The number of Americans out of work for 27 weeks or more reached 5.9 million last month, the most on records dating from 1948. That's 18 percent more than just three months ago, when the total was just below 5 million.
As posted on Twitter the Ch. 15 Short Answer Quiz grades have been posted and a Preliminary Analysis has been posted as well.
We will pick up where we left off: Ch. 16, PowerPoint presentation and Handout Ch. 16 question.
Chapter 16
Measuring Inflation and Unemployment
Chapter Overview
In this chapter students will learn how to define and measure both inflation and
unemployment. Some cautions about evaluating the statistics are also presented, in
particular the issue of discouraged workers.
Chapter Outline
We were reviewing the effects of Inflation on Detroit. Part 2/4 is a good summary of the entire series, 6:18.
Hyperinflation (p. 436)
Peter Schiff Discusses Hyperinflation On Fast Money 12/22/09, 4:36.
2009 vs 1887: A Grim Look at History of Unemployment, 5:24
The Household Survey, p. 440
Defining and Measuring Unemployment, p. 440
Employed
Unemployed
Labor Force
Problems with Unemployment Statistics
Underemployment and Discouraged Workers
Checkpoint: Unemployment
Unemployment and the Economy
Types of Unemployment
Frictional Unemployment, p. 443
Structural Unemployment, p. 443
Cyclical Unemployment, p. 443
Summary of all: Types of Unemployment, 4:19
Defining Full Employment
The Natural Rate of Unemployment
NAIRU or Natural Rate of Unemployment, 2:58 (Micro video but applies to Macro as well).
History of the Natural Rate of Unemployment (a Micro video but it relates to Macro issues as well), 1:21
Checkpoint: Unemployment and the Economy
Job Gains and Losses: Establishment (or Payroll) Survey versus Household
Survey
Ideas for Classroom Discussion:
■ Illustrate the changing purchasing power of a dollar by using the CPI calculator
on the Web site of the Federal Reserve Bank of Minneapolis at http://www.
minneapolisfed.org/research/data/us/calc/.
The site enables you to enter an amount of money in a particular year and see
what it would be worth in another time period. You may want to prepare for this
by having students gather “data” in the form of prices their parents or grandparents remember; the “when I was a youngster I could go to the movies for 5 cents!” data. See what that would be worth today.
■ Illustrate a hyperinflation. Screen the PBS video “Commanding Heights” or look
at the page on the PBS Web site at http://www.pbs.org/wgbh/commandingheights/
shared/minitext/ess_germanhyperinflation.html.
Particular points of interest: there was a 1,000-billion German mark note in circulationand few people bothered to take the change when they spent it! Also note the mention of people buying real assets—including pianos—because of the
depreciating value of the currency.
Chapter Checkpoints
Inflation
Question: If you lived in a country where you saw the signs of a government beginning to spend excessively relative to its tax base and was funding this immense spending by printing new money, what would you do to protect yourself and your monetary assets?
The point is to check that students can: point out the link between hyperinflation
and excessive money creation.
Unemployment
Question: Does it seem reasonable to require that to be counted as unemployed, a
person must be actively seeking work? Why not simply count those who do not
have a job but indicate they would like to work?
The point is to check that students can: understand statistics are based on assumptions and methodologies. Also, this question serves to reinforce the definition of unemployment as currently used.
Unemployment and the Economy
Question: After the Berlin Wall fell and the Soviet Union split into several countries, the defense industry in the United States underwent a serious decline as part of the “peace dividend.” Many high-skilled engineers and other workers became unemployed as the industry retrenched. For many, their skills were so specialized that they were unable to find new jobs at their old salaries. Were these people frictionally, structurally, or cyclically unemployed? What policies might the government implement to reduce the impact of this type of unemployment?
The point is to check that students can: apply the definitions of the different types of unemployment to this specific scenario.
Extended Examples in the Chapter
Job Gains and Losses: Establishment (or Payroll) Survey versus Household
Survey
The term “jobless recovery” came into common use around 2004, and referred to
continuing job loss even after the economy moved from a recession into a recovery
(you’d expect job gains in such circumstances). There is a measurement problem in
assessing this situation. The Labor Department tries to assess the labor market by
surveying businesses (the demand for labor, in theory) and by surveying households
(the supply of labor). In recent years the two measures have not been tracking in
the same way. It is suggested that the Establishment Survey overstates job loss, particularly since people who lose a job but start their own businesses may not be
counted. However, self-employment may be a low-paying alternative to a person’s
previous occupation, leading some to suggest that the Household Survey overstates
how well the economy is doing.
The sources cited for this section are “Two Measures of Employment: How
Different Are They?” by Tao Wu (Federal Reserve Bank of San Francisco Economic
Letter, August 27, 2004) and Edmund L. Andrews, “Two Tales of American Jobs”
(The New York Times, February 22, 2004, page BU-6). The first source is available
on the Web at http://www.frbsf.org/publications/economics/letter/2004/el2004-23.html.
Examples Used in the End-of-Chapter Questions
Question 10 references how the Bureau of Labor Statistics measures unemployment.
For more detail, see the Web site at http://www.bls.gov/cps/cps_htgm.htm.
For Further Analysis
Calculating a Very Simple Inflation Measure
This example (in the student handout at the end of this chapter) can be used as a
small group exercise or as an individual exercise. It is designed to complement the text’s material on how to measure inflation by giving students a hands-on opportunity to see how an index is constructed. This exercise uses no weighting but it can easily be expanded to allow you to explore the meaning of a weighted average. By asking students to research prices of goods they will also get a feel for the data collection performed by the Bureau of Labor Statistics.
Web-Based Exercise
This example below requires students to find current data on the inflation rate and the unemployment rate. You may wish to combine this exercise with a current
events article to add more of a research and analytical component. Points for possible discussion to extend the material in the text would include: different measures of the CPI (for urban consumers, etc.); seasonal adjustment; core inflation measures; state and regional unemployment numbers. You may also wish to discuss whether the two measures move together or inversely to each other.
How Is the Economy Doing?
Two of the most important measures of how well the economy is doing are the inflation rate and the unemployment rate. Go to the Bureau of Labor Statistics Web site at http://www.bls.gov/bls/whatsnew.htm to answer the following:
1) What is the current inflation rate? Put it in the context of previous period’s
data.
2) What is the current unemployment rate? Compare that to the last period’s
data.
Answer: Student responses will vary depending on when this assignment is
given.
1) As of the middle of June 2007, the Consumer Price Index showed an
increase of 0.6% in May, which made it 2.7% higher than it was in May
2006. For data see the Web site at http://www.bls.gov/news.release/cpi.
toc.htm.
2) As of the middle of June 2007 the unemployment rate was 4.5%,
unchanged since May. For data see the Web site at http://www.bls.gov/
news.release/laus.toc.htm.
Tips
Current events are often the best way to motivate students with regard to the material in this chapter. Consider reading an article about current inflation and/or unemployment (even take a short “quiz” on it) and then repeat the activity
after covering the course material. Students may enjoy feeling that they can read
a business story and understand the statistics being discussed.
Handout 16.1
Calculating a Very Simple Inflation Measure
Resources
Dr. Marc Faber on CNBC on 30 December 2009, 10:38.
The American Revolution and Hyperinflation by a young American, 6:17.
Project for AP Economics 2009 (the class or school that made this video is not identified; I do not know where it is from):
Lyrics:
The productivity, is the GDP
Take the sum up of the C I G
There's no X in a closed economy
Open it up and free trade is what you'll see
The CPI is your price index
Shows you what you pay for a bottle of windex
Compared to the price level of last year
We should keep it at 100, now y'hear?
**Macroeconomics, study as a whole,
The wealth of a nation, or so I'm told
A one letter change and we're looking at a firm
But macro's what we're here for, sit back and learn.
A phillips curve, shows you the tradeoffs
'tween inflation/unemployment, yeah those layoffs.
Take the two rates, do not perplex,
The sum is known as the misery index
Did you know that money has speed?
Actually, it's called, velocity
P Q over M, that's what V
is equal to in, this economy
**
Something that's important yeah to me
is known to you as the MPC
It is the Marginal Propensity
to consume and shop and spend money
If aggregate demand, and aggregate supply
shift to the right, then GDP's up high
Don't know bout chu, but more output is fly
That's the way it is so don't ask me why
**
Say's law says supply creates demand
It's something that you should probably understand
Gave classical theory the the upper hand
'Til Keynes came along, what a man
Short run was the game of his theory
Didn't think that the world's economy
Functioned at its full capacity
Pessimistic Negativity?
Break it down...
Inflation the nation
cuz theres a justification
Of its short term relation
Between unemployment otherwise
Oh, dont get a bruther-wise
When rational expectation-wise
The sacrifice ratio-nality
Due to contractionary policy
Is smaller than expected in the theory
Of rational expectation, oh
Just ask my man Volcker,
Who went up to that suckah
Stagflation and smackd hah [her],
Like Alan Greenspan,
Who went up to tha man,
Inflation, and he demanded
Some respect, or lest
He get charged of vehicular manslaughter
Of inflations mother and daughter.
To OPEC he said, who's your father, boy?
Email HW to gmsmith@shanahan.org.
1. Answer #11 - 16, Questions and Problems, pp. 450-451.
2. Be sure to continue reviewing Ch. 15 for the multiple choice Test; Ch. 16 Quizzes will follow. The Test and Ch. 16 Quizzes will be announced soon.
