HST 202 Module #3
Contents May Have Shifted (1899 CE - 1914 CE)
Welcome to HST 202! This is the third learning module looking at the United States in the early 20th century. This period saw significant industrial and urban growth in the United States, with the country becoming an important industrial power and many people moving from rural areas to cities. This period of rapid change had significant social, economic, and political implications, and understanding these changes can provide insight into the development of modern U.S. society.
Several important political and social reform movements, including the Progressive Movement, the suffrage movement, and the movement for civil rights for African Americans, marked the period. Understanding these movements and their impact can provide insight into the values and priorities of Americans at the time and the ongoing struggle for social justice in the United States. Significant global events and developments, including World War I and the emergence of the United States as a significant global power, marked the period. Understanding the role of the United States in these events can provide insight into the country's foreign policy and its place in the world. Overall, studying the time can provide a rich and nuanced understanding of the social, political, and economic forces that shaped the country during this time and can help to contextualize and inform our understanding of the United States today.
Welcome to HST 202! This is the third learning module looking at the United States in the early 20th century. This period saw significant industrial and urban growth in the United States, with the country becoming an important industrial power and many people moving from rural areas to cities. This period of rapid change had significant social, economic, and political implications, and understanding these changes can provide insight into the development of modern U.S. society.
Several important political and social reform movements, including the Progressive Movement, the suffrage movement, and the movement for civil rights for African Americans, marked the period. Understanding these movements and their impact can provide insight into the values and priorities of Americans at the time and the ongoing struggle for social justice in the United States. Significant global events and developments, including World War I and the emergence of the United States as a significant global power, marked the period. Understanding the role of the United States in these events can provide insight into the country's foreign policy and its place in the world. Overall, studying the time can provide a rich and nuanced understanding of the social, political, and economic forces that shaped the country during this time and can help to contextualize and inform our understanding of the United States today.
#3 Credit is Important
Academics as done a real number on me. After countless hours sitting in a classroom, whether in the back row or up front giving a lecture, one thing stands out to me a pox on the American education system: The group project. Such a vile form of torture. Everyone remembers the first group project they had to do. Their middle school teacher pair you off with 2 to 4 other people to give a presentation on some topic or another. It was something you didn’t necessarily have a passion for, but you wanted to get a decent grade, so you were willing to work with others on this task.
Now enters the actors. First, the bossy student that is the loudest and most insistent on doing thing THEIR way. They refuse to work with other and have a shared vision of only their vision. You know the type, self-aggrandizing that have an inflated self-worth. These are the people that run for political office someday.
The other student is far more insipid. This person sits back quietly, doesn’t contribute, aside from nodding their head in approval occasionally. They promise to give the presentation after YOU make the poster board and YOU do all the research. As the group toils away laboriously, they sit and wait to deliver the speech portion, that everyone for some reason tries to avoid like the plague. Then, in an act of cunning treachery, the day the presentation is due, that kid is OUT SICK. So, the bossy kid makes you do the presentation, because when the rubber hits the road, the domineering kid is loud, not actually informed. You were played like a fiddle.
Why this clearly anecdotal story? Rule number three of history: Credit is important. Everyone one, whether political party or ethnic group wants to take credit for the past. Who built what. Who was the first. In the scheme of things, this can seem innocuous, or harmless. But not if you ask “why” the credit is being taken.
Giving proper credit helps to ensure that the history of an event or time is accurately represented rather than being distorted or misunderstood. This is particularly important for marginalized or underrepresented groups, whose contributions and perspectives may be overlooked or minimized if proper credit is not given. Proper credit helps to recognize and honor the contributions of individuals and groups who have played essential roles in historical events. By giving credit where it is due, we can acknowledge the efforts and sacrifices of those who have shaped the world we live in today.
Giving proper credit helps to preserve the historical memory of an event or period, ensuring that the stories and experiences of those who lived through it are not forgotten. This is especially important for events or periods that may be at risks of being forgotten or overlooked, such as those that occurred in the distant past or those that affected small or marginalized groups. Christopher Columbus is often credited with "discovering" America, but this is inaccurate. Columbus landed on islands in the Caribbean, and indigenous peoples had already inhabited the landmass of North and South America for thousands of years. In recent years, there has been a push to acknowledge these indigenous peoples' contributions and correct the narrative surrounding Columbus's "discovery" of the Americas.
Thomas Edison is often credited with inventing the light bulb, but this is only partially accurate. Edison improved existing designs for the light bulb and is credited with the first commercially viable light bulb. Still, he was one of many who came up with the idea of using electricity to create light. Other inventors, such as Warren de la Rue and Frederick de Moleyns, had also developed early light bulb versions. Rosalind Franklin made essential contributions to the discovery of the structure of DNA, but she needed to be credited appropriately at the time. Franklin's work, which involved using X-ray crystallography to create detailed images of the structure of DNA, was crucial to the discovery of the double helix structure of DNA. However, she was not included in the Nobel Prize awarded to James Watson and Francis Crick for their discovery. It was not until decades later that Franklin was adequately recognized for her contributions to the field.
These examples demonstrate how important it is to give proper credit to individuals and groups who have made significant historical contributions. Inaccurate recognition can lead to a distorted understanding of the past and obscure the contributions of those who may have been overlooked or marginalized.
THE RUNDOWN
Academics as done a real number on me. After countless hours sitting in a classroom, whether in the back row or up front giving a lecture, one thing stands out to me a pox on the American education system: The group project. Such a vile form of torture. Everyone remembers the first group project they had to do. Their middle school teacher pair you off with 2 to 4 other people to give a presentation on some topic or another. It was something you didn’t necessarily have a passion for, but you wanted to get a decent grade, so you were willing to work with others on this task.
Now enters the actors. First, the bossy student that is the loudest and most insistent on doing thing THEIR way. They refuse to work with other and have a shared vision of only their vision. You know the type, self-aggrandizing that have an inflated self-worth. These are the people that run for political office someday.
The other student is far more insipid. This person sits back quietly, doesn’t contribute, aside from nodding their head in approval occasionally. They promise to give the presentation after YOU make the poster board and YOU do all the research. As the group toils away laboriously, they sit and wait to deliver the speech portion, that everyone for some reason tries to avoid like the plague. Then, in an act of cunning treachery, the day the presentation is due, that kid is OUT SICK. So, the bossy kid makes you do the presentation, because when the rubber hits the road, the domineering kid is loud, not actually informed. You were played like a fiddle.
Why this clearly anecdotal story? Rule number three of history: Credit is important. Everyone one, whether political party or ethnic group wants to take credit for the past. Who built what. Who was the first. In the scheme of things, this can seem innocuous, or harmless. But not if you ask “why” the credit is being taken.
Giving proper credit helps to ensure that the history of an event or time is accurately represented rather than being distorted or misunderstood. This is particularly important for marginalized or underrepresented groups, whose contributions and perspectives may be overlooked or minimized if proper credit is not given. Proper credit helps to recognize and honor the contributions of individuals and groups who have played essential roles in historical events. By giving credit where it is due, we can acknowledge the efforts and sacrifices of those who have shaped the world we live in today.
Giving proper credit helps to preserve the historical memory of an event or period, ensuring that the stories and experiences of those who lived through it are not forgotten. This is especially important for events or periods that may be at risks of being forgotten or overlooked, such as those that occurred in the distant past or those that affected small or marginalized groups. Christopher Columbus is often credited with "discovering" America, but this is inaccurate. Columbus landed on islands in the Caribbean, and indigenous peoples had already inhabited the landmass of North and South America for thousands of years. In recent years, there has been a push to acknowledge these indigenous peoples' contributions and correct the narrative surrounding Columbus's "discovery" of the Americas.
Thomas Edison is often credited with inventing the light bulb, but this is only partially accurate. Edison improved existing designs for the light bulb and is credited with the first commercially viable light bulb. Still, he was one of many who came up with the idea of using electricity to create light. Other inventors, such as Warren de la Rue and Frederick de Moleyns, had also developed early light bulb versions. Rosalind Franklin made essential contributions to the discovery of the structure of DNA, but she needed to be credited appropriately at the time. Franklin's work, which involved using X-ray crystallography to create detailed images of the structure of DNA, was crucial to the discovery of the double helix structure of DNA. However, she was not included in the Nobel Prize awarded to James Watson and Francis Crick for their discovery. It was not until decades later that Franklin was adequately recognized for her contributions to the field.
These examples demonstrate how important it is to give proper credit to individuals and groups who have made significant historical contributions. Inaccurate recognition can lead to a distorted understanding of the past and obscure the contributions of those who may have been overlooked or marginalized.
THE RUNDOWN
- The American education system needs help with group projects.
- Group projects can be challenging because of bossy and unhelpful group members.
- It's important to give credit where it's due in history to represent events and prevent distortion or misunderstanding accurately.
- Proper credit helps recognize and honor marginalized or underrepresented groups and their contributions to history.
- Giving proper credit helps preserve the historical memory of an event or period, especially those at risk of being forgotten or overlooked.
- Examples of inaccurately given credit include Christopher Columbus is credited with discovering America, Thomas Edison being credited as the sole inventor of the light bulb, and Rosalind Franklin not being credited for her contributions to the discovery of the structure of DNA.
STATE OF THE UNION
HIGHLIGHTS
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We've got some fine classroom lectures coming your way, all courtesy of the RPTM podcast. These lectures will take you on a wild ride through history, exploring everything from ancient civilizations and epic battles to scientific breakthroughs and artistic revolutions. The podcast will guide you through each lecture with its no-nonsense, straight-talking style, using various sources to give you the lowdown on each topic. You won't find any fancy-pants jargon or convoluted theories here, just plain and straightforward explanations anyone can understand. So sit back and prepare to soak up some knowledge.
LECTURES
LECTURES
- COMING SOON
READING
Carnes, Chapter 21: The Age of Reform
My classes utilize both Howard Zinn's Patriot's History of the United States and Larry Schweikart's Patriot's History of the United States, mostly in excerpts posted to the modules. You can access the full text of People's History or Patriot's History by clicking on the links.
Carnes, Chapter 21: The Age of Reform
My classes utilize both Howard Zinn's Patriot's History of the United States and Larry Schweikart's Patriot's History of the United States, mostly in excerpts posted to the modules. You can access the full text of People's History or Patriot's History by clicking on the links.
Howard Zinn was a historian, writer, and political activist known for his critical analysis of American history. He is particularly well-known for his counter-narrative to traditional American history accounts and highlights marginalized groups' experiences and perspectives. Zinn's work is often associated with social history and is known for his Marxist and socialist views. Larry Schweikart is also a historian, but his work and perspective are often considered more conservative. Schweikart's work is often associated with military history, and he is known for his support of free-market economics and limited government. Overall, Zinn and Schweikart have different perspectives on various historical issues and events and may interpret historical events and phenomena differently. Occasionally, we will also look at Thaddeus Russell, a historian, author, and academic. Russell has written extensively on the history of social and cultural change, and his work focuses on how marginalized and oppressed groups have challenged and transformed mainstream culture. Russell is known for his unconventional and controversial ideas, and his work has been praised for its originality and provocative nature.
My classes utilize both Howard Zinn's A People's History of the United States and Larry Schweikart's Patriot's History of the United States, mostly in excerpts posted to the modules. You can access the full text of People's History or Patriot's History by clicking on the links.
My classes utilize both Howard Zinn's A People's History of the United States and Larry Schweikart's Patriot's History of the United States, mostly in excerpts posted to the modules. You can access the full text of People's History or Patriot's History by clicking on the links.
Zinn, A People's History of the United States
"... Unionization was growing. Shortly after the turn of the century there were 2 million members of labor unions (one in fourteen workers), 80 percent of them in the American Federation of Labor. The AFL was an exclusive union-almost all male, almost all white, almost all skilled workers. Although the number of women workers kept growing-it doubled from 4 million in 1890 to 8 million in 1910, and women were one-fifth of the labor force-only one in a hundred belonged to a union.
Black workers in 1910 made one-third of the earnings of white workers. Although Samuel Gompers, head of the AFL, would make speeches about its belief in equal opportunity, the Negro was excluded from most AFL unions. Gompers kept saying he did not want to interfere with the 'internal affairs' of the South; 'I regard the race problem as one with which you people of the Southland will have to deal; without the interference, too, of meddlers from the outside.'..."
"... Unionization was growing. Shortly after the turn of the century there were 2 million members of labor unions (one in fourteen workers), 80 percent of them in the American Federation of Labor. The AFL was an exclusive union-almost all male, almost all white, almost all skilled workers. Although the number of women workers kept growing-it doubled from 4 million in 1890 to 8 million in 1910, and women were one-fifth of the labor force-only one in a hundred belonged to a union.
Black workers in 1910 made one-third of the earnings of white workers. Although Samuel Gompers, head of the AFL, would make speeches about its belief in equal opportunity, the Negro was excluded from most AFL unions. Gompers kept saying he did not want to interfere with the 'internal affairs' of the South; 'I regard the race problem as one with which you people of the Southland will have to deal; without the interference, too, of meddlers from the outside.'..."
Larry Schweikart, A Patriot's History of the United States
"... A popular 1901 magazine, Current Literature, collated available census data about American males at the turn of the century. It reported that the typical American man was British by ancestry, with traces of German; was five feet nine inches tall (or about two inches taller than average European males); and had three living children and one who had died in infancy. A Protestant, the average American male was a Republican, subscribed to a newspaper, and lived in a two-story, seven-room house. His estate was valued at about $5,000, of which $750 was in a bank account or other equities. He drank more than seven gallons of liquor a year, consumed seventy-five gallons of beer, and smoked twenty pounds of tobacco. City males earned about $750 a year, farmers about $550, and they paid only 3 percent of their income in taxes. Compared to their European counterparts, Americans were vastly better off, leading the world with a per capita income of $227 as opposed to the British male’s $181 and a Frenchman’s $161—partially because of lower taxes (British men paid 9 percent of their income, and the French, 12 percent).
Standard income for industrial workers averaged $559 per year; gas and electricity workers earned $543 per year; and even lower-skilled labor was receiving $484 a year. Of course, people in unusual or exceptional jobs could make a lot more money. Actress Sarah Bernhardt in 1906 earned $1 million for her movies, and heavyweight boxer Jack Johnson took home a purse of $5,000 when he won the Heavyweight Boxing Championship of 1908. Even more 'normal' (yet still specialized) jobs brought high earnings. The manager of a farm-implement department could command $2,000 per year in 1905 or an actuary familiar with western insurance could make up to $12,000 annually, according to ads in the New York Times.
What did that buy? An American in 1900 spent $30 a year on clothes, $82 for food, $4 for doctors and dentists, and gave $9 to religion and welfare. A statistic that might horrify modern readers, however, shows that tobacco expenditures averaged more than $6, or more than personal care and furniture put together! A quart of milk went for 6 cents, a pound of pork for nearly 17 cents, and a pound of rice for 8 cents; for entertainment, a good wrestling match in South Carolina cost 25 cents, and a New York opera ticket to Die Meistersinger cost $1.50. A working woman earned about $365 a year, and she spent $55 on clothes, $78 on food, and $208 on room and board.4 Consider the example of Mary Kennealy, an unmarried Irish American clerk in Boston, who made $7 a week (plus commissions) and shared a bedroom with one of the children in the family she boarded with. (The family of seven, headed by a loom repairman, earned just over $1,000 a year, and had a five-room house with no electricity or running water.) At work Kennealy was not permitted to sit; she put in twelve to sixteen hours a day during a holiday season. Although more than 80 percent of the clerks were women, they were managed by men, who trusted them implicitly. One executive said, 'We never had but four dishonest girls, and we’ve had to discharge over 40 boys in the same time.' 'Boys smoke and lose at cards,' the manager dourly noted."
"... A popular 1901 magazine, Current Literature, collated available census data about American males at the turn of the century. It reported that the typical American man was British by ancestry, with traces of German; was five feet nine inches tall (or about two inches taller than average European males); and had three living children and one who had died in infancy. A Protestant, the average American male was a Republican, subscribed to a newspaper, and lived in a two-story, seven-room house. His estate was valued at about $5,000, of which $750 was in a bank account or other equities. He drank more than seven gallons of liquor a year, consumed seventy-five gallons of beer, and smoked twenty pounds of tobacco. City males earned about $750 a year, farmers about $550, and they paid only 3 percent of their income in taxes. Compared to their European counterparts, Americans were vastly better off, leading the world with a per capita income of $227 as opposed to the British male’s $181 and a Frenchman’s $161—partially because of lower taxes (British men paid 9 percent of their income, and the French, 12 percent).
Standard income for industrial workers averaged $559 per year; gas and electricity workers earned $543 per year; and even lower-skilled labor was receiving $484 a year. Of course, people in unusual or exceptional jobs could make a lot more money. Actress Sarah Bernhardt in 1906 earned $1 million for her movies, and heavyweight boxer Jack Johnson took home a purse of $5,000 when he won the Heavyweight Boxing Championship of 1908. Even more 'normal' (yet still specialized) jobs brought high earnings. The manager of a farm-implement department could command $2,000 per year in 1905 or an actuary familiar with western insurance could make up to $12,000 annually, according to ads in the New York Times.
What did that buy? An American in 1900 spent $30 a year on clothes, $82 for food, $4 for doctors and dentists, and gave $9 to religion and welfare. A statistic that might horrify modern readers, however, shows that tobacco expenditures averaged more than $6, or more than personal care and furniture put together! A quart of milk went for 6 cents, a pound of pork for nearly 17 cents, and a pound of rice for 8 cents; for entertainment, a good wrestling match in South Carolina cost 25 cents, and a New York opera ticket to Die Meistersinger cost $1.50. A working woman earned about $365 a year, and she spent $55 on clothes, $78 on food, and $208 on room and board.4 Consider the example of Mary Kennealy, an unmarried Irish American clerk in Boston, who made $7 a week (plus commissions) and shared a bedroom with one of the children in the family she boarded with. (The family of seven, headed by a loom repairman, earned just over $1,000 a year, and had a five-room house with no electricity or running water.) At work Kennealy was not permitted to sit; she put in twelve to sixteen hours a day during a holiday season. Although more than 80 percent of the clerks were women, they were managed by men, who trusted them implicitly. One executive said, 'We never had but four dishonest girls, and we’ve had to discharge over 40 boys in the same time.' 'Boys smoke and lose at cards,' the manager dourly noted."
Thaddeus Russell, A Renegade History of the United States
"... Ordinary Americans who preferred leisure over work had no spokesmen. All the major American labor organizations in the nineteenth and early twentieth centuries were as deeply committed to the work ethic as were the first Puritan settlers. In 1866 William H. Sylvis founded the National Labor Union, the first federation of trade unions in the United States, not only to protect the economic interests of its members but also to 'elevate the moral, social, and intellectual condition' of all workers. This meant, above all, instructing them that to labor was to 'carry out God's wise purposes.' The Knights of Labor replaced the National Labor Union as the major national labor organization in the 1870s and 1880s but carried forward the commitment to work over leisure. In 1879, when Terrence Powderly, a Pennsylvania machinist, took over the Knights, he opened its ranks to women, blacks, immigrants, and unskilled workers. This was a radical step in a period when most craft unions would admit none of them. But Powderly's intention was to spread a conservative message to the uninitiated. All new members of the organization were required to recite a 'Ritual of Initiation' that declared, 'In the beginning, God ordained that man should labor, not as a curse, but as a blessing.' The purpose of the organization was 'to glorify God in [labor's] exercise.' Powderly and the Knights advocated reducing the number of labor hours but only because they believed excessive work undermined the work ethic-men became machines unable to appreciate the glory of labor..."
"... Ordinary Americans who preferred leisure over work had no spokesmen. All the major American labor organizations in the nineteenth and early twentieth centuries were as deeply committed to the work ethic as were the first Puritan settlers. In 1866 William H. Sylvis founded the National Labor Union, the first federation of trade unions in the United States, not only to protect the economic interests of its members but also to 'elevate the moral, social, and intellectual condition' of all workers. This meant, above all, instructing them that to labor was to 'carry out God's wise purposes.' The Knights of Labor replaced the National Labor Union as the major national labor organization in the 1870s and 1880s but carried forward the commitment to work over leisure. In 1879, when Terrence Powderly, a Pennsylvania machinist, took over the Knights, he opened its ranks to women, blacks, immigrants, and unskilled workers. This was a radical step in a period when most craft unions would admit none of them. But Powderly's intention was to spread a conservative message to the uninitiated. All new members of the organization were required to recite a 'Ritual of Initiation' that declared, 'In the beginning, God ordained that man should labor, not as a curse, but as a blessing.' The purpose of the organization was 'to glorify God in [labor's] exercise.' Powderly and the Knights advocated reducing the number of labor hours but only because they believed excessive work undermined the work ethic-men became machines unable to appreciate the glory of labor..."
What Does Professor Lancaster Think?
Historically, the labor movement in the United States has not always been inclusive or supportive of women and minorities. Many labor unions excluded women and minorities from membership or relegated them to separate lower-paying unions. This meant that Unions often excluded women and minorities from the benefits of union membership, such as higher wages, better working conditions, and job security.
In addition, the labor movement has sometimes supported harmful policies for women and minorities. For example, some unions supported laws that restricted immigration to protect the jobs and wages of union members, but these laws often disproportionately impacted immigrants from countries in Latin America and Asia who were continually seeking work in low-skilled, low-paying occupations. Similarly, some unions have supported policies restricting women's employment or limiting their opportunities for advancement, arguing that women were less productive or capable than men.
The United States, at the turn of the 20th century, was a rapidly industrializing and urbanizing country with a growing economy and expanding territory. Unionization was on the rise, with approximately 2 million members of labor unions representing one in every 14 workers. The vast majority of these union members belonged to the American Federation of Labor (AFL), an exclusive union almost entirely made up of male, white, skilled workers. Black workers earned about one-third of what white workers made, and most AFL unions excluded black workers. Despite the significant increase in the number of women in the labor force, only a tiny percentage were union members. The Great Migration, a period of considerable migration by African Americans from the rural South to urban areas in the North and West, also began in the early 20th century.
American labor organizations in the 19th and early 20th centuries generally embraced the work ethic and saw it as a way to "elevate the moral, social, and intellectual condition" of workers. The National Labor Union, founded in 1866, and the Knights of Labor, which replaced it as the primary national labor organization in the 1870s and 1880s, both promoted the work ethic. They saw it as a way to "glorify God." Terrence Powderly, the leader of the Knights, opened the organization's ranks to women, blacks, immigrants, and unskilled workers to spread this conservative message to a broader audience. Powderly and the Knights supported reducing the number of labor hours, but only because they believed that excessive work could undermine the work ethic and cause people to lose sight of the glory of labor.
Some religious leaders and institutions have argued that it is God's will for workers to be submissive to their employers and that labor unions are sinful or un-Christian. These arguments have been used to justify low wages, long hours, and poor working conditions and have been used to discourage workers from organizing and advocating for their rights.
Another way in which religion has negatively affected the labor movement is by dividing workers along religious lines. Some religious groups have been seen as more supportive of organized labor than others, leading to tensions and divisions within the labor movement. For example, the Catholic Church was traditionally seen as more supportive of organized labor than Protestant denominations, leading to conflicts between Catholic and Protestant workers in some cases.
The labor movement has not always lived up to its stated goal of advocating for the rights and interests of all workers and has often excluded or discriminated against women and minorities. This has contributed to ongoing inequalities and challenges for these groups in the workforce.
Historically, the labor movement in the United States has not always been inclusive or supportive of women and minorities. Many labor unions excluded women and minorities from membership or relegated them to separate lower-paying unions. This meant that Unions often excluded women and minorities from the benefits of union membership, such as higher wages, better working conditions, and job security.
In addition, the labor movement has sometimes supported harmful policies for women and minorities. For example, some unions supported laws that restricted immigration to protect the jobs and wages of union members, but these laws often disproportionately impacted immigrants from countries in Latin America and Asia who were continually seeking work in low-skilled, low-paying occupations. Similarly, some unions have supported policies restricting women's employment or limiting their opportunities for advancement, arguing that women were less productive or capable than men.
The United States, at the turn of the 20th century, was a rapidly industrializing and urbanizing country with a growing economy and expanding territory. Unionization was on the rise, with approximately 2 million members of labor unions representing one in every 14 workers. The vast majority of these union members belonged to the American Federation of Labor (AFL), an exclusive union almost entirely made up of male, white, skilled workers. Black workers earned about one-third of what white workers made, and most AFL unions excluded black workers. Despite the significant increase in the number of women in the labor force, only a tiny percentage were union members. The Great Migration, a period of considerable migration by African Americans from the rural South to urban areas in the North and West, also began in the early 20th century.
American labor organizations in the 19th and early 20th centuries generally embraced the work ethic and saw it as a way to "elevate the moral, social, and intellectual condition" of workers. The National Labor Union, founded in 1866, and the Knights of Labor, which replaced it as the primary national labor organization in the 1870s and 1880s, both promoted the work ethic. They saw it as a way to "glorify God." Terrence Powderly, the leader of the Knights, opened the organization's ranks to women, blacks, immigrants, and unskilled workers to spread this conservative message to a broader audience. Powderly and the Knights supported reducing the number of labor hours, but only because they believed that excessive work could undermine the work ethic and cause people to lose sight of the glory of labor.
Some religious leaders and institutions have argued that it is God's will for workers to be submissive to their employers and that labor unions are sinful or un-Christian. These arguments have been used to justify low wages, long hours, and poor working conditions and have been used to discourage workers from organizing and advocating for their rights.
Another way in which religion has negatively affected the labor movement is by dividing workers along religious lines. Some religious groups have been seen as more supportive of organized labor than others, leading to tensions and divisions within the labor movement. For example, the Catholic Church was traditionally seen as more supportive of organized labor than Protestant denominations, leading to conflicts between Catholic and Protestant workers in some cases.
The labor movement has not always lived up to its stated goal of advocating for the rights and interests of all workers and has often excluded or discriminated against women and minorities. This has contributed to ongoing inequalities and challenges for these groups in the workforce.
Fort Brown, where the 25th Infantry were stationed at the time of the Brownsville affair
KEY KERMS
ASSIGNMENTS
Forum Discussion #4
- Teller Amendment
- Open Door Policy
- Ragtime
- 1900s Fashion
- Casey Jones
- Washington, Carver & Du Bois
- Galveston Hurricane
- Puerto Rico
- Wrestling
- Breakup of Northern Securities
- Little Nemo
- First radio program
- Brownsville raid
- Upton Sinclair
- "Gentlemen's Agreement"
- 1907 Eugenic Sterilization Law for People with Disabilities
- 1910s Fashion
- Jazz Music
- White-Slave Traffic Act
- Triangle Shirtwaist factory
- Paul Dudley White
ASSIGNMENTS
- Forum Discussion #4
Forum Discussion #4
Upton Sinclair wrote The Jungle, a novel published in 1906, to highlight the difficult and oppressed lives of immigrants in industrialized cities in the United States, such as Chicago. The book focused on the meat industry and its poor working conditions as a way to promote socialism in the country. However, readers were more shocked by the depiction of health violations and unsanitary practices in the meat packing industry, which sparked public outrage and led to significant reforms, including the Meat Inspection Act. Sinclair later remarked that he had intended to appeal to readers' emotions, but ended up affecting them through their stomachs instead.
Watch this short clip (or read the Jungle in its entirety; whatever floats your boat!) and answer the following:
Watch this short clip (or read the Jungle in its entirety; whatever floats your boat!) and answer the following:
What role does the concept of the free market play in Upton Sinclair's The Jungle and how does the novel critique or challenge this idea?
Need help? Remember the Discussion Board Rubric.
LEGAL MUMBO JUMBO
Need help? Remember the Discussion Board Rubric.
LEGAL MUMBO JUMBO
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