The document discusses the history of immigration to America from various ethnic groups and their motivations. It describes how indigenous people, the Dutch, English, French, Germans, Italians, Japanese, Mexicans, African Americans, Poles, and refugees all came to America seeking religious freedom, economic opportunity, or to escape poverty or persecution. The document emphasizes that America was built by immigrants seeking to fulfill their dreams and achieve the American Dream.
Religious diversity in America part 1 & 2 2 - 2016Elhem Chniti
These are the two parts of the lecture on religion. It covers the topics of religious freedom and religious diversityin America : Protestantism and catholicism, as well as the non christian faiths with a specific focus on Judaism and Islam.
This is the complete powerpoint that I have created for you to view. Please let me know what students I need to add and if you want me to delete the duplicate slides.
Religious diversity in America part 1 & 2 2 - 2016Elhem Chniti
These are the two parts of the lecture on religion. It covers the topics of religious freedom and religious diversityin America : Protestantism and catholicism, as well as the non christian faiths with a specific focus on Judaism and Islam.
This is the complete powerpoint that I have created for you to view. Please let me know what students I need to add and if you want me to delete the duplicate slides.
PHOT 154, History of Photography, Grossmont College, Family of Man exhibition, Photography in South America, Photography in West Africa, Photography in Japan, Cold War
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
PHOT 154, History of Photography, Grossmont College, Family of Man exhibition, Photography in South America, Photography in West Africa, Photography in Japan, Cold War
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. The American
Dream
By Julio Trejo-Campos
Rieger/ Period 9
2. Overview
• Key Note
Presentation
• Class Activity
• Video Component
http://www.flickr.com/photos/10646468@N02/992635065
3. Thesis Statement
• America is a nation of immigrants, is
the promised land for many and the
land of opportunity for others. Many
try to come to American with hopes to
achieve or fulfill the American Dream.
Everyone has a goal or American
Dream in life, it may differs from
others, but it is part of everyone’s life.
http://www.flickr.com/photos/9604998@N03/3439531058
4. • Why The American Dream?
http://www.flickr.com/photos/51035555243@N01/3338623918
5. The Indigenous People
of America
• Their Dream
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957. http://www.flickr.com/photos/7726011@N07/4059938136
Print.
6. Why they Came
• Forty days from England to New York
• One in ten failed to survive the crossing
Kennedy, John F. A Nation of Immigrants. Rev. and Enlarge ed. New York: Harper,
1964. Print.
7. Why they Came
• At the end of the trip they’ll reach
America with mixed feelings
Kennedy, John F. A Nation of Immigrants. Rev. and Enlarge ed. New York: Harper,
1964. Print.
8. Why they Came
• “If he (the dreamer)
failed to achieve the
dream for himself,
he could still retain
it for his children.”
Kennedy, John F. A Nation of Immigrants. Rev. and Enlarge ed. New York: Harper, http://www.flickr.com/photos/64197260@N00/2516424698
1964. Print.
9. The Dutch
- Arrived first then the
English
- New Netherland
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957.
Print.
10. The Dutch
• New Amsterdam
• Religious Freedom
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957.
Print.
11. The English
• Jamestown and
Plymouth
• Church of England
• Common Law of
England
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957.
Print.
12. The English In 1616 established a House of Burgesses
Tobacco Business
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957.
Print.
13. The French
• In the Mayflower
• Huguenot Exiles
• Very Skill
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957.
Print.
14. The French
• “cradle of Liberty”
• First in PA
• Very Structural
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957.
Print.
15. The Germans
• October 1683, “The Concord”
• The start of non-British immigrants
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957.
Print.
16. The Germans
• 1 out of every 6 Americans have
German blood.
• They accounted for 10% of all the
colonial population
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957.
Print.
17. The Italians
• Attracted to America because of
starvation and poverty
• In the 1900’s
• Dual Love
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957.
Print.
18. The italians
• Created a steam that flows both ways
• The last and the largest wave of
immigrants
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957.
Print.
19. The Japanese
• “Iseei”
• Arrived to Hawaii first
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957.
Print.
20. The Japanese
• “Nisei”
• Used for political purpose
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957.
Print.
21. The
Mexicans
- The Tejanos
- Inhabited the land since 1598
- Mining Innovation
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957. http://www.flickr.com/photos/99051133@N00/468947640
Print.
22. The
Mexicans
- Discriminated in their
own land
- Isolated
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957.
Print.
23. Los
Jornaleros
- Farm Workers that
arrived from Mexico to
work in the fields
- Jose Campos Trejo
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957.
Print.
24. The Negroes
• A true inspiration
• The only ones that were forced to
pursuit an American Dream
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957.
Print.
25. The Negroes
• A controversy since the start
• North vs. South
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957.
Print.
26. The Poles
• “Divide Six”
• America’s First Strike
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957.
Print.
27. The Poles
• Is not Poland, is Poland’s overlords
• Dual Love
• Dr. Alexander Kurcyusz
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957.
Print.
28. The Newest Americans
• The Refugees from Fascism and
Communism
• The main idea as the land of the
persecuted
• Earn rather then accept
Maisel, Albert Q. They All Chose America. New York: Thomas Nelson & Sons, 1957.
Print.
31. The Immigrant
Contribution
• “Once I thought to write a history of the
immigrants in America. Then I
discovered that the immigrants were
American history”
39. Tips
• direct quotes direct satiation
• Notes are guide, not scrip
• imagechef.com
•
Editor's Notes
\n
\n
\n
As an immigrant from Mexico I have always being interested in the immigrant life. History is something that I love and through this project I can exercise both of this components to create a good project that I can relate to. As a minority in a country on many minorities is important to inform people about the changing face of American because is our history and I’m able to express my idea through this project. \n
Be loyal and respect the Gods. They would live a proper life, have a family and dream with becoming the Chief or warrior of the tribe. They also had an American Dream, because an American Dream not only applies to immigrants from other countries, but also to the natural born citizens of this country. \n
They were put in small vessels that would carry any where from 100 to 1,000 passengers. They were all put in the the underground of the vessel where they won’t see the light for a few days. They were attack by outlaws on their way to the ports. And for a long time this was the only way to attempt the American Dream. Disease was also a problem as yellow fewer and Chicken Pox.\n
They knew they were so close, almost touch it, yet so far away since they came with no money, no food, no one to help them. They knew there was a long way to go, and with lack of rest they still took on a new adventure to look for a job.\n
It was the promise of a better life, that if they can’t achieve they can at least provide the opportunity for their children. It was the promise that they would create something for themselves, the promise of equal opportunity because they believed that nothing was for free, so they must work hard and obtained. \n
They arrived first then the English (11 years earlier), planted their flag in Manhattan and at the time the future of America seemed to be with more of a Dutch touch rather then English. They came strictly for business purpose, since their country enjoyed their Golden Age of freedom and prosperity. \n\n
New Amsterdam became the financial capital of the Dutch, it was a sign of success for many. They get credit for firmly establish religious freedom, even to others non-dutch.\n
Located in Virginia the first wave of the English that came to the New World were all from London (14,000 and surrounding area). Their book was the King James version of the Bible. \n
First Representative Legislature of the New World. They came at first for religious freedom, but also for business they were looking for gold, but once it couldn’t be found they started the tobacco business. \n
The Mullins family, father,mother, son and daughter Priscilla. Priscilla the only surviver of the bad winter of the first settlement. The Huguenot (Protestant Faith) Exiles saw refuge in the New World. They introduced many new techniques to trade, became teachers and physicians. The “cradle of liberty” by the Feneuil family. They arrived to PA first then William Penn, and every where they were established a school, hospital, government buildings and assigned leaders. \n
The “cradle of liberty” by the Feneuil family. They arrived to PA first then William Penn, and every where they were established a school, hospital, government buildings and assigned leaders. \n
In the morning of October 1683, “The Concord” arrived to PA and with it the first wave of Germans into the New World.\n
The Germans started the new wave of non-British immigrants making the New World a nation of nations. They send home letters that made people come to the New World. At 300,000 strong they accounted for 10% of all the colonial population.\n
The classic story of two pennies, all the heart and a mind set to succeed. They mostly came on the 1900’s and established in the east coast.\n
They loved their new home, but never forgot who they are and where they come from. Always representing the USA and Italian flag. By 1920’s they were around 4 million, they represent Ellis Island.\n
“Issei” refers to the first Japense immigrants that when through discrimination and prejudice, but all for one reason, so their sons could achieve what was denied to them. They were invited to Hawaii and settle there first in 1885.\n
The “Nisei” refers to the sons of this immigrants, American citizens that fought for this country and were able to obtain what was denied to their parents. Saw as useless because couldn’t vote, so used for political reasons as “Japs Go Home”\n
The early settlements in the south of the country around Texas were helped by the Mexican neighbors who thought them the way of life in that part of the country. Long time before the Pilgrims since 1598, they learned to live the hard life of the dry land. Introduced better ways to find he gold during the gold rush of california. They benefited less then anyone else although they contributed the most. They language became foreign and got the less pay jobs. They were hire as “crews” they moved together to new fields, work and went back to Mexico. They had no contact with any American other then the “Patron” (Boss).\n
They benefited less then anyone else although they contributed the most. They language became foreign and got the less pay jobs. They were hire as “crews” they moved together to new fields, work and went back to Mexico. They had no contact with any American other then the “Patron” (Boss).\n
They were used to work in the fields, with no outside contact with anyone else nor they were able to leave the fields or ranches. Jose Campos Trejo is my grand-parent and he used to be a jornalero. Play interview.\n
They went from the slaves, to the civil rights fighters, undermine by both white and black, they keep moving forward blending with the high rank white population. They came in chains. They “lost their own freedom to build a world for the free.”\n
Many supported slavery, but others opposed slavery. The North vs. South controversy.\n
Michal Lowicki, Zbigniew Stefanski, Jur Mata, Jan Bogdan, Karol Zrenica and Stanislaw Sadowski the six Polish that saved Jamestown. They weren’t granted full rights as all the colonials and so they went on strike, it was not about money, but about universal suffrage.\n
They maintained a dual love for Poland and USA, keep their customs, language and religion. He was the head of the first institution of higher education established by the New Hollanders.\n
There are around 2,000,0000 refugees since 1933. This shows that although immigration laws are changing, the USA still accepts people from other countries keep the idea of helping the ones that need it the most. The new wave of immigrants want to earn their right to become americans rather then just accept it. In their view is a way to contribute to the country in a possitive way. \n
\n
\n
They contribute to America society in many ways, culturally, economical, social and political.\n
\n
\n
\n
\n
The Application is a film that includes the stories and American Dream’s of many people from many cultures and ages. In the film includes information from the early years of the country and also interviews of different individuals who have an American Dream or who do not have an American Dream. \n
