A look into history of Japanese Americans in relation to other communities in Chicago, IL as a way to understand how racial solidarity and racial tension have impacted the identity of Asian American.
Between the 1920s and 1980s, many regions in Africa, Asia, and the Middle East gained independence from European colonial rule through various means such as non-violent protest movements, revolutions that overthrew European powers, and peaceful withdrawals. Nationalist sentiments grew as locals received more education and questioned European claims of superiority, and decolonization was further spurred by the world wars and anti-colonial wars within territories. However, independence did not solve all problems as new nations struggled with economic dependence and inequality.
The document provides information on westward expansion in the early 1800s in the United States. It discusses the migration of settlers along various trails like the Oregon Trail to destinations like California, Oregon, and Utah. The Mexican-American War is summarized, which resulted in Mexico ceding over half its territory in the southwest to the US in the Treaty of Guadalupe Hidalgo. The discovery of gold in California in 1848 touched off the Gold Rush, attracting thousands of prospectors. The rapid acquisition of new lands helped fulfill the concept of Manifest Destiny but also exacerbated tensions around the issue of expanding slavery.
This document discusses the history of US immigration policy over three periods from 1901 to the present:
1) The "classic era" from 1901-1930 saw increasingly restrictive laws such as the Chinese Exclusion Act and National Origins Act.
2) The "long hiatus" from 1931-1970 included Operation Wetback and the Hart-Celler Act which abolished national origins quotas.
3) The "new regime" from 1970 onward repealed racial restrictions and the quota system through acts like the Immigration and Nationality Act of 1965. It also discusses the internment of Japanese Americans during WWII and changing views on assimilation versus cultural pluralism.
The document provides vocabulary and discussion questions about decolonization in Asia, Africa, the Middle East, and Turkey/Iran. Some of the key terms defined include self-determination, nationalism, satyagraha, apartheid, and dependency. Discussion questions compare independence movements and post-colonial challenges in regions like South Asia, Sub-Saharan Africa, and analyze political changes in countries like Turkey and Iran in the 20th century.
Reconstruction of black & urban areas finalPeggy Bloomer
The document discusses the Reconstruction period in the United States following the Civil War from 1863 to 1887. During this time, the government grappled with how to reunite the northern and southern states and address the end of slavery. This led to the passage of amendments providing citizenship and voting rights to Black Americans, though the South resisted through the creation of "Black Codes" and Jim Crow laws enforcing racial segregation and discrimination. The Civil Rights movement from the 1950s to 1960s sought to end these discriminatory practices through nonviolent protests and resulted in landmark legislation banning racial segregation and discrimination.
American Civ Chapter two: A Land of Immigrants Elhem Chniti
This document provides a historical overview of immigration to the United States. It discusses the successive waves of European immigration from the 16th to 19th centuries from countries like Spain, France, England, Germany, and Ireland. In the late 19th century, there was a large influx of immigrants from Southern and Eastern Europe which led to nativist sentiment and policies restricting immigration. The document also outlines push/pull factors for immigration and debates around illegal immigration and exclusion policies targeting specific ethnic groups.
Nationalism -- Katipunan and the Boxer RebellionJuan-Miguel Luna
This document provides information about nationalism through definitions, examples from China and the Philippines, and pros and cons. It summarizes the Boxer Rebellion in China from 1899-1901 where the Boxers united to remove Western influences. It also summarizes the Katipunan Revolution in the Philippines from 1892-1898 where the Katipunan fought for independence from Spanish colonial rule. The document concludes nationalism can both help and harm a nation by bringing development but also dangerous demonstrations against colonizers.
APUSH Lecture Ch. 30-31 Nixon to Reaganbwellington
The document provides an overview of major events and issues during the Nixon and Ford presidencies from 1969-1977. It discusses Nixon's election and pledge to end the Vietnam War through "Vietnamization," his opening of relations with China, and his domestic policies. However, the Watergate scandal erupted and Nixon resigned in 1974 due to his role in the cover-up. Ford then pardoned Nixon but lost reelection in 1976. The Vietnam War continued despite Nixon's efforts, and the 1973 Oil Crisis had major economic impacts.
Between the 1920s and 1980s, many regions in Africa, Asia, and the Middle East gained independence from European colonial rule through various means such as non-violent protest movements, revolutions that overthrew European powers, and peaceful withdrawals. Nationalist sentiments grew as locals received more education and questioned European claims of superiority, and decolonization was further spurred by the world wars and anti-colonial wars within territories. However, independence did not solve all problems as new nations struggled with economic dependence and inequality.
The document provides information on westward expansion in the early 1800s in the United States. It discusses the migration of settlers along various trails like the Oregon Trail to destinations like California, Oregon, and Utah. The Mexican-American War is summarized, which resulted in Mexico ceding over half its territory in the southwest to the US in the Treaty of Guadalupe Hidalgo. The discovery of gold in California in 1848 touched off the Gold Rush, attracting thousands of prospectors. The rapid acquisition of new lands helped fulfill the concept of Manifest Destiny but also exacerbated tensions around the issue of expanding slavery.
This document discusses the history of US immigration policy over three periods from 1901 to the present:
1) The "classic era" from 1901-1930 saw increasingly restrictive laws such as the Chinese Exclusion Act and National Origins Act.
2) The "long hiatus" from 1931-1970 included Operation Wetback and the Hart-Celler Act which abolished national origins quotas.
3) The "new regime" from 1970 onward repealed racial restrictions and the quota system through acts like the Immigration and Nationality Act of 1965. It also discusses the internment of Japanese Americans during WWII and changing views on assimilation versus cultural pluralism.
The document provides vocabulary and discussion questions about decolonization in Asia, Africa, the Middle East, and Turkey/Iran. Some of the key terms defined include self-determination, nationalism, satyagraha, apartheid, and dependency. Discussion questions compare independence movements and post-colonial challenges in regions like South Asia, Sub-Saharan Africa, and analyze political changes in countries like Turkey and Iran in the 20th century.
Reconstruction of black & urban areas finalPeggy Bloomer
The document discusses the Reconstruction period in the United States following the Civil War from 1863 to 1887. During this time, the government grappled with how to reunite the northern and southern states and address the end of slavery. This led to the passage of amendments providing citizenship and voting rights to Black Americans, though the South resisted through the creation of "Black Codes" and Jim Crow laws enforcing racial segregation and discrimination. The Civil Rights movement from the 1950s to 1960s sought to end these discriminatory practices through nonviolent protests and resulted in landmark legislation banning racial segregation and discrimination.
American Civ Chapter two: A Land of Immigrants Elhem Chniti
This document provides a historical overview of immigration to the United States. It discusses the successive waves of European immigration from the 16th to 19th centuries from countries like Spain, France, England, Germany, and Ireland. In the late 19th century, there was a large influx of immigrants from Southern and Eastern Europe which led to nativist sentiment and policies restricting immigration. The document also outlines push/pull factors for immigration and debates around illegal immigration and exclusion policies targeting specific ethnic groups.
Nationalism -- Katipunan and the Boxer RebellionJuan-Miguel Luna
This document provides information about nationalism through definitions, examples from China and the Philippines, and pros and cons. It summarizes the Boxer Rebellion in China from 1899-1901 where the Boxers united to remove Western influences. It also summarizes the Katipunan Revolution in the Philippines from 1892-1898 where the Katipunan fought for independence from Spanish colonial rule. The document concludes nationalism can both help and harm a nation by bringing development but also dangerous demonstrations against colonizers.
APUSH Lecture Ch. 30-31 Nixon to Reaganbwellington
The document provides an overview of major events and issues during the Nixon and Ford presidencies from 1969-1977. It discusses Nixon's election and pledge to end the Vietnam War through "Vietnamization," his opening of relations with China, and his domestic policies. However, the Watergate scandal erupted and Nixon resigned in 1974 due to his role in the cover-up. Ford then pardoned Nixon but lost reelection in 1976. The Vietnam War continued despite Nixon's efforts, and the 1973 Oil Crisis had major economic impacts.
This document provides an introduction and overview for a research paper assignment on influential individuals who have positively changed the world. It lists potential research paper topics like Harriet Tubman, Martin Luther King Jr., Gandhi, and Jane Goodall. It then provides historical context on movements associated with these individuals, such as the Abolitionist Movement, Apartheid in South Africa, the American Civil Rights Movement, and more. Finally, it includes short biographies and impact summaries for some of the listed individuals to help guide further research.
This chapter discusses the historical treatment of racial minorities in the US legal system. It outlines how African Americans were legally considered property and faced segregation, disenfranchisement, and lynching. It also discusses the forced removal and cultural assimilation of American Indians. Further, it describes the discriminatory laws faced by Asian immigrants such as Chinese exclusion acts. The chapter examines how civil rights reforms in the 1960s aimed to address these injustices and discrimination, but that racial disparities still persist today in criminal justice.
African american freemen piselli dezielJohn Deziel
1) In the 19th century, there were established communities of free African Americans who had been free for generations, owning property, paying taxes, publishing newspapers, and in some northern states, voting.
2) Following the American Revolutionary War, many slaves in the North and Upper South were freed. Free black men fought in the war and established communities, owning land, homes, businesses, and publishing the first black-owned newspaper in 1827.
3) After the abolition of slavery, freed slaves faced economic challenges but alternatives like sharecropping and tenant farming emerged, while the Freedmen's Bureau helped freed slaves find work and negotiate contracts between workers and employers.
The document discusses the history and cultural influences of Scots-Irish immigrants in America. Key points include:
- The Scots-Irish valued individualism, freedom, and self-governance. They were among the first to fight in the American Revolution and supported independence from Britain.
- They had a strong work ethic and embraced education, helping establish schools. Their Presbyterian religious beliefs also influenced early American civic life and government.
- Politically, the Scots-Irish distrusted centralized authority and taxation. Many became landowners and influential figures in the early government, including several Founding Fathers and Presidents.
- Their culture left a lasting legacy through blue-collar values, folk
Lecture to ANU Strategic Studies students on ethnicity and separatism. Case-studies of Bougainville and South Sudan, with discussion of the Responsibility to Protect (R2P).
Nationalist Movements in Latin Am, ME, and AfricaHals
This document discusses the rise of nationalism in Africa and other parts of the world in the 20th century in response to colonial rule. It describes how Europeans discriminated against and exploited Africans, forcing them off their best lands. It also discusses various forms of resistance that emerged, including labor unions, protests, and nationalist leaders and movements in countries like Kenya, Nigeria, South Africa, Egypt, Turkey, Iran, and Latin America. New constitutions, laws, and policies were enacted in many of these countries to reduce foreign influence and assert greater independence and self-governance.
The document provides a timeline of key events in U.S. immigration history from the early 20th century through today. It details laws and policies that restricted immigration such as the Chinese Exclusion Act of 1882 and National Origins Act of 1924. It also covers social movements like the Americanization movement of the 1910s that aimed to assimilate immigrants. The timeline traces the establishment and evolution of immigration and naturalization laws over time, including the Bracero program, Immigration and Nationality Act of 1952, Immigration Act of 1965, and more recent acts and policies.
United States History Ch. 18 Section 1 Notesskorbar7
The document summarizes early efforts for equality in the 1940s-1950s. It discusses how African Americans challenged segregation through legal and protest efforts such as the Montgomery bus boycott. The Brown v. Board of Education Supreme Court decision declared segregation in public schools unconstitutional, though it faced resistance from Southern states. The Montgomery bus boycott launched Martin Luther King Jr. and the civil rights movement by proving that nonviolent protests could successfully demand change. However, segregation and discrimination remained widespread even after these early victories.
Lecture 1 freedom and the american dreamElhem Chniti
This is the introductory lecture of American civlization classes for 1st year students of English at ISLN.
It presents the founding myths and value of the USA
In the 1920s, Americans began to change their historically open attitude towards immigration. This was due to growing isolationism after World War I, as Americans wanted to avoid foreign entanglements. There was also fear of revolution following the Russian Revolution of 1917 and prejudice against new southern and eastern European immigrants, as old Anglo-Saxon immigrants viewed the new immigrants as threatening traditional American values and jobs. The economic difficulties of the postwar period also led Americans to view immigrants as scapegoats for issues like unemployment and declining wages. As a result, the once open door to immigration in the U.S. began to close in the 1920s.
The Progressive Era saw broad social and political reforms in response to problems created by industrialization. Progressives aimed to counter the negative effects of big business and help workers, immigrants, and the poor through labor laws, regulation of industry, and social welfare programs. Reformers used journalism, photography and new political approaches like initiatives and referendums to raise public awareness and enact change. The period saw the growth of unions, women's suffrage movement, and progressive presidents who established agencies and laws to curb monopolies and support workers.
The document summarizes the key phases of the Civil Rights Movement in the United States from 1900 to the present. It outlines six phases: (1) the end of self-segregation and rise of civil rights organizations from 1900-1920; (2) the growth of activist organizations and attempts at reform from 1908-1950; (3) the expansion of some rights by white leaders from 1930-1960; (4) the use of direct action and confrontation tactics by black individuals and organizations from 1955-1970; (5) progress toward rights but the emergence of frustration and militancy from 1964-1975; and (6) steady progress toward rights with decreasing focus on the issue from 1980 to the present.
The document discusses life in America during the Gilded Age from 1870-1890. Key points:
1) Rapid industrialization, fueled by new technologies like railroads, created great wealth for some but also poor living/working conditions for many immigrants in cities.
2) Business consolidation led to trusts and monopolies controlled by "robber barons." While some philanthropists aimed to improve society, inequality grew sharply.
3) As the West developed, Native Americans faced increasing conflict as the US took their lands to access resources, culminating in the Wounded Knee massacre of 1890.
Freedom Summer in 1964 saw over 1,000 volunteers help register African American voters in Mississippi, though 3 volunteers were murdered. The Voting Rights Act of 1965 was passed, banning literacy tests and allowing federal oversight of elections. However, discrimination and poverty still plagued urban areas, leading to riots in cities like Watts, Newark, and Detroit in 1967. Meanwhile, leaders like Malcolm X and the Black Panthers advocated for more militant approaches than King's nonviolence.
The document summarizes key events and developments in the English colonies in North America from the late 1600s to the mid-1700s. It discusses the decline of Puritanism in New England, the growth of slavery and plantation economies in the South, and increasing tensions between the colonies and British authorities. It also covers the Great Awakening, the Enlightenment, and influential events like the Zenger trial that helped shape colonial ideas about freedom and rights.
African American freemen gained their freedom through various means such as being rewarded by masters, buying their freedom, or being freed in wills. Though free, most lived in poverty. They established churches, schools, and organizations to support their communities and advocated for the abolition of slavery. Some freemen became prosperous professionals and business owners, though racial discrimination limited opportunities. Prominent freemen like Frederick Douglass played influential roles in political causes and social movements.
The document discusses early efforts to abolish slavery in the United States during the 1800s. Reformers and religious groups advocated ending slavery, with some supporting resettlement in Africa and others calling for immediate emancipation at home. The Underground Railroad network helped escaped slaves reach freedom in the North and Canada despite opposition from those who feared ending slavery would disrupt the Southern way of life and Northern jobs.
The Great Migration was the movement of over 6 million black Americans from the rural South to Northern and Western cities between 1916-1970. They sought to escape the oppression of Jim Crow laws and seize new economic opportunities. While the North offered higher wages, black migrants still faced racism and segregation, living in overcrowded neighborhoods with poor housing conditions. Publications like the Chicago Defender encouraged and helped black southerners make the journey North.
The Great Migration represented the movement of over 6 million black Americans from the rural South to Northern and Western cities between 1916-1970. Fleeing the oppression of Jim Crow laws, black southerners sought economic opportunities in growing Northern industries. While the North was imagined as free of racism, migrants still faced discrimination and segregation. Artists like Jacob Lawrence documented the harsh realities of this mass internal migration through works like his Migration Series paintings.
This document provides an introduction and overview for a research paper assignment on influential individuals who have positively changed the world. It lists potential research paper topics like Harriet Tubman, Martin Luther King Jr., Gandhi, and Jane Goodall. It then provides historical context on movements associated with these individuals, such as the Abolitionist Movement, Apartheid in South Africa, the American Civil Rights Movement, and more. Finally, it includes short biographies and impact summaries for some of the listed individuals to help guide further research.
This chapter discusses the historical treatment of racial minorities in the US legal system. It outlines how African Americans were legally considered property and faced segregation, disenfranchisement, and lynching. It also discusses the forced removal and cultural assimilation of American Indians. Further, it describes the discriminatory laws faced by Asian immigrants such as Chinese exclusion acts. The chapter examines how civil rights reforms in the 1960s aimed to address these injustices and discrimination, but that racial disparities still persist today in criminal justice.
African american freemen piselli dezielJohn Deziel
1) In the 19th century, there were established communities of free African Americans who had been free for generations, owning property, paying taxes, publishing newspapers, and in some northern states, voting.
2) Following the American Revolutionary War, many slaves in the North and Upper South were freed. Free black men fought in the war and established communities, owning land, homes, businesses, and publishing the first black-owned newspaper in 1827.
3) After the abolition of slavery, freed slaves faced economic challenges but alternatives like sharecropping and tenant farming emerged, while the Freedmen's Bureau helped freed slaves find work and negotiate contracts between workers and employers.
The document discusses the history and cultural influences of Scots-Irish immigrants in America. Key points include:
- The Scots-Irish valued individualism, freedom, and self-governance. They were among the first to fight in the American Revolution and supported independence from Britain.
- They had a strong work ethic and embraced education, helping establish schools. Their Presbyterian religious beliefs also influenced early American civic life and government.
- Politically, the Scots-Irish distrusted centralized authority and taxation. Many became landowners and influential figures in the early government, including several Founding Fathers and Presidents.
- Their culture left a lasting legacy through blue-collar values, folk
Lecture to ANU Strategic Studies students on ethnicity and separatism. Case-studies of Bougainville and South Sudan, with discussion of the Responsibility to Protect (R2P).
Nationalist Movements in Latin Am, ME, and AfricaHals
This document discusses the rise of nationalism in Africa and other parts of the world in the 20th century in response to colonial rule. It describes how Europeans discriminated against and exploited Africans, forcing them off their best lands. It also discusses various forms of resistance that emerged, including labor unions, protests, and nationalist leaders and movements in countries like Kenya, Nigeria, South Africa, Egypt, Turkey, Iran, and Latin America. New constitutions, laws, and policies were enacted in many of these countries to reduce foreign influence and assert greater independence and self-governance.
The document provides a timeline of key events in U.S. immigration history from the early 20th century through today. It details laws and policies that restricted immigration such as the Chinese Exclusion Act of 1882 and National Origins Act of 1924. It also covers social movements like the Americanization movement of the 1910s that aimed to assimilate immigrants. The timeline traces the establishment and evolution of immigration and naturalization laws over time, including the Bracero program, Immigration and Nationality Act of 1952, Immigration Act of 1965, and more recent acts and policies.
United States History Ch. 18 Section 1 Notesskorbar7
The document summarizes early efforts for equality in the 1940s-1950s. It discusses how African Americans challenged segregation through legal and protest efforts such as the Montgomery bus boycott. The Brown v. Board of Education Supreme Court decision declared segregation in public schools unconstitutional, though it faced resistance from Southern states. The Montgomery bus boycott launched Martin Luther King Jr. and the civil rights movement by proving that nonviolent protests could successfully demand change. However, segregation and discrimination remained widespread even after these early victories.
Lecture 1 freedom and the american dreamElhem Chniti
This is the introductory lecture of American civlization classes for 1st year students of English at ISLN.
It presents the founding myths and value of the USA
In the 1920s, Americans began to change their historically open attitude towards immigration. This was due to growing isolationism after World War I, as Americans wanted to avoid foreign entanglements. There was also fear of revolution following the Russian Revolution of 1917 and prejudice against new southern and eastern European immigrants, as old Anglo-Saxon immigrants viewed the new immigrants as threatening traditional American values and jobs. The economic difficulties of the postwar period also led Americans to view immigrants as scapegoats for issues like unemployment and declining wages. As a result, the once open door to immigration in the U.S. began to close in the 1920s.
The Progressive Era saw broad social and political reforms in response to problems created by industrialization. Progressives aimed to counter the negative effects of big business and help workers, immigrants, and the poor through labor laws, regulation of industry, and social welfare programs. Reformers used journalism, photography and new political approaches like initiatives and referendums to raise public awareness and enact change. The period saw the growth of unions, women's suffrage movement, and progressive presidents who established agencies and laws to curb monopolies and support workers.
The document summarizes the key phases of the Civil Rights Movement in the United States from 1900 to the present. It outlines six phases: (1) the end of self-segregation and rise of civil rights organizations from 1900-1920; (2) the growth of activist organizations and attempts at reform from 1908-1950; (3) the expansion of some rights by white leaders from 1930-1960; (4) the use of direct action and confrontation tactics by black individuals and organizations from 1955-1970; (5) progress toward rights but the emergence of frustration and militancy from 1964-1975; and (6) steady progress toward rights with decreasing focus on the issue from 1980 to the present.
The document discusses life in America during the Gilded Age from 1870-1890. Key points:
1) Rapid industrialization, fueled by new technologies like railroads, created great wealth for some but also poor living/working conditions for many immigrants in cities.
2) Business consolidation led to trusts and monopolies controlled by "robber barons." While some philanthropists aimed to improve society, inequality grew sharply.
3) As the West developed, Native Americans faced increasing conflict as the US took their lands to access resources, culminating in the Wounded Knee massacre of 1890.
Freedom Summer in 1964 saw over 1,000 volunteers help register African American voters in Mississippi, though 3 volunteers were murdered. The Voting Rights Act of 1965 was passed, banning literacy tests and allowing federal oversight of elections. However, discrimination and poverty still plagued urban areas, leading to riots in cities like Watts, Newark, and Detroit in 1967. Meanwhile, leaders like Malcolm X and the Black Panthers advocated for more militant approaches than King's nonviolence.
The document summarizes key events and developments in the English colonies in North America from the late 1600s to the mid-1700s. It discusses the decline of Puritanism in New England, the growth of slavery and plantation economies in the South, and increasing tensions between the colonies and British authorities. It also covers the Great Awakening, the Enlightenment, and influential events like the Zenger trial that helped shape colonial ideas about freedom and rights.
African American freemen gained their freedom through various means such as being rewarded by masters, buying their freedom, or being freed in wills. Though free, most lived in poverty. They established churches, schools, and organizations to support their communities and advocated for the abolition of slavery. Some freemen became prosperous professionals and business owners, though racial discrimination limited opportunities. Prominent freemen like Frederick Douglass played influential roles in political causes and social movements.
The document discusses early efforts to abolish slavery in the United States during the 1800s. Reformers and religious groups advocated ending slavery, with some supporting resettlement in Africa and others calling for immediate emancipation at home. The Underground Railroad network helped escaped slaves reach freedom in the North and Canada despite opposition from those who feared ending slavery would disrupt the Southern way of life and Northern jobs.
Similar to Know Our History: Intersection of tension and solidarity between the Japanese American and other communities through a Chicago and national lens
The Great Migration was the movement of over 6 million black Americans from the rural South to Northern and Western cities between 1916-1970. They sought to escape the oppression of Jim Crow laws and seize new economic opportunities. While the North offered higher wages, black migrants still faced racism and segregation, living in overcrowded neighborhoods with poor housing conditions. Publications like the Chicago Defender encouraged and helped black southerners make the journey North.
The Great Migration represented the movement of over 6 million black Americans from the rural South to Northern and Western cities between 1916-1970. Fleeing the oppression of Jim Crow laws, black southerners sought economic opportunities in growing Northern industries. While the North was imagined as free of racism, migrants still faced discrimination and segregation. Artists like Jacob Lawrence documented the harsh realities of this mass internal migration through works like his Migration Series paintings.
This document discusses the history of Asian immigration to the United States. It describes how the first Asian immigrants in the late 19th century, particularly Japanese and Chinese people, faced significant racial prejudice and restrictive laws. During this period, most Japanese immigrants settled on the West Coast and found success in farming and small business. However, their economic achievement led to resentment from some white communities. The document then focuses on the Japanese American experience, including the internment of Japanese Americans during World War II due to fears they may be disloyal. It discusses the injustice of the internment and the efforts of Japanese Americans to seek redress for the violation of their civil rights.
The document discusses Frank Romero, an artist who played a key role in the Chicano movement through his murals and other artworks. Romero used his art to express his views and promote Chicano identity. Born in 1941 in Los Angeles, Romero gained fame for his murals but was also skilled in drawing, painting, ceramics, and sculpture. During the height of the Chicano movement in the 1970s, Romero co-founded the artist group "Los Four" to further express political and social messages through their work.
After the attack on Pearl Harbor, feelings toward Japanese-Americans in the US turned strongly negative. Over 120,000 Japanese-Americans, most of whom were American citizens, were forcibly relocated to internment camps. They faced harsh conditions with little basic amenities. The US government justified the internment as a security measure, though it represented racial profiling and violated civil rights. It took decades before the government acknowledged this injustice.
United States History Ch. 17 Section 4 Notesskorbar7
Critics rejected the conformity of 1950s culture, expressed by writers like Kerouac and Ginsberg. Many Americans lived in poverty hidden from the suburbs, including in inner cities and rural areas. Minority groups faced discrimination in housing and jobs. Government programs aimed to address urban and rural poverty, but sometimes made the problems worse by displacing communities and concentrating poverty.
The document provides context about the 1960s presidency and liberalism in the US. It summarizes:
1) John F. Kennedy was the first Catholic president who established programs like the Peace Corps and NASA. His assassination in 1963 left Lyndon B. Johnson as president.
2) LBJ continued Kennedy's agenda with his "Great Society" programs, passing landmark civil rights legislation and establishing Medicare and Medicaid. However, the US was embroiled in the unpopular Vietnam War.
3) The 1960s saw great social unrest and a battle for racial equality, with the civil rights and Black Power movements. Martin Luther King Jr. and Malcolm X were influential leaders. Urban violence and riots broke out in many
Document A Your Textbook, Give Me Liberty! page 756In 1919, m.docxelinoraudley582231
Document A: Your Textbook, Give Me Liberty! page 756
In 1919, more than 250 persons died in riots in the urban North. Most notable was the violence in Chicago, touched off by the drowning by white bathers of a black teenager who accidently crossed the unofficial diving line between black and white beaches on Lake Michigan. The riot that followed raged for five days an involved pitched battles between the races throughout the city. By the time the National Guard restored order, 38 persons had been killed and more than 500 injured.
Document B: History Book (ORIGINAL)
The most serious racial outbreak occurred in Chicago late in July of the so-called Red Summer…. The riot that began on July 27 had its immediate origin in an altercation at Lake Michigan beach. A young African American swimming offshore had drifted into water that was customarily used by whites. White swimmers commanded him to return to his part of the beach, and some threw stones at him. When the young man went down and drowned, blacks declared that he had been murdered.... Distorted rumors circulated among blacks and whites concerning the incident and the subsequent events at the beach. Mobs sprang up in various parts of the city, and during the night there was sporadic fighting. In the next afternoon, white bystanders meddled with blacks as they went home from work. Some were pulled off streetcars and whipped....
On the South Side a group of young blacks stabbed an old Italian peddler to death, and a white laundry operator was also stabbed to death.... When authorities counted the casualties, the tally sheet gave the results of a miniature war. Thirty-eight people had been killed, including 15 whites and 23 blacks; of the 537 people injured, 178 were white and 342 were black. There is no record of the racial identity of the remaining 17. More than 1,000 families, mostly black, were homeless as a result of to the burnings and general destruction of property.
Source: John Hope Franklin, From Slavery to Freedom: A History of Negro Americans, 1987, (Sixth Edition; first published in 1947).
Document C (ORIGINAL)
Since 1915 the colored population of Chicago has more than doubled, increasing in four years from a little over 50,000 to what is now estimated to be between 125,000 and 150,000. Most of them lived in the area bounded by the railroad on the west, 30th Street on the north, 40th Street on the south and Ellis Avenue on east. Already overcrowded, this so-called "Black Belt" could not possibly hold the doubled colored population. One cannot put ten gallons of water in a five-gallon pail. Although many Negroes had been living in "white" neighborhoods, the increased exodus from the old areas created an hysterical group of persons who formed "Property Owners' Associations" for the purpose of keeping intact white neighborhoods.…
In a number of cases during the period from January, 1918, to August, 1919, there were bombings of colored homes and houses occupied by Negr.
This document summarizes social movements and changes that occurred in the 1960s. It discusses the growth of Latino populations in the US and organizations formed to fight for Latino civil rights, such as United Farm Workers. It also discusses the Native American rights movement and organizations like the American Indian Movement that protested to demand treaty lands and rights. Additionally, it outlines the development of the Asian American and gay rights movements during this period. The women's rights movement is summarized, including the formation of NOW and legalization of abortion due to Roe v. Wade. It concludes by discussing the conservative response to these social changes through the rise of the New Right.
The document discusses the Great Migration of African Americans from 1910-1970. Over 6 million African Americans left the southern United States for northern cities like Chicago to escape racial discrimination and seek better jobs and quality of life. Chicago's population of African Americans grew from 2% to 33% during this period as it attracted around 500,000 migrants. The Great Migration led to the development of new black cultural and political institutions in northern cities and changed the demographics and culture of the United States.
Similar to Know Our History: Intersection of tension and solidarity between the Japanese American and other communities through a Chicago and national lens (10)
PhD Defense_Practicing Solidarity between Farmers and Eaters.pdfChikaKondo
PhD defense on Japan's alternative food networks. It is an exploration of how regenerative agricutlure producers and local food systems exist in relation to the mainstream. What opportunities exist for larger scale change for more sustainable practices to be implemented within the larger food system?
Can Japan's Teikei Movement Evolve without Housewives? ChikaKondo
Preliminary research findings on the evolution of teikei groups that were mainly supported by participation of housewives and how these groups have adapted in modern day Japan where female workforce participation is larger than most other developed countries.
Final results can be read in article published here:
https://www.foodsystemsjournal.org/index.php/fsj/article/view/1019
This document provides 10 tips for submitting articles to journals: 1) Identify target journals and rank them, checking that they qualify for graduation. 2) Read articles in target journals to understand their style and structure. 3) Find call for papers and special editions by joining listservs. 4) Construct a story by identifying a research gap and how your results will contribute. 5) Be aware of common reasons for rejection like not matching a journal's scope. 6) Write an abstract that acts as an elevator pitch. 7) Follow a writing process with roadmaps, frameworks, methodology, findings and discussion. 8) Proofread for clarity, spelling, references, and consistency with the abstract. 9) Get feedback from those outside your
A workshop for current graduate students and PhD candidates at Kyoto University Graduate School of Agriculture and Graduate School of Economics. Delivered in a hybrid format. A deep dive into my own PhD experience and lessons that I hope to pass onto current and future students.
Corn and wheat are major agricultural crops grown in the United States. Soybeans are also a primary agricultural commodity produced domestically. These staple grains form the basis of the country's food system and are important exports.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
3. Agenda
● Intros
● Pre-WWII history
● Breakout room #1
● Birth of Asian American as a
Political Identity
● Eric Langowski: Resettlement
and Redress
● Breakout room #2
● JJ Ueunten: Current day
Solidarity
● Breakout room #3
4. Recording We will be recording the main room of this
presentation! If you would like to stay off the
recording, you may turn off your camera and
your name will not be seen.
Breakout rooms will not be recorded. Please
put at * next to your name if you cannot
participate in the breakout rooms.
6. Oxnard Sugar Beet Strike of 1903
● Formation of the
Japanese-Mexican Labor
Association
● First successful agricultural
strike in Southern
California
● Mexican members of JMLA
backed Japanese members
when they were refused
union status
7. Racial Divides in Seattle
● Both groups faced similar discrimination, but had
different tactics to combat it
○ NAACP: protests, lawsuits, and marches
○ JACL: urged assimilation
● By 1920s, had started to create communities and
resources
○ Tanomoshi - Japanese community venture
capitalist funding for new businesses
● By 1930’s strong difference in economic mobility
8. Black Response to Anti-Japanese Sentiment
“We are with the President in the California
muddle, for as California would treat the
Japanese she would also treat Negroes. It is not
that we desire to attend schools with the whites at
all, per se, but the principle involved in the
attempt to classify us as inferiors- not because we
are necessarily inferior, but on the grounds of
color- forms the crux of our protest.”
- Colored American Magazine, XII (March,
1907), 168-69.
● Most Black Americans had sympathy towards
Japanese Americans, and saw anti-Japanese
sentiment as precedent towards all racism
against non-whites
● Black publications cautioned their readers
against joining in on opposing Japanese
Americans
● Not all agreed
○ Shouldn’t take on other community’s problems
○ Should side with whites
○ Fates are not tied together
○ Financial stake in Japanese laborers
10. El Monte Berry Strike of 1933
● A strike on labor conditions stemming from the
Great Depression involving Mexican, Japanese,
and white workers
● Low support from Japanese farm operators, who
oversaw 80% of the by leasing from white farm
owners
● Japanese community organized family members
and community members as scabs to work the
land during the strike
● Shows the shift in power dynamics between
Mexican and Japanese Americans
11. Japanese Settler Colonialism in Hawai’i
● First 153 workers came
from Japan in 1868 by
request
● Sugar cane plantations
seen as an ideal emigration
destination
● By 1920 Japanese
population in Hawai’i peaks
at 43%
13. Chicago’s name comes from the Algonquian
people
1832 Black Hawk War and 1933 Treaty of
Chicago cedes Native land to Europeans and
forces Native Americans out of the Chicago
area
“In 1833, Chicago was a wilderness outpost
of just 350 residents, clumped around a
small military fort on soggy land where the
Chicago River trickled into Lake
Michigan...By the end of the century, this
desolate swamp had been transformed into a
modern metropolis of 1.7 million, known the
world over for its dense web of railroads,
cruelly efficient slaughterhouses, fiery blast
furnaces, and soaring skyscrapers.”
(Smithsonian)
14. 1893 - Japanese people are sent
to Chicago to build Japan’s
exhibit at the World’s Fair
1920’s - about 300 Japanese
Americans living in Chicago
1780’s - Slave trading brings
African Americans to Chicago
1910-1930 - The Great
Migration begins: large
groups of African Americans
flee the South. Primarily to
Chicago’s South Side.
Early 1900’s - Mexican immigrants
arrive in Chicago and settle in
established immigrant
communities
1940’s - Puerto Rican immigrants
come to Chicago, create their own
neighborhoods in existing white
neighborhoods
15. Forced to settle and stay in “Black
Belt” neighborhoods on Chicago’s
South Side.
“Tuberculosis and other diseases spread;
the infant mortality and overall death
rates were higher in the Black Belt than
in the rest of Chicago.” (Chicago Public
Library)
1940’s: as the area grows, there are riots
by white families who live on the “Black
Belt” border and cannot afford to move.
“Early constructions in the late nineteenth
and early twentieth centuries of what it
meant to be Japanese to those who were
not Japanese influenced the meanings of
“Japaneseness”
“The first two decades of Japanese
American history in Chicago, the 1940s
and 1950s, were filled with the
contradictions and uncertainties of how
Japanese Americans would fit into a
black-and-white city.”
(Double Crossed)
Great Depression and WW2 drives blue
collar jobs, and white families, out of
Pilsen and into other suburbs
Not long after, the Eisenhower Express
project takes the homes of thousands of
people and contributes to Pilsen
become a hub for Mexican families.
16. 1923 Tribune article
via Southside Weekly
“[Mexico’s] products are… wastelands,
destroyed resources, illiteracy, poverty,
and ignorance… The great masses of
primitive peoples are unfit for
self-government and educated classes
equally so.”
CPD clubbed, shot and killed Mexicans
and allowed white people to destroy
Mexican property
Race riots of 1919
17 year old Eugene Williams stoned to
death by group of white men. The men
are not arrested.
Riots break out for days
Building tension between Black and
white people in Chicago
17. Breakout Room #1!
- Introductions
- Name, pronouns
- Do you have any family history
pre-WWII in the US? What are
their stories?
20. “To succeed in America is, somehow, to be complicit with the idea of America — which means
that at some level you’ve made peace with its rather ugly past.” -Vijay Iyer
25. Breakout Room #2!
- Where was your family
post-WWII? What was their
experience?
- Did anything from this section
stand out to you?
- What questions does this bring
up?
33. A group of Japanese/Americans in Chicago
organizing towards collective liberation of
all peoples
● Show up to struggles for liberation led
by directly impacted people and
communities
● Expand, shift, and create narratives of
what it means to be Nikkei in a way
that our reasons for fighting for
liberation becomes clear and invites
more Nikkei to take action
34. Focus areas:
● Incarceration (Cook County
Jail, Nikkei Abolition Study
Group, Immigration
Detention, Defund Workshop)
● Japanese Imperialism and
Colonialism (Workshops,
Global Day of Action for
“Comfort Women” photo)
35. Why organize as Nikkei?
● We’ve been harmed by war and racism,
including WWII incarceration in the U.S.
● Model Minority myth helps uphold white
supremacy
● We’ve benefitted from, and been harmed by
imperialism and colonialism (Japanese,
U.S.)
● Space to process the complexities of our
positions and experiences
36. Stay Connected:
● nikkeiuprising@gmail.com
● @nikkeiuprising on Instagram
● facebook.com/NikkeiUprising
Get Involved:
● Attend workshops and/or
organizers meetings
● Come to Cook County Jail
demo
● Join the Nikkei Abolition Study
Group
● Support fundraiser for solidarity
rally at St. Louis County Jail
37. Breakout Room #3!
- What fears, concerns, and
hesitations come up around you
doing solidarity work?
- How will you be more free when
everyone is more free?