Tag Archives: Darren Bagley

Understanding culture and family history: Immigration

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Courtesy Michigan State University Extension

By Darren Bagley, Michigan State University Extension


When researching family history, many genealogists considering tracing their family back to when they came from another country to be a milestone. Do you know how your family came to the United States? Are parts of your family Native American and have been here an extremely long time?


Understanding your own family history and immigration story can help put the current discussion about immigration in context. This can be an opportunity to learn about history and discuss current policies and those of the past. How is the experience of your ancestors the same or different than immigration today? When you are discussing this subject, try to ignore the memes and potentially out-of-context snippets, and examine the issue at a deeper.


Why do you think your family came to the United States? Was it economic opportunity? Religious freedom? Were they leaving because of a war? If you have family stories discussing this, it can be a great part of your family history. If not, looking for clues in world history might be helpful. For example, over 1.5 million Irish people came to the United States during the Great Famine, also known as the Irish Potato Famine. Another example is of Finnish people coming to Michigan in the late 1800s and early 1900s. There was a combination of economic opportunity to work in the mines of the Upper Peninsula, and Sweden and Russia warring over what is now Finland.


How did the arrival of your ancestors to what is now the United States happen? Did they just “walk off the boat” or did they have to go through a screening process?


The U.S. had open borders for nearly 100 years of its history until the Page Act of 1875, which excluded Chinese women from entering the U.S.. This was followed by laws banning Chinese men and other Asians. If your ancestors came to the U.S. before 1875, there were very little screening processes. How do you think open borders might have affected the safety of the country? Why do you think Congress waited so long to end open borders?


The Immigration Act of 1882 was the first comprehensive immigration law. It was designed to keep people out of the country who might be dangerous or would be unable to support themselves financially. How this was done was left up to the state or city where the immigration occurred. What do you think of this? Should local control determine who should enter the United States, or is this a national issue?


The Immigration Act of 1891 put the federal government in charge of processing immigrants. The most famous place where this happened was Ellis Island, which opened in 1892. The average processing time through Ellis Island was just a few hours. At first, no papers were required, and folks were checked for diseases and asked some questions. What do you think is an appropriate inspection for someone entering the U.S.? What questions would you ask someone? What background checks should be required? In 1917, literacy tests were added. Do you think this is a good idea? Why or why not?


From 1921 to 1965, the United States had a series of different systems that restricted how many could enter the U.S. based on their country of origin. Why might that be a good or bad idea?


In 1965, the system changed to favor immigration to relatives of current U.S. citizens, those with particular job skills and refugees seeking asylum from dangerous conditions in their own country.


Family-based immigration currently takes place between a few months to many years. Employment-based immigration can take one to four years. Refugees have an average wait time of over 700 days. What do you think is an appropriate wait time? How might this wait time affect both legal and illegal immigration?


For many of our immigrant ancestors, the process of coming to this country was relatively simple. It is much more complicated today. How do you think the change over time has affected our country? If you were recreating the system from scratch, what would you do?


Hopefully these questions get you reflecting on your own family history and how it relates to the immigration issues of today.


This article was inspired by and adapted from the 4-H Folkpatterns curriculum:

Michigan State University Extension and the Michigan 4-H Youth Development program help to prepare youth as positive and engaged leaders and global citizens by providing educational experiences and resources for youth interested in developing knowledge and skills in these areas.


To learn about the positive impact of Michigan 4-H youth leadership, citizenship and service and global and cultural education programs, read our Impact Report: “Developing Civically Engaged Leaders.” Additional impact reports, highlighting even more ways MSU Extension and Michigan 4-H have positively impacted individuals and communities can be downloaded from the MSU Extension website.


This article was published by Michigan State University Extension. For more information, visit http://www.msue.msu.edu. To have a digest of information delivered straight to your email inbox, visit http://www.msue.msu.edu/newsletters. To contact an expert in your area, visit http://expert.msue.msu.edu, or call 888-MSUE4MI (888-678-3464).


Understanding culture and family history: Birth and adoption stories

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By Darren Bagley, Michigan State University Extension


The most memorable part of many family’s history is when a new child is brought into the family. Often, the date is recorded with photos, but have you captured the stories associated with your birth or adoption? Many times, people don’t think to ask those questions until it is too late. Sometimes these conversations are avoided because they are uncomfortable, so be sensitive if these questions bring up strong emotions.


Here are some things to potentially talk about with your family. You could also ask the same questions about your parents by talking with your grandparents.

  • Does your family have stories about how they knew you were arriving?
  • Were there any “baby shower” events before you arrived? Who was there? Are there any gifts from that event that are still in your home?
  • Are there any memories of the day of the adoption or birth? My grandfather, who worked on an old-school dairy farm, talks about the day his first child was born and how he “ran over the milk cans three times that day.” Bringing a new child into the home can cause moments in time to stand out in our memories. Going through photos can help stimulate even more stories.
  • Were there any complications to bringing you into the family? Was the adoption or birth easy or difficult? Did you arrive when you were planned, or early or late?
  • Do you know where your name came from? Was it based on a family name? Was there argument between your parents on the name? Do you know what your name would have been if you were a different gender? If you were adopted, the stories of your names may be multi-layered and come from different places.
  • If you have siblings or pets, what were their reactions when you were brought home?
  • Are there interesting stories of how other family members (grandparents, aunts, uncles, cousins) reacted when they found out about you?
  • Is there a story of when you first said “Mom” or “Dad?”

Capturing these and other stories about you and your family could be the foundations for a set of your own stories in the future.


This article was inspired by and adapted from the 4-H Folkpatterns curriculum:

Michigan State University Extension and the Michigan 4-H Youth Development program help to prepare youth as positive and engaged leaders and global citizens by providing educational experiences and resources for youth interested in developing knowledge and skills in these areas.


To learn about the positive impact of Michigan 4-H youth leadership, citizenship and service and global and cultural education programs, read our Impact Report: “Developing Civically Engaged Leaders.” Additional impact reports, highlighting even more ways MSU Extension and Michigan 4-H have positively impacted individuals and communities can be downloaded from the MSU Extension website.


This article was published by Michigan State University Extension. For more information, visit http://www.msue.msu.edu. To have a digest of information delivered straight to your email inbox, visit http://www.msue.msu.edu/newsletters. To contact an expert in your area, visit http://expert.msue.msu.edu, or call 888-MSUE4MI (888-678-3464).

Are federal tax dollars high or low?

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Courtesy Michigan State University Extension

By Darren Bagley, Michigan State University Extension

 

How have federal income tax rates changed over time? Do you think taxes go up, down or stay the same? If we didn’t have an income tax, how would we pay for things like the military, national parks, federal courts and prisons, agricultural research or the many other things the federal government does?

 

This is the latest article about citizenship activities anyone can conduct with children. This can be done within a family, as part of school activities, a 4-H club or with any group working with young people. Have a robust dialogue about these issues, and encourage young people to find data to back up their opinions. During the discussion, try to limit interjecting your own opinions, and let the youth discuss it among themselves.

 

The United States had its first federal income tax in 1861 to help pay for the Civil War, kept until 1873 when it was repealed. It started up again in 1894 for one year and left again until 1913, and has been with us ever since. Tax rates have varied widely since that time.

 

Should tax rates be the same regardless of your income? The taxes paid on the highest income bracket have ranged from as low as 2 percent in 1894 to as high as 94 percent in 1945. What do you think of a 94 percent tax rate? It is important to consider that amount was not paid on all their income, but only on the amount made in that bracket. For example, for the high bracket of 94 percent in 1945, you would only pay that 94 percent rate on income earned over about $200,000 ($2.8 million adjusted for inflation in 2018 dollars). Income less than that would be taxed at a lower rate. For every $1 you earned over that $200,000, the government would take 94 cents of it.

 

Why would the government tax wealthy folks at such an exorbitant rate? Taxes for the highest earners stayed above 90 percent from 1944 to 1962. Are there any major events that happened during that time? World War II occurred from 1939-1945. We built the federal interstate highway system starting in 1956.

 

Would any events justify those kind of taxes today? Another world war? The war on terror? Paying off the national debt? Improving our schools? Providing universal higher education? High-speed internet across the country?

 

Many things are funded by taxes, individuals could also purchase on their own or the government could not regulate. Are there things the government is doing that it should not? Do we need to invest in traveling to outer space? Should parks or prisons be run by private companies who can make a profit?

 

Another item to consider is that dollars reinvested into a business are not income, but expenses. For example, if you have a company that makes ice cream and you do really well and make millions of dollars, if you use those millions to buy more ice cream stores or ice cream making machines, or hire more people, those are considered business expenses and not a net profit. If an individual or company keeps recirculating money into entrepreneurial enterprises, it keeps the economy going. Perhaps that is what the government of the time wanted to encourage.

 

Tax dollars are used to fund government programs, from preschool to roads to the military. Spending of tax dollars create jobs, but so does spending in the private sector. It could be argued that high taxes on the wealthy are a “Robin Hood” approach of taking from the rich and giving to the poor. It could also be argued that high taxes are because the government doesn’t trust people with their own money. Where do you fall on those arguments?

 

Hopefully these questions will get some good discussion going about the value of your tax dollar. If you have some great ideas, share them with your county, city or township, or your state or federal legislators.

 

To learn about the positive impact of Michigan 4-H youth leadership, citizenship and service and global and cultural education programs, read our 2016 Impact Report: “Developing Civically Engaged Leaders.” Additional impact reports, highlighting even more ways Michigan State University Extension and Michigan 4-H have positively impacted individuals and communities in 2016, can be downloaded from the MSU Extension website.

 

This article was published by Michigan State University Extension. For more information, visit http://www.msue.msu.edu. To have a digest of information delivered straight to your email inbox, visit http://www.msue.msu.edu/newsletters. To contact an expert in your area, visit http://expert.msue.msu.edu, or call 888-MSUE4MI (888-678-3464).

 

Data for this article comes from Tax Foundation.