1) The document discusses the history of Cuban migration to the United States, specifically to places like Miami and Union City, New Jersey, in waves from the 1950s onward. It describes the political and economic factors that drove Cubans to emigrate, such as the 1959 Cuban Revolution.
2) It outlines the challenges Cubans faced in adjusting to life as immigrants in the US, including discrimination in housing and education. However, community support from other Cubans and organizations helped them establish themselves.
3) The document profiles the experiences of individual Cuban immigrants and their families, such as Marianela Cruz, who described political repression and economic hardship in Cuba that improved after she moved to the US.
The document discusses the history of relations between indigenous peoples and European settlers in North America, as well as policies toward indigenous groups in both the United States and Canada during their periods of western expansion. It describes how the US adopted a reservation system in 1867 that moved indigenous groups from ancestral lands, while Canada sent mounted police to assert control over lands without significant conflict. It also discusses education and religious assimilation policies toward indigenous peoples in both countries in the late 19th century, as well as religious revitalization movements that emerged in response.
Jim crow great migration presentation a-dMrsBrownMEH
The passage summarizes the Jim Crow era in the United States from 1876 to 1965. It began after the end of Reconstruction in 1877 and was characterized by racial segregation and discrimination against African Americans through "Jim Crow" laws. During this time period, African Americans responded in different ways, with Booker T. Washington advocating for vocational education and gradual change, while W.E.B. DuBois fought for full civil, political, and social rights. From 1910-1930, many African Americans migrated north in the "Great Migration" to escape harsh conditions and seek better jobs and opportunities in northern cities, though they still faced discrimination there as well.
The document discusses the history and evolution of the Mexican American community in the United States from the Mexican-American War to the mid-20th century. It describes how Mexican Americans faced discrimination and were often segregated into separate, inferior schools compared to white students. Educators at the time claimed this segregation was justified and would benefit Mexican American students, despite facing resistance from parents. The document examines the vocational tracking of Mexican American students and the policies that hindered their equal access to education during this period.
Cesar Chavez and Dolores Huerta co-founded the first farm workers union in the 1960s to advocate for the rights of Latino farm workers in California who faced poor working conditions and racial discrimination. They organized peaceful protests and strikes, gaining national attention with a 25-day march to Sacramento where 10,000 protesters demanded better treatment and wages. This marked a major victory for the farm workers movement and inspired other Latino civil rights leaders across the country to challenge inequality and discrimination in education and politics throughout the 1960s-1970s.
1. Native Americans face difficulties in treatment due to historical traumas from European contact that continue to impact them in modern society. These include population losses from disease, violence, and forced relocation from their lands.
2. Stereotypes of Native Americans as either lazy or mystical contribute to a lack of personal identity. Substance abuse issues stemming from the introduction of alcohol by Europeans also persist as a challenge.
3. Cultural practices were forcibly suppressed through boarding schools that sought to "civilize" Native youth, destroying families and culture. Abuse was common in these schools.
This is the introductory lecture for 1st year's students of English in American Civilization. It introduces them to the founding values of the American Nation
Americans responded differently to shifting views of slavery prior to the Civil War. While slavery was introduced in the 17th century and supported the agricultural economy of the South through the 1800s, the abolition movement and westward expansion led to debates over slavery. Northerners increasingly opposed the expansion of slavery for economic and moral reasons, while Southerners argued slavery was crucial to their economy and way of life. These regional divisions came to a head in the 1850s as the Republican Party opposed expanding slavery and the Supreme Court ruled blacks had no citizenship rights, increasing tensions and ultimately leading to the Civil War in 1861 over the issues of states' rights and slavery.
This document summarizes major events in American society and foreign policy during the Progressive Era and turn of the 20th century. It discusses reforms to address issues like food safety, women's rights, and political corruption. It also examines America's growing international involvement, including the Spanish-American War, debates over expansionism, and the Roosevelt Corollary to the Monroe Doctrine guiding U.S. intervention in Latin America. Conservation efforts and the creation of national parks under Theodore Roosevelt are also summarized.
The document discusses the history of relations between indigenous peoples and European settlers in North America, as well as policies toward indigenous groups in both the United States and Canada during their periods of western expansion. It describes how the US adopted a reservation system in 1867 that moved indigenous groups from ancestral lands, while Canada sent mounted police to assert control over lands without significant conflict. It also discusses education and religious assimilation policies toward indigenous peoples in both countries in the late 19th century, as well as religious revitalization movements that emerged in response.
Jim crow great migration presentation a-dMrsBrownMEH
The passage summarizes the Jim Crow era in the United States from 1876 to 1965. It began after the end of Reconstruction in 1877 and was characterized by racial segregation and discrimination against African Americans through "Jim Crow" laws. During this time period, African Americans responded in different ways, with Booker T. Washington advocating for vocational education and gradual change, while W.E.B. DuBois fought for full civil, political, and social rights. From 1910-1930, many African Americans migrated north in the "Great Migration" to escape harsh conditions and seek better jobs and opportunities in northern cities, though they still faced discrimination there as well.
The document discusses the history and evolution of the Mexican American community in the United States from the Mexican-American War to the mid-20th century. It describes how Mexican Americans faced discrimination and were often segregated into separate, inferior schools compared to white students. Educators at the time claimed this segregation was justified and would benefit Mexican American students, despite facing resistance from parents. The document examines the vocational tracking of Mexican American students and the policies that hindered their equal access to education during this period.
Cesar Chavez and Dolores Huerta co-founded the first farm workers union in the 1960s to advocate for the rights of Latino farm workers in California who faced poor working conditions and racial discrimination. They organized peaceful protests and strikes, gaining national attention with a 25-day march to Sacramento where 10,000 protesters demanded better treatment and wages. This marked a major victory for the farm workers movement and inspired other Latino civil rights leaders across the country to challenge inequality and discrimination in education and politics throughout the 1960s-1970s.
1. Native Americans face difficulties in treatment due to historical traumas from European contact that continue to impact them in modern society. These include population losses from disease, violence, and forced relocation from their lands.
2. Stereotypes of Native Americans as either lazy or mystical contribute to a lack of personal identity. Substance abuse issues stemming from the introduction of alcohol by Europeans also persist as a challenge.
3. Cultural practices were forcibly suppressed through boarding schools that sought to "civilize" Native youth, destroying families and culture. Abuse was common in these schools.
This is the introductory lecture for 1st year's students of English in American Civilization. It introduces them to the founding values of the American Nation
Americans responded differently to shifting views of slavery prior to the Civil War. While slavery was introduced in the 17th century and supported the agricultural economy of the South through the 1800s, the abolition movement and westward expansion led to debates over slavery. Northerners increasingly opposed the expansion of slavery for economic and moral reasons, while Southerners argued slavery was crucial to their economy and way of life. These regional divisions came to a head in the 1850s as the Republican Party opposed expanding slavery and the Supreme Court ruled blacks had no citizenship rights, increasing tensions and ultimately leading to the Civil War in 1861 over the issues of states' rights and slavery.
This document summarizes major events in American society and foreign policy during the Progressive Era and turn of the 20th century. It discusses reforms to address issues like food safety, women's rights, and political corruption. It also examines America's growing international involvement, including the Spanish-American War, debates over expansionism, and the Roosevelt Corollary to the Monroe Doctrine guiding U.S. intervention in Latin America. Conservation efforts and the creation of national parks under Theodore Roosevelt are also summarized.
The document discusses the history of identity and culture in the United States from the 1500s to the 19th century. It describes how English colonists immigrated to America in the 1500s seeking religious freedom and economic opportunity. In the 1700s, writers like Benjamin Franklin and Thomas Jefferson reflected both English influences and new American perspectives focused on natural science and materialism. The 19th century saw the rise of authors like Washington Irving and the Transcendentalist movement, which emphasized spiritual experiences in nature and individual self-development over societal norms.
Chapter from a raw dealto a new deal1 9 2 9 1 9 4 5RAJU852744
The document summarizes the impact of the Great Depression on African Americans. It describes how African Americans were disproportionately affected by unemployment, which rose above 50% in northern cities. As opportunities declined, migration to cities continued, intensifying poverty in urban black communities. Racism further compounded issues, as white workers and unions tried to replace black workers. The Republican administration of Herbert Hoover did little to relieve the suffering of the poor and destitute.
The document provides a summary of the history and experiences of Filipino and Filipino American oppression. It describes the four waves of Filipino migration to the United States from the 1600s to present day. Filipinos have faced discrimination and racism through stereotypes, terminology, and mental health impacts. Their experiences have differed from other Asian American groups due to factors like stronger Latino influences. Addressing this oppression requires culturally sensitive approaches and promoting Filipino American representation.
Filipinos are the second largest Asian American subgroup and largest Southeast Asian American group in the US. They have a population of over 4 million and have immigrated in waves since the late 19th century for work. Filipino Americans have strong family and cultural traditions while achieving success in many fields through high educational attainment. They also face some challenges with discrimination and lack of political representation.
This lecture deals with all ethnic minorities in America excpet African Americans which have been dealt with in the previsous lecture. The focus here is on Hispanics, Asians and Native Americans.
Latino Heritage Month begins on September 15th and celebrates the independence of several Latin American countries. It recognizes the cultures and contributions of Latino Americans. The term Latino refers to people of Spanish-speaking origin in the US of any race. There are now over 35 million Latinos in the US according to the 2000 Census. Famous Latinos include Roberto Clemente, Celia Cruz, Oscar De La Hoya, and many others in fields like sports, music, acting, and politics. An Illinois state bill also recently passed to support undocumented students seeking higher education.
From 1775 to 1830, many African Americans gained freedom from slavery in the North due to the work of abolitionist and moral reform groups, yet slavery expanded in the South to meet the growing demand for cotton. Enslaved and free African Americans responded to these challenges in different ways. Enslaved African Americans rebelled or conspired to rebel, while free African Americans advocated for their rights and created organizations to aid their communities.
This document provides a history of public housing in Chicago from the late 1800s to present day. It begins by discussing the establishment of Hull House in 1889 to support European immigrants. As more African Americans migrated to Chicago after World War I and II, public housing projects like Cabrini-Green were built but became increasingly segregated and deteriorated over time. By the 1960s and 70s, Cabrini-Green was overcrowded and in decline, with 70% of housing on the Near North Side being government-owned. The document examines how repeated failures to address issues like poverty, crime, and segregation have trapped generations of public housing residents in a cycle of hardship.
The document discusses the culture and history of African Americans from the 18th century to present day. It describes how African American culture developed out of slavery and segregation in the South, and how the Great Migration during World War I allowed many to relocate to northern cities for new opportunities and escape discrimination. It also discusses the persistence of racism through Jim Crow laws and segregation, and how African American culture and influence has continued to grow over the centuries.
Main points -Patrick Moynihan, The Negro Family (1965) Ashley Hill
This document analyzes Patrick Moynihan's 1965 report "The Negro Family: The Case for National Action". The summary is:
1) Moynihan argued that the deterioration of the African American family structure, particularly the absence of strong father figures, has negatively impacted the African American community and is a key factor in social issues faced.
2) He attributed this in large part to historical discrimination and segregation policies that undermined the role of African American males.
3) Unemployment of African American males has contributed to forcing the community into a matriarchal structure rather than the nuclear family model of other communities.
4) Moynihan calls for a national effort to
1) Native Americans faced exclusion from the American Dream through the loss of their lands and being forced onto reservations. They were pushed further and further west through acts like the Indian Removal Act of 1830 which led to the tragic Trail of Tears.
2) The Dawes Act of 1887 attempted to assimilate Native Americans by allotting individual family plots of land and educating children in boarding schools, but ultimately resulted in Native Americans losing half their lands.
3) Conflicts between settlers and Native Americans over land continued throughout American history, culminating in events like the Wounded Knee Massacre of 1890, as Native Americans resisted being confined to reservations.
Contributions in black studies a journal of african and afro RAJU852744
This document summarizes an article analyzing Jose Marti's work "Mi Raza" and his views on race and anti-racism in Cuba. It discusses how Marti rejected ideas of racial superiority and advocated for racial equality and unity among Cubans of all backgrounds. The summary highlights that Marti saw racial mixing and transculturation as ways to eliminate racial conflict in Cuba by increasing understanding between groups. It also notes that while Marti believed the new Cuban republic would not tolerate racial discrimination, in reality discrimination continued after independence.
The document provides an overview of many social, economic, and cultural trends in the United States during the 1950s. It discusses the rise of suburban living and consumerism, as well as trends like the baby boom. Gender roles were still traditionally defined during this period. The 1950s are also characterized by political conservatism and an emphasis on traditional values, though some countercultural movements also emerged.
These two cities were founded in very different contexts but developed similarities in their urban planning and how their populations were established. Karaganda in Kazakhstan was founded as a prison town under authoritarian rule while lacking freedom for its people. Billings, Montana was founded by entrepreneurs and pioneers seeking opportunity and freedom. However, both cities came to utilize grid designs and recruit migrant laborers to support agriculture. Their differing founding principles are contrasted by their subsequent parallel development.
The document discusses the exclusion of women from the American Dream throughout history. It describes how traditionally women were expected to be caretakers and pass down cultural traditions, while being denied rights like property ownership and voting. A few key figures who advocated for women's rights are mentioned, like Abigail Adams and Elizabeth Cady Stanton. Major milestones in the fight for women's suffrage and equality are summarized, from the Seneca Falls Convention in 1848 to the 19th amendment granting women's right to vote in 1920. The document outlines some of the continuing barriers women faced and laws passed from the 1960s on to prohibit discrimination and expand women's rights.
The document provides a detailed overview of the history of government policies toward Native Americans from the late 1700s to present day. It discusses how policies have ranged from recognizing tribes as independent nations to forcibly removing them from their lands and terminating federal recognition, to more recent policies aimed at restoring sovereignty and self-determination. It also examines the impacts of these policies on Native American populations, lands, communities, education, healthcare, the environment, and socioeconomic conditions today.
The document provides information on the different groups of people that make up the American population throughout history. It discusses the Native Americans as the original inhabitants, followed by groups like the British, African Americans, and immigrants from various parts of Europe and Asia at different time periods. It also explores concepts like the "melting pot" view of a shared American culture versus the "mosaic" view of maintaining separate cultural identities within the nation.
Chen 1 jiahui chen anthony vine mus 17 winter 2RAJU852744
Hip hop music was originally played by live bands. However, producers like Marly Marl felt bands did not accurately capture the sound of hip hop that was popular in places like Harlem and the Bronx. That sound involved scratching, echoes, beatboxing, and breakbeats - elements that were difficult for live bands to recreate. This disconnect between the studio recordings and live hip hop events influenced producers to start using drum machines and samplers rather than bands.
The document provides a summary of Professor Grace Chee's lecture on the consolidation of slavery in the South between 1790-1850. It discusses how slavery expanded and became entrenched, driven by the growth of cotton and the invention of the cotton gin. The internal slave trade transported over 800,000 slaves from the Upper South to the Deep South. Slaves resisted through escape, rebellion, and embracing religion. The pro-slavery movement argued it was a positive good. Strict laws were passed to control free blacks and suppress abolitionists. Slavery shaped Southern society, economics, and gender roles.
The 1960s saw the rise of rock music and the counterculture movement in the US and other Western nations. Young people questioned social and political norms and embraced ideals of peace, love, and personal freedom. Rock genres like psychedelic rock and folk rock became popular. The Beatles emerged as the most commercially successful band of all time. The 1970s saw the rise of disco music and the growing popularity of reggae artist Bob Marley. Women and minority groups advocated for greater social and political equality. Environmentalism also increased during this period.
The document discusses the history of identity and culture in the United States from the 1500s to the 19th century. It describes how English colonists immigrated to America in the 1500s seeking religious freedom and economic opportunity. In the 1700s, writers like Benjamin Franklin and Thomas Jefferson reflected both English influences and new American perspectives focused on natural science and materialism. The 19th century saw the rise of authors like Washington Irving and the Transcendentalist movement, which emphasized spiritual experiences in nature and individual self-development over societal norms.
Chapter from a raw dealto a new deal1 9 2 9 1 9 4 5RAJU852744
The document summarizes the impact of the Great Depression on African Americans. It describes how African Americans were disproportionately affected by unemployment, which rose above 50% in northern cities. As opportunities declined, migration to cities continued, intensifying poverty in urban black communities. Racism further compounded issues, as white workers and unions tried to replace black workers. The Republican administration of Herbert Hoover did little to relieve the suffering of the poor and destitute.
The document provides a summary of the history and experiences of Filipino and Filipino American oppression. It describes the four waves of Filipino migration to the United States from the 1600s to present day. Filipinos have faced discrimination and racism through stereotypes, terminology, and mental health impacts. Their experiences have differed from other Asian American groups due to factors like stronger Latino influences. Addressing this oppression requires culturally sensitive approaches and promoting Filipino American representation.
Filipinos are the second largest Asian American subgroup and largest Southeast Asian American group in the US. They have a population of over 4 million and have immigrated in waves since the late 19th century for work. Filipino Americans have strong family and cultural traditions while achieving success in many fields through high educational attainment. They also face some challenges with discrimination and lack of political representation.
This lecture deals with all ethnic minorities in America excpet African Americans which have been dealt with in the previsous lecture. The focus here is on Hispanics, Asians and Native Americans.
Latino Heritage Month begins on September 15th and celebrates the independence of several Latin American countries. It recognizes the cultures and contributions of Latino Americans. The term Latino refers to people of Spanish-speaking origin in the US of any race. There are now over 35 million Latinos in the US according to the 2000 Census. Famous Latinos include Roberto Clemente, Celia Cruz, Oscar De La Hoya, and many others in fields like sports, music, acting, and politics. An Illinois state bill also recently passed to support undocumented students seeking higher education.
From 1775 to 1830, many African Americans gained freedom from slavery in the North due to the work of abolitionist and moral reform groups, yet slavery expanded in the South to meet the growing demand for cotton. Enslaved and free African Americans responded to these challenges in different ways. Enslaved African Americans rebelled or conspired to rebel, while free African Americans advocated for their rights and created organizations to aid their communities.
This document provides a history of public housing in Chicago from the late 1800s to present day. It begins by discussing the establishment of Hull House in 1889 to support European immigrants. As more African Americans migrated to Chicago after World War I and II, public housing projects like Cabrini-Green were built but became increasingly segregated and deteriorated over time. By the 1960s and 70s, Cabrini-Green was overcrowded and in decline, with 70% of housing on the Near North Side being government-owned. The document examines how repeated failures to address issues like poverty, crime, and segregation have trapped generations of public housing residents in a cycle of hardship.
The document discusses the culture and history of African Americans from the 18th century to present day. It describes how African American culture developed out of slavery and segregation in the South, and how the Great Migration during World War I allowed many to relocate to northern cities for new opportunities and escape discrimination. It also discusses the persistence of racism through Jim Crow laws and segregation, and how African American culture and influence has continued to grow over the centuries.
Main points -Patrick Moynihan, The Negro Family (1965) Ashley Hill
This document analyzes Patrick Moynihan's 1965 report "The Negro Family: The Case for National Action". The summary is:
1) Moynihan argued that the deterioration of the African American family structure, particularly the absence of strong father figures, has negatively impacted the African American community and is a key factor in social issues faced.
2) He attributed this in large part to historical discrimination and segregation policies that undermined the role of African American males.
3) Unemployment of African American males has contributed to forcing the community into a matriarchal structure rather than the nuclear family model of other communities.
4) Moynihan calls for a national effort to
1) Native Americans faced exclusion from the American Dream through the loss of their lands and being forced onto reservations. They were pushed further and further west through acts like the Indian Removal Act of 1830 which led to the tragic Trail of Tears.
2) The Dawes Act of 1887 attempted to assimilate Native Americans by allotting individual family plots of land and educating children in boarding schools, but ultimately resulted in Native Americans losing half their lands.
3) Conflicts between settlers and Native Americans over land continued throughout American history, culminating in events like the Wounded Knee Massacre of 1890, as Native Americans resisted being confined to reservations.
Contributions in black studies a journal of african and afro RAJU852744
This document summarizes an article analyzing Jose Marti's work "Mi Raza" and his views on race and anti-racism in Cuba. It discusses how Marti rejected ideas of racial superiority and advocated for racial equality and unity among Cubans of all backgrounds. The summary highlights that Marti saw racial mixing and transculturation as ways to eliminate racial conflict in Cuba by increasing understanding between groups. It also notes that while Marti believed the new Cuban republic would not tolerate racial discrimination, in reality discrimination continued after independence.
The document provides an overview of many social, economic, and cultural trends in the United States during the 1950s. It discusses the rise of suburban living and consumerism, as well as trends like the baby boom. Gender roles were still traditionally defined during this period. The 1950s are also characterized by political conservatism and an emphasis on traditional values, though some countercultural movements also emerged.
These two cities were founded in very different contexts but developed similarities in their urban planning and how their populations were established. Karaganda in Kazakhstan was founded as a prison town under authoritarian rule while lacking freedom for its people. Billings, Montana was founded by entrepreneurs and pioneers seeking opportunity and freedom. However, both cities came to utilize grid designs and recruit migrant laborers to support agriculture. Their differing founding principles are contrasted by their subsequent parallel development.
The document discusses the exclusion of women from the American Dream throughout history. It describes how traditionally women were expected to be caretakers and pass down cultural traditions, while being denied rights like property ownership and voting. A few key figures who advocated for women's rights are mentioned, like Abigail Adams and Elizabeth Cady Stanton. Major milestones in the fight for women's suffrage and equality are summarized, from the Seneca Falls Convention in 1848 to the 19th amendment granting women's right to vote in 1920. The document outlines some of the continuing barriers women faced and laws passed from the 1960s on to prohibit discrimination and expand women's rights.
The document provides a detailed overview of the history of government policies toward Native Americans from the late 1700s to present day. It discusses how policies have ranged from recognizing tribes as independent nations to forcibly removing them from their lands and terminating federal recognition, to more recent policies aimed at restoring sovereignty and self-determination. It also examines the impacts of these policies on Native American populations, lands, communities, education, healthcare, the environment, and socioeconomic conditions today.
The document provides information on the different groups of people that make up the American population throughout history. It discusses the Native Americans as the original inhabitants, followed by groups like the British, African Americans, and immigrants from various parts of Europe and Asia at different time periods. It also explores concepts like the "melting pot" view of a shared American culture versus the "mosaic" view of maintaining separate cultural identities within the nation.
Chen 1 jiahui chen anthony vine mus 17 winter 2RAJU852744
Hip hop music was originally played by live bands. However, producers like Marly Marl felt bands did not accurately capture the sound of hip hop that was popular in places like Harlem and the Bronx. That sound involved scratching, echoes, beatboxing, and breakbeats - elements that were difficult for live bands to recreate. This disconnect between the studio recordings and live hip hop events influenced producers to start using drum machines and samplers rather than bands.
The document provides a summary of Professor Grace Chee's lecture on the consolidation of slavery in the South between 1790-1850. It discusses how slavery expanded and became entrenched, driven by the growth of cotton and the invention of the cotton gin. The internal slave trade transported over 800,000 slaves from the Upper South to the Deep South. Slaves resisted through escape, rebellion, and embracing religion. The pro-slavery movement argued it was a positive good. Strict laws were passed to control free blacks and suppress abolitionists. Slavery shaped Southern society, economics, and gender roles.
The 1960s saw the rise of rock music and the counterculture movement in the US and other Western nations. Young people questioned social and political norms and embraced ideals of peace, love, and personal freedom. Rock genres like psychedelic rock and folk rock became popular. The Beatles emerged as the most commercially successful band of all time. The 1970s saw the rise of disco music and the growing popularity of reggae artist Bob Marley. Women and minority groups advocated for greater social and political equality. Environmentalism also increased during this period.
1. Lauren Harris
ANT 322 Latinos
Dr. Pendry
2015
Cubanos: Essay Assignment
Many people from different countries always dream of coming to the United
States, “The Land of the Free.” For many people living in Cuba, they made it a reality.
There are many different groups of Cubans who have fled their hometown of Cuba to
come to the United States. Many of these groups of people that migrated are placed in
different group categories: they are ones who migrated before 1959, from 1959 to the
early 1960s, from 1965 to 1973 during the freedom flights movement, Marielitos
movement in the early 1980s, during the Baiseros movement 1994-1996 and migrants
after 1996 on visa allotments. Each of these movements has their own uniqueness of the
movement. There are many groups that have come to the United States for different
reasons but most come because of political reasons. In the book “The Cubans of Union
City” by Yolanda Prieto, she talks about Cubans migrating from Cuba to the United
States, more specifically to Union City, New Jersey. Her family had immigrated on
March 19, 1968 because of “radical changes brought about by the Revolution of 1959”
(Prieto 2009 1). When many people emigrate from their countries, they have a hard time
adjusting to changes. It is a huge change in coming to a new country and starting a new
life, in a place that is not familiar.
2. When many Cubans migrated to the United States, most of them came to Miami,
Florida, which is the largest place of migration, New Jersey being the second largest
place where Cubans migrate to. Many of the people who migrated to Florida had to be
moved to other places because Florida got too over crowded. Cuba is only 90 miles from
the United States. The first group of migratrants are the ones coming before the
Revolution in 1959. Many of these people came to the United States because of economic
problems. Most of the people were the elites, rich people, looking to come to the United
States to make more money. The next group of immigrants left during the Revolution in
1959. Many of these people had to leave so quickly, that they only had the clothes on
their backs. Most of them lost everything they had, small businesses and homes, to come
to the United States for a better life. “Although many Cubans were from Havana, the
majority came from smaller cities and towns” (Prieto 2009 2). They came from all over
Cuba to escape from Fidel Castro, who was a communist. According Prieto “The first
wave of Cubans who came in the early 1960s represented the sections of society that
were most negatively affected by revolutionary changes: officers and personnel of the
former Batista government, the mainly white, upper middle classes, and professionals”
(2009 6-7). Life for Cubans in the United States was hard. One person that Prieto
interviewed talked about what life was like in those first few years of arriving. She said
there were no Hispanics; there were only a few Puerto Rican families, which helped them
(Prieto 2009 21). She also stated “Before the exiles came, Cubans were treated pretty
badly…It was very hard to find apartments because of discrimination” (Prieto 2009 22).
Many Cubans were seen as “problematic” and when they tried to get apartments to live
3. in, they would be terrible (Prieto 2009 22). It is terrible to think that many Cubans had
just left their home because of poor conditions to come to a country that discriminated
against them due to race. Julio Bello describes how his father viewed the United States
when they came to Union City in 1956, “He had a different idea of this country. He
didn’t like it that, here, women had to work. Also, the family did not spend a lot of time
together” (Prieto 2009 22). Most Cubans like living in the United States, because they are
free here. Everyone has their own opinions. In Union City there were a few Cuban
businesses before the 1960s migration, but the community largely grew after their arrival
(Prieto 2009 39). According to Prieto, “When they arrived in Union City, they needed a
lot of support. They received help from three major sources: (1) the Cuban Refugee
Program in Jersey City’s Hudson County Department of Social Services, (2) relatives
already residing in the area, and (3) existing organizations such as churches that began to
serve the needs of Cubans” (2009 41). Just like the Puerto Ricans, Cubans help each
other. Without the support of family, most of them would have a hard time surviving.
In the film “Cuban Roots/ Bronx Stories” the Foster family talks about their
family history, in coming to the United States from Cuba. At the beginning of the film,
Rubén Foster describes Cuba as being a place of love. He said Cuban music gave him the
impression that everyone loved everyone. Before the Revolution, life in Cuba was not a
bad place to live. Everything changed when the Revolution occurred. When Fidel Castro
took over, American tourism stopped, which meant it was harder to find jobs. The
United States wanted to get involved so they attacked Cuba and Diana Matsoukas recalls
being waken in the middle of the night to the sounds of bullets. They described it as
4. being a war zone. The Foster family also had to experience some major changes made in
Cuba, one example is the Urban Reform law which reduced the rent by 30 and 50 percent
(Cuban Roots/ Bronx Stories). When their family arrived in the United States it was hard
for them to adjust to the living situation. They arrived in Miami, Florida and immediately
when they arrived they were segregated. Their family then went to live in the Bronx New
York. They expected it to be much different then what it was like; they had the image in
their head as the, “American Dream,” where there is a white picket fence and everything
is greener on the other side. Once they arrived, they noticed that was not the case, but
they felt safe. When they went to school, the experiences they had were not very pleasant.
They did not speak English, and during that time bilingual did not exist (Cuban Roots/
Bronx Stories). Diana Matsoukas recalls trying to make friends but once they found out
that she spoke Spanish she was consider different (Cuban Roots/ Bronx Stories).
“Growing up in the United States makes it hard for a person to embrace multiple
identities, because in the United States you are either consider white or black, American
or immigrant” (Cuban Roots/ Bronx Stories).
The next group of Cubans who migrated after 1960s, after the mass of people
came to the United States. According to Prieto “The large number of exiles who came in
the late 1960s were, decidedly the ones who gave Union City its Cuban character” (2009
25). Between 1965- 1973 265,000 people migrated out of Cuba, this movement was
known as the Freedom Rights Movement. During this time there were so many people
coming to the United States that it was hard to process them when they got off the dock,
so many of them had to be processed at a stadium close by. Life was a little easier for
5. them when they arrived in the United States. “Most Cubans did not like to depend on
government aid. Families would help one another” (Prieto 2009 29). Many Cubans tried
to make a living for themselves without the help of the government. According to Manuel
Pérez, he talked about how Cubans they started to take care of the town and fix up
houses. Once they did that Americans started to respect them (Prieto 2009 29). He also
stated “Before then, there was not a good opinion of those of us who had lived here for
years. We were often discriminated against” (Prieto 2009 29). The ones who came to the
United States before this time went through the worst time, and they didn’t get any help
from the government (Prieto 2009 29). They started to get treated different because
Americans realized that they are good people, who are trying to live a happy life in the
United States. What most people do not realize is that when immigrates come over, they
do not want to start any trouble and they just want the same rights as American citizens
have.
Marianela Cruz was our guest speaker that came to class. She was born after the
Cuban Revolution took place. The life in Cuba was hard during that time. Castro told
them that he was not a communist, but it was clear that he was. She talked a lot about her
school days. She was in the Pioneer Organization, which is a program set up for
elementary school kids. They had to be a part of this group in order to go to college. They
had to go to camps for two months, away from their parents and they had to work in the
fields. If you were not a part of this program, you were not able to go to college.
Marianela Cruz’s father did not want her to join, but she wanted to go to college so she
did. In school they asked her to fill out a document the first three questions asked her if
6. she believed in God, had any relatives in the United States and if she did, did she keep in
contact with them. Castro does not like America, so he does not want anyone to talk to
Americans. Life in Cuba was a terrible situation to live in. When she came to the United
States in 2011, life was much better for her. Although she does not speak English well,
she is trying. In Cuba she went from being an animal science engineer to a janitor in the
United States. She is not ashamed of her life she lives now because she is happy and is in
a much better situation.
Many Americans, do not know how lucky we are to live in the United States.
There are many places where people live in bad conditions and wish to come to the land
of the free. Marianela Cruz said that we should be thankful to God that we live in such a
great country. We do not have to face as many hard times as people in Cuba have to face.
We have the right to vote for our leaders and we do not have to get told what to do.