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Facts:

1. In 1895 a railroad a of 900 miles into Mexico was built to link the Texas border of Eagle Pass with Mexico City of Durango. page 239

2. By 1928 three quarters of the construction workers in Texas were Mexican. Supervisory and skilled positions were reserved for whites. page 241

3. Between the years of 1928 and 1933 Mexican farm laborers in California had their wages cut from 35 to 14 cents causing Mexicans to go on strike .

4. Sikhs were members of a religion in India. They were not considered white according to the American courts, therefore they were not able to buy land so they would marry Mexican women to be able to buy land in her name.

5. Beginning in 1920's Mexicans became targets of repatriation which meant returning them them to their homes. This meant even children who were not even born in Mexico.

This chapter discussed the struggles and hardships Mexicans went through. this chapter also highlights the discrimination that different communities faced how they fought for the rights .

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1. In 1879, the first off-reservation boarding school, the Carlisle Indian Industrial School, was established to forcefully assimilate Native American children into white American culture.

2. The U.S. government forced Native American children to abandon their languages, clothing, and traditions while attending these boarding schools, often subjecting them to harsh discipline and abuse.

3. The General Allotment Act (Dawes Act) of 1887 led to the loss of nearly two-thirds of Native American land through allotments and sales to non-Native settlers.

4. Many Native American children were taken from their families and placed in these boarding schools, where they were punished for speaking their native languages.

5. The Indian Reorganization Act of 1934 sought to reverse some of the damage caused by the Dawes Act by restoring tribal governance, but the long-term effects of forced assimilation remained.

Summary: The legacy of forced assimilation through boarding schools and land policies continues to affect Native American communities today. In education, Native students still face challenges related to cultural identity, historical trauma, and systemic inequalities, influencing their academic experiences and outcomes.

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Facts:

1. In the late 19th and early 20th centuries, many Jews were persecuted in Russia due to anti-Semitic laws and violence, including pogroms (violent riots against Jewish communities).

2. Jewish families faced economic hardships and had limited rights in Russia, often living in poverty and being subjected to discriminatory policies.

3. As a result of this persecution, many Jewish people decided to leave Russia, seeking better opportunities and safety in other countries, including the United States.

4. The migration of Jews from Russia to America began in the 1880s, with over two million Jews arriving in the U.S. by the early 20th century.

5. Many Jewish immigrants settled in urban areas like New York City, where they found work in factories and as artisans, contributing to the growth of the American economy and culture.

Summary:

Chapter 11, discusses the hardships faced by Jewish communities in Russia during the late 1800s and early 1900s. The chapter highlights the discrimination, violence, and poverty Jews experienced due to anti-Semitic policies and pogroms. In search of a better life, many Jewish families emigrated to the United States, where they contributed to the American workforce and culture, particularly in cities like New York. The chapter emphasizes the perseverance of Jewish immigrants and their role in shaping the multicultural diversity of America.

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Five Facts:

Jackson was working behind the scenes to remove Indians from their land when he went into office

1830 was when Mississippi took away the legal identity of the Choctaw Nation/it’s governing rights

Railroad companies saw Native Americans as obstacles during their plan to travel and settle people out west

Railroad tracks cut across Pawnee towns and homes harming them and their buffalos.

4,000 Cherokee Indians died on the trail of tears due to weather, disease, and/or hunger.

Summary:

This continues to impact education today because the storyline and history behind this has often been down played or miscommunicated in education. It is also something that still affects the Native American reservations today and we may have children of native descent that have sensitivities to the topic.

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1. The young men who entered the country under false pretenses were called "paper sons" because their citizenship existed only on paper.

2. By 1940, the cities of San Fransisco and New York were home to 40 percent of all Chinese in America.

3. Chinese immigrants were not allowed to become citizens of the United States, but anyone born in the US was automatically a citizen despite their race.

4. By the year 1943, 50,000 Chinese entered America through Angel Island.

5. The Exclusion Act outlawed the immigration of Chinese women as well as laborers.

Summary: The second generation of Chinese Americans felt as if education was the only way they would be able to move up in society. In order to live a better life the children were told to study all the time!

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Chinese Americans in a tenement in San Francisco's Chinatown, around 1890

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1. In 1891, the United States Census Bureau announced that Americans had settled the entire continent, ending the frontier.

2. In 1890, hundreds of unarmed Native Americans were shot and killed by United States soldiers after being held captive for Ghost dancing.

3. The Dawes Act aimed to transfer land ownership within reservations from tribal to individual families in order to assimilate Natives into "American" way of living.

4. In 1891, one-seventh of all Native American land was sold to non-Indians.

5. In 1933, Collier wanted to solve erosion by taking away livestock from Navajo reservations. As a result, Navajo Natives were stripped their livelihoods and left reliant on the federal government.

Summary: Native Americans have been painted as savaged and uncivilized, but in reality, the settlers, in the name of Manifest Destiny, stripped their livelihoods and humanity.

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5 facts:

1.) The western United States' agricultural development was greatly helped by Japanese immigrants. Racist laws and financial pressures frequently forced them off the land, despite the fact that many of them worked as agricultural laborers and invented creative farming methods.

2.) Takaki talks about how Japanese Americans dealt with prejudice while navigating their sense of culture. The Nisei, or in other words, the second-generation Japanese Americans, were torn between attempting to fit in with American society and preserving their cultural history.

3.) Chapter 15 also discusses how the Japanese Americans' prolonged fight for civil rights and citizenship. Racial exclusion rules prevented Japanese immigrants from obtaining citizenship for a long time. They continued to experience discrimination and segregation following the time they were granted the right to citizenship.

4.) A number of Japanese Americans opposed the internment, most famously Fred Korematsu, who opposed the orders in the court case Korematsu v. United States. President Reagan signed the Civil Liberties Act in 1988, which provided payments to the surviving Japanese Americans who were previously detained, despite the Supreme Court's decision to uphold the incarceration during the war being later acknowledged as a serious injustice.

5.) Japanese Americans sacrificed their homes, companies, and connections to society during the war, making it extremely difficult for them to reconstruct their lives. Although racial prejudice persisted, many Japanese Americans were able to reconstruct their lives by doing hard labor, achieve greater economic success, and assimilate into American society as time went on.

Summary: A greater focus on multicultural education has resulted from the experiences of Japanese Americans along with other oppressed communities. Today's school systems have a greater likelihood to include a variety of viewpoints in their education systems, the accomplishments and experiences of many ethnic groups, such as the internment camps, the discriminatory immigration rules, and the injustices experienced by the Japanese Americans during World War II.

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The dangerous economics of racial resentment during World War II

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White farmers, threatened by Japanese Americans’ success in agriculture, played a crucial role in convincing the US government to create internment camps.

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1. World War II created two groups of countries called the Allies and the Axis, and these two groups fought against each other in the war.

2. President Roosevelt approved a plan to remove twenty thousand "dangerous" Japanese from Hawaii following the events of Pearl Harbor.

3. The 442nd regimental combat team that was made up of Japanese Americans earned more than 18,000 decorations, including more than 3,600 Purple Hearts.

4. African Americans that enlisted in the war were prevented from using the churches and clubs on military bases and often given the lowliest assignments.

5. Even though the Native American people had been loosing their land to Americans since the first English colonizers arrived in America, they still enlisted in the war because they were "proud to be American."

Summary: The main focus of this chapter is to bring awareness to the cruelty and racism that was occurring in America during World War II. The chapter discusses the struggles that many different people groups faced including, Jewish people, African Americans, Native Americans, Japanese people, and etc. The events summarized in this chapter continue to effect the education system to this day because we sadly still see some of the acts of racism towards these people groups during that time in our school system and in America as a whole today.

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Five Facts:

1. World War II was not only a fight for equality and democracy abroad, it was the beginning of new stage in the struggle at home.

2. Roosevelt approved a plan to remove twenty thousand "dangerous" Japanese from Hawaii, but only 1,444 people posed a possible threat.

3. Nine hundred thousand African Americans were enlisted in the US armed services during World War II, but they were confined to black-only regiments. They were unable to use the Churches and clubs on military bases.

4. World War II brought changes to government policies toward Chinese immigration. Congress set a quota for Chinese immigration and under the new law they could become naturalized citizens.

5. Roosevelt appointed a War Refugee Board in 1944. This was to come up with an idea to rescue the victims of the Axis powers.

Summary:

This chapter mainly speaks about how the war impacted and influenced ethnic relationships. This chapter focuses on Japanese Americans, African Americans, Chinese Americans, Mexican Americans, Native Americans, and Jewish Americans. World War II was a turning point for ethnic struggles. World War II was a victory for the United States and its allies, but the fight against prejudice was not done and still had to be won.

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“Because they saw the Irish as “savages’, when they compared the Indians to the Irish, they were defining the Indians as savages, too.” pg. 30

“They grew corn, beans, and pumpkins and they planted groves of chestnut and hickory trees to supply their communities with nuts. This way of life brought them into competition with the English programs who found it a colony and Plymouth Rock in 1620….”pg. 35

“The colonizers saw the Indian deaths as a sign that God had given the land to them God was making room for the settlers.” pg. 36

Ever since the arrival of the English, the Indians’ story had been one of stolen lands, sickness, starvation, suffering, and sadness. pg. 39

“In Jefferson’s view, Indians had to be either civilized( in other words, made to act like white people) or exterminated.” pg.40

Overall, this chapter talks about the lasting impact of English settlers on Indian lands and culture.

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1. Slavery in the U.S. was connected to global trade. European demand for labor in places like the Caribbean and South America helped drive the transatlantic slave trade.

2. In the U.S., slavery became essential to grow crops like tobacco and rice, especially in the South, where labor was needed to run plantations.

3. Over time, slavery became linked to race, and laws were created to treat African people as less than human.

4. Early on, many laborers in the colonies were poor Europeans working as indentured servants, not just Africans. The racial distinction between Black and White laborers grew later.

5. European countries grew wealthy by exploiting land and enslaving people. Slavery supported their colonies and their global trade, especially in the Americas.

Summary:
The events in Chapter 3 still affect American schools today by shaping how we understand race and inequality. The history of slavery and racism continues to influence the differences in education that students of different races and backgrounds experience

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Facts:

Mexicans saw the United States as a "Land of opportunity". They referred to it as the "El Norte", which means the north. They would brag to their family about how good it was, which led to more Mexicans to head to the United States.

In the early twentieth century, Mexicans were drawn across the border because the United States needed their labor. They worked in low level manual labor jobs.

Between the years 1928 and 1933 Mexican farm laborers had their wages cut from 35 to 14 cents an hour. This caused them to do strikes in order for higher wage. Which also resulted into multiple Mexican strikers to get arrested.

Mexicans then were segregated in the United States, with different schools and if they wanted to go out to eat they were not allowed unless they got a to-go meal. This and the below minimum pay caused Mexicans to want to part of the United States.

As time went on a lot of Mexicans were kicked out of the United States to go Mexico. Even the children that were born in the United States that had never been to Mexico.

This goes along with what is going on today with all immigrants in America. With the recent overturn of the birth right of children of immigrants that were born in the United States. This unfortunately causes fear to children and their families. As for then, Mexicans were put in different schools, this could go along with today because some children may feel out of place at school with their language not being the same as other students.

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1. Not only did the addition of California to the United States make it easier for Americans to conduct buissness with Asia, it also opened a way for emigration from Asia across the Pacific Ocean.

2. Rebellion, war, floods, famine, and high taxes drove many Chinese people to move to America.

3. The Chinese migrants who moved to America during the Gold Rush were mostly men.

4. By 1870 there were 63,000 Chinese in the United States.

5. More than three-fourths of the 63,000 Chinese people who moved to America lived in California .

Summary: Many second generation Chinese Americans viewed education as the only way to advance in society. Children were told to study hard so they could have better lives.

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Facts:

In Japan, marriage was considered a family concern, not an individual choice.

Planters would intentionally develop a labor force that was very ethnically diverse in order to create divisions so that the workers would not unite and enter into a strike.

In the cane fields, each worker wore a chain around their neck with a small brass disk that had a number on it (bango). The field bosses (lunas) referred to the workers by their numbers.

Laws like the Alien Land Law of 1913 prevented Japanese immigrants from owning land, so they found loopholes like putting property in their U.S.-born children's names.

In 1924, Congress passed a law that blocked immigration for anyone who couldn’t become a U.S. citizen, which meant Japanese and other non-white immigrants were no longer allowed to enter the country.

Discrimination against Japanese immigrants disrupted their education and reinforced racial biases in schools. Today, these injustices still influence conversations about fairness in education, anti-Asian racism, and the need for more inclusive history lessons.

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5 Facts:

1. The first shipment of tobacco from the English colony to Virginia arrived in 1613.

2. Twenty Africans were brought to Jamestown in 1619 on a Dutch ship; they were the first black people brought to the English North American colonies.

3. In 1661, the Virginia legislature passed a law that allowed life time servitude, or slavery, for blacks. Eight years later a law passed defining slaves as property.

4. Nathaniel Bacon was worried about attacks from Indians and so he gathered a group of militia to march against them. In doing so, he attacked and killed members of a friendly tribe as well as a hostile Indian named Susquehanna. Bacon was named a rebel and in response he marched on Jamestown and burned it down. This was known as Bacon's Rebellion.

5. In the wake of Bacon's Rebellion, black people became the main labor force and had strict laws placed on them. Slaves weren't allowed to gather in groups, travel, own a weapon, or partake in any interracial relationship.

Summary: To this day, the American education system deals with discrimination against African American history and culture. We're still fighting for inclusion and diversity among our curriculum and resources.

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5 Facts:

1) Irish Immigrants felt like they were forced out of their own land by English Oppressors, which is how they ended up in America

2) By the 1700s the Irish only owned 14% of Ireland, the rest was colonized by England

3) In 1845 over 40% of the Irish potato crop had rotted in the ground from a fungus.

4) Many Irish immigrants were the reason the Erie Canal and over 1,000 miles of railroad were created.

5) Irish American born daughters had more educational opportunities, like becoming teachers, nurses, and working as secretaries.

Summary:

Irish Immigrant women played a large role in shaping the education system we see today. Irish immigrant women were the some of the first immigrants in America to get the opportunity to hold educational jobs like teaching.

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Between 1820 and 1860 over 4 million Irish immigrants arrived in the U.S.

The Irish potato famine was the main catalyst behind the migration.

The Irish became a large labor force, responsible for boosting America's infrastructure like roadways, railroads, and factories.

The Irish immigrants were predominantly women.

The Irish face a great deal of discrimination in the States, mainly for their Catholic faith and their status as immigrants.

Summary:

Irish immigration made lasting impacts on today's educational systems by shaping the development of public schools, supporting the establishment of Catholic schools, and contributing to the creation of more diverse and inclusive educational environments.

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Facts:

1. The Mexican American War enlarged the American empire by adding California and the Southwest to the United States.

2. The first conflicts between the United States and Mexico took place in Tejas, now known as Texas.

3. The United States claimed the boarder was the Rio Grande, while Mexico claimed it was the Nueces River which was 150 miles north.

4. Mexico, including California, gained independence from Spain in 1821

5. Mexican workers went on strike to protect their jobs and to receive higher pay.

Summary:

The Mexican-American War (1846–1848) led to the U.S. acquiring vast territories, shaping the cultural and linguistic landscape of American education today. This history continues to influence bilingual education policies, the teaching of Mexican American history, and discussions on immigration, identity, and representation in curricula.

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5 facts:

In 1960, there were 237,000 Chinese, which jumped to 812,000 by 1980.

In 1975, 130,000 Vietnamese refugees found sanctuary in the U.S.

After a massively destructive war and new communist control, Vietnamese people were marched and forced to dig canals and farm work in the countryside.

During the 1990s, south Asians were one of the fastest-growing parts of the American population.

America was a home for an estimated twelve million undocumented immigrants by the 21st century.

Summary:

It continues to impact us as well in the educational system due to systematic racism. Which is causing inequality in resources, success for students of color, and funding. These effects can also lead to unequal treatment and limited opportunities for many people.

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5 facts

1. During the war, forty thousand blacks had been granted land by a military order from William T. Sherman, a Union general

2. In 1860 four million African Americans were slaves.

3. The Civil War not only preserved the United States unbroken but also led to abolishing slavery.

4. Thirty years after 1880 blacks made up 39 percent of all steelworkers in the South

5. After Lincoln was assassinated Andrew Johnson pardoned the Southern planters that were set aside for the African Americans who fought in the war. Southern Planters began to reclaim and force their former slaves to come back and work for them.

Following slavery, segregation and insufficient funding limited Black Americans' access to quality education. These challenges continue today, with schools in predominantly Black communities often underfunded, leading to gaps in educational achievement and career opportunities.

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Japanese sugarcane worker, Maui, Hawaii, 1932

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Five Facts:

To stop colonization from happening, the Japanese launch programs to develop the countries military, and they made taxes higher in order to pay for it

While most other immigrants were men, the Japanese had an abundance of women

Most Japanese felt that money grew on trees in America, therefore in order to have a huge fortune, they felt they had to move

The United States created an arrangement called the gentleman’s agreement that paved the way for immigrants to come into the United States if they married an American

A language called Pidgin English was developed so that the different groups on the plantation would be able to communicate with each other

Japanese immigrants faced racism and a lack of space to fight. These experiences still have an impact on the American education system today, with people pushing for more inclusive lessons that teach Asian American history and question racial stereotypes. These events show why it's important to teach US history in a more true and varied way.

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5 Facts:

The Pawnee Indians lived by hunting buffalo and farming corn. The buffalo were sacred animals to them.

On March 3, 1871, the railroad companies purchased a law that would make it illegal for Indian Nations to be considered independent.

During the years of 1838-1839, thousands of Cherokee Indians traveled on the Trail of Tears with the hope of making a new life west of the Mississippi River.

The Choctaw were the first Native Americans who were forced to relocate under the Indian Removal Act.

When the Native American tribes were forced out of their land and had to relocate, many died on the journey due to illness, weather, and starvation.

Summary:

This continues to impact us today as Americans in the education system because we should embrace the different cultures not uniform them.

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5 facts ch.15:

after the civil war, many ethnic minority groups in America increased their demands for social, economic, and political changes to address inequalities.

this chapter highlights struggles for particularly African Americans highlighting their struggles and accomplishments in the fight against discrimination.

court decisions emerged after world war ll that were significant. These decisions addressed segregation in the military and education systems.

ethnic minority groups stood up for better economic opportunities and social reforms.

in the chapter Takaki highlights how important unity is among different ethnic groups. He suggests support among all groups are crutial for achieving social change.

Summary:

The legal challenges to segregation in education had and still has a lasting impact on the education system in America. Court decisions that address segregation in schools has made a way for better educational equity. This will always continue to influence equal opportunities in schools.

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Japanese sugarcane worker, Maui, Hawaii, 1932

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Five Facts:

To stop colonization from happening, the Japanese launch programs to develop the countries military, and they made taxes higher in order to pay for it

While most other immigrants were men, the Japanese had an abundance of women

Most Japanese felt that money grew on trees in America, therefore in order to have a huge fortune, they felt they had to move

The United States created an arrangement called the gentleman’s agreement that paved the way for immigrants to come into the United States if they married an American

A language called Pidgin English was developed so that the different groups on the plantation would be able to communicate with each other

Japanese immigrants faced racism and a lack of space to fight. These experiences still have an impact on the American education system today, with people pushing for more inclusive lessons that teach Asian American history and question racial stereotypes. These events show why it's important to teach US history in a more true and varied way.

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The English’s decision to remove Native American children from their homes and educate them in English culture has had many lasting effects. Today Native American students face lower graduation rates, limited access to education and other economic challenges like poverty.

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“Negotiating Peace with the Indians” 1634 by Theodor de Bry

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English colonists wanted to civilize the Native Americans by taking their children from them and teaching them English and Christianity.

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Christopher Columbus gave six captive Indians to the Spanish King and Queen after his voyage to America.

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5 facts

1. Even though slaves in the North were “ free” they were still treated as inferior and the jobs that were available to them reflected that.

2. In 1860 there were 225,000 African Americans in the Northern states.

3. In the South in 1860 4,00,000 African Americans were slaves. They accounted for 35 percent of the total population of the region.

4. Master use physical punishment  but most common was psychological controlling. They would try to brain wash their slaves into believing they are racially inferior and suited for bondage.

5. At first Lincoln would not allow any African Americans to enlist in the civil war, but after the union faced a man power shortage and risk of losing he gave permission. A total of 186,000 African Americans served in the Union army.

Summary

This relates to today because there are still racial struggles in schools. School with higher of African Americans receive less funding due to the property tax based funding system.

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Thomas Jefferson was in favor of completely annihilating the Natives. He is quoted as saying “ He looked forward to the day when wild beasts and the savages that lived like them would be gone from the land and the advance of civilization would be complete”.

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The English first colonized the Irish and used terms like “savages” to describe them. They later used these terms to describe Native Americans.

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The Vikings first tried to settle in North America and encountered the Native Americans more than 1000 years ago.