This document summarizes the lives and careers of several Greek immigrants who pioneered the confectionery business in the United States in the late 19th and early 20th centuries. It details the journeys of Peter J. Columbus, who opened candy shops in Lima, Ohio, and his cousins the Giannios brothers who settled in Richmond, Virginia. It then discusses Louis and John Pappas, nephews of Columbus and the Giannios brothers, who went on to open successful candy stores in San Francisco, California after receiving training and support from their relatives. The document examines how these Greek immigrant families established themselves in the confectionery trade in different cities across America and passed their skills onto later generations.
1. The document discusses how American imperialism and expansion after the Spanish-American War was justified through political cartoons and popular art depicting education and civilization of foreign peoples.
2. It analyzes various political cartoons from the late 19th/early 20th century showing Uncle Sam and Miss Columbia educating and bringing prosperity to newly acquired territories like Cuba, Puerto Rico, Hawaii, and the Philippines through railroads, technology, capitalism and most prominently, schools and English education.
3. The education narrative was used to justify remaining in and exploiting newly gained colonial holdings by portraying it as uplifting foreign peoples and spreading American values of liberty, democracy and opportunity.
This document provides background information on Cuba-US relations and introduces Federico Fernández-Cavada, a Cuban veteran of the American Civil War. It discusses how Cuba was a Spanish colony producing sugar and a major slave hub. Many Cubans looked to the US with hope for support against Spanish rule. The Civil War saw the participation of immigrant soldiers from countries like Ireland and Germany. The document aims to examine Cavada's experience as a case study to understand the motivations and legacy of Cuban participants. However, upon examining Cavada's writings, there is no explicit mention of Cuban influences on his participation, though some interpretations allow for it. His later involvement in Cuba's independence movement embodied the revolutionary spirit more clearly. The summary
The document provides background information on the political, economic, and social context of the 1920s in the United States. It discusses the presidencies of Warren G. Harding and Calvin Coolidge, as well as scandals during the Harding administration. Culturally, the 1920s saw modern trends like the flapper lifestyle, automobiles, movies, and the Harlem Renaissance. The economy boomed until the stock market crash of 1929 led to the Great Depression.
Of Mice and Men - Social, Historical and cultural context 1Dr_RyanPhoenix
This is a lesson based upon the Of Mice and Men scheme; focusing on the Social, Historical and cultural context. This is a great introduction lesson to this. This is the first part of the whole sub-context based on the Social,Historical and cultural context presented in Of Mice and Men.
The document provides context and summaries for various chapters in the novel "The Book of Unknown Americans" by Cristina Henríquez. It discusses the backgrounds of several immigrant families in the story, including Mayor's family from Panama who fled the dictatorship of Manuel Noriega. It also summarizes key events like Maribel's accident, Mayor rescuing her from bullying, and the tragic car accident that causes Arturo's death. The document analyzes themes like culture stress, stereotypes, and the challenges faced by immigrant communities.
The document provides instructions for a series of tasks related to researching information about cities and states in the United States. It includes tasks such as ordering cities from east to west, matching information to corresponding locations, identifying US presidents in chronological order, and answering true/false questions.
1. The document discusses how American imperialism and expansion after the Spanish-American War was justified through political cartoons and popular art depicting education and civilization of foreign peoples.
2. It analyzes various political cartoons from the late 19th/early 20th century showing Uncle Sam and Miss Columbia educating and bringing prosperity to newly acquired territories like Cuba, Puerto Rico, Hawaii, and the Philippines through railroads, technology, capitalism and most prominently, schools and English education.
3. The education narrative was used to justify remaining in and exploiting newly gained colonial holdings by portraying it as uplifting foreign peoples and spreading American values of liberty, democracy and opportunity.
This document provides background information on Cuba-US relations and introduces Federico Fernández-Cavada, a Cuban veteran of the American Civil War. It discusses how Cuba was a Spanish colony producing sugar and a major slave hub. Many Cubans looked to the US with hope for support against Spanish rule. The Civil War saw the participation of immigrant soldiers from countries like Ireland and Germany. The document aims to examine Cavada's experience as a case study to understand the motivations and legacy of Cuban participants. However, upon examining Cavada's writings, there is no explicit mention of Cuban influences on his participation, though some interpretations allow for it. His later involvement in Cuba's independence movement embodied the revolutionary spirit more clearly. The summary
The document provides background information on the political, economic, and social context of the 1920s in the United States. It discusses the presidencies of Warren G. Harding and Calvin Coolidge, as well as scandals during the Harding administration. Culturally, the 1920s saw modern trends like the flapper lifestyle, automobiles, movies, and the Harlem Renaissance. The economy boomed until the stock market crash of 1929 led to the Great Depression.
Of Mice and Men - Social, Historical and cultural context 1Dr_RyanPhoenix
This is a lesson based upon the Of Mice and Men scheme; focusing on the Social, Historical and cultural context. This is a great introduction lesson to this. This is the first part of the whole sub-context based on the Social,Historical and cultural context presented in Of Mice and Men.
The document provides context and summaries for various chapters in the novel "The Book of Unknown Americans" by Cristina Henríquez. It discusses the backgrounds of several immigrant families in the story, including Mayor's family from Panama who fled the dictatorship of Manuel Noriega. It also summarizes key events like Maribel's accident, Mayor rescuing her from bullying, and the tragic car accident that causes Arturo's death. The document analyzes themes like culture stress, stereotypes, and the challenges faced by immigrant communities.
The document provides instructions for a series of tasks related to researching information about cities and states in the United States. It includes tasks such as ordering cities from east to west, matching information to corresponding locations, identifying US presidents in chronological order, and answering true/false questions.
The Greek Diaspora to the United-States: How did the Greek-Americans in the 1...Marguerite Gallorini
Study of the Greek migrant community in the USA in the 1920s on three levels: through organizations aimed at helping newcomers, through the Church, and through the Greek-American newspapers providing news about the mother country to Greek migrants.
This document summarizes immigration to the United States from 1910-1929. Millions of immigrants arrived during this period, especially from Europe, creating a diverse melting pot but also social challenges. In response, the US government passed several laws restricting immigration, including literacy tests and quotas that targeted southern and eastern Europeans. Additionally, the Red Scare period involved raids and deportations of immigrants suspected of harboring communist sympathies. Finally, the document discusses the controversial trial and execution of Italian immigrants Sacco and Vanzetti, which illustrated the prejudice some faced as immigrants during this era of increased restriction.
Comparative study of Greek-Americans and African-Americans in the 1910s-1920s, a turning point for the US as Northern industrial cities welcomed a mass immigration both from within and outside national borders.
98 Ibid., 227.99 Prior to the Supreme Court decision, California.docxblondellchancy
98 Ibid., 227.
99 Prior to the Supreme Court decision, California had plugged the contracting loophole to restrict the use of contracts. Ibid., 231-32.
100 Ibid., 231.
101 Ibid., 233.
102 Ibid., 233-34.
103 Ibid., 235.
104 Ibid., 241—43.
105 Yung, Chang, and Lai, Chinese American Voices, 76.
106 Ibid.
107 Ibid., 78.
108 Rick Baldoz, The Third Asiatic Invasion: Empire and Migration in Filipino America, 1898-1946 (New York: New York University Press, 2011), 140.
5就幼家屜/ A N姐。F揚力 久(也肉f孙/色
174 Response and Resistance
Americanization, Modernity, and the Second Generation through the 1930s
In 1926, the journal Survey Graphic featured the autobiography of Kazuo Kawai, a young Japanese American who had immigrated to the United States at the age of six. Although not native-born, he was presented as an exemplar of the second-generation experience. Kawai said that life as an Am^icanized person ofjapanese ancestry had been difficult and confusing. During his high school years, he identified with American culture and did not connect with 5 classmates whom he viewed as overly ’Japanesy" In college, however, where he was no -longer surrounded by other Japanese Americans, he grew increasingly self-conscious about &his racial "otherness.” "[For] the first time," said Kawai:
I felt myself becoming identified with Japan, and began to realize that I was Japanese ...What would I be able to do in Japan?... I couldn't speak the language except for a silly baby-talk ... I didn't know any of the customs or traditions of Japan/'1 He continued, “Where did I belong?... in language, in thought, in ideals, in custom, in everything, I was American. But America wouldn't have me... Once I was American, but America made a foreigner out of me—Not a Japanese, but a foreigner—a foreigner to any country for I am just as much a foreigner to Japan as to America.2
Such sentiments were common among young Asian Americans―both U.S. and foreign ,born~during the early twentieth century For the most part, they considered themselves American, but in the course of their lives, came to realize that their ethnic backgrounds and /. "OrientaT faces impeded their full belonging in American society
This chapter examines the Eves of Asian Americans against the backdrop of modernity U jn the early twentieth century with a focus on issues such as education, work, politics, racism, / popular culture, and generational relations. It pays particular attention to young Asian Americans, mainly second-generation Japanese Americans (Nisei) and Chinese Americans, whose experiences have been the most widely documented, although the lives of U.S.-born and /or young Filipinos, Koreans, South Asians, and Asian Americans of mixed parentage will also be considered. The chapter will discuss the pressures and challenges that young 'Asian Americans faced, whether from their own families and ethnic communities or the
# Modernity and the Second Generation Modernity and the Second Generation 177
larger society ...
Here are 3 potential sources for information on Christopher Columbus and early American history:
1. Garasan R.I. Anglo-American Countries - Ternopil: SMP "Aston", 1998.-96p. This book may contain background information on Christopher Columbus's voyage and early European exploration and colonization of North America.
2. Karpenko O.V. Focus on the USA. English student’s book.- Kharkiv. : Vesta: Vid-vo «Ranok», 2006.-80p. As the title suggests, this book focuses specifically on the history and culture of the United States and would likely cover Christopher Columbus and the early colonial period.
3. Koganov
The document summarizes the major European colonial powers and some of their earliest colonies in North America during the 15th-17th centuries. It discusses the Spanish, Portuguese, Dutch, French and British colonies, as well as some of the earliest English settlements like Jamestown, Plymouth, and St. Augustine. Key events mentioned include the founding of Brazil by the Portuguese, the establishment of the 13 British colonies along the eastern seaboard, and the first Thanksgiving celebrated by the Pilgrims in Plymouth in 1621.
The start of the European Colonization is typically dated to 1492, a.pdfAPMRETAIL
The start of the European Colonization is typically dated to 1492, although there was at least one
earlier colonization effort. The first known Europeans to reach the Americas are believed to have
been the Vikings (\"Norse\") during the eleventh century, who established several colonies in
Greenland and one short-lived settlement at L\'Anse aux Meadows in the area the Norse called
Vinland, present day Newfoundland. Settlements in Greenland survived for several centuries,
during which time the Greenland Norse and theInuit people experienced mostly hostile contact.
By the end of the fifteenth century, the Norse Greenland settlements had collapsed. In 1492, a
Spanish expedition headed by Christopher Columbus reached the Americas, after which
European exploration and colonization rapidly expanded, first through much of the Caribbean
region (including the islands of Hispaniola,Puerto Rico, and Cuba) and, early in the sixteenth
century, parts of the mainlands of North and South America.
Eventually, the entire Western Hemisphere would come under the domination of European
nations, leading to profound changes to its landscape, population, and plant and animal life. In
the nineteenth century alone over 50 million people left Europe for the Americas. The post-1492
era is known as the period of the Columbian Exchange. The potato, the pineapple, theturkey,
dahlias, sunflowers, magnolias, maize, chilies, and chocolate went East across theAtlantic
Ocean. Smallpox and measles but also the horse and the gun traveled West.
The flow of benefit appears to have been one-sided, with Europe gaining more. However, the
colonization and exploration of the Americas also transformed the world, eventually adding 31
newnation-states to the global community. On the one hand, the cultural and religious arrogance
that led settlers to deny anything of value in pre-Columbian America was destructive, even
genocidal. On the other hand, many of those who settled in the New World were also social and
political visionaries, who found opportunities there, on what for them was a tabula rasa, to aim at
achieving their highest ideals of justice, equality, and freedom. Some of the world\'s most stable
democraciesexist as a result of this transformative process.
The first conquests were made by the Spanish and the Portuguese. In the 1494 Treaty of
Tordesillas, ratified by the Pope, these two kingdoms divided the entire non-European world
between themselves, with a line drawn through South America. Based on this Treaty, and the
claims by Spanish explorer Vasco Núñez de Balboa to all lands touching the Pacific Ocean, the
Spanish rapidly conquered territory, overthrowing the Aztec and Inca Empires to gain control of
much of western South America, Central America, and Mexico by the mid-sixteenth century, in
addition to its earlier Caribbean conquests. Over this same time frame, Portugalconquered much
of eastern South America, naming it Brazil.
Early conquests, claims, and colonies
Other Eur.
The Irish people left Ireland in large numbers between 1820 and 1899 due to the potato famine and lack of work, with around 3 million Irish immigrants arriving in New York. When they arrived in New York, many Irish settlers lived in the crowded and impoverished Five Points area of Manhattan. While conditions were difficult, the Five Points district also served as a cultural melting pot where the Irish and other immigrant groups exchanged ideas and influences that later developed into musical genres like jazz and rock and roll. Today, the Irish community remains an important part of New York's history, culture and population.
This document provides an overview of an online course on United States history. It begins in pre-historic times and covers major events and eras up to recent history, including colonization, the American Revolution, establishment of government, westward expansion, Civil War, industrialization, World Wars, the Civil Rights Movement, and 21st century events. Key topics are summarized briefly and links are provided for additional details on important people, places, and events that shaped American history.
The document provides a detailed overview of American history from pre-colonial times through the Cold War era. It covers major events such as European exploration and colonization, the American Revolution, westward expansion, the Civil War, Reconstruction, both World Wars, and the Cold War. Key people and developments are discussed for each time period, including Native American cultures, founding of colonies, slavery, industrialization, the women's and civil rights movements.
This document provides an overview of the origin and development of American literature from the colonial period through the 20th century. It outlines the major periods of American literature and discusses some of the influential early American authors and works. The document also discusses the colonial settlement of North America by European powers and the impact on native cultures and the emergence of American literary traditions.
The document provides background information on several topics:
1. It describes the Anglo-Saxons as Germanic tribes that invaded Britain and established the English nation until the Norman conquest in 1066.
2. It provides brief biographies of several important historical figures, including Matthew Perry, Queen Liliuokalani of Hawaii, Alfred Mahan, and Theodore Roosevelt.
3. It discusses several topics related to American imperialism such as Pan-Americanism, the Platt Amendment, and the Boxer Rebellion.
The document summarizes the history and culture of Jamaica from its earliest inhabitants to modern times. It describes how the island was originally inhabited by Taino Native Americans, then colonized by Spain and later Britain, which brought African slaves to work sugar plantations. Jamaica gained independence in the 1960s but continued to have strong economic and cultural influence from the United States. Large-scale emigration to the US began in the mid-1900s due to economic hardship in Jamaica exacerbated by political changes and the global economy. Jamaican culture has significantly influenced American music and vice versa.
This document discusses education inequality in Ivory Coast in the context of the COVID-19 pandemic. It identifies types of conventional education inequalities related to school attainment, distribution, completion, and learning outcomes. While efforts have been made to promote equality and equity, inequalities persist. The use of media education during COVID-19 in Ivory Coast revealed gender and regional inequalities. There were both similarities and differences between conventional and media-based education inequalities. Media education helped reduce some inequalities but also created new ones related to access and resources. Addressing issues like school locations, inequity, and rural-urban divides could help promote more equal education opportunities.
This document summarizes a research paper that examines how a lack of local legitimacy has undermined the effectiveness of UN peacekeeping missions in the Horn of Africa region. It finds that host governments and conflicting parties often perceived missions as inappropriate or partisan, reducing cooperation. When local actors see missions as illegitimate, they are less likely to comply or support them. The document analyzes how legitimacy deficits influenced specific missions, like UNOSOM in Somalia in the 1990s, which failed in part due to a lack of consent from powerful Somali warlords. Overall, it concludes that a lack of local legitimacy has made missions unable to resolve conflicts and promote sustainable peace in the region.
The Greek Diaspora to the United-States: How did the Greek-Americans in the 1...Marguerite Gallorini
Study of the Greek migrant community in the USA in the 1920s on three levels: through organizations aimed at helping newcomers, through the Church, and through the Greek-American newspapers providing news about the mother country to Greek migrants.
This document summarizes immigration to the United States from 1910-1929. Millions of immigrants arrived during this period, especially from Europe, creating a diverse melting pot but also social challenges. In response, the US government passed several laws restricting immigration, including literacy tests and quotas that targeted southern and eastern Europeans. Additionally, the Red Scare period involved raids and deportations of immigrants suspected of harboring communist sympathies. Finally, the document discusses the controversial trial and execution of Italian immigrants Sacco and Vanzetti, which illustrated the prejudice some faced as immigrants during this era of increased restriction.
Comparative study of Greek-Americans and African-Americans in the 1910s-1920s, a turning point for the US as Northern industrial cities welcomed a mass immigration both from within and outside national borders.
98 Ibid., 227.99 Prior to the Supreme Court decision, California.docxblondellchancy
98 Ibid., 227.
99 Prior to the Supreme Court decision, California had plugged the contracting loophole to restrict the use of contracts. Ibid., 231-32.
100 Ibid., 231.
101 Ibid., 233.
102 Ibid., 233-34.
103 Ibid., 235.
104 Ibid., 241—43.
105 Yung, Chang, and Lai, Chinese American Voices, 76.
106 Ibid.
107 Ibid., 78.
108 Rick Baldoz, The Third Asiatic Invasion: Empire and Migration in Filipino America, 1898-1946 (New York: New York University Press, 2011), 140.
5就幼家屜/ A N姐。F揚力 久(也肉f孙/色
174 Response and Resistance
Americanization, Modernity, and the Second Generation through the 1930s
In 1926, the journal Survey Graphic featured the autobiography of Kazuo Kawai, a young Japanese American who had immigrated to the United States at the age of six. Although not native-born, he was presented as an exemplar of the second-generation experience. Kawai said that life as an Am^icanized person ofjapanese ancestry had been difficult and confusing. During his high school years, he identified with American culture and did not connect with 5 classmates whom he viewed as overly ’Japanesy" In college, however, where he was no -longer surrounded by other Japanese Americans, he grew increasingly self-conscious about &his racial "otherness.” "[For] the first time," said Kawai:
I felt myself becoming identified with Japan, and began to realize that I was Japanese ...What would I be able to do in Japan?... I couldn't speak the language except for a silly baby-talk ... I didn't know any of the customs or traditions of Japan/'1 He continued, “Where did I belong?... in language, in thought, in ideals, in custom, in everything, I was American. But America wouldn't have me... Once I was American, but America made a foreigner out of me—Not a Japanese, but a foreigner—a foreigner to any country for I am just as much a foreigner to Japan as to America.2
Such sentiments were common among young Asian Americans―both U.S. and foreign ,born~during the early twentieth century For the most part, they considered themselves American, but in the course of their lives, came to realize that their ethnic backgrounds and /. "OrientaT faces impeded their full belonging in American society
This chapter examines the Eves of Asian Americans against the backdrop of modernity U jn the early twentieth century with a focus on issues such as education, work, politics, racism, / popular culture, and generational relations. It pays particular attention to young Asian Americans, mainly second-generation Japanese Americans (Nisei) and Chinese Americans, whose experiences have been the most widely documented, although the lives of U.S.-born and /or young Filipinos, Koreans, South Asians, and Asian Americans of mixed parentage will also be considered. The chapter will discuss the pressures and challenges that young 'Asian Americans faced, whether from their own families and ethnic communities or the
# Modernity and the Second Generation Modernity and the Second Generation 177
larger society ...
Here are 3 potential sources for information on Christopher Columbus and early American history:
1. Garasan R.I. Anglo-American Countries - Ternopil: SMP "Aston", 1998.-96p. This book may contain background information on Christopher Columbus's voyage and early European exploration and colonization of North America.
2. Karpenko O.V. Focus on the USA. English student’s book.- Kharkiv. : Vesta: Vid-vo «Ranok», 2006.-80p. As the title suggests, this book focuses specifically on the history and culture of the United States and would likely cover Christopher Columbus and the early colonial period.
3. Koganov
The document summarizes the major European colonial powers and some of their earliest colonies in North America during the 15th-17th centuries. It discusses the Spanish, Portuguese, Dutch, French and British colonies, as well as some of the earliest English settlements like Jamestown, Plymouth, and St. Augustine. Key events mentioned include the founding of Brazil by the Portuguese, the establishment of the 13 British colonies along the eastern seaboard, and the first Thanksgiving celebrated by the Pilgrims in Plymouth in 1621.
The start of the European Colonization is typically dated to 1492, a.pdfAPMRETAIL
The start of the European Colonization is typically dated to 1492, although there was at least one
earlier colonization effort. The first known Europeans to reach the Americas are believed to have
been the Vikings (\"Norse\") during the eleventh century, who established several colonies in
Greenland and one short-lived settlement at L\'Anse aux Meadows in the area the Norse called
Vinland, present day Newfoundland. Settlements in Greenland survived for several centuries,
during which time the Greenland Norse and theInuit people experienced mostly hostile contact.
By the end of the fifteenth century, the Norse Greenland settlements had collapsed. In 1492, a
Spanish expedition headed by Christopher Columbus reached the Americas, after which
European exploration and colonization rapidly expanded, first through much of the Caribbean
region (including the islands of Hispaniola,Puerto Rico, and Cuba) and, early in the sixteenth
century, parts of the mainlands of North and South America.
Eventually, the entire Western Hemisphere would come under the domination of European
nations, leading to profound changes to its landscape, population, and plant and animal life. In
the nineteenth century alone over 50 million people left Europe for the Americas. The post-1492
era is known as the period of the Columbian Exchange. The potato, the pineapple, theturkey,
dahlias, sunflowers, magnolias, maize, chilies, and chocolate went East across theAtlantic
Ocean. Smallpox and measles but also the horse and the gun traveled West.
The flow of benefit appears to have been one-sided, with Europe gaining more. However, the
colonization and exploration of the Americas also transformed the world, eventually adding 31
newnation-states to the global community. On the one hand, the cultural and religious arrogance
that led settlers to deny anything of value in pre-Columbian America was destructive, even
genocidal. On the other hand, many of those who settled in the New World were also social and
political visionaries, who found opportunities there, on what for them was a tabula rasa, to aim at
achieving their highest ideals of justice, equality, and freedom. Some of the world\'s most stable
democraciesexist as a result of this transformative process.
The first conquests were made by the Spanish and the Portuguese. In the 1494 Treaty of
Tordesillas, ratified by the Pope, these two kingdoms divided the entire non-European world
between themselves, with a line drawn through South America. Based on this Treaty, and the
claims by Spanish explorer Vasco Núñez de Balboa to all lands touching the Pacific Ocean, the
Spanish rapidly conquered territory, overthrowing the Aztec and Inca Empires to gain control of
much of western South America, Central America, and Mexico by the mid-sixteenth century, in
addition to its earlier Caribbean conquests. Over this same time frame, Portugalconquered much
of eastern South America, naming it Brazil.
Early conquests, claims, and colonies
Other Eur.
The Irish people left Ireland in large numbers between 1820 and 1899 due to the potato famine and lack of work, with around 3 million Irish immigrants arriving in New York. When they arrived in New York, many Irish settlers lived in the crowded and impoverished Five Points area of Manhattan. While conditions were difficult, the Five Points district also served as a cultural melting pot where the Irish and other immigrant groups exchanged ideas and influences that later developed into musical genres like jazz and rock and roll. Today, the Irish community remains an important part of New York's history, culture and population.
This document provides an overview of an online course on United States history. It begins in pre-historic times and covers major events and eras up to recent history, including colonization, the American Revolution, establishment of government, westward expansion, Civil War, industrialization, World Wars, the Civil Rights Movement, and 21st century events. Key topics are summarized briefly and links are provided for additional details on important people, places, and events that shaped American history.
The document provides a detailed overview of American history from pre-colonial times through the Cold War era. It covers major events such as European exploration and colonization, the American Revolution, westward expansion, the Civil War, Reconstruction, both World Wars, and the Cold War. Key people and developments are discussed for each time period, including Native American cultures, founding of colonies, slavery, industrialization, the women's and civil rights movements.
This document provides an overview of the origin and development of American literature from the colonial period through the 20th century. It outlines the major periods of American literature and discusses some of the influential early American authors and works. The document also discusses the colonial settlement of North America by European powers and the impact on native cultures and the emergence of American literary traditions.
The document provides background information on several topics:
1. It describes the Anglo-Saxons as Germanic tribes that invaded Britain and established the English nation until the Norman conquest in 1066.
2. It provides brief biographies of several important historical figures, including Matthew Perry, Queen Liliuokalani of Hawaii, Alfred Mahan, and Theodore Roosevelt.
3. It discusses several topics related to American imperialism such as Pan-Americanism, the Platt Amendment, and the Boxer Rebellion.
The document summarizes the history and culture of Jamaica from its earliest inhabitants to modern times. It describes how the island was originally inhabited by Taino Native Americans, then colonized by Spain and later Britain, which brought African slaves to work sugar plantations. Jamaica gained independence in the 1960s but continued to have strong economic and cultural influence from the United States. Large-scale emigration to the US began in the mid-1900s due to economic hardship in Jamaica exacerbated by political changes and the global economy. Jamaican culture has significantly influenced American music and vice versa.
This document discusses education inequality in Ivory Coast in the context of the COVID-19 pandemic. It identifies types of conventional education inequalities related to school attainment, distribution, completion, and learning outcomes. While efforts have been made to promote equality and equity, inequalities persist. The use of media education during COVID-19 in Ivory Coast revealed gender and regional inequalities. There were both similarities and differences between conventional and media-based education inequalities. Media education helped reduce some inequalities but also created new ones related to access and resources. Addressing issues like school locations, inequity, and rural-urban divides could help promote more equal education opportunities.
This document summarizes a research paper that examines how a lack of local legitimacy has undermined the effectiveness of UN peacekeeping missions in the Horn of Africa region. It finds that host governments and conflicting parties often perceived missions as inappropriate or partisan, reducing cooperation. When local actors see missions as illegitimate, they are less likely to comply or support them. The document analyzes how legitimacy deficits influenced specific missions, like UNOSOM in Somalia in the 1990s, which failed in part due to a lack of consent from powerful Somali warlords. Overall, it concludes that a lack of local legitimacy has made missions unable to resolve conflicts and promote sustainable peace in the region.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
1. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 89
American Research Journal of Humanities & Social Science (ARJHSS)
E-ISSN: 2378-702X
Volume-03, Issue-08, pp 89-98
August-2020
www.arjhss.com
Research Paper Open Access
Greek diaspora in USA: the pioneers in confectionery business
P. J. Columbus, George J. Giannios, Louis and John N. Pappas
Evangelia N. Georgitsoyanni
Harokopio University of Athens, Greece
*Corresponding Author: Evangelia N. Georgitsoyanni
ABSTRACT: - During the late nineteenth and early twentieth century large numbers of Greeks migrated to
the US, seeking a better future. Many of them were involved in the confectionery business, where the Greeks
held a commanding presence. Such is the case of certain immigrants related by kinship, who came in the US
from the village Kyparissi, Laconia, SE Peloponnesus. Theirs can be considered as a typical first-generation
Greek- American experience. P.J. Columbus and his cousin George Giannios settled in Lima, Ohio and in
Richmond, Virginia, respectively, keeping ties between them. They were pioneer confectioners in these cities.
Later on, came their nephews, Louis and John N. Pappas (Pappamichalopoulos), and were trained by them. The
Pappas brothers settled in San Francisco, California, and became successful confectioners, owing the candy
stores “Elite Confections” and “Red Puppy”, respectively. John N. Pappas is a benefactor of his birthplace; he is
also the donor of the Hippocrates statue to the University of California San Francisco Hospital. All in all,
training of young Greek immigrants as skilled confectioners gave them an important ‘tool’ for social mobility.
They became able to start their own business and they adapted in the American society, while maintaining ties
with homeland.
Keywords: - Confectionery, Greek diaspora USA, Kyparissi Laconia, Lima Oh, Richmond Va, San Francisco
CA
I. INTRODUCTION
Greek migration to the US dates mainly from the late nineteenth and early twentieth century, when
large numbers of Greeks crossed the Atlantic, seeking a better future. The majority of them came from small
villages in the Peloponnesus area of Greece. They settled mainly along the east coast, but some headed to the
Midwest and to the South, while many continued on to the West. Many of them worked on railroad gangs and in
the mines, in factories and elsewhere. But many others took the entrepreneurial route. More particularly, the
Greek immigrants held a commanding presence in the confectionery business, where they had a presence from
the early 1870s. As pioneer confectioners are considered Eleutherios Pelalas of Sparta, Laconia, SE
Peloponnesus, who, with Panagiotis Hatzideris of Smyrna (Ismir), Anatolia, opened a candy shop in Chicago,
which functioned from 1869 to 1877. Pelalas then moved to Springfield, Massachusetts and opened more stores,
while Hatzideris formed a partnership with another associate in New York, who later formed a Confectionery
Company that produced candies in New York, Memphis, and Pittsburg. Pelalas and Hatzideris provided
employment and confectionery training for many of the initial immigrants from Laconia [1, 2].
The present paper deals with the case study of certain Greek confectioners related by kinship, who
came from the littoral village of Kyparissi, Laconia, SE Peloponnesus, a village that had a large migration to the
US [3]. The inhabitants of Laconia were among the first Greeks to choose the path of migration, due to the
limited financial possibilities offered by the region. The first section of the paper treats of the life and
professional activity of Peter J. Columbus, confectioner in Lima, Ohio. The second section concerns the four
Giannios brothers, Colombus’ cousins, in Richmond Virginia, where first settled the eldest of them, George,
confectioner, while the third section deals with the Pappas brothers, Louis and John, confectionery businessmen
in San Francisco, who had been trained by their uncles, Giannios and Columbus; it also presents the
benevolent activity of John N. Pappas. At the end, several conclusions are issued. The aim of the present paper
is to contribute to the history and culture of the Greek diaspora in the US, to the local history of the
2. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 90
aforementioned places, as also to the history of confectionery business in Northern America. The research
has used archival records, local Press, oral testimonies and relevant literature.
II. PETER J. COLUMBUS
Peter J. Columbus (or Colombo or Colombus) (1878-1933) was probably originally called Panagiotis I.
Colombotos (or Kolomvotos). He was born in Kyparissi, Laconia on August 15, 1878 to John Colombus
(Ioannis Colombotos) and Katherine Polymenakos. He migrated to the US in 1890 and settled since 1895 in the
town of Lima, in the county of Allen, NW Ohio [4]. Lima was a regional center for industry, whose economic
development brought money for entertainment [5]. Columbus opened the Columbia Candy Manufacturing
Company at 403 North Main Street. In 1904 he also opened a candy store, ice cream parlor and soda fountain
called “The Olympian” at 229 North Main Street with live music on the weekends, a modern store which
offered entertainment to the Lima’s people and was very much appreciated, according to the local press:
“GREAT SUCCESS Was the Olympia Candy Store opening. Peter J. Columbus Again Demonstrates to Lima
People his Great Ability as a Hustler” [6].
The Greek confectioner kept close ties with his homeland and with his compatriots in the US, mainly
with his cousins, the Giannios brothers, settled in Richmond, Virginia. His contacts with this city are also
revealed in the photograph where Peter J. Columbus is depicted with three other men in Richmond, dating from
1904 or 1906. (Fig. 1) He also provided employment and training to young Greek immigrants, as to his
nephews Louis and John Pappas. (Fig. 2) He was also a patriot; when the Greek-Turkish war of 1897 broke out,
he sold out his business interests and returned to Greece, where he enlisted in the Greek army. He was wounded
in the war by a sabre cut, marks of which were visible on his face [6]. This brief war (April 3 - May 7 1897), in
which many Greek and foreign volunteers participated, ended in the defeat of Greek forces [7]. When the war
was over, Columbus returned to the US.
He was married, during a travel to Greece in 1922 -23, to a woman much younger than him, Maria
Gargis (or Gergis) (1905-1987), a niece of his employee Antony H. Gergis, who probably arranged this
marriage [8]. Antony H. Gergis (or Gerges), who was born in 1890 in the mountainous village of Doussia (now
Kefalari) in Stymfalia,, N. Peloponnesus, was later adopted by Peter Colombus and was named Antony P.
Columbus (died in 1980) [9]. Peter J. Columbus died in 1933 at the age of 55 of a heart attack. He was buried
in the Gethsemani Cemetery of Lima; in his tomb it is written: “P. J. Columbus 1878-1993 / Born in Greece”
[10].
III. GEORGE J. GIANNIOS AND BROTHERS
George (Georgios) Giannios (or Giannias or Yanios) (1867-1939), was born in Kyparissi, Laconia to
Ioannis G. Giannios and Katherine E. Pronzos. He had four younger brothers, Emmanuel, Panagiotis, Michael
and Constantinos, and two sisters, Maria, wife of Nicholas Pappamichalopoulos, and Stamatina, wife of Ioannis
Polychroniou, residents in Kyparissi. Of the Giannios brothers, only Emmanuel remained in the village, while
the other four migrated to America.
The first who migrated to the US was George (Georgios) Giannios, who arrived in 1891. He was
drawn to the South by the prospect of entrepreneurial opportunities in the region’s newly developing cities, as
also other Greeks did [11]. George Giannios settled in Richmond, Virginia in 1896. By 1900 he lived at 403
East Broad, where he ran a confectionery shop which must have been profitable, while by 1910 he had moved to
821 East Broad Street. He was the second Greek in the city, but due to his important presence he remained in the
historical memory. He is considered as the founder of the local Greek community, as he was the leader of the
Greek Benevolent Society formed in 1906- this was the foundation of the Greek community. In 1910 the
society joined the Pan-Hellenic Union, a nationwide Greek organization. George Giannios was elected president
of the Pan-Hellenic Union in Richmond [12].
In 1905 he married Mary Elisabeth Carson (1879 - 1925), born in Greenville, South Carolina [13].
They adopted a daughter, Katherine Giannios (1910-1995), later Katherine Gammel. In 1916, George Giannios
travelled to Greece with his family to see his aged parents. They returned on April 6, 1917 [14]. They eventually
settled in Newport News, Warwick, Virginia. George Giannios and Mary Giannios Carlson died in this town
and were buried in Mount Calvary Cemetery in Richmond [15].
George Giannios invited his three younger brothers, Constantine, Peter and Michael, who came to
Richmond. (Fig.3) Most probably – at least at the beginning- they worked with him. Constantine (Constantinos
or Costas) Giannios (or Chas Johnson) (1877 -1933) migrated to the US in 1898 at the age of 18, according to
the Ellis island records [16]. In his petition for naturalization (1925), he declares that he was born in Kyparissi,
Greece, on May 21, 1877, is a resident of Richmond and his profession is a restaurateur [17]. Constantine
Giannios died a bachelor. He is buried in Mount Calvary Cemetery with his brother George and his sister- in -
law Mary [18].
3. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 91
Peter (Panagiotis) Giannios (1874-?) settled in Richmond [12]. (Fig. 4) In his petition for
naturalization (1911), he declares that he was born in Kyparissi, Greece, in 1874, he arrived in the US in 1904,
he is a resident of Richmond and his profession is a restaurateur [19]. Peter I. Giannios died a bachelor.
Michael (Mihalis) Giannios (1875-?) settled in Richmond, as well. He worked as a confectioner or a
restaurateur. In 1922 he travelled to Greece, most probably along with his cousin P. J. Columbus, and he was
also married to a woman much younger than him from the village of Doussia in Stymfalia. The couple, after
visiting Michael’s family in Kyparissi, where they christened his newborn nephew Athonios E. Giannios (born
June 7, 1922), travelled to the US. Antony had since then the nickname “Doussias’’, due to the village of his
godmother.
IV. LOUIS AND JOHN N. PAPPAS
4.1 Life and professional activity
Louis and John Pappas were born in Kyparissi, Laconia to Nicholaos L. Pappamichalopoulos, a
landowner and wine merchant, and his wife Maria Giannios, they also had a younger brother, Alexandros, and
two sisters, Vassiliki and Katherine. The extended Pappamichalopoulos family was one of the most important
families of the region, with political and social activity [20].
The eldest brother, Louis N. Pappas (Leonidas N. Pappamichalopoulos) (1887-1976), was the first to
emigrate in the US in 1902, after having assisted the high school [21]. He was followed by his younger brother
John (Ioannis N. Pappamichalopoulos) (1889-1985), who arrived at the age of 16, on April 28, 1905, according
to the Ellis island records [22]. Both brothers followed the same route after their arrival in the US, as their
families recall. They first went to Richmond, Virginia, and then to Lima, Ohio, where they were trained
respectively by their uncles, George Giannios and P. J. Columbus, in the art of candy-making and the
confectionery business. Louis Pappas is photographed with P.J. Columbus in Lima (Fig.2), while his brother
John declares at his arrival to Ellis island as final destination “Lima, Ohio, uncle P.J. Columbios, resident of 403
North Main Street” [22]. Besides, the newspaper “San Francisco Chronicle” (January 16, 1915) mentions that
John Pappas was employed in his uncle’ s factory in Richmond Va, where he learned the candy manufacturing
business and later, he went to Ohio, following the same line of business [23].
After their training, Louis and John headed – separately- to the West and arrived in San Fransisco,
California. Few Greek immigrants had settled in San Francisco in late nineteenth century, but hundreds of them
arrived after the catastrophic earthquake and fire of 1906, to rebuild the city's railway lines. Others followed,
focusing mainly on catering and trade. Within a few years the Greek element began to be distinguished and over
the years one of the most prosperous Greek -American communities was created [24]. Among the Greeks of San
Francisco were many Laconians, including immigrants from the village of Kyparissi. In fact, in 1909 the
Kyparissioton Society of America was founded in San Francisco, which carried out a lot of public benefit
activities in favor of the village [25].
Louis N. Pappas arrived in San Francisco after the earthquake and initially worked as a clerk in a
candy store. In just a year, however, he was able to open his own store. His success was “proverbial” in the
Greek community, according to the newspaper “San Francisco Chronicle” (January 16, 1915), which in its
tribute “Great Progress by the Greeks of the San Francisco Bay Area”, ranked him among the most successful
Greeks in the city. He owned three candy stores called “Elite Confections”, one in San Francisco, on 941 Market
Street, and two others in the neighboring towns of Hollister and Livermore. As the newspaper says, “Louis
Pappas is an example of what a man may accomplish if he but sets his will on forging ahead’’ [26]. (Fig. 5)
Louis N. Pappas was naturalized in 1915. He enlisted in the US Navy in 1918 with the rank of warrant
officer during the First World War. In 1925 he traveled to Greece to see his parents and his sister Katherine,
wife of Petros D. Vassileiou, merchant. During his visit he christened his newborn niece Maria Vassileiou. He
also got married to Panagiota G. Papamichalopoulos (1903-1992) from the nearby village of Kremasti. The
following year the couple left for the US [21]. (Fig.6) They settled in New York, in order for Louis to work with
Panagiota's half-brothers, who were active there. However, this cooperation, given the financial crash of 1929,
did not work. Thus, after the end of World War II, Louis N. Pappas, returned to San Francisco in June 1946 with
his wife and the three sons they had in the meantime, Nicholas, George and Alexander. Louis Pappas opened on
Market Street the “Red Cherry”, candy store and ice cream parlor. He operated the business until he retired in
1953. Louis N. Pappas's sons all received a college education, while all three had worked in the family business
at a young age. Louis N. Pappas legacy in confectionery became a good background for his daughter -in- law,
Lou Seibert Pappas, well known cookbook author [27].
John N. Pappas came to San Francisco after the earthquake and worked for a Jewish family until he
could open his own small candy store on Fillmore Street in 1908. Some years later, according to the newspaper
“San Francisco Chronicle” (January 16 , 1915), he was included among the most successful Greeks in the city,
owner of two candy stores called the “Red Poppy” in Fillmore street, a store at no. 1803 and another store and
workshop at no. 1905 of the same street in the commercial area of the city. As the newspaper reports, “Mr.
4. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 92
Pappas is 25 years of age and a property owner” [23]. In 1918 he opened a larger store on 1549 Polk Street
(Fig.7) At this location he developed a big clientele and became a well-known confectioner and businessman in
the city. His business bloomed and he sent his candies all over the United States. These candies, called the “Red
Poppy”, became very popular and are still remembered in San Francisco. Greek-born senator Nicholas C. Petris
recalled that there was a very famous candy store in San Francisco, the “Red Poppy”, owed by John Pappas
from Kyparissi, Laconia, a man who made many donations [28]. John N. Pappas operated his confectionery
business till 1953, when he retired. After the sale of his business, he successfully traded in the stock market.
John N. Pappas married in his first marriage Belle (Bilio) Katsoris (1898-1983) from Kyparissi, who
had come to America with her parents at a very young age (in 1900). They had four children, Marie, Nicholas,
Tassi (Arnest Tasi) and Irene. In a second marriage, he married in 1944 or 1945 Jennie G. Kokkoris (1911-
1997), originating from Kyparissi, widow George Aleck, and adopted her two daughters, Patricia and
Demetria.
The third brother Alexander N. Pappas (Alexandros N. Papamichalopoulos) (1891- 1936) migrated to
the US in 1909 at the age of 19, according to Ellis island records [29]. He declared as his final destination San
Francisco, near his brother John N. Pappas, on Fillmore street. (Fig.8) In the early 1930s, he returned to
Kyparissi to take over the management of the family estates and business (wine trade). After a short illness,
however, he died there in 1936. He was not married.
The Pappas brothers invited in the US their sister Vassiliki, (1886-1939), who got married to Andrew
(Andreas) J. Fatseas (1893-1957) from the island of Kythera. In 1927 they had a son, John. They lived in
Oakland, California, where Andrew Fatseas owned the “Fairfax” restaurant.
4.2. Public benefit activity
John N. Pappas travelled to his birthplace, Kyparissi, in 1949, and then came regularly from 1960 to
the 1970s. During his visits he had the opportunity to identify deficiencies in infrastructure. Thus, in 1960, with
his own sponsorship, the water supply network was created, solving the chronic water supply problem of the
village, a basic infrastructure project that laid the foundations for its future touristic development. This event is
recorded on an inscription in Greek on a marble slab at a fountain near the donor's house: “WATER SUPPLY
DONE GRACE TO THE EXPENSES OF DONOR IOANNIS NIC. PAPAMICHALOPOULOS IN YEAR 1960”.
A few years later, in 1971, he took care of the cement paving of the road that connects two settlements of the
village, as mentioned in another inscription. He also offered regular financial support to the needy of the village,
as also financial support to best students of the region [30].
John N. Pappas did not forget his “second home”, San Francisco, and in 1978 he donated a statue of
Hippocrates to the University of California San Francisco Hospital, which stands on Mount Parnassos outside
the Hospital. (Fig. 9) The statue is made of white Pentelic marble and has a height of 2,286 meters. It rests on a
high granite pedestal. On the marble base of the statue, on the front, the name of the person depicted and the
dates of his life have been engraved in Greek: “ΙΠΠΟΚΡΑΤΗΣ / 490-386”, while on the side is the signature of
the creator: “C. GEORGACAS / SCULPTOR / GREECE”. The name of Hippocrates is engraved in English on
the granite pedestal. On a bronze plate is placed the dedicatory inscription: “PROVIDED THROUGH THE
GREAT GENEROSITY/OF MR. AND MRS. JOHN NICHOLAS PAPPAS. MR. PAPPAS/A GREEK EMIGRANT
FROM KIPARISI, LAKONIA, GREECE/AND HIS WIFE JENNIE PAPPAS, DONATE THIS STATUE/IN
APPRECIATION OF SAN FRANCISCO, THE HOME OF/MR. PAPPAS SINCE 1905”.
The offer of the statue of the ancient Greek physician Hippocrates, father of medicine, to the University
Hospital of San Francisco was highly regarded and remained in the memory of the California San Fransisco
University [31]. On May 10, 1979, the unveiling ceremony of the statue was held by the Chancellor of the
UCSF, in the presence of officials, such as Senator Nicholas Petris, many members of the Greek community in
the city and members of the donor’s family (Demetria Aleck was employed at UCSF) [32]. (Fig. 10)
This statue is the sixth - in chronological order - of the nearly identical statues of Hippocrates offered
by Greek- Americans to American medical schools. The others stand at the University of Arizona, Tucson,
(1967), the Wayne University, Detroit (1969), the University of Alabama, Birmingham (1970), the University of
Illinois, Illinois (1972), and Rutgers University, Piscataway, New Jersey (1973). As it has been observed, these
donations were motivated on the one hand by the donors pride in their ancestral homeland and on the other
hand by their love for America, as well as their appreciation for opportunities offered to them in the cities where
they had settled [33, 34].
These six statues of Hippocrates are works of the Greek sculptor Costas Georgacas (1904-1991). Born
in Sidirokastro, Messinia, SW Peloponnesus, C. Georgacas studied sculpture at the Athens School of Fine Arts
and continued his studies in Paris. In 1936 he returned to Athens and established his own workshop. After the
War he left for Ethiopia and settled in Addis Ababa, where he carried out a rich artistic activity. In 1960 he
returned to Athens and continued his work, which is characterized by humanistic and classical values [33, 34].
5. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 93
V. CONCLUSION
This case study of Greek immigrants indicates some common characteristics of the so called “first
wave” of the Greek diaspora to the US (late nineteenth- early twentieth century): they were young, single men,
who considered economic advancement as their major goal [11]. They are included among the early Greek
immigrants who established permanent homes in the United States, while others worked temporarily and
returned to Greece. Moreover, they were drawn by the prospect of entrepreneurial opportunities in newly
developing cities. They took advantage of family networks, which contributed to the training of the new
immigrants through the learning of a skill, as in this case the confectionery, one of the sectors in which Greek
immigrants in America were particularly engaged. Their training gave them an important ‘tool’ for social
mobility, since they became able to start soon their own business. Grace to hard work and their business skills,
they became successful businessmen and well known in the local societies.
Concerning their marriage practices, like all early Greek immigrants, the majority of them preferred
brides from their homeland once they had enough money to support a family, while some remained unmarried
or - some few - married women of other nationalities [11].
In time, they were naturalized and adapted in the American society, while maintaining ties with their
homeland, as it is best shown by public benefit activities. Particularly characteristic of the feelings and the
mentality of Greek immigrants is the inscription on the statue of Hippocrates, where the donor John N. Pappas
refers to both his birthplace, Kyparissi, Greece, and to his second homeland, San Francisco, California. This
shows the duality of first generation of Greek- American identity.
VI. ACKNOWLEDGEMENTS
This paper is devoted to the memory of my great uncles, Louis and John N. Pappas, and their relatives.
I express my gratitude for their precious assistance to: Patricia Aleck, Pepi Gavala (Archives of Laconia),
George N. Georgitsoyannis, Maria Gianniou- Papafrangou, Argyro Kountouri (Municipality of Monemvasia),
Maria K. Liakaki, Alexander L. Pappas, Irene Pappas- Tsolinas+, Niko Pappas, Mina Raissis- Economou,
Christos Roumbekas, Panagiota Vassileiou- Nossi, Stelios Vassileiou, Constantinos I. Zaravinos.
REFERENCES
[1]. A. Flesor Beck, Greek Immigration To, And Settlement In, Central Illinois, 1880-1930 doctoral diss.,
University of Illinois at Urbana-Champaign, Urbana, Illinois, 2014. Available at
<https://www.ideals.illinois.edu/handle/2142/50730> [Accessed June 2020]
[2]. S. Frangos, The Pioneers of Confection in America, The National Herald, February 21, 2004,
Available at <https://hellenicgenealogygeek.blogspot.com/2018/08/the-greek-pioneers-of-confection-
in.html> [Accessed June 2020]
[3]. M. Gianniou- Papafrangou, The region of Zarax in Laconia (Piraeus: self- edition, 2003) (in Greek)
[4]. United States Passport Applications, 1795-1925, Peter J. Columbus (Ohio, nr.132108/23.3.1922)
Available at <https://www.ancestry.com/> [Accessed July 2020]
[5]. J. R. Carnes et al. (eds), The 1976 History of Allen County, Ohio (Evansville, IN: Unigraphic, Inc.,
1976)
[6]. The Times- Democrat (July, 18 1904),4 Available at <https://www.newspapers.com>[Accessed June
2020]
[7]. Th. G. Tatsios, The ‘Megali Idea’ and the Greek-Turkish War of 1897 (New York: Columbia
University Press, 1984)
[8]. United States Passport Applications, 1795-1925, Peter J. Columbus (Ohio, nr. 394515 /15.4. 1924).
Available at. <https://www.ancestry.com > [Accessed July 2020]
[9]. Ohio, County Naturalization Records 1800-1977 (Antony Columbus or Gergis). Available at
<https://www.familysearch.org > [Accessed July 2020]
[10]. https://www.findagrave.com/memorial/79384714 [Accessed July 2020]
[11]. N. Kappatos, Greek Immigration to Richmond, Virginia, and the Southern Variant Theory, MA diss.,
Virginia Commonwealth University, Richmond Virginia, 2014 Available at
<https://scholarscompass.vcu.edu/etd/3483> [Accessed June 2020]
[12]. K. B. Spalding, Immigrants in Richmond, Virginia: Lebanese, Armenians and Greeks, 1900-1925
(1983). MA diss., University of Richmond, Richmond, Virginia 1983 Available
at<https://scholarship.richmond.edu/cgi/viewcontent.cgi?article=2051&context=masters-theses>
[Accessed June 2020]
[13]. Virginia, Select Marriages, 1785-1940 Available at <https://www.ancestry.com> [Accessed June
2020)]
[14]. https://www.libertyellisfoundation.org/passenger-result (Georges, Mary E., Katherina Giannios)
[Accessed June 2020]
6. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 94
[15]. Mount Calvary Cemetery, Richmond, Virginia: GIANNIOS, George GIANNIOS, Mary Carson.
Available at <http://www.interment.net/data/us/va/richmondcity/mt-calvary-cemetery/records-ga-
gm.htm > [Accessed June 2020]
[16]. https://www.libertyellisfoundation.org/passenger-result (Constantin Giannios) [Accessed June 2020]
[17]. U.S., Naturalization Records, 1840-1957 Available at < https://www.ancestry.co.uk/search/ >[Accessed
June 2020]
[18]. Mount Calvary Cemetery, Richmond, Virginia: GIANNIOS, Koustantino. Available at
<http://www.interment.net/data/us/va/richmondcity/mt-calvary-cemetery/records-ga-gm.htm>
[Accessed June 2020]
[19]. Virginia, Federal Naturalization Records, 1901-1938. Available at <
https://www.ancestry.co.uk/search/ > [Accessed June 2020]
[20]. E. N. Georgitsoyanni, Constantinos Papamichalopoulos and the Development of Geography in Greece,
Proc. 9th Pan- Hellenic Geographical Conference, Athens, 2010, 311-317 Available at
http://geolib.geo.auth.gr/digeo/index.php/pgc/article/view/9976/9724 [Accessed June 2020]
[21]. N. Pappas, Searching for the roots in Kremasti, Kremastiotika Nea 53 (April 2014): 7 Available at
<http://www.kremasti.gr/files/newspaper > [Accessed June 2020]
[22]. https://www.libertyellisfoundation.org/passenger-result (Ioannis Papamichalopoulos) [Accessed June
2020]
[23]. San Francisco Chronicle (January 16, 1915), 23 Available at < https://www.fold3.com> [Accessed
March 2020]
[24]. Greek Historical Society of the San Fransisco Bay Area, Images of America, Greeks in San Francisco
(Charleton, South Carolina: Arcadia Publishing, 2016)
[25]. http://www.omogenia.com/kyparissi/ [Accessed June 2020]
[26]. San Francisco Chronicle (January 16, 1915), 22 Available at < https://www.fold3.com > [Accessed
March 2020]
[27]. W. Merriman, Christmas candies: Quickie book a luscious challenge for Lou Seibert Pappas, December
12, 2002 Available at <old.post-gazette.com/food/20021212candy1212fnp3.asp> [Accessed June 2020]
[28]. Nicholas C. Petris, "Dean of the California Legislature, 1959-1996," 1996, an oral history conducted in
1993 and 1994 by Gabrielle Morris, Regional Oral History Office, The Bancroft Library, University of
California, Berkeley, 1996. Copy no. Nicholas C. Petris, 1995 Cataloging Information Available at<
https://digitalassets.lib.berkeley.edu/rohoia/ucb/pdftext/petrisdeancali00nichrich.txt > [Accessed June
2020]
[29]. https://www.libertyellisfoundation.org/passenger (Alesios Papamichalopoulos) [Accessed June 2020]
[30]. G. Mavromichalis, Kyparissi, Laconia. Cultural event dedicated to the memory of the Great
Benefactors and Donors of our village (Athens: self- edition, 2019) (in Greek)
[31]. University of California San Francisco Magazine, 8/2 (June 1985), In Memoriam (John N. Pappas).
[32]. UCSF (University of California San Francisco) News 1979: HIPPOCRATES STATUE DONATED
TO USCF CAMPUS (4/20/79).
[33]. M. Scheinman, A Guide to Art at the University of Illinois: Urbana-Champaign, Robert Allerton Park,
and Chicago (llinois: University of Illinois Press, 1995)
[34]. G.N. Charalampopoulos, The sculptor Costas N. Georgacas. His life and activity (Athens: National
Gallery, 1986) (in Greek)
FIGURES
7. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 95
Fig. 1. Peter J. Columbus (left, sitting) and three other Greeks. Richmond, Va 1904 or 1906
(Photo: Niko Pappas)
Fig. 2. Peter J. Columbus (left, sitting) and young Louis N. Pappas, Lima, Ohio (Photo: Niko Pappas)
Fig. 3. “Souvenir. Your Uncles Panagiotis, Mihalis and Costas. Richmond Va. July 7, 1922”
Peter, Michael (sitting) and Constantine Giannios (Photo: Mina Raissis- Economou)
8. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 96
Fig. 4. “P. J. Giannios 8.25.27 Richmond Va” (Photo: Maria Giannou- Papafrangou)
Fig. 5. Louis N. Pappas in his candy store- Elite Confections, San Fransisco, CA (Photo: Niko Pappas)
Fig. 6. Louis and Panagiota Pappas (1926) (Photo: Niko Pappas)
9. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 97
Fig. 7. John N. Pappas- Red Poppy Candies (Photo: Patricia Aleck)
Fig. 8. Louis N. Pappas (center, sitting), Belle Pappas, John N. Pappas (center, standing), Alexander N.
Pappas (right) (Photo: Alex. L. Pappas)
10. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 98
Fig. 9. Hippocrates Statue (1978), UCSF Hospital (Photo: Mina Raissis- Economou)
Fig. 10. Unveiling ceremony (1979): John and Jennie Pappas, Maria Vassileiou- Raissis,
Patricia Aleck (second row) (Photo: Patricia Aleck)