1. ● Should the United States Government exclude the people of West Africa from coming to the U.S because of Ebola? ● Is it ever okay for the government to exclude a group of people? Bell Work (10/16/2014)

2. Missing work? Today: ● Guided Reading - Immigration from Asia ● Section 5 Notes (pg. 6 in notes) ● Grade Reports ● Time to work on Projects Housekeeping

3. Through Ellis Island and Angel Island U.S History Mr. Golas

4. ● To utilize critical reading skills to understand key concepts related to Asian Immigration. ● To analyze how the Chinese Exclusion Act (1882) affected Chinese Immigration to the United States. ● To understand how Prejudice has affected people throughout History. Lesson Objectives

5. ● Listen to the following prompts and HIGHLIGHT the text that answers each question. ● I will give you the paragraph that each answer is in and it is your job to find it. ● Afterwards we will discuss these as a class and fill in the Notes Section on Page 6 of your Packet. Guided Reading

6. Chinese Immigrants Seek Gold Mountain: ● Most Asian immigrants were men who came seeking gold. ● Chinese were good workers, who worked for very little money. o Because of this, whites were paid less too, which created friction. Immigrants Come for Gold

7. Chinese Workers

8. The Exclusionary Act: Shutting the Doors on the Chinese: ●Chinese Exclusion Act: (1882) law prevented Chinese immigration for 10 years ●The first U.S. immigration restriction based solely on nationality or race. ● Driven by Racism and Fear. Led to the discrimination of other groups of people. The Exclusionary Act

9. Exclusionary Act

10. Angel Island: The Ellis Island of the West: ●Angel Island Immigration Station: place most Asian immigrants arrived in San Francisco (1910-1940). ●Kept new Chinese immigrants isolated and prevented them from escaping. Angel Island

11. Angel Island Pictures

12. Medical Examinations

13. Other Asian Groups Immigrate to the United States: ●All Asian immigrants faced prejudice, hostility, and discrimination. ●In San Francisco Asian children had separate schools from whites. Other Asian Immigrants

14. ● Even though the United States is a land made up of immigrants, the government has passed laws throughout time to keep immigrants out of the country. ● READ over the Timeline of Immigration and CIRCLE or UNDERLINE whenever you notice government actions that have excluded or kept immigrants out of the United States. Other Ideas

15. 1.1 Explaining Race-thinking Imagine yourself on Angel Island in the 1920s. You are help- ing an inquisitive immigrant from Canton to fill in an immigration form. Name, it says. You ask her name. She tells you. You write it down. Date of birth. She gives it to you (according to the Chi- nese calendar, of course, so you have to look up your table for translating from one system to another). Then there is an entry that says Race. This you do not have to ask. You write: “Oriental.” And your interlocutor, because she is inquisitive, asks politely : “What are you writing now?” (After all, until now, everything you have written has been in response to her answers.) Disingenuously, you say: “I am writing down where you are from. ’ ’ “Ah yes,” she replies helpfully. “Canton, I was born in Can- ton. How did you know ?” “No. Actually, that’s the next question I was going to ask. Place of birth.” “So what have you written already?” How do you answer this question? Seventy years ago, how would you have explained to someone from outside the modern West what our English word “race” meant? Or how would you have explained to a Sicilian across the continent on Ellis Island, Apart from specific debts to work cited, I should like to express my sense of enormous indebtedness to Lawrence Blum, Jorge Garcia, Martha Minow, Richard T. Ford, Maneesha Sinha, David Wilkins, and David Wong, for discussions both together and separately; to Houston Baker and Lucius Outlaw for prompting me to rethink these issues; to many people, whose names I have not recorded, to whom I have talked about identity and culture at many universities during the last few years; to several generations of students in my Introduction to Afro-American Studies class at Harvard; and, above all, to Henry Finder, on whom I try out most of my ideas first. ( 5 3 ) http://iws.collin.edu/grooms/cr1a ppiah12.pdf