1
10
9
-
https://shec.ashp.cuny.edu/files/original/letsmakeadealcards_313e69af16.pdf
d4af7eafcd2fea3be618b520ec9c7b43
Worksheet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Let's Make an Immigration Deal cards
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
These cards are used in the game "Let's Make an Immigration Deal."
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Relation
A related resource
1880
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Subject
The topic of the resource
Slavery and Abolition
Immigration and Migration
Race and Ethnicity
Chinese Exclusion Act
Chinese Immigration
-
Teaching Activity
Objectives
<ul>
<li>
<p>Students will be able to understand why Chinese immigrated to the United States, beginning in the 1850s and their work experiences in the West Coast. </p>
</li>
<li>
<p>Students will be able to describe racism against the Chinese and the causes and effects of the 1882 Chinese Exclusion Act.</p>
</li>
</ul>
Materials
1846, 900, 1878, 1879
Lesson Plan Text
<p><strong>Step 1:</strong> Tell students that they are going to watch a film about the first generations of Chinese who came to the United States. Hand out or have students sketch a KWL chart and ask them to complete the first column, “What do you already know?” Ask students to think about facts or images they have about this topic and write them down. (Optional: Divide students into small groups have each group complete the KWL chart together on a piece of chart paper.) </p>
<p><strong>Step 2:</strong> Introduce Clip 1 (Disc 1, 17:09-24:24) by providing background information, which can include: </p>
<ul>
<li>
<p>First wave of Chinese come seeking “Gold Mountain”, the California Gold Rush</p>
</li>
<li>
<p>Part of a “sojourning” tradition in China, where young men leave their villages to travel to Chinese cities, or other countries, to seek their fortunes and return </p>
</li>
<li>
<p>Virtually all Chinese immigrants in this first wave are from Guangdong Province </p>
</li>
<li>
<p>First group of Chinese immigrants are successful at the Gold Rush, by taking over claims abandoned by other miners and methodically finding gold dust in the silt </p>
</li>
<li>
<p>1850 Chinese population in US totals about 4,000 (total population of US is 23.2 million) (.02%) </p>
</li>
</ul>
<p>Ask students to jot down new information and questions in the appropriate columns as they watch the film. Play Clip 1 (Disc 1, 17:09-24:24). </p>
<p><strong>Step 3:</strong> After the clip, students should share what they learned and what questions they have with other students at their table. Then, ask each table to combine the information and questions on a piece of chart paper.</p>
<p>After all the students (or groups) have filled in a KWL chart paper, look around the room and synthesize patterns and key points, including: </p>
<ul>
<li>
<p>The Chinese were initially welcomed into the U.S. and then quickly became targets of racial discrimination.</p>
</li>
<li>
<p>There was a special tax levied against Chinese that limited what kinds of work they could do.</p>
</li>
<li>
<p>There was a court ruling saying that Chinese could not testify in courts. </p>
</li>
</ul>
<p><strong>Step 4:</strong> <span style="font-weight: normal;">Introduce and play Clip 2 (Disc 1, 40:00-52:00). Explain that this clip is about the role of Chinese workers in building the transcontinental railroad: “They’re a long way from Gold Mountain, now they’re tunneling through mountains.” Divide students into two groups. Ask the first group to pay attention to what kind of work the Chinese do and how that changes. Ask the second group to listen for how Chinese immigrants are treated and how the Chinese try to change it. </span></p>
<p>(Optional: Share out responses after viewing clips.)</p>
<p><strong>Step 5:</strong> Hand out Lee Chew document. Ask students to think about the focus questions: Why did Lee Chew enter the laundry business? and What does his account tell you about Chinese workers in America? After students read independently or as a class, share out responses. </p>
<p><strong>Step 6:</strong> Introduce and play Clip 3 (1:11:18-1:17:48). This clip is about the way that politicians in California and nationally helped to whip up a furor over Chinese immigration. Additionally, you can explain:</p>
<ul>
<li>
<p>It’s the 1870s: think about what else is happening in the US-Reconstruction is happening and rapid industrialization is changing the nature of work in the US; Panic of 1873 plunges US into a severe economic crisis that lasts until 1877. </p>
</li>
<li>
<p>For context, by 1880 the Chinese population of U.S. is 105,465 out of a total of 50.1 million (.2%).</p>
</li>
</ul>
<p>Ask students to listen for what language do anti-Chinese immigration groups use to make their arguments. Depending on the level of the students, you may also ask them to listen for "How did a local political issue/problem become a national political issue/problem?"</p>
<p><strong>Step 7: </strong>(Optional) Review the history of Chinese exclusion with your students. Explain that after some debate about how to handle Chinese immigration, restriction is a big winner politically. But the laws come in stages: </p>
<p><em>1875 Page Law </em></p>
<ul>
<li>
<p>Bars entry of Chinese and Japanese prostitutes, felons, and contract laborers (also known as “coolies”) </p>
</li>
</ul>
<em>1882 Chinese Exclusion Act </em><br />
<ul>
<li>
<p>Merchants, teachers, diplomats, students, and travelers are exempt </p>
</li>
<li>
<p>Laborers who were already here were allowed to leave and re-enter, but they had to get a “Certificate of Registration” when they left so that they could get back in </p>
</li>
<li>
<p>That meant that immigration inspectors inspected all Chinese entering and leaving the US • Prevents Chinese from becoming naturalized citizens </p>
</li>
</ul>
<p><em>1888 Scott Act </em></p>
<ul>
<li>
<p>Revokes all reentry certificates, stranding anyone who left intending to return </p>
</li>
</ul>
<p><em>1892 Geary Act </em></p>
<ul>
<li>
<p>Renews 1882 Exclusion Act </p>
</li>
<li>
<p>Requires that all Chinese in the U.S. register with the federal government </p>
</li>
</ul>
<p><em>1924 Johnson-Reed Act </em></p>
<ul>
<li>
<p>Stipulates that aliens ineligible for U.S. citizenship were not permitted to enter the United States </p>
</li>
</ul>
<p><em>1943 Congress finally repeals exclusion laws, grants Chinese the right to become citizens</em> </p>
<p>In summary, Chinese exclusion is the origin of the federal gatekeeping policy and enforcement apparatus for immigration. Before it, immigrants came and went freely. Chinese exclusion ushered in border controls and immigration inspections and the earliest version of the green card. As you’ll see in the final clip, restriction worked . . . for a while. </p>
<ul>
<li>
<p>In 1890 Chinese population of U.S. is 107,488 out of a total of 62.9 million (.002%) </p>
</li>
</ul>
<p><strong>Step 8:</strong> <span style="font-weight: normal;">Introduce and play Clip 4 (Disc 2 c. 41:39-52:37). Explain that this clip is Angel Island and Paper Sons, which reflects both the ways that Chinese restriction was carried out by the U.S. government, and the lengths to which many Chinese went to resist and evade the restriction laws. </span></p>
<p><strong>Step 9:</strong> Pass out the concluding writing prompt to students: Imagine you are a Chinese immigrant in 1890. Write a letter to your best friend from home who wants to know if he should try to evade exclusion laws and come to the United States. What would make a person want to come, and what would encourage him? Students may use examples from the documentary or the documents. </p>
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Language
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English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Active Viewing: <em>Becoming American: The Chinese Experience</em>
Description
An account of the resource
In this activity, students watch short clips of the PBS/A Bill Moyers Special production of<em><a href="http://www.pbs.org/becomingamerican/" target="_blank"> Becoming American: The Chinese Experience</a></em> (2003). The documentary clips and accompanying materials cover the arrival of Chinese in California, their work on the transcontinental railroad, the passage of the 1882 Chinese Exclusion Act, and the Angel Island immigration facility. At the end of the activity, students complete a short writing task on whether not to immigrate to the United States from the perspective of a young Chinese man.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Race and Ethnicity
Active Viewing
Chinese Exclusion Act
Chinese Immigration
-
https://shec.ashp.cuny.edu/files/original/a-chinese-immigrant-tells-of-labor-in-a-new-land_00b54a266f.pdf
febbd68680d183d4b97844f69c4b87de
Newspaper/Magazine
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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A Chinese Immigrant Tells of Labor in a New Land (shortened, with text supports)
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
Since their arrival in the United States in the 1850s, Chinese immigrants confronted social, political, and economic discrimination. Many Americans believed that the Chinese posed a threat to white workers and should not be eligible for citizenship. This hostility eventually led to the passage of the Chinese-Exclusion Act in 1882, which severely restricted the flow of immigration from China and increased prejudice against the Chinese. In this short autobiography, a successful Chinese-born businessman attempts to dispel common misconceptions about the Chinese.
Creator
An entity primarily responsible for making the resource
Lee Chew
Source
A related resource from which the described resource is derived
Lee Chew, “The Biography of a Chinaman,” Independent, 15 (19 February 1903), 417—423, from History Matters, The U.S. Survey on the Web, http://historymatters.gmu.edu.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Relation
A related resource
900, 1847
Date
A point or period of time associated with an event in the lifecycle of the resource
1903
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Immigration and Migration
Work
Chinese Exclusion Act
Chinese Immigration
Reading Supports
-
Laws/Court Cases
Text
Any textual data included in the document.
<p>An Act to execute certain treaty stipulations relating to Chinese. </p>
<p>Whereas in the opinion of the Government of the United States the coming of Chinese laborers to this country endangers the good order of certain localities within the territory thereof: Therefore, </p>
<p><em>Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled</em>, That from and after the expiration of ninety days next after the passage of this act, and until the expiration of ten years next after the passage of this act, the coming of Chinese laborers to the United States be, and the same is hereby, suspended; and during such suspension it shall not be lawful for any Chinese laborer to come, or having so come after the expiration of said ninety days to remain within the United States. </p>
<p>SEC. 2. That the master of any vessel who shall knowingly bring within the United States on such vessel, and land or permit to be landed, any Chinese laborer, from any foreign port or place, shall be deemed guilty of a misdemeanor, and on conviction thereof shall be punished by a fine of not more than five hundred dollars for each and every such Chinese laborer so brought, and maybe also imprisoned for a term not exceeding one year. </p>
<p>SEC. 3. That the two foregoing sections shall not apply to Chinese laborers who were in the United States on the seventeenth day of November, eighteen hundred and eighty, or who shall have come into the same before the expiration of ninety days next after the passage of this act, and who shall produce to such master before going on board such vessel, and shall produce to the collector of the port in the United States at which such vessel shall arrive, the evidence hereinafter in this act required of his being one of the laborers in this section mentioned; nor shall the two foregoing sections apply to the case of any master whose vessel, being bound to a port not within the United States, shall come within the jurisdiction of the United States by reason of being in distress or in stress of weather, or touching at any port of the United States on its voyage to any foreign port or place: Provided, That all Chinese laborers brought on such vessel shall depart with the vessel on leaving port. </p>
<p>SEC. 4. That for the purpose of properly identifying Chinese laborers ... the collector of customs of the district from which any such Chinese laborer shall depart from the United States shall, in person or by deputy, go on board each vessel having on board any such Chinese laborers and cleared or about to sail from his district for a foreign port, and on such vessel make a list of all such Chinese laborers, which shall be entered in registry-books to be kept for that purpose, in which shall be stated the name, age, occupation, last place of residence, physical marks of peculiarities, and all facts necessary for the identification of each of such Chinese In case any Chinese laborer after having received such certificate shall leave such vessel before her departure he shall deliver his certificate to the master of the vessel, and if such Chinese laborer shall fail to return to such vessel before her departure from port the certificate shall be cancelled. </p>
<p>SEC. 14. That hereafter no State court or court of the United States shall admit Chinese to citizenship; and all laws in conflict with this act are hereby repealed. </p>
<p>SEC.15. That the words "Chinese laborers", wherever used in this act shall be construed to mean both skilled and unskilled laborers and Chinese employed in mining.</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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The United States Bars Chinese Immigrants
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
The Chinese Exclusion Act, passed on May 6, 1882, was the first major restriction placed on immigration in the U.S., and the only immigration law that explicitly barred a specific group from entering the country. The Exclusion Act forbade Chinese "skilled and unskilled laborers" from entering the U.S. for a period of ten years, required Chinese who left the country to gain certifications for reentry, and prevented Chinese already in the U.S. from becoming citizens. The Act was finally repealed in 1943 by the Magnuson Act, which allowed a quota for a small number of Chinese immigrants each year.
Creator
An entity primarily responsible for making the resource
U.S. Congress
Source
A related resource from which the described resource is derived
Becoming Historians: Methods for History Education in the Elementary Grades, http://www.becominghistorians.org/chinese-immigration-new-york.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Date
A point or period of time associated with an event in the lifecycle of the resource
1882
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Immigration and Migration
Chinese Exclusion Act
Chinese Immigration
Constitution and Government
-
Teaching Activity
Objectives
<ul><li>
<p>Students will analyze primary source images and read background texts to determine what life was like for the people who lived in Chinatown.</p>
</li>
<li>
<p>Students will compare the real Chinatown of the people who lived there with the myths and exaggerations created by outside visitors.</p>
</li>
<li>
<p>Students will synthesize their understanding of Chinatown by creating a walking tour that shows what real life in San Francisco's Chinatown was like. Â </p>
</li>
</ul><p>This activity supports the following Common Core Literacy Standards in History/Social Studies:</p>
<ul><li>
<p>RHSS.6-8.7. Integrate visual information with other information in print and digital texts.</p>
</li>
</ul>
Materials
1113, 1122, 1041, 1117, 1039, 1042, 1116, 1040, 1114, 1118, 1577
Historical Context
<p>The Chinatown envisioned by tourists in the late 19th century promised exoticism and adventure. They were not there to see the everyday life of the Chinese who lived there. For its residents, however, Chinatown was a home base, a safe place, a living community. The streets were full of familiar people, sounds, colors and smells. Male workers dominated the streets. Occasionally a wealthy merchant with his family might be glimpsed. Children playing outside were safeguarded by the community. In 1906, a devastating earthquake and fire destroyed San Francisco's old Chinatown.</p>
Lesson Plan Text
<p><strong>Step 1:</strong> Tell students that visitors to and residents of San Francisco's Chinatown had very different perspectives about the neighborhood in the late 19th century. Â Outsiders saw Chinatown as exotic and adventurous, a place to eat strange foods, to gamble illegally, to have "adventures." Tourism to Chinatown was so common that many visitor's guides were published in the late 19th and early 20th century. But these visitor's guides are flawed: they don't really reflect the real experiences of the people who actually iived in Chinatown! In this activity, students will correct this problem by learning about real people who lived in Chinatown and creating a walking tour of "their" Chinatown. Â </p>
<p><strong>Step 2: </strong>Divide students into small groups of 2-3 students. Â Assign each group one of the following identities and photographs:</p>
<div>
<ul><li>
<p>Woman (Photograph "Chinese Women Relax in Golden Gate Park")</p>
</li>
<li>
<p>Laborer (Photograph "A Chinese Laborer Shields His Face from the Camera")</p>
</li>
<li>
<p>Elite Young Boy (Photograph "Children of High Class")</p>
</li>
<li>
<p>Merchant (Photograph "Customers Shop in a Chinatown General Store")</p>
</li>
<li>
<p>Young Girl (Photograph "The Fish Dealer's Daughter")</p>
</li>
</ul><p>Give each student the Walking Tour pamphlet worksheet. Â Ask students (independently or working in their groups) to analyze their photographs and read the description. They should read and fill out the first page of their planning pamphlet, using the information from the photograph and description.</p>
</div>
<p><strong>Step 3:</strong> Give each group a packet of the following documents. Â Students should go through each document in the packet and record their findings, from their character's point of view, on pages 2-3 of the planning pamphlet. Students should also answer the questions on page 2 about their character's photograph. Â </p>
<ul><li>
<p>Customers Shop in a Chinatown Grocery Store</p>
</li>
<li>
<p>"Street of Gamblers (By Day)</p>
</li>
<li>
<p>"Interior of Chinese Theater"</p>
</li>
<li>
<p>"Chinese Restaurant, San Francisco"</p>
</li>
<li>
<p>Exterior of a Chinese Temple in San Francisco</p>
</li>
</ul><p><strong>Step 4:</strong> When students have finished reviewing the documents, they should plan their walking tour on the last page of the planning pamphlet. Their tours should incorporate texts and at least three images. The teacher should sign off on their plans before giving them art supplies to create a pamphlet. Â </p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Create a Walking Tour of San Francisco's Chinatown
Description
An account of the resource
In this activity students learn about the people and places, and the social rules that governed them, in San Francisco's Chinatown in the 1800s. Students develop a character based on the real people who lived in Chinatown, and then create a walking tour of what life was really like in "their" neighborhood. Students analyze photographs and read short background texts to gather information for their tours.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2010.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2010
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Immigration and Migration
Chinese Exclusion Act
Chinese Immigration
Common Core Reading
Group Work
Lessons in Looking
Role Play and Debate
-
Teaching Activity
Objectives
<ul><li>
<p>Students will analyze the importance of different locations within San Francisco's Chinatown. Â </p>
</li>
<li>
<p>Students will be able to describe the different perspectives on Chinatown from an "insider" versus an "outsider" perspective. Â </p>
</li>
<li>
<p>Students will write an essay in defense of Chinatown, using information gathered from document analysis and a gallery walk.</p>
</li>
</ul><p>This activity supports the following Common Core Literacy Standards in History/Social Studies:</p>
<ul><li>
<p>RHSS.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.</p>
</li>
<li>
<p>RHSS.6-8.6. Identify aspects of a text that reveal an author's point of view or purpose.</p>
</li>
<li>
<p>WHSS.6-8.2. Write arguments focused on discipline-specific content.</p>
</li>
</ul>
Materials
527, 1040, 607, 1116, 623, 1114, 608, 1047, 1149, 1046, 973, 1495, 1869, 1871
Historical Context
The Chinatown envisioned by tourists in the late 19th century promised exoticism and adventure. They were not there to see the everyday life of the Chinese. For its residents, however, Chinatown was a home base, a safe place, a living community. The streets were full of familiar people, sounds, colors, and smells. Male workers dominated the streets. Occasionally a wealthy merchant with his family could be seen. Children playing outside were safeguarded by the community. In 1906, a devastating earthquake and fire destroyed old Chinatown.
Lesson Plan Text
<p><strong>Step 1:</strong> Have students read San Francisco's Chinatown background essay OR view a clip from the film <em>Becoming American</em> (Disc 2, first 9 minutes of Chapter 1). Â After reading/viewing, lead a discussion about what kind of community was San Francisco's Chinatown in the 1890s. Â Points to bring out in discussion include:Â </p>
<ul><li>
<p>like "a country within a country"; an immigrant community; "bachelor" society as a result of exclusion laws; refuge from violence; residents from diverse regions, speaking different dialects; opera and other familiar culture available; stores served as gathering places, hiring halls</p>
</li>
</ul><p><strong>Step 2:</strong> Divide the class into five groups and assign each group one Chinatown place: grocery store, restaurant, theater, school, Six Companies self-help association. Â There is one photograph and one text document for each place. Â Hand these out to the groups, along with the worksheet. (Optional: Divide the class into four groups and use one of the photographs as a model.)Â </p>
<p><strong>Step 3:</strong>  Allow students to examine the photograph first, and use Part I of the worksheet to make a list of observations about what people, objects and activities they see. Groups should then decide on three inferences that they can make based on these observations, as well as any questions about the photograph they have. </p>
<p>Then, ask students to read the text documents and use Part II of the worksheet to compare "insider" and "outsider" perspectives.</p>
<p>While groups are working, pass out five pieces of chart paper around the classroom, each with one of the five photographs already attached.</p>
<p><strong>Step 4:</strong> Groups should review the information gathered on both sides of their worksheets. Then, on the chart paper, each group will:</p>
<ul><li>
<p>Write down the inference(s) substantiated by the insider or outsider text and the phrases from the text that support the inference(s)</p>
</li>
<li>
<p>Circle the part(s) of the photo that support(s) the inference(s)</p>
</li>
<li>
<p>List a question that is still unanswered that the photo raised</p>
</li>
</ul><p>Post the five pieces of chart paper around the classroom.</p>
<p><strong>Step 5:</strong> Divide the students into pairs and have them do a gallery walk of all five photographs. Give them a list of the following historical understandings about Chinatown and ask them to circle which photograph/text supports each photograph:</p>
<p><em>Historical Understandings:</em></p>
<p><em>San Francisco's Chinatown included residents from different classes and regions of China.</em></p>
<p>Restaurant  Grocery  Theater  Six Companies  School</p>
<p><em>San Francisco's Chinatown provided familiar cultural traditions to its residents, including foods, goods, and entertainment.</em></p>
<p>Restaurant  Grocery  Theater  Six Companies  School</p>
<p><em>In response to exclusion and violence against them, Chinese residents of Chinatown created self-help organizations and educated their children.</em></p>
<p>Restaurant  Grocery  Theater  Six Companies  School</p>
<p><em>Outside visitors to Chinatown viewed it as exotic and interesting, as well as foreign and threatening.</em></p>
<p>Restaurant  Grocery  Theater  Six Companies  School</p>
<p>Share out responses with the group. Discuss the questions written on the chart paper that were left unanswered.</p>
<p><strong>Step 6:</strong> Have students complete a written assessment of the activity using the following writing prompt:</p>
<ul><li>
<p>After the 1906 earthquake destroyed San Francisco, city leaders debated whether or not Chinatown should be rebuilt. Chinatown occupied valuable real estate in the center of town, and some wanted to use the land for other purposes. Imagine you are a resident of Chinatown. Write a letter to a city official in which you argue why your neighborhood should be rebuilt. Use evidence and details you have gathered from the gallery of photographs and accompanying text. </p>
</li>
</ul><p>Â </p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
A Country within a Country: Understanding San Francisco's Chinatown
Description
An account of the resource
In this activity, students use a range of primary and secondary sources about San Francisco's Chinatown (1880s-1920) to explore what the community meant to residents and to outsiders.
Creator
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American Social History Project/Center for Media and Learning
Source
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American Social History Project/Center for Media and Learning, 2008.
Rights
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Copyright American Social History Project/Center for Media and Learning
<div><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/"></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2008
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Immigration and Migration
Chinese Exclusion Act
Chinese Immigration
Common Core Reading
Common Core Writing
Group Work
Lessons in Looking
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https://shec.ashp.cuny.edu/files/original/exclusionactinstandardenglish_fb767f087f.pdf
df37c96c3bc116f5ebe72b7d9d0e46de
Laws/Court Cases
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Type
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Laws/Courts
Title
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The United States Bars Chinese Immigrants (with text supports)
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
The Chinese Exclusion Act, passed on May 6, 1882, was the first major restriction placed on immigration in the U.S., and the only immigration law that explicitly barred a specific group from entering the country. The Exclusion Act forbade Chinese "skilled and unskilled laborers" from entering the U.S. for a period of ten years, required Chinese who left the country to gain certifications for reentry, and prevented Chinese already in the U.S. from becoming citizens. The Act was finally repealed in 1943 by the Magnuson Act, which allowed a quota for a small number of Chinese immigrants each year.
Creator
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U.S. Congress
Source
A related resource from which the described resource is derived
<em>Becoming Historians: Methods for History Education in the Elementary Grades,</em> http://www.becominghistorians.org/chinese-immigration-new-york.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Date
A point or period of time associated with an event in the lifecycle of the resource
1882
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Immigration and Migration
Chinese Exclusion Act
Chinese Immigration
Constitution and Government
Reading Supports
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Laws/Court Cases
Text
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<p>The facts of this case, as agreed by the parties, are as follows:</p>
<p>Wong Kim Ark was born in 1873 in the city of San Francisco, in the State of California and United States of America, and was and is a laborer. His father and mother were persons of Chinese descent, and subjects of the Emperor of China; they were at the time of his birth domiciled residents of the United States, having previously established and still enjoying a permanent residence therein at San Francisco; they continued to reside and remain in the United States until 1890, when they departed for China; and during all the time of their residence in the United States they were engaged in business . . . Wong Kim Ark, ever since his birth, has had but one residence…in California, within the United States, and has there resided, claiming to be a citizen of the United States, and has never lost or changed that residence, or gained or acquired another residence; and neither he, nor his parents acting for him, ever renounced his allegiance to the United States, or did or committed any act or thing to exclude him therefrom. In 1890 (when he must have been about seventeen years of age) he departed for China on a temporary visit and with the intention of returning to the United States, and did return thereto by sea in the same year, and was permitted by the collector of customs to enter the United States, upon the sole ground that he was a native-born citizen of the United States. After such return, he remained in the United States…until 1894, when he…again departed for China on a temporary visit and with the intention of returning to the United States; and he did return thereto by sea in August, 1895, and applied to the collector of customs for permission to land; and was denied such permission, upon the sole ground that he was not a citizen of the United States, the acts of Congress, known as the Chinese Exclusion Acts, prohibiting persons of the Chinese race, and especially Chinese laborers, from coming into the United States, do not and cannot apply to him. . . . <br /><br />The fact, therefore, that acts of Congress or treaties have not permitted Chinese persons born out of this country to become citizens by naturalization, cannot exclude Chinese persons born in this country from the operation of the broad and clear words of the Constitution, “All persons born in the United States, and subject to the jurisdiction thereof, are citizens of the United States.†. . .<br /><br />[T]his case . . . present[s] for determination the single question . . . namely, whether a child born in the United States, of parents of Chinese descent, who, at the time of his birth, are subjects of the Emperor of China, but have a permanent domicile and residence in the United States . . . becomes at the time of his birth a citizen of the United States. For the reasons above stated, this court is of opinion that the question must be answered in the affirmative.</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Type
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Laws/Courts
Title
A name given to the resource
The U.S. Supreme Court Rules in the case of <em>United States v. Wong Kim Ark</em>
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
In 1895, Wong Kim Ark returned to San Francisco, the city of his birth, from a trip to China. Customs officials denied him re-entry to the country and detained him, claiming that he was not a citizen; because of the Chinese Exclusion Act passed in 1882, he could not enter as an immigrant. With the help of the Chinese consulate and the Chinese Six Companies, he sued in federal district court to be allowed to enter the U.S. and won. The U.S. government appealed the ruling to the Supreme Court, which ruled in 1898 that Wong Kim Ark was a citizen of the United States.
Creator
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U.S. Supreme Court
Source
A related resource from which the described resource is derived
Cornell University Law School, Supreme Court Collection, <em>United States v. Wong Kim Ark</em>, http://www.law.cornell.edu/supct/html/historics/USSC_CR_0169_0649_ZS.html.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Date
A point or period of time associated with an event in the lifecycle of the resource
1898
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Immigration and Migration
Chinese Exclusion Act
Chinese Immigration
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https://shec.ashp.cuny.edu/files/original/wong-kim-ark_750823cd69.tif
582aca07e4ffb7c558907905f7b682f7
Omeka Image File
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Height
634
Width
606
Government Document
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Type
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Government Document
Title
A name given to the resource
An American-Born Chinese Man Complies with the Chinese Exclusion Act
Language
A language of the resource
English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
Wong Kim Ark, a Chinese-American born in San Francisco, was required under the Chinese Exclusion Act of 1882 to acquire this Certificate of Registration before leaving the country on an 1894 trip to China so that he would be allowed back into the country. Despite this officially notarized document, U.S. customs officials at the port of San Francisco refused to let him re-enter the U.S. and detained him. Wong sued, and the U.S. Supreme Court eventually ruled in <em>United States v. Wong Kim Ark</em> that Wong was a citizen.
Creator
An entity primarily responsible for making the resource
Department of Justice
Source
A related resource from which the described resource is derived
Department of Justice, Immigration and Naturalization Service, San Francisco District Office, "Sworn Statement of Witnesses Verifying Departure Statement of Wong Kim Ark, 11/02/1894," National Archives, http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=296481.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Date
A point or period of time associated with an event in the lifecycle of the resource
1894
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Immigration and Migration
Chinese Exclusion Act
Chinese Immigration