20th-century Jewish Immigration

Question

How is Jewish immigration generalized by textbooks?

Textbook Excerpt

Some textbook narratives point out large, well-known anti-Semitic groups but fail to examine in detail acts of violence against religious and cultural minorities or the acts those groups took to combat the virulent, unapologetic anti-Semitism.

Source Excerpt

A shared wellspring of religious and cultural traditions helped keep even the most contentious elements of the American Jewish community intertwined in some ways. For example, the 1910 Protocol of Peace was negotiated and signed by Jewish communal leaders and lawyers who represented both Jewish garment manufacturers and factory owners, and Jewish workers and labor activists.

Historian Excerpt

American Jewish history provides a test case for the question of how different the experiences of the “old” and “new” immigrants actually were, with a growing number of historians convinced that the period between 1820 and 1924 should more properly be seen as a continuous century of American Jewish migration that saw more structural similarities than discontinuities.

Abstract

All textbooks cover the great wave of immigration that brought approximately 25 million people to America from 1880–1924. They provide a standard account of chain migration, ethnic urban neighborhoods, the Americanization movement, and the successful campaigns for restrictive immigration legislation. Eastern European Jews are often cited as examples of the new religious groups entering the U.S., as frequent participants in the labor activism that characterized industrial development, and as significant contributors to popular American culture, especially through music and movies. Several other significant elements of the Jewish immigrant experience receive little attention, but a closer look sheds light on the complicated turn-of-the-century immigration to America.

Jewish Immigration to the United States

The Insanity Retrial of Mary Lincoln

Description

In 1875, Mary Todd Lincoln's son, Robert Lincoln, petitioned to have his mother institutionalized for insanity. Mary Lincoln was declared insane and subsequently detained in Bellevue Sanatorium for four months. One year later, Mary Lincoln underwent another trial; however, this one proved more beneficial to the widow, as she received a formal declaration of sanity and the restoration of control over her assets.

Now, over a century later, various Mary Lincoln historians, legal experts, and mental health professionals have been assembled to discuss the question of Mary Todd Lincoln's insanity. This roundtable examination of Mary's mental state has been broken up amongst two panels—one which focuses on historic interpretations and other other on modern perspectives. Join these two panels as they examine this infamous case of insanity, its ramifications, and its modern interpretations.

Constitution Day 2012: Founding Documents

Date Published
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Photo, Three Signs, Oct. 15, 2006, M.V. Jantzen, Flickr
Article Body

No one would argue that the U.S. Constitution isn't a founding document. But what is a founding document? The Constitution outlined the shape of the U.S. government, and put in writing the basic rights of U.S. citizens. But what else has it done?

The U.S. Constitution has served as the foundation for many discussions about the U.S. and its principles. Whether people speak out for change or to maintain the status quo, they refer to the Constitution. Throughout U.S. history, writers, artists, and orators have used the text and ideas of the Constitution as the backbone of arguments.

Have your students review the U.S. Constitution and its context. What ideas inspired the Constitution? Explore the Library of Congress's exhibit Creating the United States to find primary sources related to the Constitution, many written by the Founding Fathers.

The exhibit also includes documents that followed the Constitution, from 1788 through the 1980s. From cartoons questioning the constitutionality of the New Deal to translated versions of the Constitution published in other countries, students can see many ways in which national (and international) conversations have used the Constitution as a starting point.

Discover more documents that preceded and descended from the Constitution with resources from the National Archives and Records Administration (NARA). Our Documents presents a timeline of 100 milestone documents in U.S. history. Where is the Constitution in this lineup? How does the Constitution show the influence of earlier documents? How do later documents show the influence of the Constitution? What documents on this website do your students think most influenced U.S. history? (Here's what the U.S. public thought in 2004.)

Deepen your class's exploration further with primary sources, lesson plans, quizzes, and more from our Constitution Day spotlight page. Drawing on these materials, your students can uncover connections between the Constitution and the Civil Rights Movement, U.S. Supreme Court decisions, the Watergate scandal, and much more. The Constitution didn't just help found the U.S. government—it founded debates that shape the country.

For more information

Historian John Buescher provides one definition of a "founding document" in Ask a Historian.

This year, the National Endowment for the Humanities connects the Emancipation Proclamation and the Constitution with free resources for teachers.

Check out Constitution Day resources we recommended in 2010. They're just as valuable today!

Labor Arts

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Lithograph, "John Henry," William Gropper, Between 1897 and 1977
Annotation

A modestly-sized exhibition of visual materials from a variety of labor-related organizations that focuses on ways in which artists and others have celebrated working people and labor unions in 20th-century America. Includes 44 photographs, 19 images of leaflets and pamphlets, 13 buttons, badges, and ribbons, 25 examples of cartoon art, eight songbook and sheet music covers, six images from murals, and nine covers from the journal Labor Defender. Covers themes of workers at work, strikes, parades, demonstrations, and the civil rights movement. Provides exhibits on original art depicting labor, the New York City "culture of solidarity," and the early struggles of the Hotel and Motel Trades Council. Materials are identified with short descriptions of up to 100 words. Offers links to 61 related sites. Useful for those studying political uses of visual culture in 20th-century America.

Hard Hat Riots: An Online History Project

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Photo, Construction Workers with American Flag, New York Times
Annotation

A well-designed and innovative approach to teaching history, this site, designed by three PhD candidates at New York University, presents multifaceted perspectives on the May 8, 1970, attacks in New York City on Vietnam War protesters by hundreds of construction workers.

Users can enter the site by selecting any of 12 photographs, nine newspaper headlines, three places in the city where rioting occurred, or 10 summaries of views on the events and their meaning by historians and journalists. Selected items link to additional resources, including a police report and interviews with a student and a construction worker. The creators challenge users to fit the riots into wider contexts and to assess variant attempts at historical understanding.

Offers about a dozen suggested activities for high school and college teachers. Though limited in scope and quantity of material, this site is of great value to those studying social class in the Vietnam War era, labor history, and media influence in American life.

Flint Sit-Down Strike

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Photo, Genora Johnson with a very..., c. 1936-1937, Flint Sit-Down Strike
Annotation

This rich, multimedia resource provides an introduction to "the greatest strike in American history." The six-week occupation of the General Motors plant at Flint, Michigan, in 1936–37, was led by the recently-formed United Auto Workers. Using the new tactic of remaining in the plant rather than picketing outside, the strikers stopped production and won many demands.

The site begins with a short introductory essay and a small bibliography and webography. The three main sections—organization, strike, and aftermath—provide nearly 100 audio interviews recorded between 1978 and 1984 with former strikers recalling work conditions prior to the strike, experiences during the sit-in, the hostile reaction of Flint residents, the role of the Women's Auxiliary, and conditions following the strike. Each section includes a narrative essay. In addition the site presents slideshows, an audio timeline, and a Flash-generated strike map with textual and audio links.

Digital Resource Guide for the Labor Archives of Washington State

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Photo, Camp Ferry crew on their way to lunch, 1939, WPA, Uni. of Washington
Annotation

The Digital Resource Guide for the Labor Archives of Washington State exists for one purpose—to break down and make accessible the contents of the University of Washington's labor collections. To begin, simply scroll down or select "Topics" from the top navigation bar to view five categories within the collections. From there, make your choice, and find a summary of the collection contents alongside links.

"The I.W.W. in the Pacific Northwest" offers access to ephemera, newspaper clippings, personal accounts, and photographs related to the 1916 Everett Massacre and the 1919 Centralia Massacre; letters and documents concerning opposition to the I.W.W.; and local Wobblie charters, letters, and manuscripts.

"The Seattle General Strike and Its Aftermath" includes photographs and documents from the strike; notes, letters, reports, news clippings, and ephemera related to the Central Labor Council of Seattle in the 1920s and 1930s; documents pertaining to the Seattle Union Record, the CLC's newspaper; documents related to Henry Ault, an editor of the paper; and letters, manuscripts, ephemera, and photographs concerning Anna Louise Strong, advocate of laborer and children's rights.

Look to "Anti-Labor Reactions and Labor Espionage" for photos and documents from the Spruce Production Division and the Loyal Legion of Loggers and Lumbermen; speeches, articles, and letters by the Associated Industries; and 1919 and 1920 reports from spies within the labor movement.

"Labor and the New Deal" leads to photographs only. Here, you can find more than 450 photographs related to the Federal Emergency Relief Administration, Civil Works Administration, the CCC, and Works Progress Administration workers at the Grand Coulee Dam and elsewhere.

Finally, "Labor in the Modern Era" emphasizes Cesar Chavez and the farmworkers' movement, as well as protests held at the 1999 World Trade Organization meeting. Resources include posters, interviews, fliers, pamphlets, and photographs.

Bisbee Deportation of 1917

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Logo, Bisbee Deportation of 1917
Annotation

In 1917, a labor dispute between copper mining companies and workers in Bisbee, Arizona, escalated into vigilante action against suspected members of the Industrial Workers of the World (IWW). This site provides primary and secondary sources on the strike and subsequent deportation of over 1000 striking miners from Bisbee. It offers a roughly 500-word essay on the incident's historical context, and provides online access to materials such as personal narratives, witness interviews, government reports, newspaper articles, correspondence, and images selected from the University of Arizona Library, the Arizona Historical Society, and the Sharlot Hall Museum in Prescott, Arizona. There are 26 mining and deportation photographs, three maps, 19 IWW publications with color images of the covers, and six images of IWW stickers on the site, along with a bibliography of 34 scholarly works, 11 of which offer links to online, full-text versions. The site provides a partial finding aid that lists items with links to the document texts featured on the site. The site is ideal for studying labor action and labor/management relations in the early 20th century.

Inside an American Factory: Films of the Westinghouse Works, 1904

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Photo, Westinghouse Works factory
Annotation

This exhibit includes 21 "actuality" films from the Library's Westinghouse Works Collection. Actuality films were motion pictures that were produced on flip cards, also known as mutoscopes. These films, made by the American Mutoscope and Biograph Company in 1904, were intended to showcase the company's operations and feature the Westinghouse Air Brake Company, the Westinghouse Electric and Manufacturing Company, and the Westinghouse Machine Company. They were shown daily in the Westinghouse Auditorium at the Louisiana Purchase Exposition in St. Louis. Brief (roughly 500-word) descriptive narratives accompany each film, along with three to five photographs of factory exteriors and interiors and male and female workers performing their duties. A timeline traces the history of the Westinghouse companies from the birth of founder George Westinghouse in 1846 to Westinghouse's last patent, awarded four years after his death in 1918. Another link offers a Wilmerding News article, dated September 2, 1904, about life in Wilmerding, Pennsylvania, "the ideal home town," where the Westinghouse Air Brake factory was located. A bibliography of 18 scholarly works on Westinghouse and manufacturing in America is also included. The easily-navigable site is keyword searchable and can be browsed by subject. It is a good resource for information on labor and manufacturing in early 20th-century America, as well as on early film.

The Era of Reform

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Universal reformer, Amos Bronson Alcott, Massachusetts Historical Society
Question

The years between 1820 and 1865 in the United States might be described as one long era of reform, marked by the predominant desire to purify individuals and society at large. To what extent do you agree with this statement?

Answer

The reform movements that arose during the antebellum period in America focused on specific issues: temperance, abolishing imprisonment for debt, pacifism, antislavery, abolishing capital punishment, amelioration of prison conditions (with prison's purpose reconceived as rehabilitation rather than punishment), the humane treatment of animals, the humane and just treatment of Native Americans, the establishment of public institutions for the care of the destitute, orphans, blind, and mentally ill, the establishment of public schools, the abolition of tobacco use, vegetarianism, health reform, homeopathic medicine, woman's rights (including, at first, especially the establishment of a woman's right to own property apart from her husband and her right to sue for divorce), and the amelioration of labor conditions (including higher pay, the right to form unions, the right to strike, and the demand for limits on the number of work hours, and safe working conditions).

Universal Reform
All these causes did not arise at the same time, but were added or fully articulated one by one.

Although many people became convinced or active in one or two of these issues, the leading activists for these causes were often interchangeable, and would meet at loosely linked conventions of reformers, where they shared enthusiasms and political strategies, and jostled for leadership niches in the various reform movements. All these causes did not arise at the same time, but were added or fully articulated one by one. As each arose, many reformers—who took to calling themselves "universal reformers"—took them on and added them to their own collection of causes.

Moral Suasion versus Coercion

Reform activists during the early part of this period, from about 1820 to about 1840, believed that they could bring about the needed reforms essentially through convincing people, one by one, of the rightness of the cause, or by preaching at them to cause individual "conversion" to the cause. This was called "moral suasion." Unfortunately for the reformers, this did not always bring the success that they wished for—somehow people would not come around to their beliefs, or, at least, not enough of them to spontaneously change the situation that needed reforming. Many reformers, then, abandoned "moral suasion" as their leading strategy and accepted (often, at first, grudgingly) the need for "associated" effort, meaning in the beginning, efforts to organize associations to advance their causes through political action of various kinds. When even this was not found to bring about the desired reform, advocates of these causes—most particularly, of course, anti-slavery activists—began to accept the rightness of using coercive means by the state, including military and police force, to initiate and enforce the reform.

Religious Foundations of Radical Reform
Many of these "come outers" soon "came out," not only of religious sectarianism, but of theistic belief altogether, becoming explicit "Free Thinkers" or atheists.

The reformers were often nourished by Anabaptist roots—especially Baptist or Quaker—or by a form of faith that was essentially a moralizing Puritanism stood on its head, which is to say, Unitarianism, whose forebears were strict Puritans, but who had concluded to reform its doctrine of "endless misery," into an optimistic one of a progressively more joyful heaven on earth. This introduced a utopian, millenialist, perfectionist strand into the reform movement, and was responsible for the innumerable small and large efforts to "come out" of the larger society and set up smaller enclaves or utopian communities, such as the well-known Brook Farm community in Massachusetts. Many of these "come outers" soon "came out," not only of religious sectarianism, but of theistic belief altogether, becoming explicit "Free Thinkers" or atheists. Unsurprisingly, the center of the reform movement was New England (especially Boston) and areas further west, like Ohio and then Michigan, where New Englanders were resettling.

Socialist Core
Taken together, many of the reforms coalesced around the larger notion of changing society into a socialist paradise.

Taken together, many of the reforms coalesced around the larger notion of changing society into a socialist paradise. This is not a later interpretation of what the self-declared reformers were up to, but was often expressed by the leading reformers themselves, who were individually attuned to philosophical and political trends in Europe, especially in France, Germany, and England, as they evolved after the radicalism of the French Revolution, and the resulting efforts there to abolish monarchies and long-established religious authorities. American reformers read this essentially as an effort to endow each person in an egalitarian society with a supreme autonomy over his or her own affairs. They discovered, however, a paradox at the heart of this effort—autonomous people were wayward and often needed to be coerced into egalitarian reform, which meant that a larger authority, such as the State, needed to negate individual autonomy in order to bring about an egalitarian society. Such has been the paradox at the heart of socialism ever since.

Persistence of the Reform Movement

Historians have often focused on the antebellum period as the "era of reform" in America, culminating in the anti-slavery crusade of the Civil War, but it is also true that 1865 did not mark the end of the reform movement, but initiated a period that persists until today in which reformers, seemingly vindicated by the end of slavery as a result of the war, shifted their thinking so as to focus on the secular State, particularly the federal government, as the main instrument for reforming society along Progressive lines.

Bibliography

Ronald G. Walters, American Reformers, 1815-1860, revised edition. New York: Hill and Wang, 1997.

Steven L. Piott, American Reformers, 1870-1920: Progressives in Word and Deed. Lanham, MD: Rowman & Littlefield, 2006.

Steven Mintz, Moralists and Modernizers: America's Pre-Civil War Reformers. Baltimore: Johns Hopkins UP, 1995.

Carl J. Guarneri, The Utopian Alternative: Fourierism in Nineteenth-Century America. Ithaca, NY: Cornell UP, 1994.