INTRODUCING THE UNIT
Guiding Questions: What is the nature of an immigration journey?
What personal qualities must someone have to be an immigrant?
Essential Understandings: Immigration journeys are major transitions that involve a long process of moving to another country, becoming a citizen, and establishing a new life
1 Read aloud one of the two books listed, as a class (Read both, if possible!) Both relate the author’s childhood immigration experiences
2 Distribute Handout #1—Steps on an Immigrant’s Journey, and discuss the elements of the immigration journey the book narrates.
Where does the journey begin?
What was the reason for immigration?
How does the person prepare for the journey? How do they feel about it?
What happens along the way? Are there any obstacles?
What happens on arrival in the U.S.? Are there are surprises? How do they feel about it?
How do they go about creating their new life? What challenges do they face?
Is there a turning point in the story?
In the narrative, the character cherishes a significant memory object, such as a family photo or heirloom, that serves as a poignant reminder of their original home Additionally, they engage in meaningful activities, like cultivating a specific plant or preparing traditional dishes, which help them preserve their cultural identity and evoke fond memories of their past These personal rituals and treasured items play a crucial role in maintaining a connection to their heritage amidst the challenges of adapting to a new environment.
In the immigrant journey, key steps include the decision to immigrate, thorough preparation for the move, the actual departure from one’s home country, the journey to the U.S., and the arrival in a new land Following arrival, immigrants face various challenges as they adjust to their new life, which encompasses integrating into the community, navigating cultural differences, and establishing a stable living environment Each of these steps is crucial in shaping the immigrant experience and highlights the resilience and determination required to build a new life.
The illustrations vividly depict the journey by showcasing various scenes that highlight the contrasts between the birth country and the new home in the U.S They effectively use colors, shapes, clothing, and architecture to emphasize these differences, illustrating the emotional and cultural transitions experienced along the way Through careful visual storytelling, the artist captures the essence of migration, portraying both the challenges and the hope associated with starting anew in a foreign land.
The unit starts with a comprehensive class reading and discussion centered on an immigration-themed book, where students explore the various phases of the immigration journey They identify essential personal qualities required for immigrants and review relevant definitions, fostering a deeper understanding of the immigration experience.
—Children’s book to read, either:
Perez, Amada Irma (author) and Maya Christina Gonzales
Here to There/Mi Diario de
Aqui hasta Alla (Pura Belpre
Journey (Caldecott Medal book) Houghton Mifflin, 1993.
Migration — movement from one country or place to another; seasonal movement from one region or climate to another for feeding or breeding
Immigration — the act of moving to another country to settle (‘in migration’)
Emigration — the act of leaving one’s country or residence to live in another country (‘out migration’)
Naturalization — granting of citizenship to someone who was born in another country
3 Questions and background specific to Grandfather’s Journey: Ask students: what war is part of the book? It includes World War
II, when the Japanese family could not visit the U.S because we were at war, and the U.S bombed Japan.
Points and questions specific to My Diary from Here to There: Check for understanding of these terms: green card, Cesar Chavez, farm workers, and immigration patrol.
Ask students for their thoughts: why might the author’s father have moved from the U.S back to Mexico as a child?
To understand the characteristics of individuals who choose to immigrate, it's essential to move beyond the book and engage in class discussions If possible, maintain a bulletin board to compile and continually update a list of these traits throughout the unit.
Encourage students to identify key personal qualities that foster growth and resilience, such as hopefulness, bravery, determination, and flexibility Highlight the importance of dedication to improving their children's future, a strong work ethic, and the willingness to adapt to new environments and connect with diverse individuals.
Immigration refers to the process of individuals moving to a foreign country to live, often in search of better opportunities or refuge Migration encompasses a broader concept, including both the movement of people within a country and across borders, with immigration being a specific type of migration The phrase "the U.S is a nation of immigrants" highlights the diverse origins of its population, emphasizing that the country's identity has been shaped by the contributions and experiences of immigrants throughout its history.
Do all students know which generation of American they are?
In this unit, students will explore and compare various immigration journeys, highlighting that the process does not conclude upon arriving in the U.S Instead, it often involves a lengthy transition that can span years or even a lifetime.
A first-generation American typically refers to individuals who are the first in their family to be born in the United States or the children of immigrants In certain communities, this term also encompasses those who have relocated to the U.S from other countries.
Second generation — children of first generation
Americans, generally grandchildren of immigrants
Among some communities, children of immigrants.
HOW AND WHY DO PEOPLE IMMIGRATE?
Who can be an immigrant, and how does an immigrant become a U.S citizen?
Essential Understandings: The U.S has qualifications that have changed through history for who can enter the country, and how someone can become a citizen
When considering who qualifies as an immigrant to the U.S., it’s essential to understand that not everyone can move here freely Many individuals seek to immigrate for significant reasons, such as reuniting with family members or accepting job offers It is crucial for prospective immigrants, including students, to be informed about the necessary permissions and processes involved in relocating to the United States.
2 Give out copies of Handout #2—U.S Immigration Timeline, recommended for 6 th grade students as a reference to refer to during the rest of the unit
Over time, restrictions on immigration have evolved significantly In colonial times, immigration was largely unrestricted by law, relying instead on individuals' financial means to afford passage, with the notable exception of enslaved Africans.
In 1875, the United States implemented its first immigration restriction, aimed at excluding convicts By the late 19th century, additional measures were introduced to prevent the entry of individuals with "loathsome or contagious" diseases, including tuberculosis Over time, immigrants have also been required to pass an English literacy test and demonstrate financial self-sufficiency to avoid becoming a "public charge" reliant on government assistance.
Throughout much of U.S history, racial and national origin restrictions were prevalent, starting with the Chinese Exclusion Act of 1882 These limitations were reformed in 1965, when equal quotas were introduced, establishing a fairer system for immigration based on national origin.
Currently, requirements for becoming an adult naturalized citizen include:
being a lawful permanent resident (green card holder), 18 years of age or older,
having been a resident continuously for five years after
In this lesson, the teacher reviews various qualifications for immigration throughout U.S history, guiding students through a brief assessment based on the U.S citizenship test Following the test, the class engages in a discussion about the motivations behind immigration and explores the diverse terminology associated with immigrants.
—Index card or paper for each student
—A copy of each book on an immigration theme to be presented as an option for reading Suggested:
Perez, Amada Irma (author) and Maya Christina Gonzales ,
Here to There San Francisco:
Journey (Caldecott Medal book) Houghton Mifflin, 1993.
Anzaldua, Gloria Friends from the Other Side San
3-6. becoming a lawful permanent resident good moral character
To be eligible for the petition, applicants must have lived in the state where they are filing for a minimum of three months and must have been physically present in the U.S for at least half of the past five years.
must not be absent from the U.S for a continuous period of more than one year
passing an English test and a civics test (questions on U.S history and government)
taking the Oath of Allegiance to the U.S.
The requirements are different when marriage is involved, or the person is under 18 years of age.
After gaining entry to the U.S., potential immigrants face a lengthy process to achieve citizenship, which can span several years It's essential for students to understand that they will need to take a citizenship test, similar to the one required for immigrants seeking U.S citizenship, including a specialized test historically administered to Chinese immigrants at Angel Island.
Students are required to complete Handout #3, the U.S Citizenship Test, immediately, and for homework, they will work on Handout #6, which is part of a test administered at Angel Island For Handout #5, students should answer the questions to the best of their ability without needing to research unknown answers It's important to clarify that these tests are not graded and are intended for discussion purposes only.
Students will find that the citizenship test includes a question in Spanish, reflecting the experience many immigrants face when taking the test in English.
After allowing students some time to complete Handout #2, which focuses on the citizenship test, gather their feedback on the experience Discuss what knowledge they believe is essential for citizenship and what they consider most important for becoming an American Additionally, invite them to suggest any other questions they feel should be included in the test.
Let students know that the citizenship test has been undergoing revision, with the new test beginning in October 2008.
6 Pull out for a broader look at the reasons for immigration:
People often relocate for various reasons, including unfavorable living conditions that compel them to leave or the allure of improved opportunities that attract them to a new location In many cases, individuals experience a combination of these factors, driving their decision to move.
Baseball Saved Us Lee & Low
Former: INS — Immigration and Naturalization Services
Current : ICE —Immigration and Customs Enforcement
Border Patrol — U.S immigration officers who patrol the border in an effort to prevent people from entering the country who do not have permission, i.e the proper documents
La migra — common Spanish term for the border patrol of these reasons The most common reasons for immigration may be known as the
The American Dream attracts individuals seeking better jobs, economic opportunities, political stability, and personal freedoms Globally, immigration trends show a movement from countries with lower wages and living standards to those offering higher wages and improved quality of life.
7 What are various classifications of immigrant and foreign residents in the U.S.?
those who have become citizens,
those who are in the U.S through various legal designations, such as temporary student or work visas,
those who have come to work illegally,
those who have came legally for a period of time, then overstayed illegally
Review the terms for types of immigrants and foreign residents of the U.S Do some of them have a similar meaning but a different connotation?
PERSONAL ACCOUNTS OF IMMIGRATION
What are some common themes among immigrants’ personal histories, and what are some differences?
How can first-person accounts be used as a source for studying history?
Moving to a new country presents significant challenges for individuals and families as they navigate the transition and adjustment process The degree of adaptation largely depends on the cultural differences between their new home and their country of origin, the specific circumstances surrounding their relocation, and the level of acceptance they receive from their new community.
Personal accounts are valuable historically when they are evaluated in relation to other oral histories and sources on their topic, and analyzed with their circumstances in mind.
1 Further reading of children’s literature Option A, for one additional class period:
Start the class by presenting the remaining children's books individually Inform students that they will select one to read and then participate in small group discussions to compare it with the book they have previously read together Have students write their first and second reading choices on a card and submit it.
Once you've reviewed the cards, organize students into groups for each book If there’s a high interest in a particular title, consider forming two smaller groups to accommodate everyone Ideally, groups should consist of four to seven students for optimal collaboration.
Option B, for reading outside of class, written assignment, and no additional class time:
Students select or are assigned a book to read, complete Handout
#15 as a written assignment and turn it in.
To enhance class time dedicated to reading, it's essential to read "Grandfather’s Journey" and "My Diary from Here to There" before the next session Utilize the discussion questions from Session 1 to facilitate engaging conversations and deeper understanding of the texts.
Students discuss various purposes of oral history
They read (or view) excerpts from several interviews of immigrants to the U.S., identify common themes, and compare the accounts
OR project the excerpts from their on-line sources
Angel Island detention contract laborer
In 1855, John Little, a former fugitive slave who escaped to Canada, expressed a profound insight about the true nature of slavery, stating, "It isn't he who has stood and looked on that can tell you what slavery is—it's he who has endured." This powerful statement emphasizes that only those who have lived through the experience can truly understand its realities.
2 Introduce oral history: What is oral history? How is oral history used? Have you seen documentaries that included oral histories?
Historical understanding often focuses on significant events and political figures, leaving a gap in the experiences of everyday individuals Oral history interviews provide a unique opportunity to capture personal perspectives on historical events, offering insights that may reflect or diverge from the typical views of the time and culture While these subjective accounts should not replace other primary sources, they can enrich our understanding of a historical period by revealing the personal narratives that shape collective memory.
Our comprehension of history is frequently shaped by the accounts of those in positions of power To gain a fuller understanding of historical conflicts, it's essential to consider perspectives from individuals who lacked the ability to document their experiences, whether due to circumstances or the destruction of their records In such cases, oral histories can serve as valuable resources, offering insights that might otherwise be overlooked.
3 Distribute Handout #4—Oral History Excerpts, and Handout
Incorporate engaging oral history accounts into your lessons by selecting excerpts that resonate with your students Start by introducing each excerpt before diving into the reading or viewing experience For a comprehensive understanding, begin with the video interview featuring Roy Matsumoto, then facilitate a discussion based on the responses outlined in Handout #4 Encourage students to take notes in the first column to capture their insights and reflections.
4 Break the class into five to six groups to read the remaining accounts, and make further notes to complete Handout #5 (If necessary, students complete the handout as homework.)
Lesson extension option: Searching for Oral History Sources
Teaching students how to effectively search for and identify oral history sources can enhance their ability to utilize these primary materials in future projects It's important to note that many significant oral history projects may not provide online access to their resources.
When comparing the organization and search mechanisms of various sites listed in Handout #3, it is essential to examine topics like citizenship tests, undocumented workers, or Vietnamese refugees Conducting searches across these platforms reveals distinct organizational structures and varying capabilities for topic-based searches Some sites may offer intuitive navigation while others may lack clear categorization Additionally, valuable features such as advanced filters, keyword suggestions, and user-friendly interfaces enhance the search experience, making it easier to find relevant information on specific subjects.
Mrs Ruth Chinn, 1938 interview done through the
Federal Writers Project, relating an account of several
Seattle Chinese American boys who were sent to university in
China Look for evidence in the account of the attitude of the writer-interviewer.
Henry Gee, 1998 interview about his experience in being detained upon entry to the
U.S from China in 1940 This interview from the Angel
Island website focuses on his experience in being detained there while he waited to be questioned about his background, to prove himself to be an immigrant—not a
Chinese man already living in the U.S illegally
View in its video format if possible: Roy Matsumoto,
2003 interview excerpt of a family immigration account beginning in 1888 By the
Project) This excerpt covers the time period before incarceration.
Armando Gonzalez, from an exhibition at the Yakima
Valley Museum in Washington state, write-up of a recent interview with a young
Mexican American man who immigrated to the Yakima
Valley in 1988, at the age of
Tina Duong, interview about her family’s immigration experience from Vietnam that began in 1975 From the
FOCUS ON THE HISTORY OF IMMIGRATION FROM MEXICO
Note to the Teacher on Handouts: Review Handouts #9 and 10 to decide if they are appropriate for your students’ level (suggested for
6 th grade) Obviously, detention and deportation are ongoing, and may be of concern to some of your students For students reading
Esperanza Rising, this material will be useful background.
Why is there conflict between those in the U.S who depend on Mexican workers and others who work to limit access of Mexican people to the U.S.?
Essential Understanding: Growers and many businesses depend on
Mexican labor, yet their work in the U.S often does not qualify them for citizenship
Students should be informed about their assigned book or book discussion group Provide them with a second copy of Handout #1—Steps on an Immigrant Journey for note-taking during their reading, as well as Handout #15—Book Discussion Questions to help them prepare for the upcoming small group meeting.
In the coming days, the class will explore the immigration histories of the Japanese American and Mexican American communities Begin by engaging students in a discussion about their knowledge of the U.S.-Mexico border.
The U.S.-Mexican border, the longest international boundary between a developed and a developing nation, highlights significant disparities in living standards on each side This border region has a rich history that reflects the complex relationship between the two countries, shaped by economic, social, and cultural factors.
Following the Mexican-American War of 1848, the U.S expanded its territory by approximately one-third, resulting in many Mexican citizens finding themselves in the southwestern United States Those who opted for U.S citizenship soon experienced discrimination, often being treated as foreigners and losing their rights to land and property, despite having lived in the region for generations longer than many American settlers.
4 Distribute Handouts #7 and #8, plus #9 and #10 if desired, to students in small groups Students read the material, and make
After a brief introduction to the
Mexican border, the class reads overviews of Mexican immigration Students discuss issues of Mexican workers in the
Mexico to the Pacific Northwest
—Handout #8, U.S Agriculture and Mexican American Workers
For 6 th grade, also include:
Handout #10, Oral History excerpts on the 1930s Mass
Mexicans in Idaho History.” Idaho
University http://www.boisestate.edu/history
Americans in the Columbia Basin:
River Basin Ethnic History Archives. http://www.vancouver.wsu.edu/ crbeha/ma/ma.htm
Wu, Huei-Hsia “Silent Numbers: The
Labor.” Idaho Issues Online, Boise
State University. http://www.boisestate.edu/ notes of their questions as they read They then go through the discussion questions in their small groups.
FOCUS ON EARLY HISTORY OF IMMIGRATION FROM JAPAN
What factors shaped the Japanese American immigration experience?
The Japanese American immigration experience was significantly influenced by the racist attitudes of some Americans, the dynamics of relations with the Japanese government, and the selective exclusion of men while permitting legal immigration for women.
1 Begin by asking students to take out their completed Handout
At Angel Island, Chinese immigrants faced a daunting interrogation rather than a simple written test, conducted by intimidating immigration officers This process was not only challenging but also carried significant consequences, as failing the interrogation meant a long and costly journey back to China Students should consider how Asian immigrants coped with the pressure of such rigorous questioning and the emotional toll it took on them.
"Dragon’s Child" narrates the experiences of Japanese women who immigrated through Angel Island, a process that did not require the same rigorous testing faced by other immigrants By the time Angel Island commenced operations, Japanese men had already been barred from entering the United States.
Students will explore and compare the immigration experiences of individuals from Mexico and Japan To facilitate this, distribute Handouts #11 and #12, which focus on Japanese immigration to the U.S Allow students some time to read through Handout #11 independently and take notes to prepare for the upcoming discussion questions.
3 View two video oral history clips provided on the accompanying CD, or you can view or download the videoclips from Densho’s website at: www.densho.org/learning/CivilLiberties:
Students read, view and discuss historical background and oral history excerpts on immigration from Japan They discuss changes and challenges experienced by
Japanese Americans, and conclude by comparing them to the experiences of immigrants from Mexico.
CD or internet access and digital projector (OR, work from the handouts only).
Questions for an Interview with an Immigrant
—Handout #15 — Excerpts from Interviews on Japanese
The narrators share their immigration experiences before facing incarceration in interviews conducted for Densho: The Japanese American Legacy Project, with all interviewers being Japanese American Students can refer to Handout #12 for transcripts of these excerpts and are encouraged to highlight significant passages during the listening session Additionally, students can take notes on the discussion questions provided on the final page.
4 Hold a full class discussion, with students sharing their thoughts on the questions on Handouts #11 and #12 What do they feel the oral history accounts add to the historical summary?
5 Conclude by asking for some preliminary comparisons between the Mexican American and Japanese American experiences they have heard and read about so far.
What were similarities in the working opportunities that initially attracted these immigrants to the U.S.?
What were similarities and differences in the ways that these different immigrant groups entered the U.S.?
What were the different situations that concerned the Mexican government and the Japanese government about treatment of immigrants from their country in the U.S.?
The geographic proximity of Mexico significantly influenced cultural and economic exchanges between the two nations The incorporation of a large area of Mexico into the United States following the Mexican-American War reshaped demographics and territorial dynamics, leading to lasting impacts on both societies Additionally, the exclusion of Japanese men from immigration after 1907 created barriers that affected the Asian community's integration and contributed to racial tensions, highlighting the complexities of immigration policies in shaping the social fabric of the U.S.
Inform students about the guest for the Session 6 interview by sharing essential details, including their native country and the date they arrived in the U.S Distribute Handout #13 to provide additional context.
In preparation for the upcoming classroom interview, students are tasked with modifying and enhancing a set of interview questions tailored for immigrants Additionally, copies of Handouts #14 and #15, which focus on the Japanese American incarceration, will be distributed as a reading assignment, with submissions due in the session following next (Session 7).
Immigration Law:” http://academic.udayton.edu/ race/02rights/immigr05.htm
American immigration: http://lcweb2.loc.gov/learn/ features/immig/japanese.html
ORAL HISTORY INTERVIEW IN THE CLASSROOM
How are oral history interviews conducted?
To conduct an effective oral history interview, it is essential to prepare through advance research, formulating both planned questions and spontaneous inquiries based on the dialogue Establishing foundational information allows for comparison with other sources Additionally, interviewers must be knowledgeable about necessary procedures, including release forms, and adhere to etiquette, such as sending thank-you letters, to ensure a respectful and productive process.
To ensure a successful interview, advance preparation is crucial Begin by reviewing students' responses to Handout #13—Possible Interview Questions to identify key questions that align with the outlined topics Assign roles to students, including a timekeeper, escorts for the guest, and those responsible for setting up recording equipment, taking photos, preparing a release form, and sending a thank-you letter afterward Additionally, designate four students for research: two should gather facts about the guest's native country, while the other two can explore local communities of that nationality or immigration trends to the U.S If recording isn't possible, ensure several students are ready to take notes during the interview.
Welcome your guest to the classroom and introduce them to the students Briefly outline the interview procedure, which will last approximately 25-30 minutes The class has been exploring immigrant journeys, focusing on common elements and various challenges faced You have compiled student-generated questions that will address key aspects of the guest's immigration experience, asking them in the order provided on the handout For each question, identify the student who proposed it and allow them to ask follow-up questions for further clarification It is essential to gather approximate dates and specific locations Alternatively, students can be given their own papers back to pose their questions directly.
Students take on different roles in preparing for and conducting an interview with a guest to the classroom who is an immigrant
If possible, equipment for recording the interview: microphone, video camera if available, cable, batteries, computer.
Densho Guide to Oral History, www.densho.org
To facilitate effective discussions, work through a series of questions while demonstrating attentive listening and encouraging students to seek clarification on confusing answers Prompt students to ask follow-up questions as needed A designated time-keeper should monitor the session's progress, providing updates halfway through on the number of questions covered and those remaining Additionally, the time-keeper should announce when only two minutes are left and inform the class that the next question will be the final one.
4 Thank the guest for their time Ask them if they are satisfied with the answers they gave, or whether there is anything they need to change at that point.
5 Debrief with the class: How did the interview go?
How did you establish rapport?
Did your procedure go smoothly?
Did you get the information you hoped for, or needed? How easy (or hard) was it to get details?
Which follow-up questions worked well?
How did you reframe questions that didn’t get the response you were looking for?
Is there anything you would do differently next time?
How did students respond to what the guest had to say? Was there anything surprising? If there was another opportunity, what else would you want to ask?
FOCUS ON JAPANESE AMERICAN INCARCERATION
Why was the especially severe challenge of incarceration faced by Japanese immigrants and Japanese Americans alike?
Ongoing discrimination against Japanese Americans and wartime fears led to false claims of military necessity and the denial of constitutional rights.
1 Introduce the topic of incarceration as wartime hostility misdirected at Japanese Americans
Immigrants experience a range of transitions when moving to a new country, with some being particularly challenging and prolonged These transitions involve adjustments from both the immigrants and the host community While first-generation immigrants often face significant changes, their American-born children may navigate the differences between their home lives and the broader society with less impact from the initial immigration experience In cases where immigrants have endured trauma, the process of transition and healing may extend across multiple generations Additionally, societal perceptions can hinder the integration of immigrant descendants, causing their transitions to persist over several generations as they are viewed as unworthy foreigners.
Probably the most severe example of a community of American citizens being mistaken for enemies is the incarceration of Japanese Americans during World War II
2 Next, students view the oral history excerpts as a class Show the following video oral history clips provided on the accompanying
CD or you can view or download the videoclips from Densho’s website at www.densho.org/learning/CivilLiberties
As a full class, students read background and view oral history excerpts on Japanese
American incarceration, and discuss how it happened
Students also identify instances where
[mis]communication escalated the conflict, or made steps towards resolution.
CD or internet access and digital projector (or print handouts only)
Student copies, with their notes, of:
—Handout #15 — Excerpts from Interviews on Japanese
Students have received Handout #14, which contains transcripts of interviews conducted for Densho: The Japanese American Legacy Project These interviews feature narrators who were forcibly removed from their homes in Washington State and relocated to a remote incarceration camp along with their families.
American Legacy Project and all of the interviewers were Japanese American.
Students should reflect on initial impressions regarding the oral histories of Japanese Americans, considering how these individuals may have been misidentified as enemies during wartime The oral histories provide insights that differ from traditional historical summaries, revealing personal experiences and emotions that deepen their understanding of the situation Additionally, the narratives highlight the lasting impact of incarceration on Japanese Americans, offering a more profound comprehension of its long-term consequences.
What was the claim of “need” for incarceration? What did General DeWitt mean by “military necessity?”
Why did other Americans accept this false claim of need? Where was the proof? Why wasn’t proof required?
What beliefs contributed to incarceration?
What (mis)communication at the time escalated the conflict?
What form of communication afterwards sought to take a step towards resolution?
“Sites of Shame”: Overview of all the detention facilities with primary sources from
American Legacy Project: www.densho.org/ sitesofshame
U.S Constitution,” online exhibit from the Smithsonian
Institution, National Museum of American History: http:// americanhistory.si.edu/ perfectunion
“Dear Miss Breed: Letters from Camp,” online exhibit from the Japanese American
National Museum: http://www.janm.org/ exhibits/breed/title.htm
ARTISTS’ REPRESENTATIONS OF THE IMMIGRANT EXPERIENCE
Guiding Question: How can works of art express identity and social commentary on the immigrant experience?
Essential Understanding: Narrative painting, use of traditional imagery, and visual symbols of identity are some of the ways that artists have expressed their interpretations of immigrant experience.
1 Introduce art as a cultural expression:
Exploring oral history reveals that individual life stories can serve as valuable tools for interpreting historical events Similarly, various works of art offer unique perspectives for understanding history, requiring thoughtful analysis to unlock their meanings Just like oral histories, these artistic expressions provide profound insights and illuminate the experiences of different individuals and eras.
We will look at several paintings by Japanese American artist Roger Shimomura, and paintings by Mexican American muralists such as Daniel
Artists draw inspiration from diverse sources, and not all Japanese American artists focus solely on their cultural experiences, just as Mexican American artists engage in various mediums, including digital art The paintings discussed today were selected for their ability to offer profound social and cultural insights into the immigration experience, alongside their artistic merit.
Roger Shimomura's paintings vividly explore the theme of identity, highlighting how some Americans, particularly those of Asian descent, are often viewed as foreigners due to their appearance, despite their families having resided in the country for generations Through his art, Shimomura challenges these perceptions and invites viewers to reflect on the complexities of belonging and cultural identity in America.
Many Americans frequently face questions about their origins and language, leading to assumptions about Mexican Americans being "illegals," despite their long-standing family ties to the U.S This reflects a broader history of discrimination, exemplified by the unjust incarceration of Japanese Americans during World War II, who were wrongly viewed as foreign threats Artist Shimomura challenges these misconceptions through his artwork, incorporating elements of traditional Japanese woodblock prints to redefine and celebrate cultural identity.
3 Project the multimedia presentation on paintings by artist Roger Shimomura, “In the Shadow of My Country,” from the website of Densho: The Japanese American Legacy project:
Students view and discuss several paintings related to immigrant experiences by artists Roger Shimomura and
Internet access and projector. http://www.densho.org/ learning/default.asp? path=shadow/Shadow.asp http://www.chicanolatino evergreen.edu
Daniel DeSiga—Chicano painter in Washington state, whose murals are installed in central Washington and
California (his name appears in one of DeSiga’s paintings)
Arte Latino, on the website of the Smithsonian American Art
Museum http://americanartssi.edu/ t2go/1la/index.html
Murals by Chicano artists in
Seattle: http://depts.washington.edu/ civilr/ http://www.densho.org/learning/default.asp?path=shadow/
Shadow.asp The presentation includes short excerpts of video commentary by the artist, with images of nine paintings connected to quotations from his grandmother’s diary
For an engaging viewing experience, encourage various students to read aloud the text accompanying each painting slide Each artwork features a sliding window that offers an alternative perspective, but for this session, emphasize focusing solely on the paintings themselves, without utilizing the windows Suggest that students revisit the presentation later for a deeper exploration of the additional insights.
After students read the text for each painting, take a moment for discussion before moving to the next slide Highlight the partially open sliding door in the first painting, which symbolizes the connection to Japanese prints and serves as a reminder that Shimomura’s grandmother, despite being American, was still viewed from an external perspective as Japanese.
Encourage students to analyze each painting by discussing their observations and interpretations Prompt them to consider the artist's choice of imagery, such as superheroes or scenic views featuring guard towers, and explore the underlying meanings behind these visual elements.
How does the artist’s sense of irony come through in the images? In the text from his grandmother’s diary that accompanies them?
Why is this work considered narrative painting?
Mural painting plays a significant role in the Chicano movement, representing large-scale public artistic expressions that echo the works of renowned Mexican artist Diego Rivera and ancient Aztec artists.
Begin at the page for the Evergreen State College Library Archive, Chicano and Latino Artists in the Pacific Northwest chicanolatino.evergreen.edu/
To explore the paintings of Daniel DeSiga, select "View by Artists" and navigate to "Artworks" to access paintings 1-11 in the slideshow Initiate a discussion about each piece by prompting students to share their observations, fostering an engaging conversation with the class.
In paintings of farm workers, like the first one, what feeling does the painting create? How does the artist emphasize the heat?
What is the perspective, or where are you looking from? What feeling does that viewpoint give the painting?
How would you describe the field and sky?
Why do you think so many paintings depict a single worker?
How does the artist use color? How does he use pattern?
We might think of farm workers as common or ordinary people Why does the artist show the farm worker as a heroic figure?
The slogan on the poster “Educate—Si Se Puede,” means "it can be done," the famous cry of the workers led by Cesar Chavez
Japanese American artists while incarcerated can be viewed online at the website of the Japanese American
(www.janm.org), such as:
Paintings done at camp by artist Hisako Hibe http://www.janm.org/ collections/online/hisako_ hibi_collection
Paintings done at camp by artist Henry Sugimoto http://www.janm.org/ collections/online/henry_ sugimoto_collection
Shimomura can be viewed by searching the Collections area on the website of the
American Art, http://americanart.si.edu
Also available is work by artist Kenjiro Nomura, who immigrated from Japan to
Seattle: http://americanart.si.edu/ collections/exhibits/t2go/
1sa/index-noframe.html?/co llections/exhibits/t2go/1sa/
How does the artist combine ancient Mexican imagery with Chicano and contemporary imagery?
Summarize and compare the use of narrative painting and visual symbols by the artists.
DRAWINGS BASED ON ORAL HISTORY ACCOUNTS
Guiding Question: How can an immigration journey be represented in drawings?
To visually represent an immigration journey, one can illustrate key episodes of a physical journey through transportation, incorporate visual symbols, and utilize contrasting elements to depict two distinct homes.
Students will engage in a creative activity by illustrating episodes from an oral history interview that captures an individual's journey to the U.S If they haven't conducted their own interviews, they can choose from existing oral history accounts found in readings, class materials, or online sources The selected account should detail the individual's point of departure, reasons for immigration, the journey to the United States, and their transition to life in a new country, including aspects like gaining citizenship.
2 Students will illustrate their immigration account as a journey with
The project consists of eight episodes, and students have the option to present their drawings as an accordion book, utilizing a long folded paper to illustrate a continuous journey Additionally, two new copies of Handout #1 will be provided to assist them in their planning, notes, and sketches.
Students select eight significant episodes from their personal experiences to illustrate, which may encompass: 1) their original home, 2) the choice to immigrate, 3) the preparations for their journey, 4) the journey itself, 5) their arrival in the U.S., 6) the search for a new home, and 7) the start of a new life.
After students have created initial notes and sketches, facilitate a discussion about the episodes they plan to illustrate Encourage them to consider effective ways to depict their arrival in the U.S and the physical journey from one location to another Discuss how their drawings can highlight the contrasts between their original home and their new environment, referencing the book read by the class, which utilized contrasting colors and details of housing and dress to emphasize differences Ask students to recall examples of traditional design elements or symbols seen in the works of muralists or illustrated books.
Overview: Students create a series of eight drawings, representing episodes of an immigration journey.
Optional: if folding the drawings into an accordion book, gluesticks to attach drawings into one long horizontal strip
— visual elements that recall traditional arts from a particular culture, such as color, use of curving or zigzag lines, characteristic shapes or patterns
Illustrations in books like "My Diary from Here to There" serve as powerful examples of visual storytelling Artists can enhance their drawings by integrating traditional patterns or symbols, which can enrich the narrative and connect with cultural themes By incorporating these elements into various episodes, illustrators can create a deeper resonance with readers, making the artwork not just an accompaniment but an integral part of the story.
Distribute drawing paper to students, instructing them to fold it in half or into quarters based on its size, and create two to four episodes on each page Allocate sufficient drawing time, recognizing that some students may need to complete their work outside of class If the drawings are to be formatted as accordion books, ensure that the pages are glued end to end after the drawings are complete, and then fold them into an accordion shape.
6 If possible as a follow-up, students display their drawings and circulate to see the results.
BOOK DISCUSSIONS
How can one explore immigration journeys by reading literature?
Literary works, though not factual in the traditional sense, can effectively convey the essence of real-life events and delve into the emotional and psychological experiences of immigrant characters by creatively illustrating their thoughts and feelings.
Students convene in assigned groups, organized by the books they have read, to discuss their perspectives on the main steps of the journey If they haven't finished Handout #1, they should begin by outlining their views During this collaborative session, students compare their decisions, highlighting differences and exploring the reasons behind them.
Students will engage in a discussion about the first two groups of questions from Handout #16, focusing on "Review" and "Your Opinions," while also taking notes individually They have approximately fifteen minutes for this activity As the instructor, circulate among the students to listen and guide the conversation, ensuring that everyone has an opportunity to contribute.
3 After fifteen minutes, direct students to move on to
Encourage participants to explore the connections between the book and their other learning experiences, while documenting their insights for future reporting Allocate the remainder of the session for group discussions, ensuring to circulate among the groups to facilitate engagement and support them in addressing the questions while taking comprehensive notes.
Students are tasked with writing a reflective assignment that connects their chosen book on immigration to their broader learning experiences Utilizing their handout notes, they will respond to specific questions about the book, compare it to the initial reading from the unit, and articulate their insights This comprehensive written assignment will serve as a culminating project, showcasing their understanding and reflections on the theme of immigration.
Students gather in their designated small groups to engage in discussions about the books they have read Following their individual analyses, they compare the immigrant journeys depicted in their books with the one explored by the entire class in Session 1.
Students’ copies of their books
A FEW ADDITIONAL RESOURCES FOR TEACHERS
Immigration Information and Articles http://www.personal.anderson.ucla.edu/eloisa.borah/filfaqs.htm
History of Filipino immigration http://www.csuchico.edu/ncpaso/filipino.htm
History of Filipinos in America http://www.mtholyoke.edu/acad/intrel/chinex.htm
Text of Chinese exclusion act http://www.sfmuseum.net/hist1/index0.html#chinese
Museum collection of articles on Chinese immigration http://memory.loc.gov/learn/educators/workshop/european/wimmlink.html
American Memory writings about many different immigrant groups http://adminstaff.vassar.edu/sttaylor/FAMINE/index.html
Articles and letters related to the famine in Ireland in the mid-nineteenthcentury
Background essay on the economic cost and benefits of immigration, legal and illegal: http://www.cfr.org/content/publications/attachments/ImmigrationCSR26.pdf
The Boise State University website, under its Idaho Issues Online section, provides valuable insights into immigration, highlighting the experiences of various groups in Idaho Notably, it includes educational resources on Mexican immigration, as detailed in Errol D Jones' work, "Invisible People: Mexicans in Idaho History." Additionally, the site explores the immigration stories of Somali-Bantu, Vietnamese, and Basque communities, enriching the understanding of Idaho's diverse cultural landscape.
Idaho Issues Online, Boise State University http://www.boisestate.edu/history/issuesonline/fall2005_issues/
Additional Lesson plans for teaching about immigration http://www.yale.edu/ynhti/curriculum/units/1996/4/96.04.01.x.html#b
Lesson plans on immigration with a focus on Mexican Americans and Puerto Rican Americans http://www.kqed.org/w/pacificlink/lessonplans/
Angel Island immigration lesson plans and resources http://www.newtrier.k12.il.us/academics/social/ais/Baeb-Weiner/immigration.html
Lesson plans and resources on immigration
This checklist outlines the key student activities for the Immigration unit, serving as a valuable tool for planning activity dates and monitoring progress effectively.
In-class exercise, Handout #1 — Steps of an Immigrant’s Journey Date
Exercise for in-class, Handout #2 — U.S Immigration Timeline Date
Reference, Handout #3 —U.S Citizenship Test Date
Reading, Handout #4 — Oral History Excerpts from Immigrants Date
In-class exercise, Handout #5 — Your Notes for Discussion of the Oral History Accounts Date
Assignment, Handout #6 — Part of a Test Given at Angel Island to Potential Immigrants Date
Reading, Handout #7 — Immigration from Mexico to the Pacific Northwest Date
Reading, Handout #8 — Agriculture and Mexican American Workers Date
Reading, Handout #9— 1930s Mass Deportations of Mexican Americans Date
Reading, Handout #10— Oral History Excerpts on the 1930s Mass Deportation Date
Reading, Handout #11Historical Overview of Japanese Immigration to the U.S Date
Reading, Handout #12 — Oral History Accounts of Japanese American Immigration Date
Assignment, Handout #13 — Possible Questions for Interviewing an Immigrant Date
Reading, Handout #14—Historical Overview of Japanese American Incarceration Date
Reading, Handout #15 —Excerpts from Interviews on Japanese American Incarceration Date
Reading, Handout #16 — Book Discussion Questions Date
Handout #1 – Steps of an Immigrant’s Journey
The journey of immigration to the U.S often begins with the decision to leave one's original home, driven by the pursuit of better opportunities and a desire for a brighter future Key steps in this transition include obtaining necessary visas, preparing for the move by gathering important documents, and securing housing in the new country Upon arrival, immigrants face the challenges of adapting to a new culture, learning the language, and establishing a support network Ultimately, these significant steps shape their path to building a new life and integrating into American society.
Original home in the immigrant’s native country
Handout #2–U.S Immigration Timeline: A Few Significant Events
1848 Treaty of Guadalupe-Hidalgo ends the Mexican-American War The United States acquires
Colorado, Arizona, New Mexico, Texas, California, and parts of Utah and Nevada from Mexico for $15 million Mexican residents of the newly acquired territory have the choice to remain
1868 The Burlingame Treaty with China is ratified, giving the right of unrestricted immigration of
In 1882, the Chinese Exclusion Act was enacted, marking the first legislation to limit immigration based on race and national origin This law imposed a ten-year suspension on the immigration of Chinese laborers and prohibited Chinese individuals from obtaining U.S citizenship through the courts.
1885-86 Anti-Chinese riots flare up in Seattle and Tacoma, most Chinese residents are expelled
During a period of enormous waves of immigrants arriving, immigration came to be seen as a threat, and Congress worked to pass more and more restrictions on "undesirable classes."
1898 Spanish American War Cuba and the Philippines revolt against Spanish rule The U.S intervenes, and gains ownership of the former Spanish colonies of the Philippines, Puerto Rico, and Guam
1907 The Gentleman's Agreement between the U.S and Japanese Governments in 1907-08 greatly restricted immigration from Japan
1910 The Mexican Revolution creates disruption that causes thousands of Mexicans to come to the
U.S Between 1910 and 1930, nearly a million Mexican people come to look for work.
1917 The Immigration Act of 1917 prohibited immigration from the "Asiatic barred zone.”
1920 By 1920 nearly fourteen million out of the 105 million people living in the U.S were foreigners
The Quota Act established a biased immigration system that favored European immigrants while excluding non-citizen groups, particularly Asians Under this legislation, immigration from any specific country was restricted to just 3% of the population from that nationality already residing in the United States.
1930s During the Great Depression, large numbers of Mexicans and Mexican Americans are deported.
1942 The incarceration of Japanese Americans begins.
1942-64 The Bracero Program provides temporary residence in the U.S for Mexican farm workers and other laborers, without an option to remain in the U.S
1965 The Immigration and Naturalization Act abolishes the old quota system, and sets a limit of
For the first time, individuals from Asian countries can access 20,000 visas, similar to those from Europe and the Western Hemisphere Visa priority is given to applicants based on family reunification, essential skills, and refugee status.
What do the stripes on the flag mean?
1 How many changes or amendments are there to the Constitution? _
2 How many representatives are there in Congress?
3 What are the duties of the Supreme Court?
4 Who becomes President of the U S if the President and the Vice-President should die?
5 Who is the Chief Justice of the Supreme Court? _
6 Which countries were our enemies during World War II? _
7 According to the Constitution, a person must meet certain requirements in order to be eligible to become President Name one of these requirements.
8 Who was the main writer of the Declaration of Independence?
9 What is the basic belief of the Declaration of Independence?
10 Who wrote the Star-Spangled Banner? _
11 What is the introduction to the Constitution called?
12 What is the most important right granted to U.S citizens?
13 Name one right guaranteed by the first amendment
14 How many times may a Congressman be re-elected?
15 ¿Quién es el funcionario de más alto rango en su gobierno local?
Handout #4 Oral History Excerpts from Immigrants
Mrs Ruth Chinn, informant: 200-17th Avenue, Seattle, Washington.
3 At the Chinese Recreational Center, 671 Weller Street
4 WPA Information Bureau, furnished name and address of Mrs Chinn, making interview at the Chinese
The Recreation Center, situated in the heart of Seattle's Chinatown, is a repurposed vacant store building that now features two ping pong tables and a spacious wooden desk for Recreation attendants.
FORM B: Personal History of informant.
NAME OF INFORMANT: Mrs Ruth Chinn, Seattle, Wash.
2 She was born in Seattle (Much of this information requested is not available, as Chinese are suspicious and fear a misuse of this personal information.)
3 Her education was completed in Ling Nan University, Canton, China (No dates)
4 Mrs Chinn is small; slim, young, and pretty, in spite of the Chinese characteristic wide and flattened nose.
5 No other points gained Her modesty and fear of not telling a story well made getting any story at all almost impossible.
This excerpt originates from the extensive oral histories gathered by the Federal Writer’s Project during the 1930s, showcasing a standardized format for documenting essential details about the interviewee and the context of their interview.
The interviewer transformed the interview into a continuous narrative rather than presenting it as a verbatim question-and-answer format As this document holds historical significance, it is reproduced here in its original form, complete with punctuation errors and all.