Immigration and Settlement of Ethnic Groups
in the Pacific Northwest
Overview
In this lesson students will examine the ethnic history of the Pacific
Northwest in the period 1850-1950. Students will research documents and
images in the digital archive of the Columbia River Basin Ethnic History
Project to learn about the immigration and settlement patterns of the
various ethnic groups that settled in the region during this period. Students
will learn how to research and interpret primary sources in on-line databases,
develop oral and writing skills, and learn how to organize a coherent
oral presentation to report their findings to the class.
Historical Understandings
History, U.S. history, and Pacific Northwest history:
The student examines and understands major ideas, eras, themes, developments,
turning points, chronology, and cause-effect relationships in the United
States, the world, and the states of Idaho, Oregon, and Washington.
Standards
Washington
Social Studies: History Essential Academic Learning Requirements
- The student examines and understands major ideas, eras,
themes, developments, turning points, chronology, and cause-effect relationships
in United States, world, and Washington State history.
To meet this standard, the student will:
Grade 8 Benchmark 2:
1.1 Understand and analyze historical time and chronology:
1.1.2a Group events and individuals by broadly defined historical eras
and develop related timelines; compare and contrast different cultural
measurements of time.
1.1.2b Using evidence for support identify, analyze, and explain possible
causal factors contributing to given historical events
Grade 10 Benchmark 3:
1.1.3a Group events and individuals by broadly defined historical eras
and use timelines to identify and explain patterns of historical continuity
and change in a succession of related events; compare and contrast different
cultural perceptions of time
1.2 Understand events, trends, individuals, and movements shaping
United States, world, and Washington State history
United States History:
Grade 8 Benchmark 2 US 1.2.2:
US1.2.2 Identify and analyze major issues, people, and events
in U.S. history from the Revolution to 1900 including:
- Industrialization, Immigration, Urbanization (1870-1900)
Washington State History
Grade 8 Benchmark 2:
WA1.2.2 Identify and analyze the contributions of the following eras
in the development of Washington State:
-The Great Depression and World War II (1930-1945)
- Post World War II domestic political, social, and economic issues
(1945-1980)
- Contemporary Washington (1980-present)
1.3 Examine the influence of culture on United States, world,
and Washington State history
Grade 8 Benchmark 2:
1.3.2 Examine the development of different cultures in Washington State,
U.S., and world history
Grade 10 Benchmark 3:
1.3.3 Examine and analyze how the contributions of various cultural
groups influence society.
2. The student understands the origin and impact of ideas and
technological developments on history.
To meet this standard, the student will:
2.1 Compare and contrast ideas in different places, time periods, and
cultures, and examine the interrelationships between ideas, change,
and conflict
(cross reference with the themes and topics outlined under the United
States, world, and Washington State history headings)
Grade 8 Benchmark 2:
2.1.2 Explain the origin and historical context of major ideas and their
impact on societies
Grade 10 Benchmark 3:
2.1.3 Compare and analyze major ideas in different places, times, and
cultures, and how those ideas have brought about continuity, change,
or conflict
Grades 11-12: U.S. History
1. The student examines and understands major ideas, eras, themes,
developments, turning points, chronology, and cause-effect relationships
in United States, world, and Washington State history.
To meet this standard, the student will:
1.1 Understand and analyze historical time and chronology
1.2 Understand events, trends, individuals and movements shaping United
States, world, and Washington State history
1.1.3a Group events and individuals by broadly defined historical eras
and use timelines to identify and explain patterns of historical continuity
and change in a succession of related events; compare and contrast different
cultural perceptions of time
U.S. History 1.2.3
Identify and analyze major concepts, people, and events in 20th century
U.S. history including:
- Reform, prosperity, and depression
- Post World War II domestic, political, social, and economic issues
(1945-present)
1.3 Examine the influence of culture on United States, world, and Washington
State history
1.3.3 Examine and analyze how the contributions of various cultural
groups influence society in the United States
2. The student understands the origin and impact of ideas and
technological developments on history.
To meet this standard, the student will:
2.1 Compare and contrast ideas in different places, time periods, and
cultures, and examine the
2.1.3 Compare and analyze major ideas in different places, times, and
cultures, and how those ideas have brought about continuity, change,
or conflict
2.2 Understand how ideas and technological developments influence people,
culture, and environment
Idaho Standards
Middle Grades
476.
| Standard -- The student will: |
Content Knowledge and Skills |
Samples of Applications |
01. Understand the role of
Migration and Immigration of people in the development of the United
States |
a. Analyze the religious, political,
and economic motives of voluntary immigrants from different parts
of Europe who came to North America. |
i. Using historical information, select
a European country and write a skit demonstrating why a family should
immigrate to America.
ii. Develop a historical outline map indicating where various Europeans
settled in North America and their reasons for this settlement. |
| |
c. Describe the history, interactions,
and contributions of the various groups of people that have lived
and migrated throughout North America. |
i. Make a chart listing various migrating
groups showing where they settled, reasons for moving, and the development
of communities as a consequence of their migration.
ii. Write a letter to family members left behind in the East convincing
them to journey on the Oregon Trail and join the rest of the family
in Oregon. Use historical research as the basis for this letter. |
Grades 9-12
495. Migration and Immigration
| Standard -- The student will: |
Content Knowledge and Skills |
Samples of Applications |
01. Understand the role of
Migration and Immigration of people in the development of the United
States |
a. Identify motives for immigration in
and to the United States. |
i. Compare the motives of 19th century
Irish immigrants to Hispanic immigrants in the 20th century. |
| |
b. Analyze the legal, political, social
and economic changes in the status of voluntary immigrant groups. |
i. Peruse both current and frontier newspapers
for changing attitudes toward immigrant groups.
ii. Trace the legislative history of American immigration. |
Oregon Standards
HISTORY: Relate significant events and eras in United States and world
history to past and present issues and developments.
| Common Curriculum Goals |
Content Standards |
Benchmark 3
(Grade 8) |
CIM
(Grade 10) |
HISTORICAL SKILLS
Interpret and reconstruct chronological relationships. |
Understand, represent, and interpret chronological
relationships in history |
Represent and interpret data and chronological relationships
from history, using timelines and narratives. |
Reconstruct, interpret, and represent the chronology
of significant events, developments, and narratives from history |
| |
|
Identify and create chronologies of events.
Compare and contrast historical interpretations. |
Reconstruct the chronological order of significant
events related to historical developments.
Interpret the relationship of events occurring over time.
Interpret timelines, charts and graphs illustrating chronological
relationships. |
| Analyze cause and effect relationships, including
multiple causalities. |
Identify and analyze cause and effect relationships
in history. |
Distinguish between cause and effect relationships
and events that happen or occur concurrently or sequentially. |
Compare and contrast institutions and ideas in history,
noting cause and effect relationships. |
| Understand, recognize, and interpret change and continuity
over time. |
Interpret and represent chronological relationships
and patterns of change and continuity over time. |
Identify and give examples of chronological patterns
and recognize them in related events over time. |
Recognize and interpret continuity and/or change
with respect to particular historical developments in the 20th century. |
U.S History
| Common Curriculum Goals |
Content Standards |
Benchmark 3
(Grade 8) |
CIM
(Grade 10) |
U.S. HISTORY
Understand and interpret events, issues, and developments within and
across eras of U.S. history. |
Understand the importance and lasting influence of
individuals, issues, events, people, and developments in U.S. history. |
Understand how individuals, issues, and events changed
or significantly influenced the course of U.S. history post American
Revolution through 1900. |
Understand how individuals, issues, and events changed
or significantly influenced the course of U.S. history after 1900. |
STATE & LOCAL HISTORY
Understand and interpret the history of the state of Oregon.
|
Understand and interpret events, issues, and
developments in Oregon history. |
Understand how various groups of people were affected
by events and developments in Oregon state history. |
Understand the causes, characteristics, and impact
of political, economic, and social developments in Oregon state history. |
| |
|
Understand the interactions and contributions
of the various people and cultures that have lived in or migrated
to the area that is now Oregon from post-American Revolution until
1900. |
Understand the interactions and contributions
of the various people and cultures that have lived in or migrated
to the area that is now Oregon after 1900. |
| Understand and interpret events, issues, and developments
in the history of one’s family, local community, and culture. |
Understand and interpret events, issues, and developments
in the history of one’s family, local community, and culture. |
Understand the lasting influence of events and developments
in local history. |
Understand the causes, characteristics and impact,
and lasting influence of political, economic, and social developments
in local history. |
Student Outcomes/Performances
After completion of this lesson students will:
- Understand why ethnic peoples left their home countries and settled
in the Pacific Northwest;
- Know how these groups earned their livelihood, how and why they built
ethnic communities, and the problems and challenges they encountered
in relations with other peoples in the region;
- Know and appreciate the contributions of the various ethnic groups
to the economic and social development of the Pacific Northwest;
- Acquire sufficient knowledge to participate in informed discussions
and presentations with classmates, teachers and others about the immigration
experiences of the various ethnic groups of the Pacific Northwest.
Activities and Procedure
This lesson requires five fifty-minute class periods for grades 11 and
12 but can be condensed to three periods for students below grade 11.
Activity One (first class period of this lesson):
- In this activity the teacher will present an overview of the lesson
and an historical sketch of the role of immigration in the history of
the United States and the Pacific Northwest. (fifteen minutes)
- The teacher then facilitates a class discussion to have students
share with the class what they know about the history of immigration
and ethnic groups in the United States and the Pacific Northwest. (fifteen
minutes)
- Divide students in groups of three (the number of students in each
group can vary depending on class size and teacher preference). Hand
out a list of the ethnic groups represented in the historical overviews
in the website of the Columbia River Basin Ethnic History Project. Allow
ten minutes for each student group to discuss and select one ethnic
group to study from the list.
- In the remaining time hand out and review with students the study
guide questions that appear below.
Activity Two (second and third class periods of this
lesson):
In this activity students will conduct research on the ethnic group they
selected.
- Allow ten minutes to review with students the lesson overview, learning
objectives, and the study guide questions.
- Assign student groups to their computer workstations and have them
spend the remainder of the class periods researching materials for their
corresponding ethnic groups in the Columbia River Basin Ethnic History
Project digital archive.
Activity Three (fourth class period)
In this activity student groups will plan and organize their presentation
to the class based on their research of the ethnic group they studied.
During this activity the teacher will spend time with each student group
to serve as a resource. This activity will require one additional hour
of group work outside class time, assigned as homework, for each group
to work independently to refine and finalize their presentation to the
class.
Activity Four (fifth class period)
In this activity student groups present their oral reports to the class.
Allow ten minutes of this period for a class discussion in which students
compare and contrast the immigration experiences of the ethnic groups
studied.
Closure/ Extension
Have each student write a short essay that compares and contrasts her/his
family history to that of the group he/she studied. For this activity
students interview their parents, grandparents, other relatives, and/or
long-time family friends familiar with the student’s family history.
Students will use information from the interviews and research of the
Columbia River Basin Ethnic History Project digital archive to write the
essay.
Student Learning Assessment
To measure performance students are required to keep a group project
portfolio that includes research notes, a bibliography of documents and
images reviewed in the Columbia River Basin Ethnic History Project digital
archive, a description that details the division of labor between group
members, and an outline of the group’s class presentation. Individual
students are also required to keep a portfolio of their preparation work
for the essay they are required to write. The portfolio may include planning
and research notes, interview notes, an outline of the essay, and the
final draft of the essay.
Study Guide Questions
In the century from 1850 to 1950 millions of immigrants from several counties
came to the United States. Many settled and built communities in the Columbia
River Basin in the states of Idaho, Oregon and Washington. These peoples
played significant roles and made lasting contributions to the economic
and social development of the Pacific Northwest. Their experiences were
similar in some ways but differed significantly in others.
The following questions will guide students as they research the history
of ethnic peoples in Columbia River Basin Ethnic History Digital Archive.
Students will research the archive for information to answer the questions
about the ethnic groups they decide to study. Students will take notes
as they review materials in the archive about the group they selected
for study, and use their notes to write a paragraph to answer each question.
1) Why and when did these peoples decide to immigrate to the United States
and settle in the Pacific Northwest?
2) How did these peoples go about building communities and what challenges
and problems did they experience?
3) What type of work did these ethnic groups do to earn a living? Why?
4) How did they get along with other ethnic groups who lived in the area?
5) What contributions did these peoples make to the economic and social
development of the Columbia River Basin?
6) What did you find most interesting about the group you studied?
7) What other questions can pose to the rest of the class?
Resources
American Memory, Library of Congress: http://memory.loc.gov/
Center for Columbia River History: http://www.ccrh.org/index.htm
The Best of History, U.S. History page: http://www.besthistorysites.net/USHistory_Immigration.shtml
International Migrant Workers, Oregon State Archives, Oregon State University,
http://arcweb.sos.state.or.us/osu/osuintro.html
The Densho Project: http://www.densho.org/
The Learning Page, Library of Congress: http://memory.loc.gov/ammem/ndlpedu/index.html
NARA’s Digital Classroom: http://www.archives.gov/digital_classroom/index.htm
|
