PART I - RACIAL HATRED/MARGINALIZATION

Watch/read the below and write some comments as to your reaction to each (summarizing
key points as they relate to racial ridicule, racial hatred, and racial exclusion)

The House We Live In (hope you can access this) - about 60 mins (it is incredibly thought
provoking - I had to watch it for this Sociology class I’ve just completed)

https://fod.infobase.com/OnDemandEmbed.aspx?Token=49736&aid=18596&Plt=FOD&loid=0&
w=640&h=480&ref

Look up these to see how those who are considered non-white and definitely those who are
not considered “worthy” to be American, have been treated and legislated for and against:

● The Chinese Exclusion Act of 1882

● The Naturalization Act of 1790
● The Immigration Act of 1924 |
● President Franklin Roosevelt through his Executive Order 9066
● The 1952 Immigration Act
● The Immigration and Naturalization Act of 1965
● The Development, Relief, and Education for Alien Minors, or DREAM, Act of 2010
● The Servicemen's Readjustment Act of 1944 (G.I. Bill)

The Chinese Exclusion Act of 1882

- Was passed by Congress in 1882 and signed by Chester Arthur. This act provided an
absolute 10 year ban on Chinese labors. It prohibited all immigration of Chinese
laborers.
The Naturalization Act of 1790
- This was the first statute in the United States for Naturalization
- It is also known as the Nationality Act
- It restricted citizenship to any “alien, being a free white person”.
- This did not include indentured servants nor women.
The Immigration Act of 1924
- Limited the amount of people entering the United States through a national quota
- The purpose was to slow down the flood of immigrants coming in.
- The Immigration Act of 1924 is also known as The Johnson Reed Act
- The first Immigration Act of 1917 included a literacy test that people over the age of
16 were required to take.
President Franklin Roosevelt through his Executive Order 9066
- President Franklin Roosevelt’s Executive Order 9066 is where he authorizes Japanese
 Relocation.
- This order clearly affects the Japanese as they now are being called to move and find a
new location.
- Roosevelt authorized the internment of tens of thousands of American citizens of
Japanese ancestry and resident aliens from Japan.
- This Executive Order gave the military broad powers to ban any citizen from a fifty to
sixty-mile wide coastal area.
- The order authorized strict transportation by the military between these two coasts.
- Around 3,200 resident aliens of Italien background were arrested and more than 300
of them were interned.
- These individuals suffered grand violations of their civil liberties.
The 1952 Immigration Act
- The Immigration Act of 1952 is also known as the National Act of 1952
- This specific Act was a federal legislation
- It modified the national origins quota system
The Immigration and Naturalization Act of 1965
- The Immigration and Naturalization Act of 1965 is also known as the Hart-Celler Act
- The INA has been reorganized into different structures many times over the years.
- This Act discusses many topics such as immigration, refuges, and legislations.
The Development, Relief, and Education for Alien Minors, or DREAM act of 2010
- This act is known as the DREAM act.
- It is an American proposal for a multiphase process trying to qualify alien minors.
- It was first introduced in April of 2001 but did not get passed until 2010.
- This Act defends all minors and helps equalize views.
The Servicemen’s Readjustment Act of 1944
- Signed into Law by President Franklin D. Roosevelt
- Provided veterans of the second world war funds for college education
- Established hospitals, mortgages, and inexpensive things for veterans
- Also known as the GI Bill

United States Immigration and Refugee Laws

https://encyclopedia.ushmm.org/content/en/article/united-states-immigration-and-refugee-la
w-1921-1980

United States Immigration and Refugee Laws

- Immigrants and Refugees are being treated the same way; there is very little
distinction.
- Many laws were put in place to help both immigrants and refugees who were
displaced.
- Congress began to negotiate a new bill in which would set quotas for the first time on
the number of immigrants from each country who could enter the United States.
- Senate rejected the amendment which would have made a distinction between
 immigrants and refugees.
- On May 19 1921 Warren Harding signed the Quota Act of 1921 which is also known as
the Emergency Quota Act
- In 1924 the Johnson Reed Act was signed and passed by Congress
- This act was made to solve the “midnight races” problem and to establish a more
permanent immigration law.
- This Act also states that immigrants must present paperwork and receive US
immigration visas before leaving the United States.
- In 1930 there were many attempts to change the immigration laws
- Many were opposed to the Johnson Reed Act
- The only attempt that was significant to pass a law in order to aid refugees came in
1939 when Senator Robert Wagner introduced legislation in both the houses of
Congress.
- In the years of 1939-1941 it was essential that both immigrant and nonimmigrants be
examined with the greatest care.
- Fears of infiltration and espionage led to additional restrictions on visa applicants
- In 1945 under Truman about six million Jews had been murdered. Many Jews were
starving and suffering of disease.
- Visual evidence of the Holocaust shown in popular magazines, newspapers, and movie
theatres did not change Americans’ minds towards immigration or refugees.
- President Truman favored a liberal immigration policy
- The International Refugee Organization was created in December 1946
- The IRO constitution states that “refugees and displaced persons constitute an urgent
problem which is international in score and character”
- Years after the end of the war, there were still many people displaced in Europe. This
included many Jews and people who were controlled by the Soviet Union.
- Congress passed the Displaced Persons Act which eventually got amended
- In 1951 the United Nations adopted the Convention Relating to the Status of
Refugees.
- The United States did not take part in signing the 1951 Refugee Convention.
The 1953 Refugee Relief Act defined “refugee” as someone in a non Communist
country fleeing persecution.
- President Johnson signed the Immigration and Nationality Act of 1965 which
eliminated the “national origins” quotas.
- The United States signed the United Nations Refugee Protocol in 1968
- The Refugee Act passed by Congress in 1980 states that it “is the historic policy of the
United States to respond to the urgent needs of persons subject to persecution in
their homelands.”

The Tuskegee Airmen

https://www.history.com/topics/world-war-ii/tuskegee-airmen
 The Tuskegee Airmen
- The Tuskegee Airmen were the first black military aviators in the U.S. Army Air Corps.
- They flew more than 15,000 individual sorties in Europe and North Africa during
World War II
- In the late 1930s racial segregation remained the rule in the U.S. armed forces.
- Much of the military establishment believed that black soldiers were inferior to
whites.
- Black newspapers like ​Chicago Defender ​and ​Pittsburgh Courier​ joined civil rights
groups like the NAACP in arguing that black Americans be included.
- In 1940 it was finally announced that the AAC would soon begin training black pilots.
- Black pilots began to help out in big wars in other countries such as Italy and
Germany.
- The Tuskegee Airmen returned home to a country where they continued to face
systematic racism and prejudice.

The Navajo Code-talkers

https://www.cia.gov/news-information/featured-story-archive/2008-featured-story-archive/na
vajo-code-talkers/

The Navajo Code-talkers

- During World War II the Marine Corps used one of the thousands of languages spoken
in the world to create an unbreakable code: Navajo
- Germany and Japan sent students to the United States after World War I to study the
Native American languages and cultures.
- Philip Johnston is an example of someone who learned the Navajo code at a very
young age growing up.
- At the age of 9 he was sent to Washington D.C. as an interpreter.
- The initial code consisted of 211 vocabulary terms, which expanded to 411 over the
course of the war.
- The hard work of the Navajo Code Talkers was not recognized until after the
declassification of the operation in 1968.
- President Reagan presented them a Certificate of Recognition and declared August 14
“Navajo Code Talkers Day” in 1982.
- In 2000 they received a gold medal presented by George W. Bush.

What are your comments on past acts that have marginalized individuals in America of
different races/cultures/ethnicities based on the above?
 I believe that although these Acts are put in place to help, many are harsh on certain groups.
Immigration over the years has changed so much due to all the acts put in place. Immigration
has been limited due to several Acts. Both the Immigration Act of 1952 and the Naturalization
and Immigration Act of 1965 are reasons that immigration has been limited. After reading
these articles the one that really stood out to me was “The Tuskegee Airmen”. In this article it
stated how blacks were treated differently and were seen as “inferior” to whites. Blacks were
not allowed to fly planes or be trained for certain things that whites were. This article shows
how later on in the years blacks receive more respect and rights as the AAC finally begins to
train blacks on being pilots. Although they were still treated poorly this article highlighted a
step in civil rights. It is clear that based off of what I read groups are not seen as equal. Blacks
are still the minority and not treated the same. Cultures and ethnicities are not equal but it
was not represented much in these articles.

PART II - RACIAL RIDICULE

NOW … working with Mrs MacKenzie and using hard copy books and scholarly sources through
JSTOR or Researchit.com …

Produce something creative (digital) that looks at the idea of “racial ridicule” and “racial
marginalization” in entertainment, including movies, music, drama/plays/stage musicals/
art/photography/street performing etc etc.

We are looking at the years from 1900 to 1960 (nothing beyond 1960).

Remember, we are NOT just looking at African American/black …. We are looking at the likes of
the Irish, Jewish, Latino, Italian, Eastern Europeans [ex Polish], Chinese, Japanese, Asian-Indian,
American Indian, Arabic and so forth).

Look at who acts out these ethnicities in entertainment/art (them or white people dressed as
them)? If these ethnicities perform themselves, what kind of roles do they play? Do the roles
fulfill the stereotype.,

Use video, music, art

Use evidence from material sourced from information gathered with Mrs MacKenzie’s help.

MRS MACKENZIE WILL GRADE THIS SO YOU ​HAVE​ TO HAVE WORKED WITH HER EXTENSIVELY

Have fun with this. Bear in mind you will be addressing controversial issues.

Remember - this is a big project and I will be looking for something EXTENSIVE that includes
EVIDENCE and EXAMPLES not just “people, stuff, things, many times, lots of countries, lots of
events”
If you do not include specifics you can achieve no more than 75% on this project.