 |
 |
|||
   |
||||
Unit 7: Early Asian ImmigrationGrades
3-4 PDF Version Lessons: What is Immigration? Industry and Technology, Laws, Regulations and Social Attitudes, An International Community Working Together, What Can We Learn About Immigration From Our Families The Golden Temple, Japan |
|||
| Introduction:
It is important for students to learn the history of their place and
the ways in which technology has affected growth and change in their
community. Understanding the makeup of the people in their community
helps students learn flexibility when thinking of the present. Knowing
what contributions specific ethnic groups have made to the history
of the Northwest will give students a wider appreciation of the positive
aspects of living in a diverse society. All of these understandings
contribute to students’ greater ability to function well as
members of a democracy, in a country where many diverse groups are
expected to learn from each other and work together to solve problems.
I hope this unit will achieve these ends. By using this unit I think students will gain a greater understanding of the process of being a historian. The investigative tools and questioning techniques provided here will help each student look at both past and current events with a broader, more critical eye. Of course, in reflecting back on their learning, I believe students will become better extended thinkers, more able to see varied points of view and ways of analyzing situations. This unit is designed to expand (or contract) depending on students, class time availability, and availability of resources. During the entire unit, I would plan to have students keep a running journal which would include: sketches, class activities, vocabulary, thoughts, ideas for independent study, as well as names of stories, books, and web sites they have found particularly useful in their course of examination. We will also take photos of places we go for research and of each other during the research process. As much as possible, I would hope students would initiate and continue studies of their own outside the classroom. |
|||
Desired Academic ResultsEssential Academic Learning Requirements in Social Studies HistoryEALR #1 The student examines
and understands major ideas, eras, themes, developments, turning
points, chronology, and cause-and-effect relationships in U.S.,
world and Washington State History. EALR #2 The student applies
the methods of social science investigation to investigate, compare
and contrast interpretations of historical events. EALR #3 The student understands
the origin and impact of ideas and technological developments on
history and social change. GeographyEALR #1 The student uses maps, charts and other geographic tools to understand the spatial arrangement of people, places, resources and environments on the Earth’s surface.1.1 Use and construct maps, charts and other resources EALR
#2 The student understands the complex physical and human characteristics
of places and regions. EALR #3 The student observes
and analyzes the interaction between people, the environment and
culture. EconomicsEALR # 1 The student
understands basic economic concepts and analyzes the effect of economic
systems on individuals, groups and society. Overarching Understandings • Major technological
and economic developments in Washington State (mining, railroads,
and fishing) at the end of the 19th century that led to early Asian
immigration in the Pacific Northwest Region What the Students Will Understand • Movement of Asian
Americans into the Northwest and their contributions to the area’s
economy Overarching Questions • Who were some
of the earliest Asian immigrants in the Northwest Region and why
did they come? Unit Questions • What is your
ethnic background? From what region or regions in the world does
your family come? |
|||
Assessment: The Evidence That Will Demonstrate Student UnderstandingPerformance Tasks and Projects • Students
will create maps showing major areas where Asian immigrants moved
from to work in the Pacific Northwest region in the late 19th century. Other Evidence • The class will
take quizzes covering both vocabulary and basic ideas relate to
technology and movement of Asian immigrant groups into Washington. |
|||
Learning Experiences and InstructionKnowledge and Skills • Key terms,
such as: emigration, technology, oral history, economics, immigrant,
racism, stereotype, artifact
|
|||
LessonsPart I: What is Immigration?1. Read the story, Who Belongs Here? An American Story. Open up a discussion about the issues raised in the book. Who belong here? Who doesn’t? What is an immigrant? Why were the kids in the story teasing the main character? Is immigration bad? Good? Talk about the United States history and the people today who are citizens. How did they become citizens? How did we (for those who are) become citizens? Who belongs here? 2. Define and dramatize terms such as migration, immigration and emigration. 3. Name the different ethnic backgrounds of friends, neighbors and people you've met. On a world map, identify the countries from which those families (or their ancestors) immigrated. As the map fills with pins, stickers or whatever you use to mark it, help students see that to understand immigration, we can talk to our friends and families. It isn’t something we can only learn about from books. 4. Brainstorm a list of reasons why people choose to move. Include any reasons your family may have used to move into a new house or neighborhood. 5. Read aloud, in small groups, the pictorial history of US immigration, KIDS Discover: Immigration. Have a whole group discussion on each section of this magazine. 6. In small groups, have students dramatize a family who is choosing to immigrate to the United States. Groups must be specific about country of origin. Each group needs to think of reasons why people would leave their homelands and what their expectations might be upon arrival. 7. Examine carefully the graph on pages 10 and 11 in KIDS Discover that illustrates the various waves of immigration, which have occurred in the United States. Draw students' attention particularly to the time periods between 1840 and 1900. Note the technology that allowed for the migration. Talk about the role the steamer played on the Pacific. The Chinese, who came to work as gold miners, and then as railroad and cannery workers on the West Coast, were initially able to do this more easily than others in Europe because of the steamer traffic across the Pacific Ocean. Also look carefully at the events worldwide, which gave rise to each successive wave of immigration. Use the book, Immigrants by the Library of Congress. 8. Use the resources to guide students in creating maps that show Asian immigration trends to the Pacific Northwest in the late 19th century. They should show when the waves of immigration took place and from what countries in Asia. Be sure to look at census records for the Seattle region for this time period. Part II: Industry and Technology 1. Ask students, what is technology? Is a pencil an example of technology? Is a fork? Is the Space Needle? Make a list of things that are and are not examples of technology. Then help students define what technology is. Hopefully after the discussion, students will see that technology isn’t only computers. Technology is the way humans control and manipulate the natural environment to satisfy their needs and goals. 2. Have Amanda Cook or Mikala Woodward come to present the Museum of History and Industry’s Growth and Change trunk. The time period from which the artifacts in the trunk come from is 1870-1910. It is an excellent way to demonstrate the technology from this period in our history. The materials teach about the demographic changes that took place in the Pacific Northwest at this time. It shows images of Asian immigrants at work, talks about the railroads, and also shows images of the social attitudes toward Japanese immigrants. Use that trunk for two weeks to a month, examining artifacts, photos, and ephemera. to note economics, transportation issues, and resources that guided immigration during that time.
3. While examining the MOHAI trunk, use the China on Wheels suitcase from the Wing Luke Museum, to see artifacts from China that immigrants would have left behind. Note differences between those objects and the objects they saw in the MOHAI box. How would everyday life have been different in a new place? How would life have been different for a family moving together than for groups of men forced to leave behind families in China? Why would someone, such as a father, leave loved ones behind? Use an oral history of a Chinese miner who migrated to the Northwest to discuss the life of one of those immigrants. (Wing Luke oral histories) 4. Read stories from Tales from Gold Mountain by Paul Yee. The stories are vivid accounts of what life was like for many of these Chinese fathers who left families behind and worked on the railroads in camps. Also look at oral histories of railroad laborers from the Wing Luke Museum. Another story that illustrates the life of Chinese who lived as miners is in the Celebrate Reading series by Scott Foresman. The story is called, Chang’s Paper Pony by Eleanor Coerr. 5. Read and discuss Chapter 10 from Highline School District Social Studies text, Discovering Washington. The title is "Railroads Bring Growth and Change." Include additional readings and discussion of the first chapter of the book entitled, Recent American Immigrants: Chinese by Jodine Mayberry. 6. Check out the slide packet called, Riding the Rails: A Short History of Early Railroads Around Puget Sound 1864-1910 from MOHAI. This resource has 20 slides, photographs, ephemera, and other useful information. Talk about what the railroads meant for Washington, Seattle, the economy, the lumber industry, fishing industry, migration patterns, and Chinese immigrants and their families. Then gain some background knowledge about Washington’s road to statehood. Read and discuss Chapter 11 from HSD’s Social Studies text, Discovering Washington. The title is "Washington Becomes a State." 7. Read about the making of the ship canal and the Hiram Chittenden Locks in Ballard. Chinese laborers dug the canal. What did connecting Lake Washington to the Puget Sound mean for Seattle? What did it mean for Chinese immigrants and their families? Look at pictures of this and read more about these technological changes at www.seattlehistory.org and www.historylink.org. Also read The Strange History of the Ship Canal: This is not What Seattle’s Founders had in Mind, The Seattle Times, April 30, 2000. It is archived on their web site. Take a field trip to the locks to learn more about the science and technology behind them. It is a fascinating and unique feature few communities in the world have. 8. Read oral histories from early Chinese immigrant cannery workers. What can you learn about the labor conditions? Research the salmon industry. What did it mean for Washington State? Who benefited from it? A technological innovation developed in 1903 notoriously known as the Iron Chink was brought into the cannery industry. Its superior efficiency at cleaning, chopping and canning the salmon displaced the Chinese workers in the industry. Read more about it in Sexless Oysters and Self-Tipping Hats. Discuss what is meant by naming this machine “Iron Chink.” Arrange a field trip to MOHAI to see the Iron Chink. Learn about the cannery industry in the early 1900s. 9. Students reflect on what they’ve learned by sequencing the major events in Washington history, events in the world that have an impact on Washington, inventions, and changes made to the geographic landscape in a timeline. Each student creates an illustration and writes 3-4 sentences explaining his/her entry. 10. Students should use their notes, sketches and reflections in their journals to choose one contribution early Asian Immigrants made to this region. They begin to do research on the contribution. Students collect digital images on the contribution by doing a search on the Internet and contacting museums and libraries. Students compose a short essay showing how Asian immigrants made a difference to our community. The work students do will be pieced together on an interactive map of Washington using PowerPoint. Students share their class project with other students in the building. Part III: Laws, Regulations and Social Attitudes1. Remind students of the Iron Chink and what was meant by its name. What can we infer about social attitudes towards Chinese laborers from this machine? Remind them to think of the images in the trunk from MOHAI showing social attitudes towards Japanese immigrants. Show them the first book that was read in this unit, Who Belongs Here? What were the social attitudes towards Nary, a Cambodian refugee? Are these examples of racism? What is racism? What is stereotyping? Discuss with the students their thoughts on these issues. 2. Research the Chinese Exclusion Act of 1892 and the subsequent movement of Chinese nationals back to China. This is followed by the increase in Japanese immigration to fill the gap left in the canneries, timber industry, and agriculture statewide. Research the Anti-Chinese Riots in Seattle on History Link’s and MOHAI’s web sites. What do laws and historical events say about the social attitudes towards the Chinese Immigrants? 3. Take a field trip to National Archives and Records Administration on Sand Point Way in Seattle to view interrogation interviews, census records, and other documents. What do these say about the social attitudes towards Asian immigrants? Why did these attitudes develop? 4. Read books and oral histories about Japanese internment during World War II. View images depicting the social attitudes towards the Japanese during this time. Read about the Japanese-American people in the Highline community during WWII in Many Roads to Highline. Talk about how their lives changed when they came back to their communities after the war. 5. Arrange for speakers from Wing Luke Museum. Two speakers would be ideal: One person to answer questions about the earliest Chinese immigration to the Northwest. Another who can speak to the issue of Japanese immigration to Seattle and the Internment camps during World War II. 6. Students conduct historical research by reading oral histories, and interpreting maps, photographs and documents to write a journal entry from the perspective of an Asian immigrant to the Pacific Northwest. Students will include a depiction of what daily life was like for the character of their choosing. The person they choose can be real or imaginary.
Sidewalk grocery store, Seattle International District. Part IV: An International Community Working Together 1. Read the story, A Fruit and Vegetable Man by Roni Schotter. This story is about how a recent immigrant family helps a storekeeper when he becomes ill. 2. In small groups, read a series of stories and novels about Asian American life at various phases of US history. Include such titles as Island, Samurai of Gold Hill, The Year of the Boar and Jackie Robinson, and Dragonwings. These can all be adapted for the particular interests of your students and the time available to read and discuss the books. 3. Share selections from the two books from the Wing Luke Museum, one entitled Reflections of Chinese Americans and Divided Destiny, A History of Japanese Americans in Seattle. 4. Take a walking tour of the International District. One such tour is given by Vi Mar. It’s called Asian Cultural Awareness Youth Program. Ms. Mar’s tour is meant to be flexible. She adapts it to the group, the weather, and the attention span of the group on tour. It can include a Chinese lunch. It will always include tours of smaller businesses and historical sites of interest. Seattle’s International District is a unique place, because it is the only intentional community of a coalition of several Asian American and African American groups in the contiguous United States. While there, visit the Wing Luke Asian Museum. Observe exhibits on early Asian Immigration into Seattle and on the Japanese Internment Camps. Look at the Densho exhibits displayed through an interactive computer room to hear first hand accounts of Japanese who were interned as a result of World War II. 5. Take a field trip to the Burke Museum to see the exhibit, Pacific Voices. The exhibit celebrates the ways various ethnic groups work to continue their specific traditions in the Pacific Northwest. Part V: What Can We Learn About Immigration from Our Families? 1. As a culminating activity, students will learn how immigration was or is a part of their families. Keep in mind that this can be a sensitive issue for many families. Be open to having students investigate immigration by interviewing friends. If necessary, you might have a few contacts available for those without someone to interview. The purpose is for students to see that the study of immigration doesn’t have to be a study of people we don’t know. This history is close to home. And for most people living in the United States today, this is in our families. For students who are descendents of slaves from Africa, consider looking at migration from the Southern United States to the North. While it is true that slaves immigrated to the United States, the word “immigrate” really doesn’t do justice to what actually caused these people to come here. For those children who don’t know who their ancestors were, have them look at places that people in the family may have moved to and moved from within the United States. Each person will complete an oral history (taped or written) of someone close to him/her who has moved from another region, with particular emphasis on that person's movement into the Northwest Region and reasons for moving. These oral histories will be combined to make a multi-media project in PowerPoint. It will have pictures, samples of the audio interview, and student written essays that can then be made into a website. 2. Celebrate the rich ethnic diversity we all bring to our community by hosting a potluck in which each student brings a family dish from his/her ethnic background. Share where the food comes from and what it means to the family (when it is eaten, who traditionally makes it, the ingredients, where they are found, etc.) Have students munch food and share their journals, sketches, and projects with each other and other students at school. Field SitesThe Burke
Museum, University of Washington The Hiram
Chittenden Locks in Ballard The Museum
of History and Industry (MOHAI) The Wing
Luke Asian Museum
A Chinatown Walking Tour,
Asian Cultural Awareness Youth Program The National Archives
and Records Administration |
|||
ResourcesTeacher Resources Chew, Ron, editor. Reflections
of Seattle's Chinese Americans: The First 100 Years. Seattle,
WA: University of Washington Press, Wing Luke Asian Museum, 1994. Daley, William. The Chinese Americans. New York: Chelsea House Publishers, 1996. Hildebrand, Lorraine. Straw Hats, Sandals, and Steel: The Chinese in Washington State. Tacoma, WA: The Washington State Historical Society, 1977. Sale, Roger. Seattle Past to Present. Seattle: University of Washington Press. 1976. Sandler, Martin W., Immigrants: A Library of Congress Book.
New York: HarperCollins Publishers, 1995. Schwantes, Carlos. The Pacific Northwest, (textbook) Takami, David A. Divided Destiny: A History of Japanese
Americans in Seattle. Seattle, WA: University of Washington
Press, Wing Luke Asian Museum, 1998. Tsai, Shih-Shan Henry. The Chinese Experience in America. Indiana University Press, 1986. White, Sid and Solberg, S. E., editors. Peoples of Washington: Perspectives on Cultural Diversity. Pullman, WA: Washington State University Press, 1989. Woog, Adam. Sexless Oysters And Self-Tipping Hats. Seattle, WA: Sasquatch Books, 1991. Children’s LiteratureCoerr,
Eleanor. Chang’s Paper Pony, Kids Discover Immigration,
1998. Knight, Margy Burns.
Who Belongs Here? An American Story, Tilbury House Publishers,
Gardiner, ME, 1993. Lai, Him Mark; Lim, Genny;
Yung, Judy. Island: Poetry and History of Chinese Immigrants
on Angel Island, 1910- 1940, Chinese Culture Foundation of
San Francisco, 1980. Lord, Bette Bao. In
the Year of the Boar and Jackie Robinson. New York.: Harper
Collins, 1984. Mochizuki, Ken. Baseball
Saved Us. New York: Lee and Low Books, Inc. 1993. Montgomery, Elizabeth.
When a Ton of Gold Reached Seattle. Champaign: Garrard
Publishing Company, 1968. Pelz, Ruth. Discovering Washington. Gibbs-Smith Publisher, 1997.(Fourth Grade Social Studies Text in Highline School District) Say, Allen. Grandfather's
Journey. Boston: Houghton Mifflin Company, 1993. Say, Allen. Tea with
Milk. Boston: Houghton Mifflin Company, 1999. Shigekawa, Marlene. Blue
Jay In The Desert. Chicago: Polychrome Books, 1994. Uchida, Yoshiko. The
Bracelet. New York: Philomel Books, 1993. Uchida, Yoshiko. Journey
Home. New York. Atheneum. 1981. Uchida, Yoshiko. Samurai
of Gold Hill. New York: Charles Scribner’s Sons. 1972. Voices From America's Past. New York: Steck-Vaughn Company, 1991. Yee, Paul. Tales
from Gold Mountain. Macmillan Publishing Company, New York,
1989. Yep, Lawrence, Dragonwings. New York: Harper and Row, 1975. Websiteswww.historylink.org archives@bcc.ctc.edu www.seattlehistory.org
www.seattletimes.com
www.washington.edu/burkemuseum
Additional ResourcePuget Sound Regional
Archives |
|||
Art ProjectA Famous Japanese Woodblock Katsushika
Hokusai Artist Background: Hokusai was born in 1760 near
present day Tokyo. His family was poor and he was apprenticed to
a woodblock engraver. The woodblocks he created were called
ukiyo-e, pictures of the amusements of everyday life in Japan.
Over his lifetime, Hokusai made more than 10,000 woodblock prints
and 40,000 drawings. Lesson Ideas Share the book by Deborah Kogan Ray, mentioned above with your
class. It will give them lots of information, insight, and a familiarity
with Hokusai’s style. ResourcesHokusai, The Man Who Painted a Mountain by Deborah Kogan Ray is a great biography of the artist. It is in the Highline School District system and the King Library System County Library System. Prints of the Great Wave Off Kanagawa can be found in art books, poster shops, card shops (Papyrus), and art museum gift shops. Websites http://www.ibiblio.org/wm/paint/auth/hokusai/ http://spectacle.berkeley.edu/~fiorillo/welcome.html |
