MODULE 3

HISTORICAL CONTEXT
Amanda Dunsky Dawn Pinion Ella Cowherd

HISTORICAL CONTEXT
Where Small

were you on September 11, 2001?

group discussion

How has your life changed since that day? How did it change your thoughts and feelings toward people from the Middle East? How were your childrens lives changed that were either too young to remember or were not born yet?

HISTORICAL CONTEXT
We

need to recognize that individuals family history has impacted their current world view, therefore its critical to acknowledge that everyones reality and experience is valid and relevant to their life i.e. 400 years of slavery and Jim Crowe laws is still current today for many people.

HISTORICAL CONTEXT

Slavery Jim Crow Laws

segregation of public schools, public places, and public transportation, and the segregation of restrooms, restaurants, and drinking fountains for whites and blacks. The U.S. military was also segregated. Jim Crow laws ended with the Civil Rights Act of 1964 346 years of slavery/Jim Crow compared to 48 years since the Civil Rights Act

HISTORICAL CONTEXT

CURRENT SEGREGATION
WHAT

ARE SOME EXAMPLES OF CURRENT SEGREGATION THAT YOU CAN THINK OF?

CHINESE EXCLUSION ACT

Chinese first came to North America during the Gold Rush in the 1850s. 1853 California denies rights of Chinese and in 1855 U.S. Supreme Court denies Chinese citizenship By the 1860s the Chinese didnt have enough money to return home so they were hired to build the transcontinental railroad. Wages were one-third less than would have been paid to white workers. In 1871 the racial hostility played out with 22 Chinese men lynched by Los Angeles mobs 1882 Chinese Exclusion Act that denied naturalized citizenship and barred Chinese immigration 1943 Congress rescinded the Chinese Exclusion Act for citizenship but limited immigration to 105 each year

HISTORICAL CONTEXT

JAPANESE INTERNMENT CAMPS

Between

1885 and 1920, 200,000 Japanese were recruited to Hawaii by Hawaiian Planters and 180,000 were recruited to work in the silk industry in California. U.S. Supreme Court rules Japanese are not White so are ineligible for citizenship. states passed laws that denied the right to own land by anyone ineligible for citizenship. more than 100,000 Japanese were interned in concentration camps, even those born in the US. All Japanese in Interment Camps lost all assets except those things that they could carry. McCarren-Walter Act allowed naturalized citizenship.

1922

1920s

1941-1945

1952

JAPANESE INTERNMENT

JAPANESE INTURNMENT CAMP

HISPANIC/LATIN O POPULATIONS
Treaty
1848

of Guadalupe

the end of the Mexican-American War Mexicos surrender included a treaty that added to the US the territory that included major parts of the future states of California, Colorado, New Mexico, Nevada, Arizona, Utah and Texas. The Treaty granted U.S. citizenship to residents of the land ceded to the U.S. However, citizen rights were abridged through limitations on voting and segregation in public accommodations and schooling. 1897 Texas courts declare Mexican Americans nonwhite 1930s mass repatriation program ignored citizen rights and deported about 400,000 Mexican Americans back to Mexico. Many were native born citizens.

SUCCESSION

 English
1965

Only Laws

Voting Rights Act provides for full citizenship to Mexican Americans

the state of Iowa passes the Iowa English Language Reaffirmation Act. This law limits government publications to be printed only in the English language (voting information, tax information, etc.)

2002

NATIVE AMERICANS

1790 Naturalization Act denies citizenship 1830 Indian Removal Act moving all Native Americans west of the Mississippi for relocation. 1879 First Boarding School attempted deculturalization through removal from the family. Purpose was to replace the use of native language, destroy Indian customs and teach allegiance to the U.S. government. 1924 Indian Citizenship Act Native Americans granted citizenship 1975 Indian Self-Determination and Education Assistance Act allowed Indians to run their own education and health programs

DECULTURALIZATION

Boarding Schools

CURRENT STATE FOR NATIVE AMERICANS

Hidden

America

CLOSING
What

are our students reality? What is our reality as teachers? How do we respond to our students? Do we think about the student whose parent is deported? Do we think about the function of a childs behavior is a result of their culture?