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Be prepared to give short answers to some of the following topics:

  • Coolie Act (1862)The Chinese Exclusion Act (1882)
  • The Chinese Exclusion Act (1882)
  • Angel Island Immigration Station (1910-1940)
  • Takeo Ozawa (1922)
  • Executive Order 9066
  • 100th Infantry Battalion
  • Japanese American Citizens League
  • Korematsu v. United States(1944)
  • 1965 Immigration and Nationality Act (aka Hart-Cellar Act)
  • Philip Vera Cruz
  • San Francisco State University Strike, 1968-69
  • General Vang Pao
  • Hmong “Secret Army”
Beyond the Barbed Wire

Use the following web site to answer the questions on the work sheet provided, here.

Story Map - Japanese Internment

Go to this site and use it to answer the questions on the attached sheet (click above).

Intro to Japanese Internment

Use the attached work sheet (click on title to get to the worksheet) to record you response to George Takai Ted Talk on his experiences in a Japanese Internment Camp here.

Read or listen to the MPR Story on the 75th anniversary of Japanese Internment here, and answer the questions on the sheet.

Mapping Prejudice

Tutorial how to map a land deed here.

But, the link to register is here.

And finally find the documents you will examine here. Once on this page click on to register.

Once you are in, map a deed and either take a screen shot, or call me over to see you did it.

Video:Becoming American; Chinese Experience

Take notes and fill out film analysis questions, form is linked by clicking above. Video is found here.

Watch and take notes then fill out the form and turn in.

Video Who really discovered America

Notes in notebook. Watch video here.

Changes in labor

Link to resources here

And use Chapter 2 from the text book, Coolies

In groups of 3 people:

-Using the chrome books in class and your textbook, link to the site above and read the introduction together.

-On the site you will find two linked sources, read through both of these

-In your textbook read through Chapter 2 Coolies.

- After reading through the three sources in your group discuss these questions:

  1. According to their own testimonies, how did Chinese coolies come to Cuba? How were they treated in Cuba?
  2. According to the New York Times article, why should the United States act against the participation of United States merchants in the coolie trade?
  3. How did the New York Times article differentiate coolies to Cuba from Chinese immigrants in the US? After reading the two sources together, what can we see about the different portrayals and the ambiguous position of Chinese labor migrants in different local contexts (such as their racial status, interracial marriage, cultural characteristics and economic value)?

AFTER discussing the questions, as a group, compose a statement describing the changes in New World slavery and Asian migrations to the Americas through the 19th century. Use CER format, Claim, Evidence, Reasoning.