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The Asian American Immigrant Experience at the Turn of the 20th Century featuring Hollis Wong-Wear

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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/.

Grade Level Grades 9-12
Resource Type Handout, Lesson Plan
Standards Alignment
Civic Life (C3) Framework for State Social Studies Standards, Common Core State Standards, State-specific

About This Lesson

In this lesson, students investigate U.S. immigration policy toward Asian American immigrants in the late 1800s to early 1900s. They discover the history of the Asian American immigrant experience during this time period, and consider the motivations and effects of legislation such as the Page Act of 1875, Chinese Exclusion Act of 1882, and the Geary Act of 1892. Students take a “virtual tour” of the Angel Island Immigration Station, which processed thousands of Asian American immigrants. Finally, they examine how Asian Americans in the past and present use poetry, music, and fashion as a means to confront, remember, and challenge racism and anti-Asian prejudice.  

Resources

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EdBrAIn uses AI to customize lesson resources for your students’ needs.

The Asian American Immigrant Experience at the Turn of the Century featuring Hollis Wong-Wear_Printable Lesson_V2.pdf

Lesson Plan
July 8, 2025
433.49 KB
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EdBrAIn uses AI to customize lesson resources for your students’ needs.

Angel Island Immigration Center Virtual Tour.pdf

Handout
July 8, 2025
2.02 MB
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EdBrAIn uses AI to customize lesson resources for your students’ needs.

Handout - Asian American Immigrant Experience Document Set_V2.pdf

Handout
July 8, 2025
838.15 KB
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EdBrAIn uses AI to customize lesson resources for your students’ needs.

Handout - Asian American Immigrant Experience Document Set_Teacher's Guide_V2.pdf

Handout
July 8, 2025
845.77 KB

Standards

Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
Explain how the perspectives of people in the present shape interpretations of the past.
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.
Analyze how historical contexts shaped and continue to shape people’s perspectives.
Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.
Evaluate the reasons for and consequences of the rise in Asian, European and Latin American immigration to the United States in the late 19th and early 20th century, including the varied experiences of different individuals.
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.
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.
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.
Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America.
Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans.
Using primary sources, relate varying immigrants’ experiences to gender, race, ethnicity, or occupation.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
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).
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.
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.
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.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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.
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.
Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
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.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
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.
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.
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.
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.
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.
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.

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