Use the links below to browse the image galleries. Select 6 images. You must have at least one from the following categories:

• The Journey • Arrival • Survival

A)Explain the reason why you chose this image to represent this topic. B)Explain how it reflects what you read in the previous 6 slides.

  http://www.ellisisland.org/photoalbums/ellis_island_then.asp

http://teacher.scholastic.com/ACTIVITIES/IMMIGRATION/tour/stop1.htm

http://www.loc.gov/rr/print/list/070_immi.html

http://www.digitalhistory.uh.edu/photo_album/photo_album.html

TASK #4

TASK #5

1. Watch the video clip: American Experience – “The Chinese” A) Describe the Chinese-American immigrant experience: Include examples of in your response: Examples of racism/prejudice, type of work, where they settled. B) Explain the “Strange Case of the Chinese Laundry”

2. Read “Chinese Exclusion” on the following 3 slides. C) Describe the historical circumstances of the Chinese Exclusion Act. D) What was the purpose of the law? E) What impact did the law have?

A History of Us – The Chinese (3:56)

“Chinese Exclusion Act” (1882 – 1943)

From 1882 until 1943, most Chinese immigrants were barred from entering the United States. The Chinese Exclusion Act was the nation's first law to ban immigration by race or nationality. All Chinese people--except travelers, merchants, teachers, students, and those born in the United States--were barred from entering the country. Federal law prohibited Chinese residents, no matter how long they had legally worked in the United States, from becoming naturalized citizens.

From 1850 to 1865, political and religious rebellions within China left 30 million dead and the country's economy in a state of collapse. Meanwhile, the canning, timber, mining, and railroad industries on the United States's West Coast needed workers. Chinese business owners also wanted immigrants to staff their laundries, restaurants, and small factories.

Smugglers transported people from southern China to Hong Kong, where they were transferred onto passenger steamers bound for Victoria, British Columbia. From Victoria, many immigrants crossed into the United States in small boats at night. Others crossed by land. The Geary Act, passed in 1892, required Chinese aliens to carry a residence certificate with them at all times upon penalty of deportation. Immigration officials and police officers conducted spot checks in canneries, mines, and lodging houses and demanded that every Chinese person show these residence certificates.

Due to intense anti-Chinese discrimination, many merchants' families remained in China while husbands and fathers worked in the United States. Since Federal law allowed merchants who returned to China to register two children to come to the United States, men who were legally in the United States might sell their testimony so that an unrelated child could be sponsored for entry. To pass official interrogations, immigrants were forced to memorize coaching books which contained very specific pieces of information, such as how many water buffalo there were in a particular village. So intense was the fear of being deported that many "paper sons" kept their false names all their lives. The U.S. government only gave amnesty to these "paper families" in the 1950s.

3. Analyze the political cartoons on these next two slides and complete the following:

F) Describe what you see in the 2 cartoons. G) Describe the message of the cartoon (“What is the creator trying to say about immigration?”)

TASK #6

1. Analyze the political cartoon on this slide and complete the following:

D) Describe what you see in the cartoon. E) Describe the message of the cartoon (“What is the creator trying to say about immigration?”)

2. “The Gentlemen’s Agreement” on the following slide.

A) Describe the historical circumstances of the Gentlemen’s Agreement. B) What was the purpose of the agreement? C) What impact did the agreement have?

The Gentlemen‘s Agreement (1907 -1924)

An informal agreement between the U.S. and the Empire of Japan whereby the U.S. would not impose restriction on Japanese immigration or students, and Japan would not allow further emigration to the U.S. The goal was to reduce tensions between the two powerful Pacific nations.

The immediate cause of the agreement was anti-Japanese nativism in California. In 1906, the San Francisco, California Board of Education had passed a regulation whereby children of Japanese descent would be required to attend racially segregated separate schools. At the time, Japanese immigrants made up approximately 1% of the population of California; many of them had come under the treaty in 1894 which had assured free immigration from Japan.

In the Agreement, Japan agreed not to issue passports for Japanese citizens wishing to work in the continental United States, thus effectively eliminating new Japanese immigration to America. In exchange, the United States agreed to accept the presence of Japanese immigrants already residing in America, and to permit the immigration of wives, children and parents, and to avoid legal discrimination against Japanese children in California schools.

Analyze the political cartoons on the following three slides and complete the following:

A)Describe what you see in the cartoon. B)Describe the message of the cartoon (“What is the creator trying to say about immigration?”)

TASK #7

Analyze the U2 song on the following slides and complete the following:

A) Do you believe the song does an accurate job of explaining the immigrant experience in America?

B) Describe the message of the last verse, what is the writer trying to say?

TASK #8

The Hands That Built America

A song by U2, released on the soundtrack to the film Gangs of New York.

"The Hands That Built America" is a song about New York. The first verse of the song makes reference to the Irish Potato Famine, and the resulting emigration of hundreds of thousands of Irish people to the

United States; a fact reflected in the demographics of New York City. The second and third verses relate to the American Dream, and the

ideals that hard work can bring a person prosperity. The final verse is about September 11th.

U2 lyrics - "The Hands That Built America"

Oh my love It's a long way we've come

From the freckled hills to the steel and glass canyons From the stony fields, to hanging steel from the skyFrom digging in our pockets, for a reason not to say

goodbye

These are the hands that built America

Russian, Sioux, Dutch, HinduPolish, Irish, German, Italian

I last saw your face in a watercolour sky

As sea birds argued a long goodbyeI took your kiss on the spray of the new line star

You gotta live with your dreamsDon't make them so hard

And these are the hands that built AmericaThese are the hands that built America

The Irish, the Blacks, the Chinese, the JewsKorean, Hispanic, Muslim, Indian

Of all of the promises

Is this one we can keep? Of all of the dreams

Is this one still out of reach?

Its early fall There's a cloud on the New York skylineInnocence dragged across a yellow lineThese are the hands that built AmericaThese are the hands that built America

It’s early fall There's a cloud on the New York skylineInnocence dragged across a yellow lineThese are the hands that built AmericaThese are the hands that built America