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DOCUMENT RESUME ED 106 438 OD 015 264 TITLE Asian American Studies Project: The Chinese American Experience and the Japanese American Experience. Elementary Guide, Intermediate Grades. INSTITUTION Richmond Unified School District, Calif. /PUB DATE 73 NOTE 218p.; One page of illustrative material has been deleted from this document due to print size of the text EDRS PRICE MF-50.76 HC-S10.78 PLUS POSTAGE DESCRIPTORS *Asian Americans; Course Descriptions; Curriculum Development; *Curriculum Guides; Educat.icnal Objectives; *Ethnic Studies; History Textbooks; Instructional Materials; *Intermediate grades; *Lesson Plans; Secondary Education; Teaching Guides ABSTRACT This Asian-American Curriculrlm Guide for the Richmond Unified School District was prepared by a team of teachers and students during the summer of 1972. These materials are related to the United States history textbooks currently in use at the intermediate grade level. Individual lessons are prepared so that they fit into the areas of the textbook where there is a lack of information on Asian American history. However, a large majority of the lessons are self contained. The Guide is prefaced by a general statement of goals and objectives. The lessons are arranged chronologically and topically. Each lesson is prefaced by a page suggesting resources, teaching objectives, and assignments and activities for the lesson. Included in the Guide are supplementary materials: (a) glossary;(b) "The Chinese and Japanese in America; A Bibliography" outlining the achievements and contributions of outstanding Asian-Americans;(c) "The Chinese and Japanese in America: A Chronology"; (d) "Bibliography of Books on Chinese Americans";(e) "Bibliography of Books and Periodicals on Japanese Americans"; (f) list of books pertaining to Chinese and Japanese available in the Richmond Public Library; and,(g) "Bibliography of Books on Multi-Racial Experience in America". (Author/JM) ASIAN AMERICAN STUDIES PRO C THE CHINESE AMERICAN EXPERIENCE THE JAPANESE AMERICAN EXPERIENCE ELEMENTARY GUIDE INTERMEDIATE GRADES U S DEPARTMENT OF HEALTH EDUCATION& WELFARE NATIONAL INSTITUTE OF EDUCATION ,5 DOC'iMEN,-*AS RE F.. ,FP,O OUCED WF,E .EC 00,1 THE OF usoN oPr.AS,/,,0% 1I'-rN AT'Yl IT PO O. ')P OS STATE C: DO 4.1i' %f I P4( SE 441011,(IAL 3.. % , RICHMOND UNIFIED SCHOOL DISTRICT CURRICULUM PREPARATION An Asian- American Curriculum Guide for the Richmond Unified School District was prepared by a team of teachers and students during a five- week period in the summer of 1972. The teachers and students who prepared the Guide included: Teachers Students Mr. Leland Shimada, Consultant Miss Juliette Higashi (El Cerrito) Mr. 'ALB Aoki (Verde) Miss Susan Shinagale (Richmond) Mrs. Shirley Wong Easton (Bayview) Miss Kathy Tokuyoshi (Richmond) Miss Jun Kodani (Kennedy) Miss Cheryl Wong (Kennedy) Mrs. Annie Soo (Ells) Miss Deborah Yano (El Cerrito) ACKNOWLEDGMENTS Mr. Thomas Anton, Principal (Kennedy) Mr. Les Wincentsen (Kennedy) Mrs. Patricia Rupley, Instructional Mr. Emmett Klemm (Kennedy) Vice Principal (Kennedy) Mr. John O'Hara (Kennedy) Mr. Reginald Dunning, Administrative Office Staff (Kennedy) Vice Principal (Kennedy) Richmond Alliance of Asian- Mr. Joha Curry (Kennedy) Americans Mr. Paul Brown (Ells) 1973 TABLE OF CONTENTS Page PURPOSE 1 GOALS AND OBJECTIVES 2 HOW TO USE THE ASIAN AMERICAN CURRICULUM GUIDE 5 CHINESE - ASIAN AMERICAN STUDIES 7 Lesson 1: The First People to America 7 Lesson 2: "An Asian American Is..." Chinese Contributions to the Western World 14 Lesson 3: The "Push" and "Pull" of Migration, California Gold Rush Era 19 Lesson 4: By Land and By Sea...Gold!Gold in California ' 26 Lesson 5: The Chinese in Gold Rush Country 36 Lesson 6: The Chinese and the Gold Rush Environment 43 Lesson 7: The Beginnings of the Anti-Chinese Movement, 1850 - 1870 52 Lesson 8: The Chinese in Other Occupations and Industries, 1860 - 1900 62 Lesson 9: The Chinese Come to Work on the Railroad 82 Lesson 10: Recognizing Chinese Contributions to the Building of the Railroad 85 Lesson 11: Building the Railroad Was Hard and Dangerous Work . 89 Lesson 12: Anti-Chinese Movement, 1870 - 1900 98 JAPANESE - ASIAN AMERICAN STUDIES 104 4 Traditionally, the course of study for United States history had omitted the significance and influence of persons of Asian ancestry. In order to provide a more realistic v.i.ew of United States history, the hardships, struggles and contributions of Asians need to be revealed. A quick glance at a typical United States history text- book will show that there is little mention of the role played by Asian Americans in the past and present, although it is widely known that the lives of these people are intertwined in the story of the United States. This guide provides an opportunity for students and teachers of all racial and ethnic backgrounds to gain a more in-depth perspective of United States history. Students will have a better understanding of other peoples who have made contributions to our society. Hopefully, misunder- standings will be dispelled and positive attitudes and values about Abian Americans will be acquired. /. _ 5 - 1 - GOA'S AND 013JECTIVE8 GOALS AND OBJECTIVES GOAL 1.0 To provide students with factual and conceptual knowledge related to the idea that anti-Asian prejudice, violence, and discriminations, which has heavily colored Asian-American history, Were racially motivated. Objective 1.1 At least 60 per cent of the students will orally or in writing identify and explain the racial actors involved in the anti- Chinese agitation, violence, and discriminations from the 1840's to the present. Objective 1.2 At least 60 per cent of the students will orally or in writing identify and explain the racial factors involved in the anti- Japanese agitation, violence, and discriminations from 1900 to the present. GOAL 2.0 TO provide students with factual and conceptual knowledge related to the idea that Asian-Americans have responded to the hostilities of American society by utilizing elements of their Asian cultural heritage. Objective 2.1 At least 60 per cent of the students will orally or in writing identify and describe those attitudes and values which the Chinese have used to meet the challenges oflife in America. Objective 2.2 At least 60 per cent of the students will orally ot. in writing identify and describe those attitudes and values wbich the Japanese have used to meet the challenges of life in America. GOAL 3.0 To provide students with factual and conceptual knowledge related to the idea that AsianAmericans have responded to prejudice and discrimination with protest. Objective 3.1 At least 60 per cent of the students will orally or in writing identify and describe Japanese-American protests againstby wages and working cLnditions in the fields, and in the railroadand mining camps throughout the American West. Objective 3.2 At least 6o per cent of the students will orallyor in writing identify and describe the efforts of Japanese-Americans to protest anti-Japanese agitation prior to World War i3 and their mass removal during the war. Objective 3.3 At least 60 per cent of the students will orallyor in writing identify and describe the efforts of Chinese-Americans topro- test anti-Chinese agitation and discriminatory legislation. Objective 3.4 At least 6o per cent of the students will orallyor in writing identify and describe the effOrts of Asian-Americans to support the cause of racial justice in the United States today, GOAL 4.0 To provide students with actual and conceptual knowledge related tothe idea that Asian-Americans have made significant contributions to the economic, political, social, and cultural grow -h of the United States. Objective 4.1 At least 6o per cent of the students shall orally cr in writing identify and describe the contributions of the Chinese to the development of mining, railroad building, and fishing in the Bar West. Objective 4.2 At least 60 per cent of the students shall orallyor in writing identify and describe the contributions of the Japanese to the development of agriculture and floriculture in the western states. Cbjectftve 4.3 At least 60 per cent of the students shall orallyor in writing identify and describe the contributions of the Japanese to the Growth of labor organization (unionization) in the United States, and especially the unionization of farm workers. Objective 4.4 At least 60 per cent of the students will orallyor in writing - 3 - identify and describe the contributions of Asian-Americans to science, architecture, education, and other professions in the United States. Objective 4.5 At least 60 per cent of the students will orally or in writing identify and describe the contributions of Asian-America; s to furthering the cause of political justice in the United Statgli (e.g., suits demanding f011 constitutional guarantees of rights and the Japanese-American effbrts for the repeal of Title II of the Mccarran Act). -4 . $ 9 HOW TO USE THE ASIAN-AMERICAN CURRICULUM GUIDE The Asian-American Studies Curriculum Development Team has prepared a unique guide. It does not propose that a unit on Asian-American studies in the elementary schools be taught in isolation. Instead, the materials contained herein are correlated with the United States history textbooks currently in use at the intermediate g':ade level. Tndividual lessons are pre- pared so that they fit into the areas of the textbook where there is a lack of information on Asian American history. However, at the same time, a large majority of the lessons are self-contained so that they need not be used with any particular textbook. The Guide is prefaced by a general statement of goals and objectives which teachers should attempt to achieve with respect to Asian American history in their United States history program. The lessons are arranged chronologically and topically. The teacher may present the lessens in the sequence suggested by the Table of Contents of this Guide or according to the topic cited in each lesson heading.
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