1.4 Founding Paradigms of Sociology

Sensitive Subject Warning:

Sociology examines all aspects of society - including those that can be emotional.  Today's lesson briefly involves the topic of suicide.

Students will find just about any topic that interests them has sociological research about it.  However, some topics of everyday life can be emotional.  Just watching the evening news reveals many topics in everyday life that might create a visceral response: murder, environmental pollution, racism, sexual assault and sexism are just to name a few.  All of these are an emotional part of everyday American society.  Sociology as a discipline examines all of these areas.  The researchers studying these topics do not want to be morbid or grotesquely critical of our society out of spite.  Instead, they want to shed light on aspects of society that we might not like to talk about;  with proper academic attention, we can understand these emotional events better and perhaps even improve our society.  I know that talking about suicide or racism or sexual assault all can be emotionally wrought experiences.  But in the end, sociology will help us all understand these and other social ills better and hopefully, help us to strengthen society against them so that we all may live in a more peaceful and content society and be true to ourselves. 

HW: Read Chapter 1: How Does It Feel to Be Black and Poor from Venkatesh's Gang Leader for a Day here. (For background info, see this post about Chicago Housing Projects Leader for a Day.)

This is the introductory chapter of Venkatesh’s book, Gang Leader for a Day. As you read the chapter, look for all of the ways that Venkatesh gathers data and attempts to study race and poverty. NOTE: there is offensive language in the chapter which Venkatesh included in order to preserve the authenticity of his interactions with the people he meets. Please do not take the use of this language as making light of the offensivesness of this language.

Background:  The Creation of Sociology as an Academic Discipline

The Social Construction of Reality and the Sociological Imagination are two ways of understanding how sociologists view the world, both created during the twentieth century.  But, to understand sociology as an academic discipline, it is necessary to look back to the 1800s.

During the 1800s, Western Europe and the United States rapidly industrialized. The disruption to society was swift, vast, and noticeable.  The industrial revolution changed the way people lived.  

The industrial revolution brought about changes from:

      Pre-industrial Society               to                Post-industrial Society

• agricultural                                             to industrial economy

• rural                                                        to urban living

• a cottage system of production to a factory system

• group identity (tribe, religion, nation, family)  to a belief in individualism

See this picture of industrial Chicago:

At the time, scholars noticed the tremendous changes and the effects that they had on individuals living n these societies.  These scholars used the scientific method that was being used to study physical sciences and applied it to the study of society.  Their findings began to challenge the Enlightenment Era thinking that individuals are all simply a product of their own choices.  And so, the term sociology was first used in French (sociologie) by Auguste Comte in 1830. It comes from the combination of the Latin words socius which means "friendship, neighborliness and companionship and -ology which means the "study, science."  And so sociology is the scientific study of how people are influenced by their social groups. Three scholars of the 19th century laid the foundations for how sociology would develop.

Here is a graphic organizer to help you think about the sociological perspective. Think of it as a prism through which sociologists look at the world. In the middle are the Social Construction of Reality and the Sociological Imagination and at each point are the paradigms below. All of these are connected and although they all have a unique nuance in how they approach the world, they are all part of how I want you to have a sociological perspective.

The Founding Paradigms of Sociology

Emile Durkheim's Structural-Functional Paradigm

The first paradigm we will consider is called Structural-functional.  This paradigm was created by Emile Durkheim.  Durkheim studied suicide and found that within industrial Europe, the rate of suicide varied from country to country but it also stayed stable within each country.   So, something that seemed like an individual choice, such as suicide, was really a product of the country a person lived in.  Someone living in Britain was much more likely to commit suicide than someone living in Italy.  In other words, something was happening in British society that was creating a problem for the individuals living there.  Suicide was not an individual problem, it was a social one.  Durkheim called these social problems dysfunctions.  

Durkheim said that societies have a structure made up of different systems that function to keep order in society.  Just like a body has different systems such as a respiratory, circulatory, digestive and nervous system, a society has different systems like family, education, economy, religion and government etc…  These systems serve a function of keeping order in society by creating a structure for stability and continuity.  Therefore, Durkheim's paradigm becomes known as structural-functional.  Durkheim says that when the structures help to make life healthy for individuals, the structures are functional, whereas structures that are not healthy for individuals are called dysfunctional.

In sum, The institutions/structures provide stability and continuity for individuals - like helping individuals survive and thrive. The structures help us understand what is expected of us and provide an identity and a purpose. This is functional.

Dysfunctions are when aspects of these institutions do not meet those needs and instead individuals are harmed by the dynamics of society. 

Any questions so far about the beginnings of sociology and Durkheim and his structural-functional paradigm?  

Reminder -

One of the best ways to learn something is to have to teach it to someone or explain it.  This is the philosophy behind small group discussion.  Please try to explain your example.  If you have trouble, call me over:

Today's Google Form.

1a. Using the picture above, what questions might a Structural Functionalist ask to analyze the image sociologically?

How is the lack of government regulation making the streets dysfunctional?

How is the economy adding to the congestion?

Think about how you might view covid and school shut downs through a Structural-Functional lens.

1b.  How might you use the Structural-Functional paradigm to analyze the Lifeboat activity that we did?  What questions would a Structural-Functional sociologist ask about the results of the activity?

How were the decisions on the boat a result of the influence of education, government policies, and family influence?


1c.  How might the paradigm apply to college?  In other words, what might a Structural-Functionalist study about college?

How is the choice to attend college influenced by schools and families?

What role does government policy and public college/loans play in college attendance/success?

Karl Marx's Conflict Paradigm

The second paradigm that emerged from a scholar studying the changes of the industrial revolution is called Conflict paradigm which developed out of the influence of Karl Marx.  He studied the inequalities in industrial Europe and how those inequalities affected individuals.  For example, Marx found that a working-class person lived an average of 25 years less than a wealthy person.  Like Durkheim, Marx concluded that his findings were not just the result of individual choices.  Instead, people were forced to work in unhealthy conditions and forced to yield to the demands of the wealthy owners of the factories.  They had less access to healthcare, less access to healthy food and living conditions and had to do more dangerous jobs.  Simply put, they had less power to affect their own life expectancy.  Marx's focus led sociologists to examine who had power in society and who did not.  The natural extension of that became the effects of power on groups of individuals and how those in power gained and maintained that power.  Initially, Marx's focus was on social class, especially in Europe, but early sociologists in the U.S. Applied Marx's paradigm to other inequalities in the US:

W.E.B. Dubois: Conflict Paradigm and Race

Dubois (pronounced "Do Boys") applied the conflict paradigm to race.  He was the first black scholar to be allowed to earn a PhD. from Harvard U. and a sociology student.

Alice Paul: Conflict Paradigm and Gender

Alice Paul applied it to gender in the U.S. after earning a degree in sociology she fought for women's rights to vote and she worked for women and poor immigrants at Jane Addams' Hull House

 

Jane Addams:  Intersection of Gender and Social Class

Oftentimes, the study of inequality and the fight for equal rights led to overlapping movements such as social class and gender led by Chicago's Jane Addams.  Addams was an influential leader in Chicago who used her sociology degree to improve the lives of Chicago's women, poor, and immigrants

Ida B. Wells: Intersection of Race and Gender

Wells applied Marx's theory to race and gender.  She was born into slavery in Mississippi but made her way to Chicago as continued to document lynchings and fight against racism and sexism.  The Association of Black Sociologists established an award in her honor (2020).

For small group discussion:

2a. Using the picture above, what questions might a sociologist ask to analyze the image sociologically using the Conflict paradigm?

What groups of people are forced to navigate that congested mess?

Who is put in danger because of that mess?

Who profits from that congestions?

Think about how you might view covid and school shut downs through a conflict perspective.

2b. How would you examine the Lifeboat simulation using Marx's Conflict paradigm?  What questions might a sociologist ask using the Conflict paradigm?

Who is always treated unequally?

Who has power on the boat and Why?  And, how do they use that power?

2c. How can you apply Marx's Conflict paradigm to college?

Who goes to college and who benefits from college?  Are there groups that do not?

Max Weber and Symbolic Interaction Paradigm

Max Weber's contribution to the development of sociology during the Industrial Revolution

Max Weber (pronounced VAY-ber) studied the development of capitalism in European countries.  He found that countries that became more Protestant also became more capitalist.  This is peculiar because religion and economics seem to be separate.  But Protestants held shared meaning with each other about their wealth and finance.  They saw living within their means and investing their money as signs that they were living righteously within their Christian beliefs.  This created an economy that was based on investment.  It led to the creation and expansion of capitalism, investing profit to make even more profit.   It might seem strange for religion to be connected to the economy, but in their interaction with each other, it was real for them.  


The development of the Symbolic Interactionist paradigm 

Building off of Weber's work, two sociologists created a third paradigm for which sociologists view the world.   Weber showed symbolic meaning in the Protestants' lives and in their everyday interaction with other people.  Stemming from Weber's work, George Herbert Mead, W. I. Thomas and Herbert Blumer all worked at the University of Chicago and focused on the shared meaning in everyday life between people.  This paradigm became known as Symbolic Interaction.  It is more focused on face-to-face interaction, or small groups, as opposed to large-scale institutions.  Much of our interaction with each other holds symbolic meaning to us.  The words we use, our body language, our clothes all hold symbolic meaning for us.  They convey an identity we have to the world. 

3a. Using the picture above, what questions might a Symbolic Interactionist ask to analyze the image sociologically?

Why do people stand on certain spots on the street?  

How does this intersection stay orderly?  Who has right of way and how do they learn this?

Why is everyone wearing a similar fashion?  What does that symbolize to them?

Think about how you might view covid and school shut downs through a Symbolic Interactionist paradigm.

3b.  How can you use Weber's Symbolic Interaction paradigm to analyze our lifeboat simulation?

How did the words people used affect the decisions?

What is the meaning of being labeled "elderly?" What labels/values resonated with people on the boat?

3c.  How can you apply Weber's Symbolic Interaction paradigm to college?  Identify some questions that a Weberian might ask about college.

What does a "college degree" mean?  What does it symbolize to society?

Applying the paradigms to your life

Revisit the demographic survey that you filled out at the beginning of the semester. 

Structural-Functional Paradigm

Look at the structures of society that you wrote about (especially family, school, work)

4.  How do the institutions in your life provide stability or structure in your life?  What institutions are most prominent in shaping you?  What function do the structures provide - in other words, what purposes do they serve in your life?  What are some ways that these structures interact or depend on each other?

(PLEASE NOTE: you may be influenced uniquely by one of the social structures/institutions, but if it only applies to you then that is ore psychology than sociology.  Sociology would be the ways that these structures shape people within our society similarly.)

Conflict Paradigm

Look at your responses that might result in opportunities or obstacles (esp. social class, race, sex, gender, sexuality, 

5.  Using the demographic survey, what are some of the social groups that have led to you either having advantages or facing obstacles in your life? Can you cite specific examples?

Symbolic Interaction

Look. at your responses to what your plans are after college, what you are passionate about, what you are proud of and think about what meaning these hold to you and how that meaning relates to other people. Also, think about the meaning that your clothes, hair style, favorite music, hobbies, etc... creates for you and your interaction with other people.

6.  What are some ways that you create/display meaning with others around you?  

If you are having trouble with Symbolic Interaction, here is another example.

Chicago and the Foundation of Sociology

Chicago was a central player in the early establishment of sociology. Chicago was the fastest growing city in the USA during the late 1800s/early 1900s.  The city was an incredible mix of industrial growth, urbanization and immigration.  And so, the University of Chicago was the first sociology department in North America (1892) and Chicago was a leader in sociology for the next 50 years leading to what became known as "the Chicago School" of sociology.

Loyola University Chicago

Loyola followed shortly behind U of C in sociology.  The School of Sociology was one of LUC's earliest departments established in 1914.  This was a 2 year program that allowed women to earn a degree at a time when they were still not permitted in other areas of the university such as the College of Arts and Sciences. Jesuit Frederic Siedenburg was influenced about the importance of sociology's role in the progress of society and he not only established the School of Sociology, but he also became 

"... one of Chicago's most significant civic leaders over the next two decades...and he routinely crossed denominational, ethnic, and racial boundaries in his dealings, and he never wavered from his belief that religion could be a progressive force in urban life. In 1915, the Chicago Tribune commented on Siedenburg's role with the American Peace Federation, his appearance with Rabbi Emil Hirsch at Sinai Temple, and his visit to Tuskegee Institute as the guest of philanthropist Julius Rosenwald along with Jane Addams of Hull-House and the Reverend Jenkin Lloyd Jones, a Unitarian minister ... He also found time to publish ground-breaking articles in the American Journal of Sociology, including 'The Recreational Value of Religion (1922), 'The Religious Value of Social Work (1922), and 'War and the Catholic Church' (1925)."

Ellen Skerrett (2008). Born in Chicago. Loyola Press, Chicago

HW: Read Chapter 1: How Does It Feel to Be Black and Poor from Venkatesh's Gang Leader for a Day here. (For background info, see this post about Chicago Housing Projects Leader for a Day.)

This is the introductory chapter of Venkatesh’s book, Gang Leader for a Day. As you read the chapter, look for all of the ways that Venkatesh gathers data and attempts to study race and poverty. NOTE: there is offensive language in the chapter which Venkatesh included in order to preserve the authenticity of his interactions with the people he meets. Please do not take the use of this language as making light of the offensivesness of this language.

Rogers Park Homage

Sept. 4 2023, someone tried to turn Loyola beach into a nude beach! 😂. Possibly a sociology breaching norms experiment?! 

Speaking of beach-going, why is there no Friday morning swimclub at Loyola?  Can someone start that please?

From Chicago Magazine (2022), In Rogers Park, Only the Weird Survive,

1.3 Lifeboat Simulation

The Bell:  Listen for the silence

Today's Lesson: Let's go on vacation!

For this simulation, we are going on an around-the-world cruise!  How fun, right?

That is, until the boat hits a mine leftover from WWII and the cruise ship sinks really fast.  

Luckily, you survive!  There was one life raft that was saved.  

You and 15 others climb aboard or cling to the outside of it.  

(Here is a printable copy of this activity.)  

Here are the people aboard the boat:

_______________  1.  Sailor Jones:  It is somewhat questionable how I was able to get from my assigned position below deck to the lifeboat when no other sailor assigned to the lower decks managed to escape from the ship.  I am in excellent health.  Not married, and no close relatives.

 

_______________2.  Ship’s Officer O’Malley:  I was the only high ranking officer aboard the ship that was able to get to the lifeboat.  It is the boat that I was assigned to in all of the emergency practice drills.  I was a capable leader on the boat, has navigational skills, and was well-liked by passenger and crew members aboard the ship.  Excellent health.

 

_______________3.  Quarter Master MacDonald:  Little is known about me. I did serve in the regular navy.  When the ship sank, I suffered injuries to both of my wrists.  At the present time, I cannot use either hand.  I am married and has four children in the U.S.

 

_______________4.  Self-Made Millionaire Douglas:  I own and manage one of the U.S.’s largest garment industrial complexes, which employs hundreds of factory workers.  I have dedicated so much time to making the business successful that I am out of shape due to lack of exercise.

 

_______________5.  College Student Parsons:  I am a college student who has been on a limited budget European vacation.  I am a grand mal epileptic.  Unfortunately, while abandoning the ship, all of my medication was left behind.  I am single—age 22.

 

_______________6.  Nobel Prize Winner in Literature, Dr. Lightfoot:  I am a minority race and questions have been raised whether the Nobel Prize was awarded to me due to my race or my ability.  Dr. Lightfoot is 48 years old and is in good health.  I am married, with two daughters who have families of their own.

 

_______________7.  Nobel Prize Winner in Physics, Dr. Singleton: It has been said that I am about to release information to the world that will essentially bring about the solution to the world’s ecology problem.  I am 62 years old and is in excellent health.  I was born and raised in a small town in Arkansas.  I come from a very wealthy family and have remained single.

 

_______________8. Football Player, Mr Small  and  

 

_______________9.Cheerleader,  Mrs. Small:  We are in our late twenties.  Mr Small was a star football player at Ohio State.  Mrs. Small, who also attended Ohio State, was the Homecoming Queen.  Mr. Small now a running back for a semi-pro football team in New York. Mrs. Small is eight and one-half months pregnant. The couple is interracial; Mr. Small is a minority race and Mrs, Small is not.

 

_______________10.  Army Captain Thomas:  I was recently decorated for bravery and valor above and beyond the call of duty.  I am on the way to the U.S. to personally receive the Medal of Honor from the President.  I am married, with two children, and am about 35yrs old.  While engaged in the action, which resulted in receiving the Medal of Honor, Captain Thomas lost a right leg.  Other than this condition which I recovered from, I am in good health.  

 

_______________11.  Draft Evader Samuels:  I left the United States two years ago in order to avoid the military draft.  I then spent two years in Sweden, from which I was recently deported for dealing in illegal drugs.  I am in my early twenties and in good health. Single.  

 

_______________12.  Peace Corps Volunteer Davidson:  I am a Peace Corps Volunteer who has recently completed 2 years of work in India.  I have a Master’s Degree in Chemical Engineering and am on the way back to Boston where Davidson is to be married in two months.  I am 27yrs old and in excellent health.

 

_______________13.  Med Student Ryan: I am a medical student who has been vacationing in France.  I am 26 years old, single, and in excellent health.

 

_______________14. Elderly man, Mr. Eldridge and 

 

_______________15.Elderly woman, Mrs. Eldridge:  We are an elderly couple, both in our late 60’s and on our way back to our native New Jersey after a one month tour of Spain.  Mr. Eldridge is suffering severely from arthritis and is not capable of walking without the aid of a cane.  We will celebrate our 50th wedding anniversary next week.  We have 8 children and 29 grandchildren and are all living in New Jersey.  

 

_______________16. Traveling Poet Carpenter:  I am a 30-year-old traveling poet in excellent health.  I have never had a permanent home since running away from a New York orphanage 15 years ago.  I spent 4 years in the Navy and acquired a taste for sailing and since leaving the Navy has made several solo sailing voyages in the Caribbean.  I have been divorced three times and am currently separated from my 4th spouse who resides in Paris.

The boat is crowded :-(  but This should be sufficient as long as a storm does not develop. 

 

Uh-oh! Guess what? [THUNDER!  LIGHTNING!]  Yep - a storm.  

Part 1:
This overcrowded lifeboat will not survive unless 7 people get life preservers and are set adrift from the lifeboat.  Your job is to choose who stays and who goes.  You must choose 7 people to be set adrift and save the other 9 people.  Mark your choices on the packet.

Part 2:
If you are not on the boat, you should read part 2 of the handout.

Part 3:

After the simulation is over, answer part 3 on the handout: (Google Form)

What really happened

This activity is based on the real-life events that were portrayed in the movie Abandon Ship! (1957).

The real story of what happened was based on the movie Abandon Ship, also known as Seven Waves Away.  Here is the full movie on youtube.

In the real-life incident, all of those aboard turned to the highest-ranking person (ship’s officer) to take command.  He had a sidearm on him.  When the sea got too rough, he called everyone’s attention and he chose who would go/stay.  He kept only the strong, able-bodied who were strong enough to survive a long row.  On the last day, they were rescued and the captain was put on trial for murder.  He was declared guilty, but received a minimum sentence of only 6 months in prison because of the unique circumstances.

Individual Reflection: 

I have been doing this activity since 1999, which means students have done this more than 70 times. 

4. Who do you think has never been kicked off the boat ever?  Why?

5.  Who do you think has been kicked off the boat the most?  Why?

6.  Were your individual choices different than who you answered in questions 1 and 2 above?  If so, how and why? What criteria did you use to make the choices that were different?

Once you have finished, click on the data analysis of this lesson here.

Chicago and Labor Day

Labor Day holiday was born out of a mixture of events closely linked to Chicago in the 1800s.  Chicago was the center of American industrialism and growth during the 19th century and so, it was also ground zero for the labor movement which was fighting for workers' rights and better conditions in industrial jobs.    Before it was a federal holiday, there was a parade of workers held in New York City as early as 1882.  This was just one example of numerous movements to give workers more rights and respect throughout the industrial age.  But that movement reached it's apex in Chicago.

From Labor Movement to Haymarket to May Day

By 1884, there was national momentum to unite and support workers.  From Eric Chase writing for IWW (1993),

At its national convention in Chicago, held in 1884, the Federation of Organized Trades and Labor Unions (which later became the American Federation of Labor), proclaimed that "eight hours shall constitute a legal day's labor from and after May 1, 1886."... On May 1, 1886, more than 300,000 workers in 13,000 businesses across the United States walked off their jobs in the first May Day celebration in history. In Chicago, the epicenter for the 8-hour day agitators, 40,000 went out on strike with the anarchists in the forefront of the public's eye. With their fiery speeches and revolutionary ideology of direct action, anarchists and anarchism became respected and embraced by the working people and despised by the capitalists.

The names of many - Albert Parsons, Johann Most, August Spies and Louis Lingg - became household words in Chicago and throughout the country. Parades, bands and tens of thousands of demonstrators in the streets exemplified the workers' strength and unity, yet didn't become violent as the newspapers and authorities predicted.

More and more workers continued to walk off their jobs until the numbers swelled to nearly 100,000, yet peace prevailed. It was not until two days later, May 3, 1886, that violence broke out at the McCormick Reaper Works between police and strikers.

Full of rage, a public meeting was called by some of the anarchists for the following day in Haymarket Square to discuss the police brutality. Due to bad weather and short notice, only about 3000 of the tens of thousands of people showed up from the day before. This affair included families with children and the mayor of Chicago himself. Later, the mayor would testify that the crowd remained calm and orderly and that speaker August Spies made "no suggestion... for immediate use of force or violence toward any person..."

As the speech wound down, two detectives rushed to the main body of police, reporting that a speaker was using inflammatory language, inciting the police to march on the speakers' wagon. As the police began to disperse the already thinning crowd, a bomb was thrown into the police ranks. No one knows who threw the bomb, but speculations varied from blaming any one of the anarchists, to an agent provocateur working for the police.

Enraged, the police fired into the crowd. The exact number of civilians killed or wounded was never determined, but an estimated seven or eight civilians died, and up to forty were wounded. One officer died immediately and another seven died in the following weeks. Later evidence indicated that only one of the police deaths could be attributed to the bomb and that all the other police fatalities had or could have had been due to their own indiscriminate gun fire. Aside from the bomb thrower, who was never identified, it was the police, not the anarchists, who perpetrated the violence. 

Today we see tens of thousands of activists embracing the ideals of the Haymarket Martyrs and those who established May Day as an International Workers' Day. Ironically, May Day is an official holiday in 66 countries and unofficially celebrated in many more, but rarely is it recognized in this country where it began. 

The labor protests that led to the Haymarket Affair from Chicago Encyclopedia,

At first, the Haymarket Affair was branded a riot and both government authorities and and pro-capitalist news organizations attempted to label the protesters as communists and socialists who were dangerous anarchists.  A memorial was installed at the site honoring the police:

Statue honoring police at the original Haymarket Square.

By contrast, the memorial to the laborers, who were killed by the state under dubious evidence, was erected in 1893 but relegated to a cemetery in Forest Park.

The statue was designated as a National Historic Landmark over 100 years later in 1997.

By contrast, the original memorial to police was toppled in the 1960s and eventually became less publicly significant finding a home in the Chicago Police Academy.  Chicago Cop details the history of the statue here.  And, from Chicago Encyclopedia, 

A monument commemorating the “Haymarket martyrs” was erected in Waldheim Cemetery in 1893. In 1889 a statue honoring the dead police was erected in the Haymarket. Toppled by student radicals in 1969 and 1970, it was moved to the Chicago Police Academy.

From May Day to Pullman Strike to Labor Day

Despite May Day becoming an international holiday for laborers, the association with socialism kept it's significance at bay in the U.S.  It was not until more labor unrest, also in Chicago, that a national Labor Day holiday was solidified on the U.S. calendar.  From the New York Times,

... it took several more years for the federal government to make it a national holiday — when it served a greater political purpose. In the summer of 1894, the Pullman strike severely disrupted rail traffic in the Midwest, and the federal government used an injunction and federal troops to break the strike.


It had started when the Pullman Palace Car Company lowered wages without lowering rents in the company town, also called Pullman. (It’s now part of Chicago.)

When angry workers complained, the owner, George Pullman, had them fired. They decided to strike, and other workers for the American Railway Union, led by the firebrand activist Eugene V. Debs, joined the action. They refused to handle Pullman cars, bringing freight and passenger traffic to a halt around Chicago. Tens of thousands of workers walked off the job, wildcat strikes broke out, and angry crowds were met with live fire from the authorities.

During the crisis, President Grover Cleveland signed a bill into law on June 28, 1894, declaring Labor Day a national holiday. Some historians say he was afraid of losing the support of working-class voters.

Labor Day parade in Pullman, Chicago in 1901:

And that is how Labor Day became a national holiday on the shoulders of Chicago's laborers.  Meanwhile, May Day is still an international holiday celebrated in dozens of countries around the world.

Although the "market" was displaced by the expressway system, Chicago erected a monument to the Haymarket events:

Illinois Labor History Tours

Midwest Socialist Walking Tours

Historic Pullman Tour