This Ethnic Studies review session covers five interconnected themes: discrimination/dehumanization/otherization, land rights, immigration/assimilation/integration, resistance, and labor/slavery. The instructor explains how different ethnic groups (Native Americans, Mexican-Americans, African-Americans, Irish, Jewish, Chinese, Japanese, Filipino, and South Asian) experienced systemic discrimination through various mechanisms including legal exclusion, forced assimilation, and economic exploitation. Students learn about key historical events like the Trail of Tears, the Triangle Shirtwaist Factory fire, the Great Migration, and the Civil Rights Movement, as well as resistance strategies such as labor strikes, cultural preservation, and political organizing. The exam format will test understanding of these themes through short answer questions requiring students to connect historical events to broader patterns of ethnic discrimination and resistance.
S2026 Final Exam Study Session LivestreamAdded:
All righty, folks. We are Welcome in. We are now live. Uh, really quickly, uh, can folks on the live stream now see me?
Like, if you're on the actual live stream itself with the link that I gave you, can y'all now see me and hear meish?
>> Yeah. Yes. backurf. Thank you very much.
Uh if for whatever reason uh if for whatever reason uh if this cuts off, please do like alert me in the chat or like quickly teams message one of the folks you know in the uh in the actual study session and then we'll go from there. Folks on the live stream, I just want to let you know regardless of how many people are in the room, I'm going to finish out the entire study session.
So even if everyone leaves at like 5:30, right? If we still have content to go over, I will still go ahead and go over and finish the content. Okay, that's number one. Number two, I will make sure I will make sure that we uh that I post any of the pictures that we had in the Zoom or in uh our uh sort of board on our board to Canvas and I will also send out a uh Canvas announcement about that. Okay? So, please make sure that you check those out. I will make sure that you uh have everything that we did here uh on uh Canvas as well. Okay. So, thanks for your patience. Thanks for uh helping us.
Thanks for being here, right? Let's make this a good study session.
All righty. For folks who are here in person, for folks who are here in person, um I do not care how you want to take notes. If you want to do it on your surface, you can. Uh if you don't, that's totally fine, too. You want to do it on pen and pencil, that's totally okay, too. Okay. Uh couple of important reminders, gentlemen.
This is for you. Okay, this is for you.
This means gentlemen, this means right that you need to make sure that you are here and that you are paying attention and that you are on top of things. Okay?
If you are just playing video games, right, you're just going to be asked to leave. Bless you. You're just going to be asked to leave. Okay? So, please make sure that you are respectful to your peers. Your peers are here because they want to do well. Your peers are here because they want to uh participate in the study session. If you're just here to goof around and like mess around, please go ahead and leave. There's better stuff to do on a Monday afternoon anyway. Okay.
>> Sure, Stephen, if you're close by. But gentlemen, we are not we are not going to do musical chairs in here, but try to to get a seat. Okay. If you're going to leave, you can leave quietly. You don't need you do not need to announce that you are leaving. Just go ahead and uh and leave. Okay. Gentlemen, gentlemen, a reminder about the uh format of the exam. It's going to look very similar to the unit 2 part two exam. You will see, gentlemen, there are five themes up on the board. The first theme over here, right, is dur discrimination, dehumanization, and otherization. Theme two in the middle is land rights. Theme three over here is about immigration, assimilation, and integration. Theme four in the back is resistance. And theme five is all about labor and slavery. Gentlemen, keep in mind you will see two of these five themes. You don't know which two, but two of them will pop up on the exam.
Okay? Two of them will pop up on the exam. You're going to answer all of the questions related to that theme. You will have uh pictures and videos uh not pictures uh not videos, excuse me, pictures and text on the left hand side.
You will then have the questions on the right. You're expected to answer those questions. I will now take about a minute to allow folks to ask any questions about the exam before we get started.
>> Uh James only >> dure and de facto just any form of discrimination >> right. Uh Stephen that desk I will need to put my laptop on for the live stream.
So which is why I kept it in the middle.
It's okay.
>> MCQ.
>> No, no MCQs.
>> Full short answer questions.
>> Uh, yes, Josh.
>> Did your discrimination and dehumanization, land rights, immigration, assimilation, and integration? That dur that that's any type of discrimination, not just, you know, dur Yes. The resistance and labor and slavery. Okay.
>> No.
>> Yes. Okay.
>> Out of all these five, two of them will be on music.
>> Yes.
>> Axel.
>> Uh give or take. Uh, some have like about six, others have about eight. Some of them might literally just be what is this picture of or like what like give me the name of this labor union? So, some of them might just be like a bullet point answer like what is this? Right? Like what is this law? Uh, yes, Becket.
It depends. Anywhere from about 16 to 18, right? Again, some of those uh are really brief bullet point short answer questions. Others are a little longer.
Okay, gentlemen. Any other questions?
>> Theme four is resistance. Dom, last one.
>> Yes, you are a lesbian.
>> Right behind you.
>> All righty, gentlemen. What I want us to do is we're going to go over and start by talking a little bit about unit one.
We're going to start by talking a little bit about unit one. Right. unit one or sorry not unit one excuse me the first chapter the first chapter in unit two the first chapter in unit two the first chapter in unit two is all about Native Americans now gentlemen the first thing we sort of talked a little bit when it came to Native Americans was first contact right we talked a little bit of the Vikings we talked a little bit about two Viking individuals right does anyone actually remember their names out of curiosity but two Vikings that visited America anyone remember Eli >> very good. Thorfin Carl Stephanie is one of them, right? He trades with the native people. Gi who?
>> Leaf Ericson does, but not one of those people we talked about.
>> Ethan.
>> Yes. Thorvald >> Ericson, right? Thorvald Ericson. Very good. So, gentlemen, Thorbald Ericson was uh one of the uh native uh uh not natives, one of the uh Vikings that made first contact with the Native Americans.
Right now, gentlemen, there were a couple things we started talking a little bit about when it came to Thorvald Ericson, Thorin, Carl Sephanne, and those who were Native Americans. And the first thing we sort of talk about is this idea of savagery, right? Who gets to define what being a savage is? So on and so forth. So let's start off a little bit by talking a little bit about theme number one, right? Theme number one. Theme number one, gentlemen, is all about dur discrimination, de facto discrimination, otherization. Right?
Now, gentlemen, let's uh a little bit and let's take a little bit of time and talk a little bit about this idea of being savage.
Right? That is certainly something that define those who are Native American.
Right, John? What are some things that make the natives savage? What are some things that make the natives savage?
Right. What makes them savage? Uh Danny, >> not using land properly. And this also will connect to land rights in in just a second, right? They're not using their land properly, right? We'll talk a little bit about that. Very good. What else makes them savage?
>> Uh Yan.
Yes. What makes them not civilized?
There's some factor, some things, some details. Uh, Adam.
>> Yes. Did they wear any clothing?
>> Yeah. No clothing.
>> That made them savage. What else made them savage, gentlemen? What else?
Adysia.
>> Paganism.
>> Paganism. What is paganism?
>> It's like disorganized religion.
>> Yeah. Right? Or you believe that everything has a spirit. Anyone remember what this was called? This spirit, >> Julian.
>> No. He yields. Uh Joey.
>> Animism, right?
>> Animism. This idea, right, that those who are a Native American do not believe in Christ or a God figure. and said they believe that everything has a spirit.
Right. What else makes them What else makes them not civilized? Anthony, >> they were >> Yes. What does libidonism mean?
>> You can say it.
>> Overly sexual.
>> Yeah.
>> Overly sexual. They're very horny all the time. Right. Horny 247. Right.
That's what being lious means. Julian, what else?
>> Yes.
They also lack a couple of things. What do they not have, >> Mikey?
>> Letters.
>> Letters. What does letters mean, Mikey?
>> Like alphabet.
>> Yeah. Right. They don't have a written language. Right.
Right. Very good. Right. What else? Uh, Cole.
>> Yeah. No cities.
Right. They were nomadic. They moved around from place to place, right? Uh Abdullah, >> they were dirty.
>> Yeah, they were viewed as dirty, right?
Very good. Anything else? Uh we'll take Frederick.
>> Yes. Right. Land was more communal.
We'll actually write that in blue over here.
Right. We can tie this to land rights, right?
Very good.
Now gentlemen, if these things made one civiliz or a savage, right? What are some things that made one civilized?
There were four things in particular. Uh Mikey's already mentioned one of them.
Right.
Right. That was having an alphabet.
Someone also mentioned being uh living in a city. Right. Anything else?
Anything else? Uh Zade.
>> Yes. Christianity. Very good.
Uh and then uh yes, Mr. Uh Mr. SA no Mr. for Gupta.
>> Yeah. Um >> clothing.
>> Yes.
>> Right. So those who are savage, right?
They did not have any of these four things, right? An alphabet, cities, Christianity or clothing, right? They were seen as unh univilized. They were seen as savage. Right? Uh Ji who pagan >> pagan means uh does not believe in God.
>> Does not believe in God. So if they are pagan does not they do not believe in God.
>> What about having white skin? Isn't that also like a key?
>> Yes. Very good. Right. Having light or white skin.
>> Right. Very good. Right.
>> Excellent. Yes.
>> Could it also be like like private land?
>> Ah. We'll get to that in a hot second.
We'll get to that in a hot second. Okay.
Now gentlemen, after we sort of talked a little bit about what defined one as savage versus what defined one as civilized, we started talking a little bit uh about uh uh how Native Americans, right, lived. And we in particular talked a little bit, right, about two important Native American groups. We'll start with the first one uh that we talked about first, right, these first group of Native Americans. Does anyone remember the name of these uh uh uh Native Americans? They they lived in Virginia. They lived in Virginia. Anyone happen to remember these Virginia Native Americans? Virginia natives. I will take uh the which one?
>> Not the Wampa Noox.
Not the Wampa Noox. Uh Nathan Kim.
>> Not the uh Cherokees. Not the Cherokees.
Uh, I will take uh Chase.
>> Very good. The Patties, right?
Right. Very good. Gentlemen, you have the Pow Hatens right >> now. Gentlemen, gentlemen, one of the famous P hattons that we learned about was a princess. Anyone remember this person? A very famous person. Oh, it looks like a lot of you remember. We're going to say her name in three, two, one.
>> Pocahontas. Right.
>> Yeah. Right. As Isaac mentioned, this this poor lady was 14 years old, >> right? 10 to 14, right? When they first met John Smith, right, or what was really John Rolf, right?
>> Gentlemen, John Smith sort of idolizes the Native Americans and idolizes Pocahontas. Does anyone remember for doing what? What does he sort of do or what does she do?
>> What does she do? Allegedly. Allegedly that is uh I will take uh Nico what does she do?
Yeah, he saves his life, right? Or she saves his life, right?
>> Pocahontas saves, remember, saves John Smith. He's about to be executed, >> right? And he like throws her bo her body over his to try and save her. Right now, gentlemen, gentlemen, we start getting a bunch of hostile treatment towards the Native Americans, particularly because of theme number two, this thing called land rights, right? Now, gentlemen, initially remember that the natives and the uh Europeans sort of got along with each other, right? A lot of the Native Americans, a lot of the Europeans, they ended up sort of like working stuff out.
They shared food with each other. But as people started getting their land encroached on, we started getting more and more and more hostile. Julian.
>> Ah, very good. Gentlemen, let's take a second before we talk about the Jamestown Massacre. Let's talk about one of the justifications we start to see for taking Native American land. Right?
So, one of the first first things we start to do is we first start to see, right, they're savage because they don't use their land properly, right?
>> Right. They're savage, so we get to take their land.
Now, Julian, you mentioned the Jamestown massacre, right, of 1622. And gentlemen, I will not expect you to know the years.
credit for your >> no but uh you won't get penalized for it and that's because I want you to know the concept more okay so Jamestown mask of of 1622 right does anyone remember what the justification was when the Jamestown massacre happened what happens leading to this and feel free to also uh folks watching respond on the chat as well if you know uh >> very good Right? The biggest thing here gentlemen is that we have blood on the soil.
Right? So if there's blood on the soil, right? If we see blood on the soil, therefore, right?
>> It is whose land?
>> Our land, right? Blood on the soil is our land. Right? Now, gentlemen, I also want to talk a little bit about some important crops. Does anyone remember what type of crops I'm sort of talking about here? There's a specific type of crop that's super important. What type of crop, >> Ethan?
>> Cash crop. Very good. Ethan, do you remember what cash crop I'm referring to here?
>> Are we on the theme two now?
>> Yes.
>> Gentlemen, we are on theme two now. So, we're talking a little bit about land rights, right? We tied that into theme one, right?
>> Tobacco.
>> Tobacco. Very good. Gentlemen, tobacco remember is a cash crop that is often uh sort of uh planted in Virginia, right?
It is a crop in which those who are uh Europeans will want to plant in Virginia because the soil is very rich in order to sell in Europe, right? So we have things like tobacco which is a cash crop, right?
So we start to see more and more and more Europeans start taking European land, right? the Native Americans react to the Jamestown Massacre of 1622, right? Because like, hey, you can't just take our land. We're not going to stand here and just take it, right? Does any does anyone know there's also two other justifications about taking land? Anyone happen to know which two?
>> There's two more justifications plus you.
>> I will take Let's see if for Bernard is fortuitous today. uh smallox and how it kind of like was a godsend disease.
>> Very good. Right.
This was a godscent disease. Right.
These are Native Americans being killed by God. Right. God is on our side. God is killing the native people, right? To allow us to take the land. Anyone know the fourth one?
The fourth one, right? God-given right to take the land. What's the fourth one?
>> Tious.
>> We're not quite there yet. We're not quite there yet.
>> We're not there yet. Uh I will take uh Dave.
>> Yeah. They're not using the land properly, right? Because they're what?
>> Lazy.
>> They're lazy, right?
work.
>> Very good. Right. They have no work ethic.
>> Right.
>> They are planting for sustenance. Right.
They're only >> sustenance. Right. They're literally only planting for food. Right.
>> Right. They are not They are not Right.
They're not um uh planting uh in order to grow cash crops. They're just planting for food and to feed themselves. Yeah.
>> What was that?
>> Yeah. Right.
Right. Those who are American or those who are European say that they're only hunting. They're not actually right.
They're not actually using the land properly. They're just hunting on the land. They're actually lazy. They have no work ethic at all. Right. Very good.
Now, gentlemen, we also learned about another group of Native Americans. We're going to go back to the green here.
We're going to go back to the green here. Right. We also learned a little bit about another group of Native Americans. Uh not the Phatans who are in Virginia. Remember the Phatans, right, are in Virginia. Right.
Right. We also learned about another group of Native Americans up in New England. Anyone remember the name of these?
Does anyone remember the name of these Native Americans?
Uh, I will take Axel.
>> Very good. The Wampa Nos.
>> The Wampaoos. Right now, gentlemen, both of these groups, both of these groups planted very similar crops. Anyone remember what these groups of crops were called? There were sort of already gave it away if I say the name, but there were a couple of them that they planted together. Anyone remember? Yeah, Lucas.
>> One of them was corn.
>> Very good. Gentlemen, you have three sisters, right? One of them was corn.
Right. Anyone remember the next two?
I will take uh Peso, give me one.
>> Beans.
>> Beans. Very good.
>> And uh Frederick, what's the last one?
>> Squash. Right. Corn beans and squash.
>> Right. So, wanogs, right? They're very famous for rotating all of this.
Remember, we call this the crop rotation, right? We rotate the crops around each other, right? And gentlemen, remember that we sort of talked a little bit about why, right, this is so important to our debate about whether or not they're civilized or savage because if they claim if they claim the Europeans claim that they're not, they're lazy, right? Well, this sounds to me like a perfect counter example, right? The the Native Americans are actually farming, right? Everything, right?
Now remember, we start to also see the Europeans uh sort of encroach on their land, right? We start to see the Native Americans encroach on their land, right?
Because they think that they're being lazy. They're not actually, right, uh planting uh any uh sort of uh food, right? Uh or actually uh using the land properly. They're not planting any cash crops, right? They're just planting for themselves. And as a result, gentlemen, this leads to some important resistance efforts. So, we're actually going to walk back to theme number four. Theme number four.
>> I'm going to place this right here.
>> Is that enough space for you?
>> Yeah. Okay.
>> Gentlemen, we're going to talk a little bit about resistance, right? How different groups resisted. Now, gentlemen, there were two wars. Two wars. Two wars.
resistance. Edward, is this giving you PTSD?
>> Yeah.
>> Oh, sorry. That was Eric.
>> Gentlemen, gentlemen, >> gentlemen, >> I want to take a little bit of time to talk a little bit about how the Native Americans resist it. Right. So we talked a little bit about Wampaoos, right?
There were two wars. Does anyone remember which two wars? Right. There were two wars that really led to this resistance effort taking place.
>> Two native wars. Which two?
Uh, I will take uh let's go. Kaden, give me one.
>> Say loud.
>> Very good. King Phillips war was actually the second war.
King Phillip's war.
>> Does anyone remember the first war?
Anyone remember the first war? We got King Phillip's war and we got what's the other one?
>> The Peekquat war, right?
>> That's why.
>> Right. So, we have the Peekquat war. We have the King Phillips war. Now, gentlemen, here's the deal. Both of these wars, both of these wars really end up, right, really end up right causing some major devastation. What is it? Something happens to the Native American tribes as a result of this Native American war. Ethan Christ.
>> Yeah. Right. The population decreases substantially, >> right? The Native American population, the Native populations go down drastically, right? many of those who are uh uh wa nos are killed and as a result the Native American population in in New England decreased rapidly. Right.
Yeah.
>> I was going to ask if that was because when they moved when they had to move because remember they went like like they went like on that long journey.
>> Oh, not yet. We're not quite far.
They're that far yet. Uh Baxter, keep in mind um that this will be on Canvas. I will show pictures of this on Canvas.
Right.
Yes.
>> Uh yes.
>> Uh yes. Both uh sort of results in the population decreasing substantially.
Gentlemen, as a result of this decrease in population, what happens to the land?
>> What happens to the land?
>> What happens?
>> Yes. Or the Europeans in this case.
>> Really?
>> Right. So the native population goes down rapidly, >> right? And the Europeans take the land, right? So at the end of the day, gentlemen, these resistance efforts from the Native Americans are not very uh unfortunately not very uh fortuitous, shall we say, not very uh very not very good. Uh it ends up sort of uh resulting in uh Native American suffering as a result. Okay. Uh Ji who >> I mean you can know like if you want to talk about how like King Phillip was captured and killed and drawn and quartered. If you want to talk about like you know how King Phillip like you know allied with other native tribes you can. But like at the end of the day the biggest takeaway of King Phillip's war is you got to know that the Native American population has decreased substantially. Right? the Europeans uh take this land. Uh they do not allow the Native Americans to uh sort of gain any power. Uh yes, >> Josh.
They trick the natives into like giving up their weapons or something.
>> Do you mean Bacon's Rebellion?
>> Oh my.
Gentlemen, we're going to transition back up top.
Now, gentlemen, gentlemen, gentlemen, there are there are right a couple of important things that we sort of talked about after the King Phillips War was over. We actually talked about a couple methods in which people began to take uh Native American land away from each other as well as how Native Americans viewed the land. Right? So, let's actually talk a little bit about how Native Americans viewed the land. Right?
They saw the land as communal. What else did they see the land as? What else did they see the land as? How was land seen?
How was land viewed?
>> Nico.
>> Natives.
>> Oh. Oh. Uh >> yeah, right.
>> Right. Those who are native saw that as spiritual, right? Everything had a spirit, right? You think you own whatever land you land on. The earth is just a dead thing you can claim. But I know every rock and tree and creature has a life, has a spirit, has a name.
Right? this idea that everything has some sort of spirit, right?
Anything else? Anything else?
>> Anything else? Uh, Joey.
>> Yes. Right.
>> Right. Land is spiritual. Land is alive.
Land had to be respected. Tristan, >> right? They were hunting off of it. They needed to steward it to keep it healthy and safe. Right. On the other hand, gentlemen, right? How do the Europeans see the land?
>> How the Europeans see the land? A >> as a waste.
>> As a waste. But to do what?
>> Like I mean to uh to farm.
>> Yes. To farm cash crops.
There's an E word here, gentlemen.
>> There's an E word I'm looking for.
>> Exploit, >> right? They all want to exploit the land, right? They want to take it for themselves. They do not want, right?
They want to use it for uh economic goods, right? They want to keep it uh for themselves. What else can they do with the land, gentlemen? There's an O word I'm looking for that you can't do with natives, but you can do for Europeans. Yes, Kayen.
>> Own the land.
>> Yes, you can own the land.
>> Right.
Right.
Those who are European can own the land.
Those who are Native American cannot own the land. Right? So at the end of the day, right, the Europeans are all about exploiting and taking the land for themselves, right? Very good.
Now, gentlemen, this bleeds this bleeds right into when we start talking a little bit about uh one of our founding fathers, right, who ends up really coming up with a very smart way to take away land. Does anyone remember? Does anyone remember which founding father I'm sort of talking about here?
Which founding father am I talking about here?
>> Uh, Nikolai.
>> No.
>> No.
>> Alex.
>> Yes. Thomas Jefferson, right?
>> Now, gentlemen, there was a specific document. Gentlemen, there was a specific document we talked about that Thomas Jefferson wrote. Anyone remember the name of this document?
>> Something secretive, shall we say?
>> Secret Adam, >> not secret document.
>> Joseph, >> little louder for everyone.
>> Confidential message.
>> Very good.
>> It's okay. The 1803 confidential message to Congress.
>> The 1803 confidential message to Congress, right? This was a message that had two ways, two methods of kicking the native people off their lands, right?
Two ways to kick them off. Does anyone remember which two methods?
Which two methods? There were two. Which two?
>> Which two? Uh Mr. >> D.
Yes. Very good. Does anyone remember what that method was called? What we sort of used to call >> the debt method, right?
>> Aaron has a very good start. Can someone go a little deeper? How does a debt method sort of work here?
>> How does a debt method work?
How does it work, >> Max? Loud for everyone. How does it work?
>> They would like uh raise taxes and so like you had to go in and um I forgot the word >> uh get a loan and so like they would have to like put something valuable in like the land.
>> You remember the C word, Max?
>> What's a C word that leads Very good, gentlemen. That collateral is what, gentlemen?
>> Land, right?
>> And Max, what happens? What happens when they can't pay that collateral?
>> Uh, their land is taken.
>> Yep. Right.
>> Yes, Danny.
>> Oh, uh, sorry. Yes, Lucas.
Yes, Lucas.
>> Yes, is is a loop.
>> Very good. This is a loop, gentlemen.
Right. You have a debt method. You take the land after you raise the prices.
Right, gentlemen? Anyone remember the other method that you can use to take land?
They need to stop this and start that.
Stop this, start that. What was it?
Uh, Peso, they told him to um stop hunting and start um farming so they can chop down all the forest and stuff.
>> Very good.
Stop hunting. Start farming. Right. Very good.
>> Never mind.
Now, gentlemen, very good. Right. I want to actually jump now to talking a little bit about something. I I believe it was uh someone mentioned something about manifest destiny.
>> Oh yes, Tas. Very good. Manifest destiny. Right.
>> We start to see American views of manifest destiny over here. Right.
Very good. We have this idea of manifest destiny. Can someone tell me what is manifest destiny?
>> What is it?
>> What is it, >> Samira?
>> It's the belief that white colonizer colonizers were given the right to colonize entity.
Very good. The God-given right to expand westward.
>> The God-given right to expand westward.
Right. The God-given right to expand westward. Right now, gentlemen, >> right before manifest destiny, right before right before we start to see another group of Americans, in fact, another president, another president that really wants to take away Native American lands. Does anyone know which president I'm sort of talking about here?
>> It wasn't Pulk, at least just yet.
>> Anthony. Very good.
>> Now, gentlemen, Andrew Jackson. Andrew Jackson, right? Andrew Jackson really did not like the natives, right? He sort of thought that they were savages. uh he was seen as one of the father of the Indian wars. Right.
>> Right. He was seen as one of the father of the Indian wars. He was someone who did not hold natives in high regard.
Right. Uh in fact, right, he actively encouraged states to undermine natives. What?
>> There's an S word I'm sort of looking for here. There's an S word I'm sort of looking for. They wanted to undermine native what?
>> Undermine native say sovereignty. Right.
Can someone tell me?
>> Can someone tell me what does sovereignty mean?
>> What does sovereignty mean?
Uh I will take I will take coal.
>> Yeah. Right. It's the right.
>> Sovereignty is the right to rule yourself, right?
>> Self-government.
>> Yes.
Very good. It's a right to self-govern.
Right now, gentlemen, here's the problem. Right?
When we start seeing that Andrew Jackson undermines native sovereignty, right? He sort of runs into a little problem. He runs actually into the Supreme Court.
And the Supreme Court basically lays down the law and says, "Hey, right, under Cherokee versus Georgia, right, what does the what does the Supreme Court say?"
>> Uh, yes.
>> Thank you.
>> He did. He did.
>> Say louder.
Gentlemen, Cherokee versus Georgia. What did it say? What did it say?
>> Cherokee nation versus Georgia. What' it say, >> Ethan?
>> Yep. Right. Georgia cannot require the Cherokee to follow you. Uh their laws to follow uh Georgia laws, right? Georgia cannot require the Cherokee, right, to follow Georgia's laws. Okay, gentlemen. How does Jackson react?
>> How does Jackson react?
>> How does Jackson react? Tas, how does he react?
>> Yep.
>> You and what army? Right. You enforce your decision, right? And so Andrew Jackson begins to undermine Native Americans and their land rights. Now gentlemen, one of the ways that he does that, right, is by a couple of treaties.
A couple of treaties, right?
Gentlemen, there are a couple treaties that Andrew Jackson, right, is a part of. One of them involves the Chalkaw, right? And one of them, right, one of them, right, ends up affecting what we call the five civilized tribes, right?
>> Now, gentlemen, Andrew Jackson also encourages the passage of a specific law. Does anyone remember which which law? There's something that requires all people to move out west. What?
Which one?
>> Uh, I will take Isaac.
>> Not yet.
>> Not yet.
>> Uh, James.
>> Yes.
>> Yes.
Georgia can't require the Cherokee to follow Georgia's laws. Right. So Georgia has no no sovereignty. Right. Georgia has no sovereignty over the natives.
>> Right.
>> Yes.
>> Yes.
the treaties come after >> there are different cases though they end up ruling sort of very similarly right Warchester versus Georgia also reaffirms this idea that at the end of the day right Georgia can't require right Native Americans follow their laws >> James so follow isn't that like didn't say >> yes. Cherokee versus Georgia said Jackson, you can't do that. You should not be able to do that.
>> Who won?
>> Right. But Jackson just goes, "Well, screw you." Right. I I'm going to tell the states to do whatever I want.
>> Right. Uh Lucas, >> I I'll get to that in a second.
Gentlemen, >> the Native Removal Act requires five tribes to move P, excuse me, requires five tribes to move west past the Mississippi, right? Which five tribes?
>> Uh, which five tribes? Declan, give me one.
>> Yes.
What else? Julian.
>> No.
>> No.
>> Danny, >> the Creeks.
>> Uh, Santi.
>> Seinals. Yes.
>> Uh, Zade.
>> Yes. Check us off.
>> There's one more.
>> Yes, one more. Uh, I will take Kaden.
>> Chalk toss. Very good.
>> Just happens to be what it is, right?
So, these five tribes were required to move >> west of Mississippi.
Right now, gentlemen, >> gentlemen, when they move P West Pass the Mississippi, right? Where do they move to?
Where do they move to?
>> Alex.
>> Oklahoma. You had a question. Go >> ahead.
>> Yes.
>> Now, gentlemen, this this big event was called something. Anyone remember this movement west of the Mississippi? What was that journey called?
Was that journey called, >> Chris? Yes. The Trail of Tears.
>> All right. Very good. Gentlemen, this was called the Trail of Tears. Now gentlemen, we know that there are a bunch of treaties, right, that ends up screwing over the five civilized tribes. One of which was the Chalkaw. Does anyone remember the name of the treaty that screws over the Chalkaw?
>> Liam, >> close. Treaty of what? Rabbit Creek.
Dancing rabbit creek, right?
gentlemen.
>> Yes, >> gentlemen. Can someone tell me the tree of dancing rabbit creek? Right. Treaty of Dancing Rabbit Creek. There are a couple things that it did, right? Can someone explain what it had to do with land rights? There was something about land rights here. What? Something about land rights here. What >> something about land right?
>> Uh, it gave up like land rights for like Well, They would trade off 10.4 million acres of our land, right? Or they can stay, >> right? Or they can stay or they can stay for a land grant.
Now gentlemen, >> now gentlemen, when they stayed for a land grant, what would end up happening?
>> There's something that that is important about that piece of paper. What are they going to do with that piece of paper that says you have a land grant?
>> Who?
>> It was what?
>> Not quite.
>> Yes, James.
>> Yep.
James is exactly right. One of the things, gentlemen, that they do is if you want the land grant, you got to pay a fee, right?
>> Right? If you want a land grant, you got to pay a fee. Gentlemen, how what are they going to do with that fee? They're going to do what to it?
>> Increase it. Right? They're going to raise the prices. Now, gentlemen, what happens when you can't pay for that land grant, that certificate?
You have to take out a >> loan.
>> A loan. And then you have to put down something as >> And what do they have to put down?
>> The land. Right.
>> So gentlemen, this is essentially the debt method, right?
>> Uh 10.4 million acres of land gone, >> right? So they give up all of that land.
very few and far in between, right? They just didn't have enough money.
>> They couldn't pay. Right?
>> Now, gentlemen, gentlemen, gentlemen, gentlemen, we also we also see those who are uh uh Cherokee also affected, right? We see the treaty at New EOTA, right? The treaty of New Yoda the Treaty of New Yoda. The biggest thing that you have to know here, gentlemen, is just that at the end of the day, the Treaty of New Yoda, right, what it ends up doing is uh you know uh chieftains, rival chieftains sign away land, >> right? Remember that there was uh we had uh two different John's, right? We had John Ross and we had John Ridge, right?
Uh basically John Ridge, right, gets scammed. John Ridge signs away, right?
Those uh all that land from the Cherokee, right?
Right. So, John Rich signs away land even though most want to stay, >> right?
>> Yes.
>> Joey, >> I wouldn't say that you needed to know like something like John Ridge. I'm more concerned like if I said Cherokee Nation, right, on on the exam, I would expect you to know who the Cherokee were, right? You don't need to know who the chieftains explicitly are. But if I'm like, "What happened to the Cherokee? What was their journey called?" And you were like, "Who are the Cherokee?" Then we'd have a problem.
>> Yes. The larger details, right? Very good.
>> Very good. Uh, yes.
>> No. No. It is. It is going to be on multiple races. Everything is sort of combined conglomerate together, right?
It'll be on two themes, right? Uh I will take uh Rory >> of >> which treaty.
>> You honestly don't have to know the year. Uh >> I believe it was 1835.
>> Uh James, >> do you >> John Ridge who is one of the chieftains signs away all their land.
>> Even though most want to stay. Correct.
>> Do you get the money? No, he doesn't get the money. Right. He's promised about $3 million. He doesn't get a single scent.
Right. The Cherokee Nation don't get don't see that money because much of it was spent on the military trying to move them out.
>> Right.
>> Gentlemen, let's let's cut the side conversations. Uh yes, Dean.
>> No. No.
>> Uh yes, Max. for the final. Do you have to connect uh the both themes together?
>> No. No. Now, gentlemen, here's the deal.
>> This is a horrible blight, right, on Native American groups. In fact, we start to see more and more and more resistance to much of what the Americans are doing. And that actually results, right, in this new arrival, this new sort of like revival of Native American culture, right? And that gentlemen is where we see and go back to our idea of resistance. That's where we go back to our idea of resistance. Right now gentlemen, I want to take a second to talk a little bit about resistance.
Right? We know we know that there is this new sort of we know that there's this new revival against uh the taking of land, right?
Does anyone remember what there was a new sort of cultural dance that sort of begins to bloom? What was this dance?
>> This new dance, >> the ghost dance, right?
Right? There's a resistance, gentlemen, to the taking of Native American lands out west. Now, here's the deal, gentlemen. Here's the problem, right?
They also want to bring back something.
They want to bring back what?
They want to bring back something. What do they want to bring back?
And uh according to the chat, um Mr. Lou, yes, I do miss you. or sorry, Mr. uh Ethan Chris. Yes, I do miss you.
>> Ethan, >> uh Yan, what are they trying to bring back?
>> Bison, right?
>> Right. They want to bring back the buffalo.
>> All of this, gentlemen, results unfortunately in a massacre. Anyone remember the name of this massacre?
What is the name of this big massacre?
Uh Spencer, >> that is incorrect.
>> Let's Let's see if Bernard is fortuitous enough.
>> Very good. The massacre at Wounded Knee.
>> What?
Yes, >> gentlemen.
>> This results in the massacre at Wounded Knee, right? Does anyone remember the Native American leader who ends up dying as a result of this massacre? There's a Native leader that ends up dying. Does anyone remember who?
Anyone remember who?
Uh, Tus.
>> Yes.
Right.
>> Right.
>> So gentlemen, we see sitting bull of Lakota. He passes away. Right. This also gentlemen results in the rise right of a big resistance group actually in 19 in in excuse me a big immigr uh excuse me a big Native American group that gets founded to protest against the taking of land. Anyone remember what big what big sort of resistance group arises as a result of this Axel?
>> Very good. What does AIM stand for?
>> Very good.
>> Right, >> gentlemen. Very good, gentlemen. We've got the American India movement, right? AIM AIM gentlemen also also right has this list of 20 points right that tries to draw attention to broken treaties, right? They end up protesting against the illegal taking of land.
Right.
>> Very good. Yes. Who?
>> Yeah. The the Plains Indians.
>> Yeah. Yep. Very good. Right. The Plains Indian makes the ghost dance, right?
That leads the master at Wounded Knee and to AIM, right? Very good. So the we're mostly talking about the 1900s, right? we start to see the rise right of aim in the 1960s 1940s excuse me 1950s 1960s right uh this happens after the mass of the wounded knee this happens after right the ghost dance right so it's this sort of linear sort of resistance >> yes under >> there are 20 points I had a something called the 20 points which is this document of all the different wrongs right of these native of uh the Americans right you took our land. You viol you killed our bison, right? You killed our culture. Right? Now, gentlemen, the Americans also realize one important thing. Uh remember that the ghost dance, right?
Tried to bring uh back uh the bison, right? They tried to resist uh Native Americans taking the land out west. Um as a result, right, this led to the massacre at Wounded Knee because of the fact that um Lakota who were doing the ghost dance, the federal government was sort of scared of uh the ghost dance and what the Native Americans were doing. Uh as a result, they sort of rounded them up. Uh there was uh they began shooting, right? There was a shot that goes out, right? And then Sitting Bull ends up dying as a result. And this leads to the sort of massacre at Wounded Knee where the Native Americans are about to surrender to the army but they end up uh being killed instead. Right? So this was unfortunately not a very good uh sort of uh ending for the natives. Hope that answers your your your question.
Now gentlemen, there's one way there's one way the Native Americans end up right losing much of their culture. Right? We talked about we talked about ways and methods they ended up resisting, right? But gentlemen, but here's the problem.
Native Americans, right, the army realizes we can't just shoot at the Native Americans all the time, right? Instead, instead, right, we have to kill them some with some other method, right? Not through bullets, but through what?
We want to get rid of Native Americans.
Not through bullets, but through what?
I will take uh Becket, what you got?
>> Yes. Very good. Right. So, we end up right having Native American boarding schools, >> right? And this has to do with one of these important terms. Immigration, assimilation, and integration.
Gentlemen, which one?
>> Assimilation. Right.
>> Very good. This is an example of forcible assimilation. Right. Question for you gentlemen. Can someone tell me what happened at these native boarding schools? How did they force them to assimilate? What would they do?
How would they force them to assimilate?
>> How would they pierce?
>> Cut hair.
>> Nico, >> they would scrub their skin.
>> Scrub skin. Why would they do that?
>> To turn it white, >> right? How else or what else would they do?
>> Uh Z.
Very good. They'd be beaten if they spoke their native language. Ken.
>> Yep. Many of them had to wear uh uniforms. Uh I will take uh Dave.
Ah, kill the Indian >> and save the man.
>> The more civilized we make them, the better. Arnoff, >> we did that.
>> Uh, last one, Isaac.
>> They beat them up in general just to make sure if they like answered something wrong. Yeah. something like >> match up they got their ass kicked until they actually got it right.
um to answer your question right uh sometimes right but it was very hard to do so because the fear of hey if I practice my culture I will get beaten right now gentlemen very good that basically concludes the Native Americans portion right that was the natives right indeed that was the natives that was just the natives right gentlemen gentlemen I actually want to Skip one. I want to skip one ethnic group just for a second because I want to take a look at this important term on the board. Manifest destiny. There is one particular ethnic group that ends up really getting affected by manifest destiny. Does anyone remember which one?
There's one big ethnic group. Which one?
>> Which one?
>> Uh Yan.
>> Yes. Very good.
Gentlemen, there is a new establishment of a new independent republic.
What is the name of this republic? Well, actually, I I'll I'll I'll back up first. I'll back up first. I'll back up first. Right. Americans end up thei Americans go into Mexican territory, right, gentlemen? What happens? What happens as a result of that?
Where do they go? First of all, what's the name of this new territory?
Axel.
>> Yes. Tahas. Right.
>> Teahas. Right. Not tious, but teas.
Right.
>> Right. Mexico responds. Mexico responds.
Right.
Gentlemen, Mexico responds by shutting down the border right now to go back to America really fast. They wanted to spread what westward? Gentlemen, does anyone know what they wanted to spread westward in terms of uh trying to go into the American territory? What they want to spread?
They want to spread remember uh Dave, >> not Christianity.
>> Uh Cole, >> slavery, >> right? Very good. They wanted to spread slavery westward. Right. Now, Mexico responds by closing the border. The United States ends up sending more and more people into teas, right? One of the things they end up doing, right? One of the things the Americans end up doing is causing a little conflict.
Causing a little conflict.
Anyone remember what that conflict was called?
>> Yes, it is.
>> The Alamo. Very good.
Gentlemen, anyone remember at the Alamo?
>> At the Alamo, gentlemen, at the Alamo, something happens to the soil. What happens to it?
>> What gets spilled? What gets spilled on it? Nathan.
>> Yeah. And what's the justification here?
>> Gentleman in the back, Nathan.
Very good. Right. There's blood on the soil, therefore the land is theirs. Right. So, we start to take American uh we start to take over the territory. Right. There are two rivers. Does anyone remember the name of these two rivers?
Right.
>> Not the Tigers and the Euphrates.
You should know the names of a river.
>> Z the newest river.
What's the other one?
What's the other one? Samir.
>> Very good.
Right. The new SS, right? Mexico claims this.
>> Mexico claims that to be uh America's border. On the other hand, the real grande, right, America claims this to be Texas's southern border.
Very good.
>> Now, gentlemen, gentlemen, gentlemen, gentlemen.
>> We end up, right, having this this disputed territory, right? America sends troops in between this territory and land, sheds blood, bit bam, boom. This results in the Mexican-American War.
Right >> now, gentlemen.
>> Gentlemen, the US wins. The US wins, right? The Mex uh the Mexican-American War, right? Now, gentlemen, something special happens to teas, right? It becomes an independent republic. Does anyone remember the name of this independent republic?
>> What does what happens to it?
It becomes an independent republic. Uh Spencer >> chaos republic.
>> No, >> Mr. Sierra.
>> Lucas.
>> Yeah, it is a longterm republic, right?
Why would you say that? You told me you wanted me to.
>> Gentlemen, you've got the Lonear Republic and you've got what in California? What is it called? You got the Lonear Republic and the what? What republic?
Eli >> Very good. The bare flag republic.
>> Yes. Very good. The Mexican.
>> Right.
>> Now, gentlemen, remember how with the bare flag republic, right, we have um General Mariano Vallejo, right? He gets his home sort of taken, right? The guy with the big sideburns, right? That we showed the picture in class, right? No, you don't.
But at the end of the day, right? At the end of the day, gentlemen, the Mexican-American war ends with a big treaty. What is the name of this treaty?
There's some important treaty. An you don't even take this class, but you are here. An dandar, what you got?
>> Very good. The tree of Guadalupe.
>> Why are you here? He just >> he just wants to flex on y'all. He's not even taking the class.
>> The treaty of Gualgo, right?
Gentlemen, gentlemen, the Treaty of Gualuhido results in the seeding the seeding of a bunch of land, right, to uh uh the United States, right? You three pretty princesses in the back. Okay, quit quit distracting Chase. He's a good child.
>> Chase is a good child.
>> Is right there.
Now gentlemen, gentlemen, >> there is something special about the treaty of Guadalupe Hidalgo. There was this thing, there was this thing, right?
There was this article called article 10.
>> Article 10. Right. This article promises what?
The article promises what?
What does the article promise, >> Nico?
>> No.
>> Yes.
>> It promises Mexicans keep land.
>> Gentlemen, what happens to this article?
>> Cole, >> it gets omitted. It gets removed. Does anyone know what it gets replaced with?
>> Wow.
>> What does it get replaced with, Bernard?
>> Very good.
Gentlemen, it gets replaced by the de facto statement protocol. This was a de facto promise, right? Pinky promise. I swear to God, I won't take your land.
>> Right. Obviously not true. Right.
Obviously not true.
Right? So they promised to not take their land. That is obviously not true.
And as a result, gentlemen, those who are Mexican start feeling like foreigners in their own land. Right? We start to see discrimination against those who are Mexican. This is where, gentlemen, we go back to our green. We go back to our green, right?
>> Now, gentlemen, there were some examples.
There were some examples, right, of discrimination against those who are Mexican. Anyone remember some examples of discrimination?
>> Anyone remember some laws?
>> Samir.
>> Ah, foreign miners tax. What did that say?
I mean just >> okay.
>> Very good. Right. In order to mine you had to pay $3 foreign miners tax discrimination. Thank you.
>> That's replaced with the statement protocol.
>> Right.
any other laws.
>> Does anyone remember anything called the Greaser Act?
>> Grease and then R.
>> The Greaser Act. Bernard, what did it say?
>> Yeah, it was a vagrancy law. It was an antihomelessness law, right? The Greaser Act is an antihomelessness law.
Now, gentlemen, gentlemen, we also talked a little bit We also talked a little bit about ways that Mexican-Americans were treated in jobs.
Gentlemen, were those were Mexican-Americans given Were they given white collar jobs? Yes or no?
>> No.
>> No. They were given what color jobs?
>> Blue collar.
gentlemen.
>> Gentlemen, in addition, right, we also have those who are Mexicans, right? They had something about the land in terms of uh they had something about uh in terms of land, right? Something about how the tax system changed on the land. Could anyone describe how the tax system began to change on >> Damn it.
>> How does a tax system change?
>> Uh Mr. >> Aruta, they don't just tax what's made on the land. Very good. We tax >> we don't tax gentlemen. We don't tax right the profits. We tax the land itself. Right? So it doesn't matter it doesn't matter how much money right you make. What matters more is, you know, how how much land do you own, right?
We're going to tax the entirety of your land, right? Arans didn't speak like English, SO THEY COULDN'T UNDERSTAND.
>> AH, YES. That was part of the uh California Act, right? So, basically the California Act said that we don't have to translate laws into Spanish anymore, >> right? Very good. Now gentlemen, this is the first time where we start talking a little bit about resistance when it comes to labor. Right? Resistance when it comes to labor. Right? Now, gentlemen, we're going to move back to resistance here. Right?
>> This is the first time we start learning a little bit about a new labor union. A new labor union.
>> Right? Does anyone remember the name of this new labor union that we learned about? this new labor union.
>> Indeed. In fact, we can also talk a little bit about how this is connected to slavery.
>> Labor. Anyone remember >> Yan?
>> Yes. Right. This is part of labor resistance, right?
>> Yan, what does the JMLA stand for?
Good job.
>> Very good. And gentlemen, all of this, right, is because of a result. The resistance here is because of a poor pay, right? As folks mentioned before, they had poor pay, horrible working conditions. Many of them pushed back by striking, right? They ended up striking for better pay, >> right? Yes, Max.
>> Uh, this is theme five and theme four, right? This is resistance. They resisted by labor strike.
Now, gentlemen, Japanese labor association that is uh also known as a what? A labor what?
>> Labor union, right?
Right. Very good.
Right. The JMLA is an example of a labor strike or a labor union. Very good.
Now, here's the deal. Those who are uh Mexican, right? Many of them after the treaty of Gualupe Dogo, they were given a choice. They could either stay in the US or go back to Mexico. Many chose to stay. Now, here's the thing about staying though. They weren't exactly welcome. In fact, many of them were cast into their own little neighborhoods.
We're going to go back to theme number three.
>> Theme number three.
Theme number three.
Gentlemen, does anyone know the name of these?
Damn, Jose is very, very extra in the chat. I appreciate that, >> Jose.
Gentlemen, what is the name? What is the name of these Mexican neighborhoods?
>> What is the name of these Mexican neighborhoods? Julian, >> very good, >> right? We got Mexican barios.
Right, gentlemen. These are Mexican neighborhoods, right? There are safe spaces for those who are Mexicanameans to practice their culture. Gentlemen, what are some examples of methods uh and or or things, right, that those who are Mexicans did to practice their culture?
What were some examples of that when we talked about barios? When we talk about barios, uh Liam?
Yes. So, one of the ways or one of the things that we see here, >> tattoos, right? Black and white tattoos.
Uh, Zade, >> yeah, Chuco culture, right? What are some examples of CHO culture?
>> Right. Our Lady of Guadalupe de uh Guadaloop are there. Excuse me. Our Lady of Guadalupe, right?
What else? We got tattoos. We got our lady of Guadalupe, Cruz.
>> Zootsuits. Can you explain what a zoot suit is?
>> Cruz, what's a zoot suit?
>> Yeah, baggie uses a lot of fabric.
Right.
At the end of the day, gentlemen, zoot suits were controversial. Why?
Zoot suits were very controversial. Why?
Uh Mikey, >> they were made during the military and >> good.
>> Very good. Right. This resulted in riots during World War II because they made were made with so much fabric. Right. So this resulted in riots during World War II because it literally uh they were made with so much fabric. Right. Very good.
Uh, we actually have one more. Someone mentioned cars, but what what specifically is a term here?
>> What specifically is a term?
>> Uh, Pierce, >> right? The low riders, right? The low riders, right? Dia, if you want to game, go ahead and just game elsewhere. Right.
So, Sedarth could use that seat, >> right?
Now, gentlemen, >> I think Jose would be disappointed.
>> Now, gentlemen, gentlemen, I'm not going to do that.
>> Now, gentlemen, yes.
>> Just controversial. They weren't illegal, but it sort of showed you where your loyalties lay.
>> Right now, gentlemen, gentlemen, I want to take a second. I want to take a second to actually jump back to labor, right? I want to jump back to labor.
>> Gentlemen, I want to take a second to talk a little bit about why or what jobs those who were what jobs those who were uh Mexican would end up doing. Anyone remember the type of jobs that Mexicans would do?
>> What type of jobs, Julian?
>> There were many of them were rancheros.
Uh yes, Adam.
>> Yes, very good. They would largely work right blue collar jobs, right?
They were blue collar.
>> Yes, they would wear sort of like like you know uh sort of rougher uh thicker type uh uh collar uh shirts that would stain uh very easily, but the blue would uh sort of cover the stain. Right now, gentlemen, many of them worked in agriculture, right?
>> You're welcome.
See you tomorrow, Danny.
>> Many of them would work in agriculture.
Gentlemen, there was a program that was founded specifically for Mexican-Americans. Does anyone remember which one?
>> There's a program that was founded specifically for Mexican-Americans.
Which one?
>> Uh, >> yes. Uh, Sedarth, can you tell me what the Brerero program is? uh like during World War II like a lot of like the white workers were out fighting so they brought a bunch of Mexican farm into >> very good. We needed labor for World War II. Unfortunately, as a result of that, right, as a result, right, uh many of Mexican-Americans were brought in to harvest our fruits and vegetables, right?
Yes.
>> Is there was there a question?
>> Right. Very good.
>> Now, gentlemen, those who are Mexican were also viewed as what? Especially in the 1920s.
Anyone remember what how were they viewed in the 1920s? They weren't viewed as people that were helping. They were viewed as what?
>> They were viewed as what?
>> Decliners.
>> Job stealers, right?
>> And this is where they started encouraging, right? This is where they started encouraging, right, those who are Mexican to go away, right? Does anyone remember what this was called?
Mexican-Americans should go away. They should go back to their home country.
Anyone remember what this was called?
>> Ma'am, >> deportation or self-deportation.
>> Yeah, self-deportation, right?
>> But there's a special term for that.
Does anyone >> repatriotism?
>> Re what?
>> Repatriotism.
>> Close. Not repatriotism, but something else, Joey.
>> Repatriation.
>> Repatriation, right?
Right. Go back to your home country.
Right. Leave and get out of here. Right.
Very good.
>> Repatriation. Right.
>> Repatriation.
>> Now, gentlemen, many of these same attitudes are unfortunately ones that we see today, right? A lot of uh what we see today at the southern border, right?
is this idea of hey go back to your country we do not want you here you're seen as job sealers and and taking American jobs ironic because of the fact that many of these jobs are jobs in agriculture that many Americans would not want or would not want to be taking right now gentlemen does anyone remember there was a specific uh program started by a president that sought to sort of like uh alleviate the fear of being deported especially if you are the son of undocumented people. Does anyone remember the name of this program?
>> Carris.
>> Dhaka. Right.
>> Deferred >> action for childhood arrivals.
>> Deferred action for childhood arrivals.
Right. Those who are children of those who are undocumented will not be deported. Right? They have a pathway to citizenship. Right.
>> No.
>> But 2015 2016 >> or sorry 2012 excuse me 2012.
Now gentlemen, >> we also we also see right resistance in the barios, right? Especially resistance against unfair treatment in education.
Gentlemen, there were some things that Mexican-Americans did that weren't just uh labor strikes, right? Many of them ended out protesting against unfair schools. Anyone remember what they were doing to the schools here?
were doing something to the schools.
What were they doing, >> Nikolai?
>> They would like show up like >> Yeah. Why was that?
>> Like the government like need money.
>> Very good. They did these thing called LA school walkouts, right? They walked out of school >> to protest what?
What were they protesting?
>> Um, equal like learning rights because their schools were significantly under like u like I don't know >> underfunded >> underfunded. Yeah.
>> Very good. These schools were significantly underfunded, right? They literally would not give them equal opportunities. They didn't, you know, they didn't have enough teachers, didn't have enough textbooks, didn't have enough desks, right?
So they walked out of school to protest, right? Un unequal learning opportunities, right? So these were largely Mexican students.
Very good.
All righty, gentlemen. Those are the Mexican-Americans. We're about We're about give or take a third of the way through, right, gentlemen? Oh, we're a third. We're a third. Gentlemen, Alex is like, "Damn it. Only a third.
I can't go to sleep just quite yet.
>> It's okay. You you already napped in class, right?
>> What a guy.
>> Gentlemen, let's start with those who are here. African-Americans.
African-Americans. African-Americans.
Right. We're actually going to start off right over here. Labor and slavery.
Right. Now, question for you. Question.
Question.
Were those who were did slavery exist right? Did slavery exist in the 16 early 1600s when the Europeans first colonized the territory? Yes or >> no?
>> No.
>> We instead see what? We don't see slavery, but there is something that is like slavery.
>> Something like slavery.
>> Joseph.
>> Indentured servitude. Very good.
>> Yes.
>> Why weren't they receiving same amount of resources?
>> Uh many of them uh uh did not receive the same amount of resources because of the fact that they were sort of in schools uh that were primarily a majority Hispanic Latino, right? the school district prioritize those who are white, right, in the in white communities and white neighborhoods over those who are uh in Hispanic Latino neighborhoods, >> right?
>> Yep. Gentlemen, indentured servants. Who are they?
>> Explain. What is an indentured servant?
>> What is it?
>> And don't say a servant that is indentured. Adam, >> gentlemen. Gentlemen, again, if you need to just step outside and take like a five minute break, feel free to do that.
But let's keep it focused in here, right? Gentlemen, an indentured servant is an individual, right?
Indeed servant is an individual that uh is working in the new world to pay off their debt, right? Or their debts. Who are these individuals? Does anyone remember who are these individuals?
Who are they next?
>> Yeah. Some of them were prisoners, right?
Some of them were like crazy people.
They were unwanted in Europe.
Now gentlemen, these indentured servants when they came over to the United States, their journey was paid for, right?
Journey was paid for. Their journey of the US was paid for. However, gentlemen, right?
So was everything else. Everything was provided, right?
They were provided food, right? Shelter, clothing, gentlemen. Was this very good quality?
Yes or no?
>> No. Right.
Right. This was very, very bad quality.
Right. Now gentlemen, >> gentlemen, we also had a little difference here, right? We knew we knew that those who are black and white indentured servants had very different experiences, right?
Right. Those who are black indentured servants and white indentured servants had very different experiences.
Gentlemen, what are some examples of some differences you remember? Oh, >> right. You We talked a little bit about this very different experiences.
>> I know. I know. I know.
>> I know. I know.
>> I know. I know.
>> Relax.
>> I got it. I got it. I got >> No, no. I got >> uh Ken.
>> Ah, those who are white can have guns, right? Gun ownership, right, Tristan?
>> Harsher punishments.
>> Ah, harsher punishments for whom?
>> Uh, the black.
>> Very good.
Right.
Specifically, as and especially if you ran away, right, gentlemen, if you ran away, how would you be punished if you were white versus black?
>> How would you be punished, Joanne?
>> For the blacks, you could uh serve for life and then white people. You'd only get like a few years Very good. Right. They would only serve a few more years. Right. Uh Abram, you okay? Abram, you okay?
You You weren't playing game.
Okay. Just watching now. Gentlemen.
>> Gentlemen, any other differences here?
Any other differences here? Any other differences? Pierce.
>> Yep. Slightly better housing, right? Uh Nathan was over.
>> Very good. They would get land after servitude. Becket.
>> Uh no. They actually could not vote. Not until they own themselves, right? Until after their servitude. Abdullah >> like in general.
>> Very good.
>> Oh yeah.
>> Max.
>> Yes.
Now, gentlemen, all of these workers ended up working in these horrible conditions, right? But this ends up pissing a bunch of people off, right? We actually learn about how guns end up backfiring on those who led the colony at Jamestown. Gentlemen, it looks like we got we have an inkling of excitement here. Gentlemen, does anyone know what what ends up right really leading to the downfall of indentured servitude and the rise of slavery? There's a certain sort of attack on Jamestown. We'll say this in three, two, one.
>> Very good. Bacon's Rebellion.
>> Very good, gentlemen. Bacon's Rebellion.
Right.
>> People are really pissed off, right?
Uh folks, if I love that uh there are some folks that are here um that are in the chat. Uh but here's a problem. If you are not actually in ethnic studies and you're not actually at Bellereman and you're just here to troll folks, if you could um just either leave uh I really really want folks to be focused on the final exam for tomorrow. So, if you're not actually from Bellereman, if you're not actually uh sort of uh in the class or taking the class, go ahead and pop off and and just leave. You can watch the video recording. I will have this public. Otherwise, let's keep uh our focus for the next couple uh next like hour. Okay.
>> There there are apparently there are apparently people in the chat that are being distracting, right?
>> Gentlemen, gentlemen, couple of important things. Bacon's Rebellion.
Bacon rebellion. Bacon rebellion. Right?
Remember Nathaniel Bacon starts this because he's really pissed the hell off, right? He's just like, "Dude, you know, you are are telling us that you get your freedom, right? But the problem is, do they give them land, gentlemen?
gentlemen, is the quality of land, if you get any, is the quality any good?
>> No.
>> Gentlemen, often times what would happen after your years were done, right? What would they do without your consent?
>> Add years, right?
>> Oh, wait. I >> Yes, >> for the for the blacks for the or like for the black in service. Didn't the owners say that they would receive land but but make them like continue working but they would never give up land?
>> Yep. Land uh years ended up adding uh to the years of service, right?
>> So, very good. Right. Bad land quality, added years. Right. Often times, gentlemen, uh those that land was really close to what territory, gentlemen?
>> Native territory. Right. And would the government protect them against Native American tax, gentlemen?
>> No.
>> No. Right.
>> There was no native protection at all.
Right now, gentlemen, here's the deal deal about no native protection. Right?
This as a result led to Bacon, you know, fighting back, led to Bacon's rebellion, right? In terms of Bacon's rebellion, right, we start to see Nathaniel Bacon, you know, burn down James Town, right?
But, you know, he gets tricked or a bunch of his uh his uh rebels get tricked uh by Thomas Captain Thomas Grantham, right? Thomas Grantham promises, hey, if you give up your weapons, you can come back, right, to Jamestown. We won't hurt you. We won't kill you, right? we won't capture you.
Right? That was not true. They ended up capturing them, putting them all into uh uh all back into indentured servitude.
Right? But this is actually where we start to see, right? So Bacon uh Bacon's rebellion fails, right?
>> What were they trying to get out of this rebellion?
>> They really wanted uh not just their freedom, but they wanted better land.
They wanted better opportunity, right?
They just wanted to finally be able to like have something they can call their own, right? No more indentured servitude. They wanted their own independence, right?
Now, gentlemen, this led right Bacon's Valley fails, right? This leads to the rise of what?
>> Very good.
Right now gentlemen, there were some laws that end up institutionalizing or making slavery dour. Right? This is where we start to learn about dour and de facto. Right? Can someone remind me what does dour mean again?
>> By what?
>> By law. Right? And what does de facto mean?
>> By fact, right? Very good. Right? So here's slavery, right? We start to see it move from de facto to dour. Right?
Deacto discrimination, right? Like does your discrim or sorry like indentured servitude, right? It's everything but slavery except by name, right? Does anyone remember what are some laws that really begin to legalize slavery? What makes slavery legal?
>> Thank you.
>> You're welcome.
>> What are some things that make slavery legal?
>> Lucas, >> no. Uh, yeah.
>> Oh, yes. There were some Virginia slave laws.
>> Anyone remember some examples of Virginia slave laws?
>> Any examples?
Uh, Samir, >> right? Land owners could execute corporal punishment against their slaves in case they committed some kind of violation of the rules.
>> Very good. You can corporally punish your slaves. This means you can beat and whip them and whip them, right? What else can you do to slaves, >> Chris? Like children of the slave?
>> Yep. Children of slaves.
>> Didn't it start as the mom and then got?
>> Yes. Depending on mom. Right.
Right. So if your mom was a slave, gentlemen, were you a slave? Yes or no?
>> Yes.
>> Yes. Does anyone know what this was called?
>> Anyone remember what this was called?
>> Yes. It's from the womb in Latin. From the womb.
>> From the womb in Latin. Anyone remember?
>> Uh uh Ken.
>> No.
>> J who?
Right.
>> Very good. Partis >> ventro.
>> Right. Part of secret ventra. Very good.
Any other slave laws?
>> Wait, do we need to know?
>> No. Uh Dave.
>> Uh that was a little after. That was a little after.
>> Yeah, >> not quite. I'm looking for a specific law. There was something about, you know, something about baptism.
>> Kish, >> even if they baptize their slaves, they would still be >> very good. Baptism does not make you free.
>> Yes. Very good. Anti-misogenation laws, right? Banning interracial marriages.
Gentlemen, there was also one other super important law.
Super important.
>> Bernard, >> I guess like if you killed the slave, the one in town is murdered.
>> Why?
>> Because it was property.
>> Very good. Right. If you kill your slave.
>> That is not murder. Why? Because they are their they are your excuse me, property, right? How messed up is that?
Right? Super messed up, >> right?
Right. So these are some example of Virginia slave laws. Right. I would know one or two of them for sure. Right.
Kishum slaves that way.
>> Yeah. Exactly. Right. because uh actually that was actually one of the few ways that you would be able to uh you know have and continue slavery in the United States after the US bans uh the transatlantic slave trade, right?
Once we stop the transatlantic slave trade, we're like, okay, if no slaves can come over to the US anymore, then how can we get more slaves? Well, by having and forcing them to reproduce with each other, right? Or right, we can, you know, sexually assault or rape a slave, right? to get, you know, to get uh more slaves, right? Many of those slaves who were biracial, right, and were born of their white masters and uh their black mothers were slaves, right?
>> Tousing is terrific.
>> Uh you can say codification or institutionalization.
>> It institutionalizes, right?
Julian.
>> Oh, okay.
>> Now, gentlemen, gentlemen, gentlemen, really quickly, right? We know that as slavery gets more and more rampant, right? We start to see, right, this new journey that slaves have to take. What was that journey called?
>> What was that journey called?
>> Adam.
>> Very good. The middle passage.
I think we need >> gentlemen. Couple of things about the middle passage. Can anyone tell me what happened during the middle passage? What happened?
>> Axelav Yep.
>> Hey, >> they were like chained into like little cubbies and they weren't allowed to like move at all.
>> Oh, yeah.
>> Very good. Right. Remember this was where we had our picture analysis where I asked everyone to sit on the floor.
Right, Julian?
>> Very good. Right. Uh back here.
>> Yep. Dead people were thrown overboard.
themselves, >> right? Many of them committed suicide.
Dave, >> uh, it does not, uh, equal murder because they are your property, right?
Uh, yeah.
>> Yeah. They threw the food overboard instead of feeding it to slaves. Ken, >> yeah, separated into men, women, and children. Max, last one.
>> They were used for like uh like and stuff or like poured salt water on there.
>> Yeah, >> very good, >> right? To literally try to get them to move around and dance around before they were sold, right? So, middle passage, gentlemen, super duper important, right?
Um, and one of the most harrowing journeys that anyone can take if you were an African slave. Dave, >> they were branded. Very good. Right.
Yes. Joan, >> isn't there like amad, right? Laistad, right?
remember that this was the case where there was a slave rebellion on the ship.
The ship was captured by the US Navy uh and then the slaves actually sued for their freedom and won. Right? So super cool. Right? Now gentlemen, often times the slaves that were brought over, right, were actually the members of like captured or captured African prisoners of war, right? Now gentlemen, the transatlantic slave trade, the middle passage, right, was part of the transatlantic slave trade, right?
Now, gentlemen, with the transatlantic slave trade, right, there are a whole host a whole host, right, of different journeys. In fact, you can say that it is a triangle.
sort of slave trade, right?
>> Gentlemen, >> the triangle slave trade had three different points. Which ones? Triangle slave trade had three different points.
Which one, Nathan?
>> America.
>> The United States was one of them. or North America, right?
>> Bless you. Which one is another Aaron?
>> Europe.
>> Europe. Bless you.
There was also one other point. This one's pretty obvious. This one's pretty obvious. Uh Sar Africa. Very good. Uh seats have opened up if folks want seats. Gentlemen, the middle passage is this journey from Africa to North America.
Now, gentlemen, there was a crop, another sugar, I sort of gave it away.
Huh?
>> Rats.
>> Rats.
>> Mr. Luke.
>> There was a cash crop. A cash crop that was grown in the Caribbean. Gentlemen, what is it called?
>> Sugar cane, right?
Gentlemen, can someone explain to me why sugarcane is so important?
>> There's a reason why sugarcane is so important. What is that reason?
>> You're welcome.
It is a cash crop. But why else is it so important? It drives a slave trade. How, >> Alex? How does it drive the slave trade?
>> It makes molasses.
>> Yeah. Right. And how are those things interacting with each other?
They send them molasses to Europe to make rum and then they send the rum to Africa.
>> Very good. Right gentlemen, remember sugar is grown in the Caribbean in this sort of very very warm territory, right?
Warm land like near the equator, right?
That gets sent to North America for molasses that sweetener to Africa for more slaves. Right? Very good.
Now, gentlemen, we know that as slavery becomes more and more institutionalized, we also talk back to uh we actually have a little throwback to Thomas Jefferson here.
Thomas Jefferson, right? Many of his beliefs about slavery as America is gets founded as a nation is that slavery is morally wrong. Right? But yet, right, he kept a lot of his own slaves. Gentlemen, does anyone know there's a an ironic story here? A super ironic story. Does anyone remember what that irony is?
There's a super ironic story here.
Um I want to hear from Yeah, let's hear from Joey.
>> So, um like he he was super against like interracial marriage, but then he had an affair with one of his slaves while on a trip to France.
>> Yeah. Do you remember what his name what her name was? Um, I don't know.
>> Okay. Sally Hemings, right? Having sex with Sally Hemings. Right. That's an irony here. Right now, gentlemen, let's take ourselves back up to theme number one or tape ourself back up to theme number one.
Thank you, Adam.
We're going all over the place because we now have to talk a little bit about examples of laws, right, that discriminated against those who are African-American, right? As we start to see slavery become institutionalized, we start to see African-Americans being discriminated in many different ways, both the jur and de facto. Yeah, >> Becket.
>> Yes, absolutely. And I will send out an announcement once I I get that out.
gentlemen, those who are African-American, right?
Those who are African-American were discriminated in many different ways.
Right now, someone had mentioned black codes earlier. Can someone tell me what is a black code?
>> What's a black code, Bernard? It's like after slavery was kind of like ended, it was like a system of laws that kind of like kept these African-Americans in place as like Very good. It was government a series of laws that kept those who were African-Americans inferior, right? It essentially made them right uh sort of limited where they could travel and where they could move. Excellent. Very good.
Uh, yes, David.
>> Yeah, they restricted black freedoms.
Right now, gentlemen, this was despite despite moves by African-Americans to essentially become more free post the Civil War. Right now, gentlemen, for many of those who are African-American, right, in 1863, we saw this sort of thing called Emancipation Proclamation.
>> Gentlemen, does anyone remember what did the Emancipation Proclamation do?
>> What did it do?
What did it do? Uh, Nathan, what did I do?
>> It freed all slaves in the south.
>> Very good.
>> And freed all the slaves in the south.
Right now, gentlemen, you're welcome.
Isaac, it freed all the slaves in the south.
Right now, gentlemen, here's the problem. Right? Here's the problem.
After the Civil War, after the Civil War is over, right? We start to see passage, right?
we start to see the passage, right, of some reconstruction amendments, right? We there are there are gentlemen three reconstruction amendments. The 13th, the 14th, and the 15th amendments.
Anyone remember what they said?
The 13th does something. The 14th does something. The six uh the 15th does something. What?
Uh I will take uh Sedarth.
>> Did one of them like give Africanameans the right to >> No, not own land. Not own land. Bless you. Thank you.
>> Uh Yanote.
>> Yes. the 15th was freed blacks could vote.
>> Very good. Anyone know the 13th or the 14th? 13 or 14?
13 or 14?
>> Uh Dean >> 13 was that they were free. They were free.
>> Yes. It abolishes slavery.
Anyone know the 14th?
>> There were two in the 14th or two >> pages.
>> I think they gain citizens. Y >> and um >> I don't >> There's a specific and special clause.
There's a spec specific and special clause.
>> Equal protection clause, right?
Right?
>> Unfortunately, gentlemen, this led to a lot of discrimination, right? This led to a bunch of discrimination, right?
You had black codes, right? You had black codes that restricted their freedoms. What else did you have?
What else did you have for those who are African-American?
How else were they discriminated against?
lynchings.
>> Lynchings. What's a lynching?
>> It's when you kill a bunch of people based on their race.
>> It's an extra judicial killing, right?
It's not something sanctioned by the courts, right?
And gentlemen, often times these lynchings are carried out by hate groups. What's an example of a hate group that we learned about?
What's an example, >> Liam?
>> Yes. The KKK, right?
Anything else? There are a couple others that I can think about on the top of my head. Guess it >> ah pie versus Ferguson. Very good.
>> Separate but equal.
Very good.
>> Gentlemen, there's another one that I'm thinking of.
Axel >> Jim Crow. Very good. Right. PY versus Ferguson leads to Jim Crow, right? This these discriminatory laws.
There's also one other big one, something an example of de facto slavery even after slavery is abolished.
>> Adam, >> sharecropping. Do you can you remind the class what sharecropping is if you can?
Uh the slaves pay pay the pay pay the boss with the cops and kind of stink. So time to get put in debt and force work for him for free.
>> Very good.
You're going to stay on their land.
You're going to pay rent via crumbs.
Right. To the point where you can't leave. Right. Very good, Adam. Very good.
Now, gentlemen, right? This leads, right? This leads to this massive move up north, right? Does anyone know what that move was called?
This massive push, this massive leave to go up north. Archangoli, welcome.
>> Great.
>> Very good. The great migration, right?
This is where we start moving, right?
Those who are African-American moving up to the north, right? Moving up to the north, right? And I'm actually going to move that over here. When we talk about this migration process, right, for those who are African-American, right, we start to see this great migration, right? And gentlemen, where do they move up north to? Like where in the north do they move >> to big what? Big what? Bernard, >> Harlem and New York City.
>> Yeah, Harlem, New York City. Right.
Where else do they go? Where else do they go? Axel >> or sorry. Oh my gosh, Yan. I'm so tired.
>> Chicago.
>> Chicago. Very good.
Uh, anywhere else, gentlemen? What What is the similarity between like Chicago, New York City?
What are these? These are big what?
>> Big northern cities. Big urban what?
Urban centers. Right.
Right. Big urban cities. Now, gentlemen, were those who are black welcomed in these urban cities? Yes or no?
>> No. Gentlemen, in fact, they weren't even wanted in some of these neighborhoods. There was something there was a that's a term that we learned about. So, they were not welcome or wanted in these urban cities. James lining.
>> Red lining. Can you explain what red lining sort of is?
>> Uh splitting up different sections of like areas to different um like different races, but the thing is like it's um technically like different paying like jobs like different economic classes.
Very good.
It's when you divide up areas in a city or neighborhood depending and based on different factors like ethnic groups or classes. Now gentlemen, there are three colors. Which three colors, gentlemen?
Which three colors or four colors?
Sorry. Four colors. Which four colors or four colors? There are four colors. Four colors. Four colors.
There are four colors. Uh, I will take um uh so many hands. Uh, Erin, >> was it red, blue, yellow, and green?
>> Yes, red, blue, yellow, green.
Gentlemen, which one is the best?
>> Lucas, green is the best. Green is THE BEST.
>> WHICH ONE IS THE second best?
>> Blue. Blue is the second best. Which one's the third best?
yellow. The worst one is >> red.
>> Right. So it goes right. It goes >> green, >> then blue, then yellow, then red. Right. Red is the worst. If you have to remember red lining, red bad, right? Red is bad, green is best.
Right?
>> Very good.
>> I want to know.
Now, gentlemen, even though we start to see redlinining, right, one of the big issues is we start to see uh those who are uh in white communities actively push away black people. And they do that, right? By literally bombing their homes, right?
Those who are black do not trust those who are white. Those who are white don't trust those who are black. They see them as lazy, right? And as a result, gentlemen, there is something that ends up happening in uh Chicago. Uh there's a red summer. It's called a red summer because why?
>> Well, it's blood, but why is it bloody?
>> Why is it bloody? Why is it bloody?
>> Uh, Zade.
>> Yes, very good. Uh, not the ocean, but uh uh in in one of the beaches, right?
Uh we start to see, right, riots, >> right? This was Chicago's Red Summer, right? Chicago's Red Summer of 1919, right? We start to see riots begin to pop up, right, against those who are uh black, right? We do not want them here, right? Even though many of them are being pulled up and want to uh sort of leave the South for the North, right?
Now gentlemen, we know that there are a lot of push factors, right? The KKK sharecropping, all these negative things happening in the south. What are some pull factors? What are things that invite more people to want to come up north? What's like an incentive to come up north?
>> Chris, >> good. We'll talk a little bit about the Harlem Renaissance, but what really invites them up, >> Adam? There a lot of job offers.
>> Yeah. Right. Job offers in And do you know what type of job, Adam?
>> Uh, I think it's textile.
>> Textile. Very good. Any other jobs?
Textile jobs for sure, >> Bernard.
>> A lot of factory jobs.
>> A lot of factory jobs, right? This leads, right, black Americans to want to leave up north, right, for factory jobs.
>> Yes. I thought it was because it was like anti >> this is we're talking after the civil war here after so slavery is already over at this point right so we start to see many factory jobs open up right now gentlemen for those who are black who are working in factories were they treated well >> no right many of them actually were called to be what if especially if white workers were on strike many of them were actually called to be What?
>> Arjun >> scabs.
>> Scabs, right? Many of them were scabs, >> right? Scabs and factories, right? Very good. Excellent.
Now, a lot of y'all mentioned, right, this revival of culture, right? Many of you mentioned, right, one of the big push or pull factors, right, was this thing called the Harlem Renaissance, right? Can someone tell me what is the Harlem Renaissance?
Right. You've got the Harlem Renaissance. What is it?
What is it?
>> Oh, it was like a lot of black culture in places in Yeah. Like Harlem.
>> Very good. It was a black cultural revival. This was where black culture really begins to expand, right? people really begin to have art, right? People begin to draw, people begin to have write uh poetry, right? So on and so forth. This is where we start to see this massive, massive boom when it comes to ensuring, right, that black Americans and their culture, right, still survive, right? Very good, gentlemen. We're going to move back to resistance in the back.
Back to resistance in the back. After all, we can't talk about discrimination without talking a little bit about resistance, right?
Yes.
>> Yes.
>> It's not It's not going to be the same forever.
>> Yes.
>> Remember, welcome to Bellererman College Preparatory, right? College prep. We're not Bellereman can slack off at the end. It is Bellereman College Prep. We're going to finish strong because in college, you know, you're going to have a final exam that's worth 30% of your grade or 40% of your grade.
>> What's your homework?
>> Uh about like five >> five like like I remember gentlemen I remember when I had a class at Berkeley, it was like 10% was homework and participation, 25% was your first midterm, 25% was your next midterm, and then like 40% was uh your uh your final.
So yeah, it's it's it's big. We but we want to prepare you for that, right? We want you to finish and learn how to finish strong. J >> is like 25 projects 30 exams 25.
>> Yes. But that that I I that was a Berkeley example.
>> Yeah, that was what I had to go through at Berkeley. Max, >> yes, you may. Gentlemen, I want to take a second. We can't talk about African-Americans without uh you know, without talking a little bit about resistance, right? One of the ways that they began to resist against uh uh uh segregation was through the civil rights movement. Right?
Civil rights movement. Right? This will be super important. Right? Now, gentlemen, we have two different leaders. We have two different leaders.
We had an active leader and we have a passive. Right? We got active, we got passive. Gentlemen, can someone tell me who leads the active? We'll start with the active first. We'll start with the active first.
Active first.
Uh oh my god. Brett, join us.
>> Very good. Brett, do you remember the other uh sort of big group that we've talked about?
>> Yes. That was the passive movement, right? Do you remember who would the who was the other active group?
>> Yes. Very good. Black Panthers. Right.
>> Right now, gentlemen, there's also another group. There's also another group, right, for MLK, right? Does anyone remember the name of that sort of student >> student organization?
>> Oh. Um, >> anyone >> student nonviolence?
>> Uh, Arjunack, >> not snack. Not snack. Not snack.
>> Fortuitous >> Bernard.
>> Very good. Student nonviolent coordinating committee or snick snick.
Right now, gentlemen, I want us to start off with some passive methods of resistance. What were some examples that SNICK or MLK would sort of approve of here? What are some examples of things that they would approve of? Some examples of protests, >> Alex.
>> Sitins. What's a sit in?
>> When you go to a diner and stay there.
>> Yeah. Right. You sit there and you order your food and you don't leave even if they pour water and and all these liquids on you.
>> What's another method of protest here?
>> What's another method? We got passive methods.
Uh, I will take that one.
>> The freedom riders.
>> Yeah. What are who who are freedom riders?
>> Uh, they would go on there was black people who go on whites only buses and uh when they would get into like typically more racist states, they would just like stay on the bus.
>> Yeah.
>> Right. Freedom writers protested intrastate travel. Right. So if you were moving uh uh or interstate, excuse me, interstate travel. So if you were moving uh in between uh different states, one state that had uh discriminated Jim Crow laws that force you to move to the back of a bus, they would just refuse to move, right? Anything else, Cruz?
>> Yes. What is a bus boycott?
>> Very good. Uh Erin, >> a question.
>> Yeah.
>> What's next?
>> Student nonviolent coordinating committee.
Tristan like it was like I don't know what it's called but it's like the march on like Washington.
>> Yes, it is exactly that.
>> The March on Washington, right? Now, gentlemen, the March on Washington was this protest against job discrimination, right? Those who were uh those who were uh black, right, resisted against unfair wages and unfair treatment in their job and at their work, right? Very good. Any other examples that folks can think of?
Any others? Any others? Uh, yes, Joey.
>> Oh, we got that one.
>> We got that one. Any others, gentlemen?
Any active methods of resistance?
>> Any active?
>> Any active pat?
>> Uh, yes, I could take walkouts as as one, but more so what the Black Panthers did.
>> Uh, Z.
>> Oh, are they patrol neighborhoods and stuff? Yeah, they would patrol neighborhoods.
>> What else would they do? What else would they do?
What else would they do? Uh, Rory.
>> Uh, yes. Mutual aid, right? They literally would set up aid programs, right? Uh, free breakfast and lunch.
How do they know?
>> Right. And right, free clothes like clothing drives.
>> What does that say?
>> Mutual aid, free breakfast neighborhood.
>> Oh, patrolling neighborhoods.
>> Uh, Ken, did you have your hand up?
>> Ah, got it. Sorry for stealing your thunder. Um, oh, actually, I can add that. Uh, we'll do There was a hand, Jacob.
They protect themselves.
>> Very good. They would protect themselves, right?
>> Wasn't the model like freedom at all cost?
>> Yes. And don't be afraid to throw a punch if they are antagonizing you.
Right. Very good. Self-defense, right?
If necessary. Right now, gentlemen, we also see before the war or sorry, during World War II, we also see movements, right, to try and prove to try and prove that these folks are loyal to the United States just like every anyone else, right? Does anyone remember? Does anyone remember right how those who are black resist against Jim Crow during World War II?
Double V.
>> Uh, I will take >> Sedar.
>> Yeah. What's the double B campaign?
>> Uh, it was like something to do with like soldiers.
>> Uh, I need to be a little bit more specific.
It was black soldiers proving their loyalty to the United States. But how? V over what? V over what? It's a double V for a reason, Joseph.
>> Victory over fascism abroad. Victory over racism at home.
>> Oh, I knew that.
>> Very good. A victory over fascism abroad >> and victory over racism at home. the people >> in order to form a more perfect union.
>> How do you know that?
>> Establish justice and ensure domestic tranquility.
>> Provide common defense, promote the general welfare, and uh >> secure the blessings of liberty for ourselves and our prosperity to ordain this constitution for the United States of America. Right.
>> Yeah.
>> There was these airmen called >> Yeah. Right. That's a great example, right? The Tuskegee Airmen, right?
Or was it neither?
>> It was neither. This was before really before the civil rights movement takes place. But this triggers, right? The double V campaign really pushes or leads to the civil rights movement, right?
What's >> very good?
>> Uh 68.
>> Yes. 68.
>> Um also for active was black nationalism part of that.
>> Yes. Black nationalism like Marcus Garvey, right? This idea that we should promote a United States that is uh you know for black people, right? Even going back to their home country if necessary, >> right? Yeah. Excellent. Uh just a question about the test any test.
>> Everything is eligible. I've already told I think period 6 and period 8 uh that there will be one ethnic group that will for sure not be on the exam because I wasn't able to finish it fully with them. Right. So to that extent right uh yes that was you six and eight. There's only one ethnic group that won't be on there. Which one?
>> Wait, what was that?
>> The Vietnamese for them.
>> Gentlemen, >> gentlemen. Gentlemen, gentlemen, really quickly. Really quickly, that concludes our chapter on African-Americans, right?
that includes her chapter in African-Americans. That being said though, that being said, that being said, oh, really quickly, the Civil Rights Movement leads to what act? Does anyone remember?
>> Civil rights.
>> Civil rights.
>> Civil right?
>> Very good. Civil rights act of 1964.
>> Oh, come on. My pen.
>> There it is. Right. This leads to the Civil Rights Act.
of 1964, right? Discrimination based on race, right? Ethnicity not allowed, right, gentlemen. We are finally to the Irish and the Jewish people.
>> We're sort of No, I think we're we're like twothirds of the way there. We go really fast through these next couple of units, right?
Yeah, give or take there's about 45 minutes left, right? Because we started about 45 minutes late or 15 minutes late. So, gentlemen, let's talk a little bit about those who are Irish and those who are Jewish, right? Let's start let's start with the Irish first. Let's start with the Irish first.
Okay. Reasons why they came. Reasons why. Reasons why. Why do they come, Rory?
>> Ah, yeah. Those damn Brits.
>> Let him study how he wants to study.
>> Yeah. Let Chase is a good child. Let Let Chase do what he wants.
>> Girl, he got a higher grade than you. I don't know what you're talking about.
>> Uh Dave Very good. Potato famine.
>> Gentlemen, the potato famine led to these migrant workers. Does anyone remember what they were called? These like very skinny, very unhealthy migrant workers.
>> Who?
>> Yes.
uh Cruz.
>> Ah shifting from agriculture >> to cattle >> stal and then pens.
>> E >> yes double E.
>> Now gentlemen, those were why the Irish came over. Right now here's the thing, right? When the Irish came over, they came over to which island?
>> Ellis Island.
>> Ellis Island. Right, gentlemen. How are the Irish viewed?
>> Terrible. How, Peso? How?
>> Anyone can go a little deeper.
>> That answer did not make me go wee. Can someone give me an answer that makes me go wee?
>> Perceptions. How are they perceived? Uh, Alex, >> monkeys. Monkeys. How else?
>> Brutes.
Very good.
>> Jen, >> drunkards, alcoholics.
>> Hi, Erin. Uh, James, >> um, like in the cartoons we saw that, um, Irish were like instead of like assimilating, they were like like independently choosing like not to assimilate. And even like one of the cartoon shows like them like stabbing um, Lady.
>> Yeah, very good. Stabbing Lady Colombia back. They refuse to assimilate, right?
Refuse to assimilate. Very good. Now, gentlemen, we start to see those who are Irish compared against two other ethnic groups largely because of where they worked. I want to go over where they worked first. What are some jobs that the Irish would work?
>> What are some jobs that the Irish would work, Lucas?
>> Oh, factory workers.
>> Absolutely. They were factory workers.
>> What else? Uh, >> Axel or just like domestic >> domestic servants. There we go.
I was like, damn, that's that's already you're like 200 years late. Uh, Bernard earlier >> peddlers. Uh, that was actually more the Jewish.
There's one other William Cronin is disappointed that you do not know this answer. William Cronin is disappointed you would not know this answer. Tis >> very good.
railroads, right? Choo choo trains.
Right now, gentlemen, here's the thing about those railroads. Many of the Irish were seen as what workers? There's a dword. I'm looking for a D word.
>> There's a D word. A D word. Chase.
>> Yes, sir. They were right. They were disposable workers.
Right. If they died, great. Who's next?
Right. We do not care. We keep on moving. Right. Excellent. Right now, gentlemen, those who are Irish begin to become more and more American. We start to see some assimilation attempts.
And one of which is because of a fact, right, that they start becoming compared against two races. And they begin to lean into their what, gentlemen? They lean into their what?
They lean into their whats.
>> Yep.
>> Now, gentlemen, let's take a second and talk a little bit about what two groups those who were Irish were compared against. There were two major groups.
Which two, >> Cruz?
>> Chinese.
>> Chinese was one of them.
And can someone explain why were they compared against the Chinese?
Why are they compared against the Chinese?
>> David, >> they work in the same field of labor and the Chinese are viewed as more like hardworking than the Irish.
>> Very good. Right. They were seen as working the same jobs. The Chinese were seen as more hardworking, especially when it came to shoe making factories. Right.
Now gentlemen, question for you. Right.
There was a a sort of labor union that was founded by the Irish. Anyone remember the name of this labor union?
>> Bernard secret order of the secret.
>> Very good.
>> Secret order of the Oh, yeah.
>> Very good. Gentlemen, what's the other ethnic group that the Irish were compared against? The other one.
>> Jewish. Not quite.
>> Not quite. Lucas, >> we already have Chinese.
>> Nope. Brett.
>> Yes. Those who are black.
>> Gentlemen, >> there was one big big incident that really blew up this comparison against those who were black. Anyone remember what it was?
There's one big big big incident in 1863.
Something happens.
>> Uh, Joseph or Tristan, sorry.
>> Wait, was it like the thing where they like did clothes and they got on fire?
>> Not quite.
>> Not quite. That's Jewish workers. Arjun, >> is it the military draft?
>> Yes.
the New York City draft riots, right?
Can someone tell me what was happening with those uh when it came to those who are black and their draft riots, >> Axel?
>> Oh, never mind.
>> No.
>> Can someone explain what was happening here with the draft riots?
What was happening here in the draft riots? Chris, >> isn't it like warrish?
>> Yeah. Right. If we need to go fight in the war, right? Those who are black are going to take our jobs, right? Uh-oh.
That's not good. We don't want the ri we don't want the draft anymore. Right.
Screw that. Right. Very, very good.
>> Say secret order of a night of St. Crisen.
>> Say Crisen. C R I S P I N. Oh, Joseph is back.
>> Hopefully this this doesn't trigger you too much. Now, gentlemen, we have assimilation attempts. We've got whiteness, right? Leaning in the white skin. What other sort of uh examples of uh assimilation attempts were there here? What other examples do we have here?
>> Uh Ken, >> green power.
>> Yes. What is green power? therish.
>> Very good. Voting, right? That's super important, right? They're citizens now, so they can vote, right? And they're also white. What else could But what else did the Irish do?
What else?
Any jobs that they began to work?
What jobs?
>> Very good.
That's very good. They just black to show that they were different, right?
Still looking for what type of job? What type of job? Chris, >> very good. Blue collar and eventually white collar jobs, >> right?
And gentlemen, they could get an education.
And for many of them as well, they used the power of the labor union, right? The labor union and their bluecollar jobs really lent them, right, to really do a number, right, on the other ethnic groups, right? Very good.
So those are the Irish.
What about those who are Jewish?
Why would they come over? Jewish. Why would they come over? Jewish. Why would they come over? Jewish. Jewish. Jewish.
Bernard.
>> What are like anti-Jewish government sponsored camp?
>> Yep. Anti >> terrorist campaigns, right?
Else would they want to come over?
Raisan. No, >> Dave.
>> By whom?
>> And why?
>> They were hated by the portrayal in the Bible.
>> They were seen as the chosen people, but they weren't hated by the British, the Russians.
>> Right. Very good. Right now, gentlemen were forced to live in these ghettos.
Anyone remember these ghettos?
>> No, they weren't body shuttles.
And many of these are found in this region from the Baltic Sea up north to the Black Sea down south. this sort of big big land in Eastern Europe. Does anyone remember what that was called?
>> Chris settlement.
>> Gentlemen, am I back?
>> Am I back?
>> Oh my gosh, I'm back. Okay.
>> Okay, let's do this. Uh, gentlemen, unfortunately, my See you, gentlemen.
Unfortunately, my laptop is sort of low on power. I think that might have been what triggered uh the uh uh was what triggered uh the sort of low battery here. So, this is what's going to happen. It's going to be a little hard.
I need to stand over bit over there. Uh there's no connection or outlet that back there, unfortunately, that connects and charges my laptop. So, this is what I'm going to do. I'm going to remember I'm going to take pictures of everything, right? And then post them on Canvas. Okay? So, go ahead and follow the audio, but make sure you check out those pictures. Okay? I apologize for the delay. We are now back. I apologize for that. Um, but we are we are let's let's get back to it. Okay, >> gentlemen.
Can I have someone tell me we've got some sort of factory, right? We had some factory, right, that really, really, really ended up right screwing over a bunch of people's lives.
What was that? What was that factory called?
It was a big triangle.
>> A triangle triangle.
>> Very good. The triangle shirt waist.
>> Hide, bro. How do you know that? I don't even know that in the class.
>> The triangle shirt waist factory buyer.
Right.
>> Right. The wave factory wire. Right.
Gentlemen, can someone tell me what are some things that led to this? LIKE WHY WHY DID WE ACTUALLY HAVE this event happen in the first place? Why this event happened in the first place?
>> Uh it was like really bad working conditions and like people were really tired. So there were there were like a lot of um mistakes that they made and that just like like someone like shut a door and that like caused really bad ventilation and so like the building kind of like caught on fire.
Very good. Right. We start to see, right? Uh this horrible working conditions, right? Yeah. Cruz.
>> The owners also lock the doors.
>> Yeah.
>> So they >> Yep. All in the means to increase what?
What do they what do the bosses want?
>> Productivity to get more >> money. They all they cared about were profits, right?
>> Right. They wanted more profits. And so as a result, gentlemen, for many of those who were bosses, all they cared about was money. They did not care about any of the actual people's lives, >> right? Sure. Waste, right? Waste, >> right? They didn't care about people's lives, right? So gentlemen, as a result, right, they only cared about prophets, right? We also gentlemen begin to see we start to see right not just prophets but we also start to see right those who are Jewish right and those who are Irish right being abused in different ways were they paid particularly well gentlemen >> right and so as a result right as a result we start to see a bunch of labor unions arise to protest right these strikes now gentlemen many of these labor unions were led by who the group of people that lead these labor unions.
Does anyone remember who right?
>> Wait, is this is this part four?
>> Uh this is four and five. Uh yes, Axel.
>> Led by women.
>> Yeah, specifically Jewish women, right? Many of them were led by Jewish women like Clar, right?
Clarik which really really stresses the importance right of the fact that women were a part of these labor unions because of all the work that they did in these factories right very good now here's the deal right for many of these Jewish women they they when they protested they really really meant it right they wanted better working conditions and they wanted right right these after the triangle short waist factory factory fire this sort of led to the protocol of peace Right. Does anyone remember what the protocol of peace sort of did for a couple things?
>> A short number of hours. I believe it was around 50.
>> Yeah.
>> They limited working hours and they increased pay. Right. We are done. We are done.
>> Wait, did these laws get >> What was that?
>> These like protests get approved. they these labor unions where they had these labor strikes many of them ended up right connecting to those uh or it was a negotiations between the workers and the boss.
>> Oh right.
>> So it's like the game when we like negotiated >> exactly. Now gentlemen I want to take a second and talk actually a little bit about some assimilation attempts. I'm going to switch back over on this side.
Right. I'm going to talk a little bit about some assimilation attempts. Right.
Those who are Jewish tried to assimilate. Gentlemen, were they successful? Yes or no?
>> No.
>> No. Is right. Yes. Is right.
>> Yes.
>> Yes. And noish.
>> Gentlemen, can someone tell me how did the Jewish try to assimilate?
>> How did those who were Jewish try to assimilate?
>> Celebrate like American holidays.
>> Yeah. Many of them celebrated American holidays.
Was it the Jewish were like the second generation people, right? Whereas like after the second gen generation they got accepted.
>> That was more so the Irish.
>> Oh.
>> Uh Axel, what else did they do? Or sorry, Dean, what else did they try to university?
>> Yeah, they were educating.
What else? Uh Joseph like go on vacations to show money.
>> Yeah. Vacations to flaunt their wealth, right?
What else? Uh, Max, >> they would mix their cultures.
>> Uh, what do you mean by that?
>> Like they would they would celebrate American uh American stuff while also celebrating like their own stuff. So like uh I'm not sure how to word it.
>> Integrate. I think that's the word you're looking for. Not so much here.
Not so much here. They definitely wanted to assimilate and give up their own culture. They um they like to give up their language and like their like one big like don't be a green one or don't be Irish, >> right? American >> speak English, right? They try to speak English. There's one other big one here, right? Something about their name.
>> Yeah, for Jewish. For Jewish, something about their names, gentlemen. Say, >> very good. Very good. They Americanize their names.
Right. Very, very good. Now, gentlemen, that actually concludes our chapter on those who are that concludes our chapter on those who are uh Jewish. Gentlemen, our next chapter are those who are Chinese. My people, >> you're Chinese.
Gentlemen, couple ways reasons.
>> Oh my. Oh my.
>> Jewish.
>> Yes. Right. They went to the mountains or the Catskill mountains, many of them to like flaunt their wealth, right? Look at us. We've become successful. Right.
But unfortunately for a lot of them, right, that results in a lot of anti >> uh Jewish sentiment, right? Yeah.
>> Uh for vacation, I thought that like was stereotypes like they don't the money.
>> Yeah. Well, yes. Ended up it resulting in a bunch of stereotypes.
>> It was ended up being very bad for them, >> right? Gentlemen, technically it is 6:30. If you need to head off, feel free to do that. Regardless of how many people are in here, I am going to continue with the live stream. So, you know, Chase, if you want to go back on the live stream, I should be hopefully there.
>> Yes, longer.
>> Um, >> no, not not an hour. Maybe 30 minutes at most. Right, >> gentlemen. Let's start with the Chinese.
Let's rapid fire through this. Reasons why the Chinese came. Let's go. Reasons why the Chinese came. Nathan Kim.
>> Yes. Opium. Drugs. Very good. Or not very good, but you know what I mean.
>> Drugs. What else? What else, Dave?
>> Yes. What is Gold Mountain called?
>> Guman.
>> Gumsan.
>> Guman.
>> Gumsan. Very good. Gumsan. Right. This land of golden opportunities. threat.
>> Yes. Absolutely. Right. After the Opium War, as British, Great Britain takes over Hong Kong, right?
>> Brits.
>> Those damn Brits. Indeed. Now, gentlemen, here's the thing, right?
Those who are Chinese, right? When they came over, they came over specifically via what system? There was a special system.
>> There was a special system. Special system, >> James? Credit.
>> Yes, the credit ticket system. And does this remind this te credit ticket system where you would sort of come over to the US, you would have to work for a number of years. Anyone reminded of anything about that?
Uh, yes, Dean.
>> Industri.
>> Very good. Right now, gentlemen, how were the Chinese perceived? This one should be pretty straightforward, shall we? How are the Chinese perceived? How are they viewed?
>> Uh, James.
Job stealers.
How else were the Chinese food? Uh, yes, Tristan.
>> Rats.
>> Rats. Alex.
>> You were gonna say rats. Uh, yes. Zade.
>> Yes.
>> Very good. Anything, Roy?
>> Dirty. Very good.
Right.
>> Yes. you the credit ticket system like Hollywood.
>> Remember for the credit ticket system, if I wanted to go to the US, I would have to go and ask someone for money.
They would take that money. They would buy me a ticket. I would then pay off the price of that ticket >> through what? Through working, right?
Very good.
>> Yeah.
>> It was like rats in Q or something.
>> Yes. Very good. A Q, right? Uh their sort of hairstyle is a Q, right? To show loyalty to the emperor, but it was a rat tail. sort of looked like a rat tail, >> right?
>> Uh >> yes, a Q in line.
>> Yes.
>> Is it refresh?
>> You have Ken. Is yours okay?
>> Okay, >> gentlemen. Is the chat still okay?
Hello, >> gentlemen. Uh, really quickly, let's talk a little bit about ways that the Chinese have been discriminated against, right? We're going to start over here.
We have some laws, right? A bunch of ways that the Chinese have been discriminated against. Let's go. Let's go. Let's go. What are some examples?
Examples of Chinese discrimination.
>> Uh, let's go. Hey, show. Chinese.
>> Yep. What does that do?
>> 1800.
>> What did that do?
>> Um, it barred any like immigrants coming from China.
>> Very good. No laborer can come in. What else? What else? Declan, >> I forget the name, but it was pretty much Chinese can own land or was it?
>> Not quite. Not quite. That was much more so a different law that affected the Japanese. Uh, Dave, >> yes. Those who are Chinese could not get married, >> right?
With those who are non who are white.
>> What else? Any others? Any others? There was something about prostitution. What was it?
>> Chinese women.
>> Chinese women. They were viewed as prostitute. What law gets passed as a result of that?
>> Papers.
>> Not quite.
>> The paper.
>> Not.
>> What's this?
>> Opening.
>> Cut. Open. writing >> is it like >> not angel? Not yet. Not yet.
>> The page law, right?
>> Oh, >> I have no idea. Oh, what was that again?
>> Isn't that >> It bans Chinese women. Bans Chinese women >> from what?
>> From coming into the US.
>> This is the exclusion.
>> Oh, so this was like except the exclusion act.
>> Yeah. So it was before the exclusion act. The Exclusion Act banned laborers.
Chinese women banned by the page law.
>> So they do this first to stop them and then they go >> and then they go deeper.
>> Okay.
>> Right. Gentlemen, uh do you know?
>> Oh say as part >> uh that remember was the South Asians and was uh particular the sick. Right.
>> Oh yeah >> gentlemen really quickly. Right. The Chinese right they also uh are have they have to go to an immigration station.
Anyone remember which one?
>> Go ahead.
Angel Island.
>> Angel Island. Angel Island had a bunch of people on it. What was its purpose?
>> Right.
>> Yeah. To send them back home. Right.
Now, on Angel Island, people were subject to what?
>> They're subject to what, ma'am?
>> Interrogations.
>> Wait, what does that mean?
>> Oh my god.
>> What?
>> Interrogations are questions. like you're getting questioned right and asked are you a US citizen >> right now gentlemen if you are interrogated on Angel Island if you get a question wrong you are >> sent back >> sent back right now here's the thing about being sent back right here's the thing about being deported right remember there was a method to try and beat this anyone remember the name of this method you uh Cruz >> paper yes very good paper sons right paper sons right gentlemen What are paper sons?
>> What are paper sons?
>> E.
Oh, I'm actually the son of a merchant of some.
>> Very good. They pretended to be citizens. If you were in period 8, you would know that lying is a sin. But other than that, right, uh other than that, at the end of the day, right, the Chinese still uh you know, broke free from their exclusion by trying to uh at the end of the day trying to pretend to be US citizens, right? Very good. Right?
Those were Chinese, right? Tried to get in. Uh there was also this Supreme Court case called Yik Wo versus Hopkins. Does anyone remember what job that was connected to? What job that was connected to? Who >> laundromat? Yeah. Laundromats, right?
>> Was it the one like uh laws can't like affect race or something like that?
>> Yeah. It it it had something to do with the uh 14th amendment, this equal protection clause that at the end of the day, if you are enforcing a law, you cannot, right, just give laundromat permits to those who are white, but not to those who are Asian or not to those who are Chinese.
>> Who want this?
>> Uh the the Chinese did.
>> The Chinese did, >> right? They were able to get their laundromats, right? Their their permits.
Very good.
>> Is it Hopkins or Hopkins?
>> Hopkins. Hop and then kins, right? Very good. Now, gentlemen, those who were Chinese, right, also, right, were subject, right, to a bunch of other uh racist laws or racist uh Supreme Court decisions like People versus Hall.
Anyone remember what that one was all about?
something about a court case. A court.
Uh yes, Axel.
>> Basically this guy, I think >> by an American man and basically when they went to court um all the Chinese people, they basically said like the guy who killed him killed him. Mhm. And >> basically they said Chinese people couldn't testify in court. So >> very good. Chinese those people who couldn't testify in court. Gentlemen, really quickly I want to go over some examples of jobs that the Chinese would work. What are some examples of some jobs the Chinese would work? What are some examples of jobs the Chinese would work? Jobs. Jobs. Jobs. What do we got?
Ha.
>> Cook.
>> Cooks. Right.
What else?
>> Uh, Tious.
>> Yep. Laundromats.
>> Anything else, Cruz?
>> Yeah. Storm clarks. Bless you.
>> Anymore? There was there again. William Cronin would be disappointed that you did not respond.
>> William, >> Mr. Cronin would be very disappointed.
Aren't you?
>> Yes. Railroads.
Oh my.
>> Very good. Uh, yes.
>> Mining.
>> Mining. Very good.
>> Very good. The Chinese, just like the Mexicans, were subject to the foreign miners tax, right?
>> Yes, sir.
>> Very good, >> gentlemen. There are three. There are three, >> right? different ways the Chinese try to become more or get sort of stay welcomed in the United States. Does anyone know how they form that community? How do the Chinese form that community? There are three different ways, Ken.
>> Tongs, Fongs, and Chinatowns. Gentlemen, what did Tongs do?
What did Tongs do? Tongs. T O N G Nathan.
>> They were like gang related or were like >> they were like a gang basically. Yeah, they were just gang looking protection and stuff like that.
>> Very good. They were gang related. They provided protection. What did Fongs provide? Fongs. Cruz.
>> Very good. Social services, housing, healthcare. Chinatowns are what gentlemen? Chinatowns are what? Pes show >> cultural centers.
>> Yes, they're ethnic enclaves, cultural centers, right? Very good.
>> Gangs and protection.
>> Yes, gangs and protection.
Gentlemen, let's take a list. Let's take a look at those who are Japanese.
>> Wait, so that y >> uh very briefly, but not too too too much. Gentlemen, Japanese people, why do they come?
Lucas, no.
>> Nathan emperor was like he wanted to expand his army. So there wasn't enough ground for the poor people.
>> Very good. They had this thing called Maji restoration, right? They wanted to increase taxes, demilitarize, right? As a result, that ended up uh sort of screwing uh those people over uh with their land and their taxes, right, gentlemen? after uh that land and taxes were screwed over. Right gentlemen, what does this lead to? And then what is the method they sort of use to come over to the US? As a method they come over, use to come over. The method they use to come over, >> Maxise.
>> Picture not wise, but picture what?
>> Brides.
>> Picture brides.
>> Very good. Gentlemen, remember those who are picture brides, right? How they how it works is you are get an arranged marriage with your wife. They exchange pictures with each other, right? And then when you go to Havi, right, you get your picture, right? You send them uh off with each other and as a result, right, they are allowed to come in. Now, gentlemen, with those who are Japanese, right, do they get banned from coming in the US?
>> No.
>> No. Why?
>> Why?
Ji who >> it was like gentleman's agreement of 1907.
>> Very good. What did it say?
>> Deal between the US and Japanese that said Japan will limit its immigration.
US not passive Japanese >> right >> there.
It's going to be so painful.
>> Oh, I know. My hands hurt every time.
Gentleman's gentleman's agreement, right? Remember, Japan agrees to self-limit its own immigration, right?
It does not, the US then does not exclude them. Gentlemen, Japanese women, were they viewed the same way as Chinese women? Yes or no?
>> No. How were Japanese women viewed?
>> Arjun respectable because they weren't viewed for like contributed to the workforce in a >> Yeah.
They weren't taking people's shots >> perhaps, but the government was also self-limiting who was going to be able to come, right? And so that was one of the big reasons why as well, >> right?
>> Now, gentlemen, right, those women were seen as contributing to the workforce.
Gentlemen, what jobs would those who are Japanese work? Jobs, jobs, jobs.
>> Not quite. Arjun >> um like farms.
>> Yeah. Right. Farm workers, right? And where specifically >> and what would they farm? Where specifically what would they farm, >> James? They were sugarcane farmers. Uh but the thing is that um they were mainly like specifically specifically by these farm owners that use a um divide the wrong basically just request like many like different ethnic groups. But the point is is that it hits um like these different ethnic groups against each other so they can't strike at all.
>> Yep.
And gentlemen, where were these sugarcane plantations found?
>> Tristan, >> in Hawaii.
>> In Hawaii.
>> Sorry.
>> No, you you can say in Hawaii. That's fine. If I uh believe right now, >> it should am I still on?
>> And the volume still works and and whatnot.
>> It is a link that was sent to you.
>> A link that was sent to you.
>> Gentlemen, for those who are Japanese, right? You for those who are Japanese, they worked on the sugarcane plantations, right? Gentlemen, how was life on those sugarcane plantations?
>> Horrible.
>> Very bad. What were some examples of harsh conditions? Very good. Right.
>> Not right at all.
>> Gentlemen, right? We talked about right one of the things that um the James I think you talked about right that diverse labor force right the Japanese were wanted specifically to work in addition uh gentlemen we also have right those sugarcane plantations right these horrible horrible living conditions right we had barracks right >> right we had people living at uh and and poor wages right now gentlemen those who were in these sugar can sugarce plantations, right? They ended up resisting. How what did they do, gentlemen? How do they resist? Nathan, >> they were together with other strikes together.
>> Very good. Those on sugarcane plantations also ended up striking. Now, gentlemen, question for you. Right.
These sugarcane plantations that ended up striking, there were a couple of labor unions that were found. Anyone remember the name of any of these labor unions?
Hey, >> the Hawaii Labor Association.
>> Very good. The Hawaii Labors Association or HLA. How did that get formed? Which two ethnic groups formed it?
>> It was the Philippines. The FFL.
>> Very good. The FFL, right? The Filipino Federation of Labor formed with who?
Just replace the letter.
JL.
>> Very good. The Japanese labor. Yes. I didn't know that actually.
>> The JFL and the FML form the HLA, the Hawaii Laborers Association.
>> Like the pigeon thing.
>> Ah, very good. Right. Uh Tristan mentions a very good point, right?
Another way that those who are Japanese end up resisting, right, is through something called pigeon. What is pigeon?
What is pigeon? Uh, Lucas, >> wasn't it like the um the language made?
>> Very good.
>> Yeah. Go ahead.
>> It was from the >> It was from like multiple multiple cultures.
>> Yes. Very good. Very good. Which multiple cultures?
>> Was it Japanese?
>> Very good. Korean, Chinese as well, Portuguese. Right. Very good. Right.
It's a new language that is formed. Right.
Very good.
Right. Now, gentlemen, for those who are Japanese, right? Many of them uh who tried to resist, right? Uh and uh many of them uh uh were successful at least secretly, right? The plantation owners, right, ended up secretly raising wages, right? They were successful in their strikes, right?
Or partially successful, right?
Now gentlemen, the last thing I want to talk about are the assimilation attempts of the Japanese. Right? Gentlemen, you had for the Japanese two different generations. Anyone remember the name of these generations?
>> Two different generations.
Two gen different generations. Uh Liam, >> can you describe me to me which one is which?
>> Very good. The EA are the first generation >> who are the Nissay.
>> And can someone else tell me were there assimilation attempts particularly particularly successful? Why or why not?
>> Bless you. James >> um the Nay uh or no the Eay um they were like Japanese um like immigrants so like technically they weren't citizens but nay they were born in the US >> so they were US citizens >> so that was just like a good way for them to integrate it's just like second generation >> very good gentlemen how were the Japanese viewed particularly during World War II particularly during World War II too. How are they viewed? Uh, >> Zade traders helping Japanese government workers.
>> Very good. At World War II, they were seen as spies as helping the Japanese government, right? Very good. Now, gentlemen, right, there's a group of Japanese people that continue to fight, right, despite being seen as spies.
Anyone remember their names?
Arjun, >> um, was it the 442nd regimental combat team.
>> Yep. Combat unit, right?
>> Yep. The 442nd com uh 447 442nd regimental combat uh team. They uh ended up fighting uh in World War II despite being seen as spies. Gentlemen, because they were seen as spies, what happened to the Japanese?
What happened to the Japanese?
Uh Ji who >> were like camps like for Japanese.
>> Yes.
>> Except that Yeah. Except they weren't killed.
Right. Very good. Now gentlemen, uh we also knew about some laws that discriminated against those who were Japanese. Anyone remember what are some examples of some laws that discriminated against those who are Japanese? Anyone remember?
Anyone remember some laws?
laws. Back to section one. Uh we will take Nathan.
>> Is it for alien land?
>> Yeah. What did the alien land law say?
>> Anyone who didn't have a citizenship could not land.
>> Yeah. So the Japanese, right?
Right. They were subject to the alien land law.
Not not a citizen.
No land.
Right. Gentlemen, what else here?
Not a citizen, no land. What's the catch? Were they allowed to become citizens? Yes or no?
>> No.
>> No. Does anyone remember which law stopped that from happening?
>> Oh, I was the one that uh like >> Yep. Which one?
>> Aaron.
>> Yes.
right? Ozawa versus US gentlemen in Ozawa. Right. Ozawa claims to be what but is not what?
>> Caucasian.
>> White but not Caucasian.
>> He is white but not Caucasian. So he gets what?
>> Nothing.
>> Nothing. No citizenship. Right.
>> Very good. We also have a Supreme Court case uh Koramatsu versus US.
Coramatsu versus US. It legalizes interament, right?
>> It legalizes interment. It says that you can intern the Japanese, put them in these camps, right?
>> Coramasu versus US.
I think Chinese people like the famous courtesy one more >> Wark oh yeah the US >> you're welcome this reaffirms birthright citizenship right >> we're almost there folks almost Right. Okay. After the Japanese, we go to the Filipino. Gentlemen, Filipino.
Right.
It actually has to do a lot with this term manifest destiny, but it isn't manifest destiny. It's manifest destiny on steroids. Anyone remember what that was called?
It's not just good enough that we take over the West. We now need to go overseas. What was that called?
>> Yeah. American >> American imperialism, right? So, we start to see American imperialism >> spread to the Philippines, >> right?
>> Uh it was the need to expand. Right.
>> Right. Expand overseas.
Right. the need to expand overseas.
Gentlemen, for those who are Filipino, right, for those who are Filipino, we end up right expanding, but we need to start a war, right? We need to start a war first. Which war do we start?
>> We want more land. We want more territory.
>> But we start a war, William.
>> Very good. Right. We start the SpanishAmerican War.
>> Wait, Mr. >> Yes.
>> Uh, you know, uh, this whole thing like how did they get in Hawaii? because if I remember correctly, they don't get in Hawaii from this.
>> It uh ends up being I'm so sorry live stream. I'm we're back over here. Uh they end up uh taking uh Hawaii uh as a result. Okay, so two things. Let me slow down. They take Hawaii because they wanted to plant sugar and plant pineapples on there, right? So it was a bunch of land owners who wanted to basically grow and take over agriculture, right? And as a result, right, what ended up happening, right, uh was that uh they sort of overthrew the queen uh and they basically put her under house arrest and they made her sign off her monarchy uh to create an oligarchy of rich plantation owners.
>> Gentlemen, the SpanishAmerican War, right, starts American colonization.
Question for you, right? There's a ship that explodes. What's its name?
>> Maine.
>> USS Maine, right? And when the USS Maine, who do we blame?
>> The Spain. Spain, right? The Spanish, right? Very good. Um, Brad, sit up. Sit up. We can see that phone. We can see that phone. We ain't blind. Gentlemen, let's take a look. Right. USS Maine.
SpanishAmerican War. Afterwards, the Filipinos are like, "Great. You freed us. You're going to give us our freedom, right?"
>> No. We start another war, the PhilippineAmerican War, right?
The US wins that.
The US wins this war. Now question, The question then becomes, are the Filipinos American citizens? What's the answer?
>> No. What do they become?
>> Nationals, right?
Now, gentlemen, there is something there's something that is connected for the US nationals, right? Something connected with the US nationals here, right? What can US nationals do?
>> What can they do? What can't they do?
What can SL can't? Uh, I will take mass.
Is that hand?
No. Uh, I will take Christories.
>> Yep.
They can travel to slash from the US but they cannot >> what? What can't they do? Zade, >> they can't vote.
>> They can't vote.
>> Wait, this is all going to be posted on campus.
>> Yes, they cannot vote. Yes, >> they cannot vote. Now, gentlemen, there are some Supreme Court cases.
There are some Supreme Court cases all about American imperialism, right? These things are called the insular cases. The insular cases. Anyone remember what the insular cases said?
Insular cases.
Uh, Peso, >> they're mostly just kind of defined on like what rights um nationals get and what rights they don't get.
>> Very good. Congress decides what rights territories have.
>> Yes.
>> Territories get get to decide what rights.
>> You're welcome. Those uh who are uh uh nationals have right who are in the territories. They get to decide.
Congress gets to decide. Now gentlemen, those who are Filipino, many of them end up coming over to Hawaii, moving over and working on these sugar plantations.
Gentlemen, there was an example of a very famous Filipino labor leader. What is his name?
>> Is not Obama. Brett >> Laret Leon.
>> Yes.
Gentlemen, Larry Leong is a Filipino American labor leader, right? He works alongside who?
>> Who does he work alongside?
>> Yes. Now, Larry Leon founds a labor union. What is the name of his labor union?
>> No.
>> You're welcome.
>> Larry Ilong founds a labor union. James, >> what's the US?
>> Uh, remember that was a ship that explodes and uh we blame the main or we blame the main uh we blame Spain on the on the ship explosion, >> right? Uh Julian, >> is it >> they do together with Dolores Werta and Cesar Chavez, right?
>> What was the question?
What labor union does Larry Leong found?
>> Tasious.
>> Awok.
>> Awok. What does Awok stand for?
Very good. The agricultural workers organizing >> committee, >> the agricultural organizing workers committee.
>> This is right.
>> No, no. Dolores and Cesar Chavez.
>> They have their own labor union. Anyone remember which labor union they have?
Doloresa.
Cesar Chavez. Yes. Arjun. NFWA.
>> What is the NFWA?
>> The National Farm Workers Association.
>> Very good. National Farm Workers Association.
Right.
Now, gentlemen, the NFWA and the UFW, they combine or sorry, the NFWA and AWOK, excuse me, they combine. What What did they form? UFW.
>> The UFW. Can someone tell me what does the UFW stand for?
>> United Farm Workers. Right.
>> And gentlemen, they were part of an important strike. Anyone remember what was the name of a strike?
>> Deleno grape strikes. Right. Very very good. Right. So they resisted by right striking together as one loud group with one voice. Right. They were successful and many of them march right march from uh Deleno California right to uh Sacramento right Delano great strikes right very good excellent gentlemen almost there Indians south Asians right we're almost there we're almost a little bit >> yes their their strike succeeded right okay last two really right so we got South Asians right many of them came over because uh and and many of them were sick right they came over there. Many of them were discriminated against, right? Anyone know how how were those who are sick discriminated?
>> Go ahead, Lucas.
>> From like their religion or like their physical.
>> Yes, but go more into detail. There was a a sort of act that was very similar to the Chinese Exclusion Act.
>> South Asians, right? We had the Chinese Exclusion Act. That was very similar to what other act.
>> Very good. The Aiatic Barred Zone Act, right? Very good. How else were they discriminated against?
Anyone know?
>> Brett.
>> Yeah. What did US versus Ben say?
Very long. Very good. Right. It said something about being Caucasian and something about being white.
Do you remember Brett what it said?
Very good. But was his skin color white, Brett? No. Right. So, he doesn't get citizenship. And like you mentioned, this subjected them to the alien land law as well. Right. Very good. Now, gentlemen, those who are South Asian, right? They actually had a very unique way of sort of becoming American or being assimilated into America. Anyone remember what they sort of created? They created this new culture just like pigeon. What was that sort of culture called?
What was that culture called? Uh I will take uh Cruz syncric culture. Right. So we have pigeon and we have this idea of syncric culture.
Right. Syncric culture. Right.
Gentlemen, what is syncric culture?
What is it?
>> Uh Z.
>> It's like when two cultures mix. So like Mexican culture and Zik culture or culture.
>> Two cultures mix forming a new culture, >> right?
In this case it was South Asian sick culture, right?
And which other women?
>> Uh Mexican.
>> Very good. Mexican women.
Right.
Very good. Right. So we see this resistance via sick men and Mexican women creating this syncric culture.
Right? So we see this new culture created or formed right now gentlemen when we talk about South Asians right we also have to mention a lot of reasons why uh they come over now right we talked a little bit about a game we played a little game about this right had like five different rounds right uh there was a visa anyone remember the name of this Visa Visa not like Mastercard or a credit card kisa >> very Good. The H1B visa, right? There are limited numbers of these visas every year. Very good. Okay, gentlemen. Last >> 5,000.
>> 65,000. Very good. Right. Last combined group, gentlemen. Refugees. What's the difference between a refugee and an immigrant? What's the difference between a refugee and an immigrant?
>> Oh, I like that. But go deeper, Liam. Go deeper. Immigrants are pulled to a country. Refugees are pushed away from the country.
>> Yeah. Pushed away >> or they're forced to come or to leave their own country due to war, right?
Immigrants choose to come, right? Refugees don't want to come.
Right? Now gentlemen, here's the deal, right? We learned about and we in lecture you guys talked a little bit about Afghan and Vietnamese refugees, right? Both of them are coming over due to a lot of these conflicts and these wars, right? Now, here's the deal for the Vietnamese. For the Vietnamese, gentlemen, right? We're very scared of what? We're very scared of what spreading for the Vietnamese.
>> Brett.
>> Yeah. Communism, right? And so we try to contain it. Gentlemen, does anyone remember which Vietnam do we support?
North or South?
>> South.
>> South Vietnam. Right. And for many of those who come as refugees, does anyone remember the term that they're known as?
The term that the Vietnamese are known as.
They leave on what? Cruz.
>> Not the Vietkong. Those are communist sympathizers.
>> Those are communist sympathizers. Uh, Max.
>> No.
>> Or >> six. Tas.
>> The boat people. Very good.
They're known as a boat people, right?
For those Vietnamese. Now, many of those who are Afghans come over because uh they were affected by a terrorist organization. Anyone remember the name of his terrorist organization in Afghanistan?
>> Axel.
>> The Taliban, right? Very good. The Taliban, right? Uh and as a result, right, both the Vietnamese and the Afghans, they establish they establish, right, their own little ethnic enclave.
Anyone remember their what their ethnic enclaves were called? Right. Anyone remember what their ethnic enclaves were called? Argent >> and then the people it was little.
>> You're welcome.
>> Right. Very good. You have little cobble little Saigon. Right.
Uh Tious, >> is Saigon another name for country? Are they separate from?
>> Uh no. Uh Saigon was the name of the capital city of Vietnam before it fell to the communists.
>> Oh no. That's so Little Saigon refers to Westminster, which is a city in Orange County. Westminster is basically uh like, you know, like Vietnam. Uh a lot of people are there are Vietnamese. In fact, there's actually a very strong Yeah, there's a very strong like Republican uh sort of presence there.
And the reason for that is because many of the Vietnamese are anti-communist, right? And so they they are really enticed these anti-communist policies especially in the Republican party, right? So that is actually where we see uh this large large uh following with little Saigon, right?
Gentlemen, I I I believe I believe that is it. Um >> gentlemen, um I will again take pictures of all of this. I will post this up on Canvas as soon as I can. The live stream is still live for recording if you want to go over any parts. Thank you for being patient. Um I know that this was quite a lot. Um, thank you for sticking with me to the end. If folks want some chocolate, feel free to grab a piece.
Thank you for for bearing with me for nearly three and a half hours.
>> I have 10 pages.
>> I have 15.
>> If you have any questions, feel free to come up and ask live stream. I'm going to end this now. Again, thank you so much. Um, thank you so much for for sticking around.
>> This is gonna be on YouTube. I can just like wash it like everything.
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