European Immigrant Journey - A Virtual Museum

from SCORE H/SS!

http://rims.k12.ca.us/activity/immigrant/

Description: Follow the journey of immigrants from Europe as they prepare for their journey to America, sail across the ocean, arrive in the new world and migrate to their new home across the U.S. This site is a perfect companion to Joan Sandin's books "Long Way to a New Land" and "The Long Way Westward." Standards 2.1.1, 2.1.2, 2.2.3, 3.3.1, and 4.4.3

Author: Gregg Legutki, San Bernardino County Superitendent of Schools

Lesson ID: 363

Angel Island

http://www.askasia.org/teachers/lessons/plan.php?no=26&era=&grade=&geo=&PHPSESSID=4f5d5bbe0ebc572b70bce24d2bbeb33f

Description: After sailing thousands of miles with a huge debt to repay for your passage, you reach your destination. Upon your arrival, officials meet you at the dock and lead you to a run- down wooden building enclosed by barbed wire. You are held on an island where you are told you will be detained indefinitely. You notice that immigrants of other nationalities are allowed to go ashore almost immediately. How will you cope with what has happened to you? Standards 4.4.3, 8.12.7, and 11.2.3

Author: Asia Society

Lesson ID: 84

Chinese Emigration: Reading for Information

http://www.newton.mec.edu/Angier/DimSum/Emigration-%20Reading%20Lesson.html

Description: Practice reading for information as you learn the reasons for Chinese emigration. Learn about the circumstances of the Chinese who contributed so much to California's growth. Standard 4.4.3

Author: Dim Sum

Lesson ID: 213

Chinese Exclusion Act

http://www.calisphere.universityofcalifornia.edu/themed_collections/subtopic2a.html

Description: Examine 21 images reflecting the daily lives of the Chinese in California during the late 1800s. Some also express the anti-Chinese feeling that resulted in the Chinese Exclusion Act of 1882. Seek answers to these questions: How did the Chinese preserve their culture in American society? What did they do for work? How did some white Americans regard the Chinese? Standard 4.4.3

Author: Calisphere, University of California

Lesson ID: 1446

Frankish Building: A Reflection of the Success of Ontario, California

http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/43frankish/43frankish.htm

Description: The 1870s and 1880s brought the development of agriculture on the dry lands of the West. Many people, believed that the West's barren acres could be profitably farmed if they could be irrigated. Developing irrigation systems took money, however, and most families who wanted to move West had little hard cash. To solve the problem, land developers formed model colonies in which people could buy a share of land. In the San Gabriel/Pomona Valleys of California, one of the best known and most successful colonies owed its beginning to George Chaffey and his younger brother William who formed California's first mutual water company. Note: Students may need some help with the primary documents. Standards 3.3.3, 3.5.1, 4.4.6 and 4.4.7

Author: Brent Heath, De Anza Middle School

Lesson ID: 420

Native American Assimilation

http://www.calisphere.universityofcalifornia.edu/themed_collections/subtopic2c.html

Description: Use the Library of Congress photo analysis worksheets to analyze this rich collection of historical photos about Indian European interaction from the University of California Calisphere project. The images reflect the weakening and even dissolution of tribal social and political structures that occurred over the course of the 19th century. As traditional Native American lands were taken away, many aspects of their daily lives changed, including housing, clothing, food sources, livelihood, and religion. Standards 4.4.3, 8.8.1 and 8.8.2

Author: Calisphere, University of California

Lesson ID: 1442

Opportunity and Danger

http://www.thirteen.org/edonline/lessons/opportunity/index.html

Description: Explore Chinese immigration to California in this lesson that supports the PBS video "Becoming American: The Chinese Experience." The three activities may be done independently or sequenced after viewing the program. Students examine the treatment, often exclusionary, of Chinese immigrants in the U.S. and explore the dynamics of inclusion, exclusion, and prejudice. As a culminating activity, students interview first- or second-generation immigrants. Standard 4.4.3

Author: Kathleen Cochran, Thirteen Ed Online

Lesson ID: 786