Era 7 The Emergence of Modern America: World War I (1890–1930)

New Jersey Council for the Social Studies

www.njcss.org

The relationship between the individual and the state is present in every country, society, and civilization. Relevant questions about individual liberty, civic engagement, government authority, equality and justice, and protection are important for every demographic group in the population.  In your teaching of World History, consider the examples and questions provided below that should be familiar to students in the history of the United States with application to the experiences of others around the world.

These civic activities are designed to present civics in a global context as civic education happens in every country.  The design is flexible regarding using one of the activities, allowing students to explore multiple activities in groups, and as a lesson for a substitute teacher. The lessons are free, although a donation to the New Jersey Council for the Social Studies is greatly appreciated. www.njcss.org

The beginning of the 20th century marks the foundation of the transformation of the United States into a world power by the middle of the century. In this era industrialization, urbanization, and rapid immigration changed America from an agrarian to an urban society as people lived and worked in cities. The development of the new technologies of electricity, transportation, and communication challenged our long-held traditional policies of limited government, neutrality, and laissez-faire capitalism.

President Theodore Roosevelt’s foreign policy was popularized with a 20th century interpretation of the Monroe Doctrine. The Roosevelt Corollary (1904) stated that the United States would intervene as a last resort to ensure that other nations in the western Hemisphere fulfilled their obligations to international creditors and did not violate the rights of the United States or invite foreign aggression to the detriment of the entire body of American nations.  The expansion of our navy changed the Monroe Doctrine from a passive to an assertive policy that justified the intervention of the United States in Cuba, Haiti, Nicaragua, and the Dominican Republic, as well as an American presence in Panama, China, and the Philippines. When President William Howard Taft became president in 1909, his foreign policy substituted dollars for bullets. He formalized his vision in his 1912 State of the Union Address:

“The diplomacy of the present administration has sought to respond to modern ideas of commercial intercourse. This policy has been characterized as substituting dollars for bullets. It is one that appeals alike to idealistic humanitarian sentiments, to the dictates of sound policy and strategy, and to legitimate commercial aims.”

President Taft focused on trade and he refinanced the debts of several countries in Central America who were at risk of default. He supported private economic investment in China to counter the aggression of Japan and maintain the balance of power in East Asia.

Taft’s policy led to the rise of nationalist movements who opposed the influence or interference of the United States and in China where the investments in infrastructure by Americans and American companies led to mistrust.  His successor, President Wilson introduced “Moral Diplomacy” as his vision for diplomatic leadership, which included sending American troops to Haiti, Nicaragua, the Dominican Republic, and Mexico.

Dollar Diplomacy in Qatar

Qatar is a small Persian Gulf state with a population of less than 3 million and one of the highest per capita GDPs in the world at $85,500 USD. It is about half the size of New Jersey and close in size to Connecticut. It is the richest country in the world and most of its wealth comes from natural gas and petroleum.

In 2017 Saudi Arabia, Egypt, the United Arab Emirates, and Bahrain imposed a blockade on Qatar because of their support for the Muslim Brotherhood and Iran. Qatar is currently using its wealth to promote international relations and trade and investment agreements with Russia, Central America, South Africa, Europe, and several U.S. energy companies. Qatar produces Liquefied Natural Gas (LNG) which is becoming more popular to offset carbon emissions. In 2021, the blockade ended.

Qatar has hosted the Doha trade talks, the World Cup, pledged $500 million to the United Nations’ programs, and has been central to the negotiations between Israel and Hamas on the release of hostages and humanitarian supplies.

  1. Is there a difference between Dollar Diplomacy and economic imperialism?
  2. Why did Dollar Diplomacy fail in the Taft Administration and is it likely to meet with failure in Qatar?
  3. What is the most effective way to change the position of a country that supports terrorist organizations?
  4. Does the richest country in the world have more power than the country with the strongest military?
  5. Should the United States become less trustworthy of Qatar or does pragmatism suggest that by increasing our economic agreements we will attain more benefits than disappointments?
  6. Is it the role and responsibility of the Legislative or Executive Branch to decide foreign policy in the United States?

William Howard Taft’s Dollar Diplomacy

Dollar Diplomacy

The Qatar Blockade is over but the Gulf Crisis Lives On

U.S. Relations with Qatar

From a Civics perspective, the issue of child labor is about the amount of regulation by the federal and state government that is necessary to protect children from exploitation under the Commerce Clause. The United States v. Darby decision by the U.S. Supreme Court (1941) is a landmark case that supports federal regulation of child labor.

Food insecurity is a problem for more than 10% of American families who might benefit from additional income. The historically low unemployment rate of 4% or less in the United States also creates demand for additional workers. National Labor Statistical (NLS) data show that 52% of 12 and 13-year-olds have paid work experience. The work performed at these ages was found to be freelance in nature. Babysitting and yardwork accounted for more than 70 percent of the work they performed. For 14 and 15-year-olds, the dominant form of work is also freelancing.  It is estimated that 153,600 children are employed at an activity in violation of the FLSA or state law on a weekly basis. Many are children of migrant families whose labor may be exploited. The most common violations entail working excessive hours or engaging in a hazardous occupation before the age of 18.

Child Labor in the Ivory Coast

Children in Côte d’Ivoire are subjected to the worst forms of child labor, including in the harvesting of cocoa and coffee, sometimes as a result of human trafficking. Children who work in cocoa production are often deprived of adequate schooling. Children who carry heavy loads of cocoa are exposed to pesticides, insect and snake bites, machete wounds, fatigue and leg and back problems.

In 2016, in light of the Harkin-Engel Agreement, the National Plan for fighting Against Child Labor and Child Trafficking, numerous Government, NGO and private sector initiatives and projects were being implemented in Cote d’Ivoire to improve productivity, community development and child rights in cocoa producing areas.

  1. Should states be allowed to make their own laws about child labor laws when work is being done only withing their state?
  2. Should parents be empowered to make the decisions regarding employment for their children under age 16 or another age?
  3. Do you agree with the federal District Court or the U.S. Supreme Court’s decision on Darby?
  4. Should volunteer work under the supervision of a nonprofit organization be exempt from child labor law requirements? (soccer referee v. construction of affordable houses)
  5. Should there be a requirement by the government for employers to monitor and report child employment?

History of Child Labor in the United States

Child Labor Laws are Under Attack in the United States

United States v. Darby

New Jersey Child Labor Laws

Child Labor in the Côte d’lvoire

U.S. State Department Report on Trafficking in Cote  d’Ivore in 2022

Harkin-Engel Protocol

The Framework for Private Enterprise in the United States

The government of the United States regulates businesses by taxing them. There are income taxes, employment taxes, excise taxes, and local and state taxes. The government also offers tax incentives for businesses to locate in areas of poverty and to hire veterans, women, minorities, and individuals with disabilities.  The federal and state governments also regulate price increases for public utilities, credit and have laws to prevent monopolies or price-fixing.  Health and safety regulations are regulated to protect workers from injury, toxic substances, excessive noise, and a safe and clean environment. There are also regulations on equal pay for jobs with the same or similar skills and the hours worked. The government requires retirement programs for larger businesses and has laws to protect consumers.

The Framework for Private Enterprise in India

In India, it is in the interest of the government and private sector to improve the productive capacity of the country and its citizens. This improvement leads to real wage growth, more competition and increased consumption.

The top 5 companies in India have a total market value of 20% of India’s GDP.  The government needs these industries to create jobs.

Chips were originally developed for the American government and then were licensed out to benefit consumer technology products, Mobile networks were originally built for the defense need in America and Finland, and GPS was broad based by President Clinton after Russia shot down a Korean 747 for straying into their airspace.

India needs to further strengthen the governance of state-owned enterprises, simplify regulations, and reduce administrative burdens on firms. India should also review its institutions responsible for regulation and compliance.

  1. Should the primary focus of government regulation emphasize the protection of workers and consumers or to increase innovation and economic growth?
  2. Does the cost of regulation through the payment of taxes limit economic growth or is it necessary to develop a balanced economy?
  3. Investigate areas in public education that are regulated by the local, state, or federal government and identify which regulations are helpful and which are harmful to students and teachers?

Examples of Government Regulation of Business in the United States

Where does the Public Sector End and the Private Sector Begin?

Regulatory Reform in India

The Roosevelt Corollary (1904)

The Roosevelt Corollary of December 1904 stated that the United States would intervene as a last resort to ensure that other nations in the Western Hemisphere fulfilled their obligations to international creditors. The United States was concerned that other nations might take advantage of the default on debts by some countries in the Caribbean.  The United States considered the islands in the Caribbean to be of strategic commercial and military importance.  President Roosevelt’s position justified U.S. intervention in Cuba, Nicaragua, Haiti, and the Dominican Republic.

The United States is concerned about the increased economic investment by China in several countries in the South Pacific and the diplomatic changes by these island countries ending their support for Taiwan and agreements with China.

Since World War II the Pacific has largely enjoyed independence from foreign influence. There are 14 independent island countries in this area and although they are at risk of rising sea levels and natural disasters, they also have strategic military importance. This has all changed with China’s growing presence in the region.

Australia is an ally of the United States through the Southeast Asia Treaty Organization (SEATO). A military base by China would present a serious threat to its security. However, China’s interests may also be economic. China is investing in infrastructure projects in the South Pacific with investments on an equal level with Australia and the United States.

In 2022, China entered into a security agreement with the Solomon Islands. This agreement provides China with an operational military base about 2,000 miles from Australia. There is no definitive understanding of why China is increasing its presence in this region and the risks may be minimal. The importance for a conversation about civics is about  the right of a major global power to enter into secret or public diplomatic, military, or commercial agreements with other nations. For the United States, should our foreign policy regarding South Korea, Japan, Taiwan, Guam, and Australia be determined by the Executive or Legislative Branch in our government?

China needs to consider the economic cost of its investments in these small islands that are in debt as the impact of rising sea levels is likely to limit their economy and increase their debt. Will the economic costs weaken instead of strengthening China in the future?

Australia also needs to re-evaluate its objectives for security as naval and air support from the United States and other countries may be limited by China’s presence in this area. The distance from the United States to Japan, Taiwan, and Australia is much further than it is for its rivals of North Korea, Russia, and China.

  1. Do countries have the right to extend their economic, military, or diplomatic influence to advance their own security or objectives? (Israel, Russia, China, Iran, United States, etc.)
  2. How should the United States determine its foreign policy when Congress and the President cannot agree?
  3. How important is geography in developing a country’s foreign policy?
  4. Does an authoritarian government have an advantage or disadvantage in developing its foreign policy?
  5. Do the foreign policies and laws for countries change as the 21st century military utilizes artificial intelligence and space?

President Theodore Roosevelt’s State of the Union Address: The Roosevelt Corollary (1904)

The Roosevelt Corollary (1904)

The Roosevelt Corollary to the Monroe Doctrine

China’s Security Agreement with the Solomon Islands

U.S. and China Security Review Commission Report

Era 6 The Emergence of Modern America: Progressive Reforms (1890–1930)

New Jersey Council for the Social Studies

www.njcss.org

The relationship between the individual and the state is present in every country, society, and civilization. Relevant questions about individual liberty, civic engagement, government authority, equality and justice, and protection are important for every demographic group in the population.  In your teaching of World History, consider the examples and questions provided below that should be familiar to students in the history of the United States with application to the experiences of others around the world.

These civic activities are designed to present civics in a global context as civic education happens in every country.  The design is flexible regarding using one of the activities, allowing students to explore multiple activities in groups, and as a lesson for a substitute teacher. The lessons are free, although a donation to the New Jersey Council for the Social Studies is greatly appreciated. www.njcss.org

Era 6 The Emergence of Modern America: Progressive Reforms (1890–1930)

The development of the industrial United States is a transformational period in our history. The United States became more industrial, urban, and diverse during the last quarter of the 19th century. The use of fossil fuels for energy led to mechanized farming, railroads changed the way people traveled and transported raw materials and goods, the demand for labor saw one of the largest migrations in world history to America, and laissez-faire economics provided opportunities for wealth while increasing the divide between the poor and rich. During this period local governments were challenged to meet the needs of large populations in urban areas regarding their health, safety, and education.  

Read the information below from the constitutions of the United States and Israel on the election of the head of State and discuss the similarities and differences. Until the 20th Amendment was ratified, the United States did not have a designated date for the transfer of power from one elected leader to the next.

Twentieth Amendment

Section 1

The terms of the President and the Vice President shall end at noon on the 20th day of January, and the terms of Senators and Representatives at noon on the 3d day of January, of the years in which such terms would have ended if this article had not been ratified; and the terms of their successors shall then begin.

Section 2

The Congress shall assemble at least once in every year, and such meeting shall begin at noon on the 3d day of January, unless they shall by law appoint a different day.

Section 3

If, at the time fixed for the beginning of the term of the President, the President elect shall have died, the Vice President elect shall become President. If a President shall not have been chosen before the time fixed for the beginning of his term, or if the President elect shall have failed to qualify, then the Vice President elect shall act as President until a President shall have qualified; and the Congress may by law provide for the case wherein neither a President elect nor a Vice President elect shall have qualified, declaring who shall then act as President, or the manner in which one who is to act shall be selected, and such person shall act accordingly until a President or Vice President shall have qualified. (See the 25th Amendment, ratified on February 10, 1967)

Section 4

The Congress may by law provide for the case of the death of any of the persons from whom the House of Representatives may choose a President whenever the right of choice shall have devolved upon them, and for the case of the death of any of the persons from whom the Senate may choose a Vice President whenever the right of choice shall have devolved upon them. Ratified: January 23, 1933 (See the 25th Amendment, ratified on February 10, 1967)

BASIC LAW. THE PRESIDENT OF THE STATE OF ISRAEL (1964)

1. A President shall stand at the head of the State.

2.The place of residence of the President of the State shall be Jerusalem.

3.The President of the State shall be elected by the Knesset for seven years.The President will serve for one term only.

4.Every Israel national who is a resident of Israel is qualified to be a candidate for the office of President of the State.

5.The election of the President of the State shall be held not earlier than ninety days and not later than thirty days before the expiration of the period of tenure of the President in office. If the place of the President of the State falls vacant before the expiration of his period of tenure, the election shall be held within forty-five days from the day on which such place falls vacant. The Chairman of the Knesset, in consultation with the Vice-Chairmen, shall fix

the day of the election and shall notify it to all the members of the Knesset in writing at least three weeks in advance. If the day of the election does not fall in one of the session terms of the Knesset, the Chairman of the Knesset shall convene the Knesset for the election of the President of the State.

6. Proposal of Candidates (Amendment 8)

A proposal of a candidate for President of the State shall be submitted in writing to the Chairman of the Knesset, together with the consent of the candidate in writing, on the fourteenth day before the day of the election;

A member of the Knesset shall not sponsor the proposal of more than one candidate; A person that any ten or more members of the Knesset proposed his candidacy shall be candidate for President of the State, except if the number of sponsors decreased below ten because of the deletion of the name of a member of the Knesset as described in subsection (3);

Where a member of the Knesset sponsored the proposal of more than one candidate, the name of that member of the Knesset shall be deleted from the list of sponsors for all candidates he sponsored; Where the number of sponsors of a candidate decreased below ten because of the deletion of a name from the list of sponsors, a member of the Knesset who did not sponsor any proposal may add his name to the list of sponsors of that candidate, no later than eight days before the day of the election.

The Chairman of the Knesset shall notify all the members of the Knesset, in writing, not later than seven days before the day of the election, of every candidate proposed and of the names of the members of the Knesset who have proposed him and shall announce the candidates at the opening of the meeting at which the election is held.

7. The election of the President of the State shall be by secret ballot at a meeting of the Knesset assigned only for that purpose.

8.If there are two candidates or more, the candidate who has received the votes of a majority of the members of the Knesset is elected. If no candidate receives such a majority, a second ballot shall be held. At the second ballot only the two candidates who received the largest number of votes at the first ballot shall stand for election. The candidate who at the second ballot receives a majority of the votes of the members of the Knesset who take part in the voting and vote for one of the candidates is elected. If two candidates receive the same number of votes, voting shall be repeated.

If there is only one candidate, the ballot will be in favor or against him and he is elected if the number of votes in his favor outweighs the number of votes against him. If the number of votes in his favor equals the number of votes against him, a second ballot shall be held.

1. What was the main problem the 20th Amendment solved? Was this a significant concern at the time?

      2. How did the 20th Amendment solve that problem and what problems were not solved?

      3. Should the United States consider amending the Constitution to provide for the election of the president and vice-president by the House and Senate?

      4. Are the limitations or weaknesses in the way Israel is currently governed or is there system superior to others with popular elections?

      Presidential Term and Succession

      Date Changes for Presidency, Congress, and Succession

      Interpretation and Debate of the 20th Amendment

      Historical Background to the 20th Amendment

      Democracy and Elections in Israel

      Israel’s Elections

      Reforming the Israeli Electoral System

      Regulating communications in the United States has been going on since the Radio Act of 1912. The military, emergency responders, police, and entertainment companies each wanted to get their signals out over the airwaves to the right audiences without interference. The Radio Act of 1912 helped to establish a commission that would designate which airwaves would be for public use and which airwaves would be reserved for the various commercial users who needed them.

      In 1926, the Federal Radio Commission was established to help handle the growing complexities of the country’s radio needs. In 1934, Congress passed the Communications Act, which replaced the Federal Radio Commission with the Federal Communications Commission. The Communications Act also put telephone communications under the FCC’s control. The FCC broke up some of the communications monopolies, such as the National Broadcasting Company (NBC) which part of it became the American Broadcasting Company (ABC).  

      The FCC has been in the middle of controversial decisions. In 1948, the FCC put a freeze on awarding new television station licenses because the fast pace of licensing prior to 1948 had created conflicts with the signals. The freeze was only supposed to last a few months but was extended to four years.

      The breakup of the telephone monopoly AT&T into a series of smaller companies is another example of a controversial decision. The Telecommunications Act of 1996 allowed competition by mandating that the major carriers allow new companies to lease services off of their lines and they could then sell those services to customers.

      Another area where the FCC has been criticized is in regulating the content (“decency”) of radio and television broadcasts. There was an incident at the 2004 Super Bowl halftime show when the wardrobe of Janet Jackson malfunctioned, and part of her breast was exposed. The FCC does not set the content standards for movies but has the authority to issue fines.

      Since 2014, the idea of “net neutrality” has been before the federal courts regarding an open and free internet and permission for providers to charge subscription fees.

      British Broadcasting Corporation (BBC)

      Daily broadcasting by the BBC began on November 14, 1922. John Reith was appointed as the director. There were no rules or standards to guide him. He began experimenting and published the Radio Times.

      The BBC was established by Royal Charter as the British Broadcasting Corporation in 1927. Sir John Reith became the first Director-General. The Charter defined the BBC’s objectives, powers and obligations. It is mainly concerned with broad issues of policy, while the Director-General and senior staff are responsible for detailed fulfilment of that policy.

      1. Is the regulation of radio, television, telephone and internet communications democratic?
      2. Should the freedom of speech be unlimited in the United States or does the government have the responsibility and authority to control the content and images?
      3. Do the Regulatory Agencies of the United States promote the general welfare, or do they restrict the blessings of liberty?
      4. Are monopolies in the communications and technology industries justified because of the expense and protection of patents?
      5. Does the United Kingdom have a state sponsored news media in the BBC?
      6. Which country’s policies on communications do you agree with? Why?

      BBC Guidelines for Inappropriate Content

      The Communications Act of 1934

      History of the Federal Communications Commission

      History of Commercial Radio

      Suez Canal Crisis (1956)

      On July 26, 1956, Egyptian President Gamal Abdel Nasser announced the nationalization of the Suez Canal Company, which was jointly operated by a British and French company since its construction in 1869. The British and French held secret military consultations with Israel, who regarded Nasser as a threat to its security. Israeli forces attacked Egypt’s Sinai Peninsula on October 29, 1956, advancing to within 10 miles of the Suez Canal. Britain and France landed troops of their own a few days later.

      The relations between the United States and Britain weakened when Britain bombed Egypt over their blockade of the Suez Canal. The United Nations threatened Britain with sanctions if there were any civilian casualties. This led to economic panic and Britain faced having to devalue its currency. President Eisenhower was shocked that he was not informed of the British military response and put pressure on the International Monetary Fund to deny Britain any financial assistance. The British reluctantly accepted a UN proposed ceasefire. Under Resolution 1001 on 7 November 1956 the United Nations deployed an emergency force (UNEF) of peacekeepers into Egypt.

      The canal was closed to traffic for five months by ships sunk by the Egyptians during the operations. British access to fuel and oil became limited and resulted in shortages. Egypt maintained control of the canal with the support of the United Nations and the United States. Under huge domestic pressure and suffering ill-health Eden resigned in January 1957, less than two years after becoming prime minister.

      1. Does the United States have a responsibility to support its allies even when our policies do not agree with their policies or actions?
      2. Did President Eisenhower overstep his authority by asking for economic sanctions against Britain?
      3. Did President Roosevelt overstep his constitutional authority in signing the Hay-Bunau-Varilla Treaty or was the overstep committed by the Philip Bunau-Varilla, Panama’s ambassador to the United States?
      4. In matters of foreign policy, do economic interests justify military actions?

      History of the Panama Canal

      The Panama Canal

      International Law and the Panama Canal

      The Suez Canal Crisis

      Why was the Suez Canal Crisis Important?

      Poll Taxes and the 24th Amendment

      The US Constitution leaves voter qualifications, except for age, to individual states. By the mid-19th century, however, most states did not limit voting by property ownership or poll taxes. A poll tax of $2 in 1962 would convert to approximately $17 in 2020 dollars. After the ratification of the 15th Amendment, in an attempt to limit Black voter registration and turnout, many states re-established poll taxes. The combination of poll taxes, literacy tests, White primaries (permitting only Whites to vote in primary elections), intimidation, violence, and disqualification of people convicted of felonies succeeded in reducing voter participation.

      In his 1962 State of the Union Address, President Kennedy put the issue on the national agenda when he called for the elimination of poll taxes and literacy tests, stating that voting rights “should no longer be denied through such arbitrary devices on a local level.” The proposal to ban literacy tests did not make it past a Senate filibuster, but after debating the substance of the proposal to end the poll tax and whether or not the tax should be eliminated by a Constitutional amendment, Congress passed the 24th Amendment, abolishing poll taxes in federal elections on August 27, 1962.

      The passage of the 24th Amendment and the Voting Rights Act of 1965 did not completely eliminate the obstacles for voter registration or voting. On March 24, 1966, the Supreme Court ruled in Harper v. Virginia Board of Elections that poll taxes could not be collected in any election, including state and local elections, since they violated the 14th Amendment’s Equal Protection Clause. The 19th Amendment gave women the right to vote but enforcement is dependent on congressional legislation. To what extent are citizens denied the right to vote today?

      Chartist Movement in the United Kingdom

      In 1838 a People’s Charter was drawn up for the London Working Men’s Association (LWMA) by William Lovett and Francis Place, two self-educated radicals, in consultation with other members of LWMA. The Charter had six demands:

      All men to have the vote (universal manhood suffrage)

      Voting should take place by secret ballot.

      Parliamentary elections every year, not once every five years

      Constituencies should be of equal size.

      Members of Parliament should be paid.

      The property qualification for becoming a Member of Parliament should be abolished.

      The Chartists’ petition was presented to the House of Commons with over 1.25 million signatures. It was rejected by Parliament. This provoked unrest which was swiftly crushed by the authorities. A second petition was presented in May 1842, signed by over three million people but again it was rejected, and further unrest and arrests followed. In April 1848 a third and final petition was presented. The third petition was also rejected but there were no protests. Why did this movement fail to complete its objectives?

      1. Should the requirement of having a birth certificate or another state ID document as proof of residency a modern-day poll tax? In all states these documents have a cost.
      2. Does the Voting Rights Act of 1965 need to be updated with the John R. Lewis Voting Rights Advancement act?
      3. Was the poll tax a financial burden on a low-income family? (In today’s currency about $34 for two adults)
      4. What led to the rise of the Chartists Movement?
      5. Why did the Chartist Movement fail to achieve its objectives?
      6. With the many criticisms of a democracy and a republic, is it the preferred form of government?

      Barriers to Voting: Poll Taxes

      Abolition of Poll Taxes: 24th Amendment

      Voting Rights for African Americans

      Equal Protection Clause of the 14th Amendment

      Voting Rights Act of 1965

      The Chartist Movement

      The Importance of the Chartist Movement

      The Transformation of Regional Politics in Philadelphia

      Kevin McCabe

      The dawn of urbanization in the U.S. arrived in the late 19th and early 20th centuries, from which came rapid innovations in transportation and construction technology. The colonial legislation put in power by the founding fathers was tested immensely by the growing population of urban life. The necessities of sustaining an exponentially large and dense city seem evident at first glance: political, economic, and social representation, a stable job income for single or multi-family homes, access to public services, and affordable housing stock. Unfortunately, as one may notice by the pattern of urban decline as early as the 1950s, accomplishing such a feat is nearly impossible with the lack of quality political representation for marginalized members of the urban community.  Philadelphia, faced with the issues of urban decline, embarked on a project of urban renewal to revamp the public and private housing sector, introduce new forms of transportation for suburban commuters, and fix the educational landscape of the city. Similarly to other cities facing urban decline, the ‘City of Brotherly Love’ has seen countless projects or urban revitalization that historians, over time, began to view differently. Public Housing, Race, and Renewal by John F. Bauman (1987) indicates that historians viewed the solution to Philadelphia’s housing segregation, job discrimination, deindustrialization, and part of its economic decline issues through government intervention in the public housing sector. Carolyn T. Adams, author of From the Outside In (2014), exemplifies the shift of focus to local and federal intervention in Third-Sector organizations, and the lack thereof, in the startup of big industrial and transportation renewal. Similarly to Bauman, Adams refers to many of the solutions and ideas being created from a local level and being affected by public preference and federal policy. Lastly, The Problem of Jobs by Guian A. McKee (2010) takes a more positive outlook on urban renewal in Philadelphia, claiming that despite providing mixed results, the actions of a new form of Liberalism, local and federal policies, and initiatives slowed the progress of deindustrialization and moderated its effects.[1] Over the last 30 years, the scholarship on Philadelphian policies toward reshaping the historical city has changed dramatically from a focus on blaming federal policy, suburbanization and deindustrialization, the failure to provide adequate public housing and proper restructuring of the city’s inner-city blocks as the cause of economic decline and racial conflict. A newer approach to these issues is to take a city-wide approach to how local politicians and project professionals maneuvered a complex level of federal aid, Third-Sector organizations, and an angry white working class to achieve successes in some areas and failures in other neighborhoods.

      Public Housing, Race, and Renewal by John F. Bauman focuses on those who debated, promoted, and shaped Philadelphia’s public housing and urban development policies, and how the local and national shift of focus from public housing to rebuilding the city turned a desegregation project into a reinforcement of public housing poverty stereotypes as a federally-funded welfare program. Bauman, having written his book in 1987, comprises the oldest historical outlook of the three books being analyzed in this historiography study. Therefore, both Adams and McKee draw from elements of Bauman’s argument and other authors of his time to build a comprehensive outlook on the complexity of undertaking complete urban reform in one of the oldest and historically significant cities in the U.S. Bauman utilizes the terms professionals and communitarians to describe the progressive outlook of urban leaders during the middle of urban slum expansion in the 1920s. Adams’ and McKee’s central focus on the privatization of industry follows the pattern of slowing progressivism in mid-19th century Philadelphia. Bauman wrote of the tendencies of the federal government, and how the ideas around poverty-stricken areas led to the failure of public housing as a program for economic mobility: “…the federal government’s rigid funding formula for public housing construction, as well as its strict guidelines for tenant selection and tenant retention, begged the question of public housing’s mission. Was public housing to provide good housing for the working class, or was the program to build modern asylums where the poor could learn habits of thrift and cleanliness?”[2] A few ideas are present in Bauman’s argument that hold merit for future scholarship on Philadelphia’s inner city. Particularly, how government funding, despite having the intention of fixing blighted neighborhoods, ends up exacerbating the issue by being too strict with rules, regulations, and the location of the project. Bauman goes even further to state that the racial composition of a project was made to conform to the prevailing composition of the surrounding neighborhood.[3] Essentially, public housing was the same as black housing in inner-city Philadelphia. As public housing became more attached in name to the characteristics of the poor, the politically right-leaning citizens of Philadelphia lost hope that public housing would help people in poverty learn habits of thrift and cleanliness. One would also argue that the idea that public housing would help the poor learn good habits solely based on the architecture itself perpetuates the notion that all people in black-majority neighborhoods promote a culture of poverty. The hopes of architects and city planners were quickly dashed as public opinion on public housing became politicized- it was no longer a rehabilitation program, but a public welfare program for housing the city’s worst residents. Bauman also takes note of the war-spawned conservatism that swept the nation during WWII, a pattern of decentralized federal housing policy that would become a staple in how local Philadelphian officials would carry out construction projects in the future.[4] Federal funding would be provided for projects, but only constructed by private enterprises. This foreshadows the states’ use of nonprofits to accomplish construction projects more efficiently than traditional means of project approval depicted in From the Outside In. The bullish conservative real estate established for new housing projects, and the use of subdivision in existing housing to create an artificially lower demand for low-income and public housing meant that Washington and the city Housing Authority were: “… sacrificing the goals of good housing and defense to the particular interests of the homebuilding and real estate industries.”[5] The pattern imposed by the federal and state governments is private and public organizational appeasement, an act that helped speed up the development process of housing and urban renewal at the expense of ill-planned resident displacement and the diminishment of government authority over the real estate market and urban planning. Even when projects were underway, residency was determined by the current racial composition of the neighborhood. Bauman, noticing the injustice in urban housing planning, stated: “Crassly denying the new housing to low-income black slum residents reeked of injustice… Blacks were being forced to make more than their share of the sacrifice.”[6] Historians’ views on urban redevelopment in Philadelphia have not changed from Bauman’s to Adams’ interpretation- despite good intentions, the fears of black slum encroachment barred minorities from economic mobility by transforming a creative, community-building public housing movement into a cookie-cutter asylum for the poor. As the Housing Act of 1954 rolled around, the idea of city rebuilding became synonymous with economic revitalization.[7] Forced by the realities of the failures of massive elevator towers to fix the city’s housing issues, planners had to decide what locations would be best for a project’s success, zoning certain areas as unsalvageable (black zones), and blighted neighborhoods as buffer zones.[8] This is a form of redlining that reinforced segregated city patterns, instead of fixing the economic and social disparity between residents that are only blocks apart. Furthermore, it further ostracized inner-city black residents from society. Bauman claims that “Only a massive infusion of local, state, and federal money into housing and blight removal could make city neighborhoods ripe again for private investment.”[9] City politicians took their eyes off a lack of housing in certain areas to transform areas to be more appealing to white commuters and future residents, as only 21 percent of displaced families found satisfactory housing; in the eyes of a Philadelphian politician, urban renewal meant black removal.[10] Slum clearance continued, even though public housing became a welfare program: “… at the end of the decade, [the public housing program] remained demoralized and directionless.”[11] Federal housing policy established a framework for a decentralized program of low-income housing that favored white residents and suburban commuters to attract a larger visitor economy, at the expense of inner-city residents. Bauman shows how the government built and bureaucratically managed complexes that contrasted too starkly with American housing norms- how too much government involvement can create complexity in the rebuilding process when housing authorities have to adhere to a changing political climate.[12] Adam’s book works to recount that moving too far in the opposite direction- losing control over infrastructure oversight- was a step in the right direction to starting larger projects, that despite being rarely beneficial to inner-city residents, were economically beneficial to the Philadelphian region as a whole.

      Adams’ From the Outside In contradicts Bauman’s belief that Philadelphian urban renewal was a total failure, despite the shortcomings of public housing. Bauman set up Adam’s argument, relating most of the failures in the public housing sector with a shift in ideology that indicated both left and right-leaning political participants supported government intervention and federal funding, and that the division of party lines lies along the direction of the money in the public and private sectors. To set up her perspective of a new form of regionalism, Adams first had to argue against the premise that suburbs have turned their back on central cities.[13] A common assumption made by Bauman that Adams looks to unravel is that suburbanites, as a result of suburbanization, deindustrialization, and the policies of the state and federal government ruined the city’s economy and have made no effort to revitalize it. In fact, over the last 15 years of redevelopment, which would put it squarely in between the publication dates of Bauman’s and Adams’ books, suburbanites have recognized the critical role the city plays in economic functions. De facto regionalism, through the use of Third-Sector organizations, blurs the lines between public and private sectors in American civic life. [14] City managers now turn to private investors to help finance Philadelphian’s transportation system. A new issue has arisen in urban politics- whether these nonprofits, volunteer organizations, research institutions, (etc.), should be used solely to save money and avoid the regulations set by the city and federal government. By using these organizations and providing them with federal aid, they have control over the equal distribution of services and have more authority than state legislation as to where, how, and why a project will be played out. In Bauman’s book, one sees the federal government’s intervention forcing the hand of city planners to change the location of public housing depending on local reception and federal funding. As Adams depicts, the opinion of the urban resident no longer matters, as these non-profits do not need to adhere to the public will or make press releases on the findings and undergoing of the project. While describing the thought process of local politicians at the time, Adams states: “Politicians generally prefer to distribute dollars and services more broadly. It is virtually impossible for the city council to agree to target development dollars in only a few locations because that shortchanges other areas.”[15] Essentially, the agreement behind using Third-Sector organizations is that some people will benefit, while others will suffer from economic, social, and physical displacement. Therefore, the government focuses its efforts on redeveloping one area, a way for suburbanites to slowly change the city without considering the lives of the inhabitants and their organizations’ effects. For example, the Vine Street Expressway, “…offers a classic example of infrastructure that serves the region’s interests at the expense of city dwellers who live nearby… the initial proposal for eight lanes… would have eliminated a Catholic church and school that served as crucial institutions to Chinatown.”[16] One may see a parallel between Bauman and Adams, as the issue of where public housing should be located meant that they were placed in predominantly black neighborhoods, further segregating the minorities that live in public housing and worsening the issue of cramped neighborhoods. Similarly, the issue of where to locate transportation services for commuters fell on black neighborhoods that were seen as ‘unsalvageable’, despite them being a product of a failed distribution of public services. Overall, Adams wanted to indicate how intergovernmental authorities carry out their responsibility for transportation systems that link the city to the suburbs across municipal boundaries, and the inequality present when relying on Third-Sector organizations to carry out the job of the federal and state governments.[17] Adams also alludes to the new centers of gravity within Philadelphia, and how the responsibility of building major districts and developing entirely new districts plays out in the private and public sectors. As the number of organizations grew, the power of the mayor diminished. Government and nonprofit organizations are almost equal in terms of political standing. Revitalizing Philadelphia meant two things- establishing a successful visitor and commuter economy, and reshaping the educational landscape. The City’s 1960 Comprehensive Plan addressed where certain public services should be placed, as well as transportation services and the estimated amount of jobs that should be accomplished by 1980.[18] As Third-Sectors got involved, however, the Plan fell apart and instead the ‘Building Our Strengths’ city plan was enacted, a ratification of existing racial and infrastructure trends in Philadelphia. It contains a compendium of various different projects, ideas, and locations, without offering a comprehensive goal. Third-Sector organizations were hard for even the mayor to control, as their professional positions put them at the forefront of decision-making. As one will see, there are many successes and failures produced by these Third-Sector organizations, most of the failures attributed to poor planning for future usage of the project. In terms of educational attainment, inner-city school districts serve children that are from impoverished or immigrant homes, which means property tax bases cannot produce enough revenue to support schools. A high academic need and weak local tax base meant that, in the 70s and 80s, there was a large downward spiral for urban school districts nationally, from which this pattern the Philadelphia School District reflected. As a result, the government had to intervene and take over: “The most striking change in U.S. education governance in the last forty years has been the growth of centralized state control.”[19] If a school was labeled as distressed, it could legally be taken over by the state. Suburbanites and city dwellers alike saw budgetary shortfalls that are a result of a funding formula incapable of accounting for the city’s high educational costs; restructuring the delivery of education to emphasize competition and mimic market patterns would increase consumer choice. The government was providing EMOs to the worst performing schools, which allowed private management of public schools, but after the failure of EMOs, Philadelphia backed the Charter school movement. Unlike public schools, profit-making businesses play a sizable role in the aspects of charter operations.[20] To make private schools and charter schools more popular, Philadelphia incorporated a portfolio model of pedagogy, where empowered teachers have direct oversight over their students, and parents were given more freedom of choice as to where their child attended school. Portfolio models, however, tended to, “… expand the geographic focus of local school leaders because locals find themselves soliciting support from many outsiders beyond their traditional and local political allies.”[21] Regionalism is seeping into Philadelphia’s educational system, and as Bauman and Adams both clearly indicate, the intersection of local and national politics became an issue when infrastructure was not being built with an image of the future, the ‘bigger picture’, or not being built at all. The charter operators shifted enrollments out of residential neighborhoods and into buildings in the center of the city. Although this is both better economically for the success of charter schools, as there were more students available in the area, the current pattern of location weakened the historical links between public schools and surrounding neighborhoods.[22] Adams and Bauman both highlight the importance of schools in fostering a community and in both cases, residential neighborhoods suffered because of the poor housing quality surrounding these schools. Public housing ended up being placed in areas with the worst housing, often disconnected from the school system after a more conservative voting base blocked public housing and low-income housing in the more affluent neighborhoods. Charter school locations ended up in two positions- either filled to its max capacity with non-caucasian students or filled to less than half-capacity with white students. Charter schools and public housing followed the same path of reinforcing residential segregation patterns, and as both Bauman and Adams write, the educational system is only getting worse as it is privatized; the state lost direct oversight over their students, and the government made no attempt to create a comprehensive plan to rebuild the city with its poverty-stricken residents in mind. Adams does not dislike the use of Third-Sector organizations to accomplish bigger projects faster and cheaper but takes note that city and state governments are channeling dollars into organizational fields where the recipients use those public resources to compete rather than cooperate with one another.[23] Lodging, such as displacement and the need for new residential buildings and the refurbishment of old buildings, made the process more difficult because the well-being for the future of locals’ residency depended on the layout of the city. Despite this, politicians were pushing reliance on the Third Sector anyway. A high level of public funding does not align the Third Sector with government objectives, even if Philadelphia had a comprehensive plan. Instead, public officials only put limited requirements for projects to get them approved faster. The policy around these projects favored competition between the organizations to produce greater efficiency, which then led to competition between the projects post-construction, such as with the charter school movement. Competition fosters organizational isolation- to fix this, Adams indicated a few ways the federal and state governments can navigate the current path of private and public enterprise. Adams states: “City officials should work to induce greater sectoral coherence and concern for serving Philadelphians, to see that the city gains the greatest possible benefit from its concentration of tax-exempt institutions.”[24] Bauman’s book shows how historians of the time witnessed federal funding and building requirements, as well as public opinion on the project, as an obstacle to public housing and urban renewal’s success. Similarly, Adams shows how a move in the opposite direction, a form of laissez-faire economic regionalism, also posed issues because of an emphasis on capitalistic competition that contradicted the government’s goal of urban renewal and a lower inner-city poverty rate. The influx of suburban money bolstered the economy of Philadelphia, which disproves Bauman’s scapegoating of suburbanization as the main cause of an economic decline in Philadelphia, but the oversight in fixing Philadelphia’s racially segregated housing meant that the new projects were being built over the worst areas. Philadelphian low-income neighborhoods were bulldozed and rarely were residents fairly compensated.

                  McKee’s The Problem of Jobs contained elements from both Bauman’s and Adams’ work but stood out for its usage of larger, national issues put into context for the rise of Liberalism, a continuation of unemployment issues, and a lack of racial equality in Philadelphia. As opposed to the other books, McKee emphasizes the need for jobs, specifically how  left-leaning political participants’ support of government intervention in the economy persisted at the local level even as national ideologies swayed in the other direction.[25] McKee begins his book after World War II and ends in the 1970s, a timeframe that just overlaps with Bauman’s book and finishes where Adams starts. McKee presents the history of the Philadelphia Industrial Development Corporation (PIDC), a quasi-public organization that added about 68,000 jobs between 1959 and 1970, and the projects it had undertaken to promote racial equality and prevent further segregation in the city. The placement of McKee’s book at the end of this historiography study, despite taking place in between Bauman and Adams, is not a mistake. McKee’s book indicates the transformation of federal and local policy to reflect the involvement of Third Sector organizations: “These local policy initiatives engaged with and, in some cases, relied on the resources and incentives provided by federal programs, but they remained projects of the local state- of liberal policymakers and activists who constructed public, private, and community-based institutions that sought to address the city’s loss of industrial jobs.”[26] Bauman’s book introduces the concept of using private goals to accomplish public services- McKee takes this and identifies the various projects undertaken to accomplish the Philadelphia Plan and Model Cities program, the first of which to include non-profits to shorten construction periods and bring in more jobs at a rapid rate. McKee is also innovative in his contribution to how Philadelphia’s job-focused programs paralleled racial tracks; the projects that failed generally ignored the social component of industrial decline and racial discrimination in the Philadelphian industry. Specifically, how PIDC’s tendency to work in isolation from those most dramatically affected by economic change led to more suffrage on the part of Philadelphia’s black population.[27] Black-run projects, which both Bauman and Adams failed to allude to, were vulnerable to the real estate market and fluctuations in federal support as a result of changing market conditions. Public action by a hostile white working-class privileged a focus on cultural factors in urban renewal over the need for a long-term plan for fixing structural economic concerns in the city.[28] PIDC and the Philadelphia Plan lost momentum as Liberalism lost its momentum- the national concern for the War on Poverty offered opinionated white city residents a way to lay out their concerns for undergoing an urban renewal project in already affluent neighborhoods. The focus, they believed, should be on the city’s worst slums. Unfortunately, this meant continuing the residential divide of the city’s black population, or in the worst cases, complete displacement and removal. McKee’s analysis of the direct effect of the War on Poverty in the slums of Philadelphia draws parallels to Bauman’s foundation of placing public and low-income housing in economically advantaged neighborhoods. Simply, government intervention focused on white appeasement without the realization of the importance of black economic and social participation in Philadelphia’s inner city. While Bauman is pessimistic about the future, however, McKee focuses on the PIDC’s victory in slowing the progress of deindustrialization and moderating its effects.[29] McKee brings to the table a level of optimism unseen in Bauman’s perspective, while Adams adheres to a methodology of unbiased analysis of the city’s and Third Sector organizations’ urban renewal agenda and necessary racial progressivism. McKee and Adams acknowledge the local and federal politicians’ complete disconnection between economic decline and racial inequality. McKee, however, claims that local public policy can still have a wide effect on the rate of economic change independent of racial matters.[30] Adams believes that economic decline is synonymous with racial inequality, dictating a change in the historical perspective that inequality should be at the forefront of urban redevelopment programs. McKee also addresses racial matters continuously throughout the book, which differs from Bauman’s and Adams’ use of dedicated chapters advocating the involvement of racial matters in shaping Philadelphia’s urban renewal process. For example, McKee noted the shortfalls of the liberal agenda in embracing civil rights, and how the lack of black political representation in city-building meant the expansion of industry was inaccessible to inner-city residents: “… the interaction of job discrimination and industrial decline in Philadelphia had placed African Americans at a severed disadvantage in the local labor market…nonwhite men held a disproportionate share of low-wage, low-scale jobs… only 8.7 percent of [African Americans held] professional and technical jobs…”[31] Black residents, according to McKee, act solely out of response to economic crisis in Philadelphia, making it apparent that black political participants focused on creating jobs, without realizing that the jobs being made were hard for the average inner-city black resident to attain. McKee ends his book with the Model Cities program, a shift from a focus on the renewal of Philadelphia’s manufacturing industry to the services industry: “… the PIDC had slowed but not reversed the decline of Philadelphia’s manufacturing sector during the 1960s and that the base of the national economy had begun to shift from manufacturing to services. This led both city and… PIDC to question whether the nonprofit corporation should continue to focus exclusively on industrial development or expand its operations into services.”[32] A large part of Adams’ book lies in the development of these service institutions; McKee takes note of the availability of land for future industrial uses, and Adams picks up with the various service projects conducted on that land. McKee’s analysis of the bifurcation of local and federal policy is hopeful, at the very least, that Liberalism will overtake the agendas of status-quo residential ‘segregationists’ for a more inclusive economical base in Philadelphia.

      The last 30 years have witnessed scholarship on Philadelphian inner-city politics change to include the active participation of suburbanites, the rise of Progressivism and Liberalism, and the inclusion of the black struggle for economic and social participation. At the same time, Bauman, McKee, and Adams all take note of the large number of contradictions that come into play when federal and local policy intersect. Bauman’s Public Housing, Race, and Renewal follows the issue of national political ideologies in the context of war-spawned conservatism, and how the failure of public housing led to a reliance on private sectors to provide housing for those in need. Private interests, however, do not always align with the public; housing was built but did not always reach a level of adequacy that modern homes have. Adams’ From the Outside In shows how the move towards private sector construction and subsequent failure led to a new form of regionalism based on Third Sector organizations’ involvement. To blur the lines between private and public sectors and circumnavigate the general public’s opinion on whether the project should be built in the first place, Philadelphia’s mayors utilized a growing medium of regionalism. McKee’s The Problem of Jobs takes into consideration this shift and depicts the transformation in ideology to include Liberalism, similar but not exact to Bauman’s interpretation of the definition of Progressivism in Philadelphian local politics. While Bauman remains pessimistic about the future of public housing and urban renewal, McKee exemplifies a shift in public opinion to focus on the positives of urban renewal, with some constructive criticism concerning how race should be considered in the application of the process; Adams represents a politically unbiased retelling of events, with many points as to how city politicians should carry construction projects in the future. All three books, however, fully understand that economic decline was tied to racial inequality and that the power of the state and Third Sector organizations are necessary to have a significant effect on the character of economic and racial progress.

      Teaching racial inequality in the educational and infrastructural fields is important for closing the social and economic gap that has developed since the removal of the institution of slavery. When teaching in West Windsor South, I noticed that students were hyper aware of their social classes. The very topic of racial disparity was often talked about in the 12th grade Social Justice class I helped out in, and each and every student noted how important it was to be actively thinking about solutions to solve the issues our predecessors have created. The books listed in this historiography study are a good start to help students understand the gravity of the situation and the attempts previously made to solve the issue, especially when the authors’ research delves into the closest city to them, Philadelphia.

      Adams, Carolyn Teich. From the Outside In: Suburban Elites, Third Sector Organizations, and the Reshaping of Philadelphia. Ithaca, New York: Cornell Univ. Press, 2014.

      Bauman, John F. Public Housing, Race, and Renewal. Philadelphia, Pennsylvania: Temple University Press, 1987.

      McKee, Guian A. The Problem of Jobs: Liberalism, Race, and Deindustrialization in Philadelphia. Chicago, Illinois: The University of Chicago Press, 2018.


      [1] Guian A. McKee, The Problem of Jobs: Liberalism, Race, and Deindustrialization in Philadelphia (Chicago, Illinois: The University of Chicago Press, 2018), 67.

      [2] John F. Bauman, Public Housing, Race, and Renewal (Philadelphia, Pennsylvania: Temple University Press, 1987), 40.

      [3] Bauman, Public Housing, 47.

      [4] Bauman, Public Housing, 56.

      [5] Bauman, Public Housing, 64.

      [6] Bauman, Public Housing, 68.

      [7] Bauman, Public Housing, 139.

      [8] Bauman, Public Housing, 147.

      [9] Bauman, Public Housing, 148.

      [10] Bauman, Public Housing, 148-150.

      [11] Bauman, Public Housing, 200.

      [12] Bauman, Public Housing, 208.

      [13] Carolyn Teich Adams, From the Outside In: Suburban Elites, Third Sector Organizations, and the Reshaping of Philadelphia (Ithaca, New York: Cornell Univ. Press, 2014), 2.

      [14] Adams, From the Outside In, 9.

      [15] Adams, From the Outside In, 21.

      [16] Adams, From the Outside In, 29.

      [17] Adams, From the Outside In, 49.

      [18] Adams, From the Outside In, 81.

      [19] Adams, From the Outside In, 84.

      [20] Adams, From the Outside In, 87-88.

      [21] Adams, From the Outside In, 93.

      [22] Adams, From the Outside In, 104.

      [23] Adams, From the Outside In, 173.

      [24]  Adams, From the Outside In, 181

      [25] Guian McKee, The Problem of Jobs: Liberalism, Race, and Deindustrialization in Philadelphia (Chicago, Illinois: TheUniversity of Chicago Press, 2018), 4.

      [26] McKee, The Problem of Jobs, 12.

      [27] McKee, The Problem of Jobs, 81.

      [28] McKee, The Problem of Jobs, 111.

      [29] McKee, The Problem of Jobs, 67.

      [30] McKee, The Problem of Jobs, 76.

      [31] McKee, The Problem of Jobs, 119.

      [32] McKee, The Problem of Jobs, 251.

      We Have A Civics Education Crisis – And Deep Divisions on How to Solve It

      According to the most recent analysis by the National Assessment of Educational Progress, only 13 percent of eighth graders are proficient in U.S. history — down from a peak of 18 percent in 2014. A mere 22 percent of those students are proficient in civics, the first decline since the test began in 1998.

      Adults fare little better. Less than half of those surveyed could name the three branches of government (1 in 4 could not name any). Nor did they know that a 5-4 Supreme Court ruling becomes the law of the land.

      Yet, even as Americans across the political spectrum believe that more civic awareness could help heal the country’s divides, only seven states require a full year of civics education.

      The belief that an educated citizenry is the best protection for democracy is as old as the Republic. As George Washington asked in the founding era: “What species of knowledge” is more important than “the science of government?”

      Yet, U.S. history and civics curriculums have long been attacked from the political right as insufficiently patriotic and from the left as woefully incomplete and discriminatory. In short, Americans have never agreed about what should be taught when it comes to our nation’s history and government. And as this latest round of test scores suggests, that has real implications for schoolchildren.

      How to teach American history and civics was not initially an issue of national debate or concern. At the nation’s founding, most Americans received little or no formal schooling, but learned instead from family, work and church.

      That began to change with the adoption of universal, state-funded education. By the 1840s, education reformers like Horace Mann argued that publicly supported schools could help to create “disciplined, judicious, republican citizens” by “teaching the basic mechanics of government and imbuing students with loyalty to America and her democratic ideals.”

      To protect public schools from “the tempest of political strife,” fears spurred in part by the arrivals of immigrants, Mann insisted civics be presented in a nonpartisan, nonsectarian manner — even as he and his allies, consciously or not, imbued their own values into this supposedly neutral curriculum. Civics was taught through study, memorization and recitation of patriotic speeches and foundational texts, such as the Declaration of Independence and U.S. Constitution. These exercises were paired with readings from the King James Bible “that exemplified the Protestant ethic.”

      Unsurprisingly, controversies arose. Abolitionists complained that the nonpartisanship required the exclusion of anti-slavery principles. Roman Catholic leaders attacked non-sectarianism as a stealth imposition of Protestantism, prompting “school wars” that led to the creation of the Catholic parochial school system.

      In the North, some native-born critics feared that the 9 million immigrants arriving in their port cities between 1880 and 1917 — predominantly non-English-speaking Catholics and Jews from Southern and Eastern Europe — lacked the instincts and training to qualify as citizens. “Americanizers” sought to prepare the children of these “new immigrants” for citizenship through instruction in English, basic civics and a history that celebrated the country’s political institutions, downplayed its shortcomings and implanted in them “the Anglo-Saxon conception of righteousness, law and order, and popular government.” Eager to become citizens, most immigrants did not object. But some resisted the effacing of their linguistic, cultural and religious heritage.

      During World War I, former president Theodore Roosevelt demanded that schools discontinue instruction in the German language and declared that “there is no room in this country for hyphenated Americans.” In New York, state legislators banned textbooks containing material “disloyal to the United States.” In response, nascent cultural pluralists proposed that the metaphor for “transnational America” should not be a melting pot, but a “symphony orchestra,” where “each ethnic group is the natural instrument.”

      After the nation took stock of the blood and treasure expended in war, isolationist sentiment took root alongside an anti-communist red scare, overriding pluralist sentiment in the 1920s. Congress implemented strict quotas in 1924 that dramatically reduced immigration, especially from the non-English-speaking world.

      World War II accelerated a backlash against progressive educators like John Dewey who, during the Great Depression in the 1930s, advocated that students “critically examine” the nation’s institutions and economic inequality. Instead, with America at war again by the end of 1941, politicians demanded that teachers promote “an abiding love of American institutions.”

      In the Cold War that followed, elected officials again used the nation’s schools as a space to pit the virtues of U.S. democracy against the evils of communism — this time to an even greater degree than before. Congress created the Zeal for American Democracy” program in 1947, which encouraged educators in public schools to exalt U.S. democracy, while glossing over McCarthy-era violations of free speech and freedom of association.

      Throughout the century following the Civil War, teachers instructed White students in the South that the conflict was a struggle over states’ rights, fought by gallant Confederate soldiers. They learned that during the brief period of Reconstruction after the war, corrupt northern carpetbaggers and formerly enslaved men now eligible to vote drove basic civic and governmental institutions into the ground — and that race mixing was contrary to the law of man and God. As late as 1961, an Alabama textbook maintained that “slavery was the earliest form of social security in the United States.

      But the civil rights and women’s and gay and lesbian rights movements, as well as opposition to the Vietnam War, called into question the dominant vision of U.S. civics and history that had long prevailed in American classrooms. Demands for immigrants to assimilate were recast by underrepresented racial and ethnic groups as “cultural imperialism,” as questions increasingly arose about the desirability of building a common civic culture. Advocates created a pluralist, multicultural curriculum that featured voices seldom before included in history and civics curriculums, such as Frederick Douglass’s oration, “What to the Slave is the Fourth of July?” and the proceedings of the 1848 Women’s Rights Convention.

      A conservative movement soon grew in opposition, with activists warning that “secular humanism” was creeping into schools and usurping religious, traditional family-centered values taught at home. The fact that the Supreme Court had outlawed school-sponsored prayer in public schools in 1962 — seen as a potential antidote to this trend — only fueled their ire.

      By the 1980s, opponents began decrying multicultural education and ethnic studies as “political correctness,” and in 1992, they successfully derailed an attempt to establish national history standards and adopt the voluntary guidelines developed by dozens of civic organizations and educators. Lynne Cheney, chair of the National Endowment of the Humanities from 1986-1992, derided these efforts as a politicized, “grim and gloomy portrayal” of American history, focused excessively on women, ethnic and racial groups. The standards were rejected by the U.S. Senate in a 99-1 vote.

      At the beginning of this century, concerns about American economic competitiveness prompted a renewed focus on reading and math under President George W. Bush’s No Child Left Behind Act and then on STEM (science, technology, engineering and math) subjects under President Barack Obama’s Educate to Innovate campaign. Both came at the expense of civics, history and related subjects.

      As political polarization in the United States escalated, President Donald Trump denounced the New York Times’ 1619 Project, which put enslavement and discrimination at the center of the history of the United States. Trump claimed that such efforts taught children “to hate their own country.” He established the Advisory 1776 Commission, which declared that U.S. history, when properly taught, reveals the United States to be “the most just and glorious country in all of human history.”

      In 2021, in an attempt to bridge these divides, over 300 experts with diverse political views recommended new guidelines for civics education. Their Roadmap To Educating for American Democracy calls for treating disagreement “as a feature, not a bug of democracy,” and an account of U.S. history “that is honest about the wrongs of the past without falling into cynicism, and appreciative of the founding of the United States without tipping into adulation.” Supported by six former secretaries of education, Republicans and Democrats and over 120 civic organizations, it was attacked by conservatives, who distorted its purpose and content and gave it an “F+.”

      The bipartisan Roadmap has gone nowhere, and many states are going their own way. This is unsurprising. Efforts to establish national history and civics guidelines have always been subjected to withering criticism — just as attempts to ignore contested aspects of our past to foster national unity have only produced partisan divisions.

      Understanding this history may well be the most important civics lesson of all.

      Thinking and Teaching the Implications of Federalist Paper #10

      Thinking and Teaching the Implications of Federalist #10 for Democracy

      Jeff Schneider

      When I picked up my copy of Federalist #10 to begin writing this article, I was stunned by the subtitle: “The Union as a Safeguard Against Domestic Faction and Insurrection.” Despite my 30 years of teaching this document, the emotions that welled up in me upon reading “Insurrection” were a shock. These are hard times. That the present shapes our understanding of the history we study was brought home to me with new force.

      Knowing that Shays’ Rebellion was a cause of the calling for and high attendance at the Constitutional Convention, and the prominence of the phrase “to insure Domestic Tranquility” in the preamble, helps explain what the framers thought was at stake in 1787. As a high school teacher, I always spent 10 or 15 minutes parsing the meanings of the preamble, but even though I taught the Constitution more than 150 times over the years, I never felt the depth of those words as I do at this time. The January 6, 2021 insurrection at the United States Capitol by followers of Donald Trump puts us in a situation James Madison would recognize. Donald Trump and his followers have been frightening us every day for years now. It is time to analyze the most famous of Madison’s Constitutional commentaries: Federalist #10. This essay is addressed to teachers.

      This article is in two major parts: An analysis of Madison’s Federalist #10 on his terms in the first section, which is a pared down student-led lesson, and a second section which builds on the first to critique #10. Usually historians and political scientists refer to the electoral college as the major anti-democratic feature of the Constitution, but in Federalist #10 Madison, as you will see, had fundamentally no respect for the will of the of the people. He baked this idea into his theory of the republic.

      That final section takes on the chimerical idea of the (single) public good and Madison’s outright rejection of “the people themselves” to protect the government from dangerous majorities. In 2022 the white supremacist Republican Party has ditched democracy and gerrymandered Madison’s constitutional structure. We are on the brink of a fascist takeover. These contradictions could not be compromised away in 1787 and cannot be smoothed over in 2022. “The Miracle in Philadelphia” nearly failed as a system on January 6, 2021. Democracy cannot be defended by depending on a group of men of “wisdom” to lead us to control “the mischiefs of faction.” Instead we need majority rule.

      Part I: Federalist #10 taken on Madison’s terms

      When I assigned Federalist #10 I asked the students to download and read the document. They were required to choose two sentences from the beginning, three from the middle, and two from the end of the document. As I have explained in detail in “The Tarzan Theory of Reading,” on my Substack site, the students were to single out sentences with which they agreed or disagreed strongly or those that they thought were important and explain why. The students will lead the discussion with their questions, comments, and the sentences they choose which they will read out loud to the class. In addition, I asked them to identify the sentence that was at the logical center of the argument in Federalist #10, which has an elegant architecture.

      When I began the class, I asked for questions or comments. Students often made comments on the definitions of faction or insurrection, which is now a term many students will encounter in the news. The definition of faction is “a majority or minority… opposed to the permanent and aggregate interests of the community.” The students will come up with the common term “special interest,” but how can that be a majority? This is key problem with Federalist #10, since Madison’s understanding of the term faction is not intuitive. The students may object that the Constitution describes a democracy: does not the majority rule? You should put that idea in a separate list on the board and leave it until the end of the discussion (we will discuss that separate list of ideas in depth in the Part II critique). The students know that Shays’ Rebellion (1786 – 87) was an insurrection, an attempt at the violent overthrow of a government.

      Majority faction is itself a contradiction that can be addressed by working through Madison’s series of subtopics: the climate of disorder in the country, his diagnosis of factions the proposals to eliminate them, or to control them, and a critique of his solution. Although the discussion will jump around the document, as the students volunteer their sentences those subtopics will organize the notes as we go along.

      Disorder in the country

      Shays’ Rebellion was a major factor in Madison’s concerns. The students will know that indebted farmers in western Massachusetts denounced unaffordable taxes and complained that they were losing their mortgages to foreclosure. Daniel Shays was a Revolutionary War captain who led his followers to attempt to close the courts to prevent the foreclosures. In addition, they demanded representation equal to the proportional per capita representation in the east close to Boston. After the rebellion was quashed, Shaysites were elected to the Massachusetts legislature. Another problem was that the rebellion was a protest against unfair taxation reminiscent of the protests in the 1760s and 70s. It reminded many leaders in Massachusetts of the lead-up to 1776 (similarly, some of the insurrectionists in 2022 used 1776 as a threatening slogan). This armed insurrection was a major cause of the convening of the Constitutional Convention in Philadelphia, because the Articles Congress had no power to raise an army directly: the state had to defend itself along with any allies it could muster.

      Madison describes how, in his view, the public good was being ignored. “The friend of popular governments” opposes the “violence of faction” which causes “instability, injustice and confusion.” There are “overbearing” majorities that cause “ governments” to be “too unstable” because they do not respect the “rights of the minority,” and governments controlled by “specious (unsupportable) arguments” causing “mortal diseases under which popular governments have everywhere perished.” Madison blames the “factious spirit that has tainted our public administrations.”

      Madison’s definition of faction

      “By faction I understand a number of citizens whether amounting to a majority or a minority of the whole who are united and actuated by some common impulse or passion or of interest adversed (sic) to the rights of other citizens or the permanent and aggregate interests of the community.” If a student chooses this sentence, you have to be careful to explain each part of the definition. I ask, “How do you explain this definition?”. Eventually the students come to realize that Madison expected that the people would support particular conclusions (how else could he call it a majority faction?). How could a leader find “the permanent and aggregate interests of the community,” I ask. This should also go in the Critique section for discussion. The rest of Federalist #10 discusses how to eliminate factions or how to control them.

      Eliminating factions

      This is the first of the methods to secure the government against the “mischief of faction.” There are two methods to eliminate factions: destroying liberty or giving everyone the same opinions. The students will then come to the conclusion that restricting liberty is not possible in a democratic government because we depend on freedom of thought and action to maintain democracy.

      The second method, giving “everyone the same opinions,” is also an impossible solution because “as long as man continues fallible, and he is at liberty to exercise it, different opinions will be formed.” I ask, “How do you understand that?” Here, students might note Madison’s identification of opinions based on “self-love,” the diagnosis that “reason is connected to passion” and the observation that “Diversity in the faculties of man” were factors in the differences of political opinions.

      The rights of property and the ownership of different kinds of property and the faculties to obtain those kinds of property all cause divisions. “Faculties” seems to mean “abilities,” students will likely conclude. So, Madison describes it thus: “(t)he latent (underlying) causes of faction are thus sown in the nature of man.” It soon becomes clear that Madison was not making an argument for the change in distribution or the control of production or property or goods in the U.S. — Madison was not a Marxist! Instead, the students will conclude that Madison was attempting to find ways to manage the political effects of that inequality or those differences. But in whose interest did he want to manage those inequalities: was it to be a country of the enslaved, the ordinary people, or did he favor his class of the southern gentry?

      Controlling the effects of faction

      “The inference to which we are brought is, that the CAUSES of faction cannot be removed and that relief is only to be sought in controlling its EFFECTS.” In the ensuing discussion students will come to the conclusion that this sentence begins the second half of the argument. It is the sentence at the logical center of the argument. Here Madison turns to the idea of controlling the effects of factions instead of eliminating them, and eventually introduces the republic as a solution.

      “If the faction consists of less than a majority” voting, the “republican principle” is the remedy. There might be disagreements, but majority rule does offer a solution. Therefore, what to do about a majority faction is the most intractable problem. Someone is likely to pick the sentence: “To secure the public good and private rights against the danger of such a (majority) faction, and at the same time to preserve the spirit and the form of popular government is then the great object to which our inquiries are directed.” The ensuing discussion can conclude that it is a thesis sentence pointing to the chief point of the whole article.

      The “existence of the same passion in the factional majority” must be prevented or “the majority must be rendered unable to concert. When people “concert” they work together. Madison is actually opposing the rule of the majority here. A pure (direct) democracy in which the citizens are the legislature “can admit of no cure” for “the mischiefs of faction” because “the common passion or interest will in almost every case be felt by a majority of the whole and there is nothing to check… an obnoxious individual” or group from influencing everyone.

      In a republic as envisioned by Madison, however, “the representatives refine and enlarge the public views by passing through a medium of a chosen body of citizens whose wisdom may best discern the true interest of their country (my italics).” He added, “the public voice pronounced by the representatives of the people might be more consonant to the public good than if pronounced by the people themselves.” Here Madison added the idea of making the republic cover larger areas. He suggests that by “(e)xtend(ing) the sphere — you take in a greater variety of parties and interests (and) you make it less possible they will concert….” The conclusion of this part of the argument can lead to a choice of more famous and experienced statesmen who possess the “wisdom” referred to above, because the a large number of voters would be participating in a larger district, the chances if a more famous or experienced person (i.e. of wisdom) would be greater.

      Finally, “The influence of factious leaders may kindle a flame within their particular states, but will be unable to spread a general conflagration through the other states.” He uses religious sects, a rage for paper money, and abolition of debt as examples that are more likely to “taint a particular county or district than an entire State.” These are some of Madison’s most famous statements. The students will see that the purpose of representation and extending the area of the republic was to elect men of wisdom. The factions may cancel each other out or the men of wisdom will convince the other legislators to follow the “true ideas” of the public good because ordinary people cannot end the controversy. Madison and his fellow leaders will decide for them.

      Madison’s essay seems clear as a the ringing of two groups of bells: There are two groups of opposing solutions: Eliminating Factions or Controlling its Effects. Each has two methods of solution: He moves through the ideas with alacrity going from one solution to another. The logic is stunning and elegant, like a mathematical proof.

      Part II: A critique of Madison’s argument

      Now we have to confront the sentences we have put aside or left without exploring thoroughly, in particular the idea of the majority faction: “By faction I understand a number of citizens whether amounting to a majority or a minority of the whole who are united and actuated by some common impulse or passion or of interest adversed (sic) to the rights of other citizens or the permanent and aggregate interests of the community.” Eventually, the students will conclude that a majority vote is not what Madison is seeking as a solution to the problem of the majority faction. Somehow the government must override the majority.

      Another example of Madison’s majority problem: The “public voice pronounced by the representatives of the people” might be more consonant “to the public good than if pronounced by the people themselves.” The students will determine that Madison is counter-posing the representatives to “the people themselves.” Representatives certainly do not have to vote by taking instructions from their constituents, but it is clear that Madison is trying to circumvent the majority. Why would a legitimate republic be so designed? When we discuss this idea the students reach the conclusion that he does not trust the people to make the right decisions. It is obvious from the sentences that are there for the choosing.

      Another of Madison’s sentences expresses the same contradictory view: “To secure the public good and private rights against the danger of such a (majority) faction, and at the same time to preserve the spirit and the form of popular government is then the great object to which our inquiries are directed.” What, students may ask, is the “public good” other than the will of a majority? If you have not yet discussed “public good,” it is an opportunity to discuss the major contradiction. When the students analyze this, discussion is not done until students understand that although Madison seems to be arguing the solutions benefit all the people, he is claiming the right of the elite to decide for the majority, which citizens are going to benefit.

      Eventually the students reach the conclusion that everyone does not have the same interests in society or that the public good may change. It is not clear how to determine the public good, or that the public good can be expressed as a singular rather than a series of public goods. Madison believed, however that the public good was not only attainable, but a key factor in overcoming the mischiefs of the majority faction. Do we really think that the Constitution has been a success for all the people as Madison designed it and the conventional wisdom in the US has always assumed?

      Now we have entered a realm of ambiguity and contradiction. Madison’s elegant proof, which seemed so clear, becomes murky, and most importantly, unreachable by the majority of ordinary men — or women! I ask, “How do you understand this “public good” now?” The students will determine that not all people under the Constitution have the same interests as propertied white men. There are women and Black people and the poor and wealthy. In 1787 these individuals were not all formally part of the political community. The First Peoples, “not taxed,” were excluded from representation by the clause on taxing and the 3/5th clause. The Black underclass in the U.S. has been living without the protection of the law for the vast majority of American History; much of white America seemed to only discover the true level of relentless and widespread violence against Black people on May 25, 2020 —  the day of George Floyd’s murder. Madison had been fine with slavery and its terrible consequences; violence against Black men and women was not a new development.

      The interracial uprising that resulted was unique. They were the largest multiracial demonstrations ever in the US. The violence against Blacks has been a dark undercurrent in the US since the ratification of the Constitution. What is the public good? Do you think now that Madison was protecting the whole people as he implied in paragraph after paragraph by calling his goal the public good?

      Now we come to the final sentence in the statements we have put aside for critique. When Madison brought up the danger of Shays’ Rebellion, he blamed the eastern leaders of Massachusetts for the unequal taxation, which caused the rebellion. The western farmers rebelled against the unfair taxation as they had in the 1760s and 70s. Madison commented: “Enlightened statesmen will not always be at the helm,” i.e. elected to office.

      These men on whom Madison depended must convince the other representatives and the senators that they know the public good better than the people themselves. Are these people philosopher kings who see the reality in Plato’s cave? Or are they advocating legislation based on the general will in the theory of Rousseau? The general will is discerned outside of debate, and expresses the “true will” of the people. This ability is a “faculty” of enlightened statesmen. It depends not on majority vote but on “the permanent aggregate interests of the community” or the “public good,” determined by the men “whose wisdom may best discern the true interest of their country” in Madison’s phrase. These men of the “better sort” must convince other legislators to follow their lead. What in Madison’s argument places these statesmen in power, I ask. The students eventually identify the layering that takes the decisions out of the hands of the direct voters who have elected men of deeper perception or who represent more conservative interests that protect the government from the “vexed,” the poor or the enslaved, in other words, the factions born of ambition race, and class. These men can find the public good for the benefit of the permanent aggregate interests of their countrymen. But as I stated at the outset such a belief is a chimera.

      How can we call the history of the US a long story of a developing public good for all the people when the 3/5th Compromise was in effect until it was repealed by the 14th Amendment in 1868, when the large white population of the North overwhelmed the slaveholders’ advantages, and up until the Civil War the small population states controlled the Senate with the help of the “dough-faced” northerners who voted with the South in the Senate and the House? These all acted together to repress democratic solutions to slavery and keep women, the poor and the First Peoples in literal and virtual shackles and chains.

      When the slave power was overthrown and the Reconstruction Amendments were passed after the Civil War, there was a brief period from 1866 to 1877 when a fragile interracial democracy existed in the South, which for a time kept the Republican reformers in power. But then violent mobs attacked and killed Black Republican voters, overturned that hard won peace between the races, and Blacks lost suffrage in nearly the whole South. White supremacy ruled again until the Civil Rights Revolution capped by the Voting Rights Act of 1965 produced a second period of Black and minority participation.

      Now we are in a different era in which our political life has also been commandeered by white supremacy in the form of Republican re-districting in the states so, despite the large populations in the Democratic-controlled states, the Democrats have only bare majorities in the House and only the tie-breaking vote of the vice president in a 50-50 Senate. Democratic senators represent 41.5 million more Americans than the Republicans. These are problems quite different from Madison’s majority factions. It is minority rule that the majority cannot use the “republican principle” to “cure.” It is a deadlock caused by the filibuster and the small population states, which have controlled the Senate since they were born in the Great Compromise. Madison’s “Machine that Would Go of Itself” has been rejiggered. There is a fascist threat to democracy led by the followers of the former President. Madison’s governmental structure has been under threat by these insurrectionists and the democratic traditions have been undermined to the breaking point. It is unclear whether democracy shall survive the next election, let alone the ones after.

      The call in Federalist #10 for the protection of the public good and for the permanent and aggregate interests of the community was based on the will and experience of a minority Madison called the “enlightened statesmen,” who protected slavery for the white majority. The white majority in the country is now disappearing and the movements to defend the “historical white republic” are threatening the lives of workers, women and all minorities. This is our problem now, and it is rooted in the ideal of the public good which Madison believed he and other enlightened statesmen could conjure up to protect the true interests of the “whole” community. He fought to maintain the rule of people like himself. There was no working compromise between the interests of slavery and freedom, or today between the evangelical radicals opposed to abortion and advocates of women’s rights, or between the refusal of the rights of the poor to health care and advocates of Medicare for all, or finally, the interests threatening the rights to clean air, water, food, and jobs and the movement for a Green New Deal. The Electoral College and the unrepresentative Senate must not control our politics. We are at a crossroads.

      The myth of the “divinely inspired” Constitution has sustained Madison’s reputation of infallibility, but the flaws in his reasoning, as we have pointed out, have come to haunt us and brought us to the brink of losing our democracy. What, after all, is the public good if it does not represent a clear majority of the US population? As the students realized in their analysis there is no single or public good. We are a country of classes, races and genders. We should not be controlled by rich white men or their MAGA insurrectionists. We are still being ruled by the magical thinking of former centuries, from ancient Greece to the early modern concepts of the virtue of the white landed aristocracy. All this is embodied the persons of senators from states with populations smaller than assembly districts in New York or the city of Washington DC. These modern-day conservatives talk about the Constitution as a document describing a republic, not a democracy. They believe that the proper leaders of this republic are the whites: the real Americans. This idea brings us back to the earlier argument concerning the dangers of reaching for the single public good or the “permanent aggregate interests of the community.” The chimera of the public good turns out to be a smokescreen for white supremacy — as it always was. No amount of leisure or learning can motivate the white supremacists to discern the true interests of our country; they are in it for themselves.

      Building Social Solidarity Across National Boundaries

      Building Social Solidarity Across National Boundaries

      by Lawrence S. Wittner

      Reprinted by permission from the History News Network.

      Is it possible to build social solidarity beyond the state? It’s easy to conclude that it’s not. In 1915, as national governments produced the shocking carnage of World War I, Ralph Chaplin, an activist in the Industrial Workers of the World, wrote his stirring song, “Solidarity Forever. Taken up by unions around the globe, it proclaimed that there was “no power greater anywhere beneath the sun” than international working class solidarity. But, today, despite Chaplin’s dream of bringing to birth “a new world from the ashes of the old,” the world remains sharply divided by national boundaries—boundaries that are usually quite rigid, policed by armed guards, and ultimately enforced through that traditional national standby, war.

      Even so, over the course of modern history, social movements have managed, to a remarkable degree, to form global networks of activists who have transcended nationalism in their ideas and actions. Starting in the late nineteenth century, there was a remarkable efflorescence of these movements: the international aid movement; the labor movement; the socialist movement; the peace movement; and the women’s rights movement, among others. In recent decades, other global movements have emerged, preaching and embodying the same kind of human solidarity—from the environmental movement, to the nuclear disarmament movement, to the campaign against corporate globalization, and to the racial justice movement.

      Although divided from one another, at times, by their disparate concerns, these transnational humanitarian movements have nevertheless been profoundly subversive of many established ideas and of the established order—an order that has often been devoted to maintenance of special privilege and preservation of the nation state system. Consequently, these movements have usually found a home on the political Left and have usually triggered a furious backlash on the political Right.

      The rise of globally based social movements appears to have developed out of the growing interconnection of nations, economies, and peoples, spawned by increasing world economic, scientific, and technological development, trade, travel, and communications. This interconnection has meant that war, economic collapse, climate disasters, diseases, corporate exploitation, and other problems are no longer local, but global. And the solutions, of course, are also global in nature. Meanwhile, the possibilities for alliances of like-minded people across national boundaries have also grown.

      The rise of the worldwide campaign for nuclear disarmament exemplifies these trends. Beginning in 1945, in the aftermath of the bombing of Hiroshima, its sense of urgency was driven by breakthroughs in science and technology that revolutionized war and, thereby, threatened the world with unprecedented disaster. Furthermore, the movement had little choice but to develop across the confines of national boundaries. After all, nuclear testing, the nuclear arms race, and the prospect of nuclear annihilation represented global problems that could not be tackled on a national basis. Eventually, a true peoples’ alliance emerged, uniting activists in East and West against the catastrophic nuclear war plans of their governments.

      Much the same approach is true of other global social movements. Amnesty International and Human Rights Watch, for example, play no favorites among nations when they report on human rights abuses around the world. Individual nations, of course, selectively pick through the findings of these organizations to label their political adversaries (though not their allies) ruthless human rights abusers. But the underlying reality is that participants in these movements have broken free of allegiances to national governments to uphold a single standard and, thereby, act as genuine world citizens. The same can be said of activists in climate organizations like Greenpeace and 350.org, anticorporate campaigns, the women’s rights movement, and most other transnational social movements.

      Institutions of global governance also foster human solidarity across national borders. The very existence of such institutions normalizes the idea that people in diverse countries are all part of the human community and, therefore, have a responsibility to one another. Furthermore, UN Secretaries-General have often served as voices of conscience to the world, deploring warfare, economic inequality, runaway climate disaster, and a host of other global ills. Conversely, the ability of global institutions to focus public attention upon such matters has deeply disturbed the political Right, which acts whenever it can to undermine the United Nations, the International Criminal Court, the World Health Organization, and other global institutions.

      Social movements and institutions of global governance often have a symbiotic relationship. The United Nations has provided a very useful locus for discussion and action on issues of concern to organizations dealing with women’s rights, environmental protection, human rights, poverty, and other issues, with frequent conferences devoted to these concerns. Frustrated with the failure of the nuclear powers to divest themselves of nuclear weapons, nuclear disarmament organizations deftly used a series of UN conferences to push through the adoption of the 2017 UN Treaty on the Prohibition of Nuclear Weapons, much to the horror of nuclear-armed states.

      Admittedly, the United Nations is a confederation of nations, where the “great powers” often use their disproportionate influence—for example, in the Security Council—to block the adoption of popular global measures that they consider against their “interests.” But it remains possible to change the rules of the world body, diminishing great power influence and creating a more democratic, effective world federation of nations. Not surprisingly, there are social movements, such as the World Federalist Movement/Institute for Global Policy and Citizens for Global Solutions, working for these reforms.

      Although there are no guarantees that social movements and enhanced global governance will transform our divided, problem-ridden world, we shouldn’t ignore these movements and institutions, either. Indeed, they should provide us with at least a measure of hope that, someday, human solidarity will prevail, thereby bringing to birth “a new world from the ashes of the old.”