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It is no secret that our country, the United States of America, was founded on the
premise, as it states in our Constitution, that “all men are created equal.” We cite the
“unalienable rights of all mankind”, and for the past 230 years, have written the laws and
treaties governing our nation, along with the millions of textbooks used to teach the youth
learn of the many stereotypes and biases of the white, Eurocentric American attitudes that
have ruled our nation for centuries. Beginning with the story of the Asian taxi driver, it is
apparent that it is the practice of the white American to not only judge those different
from us at face value, but to attach, along with our superficial judgments, many
assumptions regarding their ethnic origin, level of intelligence and ability, societal class,
and general “worthiness” to inhabit our soil and breathe our air!
country from England, we must also begin to examine the flavor of righteousness we
have attached to not only our accounting of said history, but also the means by which we
have acquired the great wealth and status that we have, as well as the reality of those still
Beginning with the early colonists and their treatment of Indigenous Americans,
we see a pattern emerge of the misappropriation and acquisition of land, goods and life!
According to Takaki (1993), the early European settlers judged the Indigenous people as
It never occurred to the early American settlers that the Indigenous citizens simply
were not familiar with these types of weapons because they were a peace loving culture,
and did not use violence as a means of settling differences, acquiring that which they
desired, or winning battles. They created many sophisticated types of tools out of
“buffalo horns, stone, wood and antlers” (Prindle, 1994, p.22). They designed many
efficient tools and weapons for hunting and gathering food, building their somewhat
unsophisticated homes and shelters. Early European settlers used Shakespearean theater
and characters known as Caliban, which were “cruel, barbarous and treacherous
savages,” Takaki (1993, p. 31), to depict their opinion of the Indigenous Americans.
In Social Studies curriculum programs in the United States, students are taught
about fair trade, and our literature supports that fair trade was always used by the colonial
settlers to acquire the states from the Native Americans (Mifflin). That coincides with
what, on paper, was promised to the Native Americans by President Jefferson, who,
promised,
“ We take from no nation what belongs to it. Your lands are your own.
Your right to them shall never be violated by us; they are yours to keep
or to sell as you please.” Takaki (1993, p. 48),
This, according to the land treaty made between the early members of government
and the Native Americans, guaranteed them that their land was sacred and could not be
overtaken by the new settlers. What our history books have omitted, however, are the
“conditions” surrounding such treaties and agreements. I do not ever recall reading about
the savagery and unjust means of attack at such battles as Wounded Knee in history
books growing up. As Takaki (1993) points out, “along with seemingly honorable and
generous promises on the part of Jefferson and his government”, (p. 48) came
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deliberately mandated conditions that these officials knowingly put into place that would
encouraged Congress to increase the trading houses and push the selling of merchandise
to the Native Americans so that they would acquire more debt than they could possibly
repay, which would then allow the government to claim their land as payment. In small
print, also, were the conditions stating that if the Native Americans decided to rebel and
“take up a hatchet” against the United States, that individual’s entire tribe would be taken
It is not hard to imagine why these details have not been included in grade school
history accounts of our country for decades. In our schools, we present an image of our
nation as one of solidarity, one that ‘reaches out’ to its neighbor to offer help, safe haven,
and equity of opportunity, education and property ownership. We would not be able to
uphold this attitude toward the United States in our students if they read and learned
about some of the underhanded ways in which we acquired this great land that we now
Even today, according to the U.S. Census Bureau, less than 1.5% of the
population of the United States is made up of Native American and Alaskan natives.
Those that are here have been pushed to the western-most part of the nation, and many
Moving away from the history of the Native Americans, we begin to explore the
early African Americans and their experiences on U.S. soil. According to Takaki, (1993)
the Shakespearean Caliban characters “could have just as easily represented the African
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Americans”, (p. 51) once they began to travel to the United States seeking safety and
freedom. Like the Native Americans that the early settlers had encountered before them,
the African people had an unfamiliar color to their skin, and were thought to be
unintelligent and “savage” by the European Americans. “The character Caliban, in The
Tempest, which was the popular theatrical performance for decades, was dark, and was
the child of a demon and a witch! Darkness (be it of skin or other) brought with it the bias
of “foul, malignant, or sinister” (Takaki 1993, p. 52). The English found a great
similarity in the Caliban and what they perceived the African people to be. They were
believed to be barbaric and uncivilized, and only capable of manual labor. The early
Americans decided that they should be owned as property and used as slaves on the farms
and plantations, if they wanted to remain in the United States. Their vile mistreatment,
interestingly, is, for the most part, fairly accurately depicted in much of the Social Studies
“never look ‘em in the eye” when referring to African Americans. She tried to instill a
fear in us as children that anyone of African American descent was dangerous and violent
and that if we merely looked them in the eye passing them on the street we might be
beaten or killed! It wasn’t long into my childhood and early adolescence that I found her
dispositions to be ludicrous, although there were very few, if any, African American
students in the schools I attended in southern New Jersey in the 1970’s. There were none
living in our neighborhood, and none attended the Catholic church that my family
belonged to for fifteen or twenty years. I recall that there were communities of African
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Americans, but that many of my parents’ associates considered those to be the “bad
neighborhoods” and “projects.” Since I grew up in a small rural town, there weren’t any
such neighborhoods that I can recall, but when you traveled into the surrounding cities,
there were.
There were very vast details regarding the treatment of slaves, however, that were
not included in the history books that I read growing up, and are still not included in them
today. For example, in a Virginia court case that addressed the occasional happenstance
of white American land owners and/or their children or white servants running away with
African American slaves, the courts stated, “Whereas six English servants and Jno, a
Negro servant hath run away and absented themselves from their masters Two Months, it
is ordered that the sherriffe take care that all of them be whipped and each of them have
In 1630, in Virginia Vs. Davis, the courts decided that Hugh Davis, was to be
“whipped before an assembly of “Negroes” and others for abusing himself to the
dishonor of God and the shame of Christianity by defiling his body by lying with a
Slavery and segregation plagued the United States well into the twentieth century,
and the attitudes of white supremacy and superiority are still actively part of our
Eurocentric culture. Even though we now have federal laws that forbid businesses to
on race, according to the NAACP, there have been recent studies that prove that
discrimination against African Americans is still alive and well in many industries,
What is probably most appalling is the realization that the brutal and savage
treatment of African slaves was not only legal and acceptable according to the U.S. courts
and Constitution for so long, but that it far surpassed what we now consider felonious
animal cruelty. We send citizens to prison for beating their dogs less severely than the
Coming to America was the promise for freedom and prosperity to people in
many less privileged countries, one of which was Ireland. Many Irish made the voyage
to America between 1815 and 1920, and landed on U.S. soil, many during the reign of
Andrew Jackson’s presidency. They came to escape the rule of England’s government.
Just as the Native Americans and Africans had been bitterly oppressed in the United
States, the Irish were oppressed by England, under the rule of King Henry II, who,
In coming to the United States, the Irish were forced by the colonists to abandon
their Protestant faith and become Catholics. They lived in small peasant communities on
U. S. soil, working as subsistence farmers. When the U.S. colonists decided to begin
cattle farming, they gradually began reclaiming their land and pushing the Irish farmers
off of their farms. Since the Irish workers were only skilled in plant farming, they were
Although the Irish were not discriminated against due to skin color and the
presumption of savagery, as were the Native and African Americans, they were
considered less intelligent and slovenly because of their status in England before coming
to the United States. The United States government took advantage of their sense of
desperation for freedom from the rule of England. Between 1815 and 1845, one million
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Irish migrated to America. Former potato farmers, they had lived on small plots of land,
in tiny one room homes. Many of them had to return to Ireland and work construction
jobs seasonally, to earn enough rent to come back to the United States and carry their
families through the next season. In 1845, a potato fungus destroyed the crops, causing
one million Irish to die of hunger and illness by 1855. This period became known as The
Great Famine. The inability to grow potato crops and earn their rent caused the Irish
families to be evicted by the land owners, leaving them homeless. In their desperation,
any means of survival and earning a living was a relief to the Irish immigrant. In the
United States, they were viewed, much as the African Americans, as laborers, only fit to
serve and work. They became road construction and railway workers, along Connecticut,
Rhode Island and New York. They were ordered around and mistreated by their
employers, and treated like animals. Charles Dickens, (as cited in Takaki, 1993),
referred to them and their homes as “hideously ugly women and very buxom young ones,
pigs, dogs, men, children, babies, pots, kettles, dung hills, vile refuse, rank straw and
standing water, all wallowing together in an inseparable heap, composed the furniture of
Their bathing and housekeeping habits were not of the same standards as what
colonial Americans considered to be “civilized,” which added to the bias against them as
dirty and uncivilized people. At one point in 1870, the exploited Irish laborers formed a
union and initiated a strike against their employers, demanding better treatment and
increased wages. Instead, the labor laws at that time allowed their employers to force
This is another example of historical data that has been conveniently omitted from
the textbook publications in our school curricula. We have avoided educating our
children (and ourselves) about the creation and enforcement of laws that benefited the
Anglo centric and Eurocentric people, and boldly exploited and abused the populations
and change the rights and lack of rights of people at will. Congress was so exclusively
Anglo-European during these years, there was no one to protest the white supremacy and
Around the 1840’s, the United States of America began to expand westward, to
California, which we seeked to take from Mexico. Once we took over, it became the
place for Mexican immigrants, who, by virtue of their skin color and descent, were
considered only capable of being used as laborers. In fact, the stratified “class” system in
California at that time held the fairest skinned people at the highest levels, and classes
degraded down by increased darkness of skin, from there, with the Native Americans still
at the bottom of the lot. The Mexicans worked as personal house servants, ranch hands,
and farm laborers, and fought in the war against Mexico, during which we overtook
Texas during the Mexican American War. We overtook Texas, much the same as we did
land from the Native Americans, by virtue of violent military surges and taking of
that we acquired that part of the western U. S. “About all of the Texans seem to think it
perfectly right to impose on the people of a conquered city to any extent, and even to
murder them where the act can be covered by dark. And how much they seem to enjoy
acts of violence too!” And George Meade added, “They have killed five or six
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innocent people walking in the street for no other object than their own amusement. They
rob and steal the cattle and corn of the poor farmers.” (Takaki 1993, p. 175)
Herein is yet more evidence that the very treaties and laws we established in our
Constitution with regard to murder and theft, were only written for those whom our
government decided they pertained to. Our armies, troops, and those under governmental
direction were not held to the same laws if it came to conquering those weaker than us, or
taking from them land that we wanted for ourselves. Even as we purchased from Mexico
the states now known as California, New Mexico, Nevada, Colorado, Arizona and Utah
through Manifest Destiny, the doctrine itself was written to “embrace a belief in Anglo-
By the point, the patterns of oppression begun in the 1600’s had followed us all
the way to the late 1800’s, and were engrained in the minds of the American population.
The next set of immigrants to brave the journey across deep waters to find peace
and wealth in the United States were the Asians, who were first imported over by the
railroad across the States, and begin farming in California. Within a year of his
suggestion, Chinese began to migrate to the United States, but not necessarily for the
reasons that the Americans wanted them here! They came seeking safe haven from the
conflicts in China that came about as a result of the British Opium Wars, which were the
result of Britain smuggling opium into China, in defiance of China’s strict trade
restrictions. “China confiscated a large amount of the British Opium, for which Britain
harshly retaliated, and went to war with China” (Waley 1958, p. 67).
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Under the Qing government at that time, many Chinese were forced to pay
unaffordable indemnities, and so migrated to the United States seeking economic relief.
Much like the Irish farmers being forced from their lands, a similar pattern was emerging
in China. Peasant farmers who could not pay their land taxes were evicted, and so many
made the long journey to the western United States, hoping for solace, freedom and a
richer economy.
The American labor brokers took advantage of the Chinese immigrants’ desperate
circumstances and circulated literature promising generous pay, housing and food to
Chinese laborers, but instead our government instated an absorb anent miner’s tax, taxing
their earnings between 25-50%, if they were “unwilling” to become U.S. citizens.
Ironically, willing or not, there were laws in place that stated that one had to be
naturalized (born in the U.S.) to BE a citizen, so there was no recourse for them but to
pay the huge tax. At this time, 24,000 Chinese laborers were working in mines, and due
to the excessive taxing of their earnings, were forced to live in tiny, one-room cabins with
their rather large families. In addition, in order to meet deadlines for finishing the
railroad, they were forced to work through deadly winter weather, under tunnels of snow,
Once again, we see that the Caliban could have also been the Chinaman. U.S.
industrialists knew that these immigrants came from extreme poverty and oppression, and
assumed their illiteracy and inability to consider whether they were truly being treated
fairly in our country, since the conditions still appeared somewhat “better” than those
which they had left behind in their own land. When they attempted to “unionize” and
strike against the unbearable working conditions here, their food supply was cut off and
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they were isolated on their work camps, and forced to go back to work for their same low
paying wages and horrendous working conditions. Judged by their “yellow” skin and the
plight of their life before coming to America, we oppressed yet another race different than
ourselves, who did not fit the Anglo- or Eurocentric model of white America.
The next group of immigrants to America came in the 1890’s, with the arrival of
the Japanese. America’s expansionists had crossed over into Tokyo Bay, Japan, and
forcing in western trade. With American commerce moving in, Japan imposed stronger
taxes to its citizens to strengthen its government and military, which, in turn, forced some
Japanese farmers into poverty. Desperate for their survival, many immigrated to the
United States, but had to go through stronger governmental screenings in order to leave,
than the Chinese had undergone before them. There was also a shortage of female vs.
male Japanese, which led to the terribly biased “Picture Bride” system, where relatives of
Japanese women wanting to immigrate to the United States sent pictures of them to
prospective interested husbands in the U.S. and arranged marriages. This was to insure
the “quality” of immigrants, both by the Japanese and American governments. Because
these women were then considered better “quality” than the Chinese women, this led to
further oppression of the Chinese. Chinese women were restricted to farm and home
work, where Japanese women were allowed to enter the work force once they immigrated
workers to form unions and strike, would not hire more than a small number of each
nationality of workers. Knowing that the Chinese, Japanese, Mexican, African, and
Native Americans always forged bonds with their own “kind” when it came to organizing
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a labor strike, this was a fool-proof way to be able to continue overworking them and not
pay fair wages. It also led to the importing of Koreans to the States around 1903. This
came after the Japanese tried to demand more wages and better working conditions. The
United States government was aware of the disengagement between Japan and Korea,
These workers underwent the same patterns of oppression as the other immigrants
before them. They labored long hours under treacherous working conditions as farm
laborers, and many lost their lives. Unlike the Chinese and Japanese governments, the
Korean government did not tolerate the mistreatment of their migrant workers, and in
from the Phillippines, in order to “discipline and diversify their workforce.” (Takaki
1993, p. 253) Assuming their ignorance, such as the others, based on skin color and a
background of economic hardship, and in order to benefit financially, the U.S. planters
used a new and creative form of oppression with this group of workers. They decided to
breed competition amongst the races, by goading the Phillippino’s to work as hard as the
Japanese and “show them up.” Then they would, in turn, threaten the jobs of the
Japanese by reminding them that the Phillippinos would work just as hard for less wages,
and therefore were justified in cutting the wages of the Japanese workers, or firing them.
“To strengthen their authority over their ethnically diverse work force, planters stratified
occupations according to race: white occupied skilled and supervisory positions, while
Asian immigrants were the unskilled laborers.” (Takaki 1993, p. 253) This allowed the
Hawaiian Sugar Planters Association to restrict supervisory, or higher wage earning jobs,
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Another group to emigrate to “freedom and financial independence” was the Jews
from Russia and Eastern Europe. They had been severely persecuted minority in Russia,
and never intended to return after earning a living here in America. Due to their
impoverished state in Russia, they also were assumed to be “Caliban.” As they boarded
the boats to venture to the U.S., they were “herded together in a dark, filthy compartment
in the steerage.” (Takaki 1993, p. 281) They came into ports in New Jersey and New
York, beginning in 1880. Although they were assumed to be ignorant, a large percentage
were actually educated. Because they were not citizens, they were forced into factories
and paid very low wages, resulting in them having to pack large numbers of people into
very small living places and tenements. Some became street merchants, selling goods out
of small carts or stands. This was culturally conflictive for the Jewish man, who came
from a background where the women worked and labored so that the man could become
more educated and study. They had to forfeit their religious and cultural beliefs and
conform to the American way of living, and earning a living, if they wanted to survive
here. “What the Jewish peddler in America represented was not so much the transference
of ‘middle class’ values from the Old World as Jewish adaptation to American culture.”
Reaction
Having heard the harsh tales of the Native Americans, the African Americans, the
Mexicans, the Chinese, the Japanese, the Koreans, the Phillippino’s and the Jews from
Eastern Europe, the patterns of oppression that each of these ethnic groups underwent in
their venture to come to the United States for freedom and for hope, are remarkable.
In the country that professes liberty and justice for all, and is founded on the
equality of all mankind, the treatment, and the ongoing oppression is both ironic and
hypocritical. We welcome other nations, as long as they are willing to forfeit their
customs and traditions, their religious beliefs and practices, their families, and their pride,
In order to live here, you must work here, and in order to work, you must earn a
wage. In these early days, if you were not eligible for citizenship, you could not be paid
a top wage, regardless of the worth of your labor. Thankfully, we have evolved in our
systems of fair wages for fair work, and we now have labor laws that protect people from
the great exploitation that these millions before us underwent. We also can no longer
legally discriminate against employees based on race, although the reality is that such
The most important question for us to ask ourselves, in our pride as Americans, is
if we can feel proud, knowing the means by which we have acquired all that we have.
We must assess whether there is justice and fairness, and if we have preserved the dignity
and respect of human life in our practices and policies, both historically and in the present
moment. How do we practice what we preach, what we write, and what we proclaim to
be the tenet of this great nation we call the “United” States of America?
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References
Author Unknown. (2008). Social Studies: United States History, grade 6. Houghton-
Mifflin Harcourt School Publishers.
Mehri, C. & Skalat, S. (2004). Research perspectives on race and employment in the
advertising industry. NAACP News.
Takaki, R. (1993). A different mirror. Back Bay Books / Little, Brown & Company.
Time Warner Books.
Waley, A. (1958). The opium war through Chinese eyes. Stanford University Press.