tlp_10_jliu

Jody Liu Teacher Lesson Page (Student Side)

Jody's Primary Source page

Jody's Teacher Side lesson page

Jody's WebQuest


 * Standard**: II-3 Causes of Immigration and role of Immigration in Industrial Revolution.

Essential Question: Why did Chinese come to America and what did they encounter when arriving? How did they participate and add to their communities?


 * Guiding Question**:


 * Title:**

Sorry, we're closed--but only to you!
· Read and understand primary sources relating to Chinese Immigration · Retain important facts and events gleaned from sources · Apply gained knowledge and understanding in creating synthesized letters and journals written in the voice or perspective of a Chinese immigrant
 * Unit Goals**:


 * Introduction:**

One of the guiding principles in approaching our reading of American literature this year is that literature reflects society. Each piece is a little window on attitudes, customs, conflicts, and social mores; this true of not only pieces of fiction, but especially true of primary sources. What "picture" of society--and the individuals who comprise it--can you put together using pieces from primary sources? The ones we will use focus on Chinese immigrants arrival, expectations, and experiences in different parts of the United States from the mid- to late 1800s. Although a very small number of Chinese immigrants came to the United States prior to 1850, it wasn't until news of the gold strikes in California reached China that large numbers of Chinese men, eager to earn money, sailed for "Gum San," or the "gold mountain." Western encroachment and civil unrest had led to inflation, starvation, and loss of land in southern China. Many young men emigrated to the United States as a last hope for their families. Among their occupations were mining, building the Central Pacific Railroad, laundering, cooking, farming, factory work, and, if successful, operating restaurants and becoming merchants. Think about: why did the Chinese come to America; what were their expectations when they arrived; why did they stay; what did they add to their community/how did they participate?

(some sections used from "Teaching with Documents" at [])

**Task:**
Imagine you were one of the Chinese who came to America. What would be in your journal about your assimilation to American culture, community, and laws? Remember what the form of journal includes: writing from a personal point of view so that one can reflect upon his/her personal experiences and feelings. Remember to keep in mind why did the Chinese came to America; what their expectations were when they arrived; why they stayed; what they added to their community/how they participated.

There are many levels of knowledge one might acquire through reading and observation of primary sources:
 * Chinese Immigration--what can you learn? **
 * edicts, facts, and dates;
 * biographical data;
 * emotional and physical experiences of the subjects;
 * societal perspectives and customs.

Lesson Process
> > All groups will read: Chinese Exclusion Act (1882). Additionally, you will complete the readings below that are associated with your group number.
 * 1) Choose your groups: you must have at least four members, but no more than five. You will work within this group for both this project and for the next with Mrs. D’Orsi. Remember the caveat: if you are not working cooperatively and doing your share, Your group may choose to "vote you off the island" and the penalty will be that you will have to complete the entire process on by yourself--regardless of when you are voted out.
 * 1) Peruse the grouping of primary documents your group has received: image, transcript of The Exclusion Act, newspaper/magazine article, poem. Each piece will be addressed individually.

> The Coolie Trade > The Pacific Coast > Important Chinese Habeas Corpus Case in San Francisco
 * **Group 1** || **Group 2** ||
 * ** Poems from //Songs of Gold Mountain// by Marlon K. Hom **
 * Poems 3, 4, 7, 8, 17, 18, 19, 27
 * Newspaper Articles:**
 * The New York Times, Jan. 24, 1870,
 * The New York Times, Jan. 21, 1870,
 * The New York Times, Jan. 27, 1870,
 * The New York Times, Jan. 2, 1870, The Chinese.

Image: [] Chinese? No! No! No!” poster， 1892 Courtesy of Washington State Historical Society, Tacoma || **Poems from //Songs of Gold Mountain// by Marlon K. Hom** Poems


 * Newspaper Articles:**
 * Boston Daily Globe, 2/10/1880, Almond Eyed Celestials
 * Berkshire County Whig, Hon. Calob Cushing [on Chinese] Vol. V, Issue 244, p. 1.
 * Chinese Labor - Fifty More Coolies for North Adams, Mass. -
 * The Pittsfield Sun, 7/28/1870, The Chinese Labor Question
 * The Pittsfield Sun, 8/18/1870, Letter of Ex-Gov Seymour
 * The Pittsfield Sun, Anti-Coolie Meeting (7-14-1870)
 * The Pittsfield Sun, 10/5/1871, The Chinese in the South
 * The Pittsfield Sun, 10/5/1871, The Chinese in the South

> Letter - Garrison to Harry Letter Roxbury, MA 1879 > from BPL - Ms.A.1.1v9p.69 (a-b) > Letter - Lebler to J. Collins, March 20, 1879 > from BPL - MsA1.1v9 p.71 (a-b) ||
 * Letters**

>>
 * 1) To address each piece:
 * One person acts as the leader to read and/or guide interpretation of the piece.
 * The leader will highlight/note important facts and/or ideas as s/he goes through (use what is appropriate: highlighter or notetaking on a separate sheet)—the group should have a say in what should be included in the highlights.
 * If the piece is the image, interpret what is going on in the image, what message is being communicated, what is the focus; these are some of what would be considered the highlights of the piece.
 * Rotate the leader designation with each new piece that is addressed; each person within the group should act as the leader at least once in the rotation.
 * 1) In order for your group to effectively gather and organize the what you glean from the pieces to help with the next step, your group should create two outlines: Outline I will reflect knowledge from the Exclusion Act and the newspaper/magazine article; Outline II will reflect knowledge from the poem and image. Go back to the things you noted and highlighted—you’ll find that these will probably be what you will use to create the outlines. Each outline should address:
 * At least 6 points addressing: Who, What, When, Where, Why, and How
 * 1-2 opinion points
 * 3-4 inference points that follow the template: must have felt _ because _. The first blank represents a specific person or group; the second blank reflects a modifying phrase that represents and emotional state or feeling; the last blank represents the cause in this cause-and-effect relationship.
 * 1) Create a synthesized piece reflecting your gained knowledge; in other words, using what you learned, put yourself in the place of a Chinese immigrant; create 3-5 journal entries in the voice of a Chinese immigrant or a citizen in the American community. Review the types of "gained knowledge" mentioned in the introduction at the top, and try to include a reflection of as many types within your synthesis. Each should be a progression and/or development of viewpoints, experiences, and feelings/reactions.
 * 2) It is helpful to think about the documents your group discussed: which provided facts about laws, events, and places? Which provided perspectives of experiences, feelings, and personal perspectives? To be sure your jouranl includes both content and synthesis (facts, feelings, and reactions), you should make an outline of what you want to include and then develop the "voice" of the person, keeping in mind who they are and what they're viewpoint would be.

Sometimes, history seems eons away and unconnected to you. So how do you draw it closer? One effective way to do that is view the history through the documents by and about the people who lived during that era. When you read the primary sources, you become involved—but even better, when you create the journals through the voice of the immigrant, you "live" it as well!
 * Conclusion:**

**Rubric**

 * == **Synthesized Piece(s)** ==

||


 * ||  CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||   ||
 * ** Knowledge Gained and Synthesis ** || Student ‘s work thoroughly and accurately communicates completely the subject’s background, relationships, actions, and motivations || Student ‘s work accurately communicates throughout most of the piece the subject’s background, relationships, actions, and motivations || Student ‘s work somewhat and for the most part accurately communicates the subject’s background, relationships, actions, and motivations || There is evidence of two instances that communicate the subject’s background, relationships, actions, and motivations ||  ||
 * ** Form and phrasing ** || Piece reflects the elements specific to the type of document; it reflects sophisti-cated word choice and is consistently phrased clearly and concisely. || Piece reflects the elements specific to the type of document ; it reflects some examples of sophisticated word choice and is phrased clearly and concisely. || Piece reflects some of the elements specific to the type of document ; it reflects appropriate word choice and, overall, phrased clearly. || Piece reflects at least one of the major elements specific to the type of document ; it reflects some examples of appropriate phrasing and clarity. ||  ||
 * ** Grammar and mechanics ** || There is no more than 1 g/m errors. || There are no more than 2 g/m errors. || There are no more than 3-4 g/m errors. || There are no more than 6 g/m errors. ||  ||


 * Resources:**

Primary sources which include:

> >
 * THE CHINESE AGAIN Harper’s Weekly, October 18, 1879, page 822 (Editorial)
 * Almond Eyed Celestials, Special Dispatch to the Boston Globe, Boston Daily Globe (1872-1922), Feb 10, 1880[[file:fs110_reeve_AlmondEyedCelestial.pdf]]
 * Berkshire County Whig, Hon. Calob Cushing [on Chinese] Vol. V, Issue 244, p. 1.[[file:fs110_reeve_MANews_AcctChinese.pdf]][[image:fs110_reeve_manews_accts_chinese_thumb.jpg]]
 * Boycott Advertisements.
 * [|Boycott Advertisement 1]
 * [[image:http://www.archives.gov/education/lessons/chinese-boycott/images/union-flyer-01.gif width="286" height="453"]]
 * Boycott Advertisement 2
 * Affidavit


 * Chinese Labor - Fifty More Coolies for North Adams, Mass. - [[file:fs110_reeve_ChineseLabor_1870.pdf]]
 * The Chinese Labor Question - [[file:ps10-JLiu-news2-5.pdf]]
 * The Chinese in the South - [[file:ps10-JLiu-news2-4.pdf]]
 * Letter of Ex-Gov Seymour - [[file:ps10-JLiu-news2-3.pdf]]
 * Chinese Labor in the South - [[file:ps10-JLiu-news2-2.pdf]]
 * The Pittsfield Sun, Anti-Coolie Meeting (7-14-1870) Vol LXXi, Issue 3643, p. 2 - [[file:ps10-JLiu-news2-1.pdf]]







· Parts of the Chinese Exclusion Act · Newspaper articles · Images from periodicals and/or propaganda materials · First-hand accounts in letter or diary form · Immigrant poems Secondary sources: · Summaries of basic historic facts, dates, events

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