US Government Exclusion of Chinese Migrants, 1848-1882
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Race, Religion and Nationality in Immigration Selection: 120 Years After the Chinese Exclusion Case Liav Orgad
University of Minnesota Law School Scholarship Repository Constitutional Commentary 2010 Race, Religion and Nationality in Immigration Selection: 120 Years After the Chinese Exclusion Case Liav Orgad Theodore Ruthizer Follow this and additional works at: https://scholarship.law.umn.edu/concomm Part of the Law Commons Recommended Citation Orgad, Liav and Ruthizer, Theodore, "Race, Religion and Nationality in Immigration Selection: 120 Years After the Chinese Exclusion Case" (2010). Constitutional Commentary. 635. https://scholarship.law.umn.edu/concomm/635 This Article is brought to you for free and open access by the University of Minnesota Law School. It has been accepted for inclusion in Constitutional Commentary collection by an authorized administrator of the Scholarship Repository. For more information, please contact [email protected]. Article RACE, RELIGION AND NATIONALITY IN IMMIGRATION SELECTION: 120 YEARS AFTER THE CHINESE EXCLUSION CASE Liav Orgad* Theodore Ruthizer** INTRODUCTION 120 years ago, in May 1889, the U.S. Supreme Court ruled that "the power of exclusion of foreigners being an incident of sovereignty ... cannot be granted away or restrained. "1 Sixty years later, in January 1950, at the height of the Cold War, the U.S. Supreme Court reaffirmed the plenary power doctrine by holding that "it is not within the province of any court, unless expressly authorized by law, to review the determination of the political branch of the Government to exclude a given alien."2 Another sixty years have passed and more recently, in February 2009, the U.S. Court of Appeals for the D.C. Circuit held that "a nation-state has the inherent right to exclude or admit foreigners * Radzyner School of Law. -
Chinese Exclusion Act Activity
Chinese Exclusion Act Activity Inquiry Question What factors led to the passage of the Chinese Exclusion Act of 1882? Read the Chinese Exclusion Act and examine the sources that illustrate views of Chinese immigrants during the late 19th century in the United States. Interpret what you see to explain how these views led to the passage of the 1882 act. Clarifying Questions When did Chinese immigrants come to the United States and where did they reside upon arrival? What was the Chinese Exclusion Act? Why did it target Chinese immigration specifically? What role did Chinese immigrants play in the late19thcentury economy in the U.S.? Vocabulary Chinese Exclusion Act: a law passed in 1882 that prohibited Chinese laborers from entering the U.S. and was the first legislation barring a specific ethnic group from coming to the U.S. as laborers. The act was finally repealed in 1943. organized labor: referred to the union organization that began to emerge in the U.S. in the 1870s and often developed to organize a specific type of skilled labor. transcontinental railroad: the first railway to link the east and west coast of the United States and was completed in 1869. Workingmen's Party of California: a political labor organization established in 1877 with a staunch antiChinese platform. Background Information In 1848, the discovery of gold in California drew thousands of hopeful prospectors to San Francisco and surrounding areas. Among the fortune hunters who migrated to California were a large number of Chinese immigrants, who also took jobs in the service industry— as cooks or launderers, for example—in the hopes of amassing some wealth to take back to China. -
"The Chinese Exclusion Act" with Erika Lee
"The Chinese Exclusion Act" with Erika Lee [00:00:05] Welcome to The Seattle Public Library’s podcasts of author readings and library events. Library podcasts are brought to you by The Seattle Public Library and Foundation. To learn more about our programs and podcasts, visit our web site at w w w dot SPL dot org. To learn how you can help the library foundation support The Seattle Public Library go to foundation dot SPL dot org [00:00:35] I want to welcome everybody to The Seattle Public Library for tonight's program. The Chinese Exclusion Act with Erika Lee My name is Orlando Lugo and I am a community engagement associate right here at the Seattle Central Library. I want to begin by acknowledging that we are on too much land on this Indigenous Peoples Day. That's very important especially today. We all know our country has a complicated history that dates back to the landing at Plymouth. So let's just sit with that. [00:01:11] I'm going to cede the podium to Susan chanson who's going to do some brief remarks. [00:01:17] Thank you Orlando Good evening everyone. My name is Susan chanson and on behalf of the Center for Asian American media I am serving as their outreach manager for specifically the Chinese Exclusion Act film the clips that you'll be seeing this evening are an excerpt from a larger documentary that will actually be coming to PBS next year through American Experience here on KCET yes. -
American Exceptionalism and the Antebellum Slavery Debate Travis Cormier
University of North Dakota UND Scholarly Commons Theses and Dissertations Theses, Dissertations, and Senior Projects January 2014 American Exceptionalism And The Antebellum Slavery Debate Travis Cormier Follow this and additional works at: https://commons.und.edu/theses Recommended Citation Cormier, Travis, "American Exceptionalism And The Antebellum Slavery Debate" (2014). Theses and Dissertations. 1524. https://commons.und.edu/theses/1524 This Thesis is brought to you for free and open access by the Theses, Dissertations, and Senior Projects at UND Scholarly Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UND Scholarly Commons. For more information, please contact [email protected]. AMERICAN EXCEPTIONALISM AND THE ANTEBELLUM SLAVERY DEBATE by Travis Cormier Bachelor of Arts, University of North Dakota, 2005 A Thesis Submitted to the Graduate Faculty of the University of North Dakota in partial fulfillment of the requirements for the degree of Master of Arts Grand Forks, North Dakota May 2014 This thesis, submitted by Travis Cormier in partial fulfillment of the requirements for the Degree of Master of Arts in History from the University of North Dakota, has been read by the Faculty Advisory Committee under whom the work has been done and is hereby approved. _______________________________________ Eric Burin Date _______________________________________ James Mochoruk Date _______________________________________ Ty Reese Date This thesis is being submitted by the appointed -
The End of Chinese Exclusion Part 1 - Background 1924-1943 by Philip Chin
The End of Chinese Exclusion Part 1 - Background 1924-1943 By Philip Chin Before World War I immigration had reached a high of over a million a year before temporary wartime immigration restrictions had been added by the Immigration Act of 1917. The excuse for these laws was that revolutionaries in Russia had overthrown the Russian imperial government who were then in turn overthrown by the communists. The resulting hysteria of the "Red Scare" led to unjustified fears across the United States that communists would also try to overthrow the American government. Opponents of immigration used the opportunity to attack a whole range of targets with legislation. The Immigration Act of 1917 among other things barred homosexuals, idiots, feeble- minded persons, criminals, epileptics, insane persons, alcoholics, professional beggars, all persons mentally or physically defective, polygamists, and anarchists from coming to the United States. The law also added a literacy test for all prospective immigrants over the age of 16. The law also made it far easier to deport foreign born radicals and suspected communists. Most importantly to most Asians it created a so-called "Asiatic Barred Zone" whose inhabitants were completely banned from immigrating to the United States. Chinese had already been covered by the Chinese Exclusion Act of 1882 and subsequent restrictive laws and Japanese by the "Gentleman's Agreement of 1907" whereby Japan voluntarily restricted Japanese immigration. America's doors were now almost completely closed towards Asian immigration. Page 1 of 5 The 1924 National Origins Act (aka Immigration Act of 1924) had three goals: Immigration from Eastern and Southern Europe would be even more severely restricted. -
11 Grade U.S. History Scope and Sequence
th 11 Grade U.S. History Scope and Sequence C3 Common Core DC Content Framework DC Content Block Trad. Literacy Standards Unit Unit Descriptions Power Indicators RH.11-12.1, 11-12.2, 11-12.10 Supporting Days Days Standards D3.1, D4.3 and WHST.11-12.4, 11-12.5, 11-12.9 Standards D4.6 apply to each and 11-12.10 apply to each unit. unit. Students review the content of 8th grade United States History 11.1.6: Influences D1.4: Emerging RH.11-12.4: Vocabulary 11.1.1-11.1.5 on American questions 11.1.8 (colonization, revolution, and civil war) by examining the major Revolution D4.2: Construct WHST.11-12.2: Explanatory 11.1.10 trends from colonialism to Reconstruction. In particular, they 11.1.7: Formation explanations Writing of Constitution Unit 1 consider the expanding role of government, issues of freedom and 11.1.9: Effects of Apply to each unit: Apply to each unit: Foundations of equality, and the definition of citizenship. Students read complex Civil War and D3.1: Sources RH.11-12.1: Cite evidence 10 days 20 days primary sources, summarizing based on evidence while developing Reconstruction D4.3: Present RH.11-12.2: Central idea American historical vocabulary. Students should communicate their information RH.11-12.10: Comprehension D4.6: Analyze Democracy conclusions using explanatory writing, potentially adapting these problems WHST.11-12.4: Appropriate explanations into other formats to share within or outside their writing classroom. Students begin to examine the relationship between WHST.11-12.5: Writing process WHST.11-12.9: Using evidence compelling and supporting questions. -
American History 1 SSTH 033 061 Credits: 0.5 Units / 5 Hours / NCAA
UNIVERSITY OF NEBRASKA HIGH SCHOOL American History 1 SSTH 033 061 Credits: 0.5 units / 5 hours / NCAA Course Description This course discusses the development of America from the colonial era until the start of the twentieth century. This includes European exploration and the collision between different societies (including European, African, and Native American). The course also explores the formation of the American government and how democracy in the United States affected thought and culture. Students will also learn about the influences of the Enlightenment on different cultural groups, religion, political and philosophical writings. Finally, they will examine various reform efforts, the Civil War, and the effects of expansion, immigration, and urbanization on American society. Graded Assessments: 5 Unit Evaluations; 3 Projects; 3 Proctored Progress Tests; 5 Teacher Connect Activities Course Objectives When you have completed the materials in this course, you should be able to: 1. Identify the Native American societies that existed before 1492. 2. Explain the reasons for European exploration and colonization. 3. Describe the civilizations that existed in Africa during the Age of Exploration. 4. Explore how Europeans, Native Americans, and Africans interacted in colonial America. 5. Summarize the ideas of the Enlightenment and the Great Awakening. 6. Examine the reasons for the American Revolution. 7. Discuss how John Locke’s philosophy influenced the Declaration of Independence. 8. Understand how the American political system works. 9. Trace the development of American democracy from the colonial era through the Gilded Age. 10. Evaluate the development of agriculture in America from the colonial era through the Gilded Age. -
Pennsylvania Female College in Harrisburg
Papers Relating to Harrisburg Women At first glance this section might appear to be papers written by women of Harrisburg – but in the English tradition the Christian name Beverly was employed for males. Accordingly, the first author, Beverly R. Waugh, was not a female – in fact he named his daughter Beverlina, which was then the accepted feminized form of the name. In truth, Beverly R. Waugh is the collector and not the author of the articles presented in the first paper. The material reproduced in this volume of The Chronicle has been selected from a scrapbook kept by Mr. Waugh during his tenure as principal of Pennsylvania Female College in Harrisburg. While the scrapbook likely remained in the possession of Mrs. Waugh until her death in 1908, no one can account for its whereabouts for almost 100 years. It was purchased by the conference archives last year from a Camp Hill antiques dealer, who had recently acquired it from a collector of local memorabilia – in whose Harrisburg attic it had been stored for some unknown period of time. Hidden between the lines of the articles is a most revealing picture of the place of females in mid nineteenth century America. Following the lead article that paints a broad picture, the remaining papers present in chronological order more detailed examinations of particular Harrisburg females and their Methodist involvements. Each is based on a document housed in the conference archives. Taken together they lead the reader on a journey through the eyes of area females from the days of the earliest circuit rider to the modern era. -
The End of American Exceptionalism the Social Question in the United States
3 The End of American Exceptionalism The Social Question in the United States Fred Block Exceptionalism has been the dominant theme in United States history from its founding. At the time that the United States won its independence, the old nations against which the United States formed its identity were, in fact, the great European imperial powers—England, France, the Netherlands, and Spain, and the United States differed from these nations in critical ways. First, to expand and grow, the United States had no need to establish overseas colonies; it could draw immigrants from Europe and extend its territorial empire westward. It was able to create an internal colony in the American South where chattel slavery was the central economic institution. Second, it led the world in developing a democratic political system in which the right to vote was given to most adult white males. However, the tensions between slave states and free states resulted in the creation of a uniquely constrained central government.1 Third, the combination of early democracy, the continuing inflows of both coerced and free laborers, and the rich- ness of the American continent created a uniquely productive economy that sus- tained unprecedented levels of prosperity for two full centuries. Together, these elements made the trajectory of the United States exceptional.2 But over the last forty-five years, American exceptionalism seems to have come to an end. Werner Sombart insisted that there was no socialism in America because “all socialist utopias came to nothing on roast beef and apple pie,”3 mean- ing that the material prosperity and upward mobility available to white workers in the United States precluded the kind of mass socialist movements that emerged in Europe. -
TRACING the DISCOURSE of AMERICAN EXCEPTIONALISM by Aron Tabor
DOES EXCEPTION PROVE THE RULE? TRACING THE DISCOURSE OF AMERICAN EXCEPTIONALISM By Aron Tabor Submitted to Central European University Doctoral School of Political Science, Public Policy and International Relations In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Political Science Supervisor: Alexander Astrov Word Count: 91,719 Budapest, Hungary 2019 ii Declaration I hereby declare that no parts of this thesis have been accepted for any other degrees in any other institutions. This thesis contains no material previously written and/or published by another person, except where appropriate acknowledgement is made in the form of bibliographical reference. Aron Tabor April 26, 2019 iii iv Abstract The first two decades of the twenty-first century saw an unprecedented proliferation of the discourse of American exceptionalism both in scholarly works and in the world of politics; several recent contributions have characterized this notion in the context of a set of beliefs that create, construct, (re-)define and reproduce a particular foreign policy identity. At the same time, some authors also note that the term “American exceptionalism” itself was born in a specific discourse within U.S. Communism, and, for a period, it was primarily understood with reference to the peculiar causes behind the absence of a strong socialist movement in the United States. The connection between this original meaning and the later usage is not fully explored; often it is assumed that “exceptionalism” existed before the label was created as the idea is traced back to the founding of the American nation or even to the colonial period. -
Chinese Exclusion and Tong Wars in Portland, Oregon
Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 12-2019 More Than Hatchetmen: Chinese Exclusion and Tong Wars in Portland, Oregon Brenda M. Horrocks Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the History Commons Recommended Citation Horrocks, Brenda M., "More Than Hatchetmen: Chinese Exclusion and Tong Wars in Portland, Oregon" (2019). All Graduate Theses and Dissertations. 7671. https://digitalcommons.usu.edu/etd/7671 This Thesis is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. MORE THAN HATCHETMEN: CHINESE EXCLUSION AND TONG WARS IN PORTLAND, OREGON by Brenda M. Horrocks A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF ARTS in History Approved: ______________________ ____________________ Colleen O’Neill, Ph.D. Angela Diaz, Ph.D. Major Professor Committee Member ______________________ ____________________ Li Guo, Ph.D. Richard S. Inouye, Ph.D. Committee Member Vice Provost for Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2019 ii Copyright © Brenda Horrocks All Rights Reserved iii ABSTRACT More Than Hatchetmen: Chinese Exclusion and Tong Wars in Portland, Oregon by Brenda M. Horrocks, Master of Arts Utah State University, 2019 Major Professor: Dr. Colleen O’Neill Department: History During the middle to late nineteenth century, Chinese immigration hit record levels in the United States. This led to the growth of Chinatowns across the West Coast. -
American Exceptionalism and Global Governance: a Tale of Two Worlds?” Corporate Social Responsibility Initiative Working Paper No
American Exceptionalism and Global Governance A Tale of Two Worlds? John Gerard Ruggie Faculty Chair, Corporate Social Responsibility Initiative Kirkpatrick Professor of International Affairs Weil Director, Mossavar-Rahmani Center for Business and Government John F. Kennedy School of Government, Harvard University April 2004 ⎪ Working Paper No. 5 A Working Paper of the: Corporate Social Responsibility Initiative A Cooperative Project among: The Mossavar-Rahmani Center for Business and Government The Center for Public Leadership The Hauser Center for Nonprofit Organizations Citation This paper may be cited as: Ruggie, John G. 2004. “American Exceptionalism and Global Governance: A Tale of Two Worlds?” Corporate Social Responsibility Initiative Working Paper No. 5. Cambridge, MA: John F. Kennedy School of Government, Harvard University. Comments may be directed to the author. Corporate Social Responsibility Initiative The Corporate Social Responsibility Initiative at the Harvard Kennedy School of Government is a multi-disciplinary and multi-stakeholder program that seeks to study and enhance the public contributions of private enterprise. It explores the intersection of corporate responsibility, corporate governance and strategy, public policy, and the media. It bridges theory and practice, builds leadership skills, and supports constructive dialogue and collaboration among different sectors. It was founded in 2004 with the support of Walter H. Shorenstein, Chevron Corporation, The Coca-Cola Company, and General Motors. The views expressed in this paper are those of the author and do not imply endorsement by the Corporate Social Responsibility Initiative, the John F. Kennedy School of Government, or Harvard University. For Further Information Further information on the Corporate Social Responsibility Initiative can be obtained from the Program Coordinator, Corporate Social Responsibility Initiative, Harvard Kennedy School, 79 JFK Street, Mailbox 82, Cambridge, MA 02138, telephone (617) 495-1446, telefax (617) 496-5821, email [email protected].