tlp_10_jliu_teacherside

=Jody's Lesson Page Teacher Side=

Jody's Teacher Lesson Page (Student Side)

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


 * Author:** Jody Liu

=**Unit Title:** Sorry, we're closed--but only to you!=


 * 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

 * 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.

> All groups will read: Chinese Exclusion Act (1882). Additionally, you will complete the readings below that are associated with your group number.
 * 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.

Notes: Rubric I will assess knowledge gained, both facts and social perspectives Rubric II will assess ability to synthesize in a creative writing vehicle: knowledge gained, translate feelings and perspectives, good writing mechanics, “voice.”
 * 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.

CONCLUSION __

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 diaries/letters, you "live" it as well!

Notes: Rubric I will assess knowledge gained, both facts and social perspectives Rubric II will assess ability to synthesize in a creative writing vehicle: knowledge gained, translate feelings and perspectives, good writing mechanics, "voice."


 * English and Language Arts Content Outcomes:**


 * Students will be able to use agreed-upon rules for formal and informal discussion in small groups. (//English Language Arts//)
 * Students will be able to pose questions, listen to the ideas of others, and contribute their own information or ideas in group discussions and interviews in order to acquire new knowledge. (//English Language Arts//)
 * Students will be able to describe and analyze how oral dialects differ from each other in English, how they differ from written standard English, and what role standard American English plays in informal and formal communication (//English Language Arts//)
 * Students will be able to identify the basic facts and essential ideas in what they have read, heard, or viewed. (//English Language Arts//)
 * Students will be able to identify, analyze, and apply knowledge of theme, fiction, nonfiction, and poetry and provide evidence from the text to support their understanding. (//English Language Arts//)
 * Students will be able to identify and analyze how an author's choice of words appeals to the senses, creates imagery, suggests mood, and sets tone. (//English Language Arts//)


 * Timeframe: 3-4 class sessions**


 * Student Foundational Skills:**
 * **group interpersonal skills**
 * **understanding what a primary source versus secondary or synthesized source is**
 * **ability to summarize information and paraphrase**

Assessment
Question #'s 9, 10, 17 (can we do just one group instead of two?), 41 (can we have one reaction?, 34 (can we change the quote to be a Chinese quoate?)