Instead of an in-class exam, we’re going to have an in-class exercise to help us all consolidate the material. Here’s how to prepare:
In the first few weeks of class, we set the state for the emergence of the American city: we discussed broad trends such as industrialization, technological innovation, the expansion of capital and global, integrated markets, the growth of a professional class and an expansion of the scope of government, massive increases in both immigration and internal migration (typically into the cities), and the large, dense, and heterogeneous city that resulted. This is the context for urban history.
Over the last two weeks, we’ve seen two major ways that cities responded to the challenges of all this growth and change: the development of “boss politics” and political machines, and the advocacy and activism of social reformers and political “progressives.” To some extent, these two groups can be understood as being in direct opposition, but in other ways they may have more in common than they are might be aware of.
In class in week 7, we will conduct an in-class debate to tease out some of these differences and similarities. At the start of the class, some of you will be assigned to play the role of “Boss Politicians,” some will be “Progressive Reformers,” and a few of you will be assigned to act as moderators, asking pointed questions for each side to respond to and commentary following the debate on what was said.
The overall theme of the debate will be “Who Does More to Help Our Cities?” In particular, please come prepared to speak to and debate the following topics, ideally using as much textual evidence from the readings as possible (including material from the past two weeks, as well as from the “context” and trends readings):
1. (Description/Advocacy): What are the real problems faced by people living in the city between 1850 and 1930? How should they be solved? What is “good government,” from your perspective?
2. (Critique): What is wrong with the solutions or approaches proposed by the other side?
3. (Synthesis): What similarities/overlaps do both groups share? Are there other urban interest groups who aren’t included in either group? Are there problems that neither group is addressing?
This exercise will require a good deal of preparation; you can bring any notes you like, as well as all of the readings. (Other than online readings, you may not consult the internet during debate.) In recognition of how tricky it can be to get all your ideas into a free-wheeling debate in real time, you may also each submit up to two pages of prepared notes prior to the start of class; these notes, together with the points you make in class, will count towards your “midterm” grade.
