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RC Passage
Direction for the questions 5 to 8: The passage below is accompanied by a set of four questions. Choose the best answer to each question.
Sociologists working in the Chicago School tradition have focused on how rapid or dramatic social change causes increases in crime. Just as Durkheim, Marx, Toennies, and other European sociologists thought that the rapid changes produced by industrialization and urbanization produced crime and disorder, so too did the Chicago School theorists. The location of the University of Chicago provided an excellent opportunity for Park, Burgess, and McKenzie to study the social ecology of the city. Shaw and McKay found . . . that areas of the city characterized by high levels of social disorganization had higher rates of crime and delinquency.
In the 1920s and 1930s Chicago, like many American cities, experienced considerable immigration. Rapid population growth is a disorganizing influence, but growth resulting from in-migration of very different people is particularly disruptive. Chicago’s in-migrants were both native-born whites and blacks from rural areas and small towns, and foreign immigrants. The heavy industry of cities like Chicago, Detroit, and Pittsburgh drew those seeking opportunities and new lives. Farmers and villagers from America’s hinterland, like their European cousins of whom Durkheim wrote, moved in large numbers into cities. At the start of the twentieth century, Americans were predominately a rural population, but by the century’s mid-point, most lived in urban areas. The social lives of these migrants, as well as those already living in the cities they moved to, were disrupted by the differences between urban and rural life. According to social disorganization theory, until the social ecology of the ‘‘new place’’ can adapt, this rapid change is a criminogenic influence. But most rural migrants, and even many of the foreign immigrants to the city, looked like and eventually spoke the same language as the natives of the cities into which they moved. These similarities allowed for more rapid social integration for these migrants than was the case for African Americans and most foreign immigrants.
In these same decades, America experienced what has been called ‘‘the great migration’’: the massive movement of African Americans out of the rural South and into northern (and some southern) cities. The scale of this migration is one of the most dramatic in human history. These migrants, unlike their white counterparts, were not integrated into the cities they now called home. In fact, most American cities at the end of the twentieth century were characterized by high levels of racial residential segregation . . . Failure to integrate these immigrants, coupled with other forces of social disorganization such as crowding, poverty, and illness, caused crime rates to climb in the cities, particularly in the segregated wards and neighbourhoods where the migrants were forced to live.
Foreign immigrants during this period did not look as dramatically different from the rest of the population as blacks did, but the migrants from eastern and southern Europe who came to American cities did not speak English, and were frequently Catholic, while the native born were mostly Protestant. The combination of rapid population growth with the diversity of those moving into the cities created what the Chicago School sociologists called social disorganization.
RC Line-wise Explanation
Paragraph 1
Original: Sociologists working in the Chicago School tradition have focused on how rapid or dramatic social change causes increases in crime.
Explanation: Chicago School sociologists studied how sudden or intense changes in society lead to higher crime rates.
Original: Just as Durkheim, Marx, Toennies, and other European sociologists thought that the rapid changes produced by industrialization and urbanization produced crime and disorder, so too did the Chicago School theorists.
Explanation: Like famous European thinkers, Chicago School scholars believed that industrialization and urban growth caused social disruption and crime.
Original: The location of the University of Chicago provided an excellent opportunity for Park, Burgess, and McKenzie to study the social ecology of the city.
Explanation: Being in Chicago gave sociologists like Park, Burgess, and McKenzie a good setting to examine how city environments influenced social behavior.
Original: Shaw and McKay found . . . that areas of the city characterized by high levels of social disorganization had higher rates of crime and delinquency.
Explanation: Shaw and McKay discovered that neighborhoods with weak social structures had more crime and youth misconduct.
Paragraph 2
Original: In the 1920s and 1930s Chicago, like many American cities, experienced considerable immigration.
Explanation: During the 1920s and 1930s, Chicago saw a large influx of newcomers, just like other U.S. cities.
Original: Rapid population growth is a disorganizing influence, but growth resulting from in-migration of very different people is particularly disruptive.
Explanation: A quick rise in population can destabilize society, especially when newcomers differ greatly from the existing population.
Original: Chicago’s in-migrants were both native-born whites and blacks from rural areas and small towns, and foreign immigrants.
Explanation: The migrants to Chicago included rural Americans—both white and Black—as well as people from other countries.
Original: The heavy industry of cities like Chicago, Detroit, and Pittsburgh drew those seeking opportunities and new lives.
Explanation: Industrial cities attracted migrants with the promise of jobs and a better future.
Original: Farmers and villagers from America’s hinterland, like their European cousins of whom Durkheim wrote, moved in large numbers into cities.
Explanation: Many American rural residents, like the Europeans Durkheim studied, migrated in large groups to urban centers.
Original: At the start of the twentieth century, Americans were predominately a rural population, but by the century’s mid-point, most lived in urban areas.
Explanation: In 1900, most Americans lived in the countryside, but by 1950, the majority lived in cities.
Original: The social lives of these migrants, as well as those already living in the cities they moved to, were disrupted by the differences between urban and rural life.
Explanation: Both newcomers and existing city residents struggled with the clash between rural and city lifestyles.
Original: According to social disorganization theory, until the social ecology of the ‘‘new place’’ can adapt, this rapid change is a criminogenic influence.
Explanation: Social disorganization theory states that until communities adjust to new conditions, such rapid changes can lead to more crime.
Original: But most rural migrants, and even many of the foreign immigrants to the city, looked like and eventually spoke the same language as the natives of the cities into which they moved.
Explanation: However, many migrants resembled the city natives physically and learned English, aiding their acceptance.
Original: These similarities allowed for more rapid social integration for these migrants than was the case for African Americans and most foreign immigrants.
Explanation: These shared traits helped rural and some foreign migrants integrate faster than Black Americans or other more distinct immigrant groups.
Paragraph 3
Original: In these same decades, America experienced what has been called ‘‘the great migration’’: the massive movement of African Americans out of the rural South and into northern (and some southern) cities.
Explanation: During this period, large numbers of African Americans moved from the Southern countryside to urban areas across the U.S.—a shift known as the Great Migration.
Original: The scale of this migration is one of the most dramatic in human history.
Explanation: This migration was historically significant in its size and impact.
Original: These migrants, unlike their white counterparts, were not integrated into the cities they now called home.
Explanation: Unlike white migrants, Black migrants often weren’t welcomed or absorbed into city life.
Original: In fact, most American cities at the end of the twentieth century were characterized by high levels of racial residential segregation . . .
Explanation: By the late 1900s, many U.S. cities were racially divided, with different racial groups living in separate neighborhoods.
Original: Failure to integrate these immigrants, coupled with other forces of social disorganization such as crowding, poverty, and illness, caused crime rates to climb in the cities, particularly in the segregated wards and neighbourhoods where the migrants were forced to live.
Explanation: The lack of social integration—combined with overcrowding, poverty, and poor health—led to rising crime, especially in segregated areas where Black migrants had to live.
Paragraph 4
Original: Foreign immigrants during this period did not look as dramatically different from the rest of the population as blacks did, but the migrants from eastern and southern Europe who came to American cities did not speak English, and were frequently Catholic, while the native born were mostly Protestant.
Explanation: Although European immigrants looked similar to white Americans, they differed in language and religion, which made integration harder.
Original: The combination of rapid population growth with the diversity of those moving into the cities created what the Chicago School sociologists called social disorganization.
Explanation: The mix of fast-growing populations and cultural differences led to a breakdown of social order—what Chicago School thinkers termed "social disorganization."
RC Paragraph Explanation
Paragraph 1 Summary
Chicago School sociologists, influenced by earlier European thinkers, believed that rapid social changes—especially in urban areas—led to crime. Their research showed that crime was higher in neighborhoods marked by social disorganization.
Paragraph 2 Summary
During the early 20th century, American cities like Chicago saw rapid growth due to migration from rural areas and abroad. While these changes disrupted social life and increased crime, white and some foreign migrants integrated more quickly due to cultural similarities with natives.
Paragraph 3 Summary
The Great Migration brought many African Americans to urban centers, but they faced strong racial barriers and segregation. Their lack of integration, combined with poverty and overcrowding, led to rising crime in their neighborhoods.
Paragraph 4 Summary
European immigrants faced language and religious differences that slowed their integration. The overall influx of diverse populations into cities led to social disorganization, a condition associated with higher crime rates according to Chicago School theories.
RC Quick Table Summary
| Paragraph Number | Main Idea |
|---|---|
| Paragraph 1 | Chicago School linked social change and disorganized neighborhoods to crime. |
| Paragraph 2 | Urban migration caused disruption, but most migrants eventually integrated. |
| Paragraph 3 | African American migrants were segregated, leading to high crime in their areas. |
| Paragraph 4 | Cultural differences among immigrants fueled social disorganization and crime. |
RC Questions
Ques 5. Which one of the following sets of words/phrases best encapsulates the issues discussed in the passage?
Ques 6. A fundamental conclusion by the author is that:
Ques 7. Which one of the following is not a valid inference from the passage?
Ques 8. The author notes that, “At the start of the twentieth century, Americans were predominately a rural population, but by the century’s mid-point most lived in urban areas.” Which one of the following statements, if true, does not contradict this statement?
