mass+society+presenation+notes+period+2

'Transformation of the Urban Environment' as well as the population and emigration sections.

1) 1850-1910: population grew from 270 million to over 460 million 2) 1880: decrease in death rates due to medical discoveries (ex: smallpox vaccinations) & improved environment (ex: increase in agricultural productivity leading to improved nutrition) 3) There was increased emigration to N. America, Canada, Latin America, & some Europe countries b/c of oppression towards minorities and b/c of other countries’ promising and successful economies. 4) There was vast migration from rural areas to cities because of economic necessity (ex: unemployment, wanting to own land, etc). 5) It was decided that yucky living conditions were the main cause of diseases, and people were urged to pass sanitary reforms. 6) Living conditions were improved through reforms like the Public Health Act of 1875,which prohibited construction of new buildings w/out water and sewage systems. (Not to mention that clean water and sewage systems were being widely established in cities as well during the time.) 7) It was decided that good housing was essential for stable family life and a stable society. For example: British garden cities were new towns separated from each other by open country. These were designed to offer recreational areas and a sense of community. 8) Vienna was reconstructed by replacing medieval walls with fancy boulevards, and Paris was reconstructed by Napoleon III and provided recreation for middle class members. 9) As cities expanded, nearby villages & countrysides were incorporated into cities. 10) Inexpensive & modern transportation like streetcars and commuter trains were created.

The Role of Women Lisa, Kendall, Niusha, Tera, Katherine • Men were seen as the wage earners, while the women were left at home to take care of the family. • However, some working-class women had to do sweat work at home in addition to maintaining their households. • Women saw marriage as a necessity because they were legally inferior than men, and were dependent on their ability to earn an income. • As marriage rates increased, birth rates declined due to birth control methods and the awareness that poverty could be reduced by limiting the number of children per family. • Middle-class women were expected to work hard at home while their husbands were working, but make it seem like they don’t to outsiders. • Children were given more attention and more opportunities to develop various skills. • Physical and mental activities for child development became popular. • Women were seen as the most important influence in their children’s lives. • Working-class women worked hard within their homes, but were not pressured to keep it hidden. • Some working-class families were able to depend only on the husband’s income because of an increase in high paying jobs.

Social Structure of Mass Society The Upper Classes • Constituted only 5 percent of the total population • Owned about 30 to 40 percent of the wealth of the nation • The wealth generally was passed down towards the upper middle class who were the owners of big businesses The Middle Classes • Lower group of middle class included the traditional groups as professionals in law, medicine and civil service • The lowest group of the middle class stood the small shopkeepers, traders, industrial workers and the working peasants. • Last group were the white-collar workers who were the traveling sales representatives, bookkeepers, bank tellers, telephone operators, etc.  The Lower Classes • Constituted a whole 80% of the people in Europe • Most were land-holding peasants, agricultural laborers and share croppers. • Urban workers which made up of peasants had to work 10 hours a day and spent 60% of their income on food, which was better than the 70% before. • Worker’s budgets now provided money for clothes and leisure activities • proletariats, the middle class essentially • The raisins, albeit they are gross, represent the aristocracy and upper class.

Women and Work: New Job Opportunities 1. Before 1870, it was a common opinion (among men) that women did not belong in the factories, but that they should remain at home to care for children. 2. Men claimed that this was to “ensure the moral and physical well-being of families,” but it actually served to make the women more easily accessible by employers when their husbands were out of work or not earning enough to support the family. 3. The desperate need for jobs often forced women to take on hours of low-paying labor in their homes, or become pieceworkers in sweatshops. Jobs like these were known as “slop work”. 4. After 1870, new jobs, known as white-collar jobs, became available to women. 5. Growth in heavy industry, though excluding women from jobs in manufacturing, resulted in a shortage of male laborers. 6. Expansion in government services, along with the lack of male workers to fill the new openings, caused businesses to consider hiring females. 7. These white-collar jobs included typists, secretaries, clerks, file clerks, and salesclerks. 8. An educated woman had the opportunity to become a nurse or teacher as well. 9. White-collar jobs did NOT increase the number of female laborers, but rather shifted them away from the industrial work they had been doing previously. 10. Despite the introduction of white-collar jobs, many women were forced to work as prostitutes to survive. The Contagious Diseases Acts of the 1870s in Britain allowed authorities to examine licensed prostitutes for venereal diseases. Infected prostitutes were held in lock hospitals for moral instruction. Josephine Butler and other middle-class reformers, known as the “shrieking sisters” objected to the acts that punished infected women and not men. They were eventually successful. Late 19th Century Society Education and Leisure • During this time, new ways of entertainment were presented to children such as Battledore, Shuttlecock, and new toys were made for them to play with. Children were not looked as small adults but as children who should enjoy their childhood. This idea was also part of the working class. • A motive for education was that new firms of the Second Industrial Revolution demanded skilled labor. Elementary Education had new possibilities of jobs beyond their small towns such as white collard jobs in railways, subway stations, post offices, banking and shipping firms, teaching, and nursing. • In some schools, boys and girls could now attend school together. However, they were still divided. Girls did less math and no science but concentrated on domestic skills as sewing, washing, ironing, and cooking which were prerequisites providing a good home for husband and children. • Education for boys was different than for girls. They focused on reading, writing, arithmetic, national history, geography, literature, and some singing and drawing. • Elementary education required more teachers, and most of them were female. Many of the first colleges that women were admitted to were teaching schools. • Market tourism was created by the middle class because wages got higher, and many were starting to get paid vacations. Even the working class could go on vacation. Thomas Cook organized railroad trips and tours to Paris and then later to Switzerland. • Music and Dance halls were founded during this time. Music halls were places where people could go to drink and smoke and watching a variety of entertainment like ballets, operatic selections and comic songs. Later they became more respectable for children and families. Dance halls were mostly oriented towards adults because of the sexually suggestive dancing. • Team sports like Football (soccer) and Rugby were developed during this time. They became strictly organized and many rules were written which were enforced. An example of a team was the English Football Association. These sports were intended to provide training to adolescents and people. • Boy Scouts were also founded during this time and they provided organized recreation for boys. Adventure was combined with the discipline of earning merit badges and ranks in such a way to instill ideals of patriotism. • The family was the central institution of middle class life and it was important for them to spend time with each other.

Social Structure of Mass Society Introduction: Jimmie Explanation of the Cookie: Stanley ● The cookie dough represents the lower class. ● The chocolate chips picture the bourgeoisie, the proletarians, the middle class essentially ● The raisins, albeit they are gross, represent the aristocracy and upper class. George: The Upper Classes • Constituted only 5 percent of the total population • Owned about 30 to 40 percent of the wealth of the nation • The wealth generally was passed down towards the upper middle class who were the owners of big businesses Drew: The Middle Classes • Lower group of middle class included the traditional groups as professionals in law, medicine and civil service • The lowest group of the middle class stood the small shopkeepers, traders, industrial workers and the working peasants. • Last group were the white-collar workers who were the traveling sales representatives, bookkeepers, bank tellers, telephone operators, etc. Alex : The Lower Classes • Constituted a whole 80% of the people in Europe • Most were land-holding peasants, agricultural laborers and share croppers. • Urban workers which made up of peasants had to work 10 hours a day and spent 60% of their income on food, which was better than the 70% before. • Worker’s budgets now provided money for clothes and leisure activities