tlp_10_pmallett

Paul Mallett Teacher Lesson Page (Student Side)

Primary Source Page

Paul's Teacher Side lesson page  Explain how American citizens were expected to participate in, monitor, and bring about changes in their government over time, and give examples of how they continue to do so today.
 * GRADE 5 LESSON **
 * Standard: 5.27 **


 * Guiding Question: **

Did coming to America fulfill the need of immigrants voice in government? How did it change over time?

**Content Rubric**
Content_Rubric.pdf All directions are followed Appropriate and accurate specific examples are cited and explained Use of the skills of evaluation, analysis, and synthesis is apparent﻿ || Most directions are followed Appropriate examples are cited and explained, however, some inaccurate information is included Use of the skills of synthesis and analysis is apparent || Some directions are followed Some examples may be cited, may attempt to be explained, and inaccurate information is included Use of literal skills is apparent || Few directions are followed Examples, if cited, are mostly inaccurate or inappropriate There is little evidence of any apparent skills || No directions are followed Examples, if cited, are completely inaccurate or inappropriate There is no evidence of any apparent skills ||
 * Points || Descritpion ||
 * 4 || The student response addresses all aspects of the writing task/assignment
 * 3 || The student response addresses most aspects of the writing task/assignment
 * 2 || The student response addresses some aspects of the writing task/assignment
 * 1 || The student response addresses little aspects of the writing task/assignment
 * 0 || The student response addresses no aspect of the writing task/assignment

**Title:** The Chinese Experience
**Introduction:** The mid 1800's brought much challenge and change to America. Immigrants from all over the world were finding their way into this new country with the dreams and aspirations of an improved life and the chance to reshape their future. The California Gold Rush and the subsequent construction of the Transcontinental Railroad, saw thousands of Chinese venture to America’s shores looking for the promise of wealth and good fortune. As many left China at a time of great turmoil and despair, numerous obstacles would await these new immigrants as they arrived on foreign soil and their dreams would sometimes seem further away than when they began. Most were young male peasants and laborers that would risk their lives in hopes of reaching the Gold Mountain.

In 1851, there were almost 25,000 Chinese immigrants living and working in Califronia ([|1]); working in the mines, on the railroads, fishing and running laundries. By 1880, that number would soar to over 100,000. Immigrating to the U.S. was a choice many had made long ago. Generations before, immigrants from primarily northern and western Europe arrived in the U.S. and eventually assimilated into American society. The experience of Chinese immigrants however did not follow the more typical pattern of immigration. Instead, they were caught in a peculiar cycle of exclusion.

 By 1882, in response to growing anti-Chinese sentiment and after much heated debate, Congress passed the Chinese Exclusion Act, the country’s first immigration act which was designed to deny entrance on racial and class bases. The passage of this Act forced many Americans to question and redefines their ideas about citizenship, race relations, and what it means to be an “American”. Most immigrant groups found a lot of resistance from natives, but none far greater than early Chinese immigrant that came here looking to pursue their own dreams. Historians can hear the voices of those who supported and opposed exclusion and learn more about how Chinese immigrants, despite exclusion, struggled to assimilate.

**Task**
You are a Chinese immigrant that has just arrived on the shores of California. Your goal is to reach Massachusetts, where businessman Oong “Charles” Ar Showe has hired you to work for him. You arrive in America with little to money as you begin your journey eastward towards your final destination. You will need to examine both primary and secondary sources to help gain insight to what life would be like in various parts of America. Research the era and complete the timeline and travel journal provided for you, this will help you create your own immigration experience and recreate what an early immigrants may have experienced during their travels.

**Lesson Process **
The following worksheets will be needed to complete the lesson. You will use this time line organizer (below) to complete your journey and the travel journal to document your understanding of Chinese immigration. Your teacher may provide them to you ahead of time or you can print them out.

Chinese_Immigration_Timeline.pdf Chinese_Immigration_Pictures_Worksheet.pdf Travel_Journal_CE.pdf

 Chinese_Immigration_Timeline.isf This is the Inspiration Template file. You can download and use this file if you have Inspiration installed on your computer.

- Teacher will discuss with students the The_Journey_to_America.pdf of <span class="wiki_link_ext">Chinese immigrants. <span style="font-family: Arial,Helvetica,sans-serif;"><span class="wiki_link_ext">


 * <span style="font-family: Arial,Helvetica,sans-serif;">Day 1 - Arriving in California **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Focus Question: How did the Chinese effect the settlement of California? **

<span style="font-family: Arial,Helvetica,sans-serif;">- Examine the primary document below. Discuss what you see using the I_See_It_Means.pdf worksheet.



<span style="font-family: Arial,Helvetica,sans-serif;">- Read the article and discuss with a partner or in a group to what you have read versus the image above.

<span style="font-family: Arial,Helvetica,sans-serif;">- Below is a letter written by Robert Pitkin's to his parents. The<span style="font-family: Arial,Helvetica,sans-serif;"> article will help you understand of the growing hostilities people had towards the Chinese. <span style="font-family: Arial,Helvetica,sans-serif;">What is Robert's attitude toward the "Chinamen" based upon his letter? <span style="background-color: #ffffdd; border: 1px solid #9999aa; display: block; font-size: 130%; margin: 10px auto 10px 30px; padding: 10px; width: 80%;">"Dear Parents Brothers and sisters . . . I am now in the same place I was in last summer I am onely making small wages a great many are hardly making board there is a great difference between the times now and this time last year I am getting tiard of mineing and think this winter will about finish my mineing . . . The emigrants that are coming in this fall will be apt to have a hard time of it People will learn after while that evry man that comes to Cal does not make a fortune. This country is fast getting filled up with Chinamen They are coming by thousands all the time The miners in a great many plases will not let them work The miners hear drove off about 200 Chinamen about two weeks ago but they have com back about as thick as ever (I would not help drive them off as I thought they had no rite to drive them)"

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 0px; overflow: hidden;">

<span style="font-family: Arial,Helvetica,sans-serif;">Based upon your analysis of Pitkin's letter write a short statement about his attitude toward Chinese emigrants. (on Travel Journal) Enter the statement and date the letter was written to your Chinese Immigration time line. (PDF or Inspiration document). Paste an appropriate picture representing the actual letter or Pitkin's attitude below your statement on the time line. (on handout)


 * <span style="font-family: Arial,Helvetica,sans-serif;">Day 2 - Traveling Eastward **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Focus Question: How did the Chinese affect the building of the Transcontinental Railroad? **

<span style="font-family: Arial,Helvetica,sans-serif;">-Look at the Political Cartoon below. Use the I_See_It_Means.pdf worksheet to describe what is going on in this three part cartoon.



<span style="font-family: Arial,Helvetica,sans-serif;">- Read the following excerpt from John T. Doolittle speech in the California House of Representatives.

<span style="font-family: Arial,Helvetica,sans-serif;">- What role do you think the Chinese had in the building of the transcontinental railroad system? Read this article to find additional information to either support or disprove your initial thoughts. <span style="font-family: Arial,Helvetica,sans-serif;">- What other jobs did the Chinese perform. Read this article on Immigration_Struggling_for_work.pdf on to find out. - Be sure to complete your Travel Journal entry relating to Day 2. <span style="font-family: Arial,Helvetica,sans-serif;">- Make sure that time line is also completed and that evidence of each period is pasted into the appropriate space representing<span style="font-family: Arial,Helvetica,sans-serif;"> the events you just learned about.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Day 3 - Arriving in Massachusetts **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Focus Question: How are the Chinese perceived in the Boston area? **

<span style="font-family: Arial,Helvetica,sans-serif;">-Look at the Political Cartoon below. Use the I_See_It_Means.pdf worksheet to describe what is going on in this cartoon.

<span style="font-family: Arial,Helvetica,sans-serif;">-Read the following article. Then discuss the meaning of the article versus the political cartoon above. <span style="font-family: Arial,Helvetica,sans-serif;"> - How did Mr. Sampson's attitude toward the Chinese differ from others? (in your travel journal) Be sure to state specific examples.

- You are almost to your final destination. You have seen much and experienced even more. You have one final article and task to complete. - Read the following [|article], and discuss how one individual influenced an entire celebration and what type of boss he Oong Ar-Showe might be?

<span style="font-family: Arial,Helvetica,sans-serif;">- Make sure to complete your timeline and travel journal based on your research and evidence.

**<span style="font-family: Arial,Helvetica,sans-serif;">Bonus / Extra Credit **
<span style="font-family: Arial,Helvetica,sans-serif;">The end of your journey is the Chinese Exclusion Act of 1882. Below is the actual first page of Act itself; click it to view the entire document. As you read through it, what type of feelings do you get about the continuing attitudes towards the Chinese of this time. How would this law be looked at today.



<span style="font-family: Arial,Helvetica,sans-serif;">**Conclusion**
<span style="font-family: Arial,Helvetica,sans-serif;">The Chinese were once consider amongst the lowest forms of life. They were discriminated against because of their appearance and beliefs. They were early victims of discrimination, however, these feelings have slowly faded into history. Immigrants have proven to be the most vulnerable groups discrimination bears its ugly head against. As Americans citizens, we can fight against discrimination for all in pursuit of what we term "the American Dream."

**<span style="font-family: Arial,Helvetica,sans-serif;">Assessment **
<span style="font-family: Arial,Helvetica,sans-serif;"> Final Outcome: – Students will have created a timeline and travel journal that chronicles their immigration story from the time they arrived on the shores of California to they met their new boss in the Boston, Massachusetts area. You will have also answered several key questions along the way. Below is the rubric to help guide you along the way.

**Process Rubric**
Rubric_Chinese_Timeline.pdf
 * || Excellent (4) || Good (3) || Satisfactory (2) || Needs Improvement (1) || Failure (0) ||
 * Content/ Facts || Facts were accurate for all events reported on the timeline. || Facts were accurate for almost all events reported on the timeline. || Facts were accurate for most of the events reported on the timeline. || Facts were often inaccurate for the events that were reported on the timeline. || Facts were inaccurate for the events, not completed and not on the timeline. ||
 * Dates || An accurate, complete date has been included for each event. || An accurate, complete date has been included for almost every event. || An accurate date has been included for almost every event. || Dates are inaccurate and/or missing for several events. || Dates are totally inaccurate or missing. ||
 * Learning of Content || The student can accurately describe 75% (or more) of the events on the timeline without referring to it and can quickly determine which of two events occurred first. || The student can accurately describe 50% of the events on the timeline without referring to it and can quickly determine which of two events occurred first. || The student can describe any event on the timeline if allowed to refer to it and can determine which of two events occurred first. || The student cannot use the timeline effectively to describe events nor to compare events. || The student did not use the timeline to describe events nor to compare events. ||
 * Resources || The timeline contained at least 7-8 events related to the topic being studied. || The timeline contained at least 5-6 events related to the topic being studied. || The timeline contained at least 3-4 events related to the topic being studied. || The timeline contained only 1-2 events. || The timeline contained fewer than 0 events. ||

[|It Happened In Massachusetts] by Larry B. Pletcher, Dan Spinella.
 * Resources:**

__**Websites:**__

http://library.thinkquest.org/20619/Chinese.html

http://www.archives.gov/research/arc/topics/immigration/

http://www.archives.gov/research/chinese-americans/guide.html

http://www.historicjoplin.org/?tag=history

http://www.mocanyc.org/timeline/timeline.html

http://internationalsociety.us/html/Gentleman-Playwright's%20notes.htm

http://www.ourdocuments.gov/doc.php?flash=true&doc=47#