Era 8 The Twenties (1920–1930)

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 Twenties were the first time that more Americans lived in cities than on farms. It was a decade of social, economic and political change following the devastating effects of World War I, the mass production of the automobile, and the radio brought news, sports, and entertainment into the homes of people. The way people understood information was changing as newspapers and advertisements supported a “consumer culture.”  It was also a time when many people were uncomfortable with the secular lifestyle and attitudes rejected alcohol, even though it was the fifth largest industry in the country and restrictive laws were passed regarding immigration as the country favored isolationist policies.

Education in the United States is under the control of local communities and each of the 50 states. The federal government tries to influence education with financial assistance and has authority to enforce national laws that apply to civil and human rights. In 1923, Tennessee became the first state to ban the teaching of evolution. Tennessee had the legal authority to determine the content of the curriculum in public schools. The legal issues would test the freedom of speech for teachers and the right of the state to respect the views of many citizens and state legislators, regarding their understanding of the Holy Bible.

Fundamentalism represented the literal interpretation of the Holy Bible and had been gaining popularity in American culture for 40 years before the Scopes Trial. The philosophy of communism in the Soviet Union opposed the freedom of religious expression and the unprecedented death in World War I prompted many to question the existence of God. It was also a time of spiritual evangelism when people used the teachings of the Holy Bible to counter the modern ideas of jazz music, sexual promiscuity, and secularism.

The jury found Scopes guilty of violating the law and fined him $100. Bryan and the anti-evolutionists claimed victory, and the Tennessee law would stand for another 42 years.  The ACLU publicized scientific evidence for evolution. The verdict did have a chilling effect on teaching evolution in the classroom, however, and not until the 1960s did it reappear in schoolbooks. It continues as an issue in some states today.

Kenya has an educational system that is considered one of the best in the world. Education is controlled by the government and changes take time to make. Recently, Kenya made significant changes in the curriculum with a vision to make Kenya a leader in Africa by 2063, the next 40 years. “The overall aim of the new curriculum is to equip citizens with skills for the 21st century and hinges on the global shift towards education programs that encourage optimal human capital development. Education should be viewed in a holistic spectrum that includes schooling and the co-curriculum activities that nurture, mentor, and mold the child into productive citizens.”

There are advantages and disadvantages to both a national and federal system of education. Canada, Australia, and Germany have federal systems of education that might be compared to the United States. The majority of countries in the world have a national system similar to the one in Kenya.  U.S. News & World Report published a study of the education in 87 countries. For discussion, consider if the goal of a well-developed educational system is to prepare students for higher education, support employment, educate citizens, teach values, access, efficiency of costs, etc.  Another area for discussion could be if the purpose of education is the focus on the well-being and development of the individual or if the emphasis is on subject matter content.

  1. Who should decide matters of content in the curriculum?
  2. Should parents have the authority to ‘opt out’ of lessons?
  3. Should teachers or assessments determine what is taught?
  4. What is the purpose of education?
  5. Is the primary purpose of education to teach skills, content, or to prepare children to be citizens?
  6. Should the U.S. government limit or empower the U.S. Department of Education in the area of curriculum?

The Scopes Trial (National Constitution Center)

The Scopes Trial (History Channel)

The Scopes Trial (Bill of Rights Institute)

On the evening of the president’s death, Herbert Hoover sent out the official news that the president had died of “a stroke of cerebral apoplexy.” But it was most likely a heart attack, that ended Harding’s life at the age of 58, two years more than the average life span for an American male in 1923 (56.1 years).

President Harding’s Vice President was Calvin Coolidge. He was from Massachusetts and at the time of Harding’s death he was visiting his family at their home in Plymouth, Vermont. He issued the following statement:

“Reports have reached me, which I fear are correct, that President Harding is gone. The world has lost a great and good man. I mourn his loss. He was my chief and my friend.

It will be my purpose to carry out the policies which he has begun for the service of the American people and for meeting their responsibilities wherever they may arise. For this purpose I shall seek the cooperation of all those who have been associated with the President during his term of office. Those who have given their efforts to assist him I wish to remain in office that they may assist me. I have faith that God will direct the destinies of our nation.

It is my intention to remain here until I can secure the correct form for the oath of office, which will be administered to me by my father, who is a notary public, if that will meet the necessary requirement. I expect to leave for Washington during the day.”


CALVIN COOLIDGE

Calvin Coolidge’s father was a notary public and administered the Oath of office at 2:47 a.m. in the middle of the night in his home. President Coolidge addressed Congress for the first time when it returned to Washington D.C. on December 6, 1923, expressing support for many of Harding’s policies and he continued with most of Harding’s advisors. The transfer of political power was orderly.

Vladimir Lenin died at age 58 on January 21, 1924, less than six months after President Harding. He had suffered from three strokes and his death was expected. Lenin did not name a successor and the transition to power was contentious between Joseph Stalin and Leon Trotsky.

Alexsei Rykov and V.M Molotov were technically the leaders of the Soviet Union. Joseph Stalin was the General Secretary of the Central Committee of the Communist Party and Leon Trotsky was the Minister of War. As party secretary Stalin controlled appointees and used the position to install people loyal to him. Trotsky represented the faction that favored the spread of socialism in a world revolution. He believed this was necessary for the Soviet Union to develop a stronger economy. In contrast, Stalin did not see a world revolution as probable and favored the gradual economic development through a series of five-year plans with quotas and state ownership of land. Leon Trotsky was exiled to Mexico in 1928 and Josef Stalin became the de facto leader of the Soviet Union.

  1. Is it likely that the death of an American president in this decade would result in an orderly transfer of power or would it be contentious between leaders within the Democratic and Republican Party?
  2. Should the successor of an American president be expected to continue with the appointed advisors and policies of the Administration, or should the new president be encouraged to develop policies consistent with his or her political views?
  3. Is Russia at risk of a contentious transition to a new government in the event of the unexpected death of Vladimir Putin?
  4. Is a parliamentary system of government more effective and efficient in the transfer of political power than the government of the United States, Russia, or China?

How does a government protect the equality and presumed innocence of individual citizens and also protect the general welfare and safety of the public?  On May 1, 1919 (May Day), postal officials discovered 20 bombs in the mail of prominent capitalists, including John D. Rockefeller and J. P. Morgan, Jr., as well as government officials like Supreme Court Justice Oliver Wendell Holmes. A month later, bombs exploded in eight American cities. In 1919 and 1920, President Wilson’s attorney general, A. Mitchell Palmer, led raids on the Communist Party and the International Workers of the World.

In November 1919, Palmer ordered government raids that resulted in the arrests of 250 suspected radicals in 11 cities. The Palmer Raids reached their height on January 2, 1920, when government agents made raids in 33 cities.  More than 4,000 alleged communists were arrested and jailed and 556 immigrants were deported.

The secret police in the Soviet Union is sometimes called or associated with the Checka, Red Terror, Gulag, KGB, or state police.  The Bolsheviks formed the Cheka when Vladimir Lenin was wounded in an assassination attempt in 1918. After the October Revolution in 1917, Russia was in a civil war. The OGPU was commissioned in November 15, 1923 and conducted mass shootings and hangings without trials. It is estimated that the revolutionary tribunals executed 100,000.  The tribunals sanctioned purges of everyone including Russia’s imperial family, land-owning peasants, journalists, priests, scholars, and the homeless.  

The operations of the OGPU reflected decisions of the Party leadership. It was directed to check on church activities, foreigners, and members of opposition parties. It supervised kept a watchful eye on the morale, loyalty, and efficiency or workers.

  1. Do governments have a responsibility to secretly observe the activities of any of its people?
  2. How can a government responsibly protect its citizens from terrorist or subversive activities?
  3. Is the suspension of habeas corpus and individual liberties justified in times of war or civil unrest?
  4. In the United States does the federal government (President) have the authority to send the National Guard or armed forces into a city or state without the approval of the governor or state government?

Palmer Raids (Chronicling America)

The Red Scare (Digital History)

Bombing on Wall Street (You Tube, American Experience, PBS)

Authority of the President to Use the National Guard and Army to Control the Border (CRS)

Establishment of the OGPU (November 15, 1923)

In 1965, the United States passed the Immigration and Nationality Act ending all quotas based on national origin and replacing them with a system of preferences based on family relations to US residents and labor qualifications. Total immigration was limited to 170,000 annually for the Eastern Hemisphere; and 120,000 for the Americas.  The flow of immigrants to the southern border of the United States has exceeded this number for decades. It is now almost one million a year, with about 40% of this number coming from Central America and Mexico. It is also difficult to hire border patrol officers to process the requests for asylum and legal entry. The population of the United States is declining and immigration is the reason for the small increase.  Immigrants also fill needed jobs. Most of the migrant population is living in six states.

In 2021, political tensions between Lithuania and Belarus flared, precipitating a crisis at the borders during which more than 4 000 migrants largely from the Middle East and South Asia were stranded facing inadequate food, water, clothing, or shelter.  Lithuania is a country of about 4 million people and the government did not welcome the surge of immigrants The Lithuanian Red Cross provided humanitarian assistance in the form of non-food items, medicine, and food, as well as mental health care. Since 2021, Lithuanian border guards have prevented around 20,000 people from crossing the border from Belarus. They check the documents of each individual and have permitted asylum seekers to enter.

“The protection of the right to life and the prohibition of torture or inhuman or degrading treatment or punishment provide the cornerstones of any human rights compliant response to border crossing and must be fully upheld at all times, including in emergency situations. I have received consistent worrying reports of patterns of violence and other human rights violations committed against migrants, including in the context of pushbacks at Lithuania’s border with Belarus. Parliament should contribute to putting a stop to these human rights violations and take the lead in guaranteeing a human rights compliant migration policy.” (European Union Commissioner on Human Rights, 2023)

The Lithuanian parliament adopted a law on Tuesday (25 April, 2023) legalizing the turning away of irregular migrants at the border under a state-level extreme situation regime or a state of emergency.

  1. Do nations have the right to stop people from entering their country or does the need to provide humanitarian care take precedence?
  2. Many countries are facing large numbers of immigrants for economic and political reasons. How can countries manage this population movement?
  3. How would you define a humanitarian immigration policy?
  4.  Which countries have the most humane and effective immigration policies?

https://www.cgdev.org/blog/which-countries-have-best-migration-policies

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

The Exploitation of Enslaved Women During The 18th Century Colonial America

Logan Stovall

Logan Stovall is an eighth grade student at Montclair Kimberley Academy in Montclair, NJ

The 18th century represents a dark period in American history when the institution of slavery thrived, and the exploitation of enslaved Black women flourished. The cruel realities endured by Black women during this time were not only a consequence of their enslavement but were magnified by both their race and gender, perpetuating a cycle of inequality and suffering. Beyond the physical captivity, these women endured a complex oppression that not only involved grueling labor but also made them victims of sexual violence. The harsh reality of this oppression becomes evident when one reflects on how the clothing worn by enslaved Black women served as a physical manifestation of their fragile existence. The clothes they wore were not just rags or pieces of fabric used to cover their bodies; they represented a system that dehumanized and abused them.  During the 18th century, an enslaved Black woman’s gender and race primarily affected the way she lived and thrived in an illiberal society. Understanding the exploitation of enslaved Black women during the American colonial era requires a closer look into the sweat of their daily labor, the sexual abuse they endured, and the clothing they wore that bound them to such a harsh life.

However, before any analysis regarding the exploitation of enslaved Black women is made, one must first consider that the racial stereotypes and discriminatory practices against enslaved Black women during the colonial era were the underlying causes of their mistreatment. The widely accepted racist ideas of Antebellum white slaveholders led them to think of their enslaved people as both biologically and culturally inferior. Due to their understanding of the social hierarchy at this time, slaveholders often whipped and physically mistreated enslaved women under their supervision.[i] In addition to the racist beliefs they held, slaveholders also created various stereotypes about enslaved Black women. One such popular stereotype was the “Mammy” caricature. The “mammy caricature” depicted enslaved Black women as enjoying their servitude, being physically unattractive, and only fit to be domestic workers.[ii]

In contrast to the “mammy caricature”, slave owners also created a more promiscuous stereotype of enslaved Black women: the “Jezebel” figure. The Jezebel caricature was used during slavery to justify a slaveholder’s objectification and sexual exploitation of enslaved Black women.[iii] The Mammy and Jezebel caricatures, along with various other derogatory stereotypes that plagued enslaved Black women, heavily influenced how the rest of the White population during the Antebellum period perceived and treated Black women. Sadly, these caricatures endured for decades even after colonial times.

With racial stereotyping forming the underlying cause of discrimination against Black women, a significant amount of White slave masters often subjected Black women to harsh labor conditions. Enslaved women were often forced to work in the fields from sunrise to sunset where they endured physical and emotional abuse. On larger farms and plantations, for example, women were forced to perform tasks like hoeing and ditching entire fields. These were the most exhausting and uninteresting forms of fieldwork.[iv] Slaveholders also held enslaved women accountable for cleaning and tidying communal areas like stables and expected them to spread manure as a fertilizer.[v] Moreover, slave owners frequently questioned how much time off enslaved women needed to adequately take care of their families and children. When not offered any downtime by their slaveholders, enslaved women had to bring their children with them to the fields and strap them to their backs as they worked tirelessly. [vi]

Black women’s exploitation extended beyond the fields. In many instances, the labor performed by enslaved women was prolonged and complicated. For example, many enslaved women began to work for slaveholders at a very young age. There was little free time for enslaved women to rest, given that most women worked for their master five to six days a week. This included keeping the owner’s homes clean, cooking food, and washing their clothes.[vii] In short, enslaved women were expected to work tirelessly, both in the fields and in the house. The slave masters did not care about  the well-being of their enslaved women and exploited them for their free labor.  For Black women, slavery in the southern colonies meant long days performing menial, exhausting tasks, sometimes in the hot, baking sun.  After working prolonged, hard days for the slaveholders, these women had to care for their own families, which was often a physical and mental challenge due to the absence of time to rest. When enslaved women did not meet the expectations for their work by their enslaver, they would oftentimes be taken advantage of sexually or physically assaulted as a form of punishment. Unfortunately, this possibility became a reality for many enslaved Black women.

Indeed, as the slave population in America grew larger through the importation of slaves, enslaved Black women primarily as reproducers of a valuable labor force rather than merely a part of the labor force.  The sexual exploitation of Black women extended from sexual gratification of their White slaveholders to include reproducing offspring that would expand their workforce. Though slave owners valued enslaved women as laborers, they were also well aware that female slaves could be used to successfully reproduce new labor (more children who would grow up to be slaves) by continuing their role as full-time mothers.[viii] This presented slaveholders with a dilemma because West African women usually had some prior agricultural experience (like growing tobacco and rice) which could be used to the slaveholders’ benefit.[ix]

In 1756, Reverend Peter Fontaine of Charles City County, Virginia, stated that Black females were “far more prolific than…white women.” This form of racial stereotyping made enslaved women extremely vulnerable to physical assault.[x] Many white enslavers raped Black women for sexual pleasure, as well as for their ability to produce children who would become slaves and ultimately increase their wealth. Instead of perpetuating the stereotype that all enslaved Black women were unattractive and were only fit to be domestic workers, they now were feeding into the stereotype that Black women were promiscuous and desired for the reproduction of enslaved children who could be used or sold. This form of physical exploitation was pervasive throughout the Antebellum South.

In addition to labor and sexual exploitation, clothing was another form of exploitation that enslaved Black women were forced to endure. While these women often knitted or otherwise made beautiful garments for White women and their children, the fabrics that enslaved Black women wore themselves offered minimal protection from the weather and had to be inexpensive and easy to make.[xi] Their clothing was so cheap in quality that it often disassembled or tore within weeks. As a result, enslaved women often borrowed clothing from one another or even stole clothing from the slave master’s house. They did this to give themselves or their families warm, sustainable garments, and sometimes, to blend into the free population. Oppressors often made enslaved women wear poor, rugged clothing to symbolize a Black woman’s low status and to cultivate racial stereotypes depicting Black women as inferior. Indeed, one reason why enslaved women wanted to steal White people’s clothes was because they wanted to appear as free Black people with increased status.[xii]

Despite being subjected to clothing exploitation, many enslaved women nevertheless tried to continue to be connected to their former culture by wearing West African garments. Enslaved women working in slaveholders’ homes were expected to cover their heads with lightweight white caps, which other members of the household also wore. However, to continue the West African tradition, many enslaved women also chose to wear brightly colored head wraps that surrounded their heads and were secured with knots and tucking’s.[xiii] They also sometimes wore cowrie shells in their hair; which were very expensive and far more valuable than money. These cowrie shells also appeared in spirit bundles as parts of clothing and jewelry, implying their use as amulets.

Black women not only wore these West African garments to remain connected with their former cultures, but they also wore the garments as a form of resistance against enslavement.[xiv] Enslaved Black women despised their status as slaves but were able to feel proud about and connect to their former West African heritage when they wore their cultural headdresses. The significance of these garments likely gave Black women a feeling of strength and empowerment as they were emotionally frightened by the abuse they faced from their enslavers.

During the 18th century, the exploitation of enslaved Black women through their gender and race greatly influenced the way they survived and flourished in a prejudicial society. Enslaved women were exploited in numerous ways and were expected to address the needs of others to the detriment of caring for themselves and their families. They worked extremely hard, both in the house and in the field, and did whatever they were commanded to do withstanding both physical and emotional abuse. They were often raped through their shabby clothing and physically assaulted by their master’s for punishment, as a means to increase their profit in human labor. But still, an enslaved Black woman was able to overcome these acts of exploitation non-violently and create her own peace by wearing and displaying garments that were distinct to her West African culture. Given all that these enslaved women endured, we should respect and admire their ability to overcome such incredible hardships.

Smithsonian, and National Museum of African American History and Culture. “Cowrie Shells and Trade Power.” National Museum of African American History and Culture. Accessed November 15, 2023. https://nmaahc.si.edu/cowrie-shells-and-trade-power#:~:text=Europeans%20in%20the%2016th%20century,at%20their%20use%20as%20amulets .


[i] LDHI, “Hidden Voices: Enslaved Women in the Lowcountry and U.S. South,” LDHI, accessed November 27, 2023, https://ldhi.library.cofc.edu/exhibits/show/hidden-voices/enslaved-womens-work.

[ii] LDHI, “Hidden Voices,” LDHI.

[iii] LDHI, “Hidden Voices,” LDHI.

[iv] Jennifer Hallam, “The Slave Experience: Men, Women & Gender,” Slavery and the Making of America, accessed November 27, 2023, https://www.thirteen.org/wnet/slavery/experience/gender/history.html.

[v] Emily West, Enslaved Women in America: From Colonial Times to Emancipation (Lanham: Rowman & Littlefield Publishers, 2017), 29

[vi] West, Enslaved Women, 28.

[vii] LDHI, “Hidden Voices,” LDHI.

[viii] West, Enslaved Women, 28.

[ix] West, Enslaved Women, 29

[x] West, Enslaved Women, 31.

[xi] Daina Ramey Berry and Deleso A. Alford, eds., Enslaved Women in America: An Encyclopedia enhanced credo edition ed. (Santa Barbara, CA: Greenwood, 2012), 34 and 35.

[xii] Katherine Gruber, ed., “Clothing and Adornment of Enslaved People in Virginia,” Encyclopedia Virginia, last modified December 7, 2020, accessed November 5, 2023, https://encyclopediavirginia.org/entries/slave-clothing-and-adornment-in-virginia/.

[xiii] Gruber, “Clothing and Adornment,” Encyclopedia Virginia.

[xiv] Smithsonian and National Museum of African American History and Culture, “Cowrie Shells and Trade Power,” National Museum of African American History and Culture, accessed November 15, 2023, https://nmaahc.si.edu/cowrie-shells-and-trade-power#:~:text=Europeans%20in%20the%2016th%20century,at%20their%20use%20as%20amulets.


Berry, Daina Ramey, and Deleso A. Alford, eds. Enslaved Women in America: An Encyclopedia. Enhanced Credo edition ed. Santa Barbara, CA: Greenwood, 2012.

Gruber , Katherine, ed. “Clothing and Adornment of Enslaved People in Virginia.” Encyclopedia Virginia. Last modified December 7, 2020. Accessed November 5, 2023. https://encyclopediavirginia.org/entries/slave-clothing-and-adornment-in-virginia/.

Hallam, Jennifer. “The Slave Experience: Men, Women & Gender.” Slavery and the Making of America. Accessed November 27, 2023. https://www.thirteen.org/wnet/slavery/experience/gender/history.html.

LDHI. “Hidden Voices: Enslaved Women in the Lowcountry and U.S. South.” LDHI. Accessed November 27, 2023. https://ldhi.library.cofc.edu/exhibits/show/hidden-voices/enslaved-womens-work.

West, Emily. Enslaved Women in America: From Colonial Times to Emancipation. Lanham: Rowman & Littlefield Publishers, 2017.

Sally Hemings’ Legacy of Freedom and Motherhood

Ms. Aquino is an eighth grade student at Montclair Kimberley Academy in Montclair, NJ

Sally Hemings led an extraordinarily complex life, yet her story inspires thousands of women, myself included. Despite the intricacies, she fought against the notion of becoming just another enslaved individual in her family’s generational cycle. Sally sought to change the trajectory of her children’s lives, offering them opportunities beyond enslavement. Instead of securing her own freedom, she made a selfless choice to promise freedom to her future children—a decision that stands out as a remarkable act of heroism. Sally Hemings’s life, sacrifices, and ability to persuade Thomas Jefferson into making her a  promise was an act of heroism towards her children. Her story is a testament to the profound strength of a mother’s love and the power of quiet rebellion against an oppressive system.

Born into slavery, Sally began her journey as one of Polly’s , Thomas Jefferson’s daughter, maid, and caretaker. Over time, she developed a close relationship with Polly, potentially even her aunt as well.[1] During their time in Paris, where Sally accompanied Polly in her studies, Thomas Jefferson expressed reservations about Sally’s  ability to care for his daughter because she was so young, fourteen at the time. However, although she was well-trained in caring for people, Thomas Jefferson expressed that she was “wholly incapable of looking after” his daughter and could not do it “without some superior to direct her.”[2]  Despite Jefferson’s doubts about her abilities, Sally gracefully navigated the unfamiliar Parisian landscape and spent twenty-six months in Paris, also reuniting with her brother James. She contracted smallpox but received proper care and was compensated for her work. Sally also learned French during her stay, though her literacy in both languages remains uncertain.[3]

In Paris, at the age of fourteen, Sally’s  involvement in a sexual relationship with Thomas Jefferson, whose wife died in 1782, resulted in her pregnancy, which shifted her trajectory dramatically. While accompanying Thomas Jefferson’s daughter, Polly, to Paris, Hemings was caught in a complex web of power dynamics and his unspoken desires. Yet, a fateful encounter with Jefferson forever altered her life. Madison Hemings, Sally Hemings’s son, stated that his mother became Mr. Jefferson’s concubine in France. Though in France, slavery was not legal, so Sally was considered a free person. Torn between the possibility of freedom in Paris and the promise of a better future for her children, Sally made a heart-wrenching choice. She negotiated an extraordinary deal: freedom for her future children at 21, sacrificing her own chance at escape. In the face of unimaginable hardship, this selflessness began her quiet rebellion. She did not try to negotiate for freedom for herself.[4] Additionally, Thomas Jefferson wrote about Sally as they continued their “relationship” after returning to Monticello. He wrote, “It is well known that the man whom it delighted the people to honor, keeps, and for many years past has kept, as his concubine, her name is Sally.”[5] Jefferson clearly stated that Sally was his concubine, his mistress. In his eyes, Sally was just another woman.

After returning to Monticello with Jefferson and his daughters in 1789, she became a household servant and lady’s maid.[6] In addition, Madison Hemings stated, “It was her duty, all her life which I can remember, up to the time of father’s death, to take care of his chamber and wardrobe, look after us children and do such light work as sewing.” As well as being a maid, Sally’s job was cleaning Jefferson’s closet and sewing. Also, upon returning to Monticello, Sally’s relationship with Jefferson, though shrouded in secrecy, was an undeniable reality. Sally Hemings’s relationship with Thomas Jefferson was well-known throughout Monticello. Some of Jefferson’s friends and even political colleagues knew about them. However, this new sexual relationship did not come as a surprise to people. It was, unfortunately, widespread for white men to have sexual activity with enslaved women, let alone enslavers with enslaved women. However, society could ignore Thomas Jefferson and Sally Hemings if he kept them discreet, so he never acknowledged the rumors, and they continued their “relationship.”[7] Their relationship lasted until Jefferson died on July 4, 1826.

She  bore him six children, each carrying the weight of their father’s legacy and the burden of slavery. Although, only four survived to adulthood, Harried, Beverly, Madison and Eston. Despite her duties as a servant and Jefferson’s “concubine,” Sally nurtured her children with unwavering love and a fierce determination to see them free. Madison Hemings said, “She gave birth to four others, and Jefferson was the father of all. They were Beverly, Harriet, Madison (myself), and Eston – three sons and one daughter.”[8] The oldest, Beverly Hemings, worked as a carpenter for the duration of his enslaving. He was also into music, more specifically, the violin.[9] Harriet Hemings was born a few years after Beverly in 1801. She grew up enslaved, spinning wood. After Harriet, Madison is the child that had the most to say about his mother’s life and what he thinks about their relationship. Lastly, there is Eston Hemings, the youngest son out of them all. He obtained knowledge in woodworking and was granted freedom in 1829. After Jefferson’s death, Martha, his daughter, allowed Sally to leave the plantation to live with her younger sons, Madison and Eston, in Charlottesville, Virginia. Madison and Eston gladly took their mother in with open arms and loving hearts. They initially passed as white for the U.S. Census, but later Sally identified as “free mulatto.” Sally lived freely with her sons until she died in 1835.[10] 

             Throughout her life, Sally Hemings made decisions that transformed her children’s lives and impacted women at large. Her selfless act in Paris, negotiating freedom for her unborn children, inspires women and their own children. In the course of her life, just like many other enslaved women, Sally Hemings’s children were fathered by her owner. In  the context of the era where enslaved women lacked legal rights,[11] Sally’s story reflects the harsh reality of exploitation. The dynamic between her and Jefferson can vary, though, taking into consideration age and consent. Sally was fourteen, and  Jefferson was about forty years old.[12] Additionally, enslaved women often were raped and sexually harassed without being able to speak up or say no. Despite  these challenges, she rose above and stands as a stark motivation for women across the globe.  

            Sally Hemings’s story is a personal triumph and a beacon of hope for all who fight against injustice. Pulitzer Prize-winning historian Annette Gordon-Reed also said, “Though enslaved, Sally Hemings helped shape her life and the lives of her children, who got an almost 50-year head start on emancipation, escaping the system that had engulfed their ancestors and millions of others. Whatever we may feel about it today, this was important to her.” The measures Sally took to ensure emancipation for her children were significant and display the unconditional love she had for them. For a mother to surrender her own freedom, her only chance to escape, for her children was selfless. Her quiet defiance, her unwavering love for her children, and her ability to negotiate freedom within the confines of slavery inspire generations of women and mothers. Her life, sacrifices, and ability to persuade Thomas Jefferson into making her a promise was an act of heroism towards her kids. While inspiring many women worldwide, the most significant impact was on her children. Ones who exclaimed the great things she did for them. On the other hand, her children were not the only ones who spoke highly of her.  Her story carries a historical significance and profound lessons about the human spirit’s capacity for resilience and love. A woman who defied the odds and shaped the destiny of her children, leaving behind a legacy that continues to resonate  with many women and children today.

Hemings, Madison. “Sally Hemings” [Sally Hemings]. https://monticello.org. Accessed November 9, 2023. https://www.monticello.org/sallyhemings/.

“The Memoirs of Madison Hemings” [The Memoirs of Madison Hemings]. https://www.pbs.org. Accessed December 17, 2023. https://www.pbs.org/wgbh/pages/frontline/shows/jefferson/cron/1873march.html.

Adams, William Howard. The Paris Years of Thomas Jefferson.

Gordon-Reed, Annette. The Hemingses of Monticello.

“Life Story: Sally Hemings” [Life Story: Sally Hemings]. https://nyhistory.org. Accessed December 14, 2023. https://wams.nyhistory.org/building-a-new-nation/american-woman/sally-hemings/#:~:text=Sally%20lived%20in%20Paris%20long,together%20when%20they%20reached%20adulthood .

Thorson, David. “Beverly Hemings” [Beverly Hemings]. https://www.monticello.org/. Accessed December 17, 2023. https://www.monticello.org/research-education/thomas-jefferson-encyclopedia/beverly-hemings-2/.

The University of Virginia. “The Hemings Family” [The Hemings Family]. https://monticello.org. Accessed November 6, 2023. https://www.monticello.org/slavery/paradox-of-liberty/enslaved-families-of-monticello/the-hemings-family/ .


[1] William Howard Adams, The Paris Years of Thomas Jefferson, Page 220

[2] William Howard Adams, The Paris Years of Thomas Jefferson, Page 220

[3] Madison Hemings, “Sally Hemings” [Sally Hemings], Monticello.org, accessed November 9, 2023, https://www.monticello.org/sallyhemings/.

[4] Hemings, “Sally Hemings,” Monticello.org.

[5] Hemings, “Sally Hemings,” Monticello.org.

[6] Hemings, “Sally Hemings,” Monticello.org.

[7] “Life Story: Sally Hemings” [Life Story: Sally Hemings], nyhistory.org, accessed December 14, 2023, https://wams.nyhistory.org/building-a-new-nation/american-woman/sally-hemings/#:~:text=Sally%20lived%20in%20Paris%20long,together%20when%20they%20reached%20adulthood.

[8] Hemings, “Sally Hemings,” https://monticello.org.

[9] David Thorson, “Beverly Hemings” [Beverly Hemings], https://www.monticello.org/, accessed December 17, 2023, https://www.monticello.org/research-education/thomas-jefferson-encyclopedia/beverly-hemings-2/.

[10] Life Story,” https://nyhistory.org

[11] Hemings, “Sally Hemings,” https://monticello.org.

[12] Hemings, “Sally Hemings,” https://monticello.org.


The Social Cost of Deindustrialization: Postwar Trenton, New Jersey

Patrick Luckie

Studying local history is something that is often overlooked and underestimated in social studies classrooms around the country. Think about it—do you have any memory of learning about your own local community in a coordinated school or social studies effort? Big ideas like imperialism, global culture, and other themes of the past and present usually take precedence over learning about one’s own local history in the high school. As part of my undergraduate senior research project at Rider University, I grappled with this fact and produced a short study of my own local history which I used to inform my instruction in the classroom. This article will present the research I have done and will end with a short analysis of how my research project on local history has affected my instruction in Ewing High School and how it can change the way we think about teaching local history in all American high school social studies classrooms.

These powerful words were written by Dr. Jack Washington, a teacher of Social Studies in Trenton public schools for over 40 years and author of, The Quest for Equality: Trenton’s Black Community 1890-1965 which traces racial struggle and movements for equality over the city’s history. Trenton’s uniqueness as Washington describes, is a product of its deep history, rooted in the American Revolution, World War II, and the Civil Rights Movement of the 1960s. Trenton was once a manufacturing powerhouse, home to multiple industries which forged the urban landscape of the state’s capital and produced thousands of union jobs for its inhabitants. These included the mighty John A. Roebling’s Sons Company, which aided in the creation of the Brooklyn Bridge and whose factory in West Chambersburg served as a symbol of innovation and opportunity for decades. Trenton’s pottery industry was also one of the largest and most successful in the whole nation alongside its iron, steel, rubber, and textile companies. Together, these industries provided enough stable employment and pay to support a rapidly growing population of mostly first and second generation European immigrants from Italy, Ireland, Germany, Poland, and Hungary, to name a few. Trenton’s manufacturing prowess was best showcased in 1917 with the first lighting of the famous “Trenton Makes, The World Takes” sign on the Lower Trenton Bridge, a symbol which still stands today in 2023.

 The “golden age” of the city, as historian John T. Cumbler describes it, lasted from around 1850 to 1920 when Trenton established itself as one of the manufacturing capitals of the nation.[2] Almost perfectly situated between two of America’s largest cities in New York and Philadelphia, Trenton industrialists used its strategic geographic location along the Delaware River to tap into large markets and supply the massive manufacturing needs of the east coast. Trenton at this time was truly a symbol of the American dream, and people flocked to the city in search of opportunities. By 1920, the population of the city surpassed 119,000 people and it was amongst the most densely populated places in the state of New Jersey.[3]

The first signs of the city’s decline came with the weakening of its labor movement. By the 1920s, the age of mechanization had begun and the economic shift from factory work to mechanized manufacturing began weakening labor unions overtime. Worker’s unions and cooperation between owners and workers alike had been central to the functioning of the local economy and the glue by which the city binded itself together. Overtime, businesses could no longer maintain the standards of work they had previously upheld and conditions within the city started to slowly deteriorate. From 1910-1920 Trenton underwent its largest leap in population within a decade and shortly thereafter it began experiencing some of its greatest economic struggles. Plants began relocating outside of the city and unionized jobs were becoming more and more difficult to attain. Economic historians have grappled with this shift in the post-war era, claiming “US corporations aggressively sought to break free of expensive union contracts and to seek out ways to pay lower wages and allied social costs in order to increase profits.”[4] This is a persistent trend in this study. With great increases in population and the changing state of the local and national economy, Trenton suffered meaningful losses in employment and manufacturing output.

With the Great Depression beginning in 1929 and the waging of the Second World War in 1939, Trenton retreated back to manufacturing and away from addressing the issues surrounding labor which had marked its initial decline. The waging of the war meant a massive nation-wide mobilization of industry towards fueling the war effort. The war-time economy of Trenton temporarily revitalized the city. Roebling’s Sons employed droves of new workers, opportunities for overtime became more available, unions strengthened, worker’s pay went up, and the largest wave of black migrants in the city’s history began making their way to Trenton beginning in the 1940s.[5] These migrants came to Trenton and other cities in what is known as The Great Migration. That is the movement of millions of African Americans predominantly from the rural southern states to the urban north and midwest between 1910-1970.

This temporary boom did not yield long-term progress for Trenton in the post-war period. During the 1950s, many of the city’s largest industries began relocating outside the city limits and the economy did not adequately support its largest ever population of over 129,000 people.[6] In 1952, Trenton’s most popular employer Roebling’s Sons was sold to Colorado Fuel and Iron Company which over the next decade cut its employment numbers in Trenton and relocated its major manufacturing and business centers outside the city limits. This was the fate for many of the most popular industries within the city which sold their shares to larger corporations after WWII, leaving the fate of the city’s economy in the hands of interests which had little to no connection to it. The rubber, steel, iron, and pottery industries which had defined the city of Trenton and produced its “golden age” became shadows of their former selves and the physical conditions of the city reflected this change. Overtime, thousands of industrial jobs were lost and the population of Trenton dropped 13,382 people from 1950 to 1960 and an additional 9,381 people the following decade.[7] Population decline continued to the year 2000 and stabilized between 80,000 to 90,000 in the 21st century. 

This study seeks to answer two fundamental questions: 1) What were the major effects of deindustrialization on Trenton, NJ in the decades immediately following WWIII? 2) How were these effects felt by the people living within the city at this time? In answering these questions, this study will provide a lens through which race and class come to the forefront of the discussion. Trenton’s decline overlaps with the migration of thousands of African Americans to the city in search of economic opportunities. This demographic shift was the largest in the city’s history and was not met with opportunity but rather inequality and increased racial tension. The major effects of deindustrialization on Trenton, NJ in the post-war period were economic destabilization, movement to the suburbs, and increased racial tensions between white and black Trentonians. Each subsection of this work will dive into these effects individually as well as their overall impact on life in Trenton. It is important to recognize that this movement away from manufacturing and its effects were not phenomena restricted to certain areas or regions. Rather it was a national trend which all rust belt cities like Trenton grappled with in the 21st century. In addition to deindustrialization broadly,  the age of mechanized labor, the shifting of the U.S. economy towards greater support for large corporations, and the social movements of the 1960s all played extremely important roles in shaping American cities in the post-war era.

Secondary source literature on the decline of U.S. cities in the post-WWII period falls into the fields of American urban, economic, and social history. One of the most popular works on these subjects is historian Thomas J. Sugrue’s The Origins of the Urban Crisis: Race and Inequality in Postwar Detroit, which examines the many ways in which American cities began to decline following WWII with specific focus on racial inequality and division. In his work, Sugrue states that Trenton, like Detroit and other rust belt cities of the time, experienced hundreds of thousands of layoffs in manufacturing jobs nationwide due to the changing state of the U.S. economy and the lack of government spending allocated towards Northern cities.[8] These conditions radically transformed urban environments into almost unrecognizable versions of their industrial heights. Sugrue explores the connections between suburbanization, demographic change, and the racial attitudes of northern whites to produce an all-encompassing case study of the decline of Detroit. At the heart of his argument is that racial segregation and inadequate political responses to signs of crisis determined the fate of the city. The importance of this historical research cannot be overstated. Before this book was originally published in 1996, the stories of Detroit and other American cities who suffered from the consequences of deindustrialization and racial division in the post-war period were largely untold. The Origins of Urban Crisis continues to be one of the most influential modern studies of American urban history and is without doubt one of the most cited pieces of literature in the field.

Jefferson Cowie and Joseph Heathcott, who together produced Beyond the Ruins: The Meanings of Deindustrialization,built on the historical research of Sugrue by studying the impact of post-war deindustrialization across the nation. This book seeks to progress the conversation of historic decline to modern solutions for urban decay and economic instability. In doing so, it compiles a collection of essays from historians and other professionals to further explore deindustrialization and its impact on American cities.[9] From this perspective, the authors identify a complexity of causes and effects of urban decline which vary from city to city but share many similarities nationally. The value of this work is in its wide-scope. By compiling essays from multiple professionals in a variety of related disciplines, the image of declining cities in the U.S. following WWII becomes more clear than ever.

The most recognized work on post-war deindustrialization in specifically Trenton, New Jersey lies within historian John T. Cumbler’s A Social History of Economic Decline: Business, Politics, and Work in Trenton. This book outlines a long trajectory of economic conditions in Trenton beginning in the 1920s with focus on the Great Depression and researches the changing nature of the city up until the book’s publishing in 1989. One of Cumbler’s main arguments includes the notion that America experienced a gradual economic shift from civic to national capitalism following the Great Depression which empowered large corporations while simultaneously destroying the small businesses which held many industrial cities together.[10] He also explores the rich history of the city’s most impactful industries, politicians, union leaders, and manufacturing workers to provide a comprehensive view of Trenton’s economic and social decline. This work provides the foundation of historical knowledge on Trenton required to produce further research on this topic. However, Cumbler’s history of Trenton does not extend as far into the social consequences and effects of deindustrialization as one might expect. Nevertheless, virtually any modern historical literature on the city of Trenton cites this work. This points to the undying credibility of Cumbler as a historian and shows the importance and relevance of his arguments to the continued study of the city’s history.

More recent historical literature on related topics has largely focused on national trends of suburbanization and racial conflict. One such journal article titled “The Rural Past-in-Present and Postwar Suburban Progress” by University of Waterloo professor Stacy Denton studies the shift towards suburbanization following WWII. The author highlights the transformation of previously rural spaces to suburban landscapes and the implications of such transformations on national attitudes and beliefs towards race, culture, and class.[11] In a similar light, economic historian Leah Platt Bouston’s 2007 work “Black Migration, White Flight: The Effect of Black Migration on Northern Cities and Labor Markets” studies the effects of The Great Migration on northern cities and their economies. She also dives into the racist attitudes of northern whites which manifested themselves in movements out of increasingly diversifying cities and into the surrounding suburbs as part of a process termed “white flight.”[12] Both these works of history are incredibly valuable to this study of post-war Trenton for the topics and findings of their research are amongst the greatest effects of deindustrialization on the city.

The research done in this paper will synthesize the secondary source material on the decline of U.S. cities and apply their findings to a specific case study of Trenton, New Jersey. In doing so, it will paint a clearer picture of the more immediate social and economic effects of deindustrialization on the city in the decades following WWII. This will add to the historiography of urban history and Trenton historical study by compiling primary and secondary source documents to more deeply understand the major effects of deindustrialization and economic transformation on the city.  These major effects include economic destabilization, massive suburbanization, and increased racial tension. These symptoms of deindustrialization were felt most harshly by the city’s poor ethnic-white and growing black population. More specifically, economic decline in Trenton coincided with the arrival of black migrants which compounded racist attitudes and practices within the city. This is most clear in workplace and housing segregation which new migrants had to face upon their arrival.

Industry leaving Trenton following WWII radically changed the city’s local economy. Unionized factory jobs became harder to attain, poor residents were left with fewer options, and Trenton’s growing black community was segregated in their employment. Long-time union workers like those who worked in the pottery and steel plants found themselves in an unfamiliar situation. As Cumbler explained, “Those workers thrown out of work by plant closings had the hardest time finding work and represented the largest number of Trenton’s unemployed.”[13]

The selling of corporations like Roebling’s Sons produced a much weaker focus on the city’s manufacturing growth and output and instead, large corporations sought for the relocation of facilities and workers to outside the city. This left the existing workforce in the city out to dry and decreased options for employment, especially among the lower-income white and minority black populations.

 One action taken by the state and local government to fill this gap created by fleeing industry was growth in the employment of state workers and other public jobs. New Jersey state workers were in the 1950s and 60s, as they still are in the present day, centralized in the capital city of Trenton. Cumbler described this shift from manufacturing to public work as, “Blue Collar to White Collar and White Smock.”[14] This provided some relief to the city’s unemployment problem which exceeded the national average through the 1950s and 60s but it did not come close to meeting the pay and benefit standards that manufacturing jobs had produced just a decade prior. Additionally, the large majority of state workers employed at this time were disproportionately white men. Despite these changes, public and state employment was not enough to lift the city out of its economic slump nor its inherent issues with workplace discrimination.

A large part of the story of economic destabilization in Trenton as a product of deindustrialization was the negative consequences on its black community. Former Trentonian and author Helen Lee Jackson published her autobiography in 1978 charting her experience with racial discrimination as a black woman seeking meaningful employment in the city. Her description of Trenton reads as follows:

In 1940, Trenton was an industrial city with many potteries. Steel mills, factories, and a large auto plant, but the production lines were almost solidly white. Black men swept the floors, moved heavy equipment and shipping crates, and performed other burdensome tasks. In the business sections, they were almost invisible except as window cleaners, janitors, or elevator operators. There were no black salespeople in the stores, banks, or business offices. They were hired as maids, package wrappers, or seamstress. Even the five-and-ten-cent stores refused to hire blacks, except to sweep, dust, or move stock.[15]

Jackson’s firsthand experience with racial segregation and inequality in the city in the 1940s is a reflection of the racial attitudes and prejudices in Trenton and other northern cities earlier in the 20th century. Racist attitudes towards black migrants who largely came from the south was a characteristic of many industrial cities in the U.S. at this time as is highlighted in Sugrue’s work on Detroit and other rust belt cities. With greater numbers of black migrants entering northern cities, the problem of racial discrimination and inequality intensified and the competition for jobs in short supply fuel racist attitudes. According to Sugrue, a combination of factors including employer bias, the structure of the industrial work place, and the overarching ideologies and beliefs of racism and black inferiority contributed to this workplace segregation.[16] For Trenton, these differences in employment were visible to the observer and significantly impacted the lives of those seeking stable income. With the collapse of industry happening simultaneously with a dramatic increase in the city’s black population, this problem compounded. Black residents were not only excluded from whatever factory jobs were left on the basis of their race but they were also labeled as the source of the city’s problems altogether.

In a 1953 study of community services in Trenton, researchers found that the average black resident experienced twice as much unemployment and earned on average 30% less total income than the average white person at this time despite only a one year difference in their average acquired education.[17] These statistics are proof of income inequality and workplace discrimination and provide insight into the lived experiences of black people in Trenton at this time. Furthermore, research from The Journal of Economic History, suggests “black workers were channeled into negro jobs and faced limited opportunities for promotion.”[18] Access to financial resources and meaningful employment were among the largest reasons for black migration to Trenton and other northern cities. Upon their arrival however, they were met with egregious workplace discrimination and were given very little opportunities to climb the economic ladder. Black women specifically made up, “The least utilized pool of potential industrial labor power having much less than proportionate representation with her white counterpart” according to a 1950s study titled, The Negro in the Trenton Labor Market.[19] Many black women, including Helen Lee Jackson, struggled even more so than black men to find employment within the city. These conditions forced economically disadvantaged men and women alike to scramble for jobs and income in order to support themselves and their families.

Changes to the manufacturing economy and workplace discrimination created great instability in Trenton during the 1950s and 60s. Old union workers were suddenly left jobless and the fruits of their loyal labor to the city’s largest industries were now gone. Attempts to revitalize the economy largely failed and economic decline impacted the poor and minority black population of the city more harshly than anyone else in the form of unequal pay and limited job opportunities. With this knowledge, it becomes clear that deindustrialization and the exodus of industry destroyed the economy of Trenton that was historically forged by large-scale manufacturing and robust labor unions and disproportionately affected the new and growing black community.

Another major consequence of postwar deindustrialization on America’s rustbelt cities was the creation of and migration to the suburbs. Suburbs are the areas where urban centers like Trenton, NJ extend into previously rural environments where new housing developments, industries, and townships began to populate with greater and greater numbers of prior city-dwelling individuals. Historian Kenneth T. Jackson’s work on suburbanization titled,

Crabgrass Frontier: The Suburbanization of the United States,  provides the best historical analysis of this phenomenon which swept the nation in the 20th century. Among many important factors, he claims that the roots of suburbanization can be traced to the boom of the automobile industry in the 1920s which enabled those who could afford it to move further and further away from the cities in which they worked. Jackson states, “Indeed the automobile had a greater spatial and social impact on cities than any technological innovation since the development of the wheel” He goes further to explain, “After 1920 suburbanization began to acquire a new character as residential developments multiplied, as cities expanded far beyond their old boundaries, and as the old distinctions between city and country began to erode.”[20]

For Trenton NJ, this shift towards the suburbs was gradual beginning in the 1920s and peaking during the 1950s. It is important to note that suburbanization in Trenton and in cities across the nation happened gradually into the late 20th century. This coincided with a decline in major industries and jobs. Historical research on suburbanization has also revealed that many of these white suburbanites moved to the suburbs to create a physical barrier between them and their racial counterparts.[21] As a result of these factors, thousands of residents with the financial freedom to do so began expanding into the towns on the periphery like Hamilton, Ewing, and Lawrence. Many of whom continued to work as state workers or in other capacities inside Trenton while living outside the city. These towns saw unprecedented growth in the post-WWII years in housing developments thanks to VA and FHA loans which were granted to veterans of the war as part of president Franklin Delano Roosevelt’s New Deal Reforms.[22] It is important to note that these New Deal programs were especially beneficial to white service members and much historical literature has been written about the exclusionary practices associated with housing loans in relation to African Americans. This is relevant because during and shortly after WWII, the largest wave of black migrants traveled from predominantly southern states to Trenton and other northern cities in search of employment opportunities associated with the mobilization of industry towards the war effort. This search for opportunity overlapped with the decay of Trenton’s largest industries, leaving many black migrants below the poverty line, working menial jobs as opposed to fruitful unionized jobs, and in some cases, out of work completely. Compounding these issues was the inaccessibility of reasonable home loans for members of the black community.

The effects of suburbanization on the local economy of Trenton and its inhabitants can be seen through analysis of the popular media. Pride Magazine was a Trenton-based publication which centered its content around black businesses and black business owners. This specific magazine concerned itself with the failure of local politicians to enact positive change in the form of urban renewal plans which were targeted at improving the infrastructure, housing, and employment opportunities within the city. In March of 1972, Pride Magazine issued a publication titled, “Black Businesses Need Your Help!” which featured a section written by the magazine’s publisher Vance Phillips, who received his college education in Trenton. He wrote, “What are we doing to fill the vacuum of the cities which was created by relocation of the established business” He then goes on to say, “After spending 5 years of planning and developing new programs for structural and economic changes, Trenton Model Cities program has failed to meet the potential growth of new and old businesses in our community.”[23] Phillips like many black Americans living in Trenton during the 1970s saw visible signs of the city’s decline through the failure of local businesses. He believed what was needed to fix this problem was a stronger government response along with increased civic action from specifically the black community.[24]

 In this same publication, Phillips expressed his belief that, “a person who lives within the city should have preference over persons living outside of the cities in terms of employment.”[25] Here the author is addressing those who live in the surrounding suburbs but continue to fill job positions within the city limits. This would have been a popular message to Trenton’s black business owning population due to the negative effects that rapid suburbanization had on small businesses within the city.  In this magazine article, Phillips touches on an number of topics which are extremely relevant to this study. For one, the instability of small businesses in the wake of mass-suburbanization which he observed was largely due to the relocation of both industry and people to outside the city. Mostly ethnically-white Trentonians were leaving the city for the suburbs and taking with them their spending power. With population decline being spearheaded by movements to the suburbs, there simply was not enough money being circulated throughout the city to adequately support the small businesses which propped up its local economy.

Another popular message within this passage highlights that with most of Trenton’s workforce shifting into the surrounding suburbs, so too did its voting power.[26] This left black communities who resided within the urban centers even more powerless as a minority to change their own political environment. Suburbanization brought with it a massive decrease to the city’s population and tax-base. The previously 100,000+ populated city now had just around 80,000 inhabitants by 1970.[27] This rapid population decrease meant that the tax revenue generated was not enough to effectively grapple with the issues facing the economy and the evolving workforce.

Furthermore, local culture within the city which had been forged by America’s largest waves of European immigration in the 19th and early 20th century suffered as a result of deindustrialization and suburbanization. Many of the small businesses and social institutions which had historically characterized the city of Trenton were established by first and second generation Italian, Irish, Polish, and Hungarian immigrants. Many of whom traveled from the larger cities of New York and Philadelphia to find industrial jobs in Trenton. Dennis J. Starr’s book, The Italians of New Jersey, outlines the effects of suburbanization on the “old immigrants” of New Jersey, stating:

The movement to the suburbs and smaller urban places paralleled a major transformation of the state’s urban political economy. Following the war, the state’s largest cities did not participate in the postwar prosperity and economic development. Instead, their industrial bases eroded, their mercantile bases moved to suburban shopping malls and their overall, especially affluent white, populations shrank.[28]

The effect of suburbanization on the local culture of Trenton’s longest serving residents is a source of some historical debate. Cumbler notes that, “Despite suburbanization of the more successful Italians and Slavs, many of Trenton’s ethnic neighborhoods seemed as entrenched as ever in the 1950s.”[29] However, the following decades of the 1950s would see even more of Trenton’s staple “old immigrant” communities relocating to the suburbs and with them their cultural values and traditions. That being said, the cultural diversity of Trenton, New Jersey created by its ethnic melting pot of a history can still be felt today in 2023. Walking the streets of some of its most popular neighborhoods like Chambersburg, one can still see and feel the Italian influence of churches, social clubs, and bar-restaurants in the area. The main point here is that culture did suffer as a result of suburbanization and population decline, but it did not die, it rather faded into a less obvious and less present version of its former self.

            Looking at suburbanization as a major effect of postwar de-industrialization on the city of Trenton provides valuable insight into the cities rise and decline as a manufacturing powerhouse. Like many other rust belt cities of this time period, the trend of suburbanization caused unprecedented changes to the city’s local economy and demographics. The loss of unionized industry jobs encouraged many Trentonians to relocate to the surrounding towns which had recently seen great increases in housing development. In the process, those who left the city unintendedly left Trenton out to dry. Money from the pockets of those who moved to the suburbs was desperately needed to support small businesses in the city and their tax dollars could have been used to make meaningful change to the city’s failing infrastructure. As previously discussed, the local culture of the city also suffered as a result of these consequences which only compounded with each decade of further suburbanization and relocation away from the city. With a decreasing population, aging workforce, and a new wave of migrants without sufficient employment opportunities, the city began to decline into an unrecognizable version of its “Golden Age” of the 1920s.

Trenton’s deindustrialization and its history of racism and inequality are inextricably linked. In 1986, Historian Dennis J. Starr published, History of Ethnic and Racial Groups in Trenton, New Jersey: 1900 – 1960, which acts as one of the foremost important pieces of historical literature on Trenton race-relations. This research clearly establishes a link between deindustrialization and increased racial tensions by claiming:

As industries closed down or reduced their work force it became harder for Afro-American migrants to get a toe hold on the traditional ladder of social mobility–a factory job. Meanwhile the city’s sizable Italian, Polish and Hungarian communities became fearful lest their jobs be eliminated, their neighborhoods integrated. A siege mentality developed in light of the population shifts and exodus of industries, commercial businesses, colleges and government offices.[30]

This “siege mentality” was amplified overtime with the overcrowding of black communities in Trenton and the extension of black-owned or rented residences into shrinking ethnically white neighborhoods.

Between 1950 and 1960, Trenton’s black population rose to 22.8 percent of the total population. As discussed earlier, Trenton was a historically segregated city but in the 1950s and 60s this racial division took on a whole new light given the increases in population and decreases in economic opportunities and industry.[31] Trenton historian Jack Washington described Trenton following WWII stating, “That the 1950s was a period of benign neglect for the Black community is an understatement, for Black people were forgotten while their economic and political troubles continued to mount.”[32] These economic troubles can be seen most clearly through examination of housing segregation in the city and its continued influence on the lives of Trentonians. Along with housing and workplace discrimination, ethnically white residents used black migrants as scapegoats for their city’s economic misfortunes and decline.

            Housing in Trenton, NJ after the postwar years can be characterized as both segregated and worse for wear. Following the largest influx of black immigrants to the city in the late 1940s and early 50s, this new population was largely forced to live in the Coalport and Five Points areas of the city on its interior.[33] Housing opportunities for black residents were few and far between and were in most cases aged and deteriorated. Starr shed light on this inequality revealing, “By 1957 over 80 per cent of the city’s housing was over 50 years old and 20 percent of all housing units were dilapidated or had deficient plumbing.”[34] This was a problem for all city-dwellers and stood as a marker of the city’s decline following deindustrialization. For the black community, this problem was especially real given that the neighborhoods with the worst physical damage and infrastructure were those areas in which they settled. A 1950s survey of the city titled, Negro Housing in Trenton found, “the percentage of substandard housing among the Negro population is four times higher than that for the general population.”[35] Not only were black Trentonians limited in their occupation but also in the location and quality of their housing. This same study of housing in Trenton concluded that 1,200 new residential spaces would have to be erected in order to meet the needs and standards of the city. These spaces were not created and public housing efforts did not meet the requirements of the new growing population.[36]

With little options for housing, a lack of policy action to create new housing, and increases to the population, black migrants had no choice but to expand into Trenton’s old ethnically-white neighborhoods. In the eyes of many in the white majority, black migrants were the corrupting force which acted to take down their beloved city. Declining social and economic conditions in the city paired with old racist tendencies to produce conflict between ethnic groups. Cumbler eloquently explains this clash stating:

The decline of their industrial base narrowed the boundaries of choice for both white and black Trentonians, and in doing so it intensified conflict between them. Increasingly, Trenton’s problems became defined by the city’s white residents in terms of growth of its black population. Actually, its problems had other sources: the loss of its tax base with the closing down of factories, dilapidation of the existing housing stock, and the declining income of its citizens of whatever color.[37]

This excerpt captures the situation in Trenton during the 1950s and 60s in terms of race relations and the overall decline of the city. Racist attitudes were not a new trend in Trenton but were compounded with the arrival of large populations of black migrants. From the white perspective, black migrants were aiding in the destruction of the city. From the black perspective, Trenton did not provide the necessary resources for which they traveled north in search of in the first place.

The 1960s and the Civil Rights era was the historical boiling point for racial tensions and division in Trenton. The influence of the NAACP and other organizations for the advancement of racial equality along with intense riots brought race and class to the forefront of Trenton’s post-industrial issues. Most impactful, Trenton race riots following the assassination of Dr. Martin Luther King Jr. exploded in early April of 1968. These riots lasted for multiple days and resulted in fires erupting around the city as well as over 7 million dollars in damage to over 200 different businesses in Trenton at the time. During the chaos, around 300 mostly young black men were arrested by Trenton Police. The devastating damage to the downtown section of the city caused many to flee and abandon it altogether in the years that followed.[38] It would be unfair to say that these riots were a direct result of deindustrialization in postwar Trenton. However, the city’s history of racial inequality and the compounding forces of racial tension as a result of deindustrialization point to the creation of fertile ground for public outrage. Of course, the assassination of Dr. Martin Luther King Jr. served as the catalyst for race riots in the city but the broader history of discrimination and inequality in Trenton suggests an intense decades-long build up to the events that unfolded in April of 1968.

Trenton’s rise and fall as an American industrial city is truly a fascinating case study of the post-war era in U.S. history. What was once a manufacturing powerhouse along the Delaware River strategically placed between the two large cities of New York and Philadelphia was reduced to a shadow of its former glory by the 1950s and 60s. The causes of this decline can be found in the removal of industry away from the city following the war effort and signs of economic decline can be traced as far back as the 1920s. The effects of this shift however, remain the most significant in the broader history of the city. Rapid deindustrialization meant that wages and opportunities were significantly limited for all Trentonians but especially for its segregated black community. Many of those who could afford it elected to move to the surrounding suburbs, bringing with them their tax dollars, their votes, and their culture. Lastly, deindustrialization and the consequences of a radically transformed Trenton increased racial tensions in the form of housing and workplace discrimination.

These effects offer new insights into the Trenton of today. Trenton now has a black majority and interestingly, those same areas which housed black migrants in the 1950s on the city’s interior are still today in 2023 the site of high unemployment and low opportunities. Walking the streets of Trenton, one is quickly reminded of its rich history with many of its houses and abandoned factories still standing today as a reminder of the city’s complicated history. A hopeful message could be that a greater understanding of Trenton’s post-war history could provide the necessary insight to create better living conditions and opportunities for all its residents. However, today Trenton remains a city in an intense state of recovery from its industrial past. Historical research has been done to show that urban renewal plans have largely failed to revitalize the city’s economy in the 20th and 21st centuries and issues such as crime, poverty, drug abuse, poor infrastructure, among others continue to loom over the once prosperous city.

            Today, the “Trenton Makes, The World Takes” sign on the Lower Trenton Bridge still stands bright but its meaning has drastically changed since the last century. What was once a beacon of promise and stability is now a constant reminder of how far the city has fallen from its industrial and manufacturing heights.

Upon completing this research paper on Trenton, I gave a lesson to high school world history students at Ewing High school as part of my undergraduate co-teaching field work. Ewing is one of the border towns to the city of Trenton and was one of the most popular destinations for suburbanites who left the city in the 20th century at least in part because of deindustrialization and the city’s overall decline. The proximity of the topic and the familiarity students  had with popular street names, businesses, and buildings in the city created a feeling of relevance that sparked engagement. Students were surprised to be learning about a topic so close to home and they responded with passionate discussion and the creation of meaningful connections which were sparked through a mix of group and whole class discussions.

For social studies teachers, this successful shift from world history topics to a more grass roots approach to teaching local history can be used as a template for future lessons. Topics frequently come up during different units throughout the school year which deeply relate to the local history of wherever kids go to school. For Ewing students, Trenton’s decline as an industrial city directly related to their lived experiences. Many of my students had lived in or around Trenton for most of their lives. This practice of teaching local history to students is not overwhelming nor is it undoable. The same amount of effort it takes to create a lesson in a world history or AP class can be channeled into research dealing with one’s own local environment and history.

This template for teaching local history can be used to generate engagement in the classroom which is unique to any other topic. Once students are given the opportunity to learn and ask questions about their own town, city, home, etc. they begin to view the world through a more historical lens which is the goal of many if not all high school social studies teachers. Overall, my experience with this approach was overwhelmingly positive and I encourage any and all educators to shift their focus for at least one day of the year towards exploring their own local history and connecting it to larger themes within our discipline.

Black Businesses Need Your Help!. Pride Magazine. Trenton Public Library. March 1972. https://www.trentonlib.org/trentoniana/microfilm-newspapers/

Dwyer, William. This Is The Task. Findings of the Trenton, New Jersey Human Relations Self-Survey (Nashville: Fisk University, 1955).

Lee, Helen J. Nigger in the Window. Library of Congress, Internet Archive 1978.

Negro Housing in Trenton: The Housing Committee of the Self Survey. Trenton Public Library. Trentoniana Collection. Ca 1950.

“Negro in the Trenton Labor Market,” Folder: Community Services in Trenton, Box: Trenton Council on Human Relations, Trentoniana Collection, Trenton Public Library.

“Study of Community Services in Trenton,” Folder: Community Services in Trenton, Box: Trenton Council on Human Relations, Trentoniana Collection, Trenton Public Library.

Trenton Council of Social Agencies, Study of Northeast Trenton: Population, Housing, Economic, Social and Physical Aspects of the Area. Folder: Study of Northeast Trenton. Box 1: African American Experience. Trentoniana Collection. Trenton Public Library. 1958.

Boustan, Leah Platt. “Black Migration, White Flight: The Effect of Black Migration on Northern Cities and Labor Markets.” The Journal of Economic History 67, no. 2 (2007): 484–88. http://www.jstor.org/stable/4501161.

Cowie, J. & Heathcott, J. Beyond the Ruins: The Meaning of Deindustrialization. Cornell University Press, 2003.

Cumbler, John T. A Social History of Economic Decline: Business, Politics, and Work in Trenton (New Brunswick: Rutgers University Press, 1989).

Denton, Stacy. “The Rural Past-in-Present and Postwar Sub/Urban Progress.” American Studies 53, no. 2 (2014): 119–40. http://www.jstor.org/stable/24589591.

Division of Labor Market and Demographic Research. New Jersey Population Trends 1790 to 2000 (Trenton, NJ: New Jersey State Data Center, August 2001).

Gibson, Campbell. U.S. Bureau of the Census: Population of the 100 Largest Cities and Other Urban Places in the United States: 1790 – 1990, (Washington D.C.: U.S. Bureau of the Census, 1998).

Jackson, Kenneth T. Crabgrass Frontier: The Suburbanization of the United States. Oxford University Press, 1985.

Leynes, Jennifer B. “Three Centuries of African-American History in Trenton.” Trentoniana Collection. Trenton Historical Society. 2011.

Starr, Dennis J. “History of Ethnic and Racial Groups in Trenton, New Jersey, 1900-1960,” Trentoniana Collection. 1986.

Starr, Dennis J. The Italians of New Jersey: A Historical Introduction and Bibliography. New Jersey Historical Society. Newark, NJ. 1985.

Strangleman, Tim, James Rhodes, and Sherry Linkon. “Introduction to Crumbling Cultures: Deindustrialization, Class, and Memory.” International Labor and Working-Class History, no. 84 (2013): 7–22. http://www.jstor.org/stable/43302724.

Sugrue, Thomas J. The Origins of the Urban Crisis: Race and Inequality in Postwar Detroit. (Revised Ed.). Princeton University Press, 2005. Originally published 1996.

Washington, Jack. The Quest for Equality: Trenton’s Black Community 1890-1965. Africa World Press. 1993.


[1] Jack Washington, The Quest for Equality: Trenton’s Black Community 1890-1965, Africa World Press, 1993, 56.

[2] John T. Cumbler, A Social History of Economic Decline: Business, Politics, and Work in Trenton, (New Brunswick: Rutgers University Press, 1989), 9.

[3] Division of Labor Market and Demographic Research, New Jersey Population Trends 1790 to 2000 (Trenton, NJ: New Jersey State Data Center, August 2001), 23.

[4] Tim Strangleman, James Rhodes, and Sherry Linkon, “Introduction to Crumbling Cultures: Deindustrialization, Class, and Memory.” International Labor and Working-Class History, no. 84 (2013), 19.

[5] Cumbler, A Social History, 132-133.

[6] Campbell Gibson, U.S. Bureau of the Census: Population of the 100 Largest Cities and Other Urban Places in the United States: 1790 – 1990, (Washington D.C.: U.S. Bureau of the Census, 1998)

[7] Division of Labor, New Jersey Population Trends, 26.

[8] Thomas J. Sugrue, The Origins of the Urban Crisis: Race and Inequality in Postwar Detroit, (Revised Ed.), Princeton University Press, 2005, Originally published 1996, 128.

[9] Jefferson, Cowie & Joseph Heathcott, Beyond the Ruins: The Meaning of Deindustrialization, Cornell University Press, 2003. 1-3.

[10] Cumbler, A Social History, 93-95.

[11]Stacy Denton, “The Rural Past-in-Present and Postwar Sub/Urban Progress,” American Studies 53, no. 2 (2014): 119.

[12]Leah P. Boustan, “Black Migration, White Flight: The Effect of Black Migration on Northern Cities and Labor Markets.” The Journal of Economic History 67, no. 2 (2007): 484-485.

[13] Cumbler, A Social History, 147-148.

[14] Cumbler, A Social History, 145.

[15] Helen J. Lee, N—-r in the Window, Library of Congress, Internet Archive 1978, 131.

[16] Sugrue, Urban Crisis, 93-94.

[17] “Study of Community Services in Trenton,” Folder: Community Services in Trenton, Box: Trenton Council on Human Relations, Trentoniana Collection, Trenton Public Library, 8.

[18] Leah P. Boustan, “Black Migration, White Flight” 485-486.

[19] “Negro in the Trenton Labor Market,” Folder: Community Services in Trenton, Box: Trenton Council on Human Relations, Trentoniana Collection, Trenton Public Library, 33-34.

[20] Kenneth T. Jackson. Crabgrass Frontier: The Suburbanization of the United States, Oxford University Press, 1985, 188.

[21] Stacy Denton, “The Rural Past-in-Present,” 119.

[22] Cumbler, A Social History, 139.

[23] Black Businesses Need Your Help!. Pride Magazine. Trenton Public Library. March 1972, 5

[24] Black Businesses, Pride Magazine, 6

[25] Black Businesses, Pride Magazine, 6-7

[26] Black Businesses, Pride Magazine, 6-7.

[27] Gibson, U.S. Bureau of the Census, 43.

[28] Dennis J. Starr, The Italians of New Jersey: A Historical Introduction and Bibliography, New Jersey Historical Society, Newark, NJ 1985, 54.

[29] Cumbler, A Social History, 148-150.

[30] Dennis J. Starr, “History of Ethnic and Racial Groups in Trenton, New Jersey, 1900-1960,” Trentoniana Collection, 1986, 16-17.

[31] Cumbler, A Social History, 153.

[32] Washington, The Quest for Equality, 136.

[33] Trenton Council of Social Agencies, Study of Northeast Trenton: Population, Housing, Economic, Social and Physical Aspects of the Area, Folder: Study of Northeast Trenton, Box 1: African American Experience, Trentoniana Collection, Trenton Public Library, 1958, 53-54.

[34] Starr, Ethnic and Racial Groups in Trenton, 15.

[35] Negro Housing in Trenton: The Housing Committee of the Self Survey, Trenton Public Library, Trentoniana Collection, ca 1950s , 63.

[36] Negro Housing, Housing Committee, 67.

[37] Cumbler, A Social History, 156.

[38] Jennifer B. Leynes, “Three Centuries of African-American History in Trenton,” Trentoniana Collection, Trenton Historical Society. 2011, 3-4.


IBM and Auschwitz: New Evidence

Edwin Black

Reprinted with permission from https://historynewsnetwork.org/article/1035

Edwin Black is author of IBM and the Holocaust, The Strategic Alliance between Nazi Germany and America’s Most Powerful Corporation (Crown Publishers 2001 and Three Rivers Press 2002). This article is drawn from Mr. Black’s just released and updated German paperback edition. The new edition includes the discovery of hard evidence linking IBM to Auschwitz. The evidence, detailed here, will be appended to his English language editions at the next reprinting in the new future.

The infamous Auschwitz tattoo began as an IBM number. In August 1943, a timber merchant from Bendzin, Poland, arrived at Auschwitz. He was among a group of 400 inmates, mostly Jews. First, a doctor examined him briefly to determine his fitness for work. His physical information was noted on a medical record. Second, his full prisoner registration was completed with all personal details. Third, his name was checked against the indices of the Political Section to see if he would be subjected to special punishment. Finally, he was registered in the Labor Assignment Office and assigned a characteristic five-digit IBM Hollerith number, 44673.

The five-digit Hollerith number was part of a custom punch card system devised by IBM to track prisoners in Nazi concentration camps, including the slave labor at Auschwitz.

The Polish timber merchant’s punch card number would follow him from labor assignment to labor assignment as Hollerith systems tracked him and his availability for work, and reported the data to the central inmate file eventually kept at Department DII. Department DII of the SS Economics Administration in Oranienburg oversaw all camp slave labor assignments, utilizing elaborate IBM systems.

Later in the summer of 1943, the Polish timber merchant’s same five-digit Hollerith number, 44673, was tattooed on his forearm. Eventually, during the summer of 1943, all non-Germans at Auschwitz were similarly tattooed. Tattoos, however, quickly evolved at Auschwitz. Soon, they bore no further relation to Hollerith compatibility for one reason: the Hollerith number was designed to track a working inmate—not a dead one. Once the daily death rate at Auschwitz climbed, Hollerith-based numbering simply became outmoded. Soon, ad hoc numbering systems were inaugurated at Auschwitz. Various number ranges, often with letters attached, were assigned to prisoners in ascending sequence. Dr. Josef Mengele, who performed cruel experiments, tattooed his own distinct number series on “patients.” Tattoo numbering schemes ultimately took on a chaotic incongruity all its own as an internal Auschwitz-specific identification system.

However, Hollerith numbers remained the chief method Berlin employed to centrally identify and track prisoners at Auschwitz. For example, in late 1943, some 6,500 healthy, working Jews were ordered to the gas chamber by the SS. But their murder was delayed for two days as the Political Section meticulously checked each of their numbers against the Section’s own card index. The Section was under orders to temporarily reprieve any Jews with traces of Aryan parentage.

Sigismund Gajda was another Auschwitz inmate processed by the Hollerith system. Born in Kielce, Poland, Gajda was about 40 years of age when on May 18, 1943, he arrived at Auschwitz. A plain paper form, labeled “Personal Inmate Card,” listed all of Gajda’s personal information. He professed Roman Catholicism, had two children, and his work skill was marked”mechanic.” The reverse side of his Personal Inmate Card listed nine previous work assignments. Once Gajda’s card was processed by IBM equipment, a large indicia in typical Nazi Gothic script was rubber-stamped at the bottom: “Hollerith erfasst,” or “Hollerith registered.” Indeed, that designation was stamped in large letters on hundreds of thousands of processed Personal Inmate Cards at camps all across Europe. The Extermination by Labor campaign itself depended upon specially designed IBM systems that matched worker skills and locations with labor needs across Nazi-dominated Europe. Once the prisoner was too exhausted to work, he was murdered by gas or bullet. Exterminated prisoners were coded “six” in the IBM system.

The Polish timber merchant’s Hollerith tattoo, Sigismund Gajda’s inmate form, and the victimization of millions more at Auschwitz live on as dark icons of IBM’s conscious 12-year business alliance with Nazi Germany. IBM’s custom-designed prisoner-tracking Hollerith punch card equipment allowed the Nazis to efficiently manage the hundreds of concentration camps and sub-camps throughout Europe, as well as the millions who passed through them. Auschwitz’ camp code in the IBM tabulation system was 001.8

Nearly every Nazi concentration camp operated a Hollerith Department known as the Hollerith Abteilung. The three-part Hollerith system of paper forms, punch cards and processing machines varied from camp to camp and from year to year, depending upon conditions. In some camps, such as Dachau and Storkow, as many as two dozen IBM sorters, tabulators, and printers were installed. Other facilities operated punchers only and submitted their cards to central locations such as Mauthausen or Berlin. In some camps, such as Stuthoff, the plain paper forms were coded and processed elsewhere. Hollerith activity, whether paper, punching or processing, was frequently—but not always–located within the camp itself, consigned to a special bureau called the Labor Assignment Office, known in German as the Arbeitseinatz. The Arbeitseinsatz issued the all-important life-sustaining daily work assignments, and processed all inmate cards and labor transfer rosters.

IBM did not sell any of its punch card machines to Nazi Germany. The equipment was leased by the month. Each month, often more frequently, authorized repairmen, working directly for or trained by IBM, serviced the machines on-site–whether in the middle of Berlin or at a concentration camp. In addition, all spare parts were supplied by IBM factories located throughout Europe. Of course, the billions of punch cards continually devoured by the machines, available exclusively from IBM, were extra.

IBM’s extensive technological support for Hitler’s conquest of Europe and genocide against the Jews was extensively documented in my book, IBM and the Holocaust, published in February 2001 and updated in a paperback edition. In March of this year, The Village Voice broke exclusive new details of a special IBM wartime subsidiary set up in Poland by IBM’s New York headquarters shortly after Hitler’s 1939 invasion. In 1939, America had not entered the war, and it was still legal to trade with Nazi Germany. IBM’s new Polish subsidiary, Watson Business Machines, helped Germany automate the rape of Poland. The subsidiary was named for its president Thomas J. Watson.

Central to the Nazi effort was a massive 500-man Hollerith Gruppe, installed in a looming brown building at 24 Murnerstrasse in Krakow. The Hollerith Gruppe of the Nazi Statistical Office crunched all the numbers of plunder and genocide that allowed the Nazis to systematically starve the Jews, meter them out of the ghettos and then transport them to either work camps or death camps. The trains running to Auschwitz were tracked by a special guarded IBM customer site facility at 22 Pawia in Krakow. The millions of punch cards the Nazis in Poland required were obtained exclusively from IBM, including one company print shop at 6 Rymarska Street across the street from the Warsaw Ghetto. The entire Polish subsidiary was overseen by an IBM administrative facility at 24 Kreuz in Warsaw.

The exact address and equipment arrays of the key IBM offices and customer sites in Nazi-occupied Poland have been discovered. But no one has ever been able to locate an IBM facility at, or even near, Auschwitz. Until now. Auschwitz chief archivist Piotr Setkiewicz finally pinpointed the first such IBM customer site. The newly unearthed IBM customer site was a huge Hollerith Büro. It was situated in the I.G. Farben factory complex, housed in Barracks 18, next to German Civil Worker Camp 7, about two kilometers from Auschwitz III, also known as Monowitz Concentration Camp. Auschwitz’ Setkiewicz explains, “The Hollerith office at IG Farben in Monowitz used the IBM machines as a system of computerization of civil and slave labor resources. This gave Farben the opportunity to identify people with certain skills, primarily skills needed for the construction of certain buildings in Monowitz.”

By way of background, what most people call “Auschwitz” was actually a sprawling hell comprised of three concentration camps, surrounded by some 40 subcamps, numerous factories and a collection of farms in a surrounding captive commercial zone. The original Auschwitz became known simply as Auschwitz I, and functioned as a diversified camp for transit, labor and detention. Auschwitz II, also called Birkenau, became the infamous extermination center, operating gas chambers and ovens. Nearby Auschwitz III, known as Monowitz, existed primarily as a slave labor camp. Monowitz is where IBM’s bustling customer site functioned.

Many of the long-known paper prisoner forms stamped Hollerith Erfasst, or” registered by Hollerith,” indicated the prisoners were from Auschwitz III, that is, Monowitz. Now Auschwitz archivist Setkiewicz has also discovered about 100 Hollerith machine summary printouts of Monowitz prisoner assignments and details generated by the I.G. Farben customer site. For example, Alexander Kuciel, born August 12, 1889, was in 1944 deployed as a slave carpenter, skill coded 0149, and his Hollerith printout is marked “Sch/P,” the Reich abbreviation for Schutzhäftling/Pole. Schutzhäftling/Pole means “Polish political prisoner.” The giant Farben facilities, also known as “I.G. Werk Auschwitz,” maintained two Hollerith Büro staff contacts, Herr Hirsch and Herr Husch. One key man running the card index systems was Eduard Müller. Müller was a fat, aging, ill-kempt man, with brown hair and brown eyes. Some said, “He stank like a polecat.” A rabid Nazi, Müller took special delight in harming inmates from his all-important position in camp administration.

Comparison of the new printouts to other typical camp cards shows the Monowitz systems were customized for the specific coding Farben needed to process the thousands of slave workers who labored and died there. The machines were probably also used to manage and develop manufacturing processes and ordinary business applications. The machines almost certainly did not maintain extermination totals, which were calculated as “evacuations” by the Hollerith Gruppe in Krakow. At press time, the diverse Farben codes and range of machine uses are still being studied. It is not known how many additional IBM customer sites researchers will discover in the cold ashes of the expansive commercial Auschwitz zone.

A Hollerith Büro, such as the one at Auschwitz III, was larger than a typical mechanized concentration camp Hollerith Department. A Büro was generally comprised of more than a dozen punching machines, a sorter and one tabulator. Leon Krzemieniecki was a compulsory worker who operated a tabulator at the IBM customer site at the Polish railways office in Krakow that kept track of trains going to and from Auschwitz. He recalls, “I know that trains were constantly going from Krakow to Auschwitz–not only passenger trains, but cargo trains as well.” Krzemieniecki, who worked for two years with IBM punchers, card sorters and tabulators, estimates that a punch card operation for so large a manufacturing complex as Farben “would probably require at least two high-speed tabulators, four sorters, and perhaps 20 punchers.” He added, “The whole thing would probably require 30-40 persons, plus their German supervisors.”

The new revelation of IBM technology in the Auschwitz area constitutes the final link in the chain of documentation surrounding Big Blue’s vast enterprise in Nazi-occupied Poland, supervised at first directly from its New York headquarters, and later through its Geneva office. Jewish leaders and human rights activists were again outraged. “This latest disclosure removes any pretext of deniability and completes the puzzle that has been IBM and Auschwitz: New Evidence.

“When put together about IBM in Poland,” declared Malcolm Hoenlein, vice president of the New York-based Conference of Presidents of Major Jewish Organizations. “The picture that emerges is most disturbing,” added Hoenlein.” IBM must confront this matter honestly if there is to be any closure.”

Marek Orski, state historian of the museum at Poland’s Stuthoff Concentration Camp, has distinguished himself as that country’s leading expert on the use of IBM technology at Polish concentration camps. “This latest information,” asserts Orski,”proves once more that IBM’s Hollerith machines in occupied Poland were functioning in the area of yet another concentration camp, in this case Auschwitz-Monowitz–something completely unknown until now. It is yet another significant revelation in what has become the undoubted fact of IBM’s involvement in Poland. Now we need to compile more documents identifying the exact activity of this Hollerith Büro in Auschwitz Monowitz.”

Krzemieniecki is convinced obtaining such documents would be difficult. “It would be great to have access to those documents,” he said, “but where are they?” He added, “Please remember, I witnessed in 1944, when the war front came closer to Poland, that all the IBM machines in Krakow were removed. I’m sure the Farben machines were being moved at the same time. Plus, the Germans were busy destroying all the records. Even still,” he continues, “what has been revealed thus far is a great achievement.”

Auschwitz historians were originally convinced that there were no machines at Auschwitz, that all the prisoner documents were processed at a remote location, primarily because they could find no trace of the equipment in the area. They even speculated that the stamped forms from Auschwitz III were actually punched at the massive Hollerith service at Mauthausen concentration camp. Indeed, even the Farben Hollerith documents had been identified some time ago at Auschwitz, but were not understood as IBM printouts. That is, not until the Hollerith Büro itself was discovered. Archivists only found the Büro because it was listed in the I.G. Werk Auschwitz phone book on page 50. The phone extension was 4496.”I was looking for something else,” recalls Auschwitz’ Setkiewicz,”and there it was.” Once the printouts were reexamined in the light of IBM punch card revelations, the connection became clear.

Setkiewicz says, “We still need to find more similar identification cards and printouts, and try to find just how extensive was the usage in the whole I.G. Farben administration and employment of workers. But no one among historians has had success in finding these documents.”

In the current climate of intense public scrutiny of corporate subsidiaries, IBM’s evasive response has aroused a renewed demand for accountability. “In the day of Enron and Tyco,” says Robert Urekew, a University of Louisville professor of business ethics, “we now know these are not impersonal entities. They are directed by people with names and faces.” Prof. Urekew, who has studied IBM’s Hitler-era activities, continued, “The news that IBM machines were at Auschwitz is just the latest smoking gun. For IBM to continue to stonewall and hinder access to its New York archives flies in the face of the focus on accountability in business ethics today. Since the United States was not technically at war with Nazi Germany in 1939, it may have been legal for IBM to do business with the Third Reich and its camps in Poland. But was it moral?”

Even some IBM employees are frustrated by IBM’s silence. Michael Zamczyk, for example, is a long-time IBM employee in San Jose, California, working on business controls. A loyal IBMer, Zamczyk has worked for the company for some 28 years. He is also probably the only IBM employee who survived the Krakow ghetto in 1941 and 1942. Since revelations about IBM’s ties to Hitler exploded into public view in February 2001, Zamczyk has been demanding answers—and an apology–from IBM senior management.

“Originally,” says Zamczyk,”I was just trying to determine if it was IBM equipment that helped select my father to be shipped to Auschwitz, and if the machines were used to schedule the trains to Auschwitz.

Zamczyk started writing letters and emails, but to no avail. He could not get any concrete response about IBM’s activities during the Hitler era.”I contacted senior management, all the way up to the president, trying to get an answer,”states Zamczyk. “Since then, I have read the facts about IBM in Poland, about the railroad department at 22 Pawia Street in Krakow, and I read about the eyewitnesses. Now I feel that IBM owes me, as an IBM employee, an apology. And that is all I am looking for.”

Zamczyk was met by stony silence from IBM executives.” The only response I got,” he relates, “was basically telling me there would be no public or private apology. But I am still waiting for that apology and debating what to do next.”

Repeated attempts to obtain IBM reaction to the newest disclosure were rebuffed by IBM spokesman Carol Makovich. I phoned her more than a dozen times, but she did not respond, or grant me permission to examine Polish, Brazilian and French subsidiary documents at the company’s Somers, New York archives. Nor has the company been forthcoming to numerous Jewish leaders, consumers and members of the media who have demanded answers.

At one point, Makovich quipped to a Reuters correspondent, “We are a technology company, we are not historians.”


 

Era 5 – Engaging High School Students in Global Civic Education Lessons in U.S. History

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 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.  

The Patrons of Husbandry, or the Grange, was founded in 1867 to advance methods of agriculture, as well as to promote the social and economic needs of farmers in the United States. The financial crisis of 1873, along with falling crop prices, increases in railroad fees to ship crops, and Congress’s reduction of paper money in favor of gold and silver devastated farmers’ livelihoods and caused a surge in Grange membership in the mid-1870s. Both at the state and national level, Grangers gave their support to reform-minded groups such as the Greenback Party, the Populist Party, and, eventually, the Progressives.

The social turmoil that the Western farmers were in was mainly a result of the complete dependence on outside markets for the selling of their produce. This meant that they had to rely on corporately owned railroads and grain elevators for the transport of their crops. To make matters worse, “elevators, often themselves owned by railroads, charged high prices for their services, weighed and graded grain without supervision, and used their influence with the railroads to ensure that cars were not available to farmers who sought to evade elevator service.” In 1871, Illinois created a new constitution allowing the state to set maximum freight rates but the railroads simply refused to follow the mandates of the state government.

The Grangers became political by encouraging friends to elect only those officials with the same views. Furthermore, while Republicans and Democrats had already been bought out by corporations looking to curry favor in the government, Grangers vowed to create their own independent party devoted to upholding the rights of the general populace.

On Independence Day, 1873 (known as the Farmer’s Fourth of July), the Grangers read their Farmer’s Declaration of Independence, which cited all of their grievances and in which they vowed to free themselves from the tyranny of monopoly.  The Supreme Court decision in Munn v. Illinois stated that businesses of a public nature could, in accordance with the federal constitution, be subject to state regulation. Following this ruling, several pieces of legislation, collectively known as the Granger Laws, were passed. Unfortunately, many of these laws were repealed.

Though the organization did not last, it demonstrated the effects that monopolies have on society. It subjugated these individuals to its whims, and then forced them to take action against it. 

The Yellow Vests Protest in France

Donning the now-famous fluorescent waistcoats that are mandatory in French cars, the  Yellow Vests staged 52 consecutive weeks of protests against economic hardship, mounting inequality and a discredited political establishment. They manned roundabouts across the country night and day, took to the streets on every Saturday since November 17, and at their peak in December even stormed the Arc de Triomphe in central Paris, amid scenes of chaos not witnessed since May ’68. The movement had an indelible mark on France, forcing the government into billions of euros of tax breaks.

“The picture that emerged was that of a movement made up largely of workers and former workers in a situation of financial insecurity, with relatively few unemployed,” said Gonthier. Yellow Vests were present across France, but strongest in small towns and rural areas. They came from all walks of life, but liberal professions were underrepresented, while small business owners and employees, craftspeople and care workers formed the bulk of the movement. About two thirds of respondents earned less than the average wage, and a slightly higher percentage registered as having a “deficit of cultural resources and social links”. This in turn “conditioned the way they defined themselves, and helped distance them from traditional social movements”, Gonthier added.

Another defining feature was the high proportion of women, who made up roughly half the Yellow Vests, whereas social movements traditionally tend to be male-dominated. Gonthier said this reflected the significant mobilization of women in care work, “most notably hospital workers from a public health sector that is plunging deeper into crisis”. They included a high number of single mothers who couldn’t go out and protest, or were scared away by the police’s heavy-handed response, but who supported the movement online.

  1. Are monopolies harmful to a growing economy or are they a necessary ‘evil’?
  2. Is it inevitable that an oppressed people will revolt and attempt to destroy that which has kept them down?
  3. How can governments best address poverty and inequality?
  4. If a significant minority feels oppressed, do they have a right to overthrow their government by protest or violence if they cannot get satisfaction through the process of elections?
  5. Do you support the Grangers, Yellow Vests, both or neither?

The Granger Revolution

The Grange Movement

A Brief Essay on the Grange Movement

Who are France’s Yellow Vest Protestors and What do they Want?

The Yellow Vest Movement Explained

Activity #2: Munn-Wabash Railroad in Illinois and the Trans-Siberian Railroad in Russia

Route of the Wabash Railroad in the Midwest

The Wabash Railroad Company went bankrupt and was sold. The new Toledo and Wabash Railroad Company was chartered October 7, 1858. The Wabash and Western Railroad was chartered on September 27 and acquired the Indiana portion on October 5. On December 15, the two companies merged as the Toledo and Wabash Railway, which merged with the Great Western Railway of Illinois. The right of continuous transportation from one end of the country to the other is essential in modern times to that freedom of commerce. The Commerce Clause in the U.S. Constitution gives Congress the power to regulate commerce among the States and with foreign nations. If Illinois or any other state within whose were permitted to impose regulations concerning the price, compensation, or taxation, or any other restrictive regulation it would be harmful to commerce between states.

The Trans-Siberian Road in Russia

Trans-Siberian Railroad Crossing a large river in Siberia

The construction of the longest railway in the world  was launched in April 1891 and was completed in 1894. Three years later the section between Vladivostok to Khabarovsk with a length of 772km was opened in November 1897. The Central Siberian Railway from the River Ob to Irkutsk with a length of 1839km was built in 1899. The construction involved more than 100,000 workers, including prisoners, and the work was carried out by hand using shovels, axes, crowbars, saws. Despite the many challenges of the taiga, mountains, wide rivers, deep lakes, and floods, the tracks were built with amazing speed – around 740km per year.

  1. Does the protection of technology for the efficiency of commerce justify federal regulations over state regulations?
  2. If a corporation is losing money, do they have a right or obligation to raise rates to become profitable?
  3. Do authoritarian governments have an advantage or disadvantage in the construction of large infrastructure projects?

Consolidation of Railroads in Four States

The Supreme Court Strikes Down Railroad Regulation

Interstate Commerce Act (1887)

Construction of the Trans-Siberian Railroad

History of the Trans-Siberian Road

No crisis of the Cleveland presidencies exceeded the magnitude of the financial panic that gripped the nation at the start of his second term in 1893, and which presaged a depression that still lingered when he left office in March 1897.

The Constitution granted Congress the power “to coin money, regulate the value thereof, and of foreign coin, and fix the standard of weights and measures.” (Article 1, Section 8) Article I, Section 8, and Clause 2 The Congress shall have power to borrow money on the credit of the United States. In the 14th Amendment, Section 4, it states that “the validity of the public debt of the United States, authorized by law … shall not be questioned.”

In the century preceding 1893, Congress experimented with two central banks, a national banking system, laws regulating so-called “wildcat banks,” paper money issues, legalized suspension of specie payments, and fixed ratios of gold and silver. Gold and silver rose to prominence as the predominant monies of the civilized world because of their scarcity and value. Under the direction of Alexander Hamilton, the federal government adopted an official policy of bimetallism and a fixed ratio of 15 to 1 in 1792.

In 1875, the newly-formed National Greenback Party called for currency inflation through the issuance of paper money tied, at best, only minimally to the stock of specie. The proposal attracted widespread support in the West and South where many farmers and debtors joined associations to lobby for inflation, knowing that a reduction in the value of the currency unit would alleviate the burden of their debts.

When President Cleveland assumed office on March 4, 1893, the Treasury’s gold reserve stood at the historic low of $100,982,410 — slightly above the $100 million minimum required for protecting the supply of greenbacks. The Panic of 1893 began when the gold reserves fell below $100,000,000. Stocks fell and factories closed with many going bankrupt. Unemployment rose to 9.6%, nearly three times the rate for 1892. By 1894, the unemployment rate was almost 17%. The Sherman Silver Purchase Act was repealed in support of gold as a stable currency.

Cleveland’s position on sound money was not supported by his Democratic Party. The Gold Standard Act of 1900 resulted in a stable gold standard and economic growth. Cleveland’s position on sound money worked.

Hyperinflation in Germany

Under the Treaty of Versailles Germany was forced to make a reparations payment in gold-backed Marks. On June 24, 1922, Walter Rathenau, the foreign minister was assassinated. The French sent their army into the Ruhr to enforce their demands for reparations and the Germans were powerless to resist. More than inflation, the Germans feared unemployment. A cheaper Mark, they reasoned, would make German goods cheap and easy to export, and they needed the export earnings to buy raw materials abroad. Inflation kept everyone working.

The price increases began to be dizzying. Menus in cafes could not be revised quickly enough. For example, a student at Freiburg University ordered a cup of coffee at a café for 5,000 Marks. He had two cups but when the bill came, it was for 14,000 Marks. When the 1,000-billion Mark note came out, few bothered to collect the change when they spent it. By November 1923, with one dollar equal to one trillion Marks, the breakdown was complete. The currency had lost meaning and value.

Although the currency was worthless, Germany was still a rich country — with mines, farms, factories, forests. The backing for the new Rentenmark was the value of the land for mortgages and bonds for the factories. Since the factories and land couldn’t be turned into cash or used abroad the value of one Rentenmark was equal to one billion of the former Marks. People lost their savings and homes.

Questions:

  1. Is a sound currency policy, where the dollar is backed by gold or some other form of credit, always the best policy for governments to follow?

    2. Does the financial debt of a country matter if its economy is growing?  Does it matter in times of war or the recovery from a natural disaster?

    3. In a financial crisis, a depression, does everyone suffer equally or are some more affected than others?

    4. Which problem should the government address first? High Unemployment of 8% or rising inflation of 5%? Why?

    5. Is foreign investment in a country’s economy necessary to maintain a balance of payments?

    6. Based on the U.S. Constitution, is the debt of our government limited or unlimited?

    The Panic of 1893 and the Election of 1896

    Price Stability and the Fed

    The Weimar Republic

    The German Hyperinflation, 1923

    Hyperinflation in Germany

    Historians often call the period between 1870 and the early 1900s the Gilded Age. This was an era of rapid industrialization, laissez-faire capitalism, and no income tax. Captains of industry like John D. Rockefeller and Andrew Carnegie made fortunes. They also preached “survival of the fittest” in business.

    By the late 1800s, however, monopolies, not competing companies, increasingly controlled the production and prices of goods in many American industries.

    Workers’ wages and working conditions were unregulated. Millions of men, women, and children worked long hours for low pay in dangerous factories and mines. There were few work-safety regulations, no worker compensation laws, no company pensions, and no government social security.

    Starting in the 1880s, worker strikes and protests increased and became more violent. Social reformers demanded a tax on large incomes and the breakup of monopolies. They looked to state and federal governments to regulate capitalism. They sought legislation on working conditions, wages, and child labor.

    Railroad builders accepted grants of land and public subsidies in the 19th century. Industries facing strong competition from abroad have appealed for higher tariffs. American agriculture benefited with land grants and government support. State governments helped finance canals, railroads, and roads.

    It is difficult to separate government intervention, regulation, and laissez-faire in American history. It is likely even more difficult to find the proper balance between government and free enterprise. Perhaps the most serious violations occurred during this era in America’s history with land grants to railroads, regulating the rates railroads could charge, mandating time zones, and allowing paper currency.

    1. Why is limited government and laissez-faire economics popular in the United States over time and today?
    2. Should the federal government regulate education and schools or should this be left to the local and state governments?
    3. Does laissez-faire economics bridge or widen the income gap between the social classes?
    4. Who benefits the most from increasing government regulation?

    Laissez-faire Economics in Practice

    Social Darwinism and Laissez-faire Capitalism in America

    Defending the Free Market from Laissez-faire?

    Clifford Case and the Challenge of Liberal Republicanism

    The first speech Rep. Clifford Case spoke on the floor of the U.S. Capitol on June 11, 1945, should be taught to every student studying World War II and the Civil Rights era. The speech is printed in the opening paragraphs and defines Clifford Case as a public servant and human rights advocate. His statement below was a response to the defense of poll taxes as a voting requirement by Congressman John E. Rankin (D) who advocated for the mass incarceration of Japanese Americans after Pearl Harbor, the mass deportation of Japanese Americans after the war, segregation, attacked Associate Justice Felix Frankfurter, questioned the patriotism of African Americans, and explicitly spoke of racial equality as a slippery slope leading to the end of the white man’s civilization on the planet.

    “Mr. Chairman, I am native-born, white, a gentile-a Protestant. That I am these things entitles me to no special status or distinction.  Indeed, I had no choice in any of them, except the last.”

    Most students and teachers will have no prior knowledge of Clifford Case. I voted for him in 1972 in my first opportunity to cast a ballot for senator in New Jersey. Who is he and how did his career path lead him to be a public servant for the residents of New Jersey?

     Clifford was a preacher’s kid, born in Franklin Park, a small community of farmers, craftsmen, and a few merchants.  He was baptized in the historic Six Mile Run Reformed Church, where his father was the pastor. This church dates back to 1710.

    His father accepted a call to the Second Reformed Church in Poughkeepsie, NY when he was three years old. Clifford attended the schools in Poughkeepsie. His father unexpectedly died of pneumonia in 1920, when Clifford was age 16 and a junior in high school.  His father’s church would merge with the First Reformed Church in Poughkeepsie in 1923, in a newly built church.

    Rev. Clifford Case resigned as “Old First” pastor.  At the first meeting of the new consistory on January 7 he was called as the pastor of the united congregations. Thus, the Mill Street or Second Reformed Church became the fifth house of worship of The Reformed Dutch Church of Poughkeepsie.  Rev. Case remained its pastor until his death on March 7, 1920.  His picture hangs at the entrance to the present Reformed Church’s ‘Case Chapel.’ (http://churches.rca.org/poughkeepsierc/Booklet2014A.pdf)

    Clifford returned to New Jersey to attend Rutgers University where he enjoyed courses in civics, constitutional history, U.S. history, European history, and literature. He met Ruth Smith, from Linden, NJ, who was a student in the New Jersey College for Women at Rutgers (Douglass), where Barnard College graduate Mabel Smith Douglass was the Dean. They both enjoyed the music and dancing. (After all, this is the ‘Roaring 20’s!)  The humor of Bill Fernekes, author, is captured through his interview with Mary Jane Weaver, Clifford and Ruth’s daughter.

    Following Rutgers, Clifford attended Columbia Law School and Ruth taught English at Linden High School. They were married in July 1928 and honeymooned in Europe. Columbia law curriculum was unique with its emphasis on interdisciplinary courses and an understanding of the social problems in society. Following his graduation, he joined the law firm of Thatcher, Simpson and Bartlett in Manhattan and worked with Cyrus Vance. Clifford and Ruth moved to Rahway and he commuted to work.

    The biography written by Bill Fernekes provides insights into the power of the local and state political party ‘machine’ and why some politicians, like Clifford Case, take positions that are to the left or right of the center. It is a fascinating perspective on competitive democracy, the influence of the Hague machine in the Democratic Party in New Jersey, and the views of the media and residents regarding segregation, foreign policy, labor, health care, to identify a few of the public issues that Clifford Case held liberal Republican views.

    His first election to the Rahway Council in 1937 was decided by 311 votes. (page 20) He advocated for transparency in local government and an end to the private caucuses between small groups of council members. The 1930’s was a difficult decade in the United States but in particular this was a time of prosperity for some in New Jersey and poverty for others who were without employment. Teachers in high school emphasize the Great Depression and the New Deal and this book provides some insight into the importance of local government.  Rahway was a place for large manufacturing companies and a major station on the Pennsylvania RR. Clifford Case also served on the Board of Foreign missions for the Presbyterian Church, which gave him a valued perspective on the abuses faced by others living in a dangerous world.

    Cherry Street in Rahway, NJ, circa, 1920

    In 1941, Clifford Case campaigned in the primary election for the Republican Party nomination in the NJ Assembly.  The Frank Hague political machine had a powerful influence in New Jersey, making it almost impossible for Republican candidates from northern New Jersey to win.  Hague’s influence secured governors from the Democratic Party and Thomas Brogan as Chief Justice, who would dismiss challenges of election fraud at this time. Hague also influenced the candidates for local and state positions in the Republican Party. Although Case did not secure the Republican Party nomination in 1941, he prevailed in 1942. He understood the importance of campaigning on a personal level in towns in Union County, especially Cranford, Elizabeth, Hillside, New Providence, Roselle, and Westfield. The result was a victory with a margin of more than 16,000 votes.

    The context of the information in the chapter, “Development of a Political Servant” is important for students studying political institutions and/or local New Jersey history during World War II because of its relevance to voter fraud issues, campaign strategies and promises, the use of voting machines, and the outcome of elections. The lessons in the past provide insight into how fragile democracy has been over time.  Case’s term in the NJ Assembly resulted in significant legislation for civil service reforms certification for lawyers, and legal status for ride sharing, which became a necessity with fuel rations during World War II.  

    The depth of the research and perspective in this book is with the legislative decisions and sponsorships of Congressman and later Senator Clifford Case. The historic context of civil rights, segregation, anti-lynching, and labor bills provide important information for teachers regarding the teaching of these standards-based indicators for high school students. For teachers who are committed to historical inquiry and decision-making lessons, Clifford Case and The Challenge of Liberal Republicanism is a book that must be read!  Let’s examine two case studies:

    Segregation:  The incident of Isaac Woodward (Woodard), a black World War II veteran, who was in his uniform, at a bus stop in Batesburg, South Carolina on February 12, 1946, motivated the first significant legislation proposed by Congressman Case in 1947.

    Although more than 200 federal anti-lynching bills have been introduced since 1918 none of them became a law. The Justice for Victims of Lynching Act of 2018, co-sponsored by NJ Senator Cory Booker and now V.P. Kamala Harris, finally became law in 2022.  The Case bill introduced in 1948 (HR3488) is important because of the continuing relevance of this issue which has continued without agreement for over 140 years!  Students need to understand the slow process of our Legislative Branch in reaching agreement on controversial issues such as guns, health care, rights of women, and other timely issues. The perspective below leads to historical inquiry in the classroom about continuity and change in history.

    Clifford Case’s position as a congressman on the Taft Hartley Act provides an opportunity for students to understand the important labor issues of the 20th century. In our current service-sector economy the issues discussed on the classroom are likely a fair minimum wage, medical benefits, and the wage gap between men and women. In the middle of the 20th century, The Taft Hartley Act of 1947 was unpopular with labor and unions. The sponsors were Senator Robert Taft (R-Ohio) and Congressman Fred Hartley (R-New Jersey).  New Jersey was a manufacturing state and unions were an important part of life for most families. After World War II there were shortages of many goods and prices were inflated. Unions used this time to expand their membership and there were frequent strikes and boycotts demanding higher pay and better benefits. After Churchill’s Iron Curtain Speech on March 5, 1946, Americans feared communism and strikes and unions were associated with socialism and communism.

    In this political climate, Clifford Case introduced a bill to restrict the power of organized labor, co-sponsored a bill with Christian Herter that did not become law, and voted for the Taft Hartley Act and after President Truman’s veto of Taft Hartley he voted to override the president’s veto. Although Case was re-elected in 1948, eighty-two congressmen who supported Taft-Hartley were not re-elected. Labor and the Democratic Party were determined to repeal Taft Hartley and Clifford Case was faced with a difficult decision. He voted against the Wood bill which retained most of the provisions in the Taft Hartley Act. The competitive arguments between the Wagner and Taft Hartley Act, the right to work and the right to strike, are critical issues for workers, public safety, and the American economy. Visit the resources in the Truman Library for the reasons why the Taft Hartley Act was harmful and see if your students agree or disagree with President Truman and Congressman Case.

    Students in New Jersey, and likely most other states learn about the McCarthy hearings and the threat of communism to the stability of the government of the United States and the spreading of this ideology around the world. Clifford Case became a senator in January 1955 and was faced with the threat of communism in China, Southeast Asia, Africa, and in the United States. Senator McCarthy and Senator Case were members of the Republican Party. The performance expectation for high school students in New Jersey is “Analyze efforts to eliminate communism, such as McCarthyism, and their impact on individual civil liberties.” 

    The campaign for Senate in New Jersey is a race that teachers should consider including when teaching about communism and McCarthyism. Case stated that if elected he would remove the powerful Senator Joseph McCarthy as chairman of all committees. Case will win the election against Rep. Charles Howell by 3,369 votes which was challenged by a recount that validated a win for Clifford Case by 3,507 votes. The 84th Congress had the Senate divided with 48 Democrats, 47 Republicans, and 1 Independent. Although McCarthy’s influence was declining by the summer of 1954, the media labeled Clifford Case as being soft on communism and Stalin’s choice for Senator. One question for students to explore is: ‘Why did Case take such a strong position against McCarthy when he could have moderated his criticisms and left McCarthy to self-destruct, following President Eisenhower’s lead?  

    Clifford Case was also confronted with the conservatism of Senator Barry Goldwater and his attempts to eliminate communism in the 1960s and as the Republican Party’s candidate for president in 1964. Again, teachers should consider his positions on civil rights, communism, nuclear weapons, and his vision for the future of the GOP. This is an opportunity to teach the influence of local and state government and the influence of state political leaders in both political parties. There was a price to pay for challenging the powerful and conservative Republican leaders in New Jersey and Senator Case was the only elected Republican who would not endorse Barry Goldwater in 1964.

    One of the hidden gems in this scholarly book is the ‘big picture of American history from Truman to Carter. This includes the period of 1945-1975, which some historians consider the zenith of American power when the world looked to the United States for moral leadership, economic leadership, and as the protector of freedom and democracy from the threats of communism and terrorism.

    The opportunity to view this period of American domestic and foreign policy through the lens of a public servant provides an opportunity for inquiry and study by students. For teachers who provide direct instruction through primary source materials, the quotes in this book by Clifford Case provide unique insights into why a Republican congressional representative and senator challenged members within his political party and found ways to educate every president with his perspective. For teachers who differentiate instruction and enable students to investigate essential questions, the quotes and narrative in this book provide a resource for understanding the big picture of American history.

    Here is an example from Senator Case on his opposition to President Nixon’s nomination of Clement Haynsworth as Associate Justice to the U.S. Supreme Court in 1969.

    One of my observations after reading this book is that the challenges facing our government today are different but also very similar to the challenges our democracy faced when Clifford Case served in Congress.  The major issues that Senators Clifford Case (R) and Harrison Williams (D) from New Jersey had positions on are the foundation of all curriculum and courses relating to 20th century American history and likely include:

    NSC-68                                                   Cuban Missile Crisis                                             Middle East

    McCarran Walter Act                          Southeast Asia                                                      Inflation & Recession

    Korean Conflict                                     Civil Rights Act                                                      Watergate

    McCarthy Hearings                              Voting Rights Act                                                  Energy Independence

    School Desegregation                          Immigration and Nationality Act                       War Powers Act

    National Highway Act                          Environmental Protection Act                           Human Rights

    The three chapters on the Vietnam War (Chapters 14, 15, and 16) provide a comprehensive picture of the conflicts between the legislative and executive branches that has particular utility for teachers of American history and government. Dr. Fernekes provides insights into the debates about funding, responsibilities for declaring and fighting wars, negotiated agreements, the death of civilians, and transparency between the branches. His perspective is scholarly, analytical and clear with carefully numbered observations. Senator Case was an outspoken supporter of American engagement in Vietnam who became an outspoken critic.  His perspective is critical to studying this period of history and although Vietnam is different than the Persian Gulf, Iraq, Afghanistan, Syria, Ukraine, and Israel, the similarities of the debate and division provide teachers with an opportunity to gather evidence for inquiry and building a thesis. Here are two examples in the words of Clifford Case:

    The second example provides both the context for the continuing support of the United States for Israel and the complexity of debate among members of Congress and the position of the president in the words of Senator Case in 1978 about an arms package to the Middle East.

    Senator Case also served during the time when the Republicans controlled the House, Senate, and Executive Brank from 1953-1955 and when the Democrats controlled the House, Senate, and Executive Branch in the Sixties. Clifford Case was also an important voice in defining the vision of the Republican Party after the 1964 election. The perspective of his local New Jersey voice is necessary to grasp the struggle behind each of the issues above. Students should also use the Library of Congress sources of Thomas to and Chronicling America for information.

    The book includes excellent photographs and images of political cartoons from newspapers and the Works Cited sources are also helpful. There is a Digital Exhibit at Rutgers that was created by Dr. William Fernekes, the author.  https://exhibits.libraries.rutgers.edu/clifford-p-case Although the book is expensive at $135.00, it is a book that should be in every high school, college, and public library in New Jersey. Clifford Case and the Challenge of Liberal Republicanism

    History of America’s Immigration: The Background to Today’s Border and Asylum Crises

    Harry.stein@manhattan.edu

    Following is a description with vocabulary for each era.  Following the four eras mis a collection of data that students can use to learn more about each time period.  In each era examine who came to the USA, why, and how did government policy favored or discouraged immigration.

    Authority was with individual states, not the Federal Government.  States used what was then called “state police power” to set and enforce rules.  States set rules stopping the admission of convicts, free Blacks, paupers, diseased, sick or disabled persons or passengers on ships who tried to enter without the captain posting a bond on their behalf.  No free person whether black, mulatto, or colored from a Caribbean country, especially Haiti, could enter some states.  Haitian seamen on a ship entering Charleston, S.C., could not leave the ship.  These powers were confirmed by a Supreme Court decision (Miln Decision, 1837) and the Passenger Cases decision (1849) approve state laws on bonding and taxing incoming passengers.  The 1830 Indian Removal Act was another example of state police power.  The movement of free Blacks within Missouri and Ohio was also regulated.

    There were also federal laws in 1793, 1842 (Prigg decision), and 1850 concerning the return of runaway slaves to their owners.  Legislation in 1809 prevented the importing of additional slaves from west Africa.  In 1817 the Liberia colony was established and federally funded for free Black who wished to return to Africa. 13,000 did.

    Federal laws permitting or excluding contract labor from China and Europe were enacted.  In 1862 the Coolie importation from China was stopped under the logic that since slavery was illegal in northern states and Coolies were slaves therefore, they could not get into the USA.  In 1867 contract labor was permitted from Europe.  In conclusion, high, consistent demand for labor led to favorable State and federal immigration policies.

    Critical terms: Era #1

    1790 Naturalization Act

    Know Nothing Party

    Dred Scott Decision

    Burlingame Treaty

    Northern European Migration from Ireland, UK, Germany, Netherlands

    During this era, power to legislate and enforce laws came totally to the national government. Immigration power resided in the Federal government’s ability to control commerce, Gibbons v. Ogden (1824) and the theory of national sovereignty critical for national security through border control.  Between 1871 and 1914, 23.5 million Europeans entered.  Eastern and southern Europeans joined those from Ireland, the U.K. and northern Europe. 1.7 million entered in 1907.

    The country was industrializing and urbanizing.  Labor demand was high.  But gradually laws were established excluding some and regulating the entry of others.  Many Americans wanted more immigration.  Other Americans were critical of who were admitted.  By 1924 the doors were almost closed to many Jews, Catholics, Hindus, and Chinese. See the Page Act (1875) and Chinese Exclusion Act (1882). Research the Foran Act (1885) and the Dillingham Commission (1911).

    1917 –  Law aimed at South Asians, Indians, who settled in California and Washington and spoke out against British control of their homeland.  This was part of a wider American nativist movement merging with white supremacy ideology, anti-communism and earlier opposition to immigrants with physical or mental disabilities.  A literacy test was passed.  A “barred” zone was created stopping all Asian entry except from the Philippines and Japan, already excluded by an informal 1907 “Gentlemen’s Agreement”, Mexicans were turned into temporary labor migrants.  There was also the fear that if the US entered the League of Nations this could endanger national security.  In 1920, 16% of the US population was foreign born.  Bad foreigners = crime, immorality, and labor conflict.

    1921 – First law closing loopholes in the 1917 law and establishing first national origin quotas. This law fused beliefs about eugenics, racial bigotry, anti-disabilities prejudice, mixed racial marriages into a category of undesirable immigrant groups.  The Johnson-Reed Act (1924) created quotas by ethnic origin.  The Border Patrol created an illegal entry called a misdemeanor and felony (1929) if done twice.

    Harry Laughlin

    Madison Grant

    Prescott Hall

    Bracero

    Thind Supreme Court Case, 1923

    Wong Kim Ark Supreme Court Case, 1898

    Jones/Shafroth Act, 1917

    Ellis Island,

    Castle Garden

    The Johnson-Reed Act (1924) confined immigration to mainly northern Europe.  National quotas were based on ethnic origins of the 1890 census.  Through the Depression of the 1930s and World War II, immigration was severely curtailed.  Following World War II, the law remained intact and parallel laws dealing with World War II refugees were created that bypassed but did not displace the 1925 Law.

    In 1948, Congress passed the Displaced Persons Act permitting European refugees to enter.  In 1948 the law was amended permitting refugees from camps in west Germany who could not return to former homes in Poland and the USSR to enter the USA.  332,000 arrived including 141,000 Jewish Holocaust survivors between June 1948 and December 1951.

    Xenophobia

    The 1938 Voyage of the St. Louis

    Project Paperclip

    Chinese Citizen Act of 1943

    Mariel Boat Lift, 1960

    The 1925 law was replaced by the Hart/Cellar Act of 1965.  Racial and ethnic quotas were eliminated.  Numerical quotas were retained.  Entrance was open to people from anywhere.  The law favored family unification, preference for certain occupations, and a new side variety of visas.  In 1950, the USA was 90% white with a European origin. By 2000, 50% of new immigrants were from Latin America and 27% from Asia.  In 2020, the USA population was 69% European white.

    This law changed the racial composition and, some say, the national identity of the USA.  The acrid, hot odor of 1924 bigotry and nativism returned magnified and channeled through social media.  By 2020, some Americans were talking of white racial suicide and replacement theory.  Politicians pointed to the loss of border control.  The 9/11 Attack on America led to Islamophobia and Muslin immigration bans.

    Many Americans supported legal immigration and the use of work visas for both unskilled and professional work.  Most wanted to stop migration but the government system to judge asylum claims became broken.  Since May 2022, 1.85 million border crosses have been permitted to remain in the country following a favorable “credible fear” claim.  By September 2022, 86,815 immigrants were deported and 1.7 million were approved to stay.  200,149 immigrants came to New York City.

    1. From February 2021 to September 2023, Border Patrol arrested 6 million migrants who crossed the border illegally.
    2. 1.7 million immigrants were released to stay in the USA.
    3. There were about 1,500 immigration judges and asylum offices available to decide these immigrant cases.
    4. People apply for asylum at the border or if they are caught illegally in the country or overstay a visa.  They have up to one year to apply.  800,000 applied in 2022.
    5. It could cost $2 billion to hire more staff to eliminate the 2 million backlog of cases.
    6. In some cities, it will take up to ten years to hear a case.
    7. 1.3 million have been told they must leave the USA.  They have 90 days to do so.
    8. Many do not leave and they disappear.  There is no national ID in the USA to identify them.
    9. Some marry Americans and become parents of children who are natural born citizens.

    All of this data is used by politicians running for federal office. Some promise to clear them ‘out.’  How they will do this is not clear.

    Many local officials run to Washington, D.V., seeking money to care for migrants in their cities.  There is a deadlock in Washington, D.C.  Many do not want to tax the many to pay for the foreign immigrants.  The memory of 1924 is in the air and a chaotic border has become a drug channel.

    Pyler Supreme Court Case, 1982

    Temporary Protective Status

    Humanitarian parole

    Refugee Act, 1980

    DACA

    Visa Lottery System

    John Tanton

    Naturalization

    Our laws were not designed to deal with BOTH old and new reasons for migrations.  The new reasons are climate change, corruption in many countries, the I-phone which immediately connected migrants with friends already in the USA who send money to assist migrants in their journey.  Migration used to be single men seeking jobs who would then return home.  Now, it is entire families seeking a new life in the USA.  Many Americans do not know what to make of it and they will vote their hopes and fears.

    A Snapshot of the Public’s Views on History

    A Snapshot of the Public’s Views on History

    Pete Burkholder and Dana Schaffer

    Reprinted by permission from the American Historical Association

    The teaching of history has become a political football in recent years, resulting in efforts by those on both ends of the political spectrum to regulate what appears in classrooms across the country. Lost in this legislation, grandstanding, and punditry is how the American public understands the past, a measurement that was last taken systematically by historians Roy Rosenzweig and David Thelen in their 1998 landmark study, The Presence of the Past. For that reason, the AHA and Fairleigh Dickinson University, with funding from the National Endowment for the Humanities, sought to take America’s historical pulse anew and assess the impact of the cultural changes over the intervening two decades.

    In the fall of 2020, we conducted a national survey of 1,816 people using online probability panels. With approximately 40 questions, sometimes our poll results surprised us, but other times they confirmed what we had suspected. The following represents a sampling of what we learned, with the full data set available on the AHA website. 

    First, our respondents had consistent views on what history is—and those views often ran counter to those of practicing historians. Whereas the latter group usually sees the field as one offering explanations about the past, two-thirds of our survey takers considered history to be little more than an assemblage of names, dates, and events. Little wonder, then, that disputes in the public sphere tend to focus on the “what” of history — particularly what parts of history are taught or not in schools — as opposed to how materials can be interpreted to offer better explanations of the past and present. And even though 62 percent of respondents agreed that what we know about the past should change over time, the primary driver for those changes was believed to be new facts coming to light. In sum, poll results show that, in the minds of our nation’s population, raw facts cast a very long shadow over the field of history and any dynamism therein.

    We also learned that the places the public turned to most often for information about the past were not necessarily the sources it deemed most trustworthy. The top three go-to sources for historical knowledge were all in video format, thus being a microcosm of Americans’ general predilection for consuming information from screens. More traditional sources, such as museums, nonfiction books, and college courses, filled out the middle to lower ranks of this hierarchy. (Note that respondents were asked to report on their experiences reaching back to January 2019, so these results are not simply artifacts of the pandemic.) Perhaps this helps explain why 90 percent of survey takers felt that one can learn history anywhere, not just in school, and why 73 percent reported that it is easier to learn about the past when it is presented as entertainment.

    But while the most frequently consulted sources of the past were those within easy reach, views were mixed on their reliability to convey accurate information. Whereas fictional films and television were the second-most-popular sources of history, they ranked near the bottom in terms of trustworthiness. Although museums were of only middling popularity, they took the top spot for historical dependability (similar to the results in Rosenzweig and Thelen’s original study). College history professors garnered a respectable fourth position as reliable informants, even though the nonfiction works they produce, let alone the courses they teach, were infrequently consulted by respondents. Similar inversions occurred for TV news, newspapers and newsmagazines, non-Wikipedia web search results, and DNA tests. Social media, the perennial bête noire of truth aficionados, turned out to be a neither popular nor trusted source of historical information.

    Some much-welcome news is that the public sees clear value in the study of history, even relative to other fields. Rather than asking whether respondents thought learning history was important—a costless choice—we asked instead how essential history education is, relative to other fields such as engineering and business. The results were encouraging: 84 percent felt history was just as valuable as the professional programs. Moreover, those results held nearly constant across age groups, genders, education levels, races and ethnicities, political-party affiliations, and regions of the country. Much has been written in Perspectives on History about the dismal history-enrollment picture at colleges and universities. Although we acknowledge that work and even see it manifested in our teaching experiences, our survey results suggest this is not for want of society’s value of understanding the past.

    To better understand this apparent appreciation for learning history, despite the decline in college enrollments, we gathered a tremendous amount of data on the public’s experiences with learning history at both the high school and college levels. Society’s predominantly facts-centric understanding of history is perhaps partially explained by our educational findings. At the high school level, over three-fourths of respondents reported that history courses were more about names, dates, and other facts than about asking questions about the past. Despite that, 68 percent said that their high school experiences made them want to learn more history. Even for college courses, 44 percent of respondents indicated a continued emphasis on factual material over inquiry, but this was a turnoff to fewer than one-fifth of them. Not all data were so sanguine. One particularly sobering finding was that 8 percent of respondents had no interest in learning about the past.

    Whether respondents’ classroom experiences emphasized history as facts turns out to be an important leading indicator in people’s interest in the past. Some of our more interesting cross-tabulations correlated respondents’ conceptions of history with their interest in learning about foreign peoples and places. Only 17 percent of those who viewed history as facts showed great interest in such matters, while double that number of history-as-explanation respondents did. Those trends held steady, though to somewhat lesser degrees, for curiosity about the histories of people perceived as different and about events from over 500 years ago. If wider interests and greater empathy are desired outcomes of history education, then educators might need to rethink the content-mastery versus inquiry environments they foster.

    Yet historical inquiry of any quality cannot proceed without content. We therefore provided a list of topics and asked which ones were perceived as being over- or underserved by historians. Such traditional subjects as men, politics, and government were most likely to be seen as receiving too much attention, but they were joined in that sentiment by LGBTQ history. Interestingly, LGBTQ history also ranked third in needing more attention, and it had the fewest respondents indicating historians’ interest devoted to it was about right. This topic’s perception as both over- and underserved suggests that LGBTQ history remains a polarizing area of inquiry in the public’s collective mind. Respondents also said the histories of women and racial or ethnic minorities were most in need of greater consideration.

    Furthermore, over three-fourths of respondents, regardless of age group, education level, gender, geographic location, or political affiliation, said it was acceptable to make learners uncomfortable by teaching the harm some people have done to others. The clear call for more investigation of racial and ethnic subgroups, as well as the acceptance of teaching uncomfortable histories, undercuts putative justifications for recent legislative efforts to limit instruction on these topics.

    We understand that public perceptions might not be supported by other objective measures, but we argue that those in the historical discipline benefit from the knowledge of such public attitudes. Moreover, findings from our survey hint that approaching polarizing topics as a form of inquiry as opposed to a body of facts is more likely to resonate with learners.

    Surveys like ours have their limitations. They are snapshots in time, they cannot easily answer logical follow-up questions, and they might sometimes elicit responses that are more aspirational than reflective of reality. This is why we hope AHA members will both explore and build on our data, contextualizing results for topics of special interest, convening focus groups to put flesh on our findings, and starting conversations about better education and engagement with the public. Let the joy of inquiry begin.