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The Chinese Experience in 19th
Century America -
Curriculum Standards |
CONNECTION TO THE CURRICULUM: Immigration and urban life in the late 19th
century and industrialization.
| Lesson |
Activities |
Format |
NCSS Standards* |
1.19th Century
American Ideas
About Other
Peoples |
1. Some 19th Century American Attitudes
2.
Illustrations from the Popular Press
3. Popular Literature: Bret Harte
and Jacob Riis
4. The “Yellow Peril”
5. Solutions to the Chinese Immigration
Question
|
1. Class or Group Discussion
2. Jigsaw Cooperative
Learning
3. Groups, Class Discussion
4. Groups, Class Discussion
5. Class Discussion |
1. I, II, III, IV, IX
2. I, V
3. I, V
4. I, V
5. V, VII |
2.Chinese Exclusion:
The Process |
1. Local and State Anti-Chinese
Legislation
2. Using the 14th Amendment to
Challenge Discrimination: Yick Wo
3. “White Labor League” Boycott
4. Forming a National Consensus
in
Support of Exclusion: U.S. Senate Minority Report
5. Understanding the Exclusion
Act |
1. & 2. Class Discussion or
Groups
3. Small Groups
4. Class or Group Discussion
5. Class, Groups, or
Individual
|
1. I, II, V, VI
2. I, IV, V, VI, X
3. II, V, VII
4. II, V, VI
5. VI, IX |
3.Chinese
Perspectives |
1. Lee Chew’s “Biography of a Chinaman”
2.
Anti-Chinese Violence: The Rock Springs Riot
3. Getting Past the Gate: Paper
Sons and Daughters
4. Voices of the Chinese: Songs, Poetry, Fiction
5. Gender Imbalance in
the Chinese
American Population |
1. Individual and Class
2. Class or Group
Discussion
3. Role Play with Partner
4. Class Discussion
5. Individual or Class
|
1. I,IV
2. I, II, IV, V
3. IV, V, VI, IX
4. IV, V, VI, IX
5. V
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*The Roman numerals correspond to the ten thematic strands defined in Curriculum
Standards for Social Studies, Bulletin 89, National Council for the Social
Studies, 1994.
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