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  • Immigration Journeys Changes and Challenges

    Curriculum and Resource Guide

    Essential Question: What transitions and challenges are experienced by immigrants

    along their journey of creating a new life in the U.S.?

    National Park Service Densho: The Japanese American Legacy Project

  • ImmigrationJourneysvNPS200909161 2

    Acknowledgments

    ThisunitisdesignedtocloselyalignwithIdahostatestandardsinsocialstudiesandlanguagearts,specificallyingeography,U.S.history,andwriting. Copyright2009NationalParkServiceandDensho:TheJapaneseAmericanLegacyProjectDensho:TheJapaneseAmericanLegacyProjectdevelopedthisunit.SarahLoudonandDougSelwynweretheprimarywriters.DenshoisaJapanesetermmeaning"topassontothenextgeneration,"ortoleavealegacy.OurmissionistopreservethetestimoniesofJapaneseAmericanswhowereunjustlyincarceratedduringWorldWarII.Usingdigitaltechnology,Denshoprovidesfreeonlineaccesstopersonalaccounts,historicaldocumentsandphotographs,andteacherresourcestoexploreprinciplesofdemocracyandpromoteequaljustice.SignupforthefreeDenshoDigitalArchiveatwww.densho.org.FeedbackandContactInformationWeareveryinterestedinreceivingcomments,suggestions,andquestionsaboutthisunitandourmaterials.Feedbackisessentialinguidingourfurtherworkwitheducators!Afterusing,orreviewingthematerialsforlateruse,wewouldappreciatehearingyourcomments.Youmayfilloutashortonlinesurveyatwww.densho.org/learning.Wealsoverymuchappreciatereceivingcopiesofstudentreflectionswrittenattheendoftheunit.Youcancontactusat:Densho NationalParkServiceEmail:info@densho.org MinidokaNationalHistoricSiteMail: Mail:1416SouthJacksonStreet P.O.Box570Seattle,WashingtonUSA981442023 Streetaddress:221NorthStateStreetPhone:(206)3200095 Hagerman,Idaho83332Fax:(206)3200098 Phone:(208)9334126Website:www.densho.org Website:www.nps.gov/miinTheNationalParkServicecaresforspecialplacessavedbytheAmericanpeoplesothatallmayexperienceourheritage.Tolearnmoreaboutyournationalparks,visittheNationalParkServicewebsiteatwww.nps.gov.TolearnmoreaboutMinidokaNationalHistoricSite,pleasevisitourwebsiteatwww.nps.gov/miin.

  • ImmigrationJourneysvNPS200909161 3

    IdahoStateStandardsTheunitaddressesthefollowingIdahostatestandardsfor4th,5thand6thgrades.Identifiersoftheobjectivesbelow(suchas6LA.2.3.5)beginwithanumeralforgradelevel(forthisexample,6thgrade).LanguageArts,Grades46

    Goals ObjectivesStandard2:Comprehension/InterpretationGoal2.3:Acquireskillsforcomprehendingliterarytext.

    4LA.2.3.4and5LA.2.3.4Explainthemainproblem,conflict,andresolutionofastoryplot.6LA.2.3.4Analyzetheconflictofaplotandexplainitsresolution.4LA.2.3.5Identifythenarratorofastory(pointofview).5LA.2.3.5Identifythespeakerofastoryandrecognizethedifferencebetweenfirstpersonandthirdperson.6LA.2.3.5Identifytheliterarypointofview(e.g.firstperson,thirdperson)inliterarytext.

    Standard4:WritingApplicationsGoal4.1Acquireexpressive(narrative/creative)writingskills.

    5LA.4.1.1Writeshortnarrativesthatincludeaplot,setting,andcharacters.6LA.4.1.1Writenarrativesthatdevelopastandardplotline.

    Goal4.4Acquireskillsforliteraryresponse.

    4LA.4.4.2Writeordrawaresponsetoaliteraryselectionthatidentifiestheplot.

    SocialStudies,Grades46Goals Objectives

    Standard1.HistoryGoal1.2:Tracetheroleofmigration&immigrationofpeopleinthedevelopmentoftheUnitedStates.

    4.SS.1.2.3AnalyzeanddescribetheimmigrantexperienceinIdaho.

    Standard4:CivicsandGovernmentGoal4.4:Buildanunderstandingoftheevolutionofdemocracy.

    4.SS.4.4.1and5SS4.4.3Discusstheconceptsofpopularconsent,respectfortheindividual,equalityofopportunity,andpersonalliberty.612.USH1.4.4.1Describetheroleofgender,race,ethnicity,religion,andnationaloriginonthedevelopmentofindividual/politicalrights.

    Standard5:GlobalPerspectivesGoal5.1:Buildanunderstandingofmultipleperspectivesandglobalinterdependence.

    4.SS.5.1.2Investigatethecontributionsandchallengesexperiencedbypeoplefromvariouscultural,racial,andreligiousgroupsthatsettledinIdahofromdifferentpartsoftheworld.69.GWH.5.1.3Defineethnocentrismandgiveexamplesofhowthisattitudecanleadtoculturalmisunderstandings.

    VisualArts,grades46Standard1.HistoricalandCulturalContext

    Goals ObjectivesGoal1.1:Discussthehistoricalandculturalcontextsofthevisualarts.

    45.VA.1.1.3Explainhowaspecificworkofartreflectseventsinhistoryand/orculture.68.VA1.1.1Identifydistinguishingcharacteristicsofstyleintheworkofindividualartistsandartmovements.

  • ImmigrationJourneysvNPS200909161 4

    Table of Contents

    Acknowledgments...........................................................................................................................2

    IdahoStateStandards.....................................................................................................................3

    TotheTeacher................................................................................................................................5

    SESSION1.INTRODUCINGTHEUNIT..............................................................................................9

    SESSION2.HOWANDWHYDOPEOPLEIMMIGRATE?................................................................11

    SESSION3.PERSONALACCOUNTSOFIMMIGRATION.................................................................14

    SESSION4.FOCUSONTHEHISTORYOFIMMIGRATIONFROMMEXICO.....................................16

    SESSION5.FOCUSONEARLYHISTORYOFIMMIGRATIONFROMJAPAN....................................17

    SESSION6:ORALHISTORYINTERVIEWINTHECLASSROOM.......................................................19

    SESSION7.FOCUSONJAPANESEAMERICANINCARCERATION...................................................21

    SESSION8.ARTISTSREPRESENTATIONSOFTHEIMMIGRANTEXPERIENCE...............................23

    SESSION9:DRAWINGSBASEDONORALHISTORYACCOUNTS....................................................25

    SESSION10:BOOKDISCUSSIONS..................................................................................................27

    AFEWADDITIONALRESOURCESFORTEACHERS.........................................................................28

    CHECKLISTOFSTUDENTACTIVITIES.............................................................................................29

    Handout#1StepsofanImmigrantsJourney..........................................................................30

    Handout#2U.S.ImmigrationTimeline:AFewSignificantEvents...........................................31

    Handout#3U.S.CitizenshipTest.............................................................................................32

    Handout#4OralHistoryExcerptsfromImmigrants................................................................33

    Handout#5YourNotesforDiscussionoftheOralHistoryAccounts......................................42

    Handout#6PartofaTestGivenatAngelIslandtoPotentialImmigrants,19101940...........44

    Handout#7MexicanImmigrationtotheNorthwest..............................................................46

    Handout#8U.S.AgricultureandMexicanAmericanWorkers................................................49

    Handout#91930sMassDeportationsofMexicanAmericans...............................................51

    Handout#10OralHistoryExcerptsonthe1930sMassDeportation......................................52

    Handout#11HistoricalOverviewofJapaneseImmigrationtotheU.S..................................53

    Handout#12OralHistoryExcerpts,JapaneseAmericanAccountsofImmigration...............55

    Handout#13PossibleQuestionsforInterview........................................................................60

    Handout#14HistoricalOverviewofJapaneseAmericanIncarceration.................................61

    Handout#15ExcerptsfromInterviewsonJapaneseAmericanIncarceration........................67

    Handout#16BookDiscussionQuestions.................................................................................70

  • ImmigrationJourneysvNPS200909161 5

    TotheTeacher

    Unit Overview Theunitoutlinesatwoweekinvestigationofimmigration,basedontheIdahoStatestandards.Thisunitisgearedforstudentsingrades46,andtakesaninterdisciplinaryapproachthroughlanguagearts,socialstudies,andvisualart.Itconsistsoftenlessons,butcouldbeshortenedtofittimeconstraints,orexpandedtodevotemoretimetothereading.Becauselanguageartsandsocialstudiesareintegrated,teachersmaydecidetoscheduletwolessonsonsomedays.TherearemanychildrensbooksandteachingresourcesonimmigrationwithafocusontheEastCoastandEllisIsland.Thisunitisintendedasanupdate,asastudyofimmigrationwithafocusontheWestCoastandfromsouthoftheborder.Inparticular,theunitincludesafocusonimmigrationfromJapanandMexico.StudentscompareexperiencesofimmigrantsfromJapanwiththosefromMexicothroughbackgroundreadings,childrensliterature,oralhistoryaccounts,andviewingworksofart.AlthoughthemajorityofU.S.citizensaredescendedfromimmigrantsandenslavedpeoplesofAfrica,newimmigrantsarenotalwayswelcomed.SometimesimmigrantsareseenascompetitionbysettledAmericans,andsometimesasthreatstotheAmericanwayoflife.TherearetensionsbetweenAmericansobligationtobefair,regardlessofraceandnationalorigin,anddiscriminatoryattitudesthathaveaffectedimmigrationpolicyandtreatmentofcertaincommunities.Duringtheunit,studentslearnthattheimmigrantexperiencedependsnotonlyonhowimmigrantsadjusttotheirnewhome,butalsoonhowtheirnewcommunityaccommodatesimmigrants.Theimmigrationjourneyisviewedasalongtransition,thatcanlastalifetimeorforacoupleofgenerations,ifthefamilycontinuestobetreatedasforeignersbasedontheirrace.DifficultepisodesinU.S.historytheincarcerationofJapaneseAmericansduringWorldWarIIandmassdeportationofMexicansandMexicanAmericansduringtheDepressionareinvestigatedasexamplesoftragediesresultingfromethnicAmericansbeingmistakenforaliens.Teachersmaywanttoplanaheadforafewcomponentsofthisunit.Oneistodevoteabulletinboardtoimmigration,andaddcomponentsduring