TeachRock

Preparation:

• Print and hang images from Gallery Walk – Angel Island Immigration Station Virtual Tour around the classroom. Alternatively, you can display the images on devices around the room.

Motivational Activity:

1. Inform students that they will be analyzing an excerpt of a spoken word piece recited by Hollis Wong-Wear. Explain that Wong-Wear is a solo artist who goes by “Hollis,” the lead vocalist of the electronic R&B trio The Flavr Blue, and was GRAMMY-nominated in 2014 for her work with Macklemore & Ryan Lewis. The spoken word piece was recited at an event held by the immigrant rights organization, OneAmerica.
2. If possible, play the YouTube video, “Hollis Wong-Wear Spoken Word”. Then ask students:
   • What is one thing you learned about Wong-Wear through this speech?
   • Was there anything she said in this speech that stood out to you, or struck you as particularly interesting, beautiful, or controversial?
3. Show Image 1, Hollis Wong-Wear Quote, and have a student volunteer to read it. Ask students:
   • What might Wong-Wear’s message be in this excerpt? What is she saying about immigrants?
   • (If students watched the video clip) How might Wong-Wear’s own family history have helped shape this opinion of immigrants?
4. Explain to students that in this lesson they will be examining the perspectives of Asian American immigrants through a variety of primary sources, and examining the ways Asian American immigrants and their descendants  have used poetry, music, and fashion to overcome the unique challenges they have encountered.

Procedure

1. Inform students that Asian American immigrants first began arriving in the United States in large numbers in the late 1800s. The majority came from poorer areas in Southern China, and sought to make money through mining to return to their families. Distribute Handout – Asian American Immigrant Experience Document Set (Teacher’s Guide here) to each student. Students may complete the handout throughout class individually or in small discussion groups.
2. Ask students to analyze Document 1 – “Dig for Gold” by Charlie Chin on the handout and answer the questions. Discuss the questions as a class.
3. Next, ask students to analyze Document 2 – Timeline of Federal & State Laws Affecting Chinese Immigrants, 1790-1882 on the handout and answer the questions. Discuss the questions as a class.
4. Move to Document 3 in the handout, “Come Home” by Kevin Yang Transcript. If possible, play the youtube video of Yang performing the piece “Kevin Yang – Come Home” courtesy of Button Poetry. Give students time to answer the questions, and discuss their answers in class.
5. Inform students that in order to enforce the Chinese Exclusion Act, an immigration station was built on Angel Island, off the coast of San Francisco. The station would operate from 1910 to 1940, where officials determined whether most Asian American immigrants would be allowed entry in the United States or denied entry and deported.
   

   Highsmith, Carol M, photographer. Poetic verse carved into the wall of the detention barracks at Angel Island is an island in San Francisco Bay that offers expansive views of the San Francisco skyline, the Marin County Headlands and Mount Tamalpais. Angel Island United States California, 2013. May. Photograph. https://www.loc.gov/item/2013634664/.

6. Display Image 3, Photograph from Angel Island Immigration Station. Using the Teacher’s Guide for Analyzing Manuscripts from the Library of Congress as a guide, have students scrutinize the details of the image. Focus on the following questions from the teacher’s guide:
   • What do you notice first?
   • Can you read the text?
   • How is the text arranged?
   • What was the purpose of this text?
   • Who created it?
   • What tools and materials were used to create it?
   • Who do you think was its audience?
7. If possible, ask a student volunteer familiar with Chinese to translate the text. Otherwise, provide the translation in Image 4, Translation of Poem at Angel Island. After reading the translation, ask students:
   • How does the translation add additional context to this photograph?
   • What does this tell you about the person who wrote it and how they felt about being at Angel Island?
8. Inform students that they will be taking a “virtual” tour of Angel Island. Explain to students that they will be examining photographs of the immigration station and reading more poems by Asian American immigrants at the immigration station. Allow students to peruse the room examining the photographs and poems from the Gallery Walk – Angel Island Immigration Station Virtual Tour.
9. Allow students to walk around the room. Reassure them that they do not need to take notes or fill out a worksheet, but can if they want to, and will be expected to share their experience at the end. Following the virtual tour, ask students:
   • What did you find yourself thinking about while walking around the room?
   • How were you feeling while walking around the classroom?
   • What was something that stood out to you about this experience?
10. Ask students to return to Handout – Asian American Immigrant Experience Document Set, examine Document 4 – Quotes from Pew Survey, and answer the questions. Discuss the questions as a class.
11. Finally, ask students to examine Document 5: Uprisers Hate is a Virus Collection and respond to the question. Discuss the question in class.

Summary Activity:

1. Show Image 1, Hollis Wong-Wear Quote once again. Ask students:
   • How might it this quote relate to some of the figures introduced in this lesson? (If needed, remind students of the poetry written by anonymous Asian American immigrants at Angel Island, the compositions of Huang Ruo, the spoken work of Kevin Yang, the songwriting by Charlie Chin, and the fashion design of Michelle K. Hanabusa.)
2. Following the examples in this lesson, ask students to either write a spoken word piece, a song, or create a t-shirt design that describes or alludes to a moment in the history of Asian immigration to the United States.

Extension Activities:

1. Learn more about the Angel Island Immigration Station by visiting https://www.aiisf.org/, and explore more lessons on the site at https://www.aiisf.org/curriculum.
2. Explore the current Uprisers collection and report back on their current campaigns.
3. Explore https://hateisavirus.org/ and report on how their mission has expanded since the COVID-19 outbreak.
4. Explore the Hollis/Uprisers “Reimagine Everything” collaboration at https://weareuprisers.com/collections/hollis-x-uprisers. Then research Grace Lee Boggs, and write a short essay on how Boggs was an inspiration for Hollis Wong Wear and her work.
5. Listen to more spoken word by Asian American poets at https://charactermedia.com/10-slam-poems-that-nail-the-asian-american-experience/
6. Read Russell Freedman’s short book Angel Island: Gateway to Gold Mountain for a greater history of the Angel Island Immigration Station.
7. Using the streaming platform of your choice, listen to more music by Huang Ruo, Charlie Chin, and Hollis Wong-Wear.
8. Hear what some of the poems written at Angel Island sound like when read in Toishanese here.
9. Return to Document 3: “Come Home” by Kevin Yang Transcript in the Handout – Asian American Immigrant Experience Document Set. Conduct research on the terms in bold, and write a essay or report back what you learned about Hmong history and culture.
10. Learn more about the Chinese Exclusion Act of 1882 or the History of Hmong Americans on the Asian American History 101 Podcast.

Gallery Walk – Angel Island Immigration Station Virtual Tour Handout – Asian American Immigrant Experience Document Set Handout – Asian American Immigrant Experience Document Set (Teacher’s Guide)

College, Career, and Civic Life (C3) Social Studies Standards

History

• D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
• D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
• D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.
• D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.
• D2.His.7.9-12. Explain how the perspectives of people in the present shape interpretations of the past.
• D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.

District of Columbia Social Studies Standards

Driving Concept 2: Rise of Industrial and Progressive America

• US2.16 Evaluate the reasons for and consequences of the rise in Asian, European and Latin American immigration to the United States in the late 19 the and early 20 the century, including the varied experiences of different individuals.
• US2.17 Analyze the reasons for and consequence of rising nativism in the late 19th and early 20th centuries, including the passage of the Chinese Exclusion Act and the Immigration Act of 1924, and the role violence, discrimination and resistance had on the experiences of Asian, Italian, Jewish and other ethnic communities.
• US2.19 Analyze the reasons for racial and ethnic inequality in industrial America, and evaluate the different reasons for and efficacy of different tactics used by movements for racial and ethnic equality.

Massachusetts History and Social Science Framework Standards

Topic 6. Rebuilding the United States: industry and immigration [USI.T6]

• 4. Using primary source images, data, and documents, describe the causes of the immigration of Germans, the Irish, Italians, Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and the major roles of these immigrants in industrialization and the building of railroads.
• 5. Analyze the consequences of the continuing westward expansion of the American people after the Civil War and evaluate the impact of the 14th Amendment on Native Peoples and Asian and European immigrant men and women. Examples of research materials: the Treaty of Fort Laramie (1868), the Navajo Treaty (1868), the Chinese Exclusion Act (1882), the Dawes Act (1887), cartoons by Thomas Nast on immigration, Native Peoples, and politics for Harper’s Weekly Magazine in the 1870s–1880s.

New Jersey Student Learning Standards – Social Studies

Era 5. The Development of the Industrial United States (1870–1900)

• 6.1.12.CivicsDP.5.a: Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans.
• 6.1.12.HistoryUP.5.a: Using primary sources, relate varying immigrants’ experiences to gender, race, ethnicity, or occupation.

Social Studies – National Council for the Social Studies (NCSS)

• Theme 1: Culture
• Theme 2: Time, Continuity, and Change
• Theme 3: People, Place, and Environments
• Theme 4: Individual Development and Identity
• Theme 5: Individuals, Groups, and Institutions
• Theme 6: Power, Authority, and Governance
• Theme 9 : Global Connections
• Theme 10: Civic Ideals and Practices

Common Core State Standards

College and Career Readiness Reading Literature Standards for Grades 9-12

• CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
• CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

College and Career Readiness Reading Information Text Standards for Grades 9-12

• CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

College and Career Readiness Anchor Standards for Writing for Grades 9-12

• CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
• CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
• CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
• CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
• CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
• CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
• CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
• CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

College and Career Readiness Anchor Standards for Speaking and Listening for Grades 9-12

• CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
• CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
• CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
• CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
• CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
• CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
• CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
• CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Learning for Justice Social Justice Standards

• DI.9-12.10 I understand that diversity includes the impact of unequal power relations on the development of group identities and cultures.
• JU.9-12.11 I relate to all people as individuals rather than representatives of groups and can identify stereotypes when I see or hear them.
• JU.9-12.12 I can recognize, describe and distinguish unfairness and injustice at different levels of society.
  
• JU.9-12.13 I can explain the short and long-term impact of biased words and behaviors and unjust practices, laws and institutions that limit the rights and freedoms of people based on their identity groups.