The document provides a history of immigration to the United States from the 17th century to present day. It describes the various waves of European immigration, as well as immigration from Asia and Mexico. It discusses how different immigrant groups faced discrimination and calls for immigration laws to be less restrictive. The document advocates for welcoming immigrants seeking freedom and opportunity in America, as many ancestors of current citizens once did.
This lecture is devoted to the Jim Crow Era. It relates the different civil rights cases that marked the beginnings of the era, and sheds light on black disenfranchisement in the Southern states as well as segration in both public and private spheres
This presentation provides a general history of American slavery (with greater emphasis on its development than on its antebellum incarnation) to give students some understanding of the institution. It is the fourth in a series of presentations designed for college students in a seminar on The Civil War and Reconstruction. Students will spend more time engaging antebellum slavery (the slavery that is more familiar to most Americans) in class.
[ Abridged version ] Immigration policy is an issue that continues to challenge us. This resource offers a way to think about possible policy directions and the ramifications of each. Participants explore the four options presented, deliberate on the strengths and challenges of each, and then frame an “Option 5 “ that reflects their views. This material was developed for use in high school classes. Additional lesson plans and links to resources are available from the Choices Program at Brown University.
Chapter EightUnderstanding the AsianAmerican & LatinoEx.docxchristinemaritza
Chapter Eight:
Understanding the Asian
American & Latino
Experience
A wise man makes his own
decisions an ignorant man follows
thepublic opinion.
ChineseProverb
Managing Workplace Diversity I Chapter Eight: Understanding the Asian American & Latino
Experience
I i1
UNDERSTANDING THE ASIAN AMERICAN AND
LATINO MIGRATION EXPERIENCE
Chapter Objectives
After reading this chapter, you should be able to'
understand why the Chinese, Japanese and Filipino migrate(d) to
the United States.
identify laws that halted immigration and enacted
mistreatment against the Chinese, Japanese and Filipino.
recognize why the Mexicans, Puerto Ricans and Cubans
migrate(d) to the United States.
• comprehend discriminatory actions against the Mexicans,
Puerto Ricans and Cubans.
describe why some in the United States wanted the Asian
and Latino populations in America and why some did not.
apply what is learned to immigration issues and the concept of
cheap labor in today's workplace.
Managing Workplace Diversity I Chapter Eight: Understanding the Asian American & Latino
Experience
ASIAN AMERICAN MIGRATION EXPERIENCE
Who are Asian Americans?
Chinese, Japanese, Filipinos, Koreans, Vietnamese, Cambodians, ethnic Lao, Hmong,
Thai, Samoans, Tongans, & Asian Indian are just a few of the ethnicities that are
considered Asian American. Chinese, Filipinos, Japanese, Asian Indians, Koreans,
and the Vietnamese constitute nearly 90% of all Asian Americans.
Many would also like to add Hawaltans, Samoans, & Guamamans to the above hst
however they should not be added, as they are Pacific Islanders. Pacific Islanders
make up smaller numbers as compared to the population of Asian Americans in the
United States and therefore will not be discussed.
Each Asian American group is very distinct with its own history, language and
culture. The ancestral tongues of Asian Americans range from Tagalog to
Japanese to Hindu to Korean. They also practice various religions such as: Hinduism,
Buddhism, Jamlsm, Taolsm and Roman Catholicism just to name a few. Any person
of Asian descent, either natwe or foreign born, living in the U.S. is considered
Asian American. But, many of Asian descent still identify strongly with their country
of origin. They may often be more likely to refer to themselves as Japanese or
Chinese American, etc.., rather than just Asÿan American.
Many of Asian descent as well as other immigrants come to the U.S.
seeking relief from thew communistic economic systems and dictatorial leadership. In
many communistic countries the government has control of all the land, labor and
capital (money). They can therefore make it very difficult for the average clbzen
to have any freedom or wealth. In a commumstlc country those in rule could
decide to take 90% of the wealth and dlwde it amongst 2% of the population and
the other 98% of the country could live in extreme poverty. The people who leave
these countries and migrate to the Umted States are often m search of the ...
This lecture is devoted to the Jim Crow Era. It relates the different civil rights cases that marked the beginnings of the era, and sheds light on black disenfranchisement in the Southern states as well as segration in both public and private spheres
This presentation provides a general history of American slavery (with greater emphasis on its development than on its antebellum incarnation) to give students some understanding of the institution. It is the fourth in a series of presentations designed for college students in a seminar on The Civil War and Reconstruction. Students will spend more time engaging antebellum slavery (the slavery that is more familiar to most Americans) in class.
[ Abridged version ] Immigration policy is an issue that continues to challenge us. This resource offers a way to think about possible policy directions and the ramifications of each. Participants explore the four options presented, deliberate on the strengths and challenges of each, and then frame an “Option 5 “ that reflects their views. This material was developed for use in high school classes. Additional lesson plans and links to resources are available from the Choices Program at Brown University.
Chapter EightUnderstanding the AsianAmerican & LatinoEx.docxchristinemaritza
Chapter Eight:
Understanding the Asian
American & Latino
Experience
A wise man makes his own
decisions an ignorant man follows
thepublic opinion.
ChineseProverb
Managing Workplace Diversity I Chapter Eight: Understanding the Asian American & Latino
Experience
I i1
UNDERSTANDING THE ASIAN AMERICAN AND
LATINO MIGRATION EXPERIENCE
Chapter Objectives
After reading this chapter, you should be able to'
understand why the Chinese, Japanese and Filipino migrate(d) to
the United States.
identify laws that halted immigration and enacted
mistreatment against the Chinese, Japanese and Filipino.
recognize why the Mexicans, Puerto Ricans and Cubans
migrate(d) to the United States.
• comprehend discriminatory actions against the Mexicans,
Puerto Ricans and Cubans.
describe why some in the United States wanted the Asian
and Latino populations in America and why some did not.
apply what is learned to immigration issues and the concept of
cheap labor in today's workplace.
Managing Workplace Diversity I Chapter Eight: Understanding the Asian American & Latino
Experience
ASIAN AMERICAN MIGRATION EXPERIENCE
Who are Asian Americans?
Chinese, Japanese, Filipinos, Koreans, Vietnamese, Cambodians, ethnic Lao, Hmong,
Thai, Samoans, Tongans, & Asian Indian are just a few of the ethnicities that are
considered Asian American. Chinese, Filipinos, Japanese, Asian Indians, Koreans,
and the Vietnamese constitute nearly 90% of all Asian Americans.
Many would also like to add Hawaltans, Samoans, & Guamamans to the above hst
however they should not be added, as they are Pacific Islanders. Pacific Islanders
make up smaller numbers as compared to the population of Asian Americans in the
United States and therefore will not be discussed.
Each Asian American group is very distinct with its own history, language and
culture. The ancestral tongues of Asian Americans range from Tagalog to
Japanese to Hindu to Korean. They also practice various religions such as: Hinduism,
Buddhism, Jamlsm, Taolsm and Roman Catholicism just to name a few. Any person
of Asian descent, either natwe or foreign born, living in the U.S. is considered
Asian American. But, many of Asian descent still identify strongly with their country
of origin. They may often be more likely to refer to themselves as Japanese or
Chinese American, etc.., rather than just Asÿan American.
Many of Asian descent as well as other immigrants come to the U.S.
seeking relief from thew communistic economic systems and dictatorial leadership. In
many communistic countries the government has control of all the land, labor and
capital (money). They can therefore make it very difficult for the average clbzen
to have any freedom or wealth. In a commumstlc country those in rule could
decide to take 90% of the wealth and dlwde it amongst 2% of the population and
the other 98% of the country could live in extreme poverty. The people who leave
these countries and migrate to the Umted States are often m search of the ...
Analytical Essay Essay 1 - and justice for allDue timedate .docxmelvinjrobinson2199
Analytical Essay Essay 1 - "and justice for all"?
Due time/date: 23:55, Monday, 26 June 2017
review
the Asian American Brief Historical Chronology and the Notes on the Ancheta text;
choose one historical event
that is, in your view, the
most serious violation
of constitutional rights that should have protected Asian Americans from legal and political harm, but did not;
identify the constitutional right or combination of rights
involved,
specifying their source from among the Amendments
to the US Constitution, and;
explain how those constitutional rights of the Asian ethnic group or groups were violated.
250 words minimum, 500 words maximum
online text
, please: if you prefer to write in a software file – e.g. MS Word, when you are done, highlight and copy the text into the online response box in iLearn and click “submit” if the button is there.
Again, due time/date: on or before
23:55, Monday, 26 June 2017
Asian and Filipino Americans:
Brief Historical Notes
1500s through the 1700s - Filipino mariners reached Mexico and the California coast aboard Spanish galleons built and equipped in the Manila region for global exploration and trade. Present-day Americans of Filipino and Chinese descent in the Louisiana and Gulf Coast area trace their earliest immigrant heritage back to Manila Galleon seafarers.
1587 - "Luzones Indios", natives of the Philippines, were among the expeditionary force set ashore at Morro Bay, California on October 18, 1587. They were crew of the Nuestra Senora de Esperanza under Capt. Pedro de Unamuno.
1763 - "Manilamen", escaped galleon crew, establish the village of St. Malo on Lake Borgne near New Orleans as the earliest known settlement by Filipinos in North America.
1781 - Antonio Miranda, a Filipino member of Spanish expeditionary force exploring California from Mexico, was among the party that established the Pueblo de Nuestra Senora de los Angeles, the City of Los Angeles.
1814 - Filipinos fought under pirate/privateer Jean Lafitte with U.S. forces at the Battle of New Orleans.
1830s - Chinese began working in small numbers on American-owned sugar plantations in Hawaii. Chinese sailors and peddlers were noticed in New York.
1848 - The traditional reference date for the arrival of the first offically recorded Chinese immigrants at the start of the California Gold Rush.
1850 - The Anti-Foreign Miner's License law established a tax that was selectively enforced against Chinese goldminers.
1852 - Chinese were brought to Hawaii in large numbers as field-workers on American- owned sugar plantations.
1854 - People v. Hall: the California Supreme Court decided that Chinese could not testify against any "white man", even if the Chinese were victims or witnesses to serious crimes, i.e., murder, arson or robbery.
1854 -The original International Hotel was built on Jackson Street.
1858 - California passed an anti-Chinese and anti-"Mongolian" immigration law that was a violation of Congressional powers under the U.S. .
Why did immigration become such a major issue in American society? The Open Door and Ellis Island. Restricting entry. What was the Red Scare? Who were Sacco and Vanzetti?
Cao 1ENGLISH 101Yanrong CaoOng, Wooi chin & N. RamirezDe.docxwendolynhalbert
Cao 1
ENGLISH 101
Yanrong Cao
Ong, Wooi chin & N. Ramirez
December 9, 2016
The Immigrant stories: The Chinese immigrants to America
Three waves of migration marked Chinese immigration into the US. They migrated between the periods of 1849-1882, 1882-1965, and 1965 to the present. Each of these waves had its own propelling reason. [What were the specific reasons? You can identify these reasons and later elaborate on them. Maybe break down the various reasons for each of these periods of migration.] Chinese people were poor economically and during their period of migration, they were marked as being desperate to participate in any odd jobs including mining and building railways (Lee 150). The Chinese people migrated into China in steam ships and entered at San Francisco’s harbor which significantly was the first China town to be established in the US. The first immigrants from China were motivated to move to the US to improve their economic status, get exposure and have earned extra money through odd jobs that they would then send to their families in China.
The first wave of migration was that of the 1848 “Golden Mountain” legacy. During this period it was heard that gold had been discovered in the golden mountains of California. Naturally many other people came in to bag the benefits that they could reap (Najia 100). The Chinese people were no exception. The Chinese male immigrants also significantly contributed to the construction of the great western railway. The other prime motivation for their migration between the period of 1882 – 1965 was the civil war and the consequent drought which made sustaining their livelihood in China an almost impossibility. During this period some laws were made to prohibit the migration of Chinese into the US. They included the Chinese Exclusion Act of 1882 which restricted the entry of the Chinese people into the US, and the law required that any offenders of Chinese origin were to be imprisoned or deported back to their country Furthermore American citizenship was denied to those Chinese who were already living in the US. Presently Chinese immigrants come in the form of adoptees. These are orphans [All of them? Give me a statistical breakdown.] that get adopted by American families. It is estimated that the Americans have adopted more than fifty-five thousand children from 1991 and issued six thousand five hundred visas to the new breed of Chinese immigrants.
Challenges faced by the Chinese during their immigration periods
The 1871 Massacre
According to Johnson (585), the 1871 Chinese massacre was the largest attack and massacre in the history of the United States against any group of immigrants. It was the torturing and killing of people of the Chinese descent. Before this incident, there had been an abduction of a Chinese woman. This triggered the Chinese to retaliate and thereby killing a Native American. In a payback attempt, the people at the rail road came together to fight against the Chinese imm ...
The 2nd and 3rd lectures for 1st year's students of English are devoted to the history of immigration to the United States from the Pilgrim Fathers to most recent legislation on immigration
Lecture NotesImmigration and the United States Chapter 4 Imm.docxsmile790243
Lecture Notes
Immigration and the United States
Chapter 4
Immigration and the United States
� The history of the United States is the history of immigration.
� Immigration in the U.S. was at it�s highest during the 1880-1920 period.
� Xenophobia � The fear of strangers or foreigners.
� Nativism �beliefs and policies favoring native-born citizens over immigrants.
Catholics and Irish Immigrants
� Catholics in general and the Irish immigrants were the first Europeans to be ill-treated.
� Irish did not suffer their maltreatment in silence.
� To many whites, the Irish were worst than Blacks because the Blacks at least �knew their place.�
Chinese Immigrants
� Sinophobes � People who fear anything associated with China.
� White settlers found Chinese immigrants and their customs and religion difficult to understand.
� Railroad provided the greatest demand for Chinese labor in the 1860�s.
� In 1882 Congress enacted the Chinese Exclusion Act which outlawed Chinese immigration for 10 years.
The National Origin System
� Attempt at blocking the growing immigration from southern European countries such as from Italy and Greece.
� Gave preference to English speaking people from Western Europe.
The 1965 Immigration and Naturalization Act
� The goals of this act were to reunite families and protect the American labor market.
� It also listed the rules for becoming a citizen of the United States or Naturalization.
The Brain Drain
� The Brain Drain is the immigration to the United States of skilled workers, professionals, and technicians who are needed by their home countries.
� We protest immigration but we do not mind as long as it is someone making a valuable contribution to our society.
Population Growth
� In the 1990�s legal immigration accounted for one fourth of the nation�s growth.
� California is the most extreme case of projected growth. It is expected to grow from 32 million people in 1995 to more than 49 million people by 2025.
Illegal Immigration
� Illegal immigrants and their families come to this country in search of higher-paying jobs than their home countries can provide.
� Most immigrants work in jobs that many U.S. born citizens do not want.
� The majority of illegal immigrants in the U.S. come from Mexico.
� In 2002 there were more than 8 Million illegal immigrants in the U.S.
The Immigration Reform and Control Act of 1986
� Hiring of illegal immigrants became illegal and provided fines and prison sentences to employers who did not comply.
� Also made it illegal for employers to discriminate against legal immigrants because of their not being U.S. citizens.
Economic Impact of Immigration
� In some areas, heavy immigration can drain community resources.
� In some areas, immigration may be an economic burden and create unwanted competition for jobs.
� On a positive note, Immigrants can help revitalize the local economy in some instances.
California’s Proposition 187
� An attempt to reduce illegal immig ...
American Civ Chapter two: A Land of Immigrants Elhem Chniti
These are the slides of lectures 2 & 3: A Land of Immigrants.
It is an overview of the history of immigration to the US, from the first settlers to the current issues under the Trum Administration.
Assignment FourRead chapters 8, 9, & 10 then complete the foll.docxssuser562afc1
Assignment Four
Read chapters 8, 9, & 10 then complete the following:
Chapter Eight
Part one: Complete End of Chapter Questions 1, 6, & 8.
Part two: Complete End of Chapter Exercise
Part three: Skim through the timeline of U.S. immigration history (see below) and state whether you think the laws benefitted the U.S. workplace or reduced fear of American citizens or both? Why?
Chapter Nine
Part one: Complete End of Chapter Questions 2, 6 (be specific in your answer) & 9.
Part two: Complete End of Exercise
Part three: In a paragraph, explain: How can managers utilize the information provided in this chapter to prevent discrimination against religion which is a protected class under the 1964 Civil Rights Act?
Chapter Ten
Part one: Complete End of Chapter Questions 1, 3, 4, & 6.
Part two: In a paragraph, explain: How a hiring manager could violate the rights of the disabled by simply not asking what question(s) at the interview or prior to be hired.
Timeline
Key Dates and Landmarks in United States Immigration History
1789
The Constitution of the United States of America takes effect, succeeding the Articles of Confederation that had governed the union of states since the conclusion of the Revolutionary War (March 4, 1789).
1790
The Naturalization Act of 1790 establishes a uniform rule of naturalization and a two-year residency requirement for aliens who are "free white persons" of "good moral character" (March 26, 1790).
1798
Considered one of the Alien and Sedition Acts, the Naturalization Act of 1798 permits Federalist President John Adams to deport foreigners deemed to be dangerous and increases the residency requirements to 14 years to prevent immigrants, who predominantly voted for the Republican Party, from becoming citizens (June 25, 1798).
1802
The Jefferson Administration revises the Naturalization Act of 1798 by reducing the residency requirement from 14 to five years.
1808
Importation of slaves into the United States is officially banned, though it continues illegally long after the ban.
1819
Congress passes an act requiring shipmasters to deliver a manifest enumerating all aliens transported for immigration. The Secretary of State is required to report annually to Congress the number of immigrants admitted.
1821–1830
143,439 immigrants arrive
1831–1840
599,125 immigrants arrive
1840s
Crop failures in Germany, social turbulence triggered by the rapid industrialization of European society, political unrest in Europe, and the Irish Potato Famine (1845–1851) lead to a new period of mass immigration to the United States.
1841–1850
1,713,251 immigrants arrive
1848
The Treaty of Guadalupe Hidalgo ends the Mexican-American War and extends citizenship to the approximately 80,000 Mexicans living in Texas, California, and the American Southwest.
1848
Gold is discovered in the American River, near Sacramento, California.
1849
The California gold rush spurs immigration from China and extensive internal migra ...
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. The Earliest Immigrants The United States of America has a long history of immigration, beginning with Jamestown in the 17th century. Most of the early immigrants were European. Some came to escape religious persecution, some to find adventure and gold, and others because they were prisoners transported for crimes committed. Some of the wealthier Europeans brought along their African slaves. In 1808, Thomas Jefferson made the transportation of foreign slaves into the country illegal, but the practice of slavery itself would not be ended until nearly half a century later. Because slaves were still in high demand, slave ships continued to smuggle in more than 50,000 slaves from Africa, making them the first illegal aliens in the United States.
3. European Immigration In 1816 the first wave of Irish settlers immigrated to America. Five million Irish entered the country. Those who were born in the U.S. who considered themselves “natives” deeply resented the presence of the Irish and their Catholic religion. The Irish faced much persecution in America. It was not uncommon for mobs to break out and burn Catholic churches, and sometimes the Irish had a difficult time finding employment. In 1837, the Supreme Court ruled that states could restrict the immigration of paupers, vagabonds, and criminals. Many immigrants arrived in ships only to be sent back home again. European immigration continued throughout the 19th century. Political parties looking for votes would commonly expedite citizenship for immigrants in return for votes. Many Europeans came after the Homestead Act offered to sell land for $1.25 an acre to anyone who would settle it.
4. Way Out West The earliest non-Europeans to receive United States citizenship were 80,000 Mexicans in 1848. When the U.S. acquired the border states(Arizona, New Mexico, Texas, California, etc.) at the end of the Mexican War, all of the Mexicans living in those areas were granted citizenship. During the latter part of the 19th century, another group of immigrants came to America—the Chinese. When the Transcontinental Railroad was built in the 1860s, many Chinese workers were hired along with the Irish to work on the railroad.In the 1870s, the gold rush in California attracted even more Chinese immigrants. By 1880, the Chinese population had reached 105,465. Just like the Irish, the Chinese also faced persecution. When the economy experienced a decline, after the gold rush days, people blamed the Chinese. Laws were passed forbidding Chinese to buy land. People drove them from their homes and set fire to their businesses. In 1882, the Chinese Exclusion Act was passed to bar the immigration of Chinese laborers for the next ten years.
5. The Statue of Liberty In 1886 the Statue of Liberty, a gift from France, was completed. For 62 years Lady Liberty would overlook one of the busiest portals of immigration—Ellis Island. This immigration station that opened a couple of years later processed over 12 million immigrants between 1892 and 1954. On the plaque on the statue’s base, a poem urged the world’s tired, poor, wretched, and tempest-tossed to find shelter under her care. This seemingly wide-open invitation to immigrants has never been a reality for most of the people groups who wished to take Lady Liberty up on her offer. Ironically, the very next year after the statue of liberty was unveiled, Chinese immigration dropped to only ten people who came over in 1886. As the population of American multiplied, the population of Chinese steadily declined. The Chinese Exclusion Act had accomplished its purpose. One of the last significant events of the 19th century in regards to immigration was a Supreme court ruling in 1898 stating that the 14th amendment guarantees citizenship to everyone who was born in the United States. This meant that many Black slaves were now American citizens.
6. Early 20th Century Immigration The early 1900s saw a rise in Japanese immigration, and predictably, in anti-Japanese sentiment. As pressures were put upon government officials to put a stop to Japanese immigration, the U.S. and Japan negotiated what was known as “The Gentlemen’s Agreement.” This kept new Japanese laborers from entering the country but gave amnesty to those who were already here. Thousands of Japanese women still immigrated as “picture wives,” or mail order brides. In the meantime, Chinese continued to immigrate illegally, entering from Mexico and Canada. As early as 1904, border patrols had formed in order to keep the Chinese from crossing over the border of Mexico. The Chinese weren’t the only ones crossing over. Mexicans began to immigrate in heavy numbers after the Mexican Revolution in 1910. By 1927, a million Mexicans had crossed illegally. Another factor that compounded the discrimination against other races and ethnic groups was the rise of Eugenics—the desire to create a “master race” free from genetic impurities which included non-white races. In 1923, Asian Indians had their citizenship revoked because they were not “white” enough.
7. World War II When Japan bombed Pearl Harbor in December of 1942, the government responded by rounding up tens of thousands of Japanese, along Italians and Germans, and placing them in internment camps because they feared they were not loyal to the United States. The Supreme Court later ruled this action unconstitutional. During the war, the lack of men left in the United States to work prompted the U.S. to invite five million temporary migrant workers called Braceros to come to work in farms and railroads. In 1943 the Chinese Exclusion Act was finally repealed, opening the way for Chinese immigrants to become U.S. citizens. As current immigration laws required quotas for each country, China’s quota was set at 105 immigrants per year. An exception to the quotas were made for war brides that allowed a million soldiers to bring their foreign wives and children homeafter WWII ended.
8. Civil Right Era In1964 The Braceroprogram ended. The U.S. Government was frustrated with Mexican workers who did not have the proper documentation and so it decided to end the program. The Mexican government, however, was opposed to ending the program and wished to keep it open. Even though the U.S. ended the program, undocumented workers continued to arrive anyway. The illegal immigration we see today is a continuation of these events. In 1965, racial restrictions on immigration were finally eliminated. According to the new law, which went into effect in 1968, it became illegal to prohibit immigration or restrict naturalized citizenship based on a person’s race, gender, or nationality. Anyone, no matter if they were Irish, African, Chinese, Japanese, Mexican, Indian, or from any other country, could finally come to the United States and apply for citizenship.
9. Immigration Reform With immigration finally being open to all countries and nationalities, the U.S. became a safe harbor for refugees from other countries. However, many still entered the country without the proper documentation. In 1980, the U.S passed the Refugee Act which allowed persecuted individuals to come to America to seek asylum. Many Cubans arrived by boat seeking asylum under this Act. In 1986, President Ronald Reagan enacted Immigration Reform in order to deal with the growing number of illegal aliens. This reform granted legal status to any alien who entered the country illegally before January 1, 1982.It would also make it illegal for businesses to hire illegal aliens. The hope was that this would take care of the ones who were already here and were working, but would deter more from coming in. However, since the laws banning businesses from hiring illegals were not enforced, it did nothing to stop the flow of illegal immigrants. By 1994 it was estimated that there were 3.4 million illegal immigrants in the United States.
10. Immigration Issues Today Today immigration is still a hot issue. In many cities in the U.S., the Spanish-speaking population continues to grow. I hear people all the time complaining about the number of Mexicans. They accused Mexicans of not learning the language, being dirty, doing drugs, and stealing “our” jobs. Yet, the Mexicans I know work hard without complaining and send most of the money they make back to their families in Mexico. Often they are taken advantage of by employers who pay them low wages in cash to avoid getting in trouble for hiring illegals. Many of the same things that people today say about Mexicans are the same things earlier generations said about the Irish and the Chinese. Throughout the history of our country, those who were here “first” (which is ironic, since the American Indians were the ones who were here “first”) are always suspicious of those who arrived later.
11. Making Immigration Easier In the debate about immigration, most people say they aren’t against Mexicans immigrating, they are just against illegal immigration. I believe that the laws are far too restrictive towards immigrants. It should not take ten years for someone to immigrate legally. When becoming legal is that difficult and time consuming, it is no wonder that immigrants come over illegally. One of our greatest landmarks and symbols of America, the Statue of Liberty, has a sign on its base with a poem welcoming the “huddled masses yearning to breathe free.” They are noble, inspiring words, but they are not words our country has lived up to. I would like to see us welcome those who are just trying to make a better life for themselves and their families. We claim that America is the greatest country in the world, but we want to keep it all to ourselves. I think we should remember that once upon a time, our ancestors were immigrants, too.
12. References Camarota, Steven A. “New INS Report: 1986 Amnesty Increased Illegal Immigration.” Center for Immigration Studies. 12 October 2000. Web. 6 April 2011. http://www.cis.org/articles/2000/ins1986amnesty.html “Historical Timeline: History of Legal and Illegal Immigration to the United States.” ProCon.org. 27 September 2010. Web. 4 April 2011. http://immigration.procon.org/view.resource.php?resourceID=002690#3