Elizabeth Cobbs Hoffman et al.. (2012). Major Problems in Amer

Elizabeth Cobbs Hoffman et al.. (2012). Major Problems in
American History Volume II: Since 1865. : 3rd
ed.. (pp. 341-343).
This reading is being made available to you under fair dealing
for the purpose of education in your
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Ulwilcmll/twlI.l!/Wlit life. ThiS lIlod~ ofkccplllg III
(Ouch wIth mitcN pl'nmh ;l dos(' bchl;Ora! confonlllty. not
through drill III
beha"ior n~elf. J.~ in till" lrndltlon-dircctcd character, but
ralher through .111 ex-
ceptioll:l.1 emlll'iry to Ih,· JCtlOllS and !Shcs of othcr' ....
In tillS change of p.lrelltJl attitude the Illass Illedia of CO!llm
uni c.lUon p!:l.y a
dual role. Froll1 the m:l.'~ media-radio. 1I10'les. comics-as
well J~ from tht"ir
0 n peers. chlldrt'n can ea5i ly leam whal the nom) of parelUJI
behavior is .. lIld
hold it over theLf parcllt.~· he:uk ...
Despite ,he dinnnulion of thl'lrauthonty. the parcms still try [Q
con trollllattl'rs; but
with the lo<;!, of sdf-assurance their techlllqucs change. They
can neither hold lhem-
5Clves up as a l'xel1lp la r;--wh"n both they and the child know
better--nor fCSOrt. III
good conscience. to ~~''erc corporal pLl!li~lllnent and
deprivations. At L1I0<;t du:re
afe tOken spankHlb'S, wLth open phy~ical wan-1fc confined to
the lower classes.
The parl'nt..~· recour'c, c)pccially in the upper middle class. is
to "pcf'lollnel"
Illethods-IO manipui:ltIoll in the fonll of reasoning. or, more
accurately. of r.l-
tionali7..lIlg. The child r~'Spond~ III the $.11lle manner. One
might sU lllman"e the
hislOncal sequencc by saying !lut the tradition-directed ch ild
propitiates hi~ parenb;
the IIll1er-dm:Cled child fights or ~uccllmbs 10 them; the
other-direCl(."( chi ld

malllpuiat(.'S them .1I1d I~ III tum mampulatcd ....
8 . Mi c hae l Harring t o n U n v eils "The Other Americ a"
Outside Suburbia , 1961
There IS .1 falllili.lr Americ.l. [t i$ celebrated in speeches and
advertised on televi -
sion and 111 the lllahr.lZllle~. It ha thl' highest mass s[:lIldard
oflivmg the world has
ever kllo n.
In ,he 1950'~ thi~ America worried abom Itself, yet even Its
anXletic~ were
products of abundanet.·. The title of a brilliant book was widely
misinterpreted.
and the f.ll1l1har America began to call itself "the amuent
society." There wa~
introspection about Madison Avelluc and tail fins; there was
di~cu.ssion of the
ellIotio nal sulTc rin g laklllg place in tlu .. · subu fbs. In all
this, there was an implicit
a~~u11lption that the basic grinding economic problems had
been solved in the
Unit~' d St.lIes. In thi~ theory the nation's problems were no
longer a matter of
basic human Iweds. of food. shelte r. alld clothing. Now they
were ~een as qU;lli-
tarive. a que~tlon oflearning to live decc ntly amid luxury.
While tillS discmsion was carried on. there existed ano ther
America. In it
dwl'lt somewhere between 40,000.000 and 50.000.000 citizens
of this land.
Thcy were poor. They still arc.
M"hkll.bmnt-tt<>n. /"1..- 0 ....... ~_. /V'""1 m ./" ("mINI ." .....

r..cnbn~. ~IIJ'''' A 'S;.:hu ... .".. 1'1'/7). P 1-7.
R~rn"'c.t b,- 1'<"""""'"
342 ~1AJOIt I'ItOllnt.,1 IN AMfKH.A:-; HITOKY
To be sure, rhe other Arnenca 1 not ullpovemhed III the
,1111'" Wlls(' a~ tho~
poor na.tiom where Illilliom ding to hungn as a defen<.c a~,lml
~tar"'ation. This
country has e~aped such eXlfcme~. ThaI docs not changt' the
f.1C[ that tens of
Illilliom of Arnericam ,lTe. ,n tim very moment. lll,lUlled III
body and ~Plrit.
exmlllg al levels ben('ath thos(.' nen·~s.lry for human decency.
If Ihese people
arc not ~tarvJng, they an: Imngry. and somNlmes f.lt with
hunger, for thaI is
what cheap toods do. I hey arc without adequate homlllg and
education Mid
medical carc.
The GovemmClH has doculllemt'd what this means 10 thl'
h()l.ilt's of dw poor,
and the fih'Ure<> will be cited throughout this book. But even
more b.lsic, this po"-
t·rty twislS ,lIld defonns Iht' spmt. The American poor an.:
pC'i~iTllisric and dde.1ccd.
and they art' 'Ctilluzed by lll('ntal ~ulfcnllg to a dCb'1l'e
unkno"n III Subun)la ....
The millions who arc poor III the UlUted State<> tend to
become Illcrea~ingly
U1vi~iblc. Here is a great llla~s of people. yel it takt·s an elTon

of the Intellect and
Will even to see tlll'11l ...•
rherc arc perennial reasom that lluke the other Amcnca an
l1l'i~ible and.
Poveny i~ often ofrthe beaten track. [t ;llways ba~ been. The
ordinary tour-
Ist nt'Vt'r left the main l11gh".IY .. md toda), he rides
1I1teNate turnpikes. I-Ie dOt'S
not b'O 11ltO the valleys of Pen1lSylva11la where the towm
look like 1II0vie ~er of
Wale~ 111 rhe thirties. I-It' dOt"; not ~'e the compJlly bOl1Se~
111 row~. tht' mtted
road~ (t he poor always have bad ro.1ds whether they h"e 111
the ciry. 111 towns. or
on f.1nm), and everyth1l1g 1~ bbck ,md dirty ...
Now the American city ha~ been tramfonned. Th l..' poor ~Iill
mhablt the
nllSeTrlblC housing III rhe central area, but they arc
11lcrea~11lgly I~olated from
COllt.lct wnh. or sight of. anybody cI~e. Middk~cl:1.sS
WOnlt'n CO lllmg III from
Suhurb ia 011 a rare trip 1II •• y 1..lLl.h Ihe lIu,;n:~1
Hlll11P'1.' of the uther America
011 the way to an evemng at tilt' tiw:lter, but tile If children
.He segregated in
llbllrban ~chools. The bmine<;, Of professional man Ill.l}'
dn"e .llong the
fringt· of slums 111 J car or bu~. but It is not all Import,lm
experience [0
h11n. The railurc~. rhe umkllled. the di~lbled, the agt'd, and the
milloritic~
arc nght there. across the [~Ick" where they han' alway be(.'n.
Bm hardly

anyone cJ~t' is ....
Clothl"i make the poor lIwi-;ible too: America ha~ the be~l-
dTt.~ed poverty
the world h.1$ ever known. For a vanery of reasons, the
bem'fit~ of 111a~s produc-
tion havt' been spread much more evenly in this area th.m m
lIlany others. It is
much e:1.~ier ill the Umted ~t,lte~ to bl' decemly dressed thnn
ir i~ to bt, decemly
homed. fed. Of docto red. Evcn people with ttTribly depre~~cd
1I1C01l1eS can look
prospnom
Then, many of the poor ,Ire the wrong age to be sec n. A good
nlllllbt"r of
thelll (o'er 8.000.000) arc ~ixry-fivc ye,lrs of agc or better: an
c"'en larger nU111-
ber arc undtT eigluet'n. The aged 1l1emhel"'i of the olher
America arc often sick,
and tlwy cannOt 1110·e. Anolher group of [hem in' Out their
li"e~ 111 lonclines.~
and fm~tration: they ~It 111 rented room s. or else they slay
close to a home 111 a
neighborhood that has completely changed from the old days.
And finally. rhe poor arc poill ically invisible. It is one of the
cml'icSI irollie~
or ~ocial lire III advanced countries that rhl' di~possessed at the
bottom of socicty
Tllf I'nIWAI~ Kn(l~1 ,UflUIN( I ... NIl A1'.'dHY 343
are Ulublc to spl'ak for Ihem~dves. The people of tilt.' other

AmenCI do not. by
tJr ;H1d brgl'. belon~ to union~. to fratenl,ll org:ulIz;lliOlh. ()T
[0 politic .. l pames.
Thl::~ :lTI: wilhollt lobbies of their 0 n: they pm f01'w,lTd
110 lcwsbtln' PWb'T:l1l1·
As a h'TOtlP, dlt')' arc ,H011liz('d. They have no t~cc: they
h,l'e 110 'oice ....
9. Feminist Betty Friedan Describes
the Problem That Has No Name, 1963
The problem by buried, un~poken. for 111m}' ),e,u>; 111 th e
nl1nd~ of Aml'Tu:all
'01l1Cll. It W,h J qrange ,>tining. a ~ell';e of
dl'~<1ti~f.1C(ion. J ),e,lnllllg Ih,lI women
~ulTercd in the Illiddk' of th e (Tlllicth n . .'lltury 111 rill'
Um(l'd St:lte~. Each ~ub-
urban wife ~tn l ggled with it alone. A~ ~he 111ade the beds,
shopped for grocerie~,
matchcd slipcover material. :ltt.' peantH hutter ~1nd'ichl'~
with her child ren,
chalificlired Cub Scout~ and BroWllie~. b y be~ide hcr
husb:lIld at night-"he
'a~ afr.l id to ask even of herself the ~ilcnt ql1C~tiOIl - " I ~
this all?"
For over fifteen years there w.a~ 110 word of this Yl'a rnlllg III
the III111iom af
words wntten about WOlllen, far W0111en, in :til thl' col umn~.
book~ and article~
by expens (('lling women their role ,:l~ to seck filHillment :t.~
wi'e~ ,lnd motheN.
Over and over wonwn Ill'ard III vo ice>; of tradition and of
Freudian ,aplll)ticarian
that thc), cou ld ccqre no b>Tcater de~tiny than to glory in
tlwir own femininiry.

Expc~~ told them how to catch a man and keep 111m, how to
breastfeed childrcn
and handlc their toilet training, how to cope with ~ibling rivalry
,md :Idalc~cent
rebellion: how to buy a di~hVasher, b:lkc bread. cook go untl
Ct snaih, and bl1ild a
~wi11ll1ling pool with their own hand~: how to dres~. look.
and ;lct marc fCllmulie
and makl' marriagc mOTl' exci tlll g: how to kecp their
husbands frotH dyin g young
and their sans hOnl b'TowlIlg IIltO delinquents. They TTI::
t,lugln m pity the neu-
rotic. unfeminine, 1I1lh,1PPY WOnlen who wanted to be poets
or physicists or pre-
sidellt~. Thcy learned that Inlly ti.'mininc women do not want
c:lTeer;, hi gher
education, political rights-the independcnce and tht' op
portunities that the old-
fushiolled femillls[s fought for. Sonll' women. in th t'ir forties
:tnd fifties, still re-
membered painfully l:,';ving up those dre:nllS, but most of the
younger women
no longer l'VCll thought about them. A thouS:lnd cxpert voiccs
ap plauded their
felllllliniry, their adjllst1111'nt. theIr new maturity . All they
had to do was dcvote
thClr lives from earliest girlhood to finding :t hmband and beari
ng children.
3 y the end of thl' ninl'tccn-fifties. the average marriage ,Ige of
vomen in
America dropped to 20. and was srill dropping, into rhe tet'ns.
Fourteen million
b'lrls wefl' engaged by 17. The proportion of wamen attending
college in com-
parison with Illcn dropped from .].7 per cenr in 1920 to 35 per

ce lli ill 1958.
A ce mu ry earlier. wOlllen had fought for higher education:
now girls went to
college to ger a husband. 3y the 1IIid-fi frie~, 60 per cem
dropped out of collcge to
many, or becausc they were afnid too much educ:ltia n would
be:1 lll.lmage bar.
Colll'ges built donllltoneS for "manied qudcnts," bur the
students were almoSt
11<;t,) 1'".4". Ib, r""",,,,, IIp''~'''' (New Vmk. No .. "". 1%31,
1';-17. 1')-!lI. C"I"'n!d" C 1'1$.1. 1'17~. 1'17 1'1('.3
h)' Iktt)' ~n...t., .. U"" b)' pe"n"""" "fW, W. N<>non &
C"",I"")'. I",.
CHST 118: THE CITY IN HISTORY
FINAL EXAM
Exam Release Date: Monday, June 14 @ 9am, on D2L
Exam Due Date: Friday, June 18 @11:59pm, on D2L
Format: Online (must be typed and submitted in Word format
through D2L)
Mark: 25% of your final grade
Instructions: Choose 1 question from each section to answer.
Remember that an essay question calls for an
essay answer -- with a clear thesis, backed by concrete
examples from ALL relevant lectures, course readings and
audiovisual material. Show the breadth of your knowledge and

engagement with the themes and issues we’ve
discussed in class, and make sure that your answers do not
overlap. Each essay should not exceed 1,000 words
and should include citations, either in Chicago Style (footnotes
or endnotes) or in brackets within your paper. You
cannot receive an A if you do not incorporate course readings.
A Reminder: This is an open book exam, and you are
encouraged to use lecture slides, course readings, and your
notes. However, your work must be original! You may not
solicit or obtain assistance from, or provide assistance
to your classmates for any content on the exam, discuss it with
other students (whether or not they are in CHST
118), cite myself or any authors verbatim, utilize outside
sources, and/or ask for help on online forums. All exams
will be checked for originality and copied content (Turnitin).
Any evidence of collaboration and/or plagiarism will
result in a grade of zero.
PART 1
Essay Question – 50 marks
1. Between 1892 and 1924, 12 million Europeans immigrated to
America, and many moved to the city.
Similarly, between 1910 and 1940, 1.5 million African
Americans migrated to the urban North. What attracted
them to the city and in what ways did they begin to shape its
economic, social and cultural landscape?

2. In the postwar era, North America became overwhelmingly
suburban. Account for and explain the
phenomenal rise of the postwar suburbs in light of the fact that
urban centers had been growing in popularity
for decades prior. To what extent did the suburbs change
physical landscapes and impact urban centers, as
well as the people within them, moving into the future?
PART 2
Essay Question – 50 marks
1. Urban history has inextricably been linked with the history of
the “ordinary people.” Consider the rise of the
rights-based revolutions in the 1960s that we discussed in class.
How did the city give rise to these
movements and to what extent did they impact American
politics, society and culture? Could these
movements have taken place without the existence of the city?
2. In 1790, only 5% of the American population lived in urban
centers. Today, that percentage is more than
80%, marking one of the most remarkable transformation in its
history. Considering political, economic and
technological changes discussing in this class and in American
history, examine how and why America went
from being a predominantly rural nation to a predominately

urban one.
Total = 100 marks (converted to a percentage out of 25%)
CHST 118: The City in History
Guidelines for Essay
Length: 1,750-2,000 words (7-8 pages) in length
Due Date: Tuesday, June 8, 2021 @1pm, on D2L
Late Penalty: This essay is worth 25% of your final grade.
Late assignments must be emailed to me and I will
respond with a confirmation email. They will be penalized 3%
per day, including weekends. I will no longer
accept papers after the date of the final exam.
This essay is meant to provide you with an opportunity to
explore a topic of interest to you, in relation to the
city in history. It must be an extension of the topic you chose
for your research proposal
If you would like more guidance in writing a history paper
properly, you may want to consult a guide. A great
resource is any edition of A Pocket Guide to Writing in History
by Mary Lynn Rampolla. I also encourage you to
use Student Life and Learning Support. It has online
workshops, virtual drop-in hours, and handouts, all of
which can be accessed at https://www.ryerson.ca/student-life-
and-learning/learning-support/. TRSM also has
an Academic Success Centre which provides similar resources,
at https://www.ryerson.ca/tedrogersschool/success/learning/.

Grading Criteria for Essays
All written work will be marked for the quality of your research
and sources, content and analysis, as well as
grammar, clarity of writing, and organization.
1. Analysis
The following will be considered:
• Thesis statement: does the paper have a clear thesis statement?
• Sources: how are they used/interpreted? Do you use all of
your sources adequately?
• Evidence: does the evidence support the argument?
• Level of analysis: how sophisticated is the analysis?
Ultimately, is your argument convincing?
2. Paper Structure
Your paper should have a clearly stated thesis that is supported
by thorough evidence. Be sure to include an
introduction and conclusion. Each paragraph within the paper
should make one point that supports the thesis.
All of this should be done in at least 7-8 pages, double-spaced,
in 12-point font.
• Introduction: does the introduction adequately introduce the
subject, state the thesis, and indicate the
points the essay will make?
• Conclusion: does the conclusion thoughtfully and clearly sum
up the essay?
• Paragraphs: does each paragraph address one point? Is that
point clearly stated at or near the beginning

of the paragraph? Are the points/paragraphs clearly linked with
transition sentences?
• Organization: is the paper organized logically? For example,
chronologically, thematically or
geographically?
3. Writing Style:
• Good writing is important. It takes time and a willingness to
revise.
• Strive to write clearly and concisely. Avoid generalizations.
Where necessary, define your terms.
Eliminate irrelevant and repetitive information.
• Correct grammatical errors and spelling mistakes. Make sure
that your sentences make sense. Avoid
run-on sentences by splitting them into two or more sentences.
Use conjunctions (while, however,
although) to connect ideas and improve flow.
• Use proper tenses. This is a history paper; use the past tense
to describe events that happened in the
past (i.e. the Stock Market Crash of 1929 signalled the
beginning of a decade long Depression in the
United States). You can, however, use the present tense when
discussing the work of another writer or
historian (i.e. in The Grapes of Wrath, writer John Steinbeck
depicts the living conditions of rural
Americans who lost their land during the Great Depression).

4. Referencing
In academic writing, all borrowed material must be cited.
Improper referencing of material is considered
plagiarism. Thus, references should be presented in properly
formatted footnotes or endnotes (not APA or
MLA reference style). Footnotes and endnotes are exactly the
same, but footnotes come at the end of each
page, while endnotes come at the end of the paper, but before
the bibliography. You can choose either
format. For detailed information on formatting, and
bibliographies, please refer to the online version of the
Chicago Manual of Style at
http://www.chicagomanualofstyle.org/tools_citationguide.html.
The numbered
examples are footnotes/endnotes, while the examples directly
below them are bibliographic entries. Purdue
University also has an excellent website on Chicago Style
citations at
https://owl.english.purdue.edu/owl/resource/717/01/
• Footnotes/Endnotes: has all borrowed material been properly
cited? When using direct quotes (please
do so sparingly, quotes should illustrate your point, not make it
for you!), someone else’s ideas, specific
facts or paraphrasing, always cite your source. Notes should
always come at the end of the sentence,
even if the quote is in the middle of the sentence.
• Bibliography: is all the necessary bibliographic information
included and listed in the correct order?
Divide your bibliography into primary and secondary sources if
necessary. Have all the sources used in
the paper been included in the bibliography, and vice versa?

**Please see the “Essay Checklist” posted on D2L to ensure that
you have
properly completed all structural and stylistic elements of the
assignment**
Chicago Manual of Style
Below are some examples of how to cite sources and list them
in your bibliography. Note the differences
between the two. The major difference is that there are periods
instead of commas! Also, the first time you
reference a source you must provide the full citation AND the
page number you are referencing. All of your
subsequent references are abbreviated.
Book
Citation
1.Michael Pollan, The Omnivore’s Dilemma: A Natural History

of Four Meals (New York: Penguin, 2006), 99–
100.
2. Pollan,
Bibliography
Pollan, Michael. The Omnivore’s Dilemma: A Natural History
of Four Meals. New York: Penguin, 2006
Chapter or article in a book
Citation
1. John D. Kelly, “Seeing Red: Mao Fetishism, Pax Americana,
and the Moral Economy of War,” in
Anthropology and Global Counterinsurgency, ed. John D. Kelly
et al. (Chicago: University of Chicago Press,
2010), 77.
2. Kelly, 81–82.
Bibliography
Kelly, John D. “Seeing Red: Mao Fetishism, Pax Americana,
and the Moral Economy of War.” In Anthropology
and Global Counterinsurgency, edited by John D. Kelly,
Beatrice Jauregui, Sean T. Mitchell, and Jeremy Walton,
67–83. Chicago: University of Chicago Press, 2010.
Article in a journal
Citation
1. Joshua I. Weinstein, “The Market in Plato’s Republic,”
Classical Philology 104 (2009): 440.
2. Weinstein, 452–53.
Bibliography
Weinstein, Joshua I. “The Market in Plato’s Republic.”
Classical Philology 104 (2009): 439–58.
Article in a newspaper or popular magazine
Citation
1. Daniel Mendelsohn, “But Enough about Me,” New Yorker,

January 25, 2010, 68.
3. Mendelsohn, 69.
Bibliography
Mendelsohn, Daniel. “But Enough about Me.” New Yorker,
January 25, 2010.
Website
Citation
1. “McDonald’s Happy Meal Toy Safety Facts,” McDonald’s
Corporation, accessed July 19, 2008,
http://www.mcdonalds.com/corp/about/factsheets.html
2. “McDonald’s Happy Meal Safety Facts.”
Bibliography
McDonald’s Corporation. “McDonald’s Happy Meal Toy Safety
Facts.” McDonald’s Corporation. Accessed July
19, 2008. http://www.mcdonalds.com/corp/about/factsheets.html
Essay Check List
1. Does the introductory paragraph clearly state your
thesis/argument? _____
2. Have you provided clear evidence to support your thesis?
_____
3. Have you divided your essay into paragraphs? _____
4. Does each paragraph have a topic sentence and address
onemain point that supports your thesis? _____
5. Are the transitions between paragraphs smooth? _____
6. Are your sentences in logical order? Have you followed
through on one point before moving on to the next? _____

7. Are you writing in the proper tense? (the historian does,
Franklin Roosevelt did) _____
8. Have you used commas and apostrophes properly? (Its is the
possessive; it’s is the contraction for “it is”) _____
9. Is your language formal (no slang or contractions) and
gender-neutral? _____
10. Have you used words that are clear and precise? _____
11. Have you taken out extraneous sentences and words?
_____
12. Have you avoided repetition? _____
13. Does the conclusion restate your thesis and explain its
significance? _____
14. Have you chosen only important quotations, used them
sparingly, and copied them down correctly? _____
15. Have you used quotations to illustrate your point, and not
make it for you? _____
16. Have you used footnotes or endnotes, not brackets within
your paper, to cite sources? _____
17. Have you provided the full citation for the source, and
written the page numbers down correctly? _____
18. Is your essay in proper format, in 12-point font, double-
spaced and with page numbers? _____
19. Have you included a cover page with a title, name, course

code, my name and the date? _____
20. Did you submit your filed as a Word document (not PDF) to
the appropriate folder on D2L? _____
Research Topic: “Housing in Chicago”
Name: Arian Hedayat
Student Number: 500853935
Course Title: CHST118 - The City in History
Instructor: Dr. Diana Cucuz
Submission Date: 2021-05-25

The Essay Outline
General City and Topic/Theme: Housing in Chicago
More specific: African American housing in Chicago, 1990 -
2000
Research question: Between 1990-2000,how did the migration
of the African Americans to North affect the population and
housing in Chicago?
Thesis statement: Despite the establishment of the settlement of
du Sable in the 1780s, black Americans became a community in
the 1840s. By the 1860s, the African Americanblack population
was at 1,000, whereby the majority of whom these blacks
comprised escaped slaves from the Upper South. After
Reconstruction in 1877, blackAfrican Americans flowed from
the Deep South into Chicago, thus increasing the population
from about 4,000 in 1870 to 15,000 in 1890. In the 1990s, the
population of Chicago “rallied,” leading to the establishment of
large black segregated neighborhoods. Comment by Diana
Cucuz: A bit awkwardly put for an opening line, if that’s what
you may use it as. I would rephrase this or perhaps just include
it later in your paper for historical context. Comment by
Diana Cucuz: Include full name Comment by Diana Cucuz:
This is a big jump in historical context. For your thesis
statement just get straight to your point. Include this
information later as it’s largely unnecessary in your
introduction. Include it in your next paragraph.
It also becomes the case where the reader doesn’t know what

your argument idea, because I am very unclear on that, nor do I
know what your supporting evidence will be
Supporting Evidences:
1. Chicago experienced the redevelopment of Cabrini-Green
public housing.
· There was construction of Cabrini-Green houses due to the
northward migration of Southern African Americans.
· The houses had poor planning, physical deterioration,
managerial neglect, home to gangs, among other organized
crimes.
· These houses became a large public housing site, especially on
the northern side of Chicago.
2. Chicago City witnessed the rising and declining of black
American-based ghettos.
· The separation in the U.S. cities between 1890 to 1990 led to
the emergence of slams or ghettos from1890 to 1940. – again, a
huge time frame here
· Chicago grew at a fast rate in which its outskirts of expanses
became entirely occupied by black housing.
· Between 1940 to 1970, black people's migration persisted, and
the physical areas of Chicago expanded into ghettos.
· Whites excluded African Americans from their residential
areas.
3. Blacks participated in housing matters in the inner city of
Chicago.
· The influence of black public housing was due to the
motivation of Chicago’s tenants.
· The tenants participated in an action to curb black housing
deterioration in Chicago’s housing debate.

· Black Americans sold their houses to tenants to allow them to
take part in the city’s community to enhance the motive to
prevent housing deterioration.
I would like you to resubmit this Arian, focusing on a more
specific time frame (the turn of the century, during one of the
two Great Migrations, the 1980s/1990s, for example),
articulating your argument more clearly in your intro, as well as
your supporting evidence.
Perhaps you can focus on any of the following:
The impact of either the First or Second Great Migrations on
Chicago’s black populations and communities
Why AA chose to migrate
The positive experiences, or difficulties AA experienced after
migration
Chicago’s AA communities from the 1970s to 1990s (post
migrations)
Please resubmit your annotated bibliography accordingly (i.e.
choose your sources according to the specific historical time
frame that you decide to focus on)
Discrimination and segregation amongst whites and AA in
housing, occupations and/or education
Please resubmit no later than May 31 @9am.
The Annotated Bibliography
1. Bennett, Larry. "Do we really Wish to Live in a

Communitarian City?: Communitarian Thinki ng and the
Redevelopment of Chicago'S Cabrini-Green Public Housing
Complex." Journal of Urban Affairs 20, no. 2 (1998): 99-116.
The article studies the redevelopment of Cabrini-Green public
housing in Chicago. The article’s author states that poor African
Americans occupied some areas of Chicago city in the 1990s.
According to this article, this poor population formed Chicago’s
Black Metropolis in 1993. These black-dominated areas adopted
the construction of Cabrini-Green houses that had poor
planning, physical deterioration, managerial neglect, home to
gangs, among other organized crimes. These black population
houses became a large public housing site, especially on the
northern side of Chicago.
2. Cutler, David M, Edward L Glaeser, and Jacob L Vigdor.
"The Rise and Decline of the American Ghetto." The Journal of
Political Economy 107, no. 3 (1999): 455-506.
The research article studies the rising and declining of black
American-based ghettos in Chicago. The separation in the U.S.
cities between 1890 to 1990 led to the emergence of slams or
ghettos from1890 to 1940. These ghettos became black race-
dominated since African Americans migrated to urban areas.
Cities such as Chicago grew at a fast rate in which its outskirts
of expanses became entirely occupied by black housing.
Between 1940 to 1970, black people's migration persisted, and
the physical areas of Chicago expanded into ghettos since
whites excluded African Americans from their residential areas.
3. McDonald, John F. "Minority Groups in the Metropolitan
Chicago Housing Market: 1970–2015." Urban Studies

(Edinburgh, Scotland) 55, no. 11 (2018): 2431-2450.
This article provides a detailed summary of Chicago's
metropolitan housing market between 1970 to 2015. The focus
of the housing is on black Americans, regarded as the minority
group in Chicago along with Asians and Hispanics. Between
1970 to 2000, the African American population of the city
increased rapidly. This increase contributed to suburban growth
in the central city in which black Americans became a large
minority population in the suburbs. Black American areas of
concentrated traditional housing remain. Still, with an increase
of the majority group’s population around the downtown
neighborhoods, most of the nearby conventional black American
housing has been brought down.
4. Reingold, David A. "Public Housing, Home Ownership, and
Community Participation in Chicago's Inner City." Housing
Studies 10, no. 4 (1995): 445-469.
In the article, Reingold (1995) researches the participation of
blacks in housing matters in the inner city of Chicago. The
influence of these black public housing had increased the
motivation of Chicago’s tenants. These tenants participated in
an action to curb black housing deterioration in Chicago’s
housing debate. Thus, the article establishes that some black
Americans sold their houses to tenants to allow them to take
part in the city’s community to enhance the motive to prevent
housing deterioration. Overall, the author's findings are that the
residents (black tenants) of Chicago’s inner‐ city public
housing participated in city affairs like their inner‐ city
homeowners’ counterparts.

5. Roberts, E. M. "Neighborhood Social Environments and the
Distribution of Low Birthweight in Chicago." American Journal
of Public Health (1971) 87, no. 4 (1997): 597-603.
https://ajph.aphapublications.org/doi/pdf/10.2105/AJPH.87.4.59
7
The above article gives comprehensive research on African
Americans’ neighborhood housing and their distribution in
Chicago. This population lived in crowded housing areas of the
city, especially in the 1990s. Among the city’s overall
neighborhoods, those dominated by blacks had the most acute
and puzzling housing problems. The article author posits the
presence of a new urban underclass. This underclass had
primary characteristics as concentrated poverty and social
dislocation, thereby making the black population in the city
different from the rest of city societies.

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