Project GLAD



Project GLAD

Orange County Department of Education

CALIFORNIA: 1850 – 1900

A TIME OF IMMIGRATION AND DISCRIMINATION

(Level 4)

IDEA PAGES

UNIT THEME – Include cross-cultural sensitivity theme

• California is our home state

• California has many different people groups and cultures

• Where did these people come from

• Why did they come to California

• What were their experiences when they came

FOCUS/MOTIVATION

• Big Book

• California Historian Awards

• Poems/Chants/Songs

• Inquiry Chart

• Free Exploration/Realia

• Observation Charts

• Cognitive Content Dictionary

• Video Clip

• Food

CLOSURE

• Process all charts

• Written paragraph comparing/contrasting two people groups

• Individual Here/There chant

• Personal Cognitive Content Dictionary from living walls

• Unit Four: Lesson Three Assessment from Scott Foresman History-Social Science for California: Our California

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CONCEPTS

• When, where, and how immigrants came to America and traveled to

California.

• Each immigrant group has its own identity and cultural characteristics.

• Immigrants faced many challenges and made many contributions to California.

• Immigrants voyaged to America and settled in California for varied reasons/factors.

• All immigrants have similarities and differences.

We are focusing on the following California people groups:

Chinese

Irish

Mexican

German

Native American/American

V. STANDARDS - ELA - Grade 4 (California State Standards)

Reading:

1.0 Word Analysis, Fluency and Systematic Vocabulary Development

Word Recognition

1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate spacing, intonation, and expression.

Vocabulary and Concept Development

1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.

1.3 Use knowledge of root words to determine the meaning of unknown words within a passage.

1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g. international).

1.5 Uses a thesaurus to determine related words and concepts.

1.6 Distinguishes and interprets words with multiple meanings.

2.0 Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed. Structural Features of Informational Materials

2.1 Identify structural patterns found in informational text.

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Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).

2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.

2.4 Evaluate new information and hypotheses by testing them against known information and ideas.

2.5 Compare and contrast information on the same topic after reading several passages or articles.

2.6 Distinguish between cause and effect and between fact and opinion in expository text.

2.7 Follow multiple-step instructions in a basic technical manual (e.g., how to use computer commands or video games).

3.0 Literary Responses and Analysis

Structural Features of Literature

3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.

Narrative Analysis of Grade-Level-Appropriate Text

3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions.

3.3 Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for the character's action.

3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales).

3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.

Writing

1.0 Writing Strategies

Organization and Focus

1.1 Select a focus, and organizational structure, and a point of view based upon purpose, audience, length, and format requirements.

1.2 Create multiple-paragraph compositions.

1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

Research and Technology

1.5 Quote or paraphrase information sources, citing them appropriately.

1.6 Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).

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1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, on-line information) as an aid to writing.

1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.

Evaluation and Revision

1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.

2.0 Writing Applications (Genres and Their Characteristics)

2.1 Write narratives.

2.2 Write responses to literature.

2.3 Write informational reports.

2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.

Written and Oral English Language Conventions

1.0 Written and Oral English Language Conventions

Sentence Structure

1.1 Use simple and compound sentences in writing and speaking.

1.2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases.

Grammar

1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking.

Punctuation

1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions.

1.5 Use underlining, quotation marks, or italics to identify titles of documents. Capitalization

1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first words in quotations when appropriate.

Spelling

1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

Listening and Speaking

1.0 Listening and Speaking Strategies

Comprehension

1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.

1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.

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1.3 Identify how language usage (e.g., sayings, expressions) reflect regions and cultures.

1.4 Give precise directions and instructions.

Organization and Delivery of Oral Communication

1.6 Use traditional structures for conveying information (e.g., cause and effect, similarity and difference, and posing and answering a question).

1.7 Emphasize points in a way that help the listener or viewer to follow important ideas and concepts.

1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.

1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.

Analysis and Evaluation of Oral Media Communication

1.10 Evaluate the role of the media in focusing attention on events and in forming opinions on issues.

2.0 Speaking Applications (Genres and Their Characteristics)

2.1 Make narrative presentations.

2.2 Make informational presentations.

2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing.

Listening and Speaking (Grades 3-5 ELD Standards)

Comprehension

Beginning Level:

Speak with few words/sentences

Answer simple questions with one/two word response

Retell familiar stories/participate in short conversations/using gestures

Early Intermediate Level:

Ask/answer questions using phrases/simple sentences

Restate/execute multi step oral directions

Intermediate Level:

Ask/answer questions using support elements

Identify key details from stories/information

Early Advanced Level:

Identify main points/support details from content areas

Advanced Level:

Identify main points/support details from stories & subject areas

Respond to & use idiomatic expressions appropriately

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Comprehension, Organization & Delivery of Oral Communication

Beginning Level:

Uses common social greetings

Early Intermediate Level:

Identify main points of simple conversations/stories (read aloud)

Communicate basic needs

Recite rhymes/songs/simple stories

Intermediate Level:

Speak with standard English grammatical forms/sounds

Participate in social conversations by asking/answering questions

Retell stories/share school activities using vocabulary, descriptive words/paraphrasing Early Advanced Level:

Retell stories including characters, setting, plot, summary, analysis

Use standard English grammatical forms/sounds/intonation/pitch

Initiate social conversations by asking & answering questions/restating & soliciting information

Appropriate speaking based on purpose, audience, subject matter

Ask/answer instructional questions

Use figurative language & idiomatic expressions

Advanced Level:

Question/restate/paraphrase in social conversations Speak/write based on purpose, audience, & subject matter Identify main idea, point of view, & fact/fiction in broadcast & print media Use standard English grammatical forms/sounds/intonation/pitch

Reading - Word Analysis (Grades 3-5 ELD Standards)

Concepts about Print, Phonemic Awareness, Decoding & Word Recognition

Beginning Level:

Recognize familiar phonemes

Recognize sound/symbol relationships in own writing

Early Intermediate Level:

Read orally recognizing/producing phonemes not in primary language

Recognize morphemes in phrases/simple sentences

Intermediate Level:

Read aloud with correct pronunciation of most phonemes

Use common morphemes in oral & silent reading

Early Advanced Level:

Use knowledge of morphemes to derive meaning from literature/texts in content areas Advanced Level:

Use roots & affixes to derive meaning

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Reading - Fluency & Systematic Vocabulary Development

(Grades 3-5 ELD Standards)

Vocabulary & Concept Development

Beginning Level:

Read aloud simple words in stories/games

Respond to social & academic interactions (simple questions/answers)

Demonstrate comprehension of simple vocabulary with action

Retell simple stories with drawings, words, phrases

Uses phrases/single word. to communicate basic needs

Early Intermediate Level:

Use content vocabulary in discussions/reading

Read simple vocabulary, phrases & sentences independently

Use morphemes, phonics, syntax to decode & comprehend words

Recognize & correct grammar, usage, word choice in speaking or reading aloud

Read own narrative & expository text aloud with pacing, intonation, expression

Intermediate Level:

Create dictionary of frequently used words

Decode/comprehend meaning of unfamiliar words in texts

Recognize & correct grammar, usage, word choice in speaking or reading aloud

Read grade level narrative/expository text aloud with pacing, intonation, expression

Use content vocabulary in discussions/reading

Recognize common roots & affixes

Early Advanced Level:

Use morphemes, phonics, syntax to decode/comprehend words

Recognize multiple meaning words in content literature & texts

Use common roots & affixes

Use standard dictionary to find meanings

Recognize analogies & metaphors in content literature & texts

Use skills/knowledge to achieve independent reading

Use idioms in discussions & reading

Read complex narrative & expository texts aloud with pacing, intonation, expression

Advanced Level:

Apply common roots & affixes knowledge to vocabulary

Recognize multiple meaning words

Apply academic & social vocabulary to achieve independent read.

Use idioms, analogies & metaphors in discussion & reading

Use standard dictionary to find meanings

Read narrative & expository text aloud with, pacing, intonation, expression

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Reading Comprehension

Beginning Level:

Answer fact questions using one/two word response

Connect simple text read aloud to personal experience

Understand & follow one-step directions

Sequence events from stories read aloud using key words/phrases

Identify main idea using key words/phrases

Identify text features: title/table of contents/chapter headings

Early Intermediate Level:

Use simple sentences to give details from simple stories

Connect text to personal experience

Follow simple two-step directions

Identify sequence of text using simple sentences

Read & identify main ideas to draw inferences

Identify text features: title, table of contents, chapter headings

Identify fact/opinion in grade level text read aloud to students

Intermediate Level:

Orally respond to comprehension questions about written text

Read text features: titles, table of contents, headings, diagrams, charts, glossaries, indexes

Identify main idea to make predictions & support details

Orally describe connections between text & personal experience

Follow multi-step directions for classroom activities

Identify examples of fact/opinion & cause/effect in literature/content texts

Early Advanced Level:

Give main idea with supporting detail from grade level text

Generate & respond to text-related comprehension questions

Describe relationships between text & personal experience

Identify function of text features: format/diagrams/charts/glossary

Draw conclusions & make inferences using text resources

Find examples of fact, opinion, inference, & cause/effect in text

Identify organizational patterns in text: sequence, chronology

Advanced Level:

Make inferences/generalizations, draw conclusions from grade level text resources Describe main ideas with support detail from text

Identify patterns in text: compare/contrast, sequence/ cause/effect

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Writing Strategies and Applications (Grade 3-5 ELD Standards)

Penmanship, Organization & Focus

Beginning Level:

Write alphabet

Label key parts of common objects

Create simple sentences/phrases

Write brief narratives/stories using few standard grammatical forms

Early Intermediate Level:

Write narratives that include setting and character

Respond to literature using simple sentences, drawings, lists, charts

Write paragraphs of at least four sentences

Write words/simple sentences in content areas

Write friendly letter

Produce independent writing

Intermediate Level:

Narrate sequence of events

Produce independent writing

Use variety of genres in writing

Create paragraph developing central idea using grammatical form

Use complex vocabulary & sentences in all content areas

Write a letter with detailed sentences

Early Advanced Level:

Write detailed summary of story

Arrange compositions with organizational patterns

Independently write responses to literature

Use complex vocabulary & sentences in all content areas

Write a persuasive letter with relevant evidence

Write multi-paragraph narrative & expository for content areas

Advanced Level:

Write short narrative for all content areas

Write persuasive composition

Write narratives that describe setting, character, objects, events

Write multi-paragraph narrative & expository compositions

Independently use all steps of writing process

Writing Conventions

Beginning Level:

Begin own name and sentences with capital letter

Use period at end of sentence

Early Intermediate Level:

Begin proper nouns & sentences with capital letter

Use period at end of sentence/use some commas

Edit for basic conventions

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Intermediate Level:

Produce independent writing

Use standard word order

Early Advanced Level:

Produce independent writing with correct capitals, punctuation, spelling

Use standard word order

Edit for basic conventions

Advanced Level:

Use complete sentences and correct order

Use correct parts of speech

Edit for punctuation, capitalization, spelling

Produce writing with command of standard conventions

Reading Literary Response and Analysis (Grades 3-5 ELD Standards)

Narrative Analysis of Grade-Level Appropriate Text

Beginning Level:

One/two-word oral responses to factual comprehension questions

Word/phrase oral response identifying characters and settings

Distinguish between fiction & non-fiction

Identify fairy tales, folk tales, myth, legend using lists, charts, tables

Early Intermediate Level:

Orally answer factual questions using simple sentences

Orally identify main events in plot

Recite simple poems

Orally describe setting of literature piece

Orally distinguish among poetry, drama, short story

Orally describe character of a selection

Intermediate Level:

Paraphrase response to text using expanded vocabulary

Apply knowledge of language to derive meaning from text

Early Advanced Level:

Describe figurative language (simile, metaphor, personification)

Distinguish literary connotations from culture to culture

Identify motives of characters

Describe themes stated directly

Identify speaker/narrator in text

Identify main problem of plot and how it is resolved

Recognize first & third person in literary text

Advanced Level:

Describe characteristics of poetry, drama, fiction & non-fiction

Evaluate author's use of techniques to influence reader

Describe directly stated & implied themes

Compare & contrast motives of characters in work of fiction

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STANDARDS - Social Studies Grade 4 (California State Standards)

1. Demonstrate understanding of physical and human geographic features that define places & regions in California

4.1.3 Identify the state capital and describe the various regions of California, including how their characteristics and physical environment affect human activity.

2. Explain the economic, social and political life in California from the establishment of the Bear Flag Republic through the Mexican American War, the Gold Rush, and the granting or statehood

4.3.2 Compare how and why people traveled to California and the routes they

traveled.

4.3.3 Analyze the effect of the Gold Rush on settlements, daily life, politics,

and the physical environment.

4.3.5 Discuss how California became a state and how its new government

differed from those during the Spanish and Mexican periods.

3. Explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.

1. Understand the story and lasting influence of the Pony Express,

Overland Mail Service, Western Union, and the building of the

transcontinental railroad, including the contributions of the Chinese

workers to its construction.

2. Explain how the Gold Rush transformed the economy of California,

including the type of products produced and consumed, changes in

towns and economic conflicts between diverse groups of people.

3. Discuss immigration and migration to California between 1850 and 1900,

including the diverse compositions of those who came; the countries of

origin and their relative locations; and conflicts and accords among the

diverse groups.

4. Describe rapid American immigration, internal migration, settlement, and

the growth of towns and cities.

Science Standards: Grade 4

a. Differentiate observation from inference, and know that scientists’

explanations come partly from what they observe and partly from how they interpret their observations.

b. Formulate and justify predictions based on cause-and-effect

relationships.

Life Sciences

3. Living organisms, including humans, depend on one another for their environment for survival.

c. formulate predictions, cause/effect

e. construct and interpret graphs

f. follow set of written directions

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V. VOCABULARY

|voyage |squatter |discrimination |education |

|merchant |alien |diversity |citizen |

|slew |deport |menial |communication |

|racism |Boom town |migration |union |

|economy |population |entry |geography |

|exclude |technology |exempt |economy |

|immigrant |conflict |immigrate |accord |

|emigrate |exclusion |migrate |indigenous |

|prejudice |isolation |Queue |interpreter |

|union |circuitous |steerage |immigration |

|famine |strike |toiled |brew |

|culture |quest |ethnicity |labor |

|migrant worker |scarce |drought |settlements |

|challenges |vocations |contributions |languages |

|dialects |transcontinental |route |diverse |

|assimilation |perseverance |fortitude |domestic |

|ordinance |treaty |fertile |obstacles |

|agriculture |arduous |entrepreneurs |disease |

|terrain |resourceful |rush |tax |

|rivalry |passengers |culture |territory |

|inclusion |laborers |trail |massacre |

RESOURCES AND MATERIALS - La Mesa-Spring Valley School District

Texts

Foresman, Scott. (2006) History-Social Science for California: Our California. IL: Pearson Education, Inc. Teacher's Books and Student Book. Level 4.

(2005) Avenues K-5 ELD Program to Houghton Mifflin Reading: Level E and F. Hampton-Brown

RESOURCES AND MATERIALS - NonFiction

Allen, Leslie. (1985) Liberty: The Statue and the Dream. NY: Statue of Liberty-Ellis Island Foundation.

Chermayeff, Ivan, Wasserman, Fred, and Shapiro, Mary J. (1991) Ellis Island: An Illustrated History of the Immigrant Experience. NY: MacMillan Publishing Co.

Dane, Larry. (2001) Angel Island. NY: Brimner Children’s Press.

Dane, Larry. (2001) Cornerstones of Freedom: Angel Island. NY: Brimner Children’s Press.

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Evitts, William J. (1989) Early Immigration in the U.S.. NY: Franklin Watts Publishing.

Ferris, Julie. (1999) California Gold Rush: A Guide to California in the 1850s. NY: KingFisher Publications Plc.

Flanagan, Alice K. (2006) We the People: Angel Island. MN: Compass Point Books.

Halpern, Monica. (2002) Seeds of Change in American History: Building the Transcontinental Railroad. Washington, D.C.: National Geographic Society.

Heinrichs, Ann. (1998) America the Beautiful: California. NY: Children’s Press.

Heinrichs, Ann. (2003) California. MN: Compass Point Books.

Ingram, Scott W. (2005) Japanese Immigrants. NY: Facts on File, Inc.

Jacobstein, David. (1999) California through the Decades Fact Cards. CA: Toucan Valley Publications, Inc.

Klingel, Cynthia and Noyed, Robert B. (2001) Ellis Island. MN: The Child’s World, Inc.

Maestro, Betsy. (1996) Coming to America: The Story of Immigration. NY: Scholastic Inc.

Marcovitz, Hal. (2003) Ellis Island. PA: Mason Crest Publishing.

Monroe, Judy. (2002) The California Gold Rush: Let Freedom Ring. MN: Capstone Press.

Pelta, Kathy. (2002) California. MN: Lerner Publications Company.

Pile, Murray. (2005) Chinese Immigration: Immigration to the United States. Washington, D.C.: National Geographic Society.

Pile, Murray. (2005) German-Jewish Immigration: Immigration to the United States. Washington, D.C.: National Geographic Society.

Pile, Murray. (2005) Irish Immigration: Immigration to the United States. Washington, D.C.: National Geographic Society.

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Pile, Murray. (2005) Mexican Immigration: Immigration to the United States. Washington, D.C.: National Geographic Society.

Press, Petra. (1996) A Multicultural Portrait of Immigration. NY: Benchmark Books.

Rolle, Andrew. (1998) California: A History. IL: Harlan Davidson, Inc.

Roop, Peter and Connie. (2002) California Gold Rush. NY: Scholastic Inc.

Ryan, Pam Muñoz. (1997) California Here We Come!. MA: Charlesbridge Publishing.

Sandler, Martin W. (1995) Immigrants. NY: Harper Collins.

Smith, David J. (2002) If the World Were a Village: A Book about the World’s People. NY: Kids Can Press.

Starr, Kevin. (2005) California: A History. NY: Modern Library.

Stein, Conrad. (1981) The Gold at Sutter’s Mill. U.S.: Regensteiner Publishing Enterprises, Inc.

Thompson, Gare. (1997) You Are There: Immigrants Coming to America. US: Children’s Press.

Thompson, Gare. (2002) Voices From America’s Past: Our New Life in America. Washington, D.C.: National Geographic Society.

Thompson, Kathleen and MacAustin, Hilary. (2003) America’s Children. NY: W.W. Norton and Company.

Thompson, Kathleen. (1996) California. TX: Raintree Steck-Vaughn Publishers.

Van Steenwyk, Elizabeth. (1991) The California Gold Rush. U.S.: Franklin Watts.

Wells, Donna. (2001) The Making of America: America Comes of Age. TX: Raintree Stech-Vaughn Company.

(2005) American History. MA: Great Source Education Group.

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RESOURCES AND MATERIALS - Fiction

Bierman, Carol. (1998) Journey to Ellis Island: How my Father Came to America. Ontario: Madison Press Books.

Bunting, Eve. (2000) Dreaming of America: An Ellis Island Story. NY: Troll Communications L.L.C.

Gunning, Monica. (2004) America, My New Home. PA: Boyds Mill Press.

Hershkowitz, Debra. (2001) Coming to America. NY: Newbridge Educational Publishing.

Levine, Ellen. (1993) If Your Name was Changed at Ellis Island. NY: Scholastic Inc.

Levitin, Sonia. (1970) Journey to America. NY: Aladdin Paperbacks.

Levitin, Sonia. (1989). Silver Days. NY: Ateneum Publishing.

Partridge, Elizabeth. (2001) Oranges on Golden Mountain. NY: Puffin Books.

RESOURCES AND MATERIALS - Teacher Resources

Baicker, Karen. (2003) Primary Sources Teaching Kit: Immigration. NY: Scholastic Inc.

Hakim, Joy. (2003) An Age of Extremes 1865-1890. NY: Oxford University Press.

Hakim, Joy. (2003) Reconstructing America 1865-1890. NY: Oxford University Press.

RESOURCES AND MATERIALS - Internet Sites





















Project GLAD

Orange County Department of Education

CALIFORNIA: 1850 – 1900

A TIME OF IMMIGRATION AND DISCRIMINATION

(Level 4)

UNIT PLANNING PAGES

FOCUS/MOTIVATION

• Voices of California Big Book

• California Historian Awards

• Observation Charts

• Inquiry Chart

• Cognitive Content Dictionary

• Realia

• Video Clip

• Food

INPUT

• Graphic Organizer: Timeline

• Graphic Organizer: World Map

• Pictorial Input: The Chinese Experience

• Narrative: Oranges on Golden Mountain

• Expert Groups: California People Groups

• 10/2 Lecture with Language One Pairs

GUIDED ORAL PRACTICE

• T-graph for Social Skills: Cooperation

• Cooperative Learning for Cross Cultural Respect, Decision-making, and Language Acquisition

• Team Tasks

• Team points

• Picture File Cards – observe, classify, categorize

• Personal Interaction

• Poetry

• Sentence Patterning Chart

PLANNING PAGES 2

• Expert Groups: California People Groups

• Process Grid

• On-going processing of chart

READING/WRITING

1 Total Class

• Cooperative Strip Paragraph: Compare/Contrast

• Poetry frame with flip chant

• Narrative – Story Map

• Found Poetry

B. Small Group – Variety of groupings, flexible, heterogeneous, need,

and choice

• Expert Groups

• Team Tasks

• Leveled Reading Groups – ELD Review/Retell Narrative,

Cooperative Strip Paragraph, Clunkers and Links

• Ear-to-Ear Reading

• Labeling of Charts

C. Individual

• Learning Logs

• Journals

• All team tasks taken to individual tasks

D. Writer’s Workshop

• Mini lesson

• Write

• Author’s Chair

• Conference

PLANNING PAGES 3

I. CLOSURE/EVALUATION/ASSESSMENT

• Home/School Connection

• Team Presentations

• Portfolio Assessment: Teacher and Self Assessment

• Process all charts

• Written paragraph comparing/contrasting two people groups

• Individual Here/There chant

• Personal Cognitive Content Dictionary from living walls

• Unit Four: Lesson Three Assessment from Scott Foresman History-

Social Science for California: Our California

• Letter Home

Project GLAD

Orange County Department of Education

CALIFORNIA: 1850 – 1900

A TIME OF IMMIGRATION AND DISCRIMINATION

(Level 4)

SAMPLE DAILY LESSON PLANS

DAY 1:

FOCUS/MOTIVATION

• Set Standards: Big 3 - California Historian Award-/Scouts

• Cognitive Content Dictionary - with signal word: immigration

• Observation Charts

• Inquiry Chart

L1 Inquiry Chart

• Big Book - Voices of California

• Personal Interaction: Do you know anyone who has come to California from another country?

• Chants/Poems

INPUT

• Timeline - California history with focus on 1850-1900 (10/2)

• Learning Log:

Focus question - Sketch a time that was interesting to you

Write about it

• ELD review

GUIDED ORAL PRACTICE

• Chant/poem

• T-Graph - Cooperation

• Whole Group Exploration Report - Chinese Mandarin Cap & Queue

• Picture file cards/realia/Grab Bags

Free exploration/classify/categorize

• Exploration report on one item from Grab Bag (gather realia from California people groups i.e.: Chinese Tea Set, Chinese checkers, Molcajete, arrowheads, flags, Sarape, clovers, etc.)

• Share Out

SAMPLE DAILY LESSON PLANS

PAGE 2

INPUT

• World Map (10/2)

• Personal Interaction: Which route would you choose to travel by and why?

READING/WRITING

• Interactive Journal Writing

CLOSURE

• Poetry/Chants

• Process Inquiry Chart

• Process Observation Charts

• Home School Connection - Give Assignment #1

• Realia: Sampling Chow Mein Noodles with chop sticks

DAY 2:

FOCUS/MOTIVATION

• 3 Standards - New Award Pencils/Scouts

• CCD - with signal word- prejudice

• Process Home/School Connection #1

• Review Timeline /World Map with vocabulary cards

INPUT

• Pictorial Input: The Chinese Experience (10/2)

• Personal Interaction: What did you find most interesting about the Chinese Experience?

• Learning Log:

Focus Question: What do you think was their biggest challenge?

Sketch and Write

GUIDED ORAL PRACTICE

• Poems/Chants - Highlight

SAMPLE DAILY LESSON PLANS

PAGE 3

INPUT

• Narrative Input Chart: Oranges On Golden Mountain

READING/WRITING ACTIVITIES

• Expert Groups (1 & 2)

Introduce Team Tasks - remind them of Team Points

Mind Map

• Writer’s Workshop

Mini lesson -Voice

Write

Author’s Chair

CLOSURE

• Poems/Chants

• Home/School Connection #2

• Process Inquiry Chart

• Realia: Sampling Buñuelos

DAY 3:

FOCUS/MOTIVATION

• 3 Standards - New Award Postcards/Scouts

• CCD with Signal Word - Student selected word

• Process Home/School Connection #2

• Review Pictorial Input with vocabulary cards

• Review Narrative Input Chart with vocabulary cards

GUIDED ORAL PRACTICE

• Poems/Chants

• Sentence Patterning Chart

Reading

Trading

SAMPLE DAILY LESSON PLANS

PAGE 4

READING/WRITING ACTIVITIES

• Expert Groups (3 & 4)

Team Tasks - add Flip Chant

Whole Group Mind Map of The Chinese Experience

Experts Teach

Process Grid

• Cooperative Strip Paragraph

Read/Respond/Revise/Edit

CLOSURE

• Poems/Chants

• Oral Team Evaluations

• Home/School Connection #3

• Realia: Sampling Pretzels

DAY 4:

FOCUS/MOTIVATION

• 3 Standards - New Award Notebooks/ Scouts

• CCD with Signal Word - Student selected vocabulary

• Process Home/School Connection #3

• Review the Big Book - Voices of California

GUIDED ORAL PRACTICE

• Poems/Chants

• Review Narrative Input Chart with speech bubbles

• Story Map

READING/WRITING ACTIVITIES

• Leveled Reading Groups

Struggling readers with Cooperative Strip Paragraph

ELD with Group Frame (Story Retell)

Clunkers and Links - at or above grade level reading

• Focused Reading - read the walls with personal CCD

SAMPLE DAILY LESSON PLANS

PAGE 5

• Ear to Ear: Poetry Booklet

• Listen/Sketch

• Interactive Journals

CLOSURE

• Poems/Chants

• Written Team Evaluation

• Home/School Connection #4

• Process Inquiry Chart

DAY 5:

FOCUS/MOTIVATION

• 3 Standards

• CCD with signal word - student selected vocabulary

• Process Home/School Connection #4

• Video Clip - Night At The Museum

GUIDED ORAL PRACTICE

• Poems/Chants

READING/WRITING ACTIVITIES

• Found Poetry

• Team Presentations

• Portfolio Conferences

CLOSURE

• Process Inquiry Chart

• Evaluate week

• Letter Home (Student Reflections)

California Factoids

State Bird: California Valley Quail

State Motto: Eureka (I have found it!)

State Flower: Golden Poppy

State Mammal: California Grizzly Bear

State Reptile: Desert Tortoise

State Butterfly: California Dogface

State Fish: California Golden Trout

State Tree: California Redwood

# of U.S. Representatives: 53

State Nickname: The Golden State

State Capital: Sacramento

State Governor: Arnold Schwarzenegger

Date entered the Union: September 9, 1850

California was the 31st state.

California’s Borders:

Oregon, Nevada, Arizona, and the Pacific Ocean

California State Song:

“I Love You, California”

California’s Area:

158,693 square miles

Big Book

Voices of California

From 1850 to 1900, immigrants from all around the world settled in California.

Shortly after gold was discovered in California, many immigrants began coming to the United States looking for a better life. People who have left their own country to live in a new country are called immigrants. Not many of the immigrants who came to California ever actually found gold. They stayed in California and made new lives doing what they knew best: fishing, farming, manufacturing, building, painting, publishing, sewing, cooking, teaching – whatever they could do to create a better life for themselves and their families.

These immigrants brought new languages, customs, traditions, food, and religions to California. They brought their cultures and their hopes with them to this new land. California now had a very diverse population. A diverse population means a mix of people of many races and nationalities all together in one place.

Immigrants came by land and sea, contributing to the future for you and me.

D-I-V-E-R-S-I-T-Y * Diversity!

1

From 1850 to 1900 immigrants from all around the world settled in California.

The California Gold Rush caused a huge increase in California’s population. In fact, California’s population tripled in the ten years from 1850 to 1860! People from Mexico, Peru, and Chile came to find their fortunes in gold. Europeans came too. Immigrants from Ireland, Germany, Russia, and Italy left hard times in their home countries for a better life in California. Asian immigrants from China, Japan, and Korea also came to improve their lives.

Life in California for these immigrants was very challenging. Laws such as the Foreign Miners’ Tax and the Chinese Exclusion Act made it nearly impossible for foreigners – especially Chinese and Mexican immigrants – to own land, mine for gold, and to live peaceably alongside the Americans of California.

Immigrants came by land and sea, contributing to the future for you and me.

D-I-V-E-R-S-I-T-Y * Diversity!

2

From 1850 to 1900 immigrants from all around the world settled in California.

At that time in China, wars, floods, famine, drought, and poverty forced many young men to leave. These Chinese immigrants spoke a different language and had very different cultures and customs than the people from America and European immigrants. These differences made American people fearful of the Chinese. As the number of Chinese immigrants grew, so did the fear and prejudice of the American people. Prejudice is a strong feeling about something, which has been formed unfairly or before all the facts are known.

Life in California was becoming more and more difficult for the Chinese immigrants. In 1850, California passed the Foreign Miners’ Tax Law. This law said that if you were a foreigner mining for gold in California, you had to pay a $20-per-month tax to the government. Many Chinese could not afford to pay this tax and started to work at other jobs. They became farmers, fishermen, merchants, and most importantly, railroad workers. Californians began to resent the Chinese for taking jobs that they thought should be theirs.

Immigrants came by land and sea, contributing to the future for you and me.

D-I-V-E-R-S-I-T-Y * Diversity!

3

I am Chinese.

I am from the kwangtung province of china.

I speak Cantonese.

I am learning English.

I crossed the Pacific Ocean on a ship.

I came to California seeking a new life.

I helped to build the railroads.

I immigrated.

I worked.

I settled.

I am a Californian.

4

From 1850 to 1900, immigrants from all around the world settled in California.

Nearly one million Irish arrived in the United States during the famine years in Ireland. A famine is a severe shortage of food resulting in hunger, starvation, and death. Famine immigrants were the first big wave of poor refugees to arrive in the U.S. Upon arrival in California, the Irish found life to be quite difficult. Wherever they settled, the Irish kept to themselves and were slow to assimilate. Assimilate means to blend in with a new group of people.

Irish laborers provided the backbreaking work needed for the enormous growth of America. They ran factories, built railroads, and worked in the mines. They were carpenters’ assistants, boat-builders, dockhands, policemen, and firemen. Intense rivalry quickly developed between the Irish and the other workers over jobs. Signs saying “No Irish Need Apply” were posted in shop windows, factory gates, and workshop doors throughout cities.

Immigrants came by land and sea, contributing to the future for you and me.

D-I-V-E-R-S-I-T-Y * Diversity!

5

I am Irish.

I am from the Leinster province

of Ireland.

I speak Gaelic and English.

I am learning American English.

I crossed the Atlantic Ocean on a ship.

I came to California by way of Canada.

I came to California to work in the cities.

I immigrated.

I worked.

I settled.

I am a Californian.

6

From 1850 to 1900, immigrants from all around the world settled in California.

Alta California, or the California we know today, used to belong to the country of Mexico. Many Mexicans were already living here and chose to become full U.S. citizens when California became the 31st state of the United States of America. During the California Gold Rush, as many as 25,000 Mexicans arrive din California. Many of these Mexicans were experienced miners and had great success. Some Americans were uncomfortable with their success and tried to intimidate them.

Mexican Americans made up a significant number of workers in many different areas, especially the railroad and mining industries. The employment needs of the railroad industry in the 1800s brought Mexican immigrants from many regions of Mexico. The railroads also led to the economic development of California, drawing Mexican immigrants in large numbers into agriculture and farming in the early 1900s. The huge growth in population meant more food and services were needed. California today is still the largest agricultural state, providing produce to the rest of our country and beyond!

Immigrants came by land and sea, contributing to the future for you and me.

D-I-V-E-R-S-I-T-Y * Diversity!

7

I am Mexican.

I am from the state of Sonora, Mexico.

I speak Spanish.

I am learning English.

I crossed the U.S./Mexico border into this new land.

I came to California to work in the fields.

I immigrated.

I worked.

I settled.

I am a Californian.

8

From 1850 to 1900, immigrants from all around the world settled in California.

In the late 1800s vast numbers of Germans immigrated to the United States. They left their home country for a variety of reasons including religious and political freedom and hopes of land ownership. Many came to America to escape being forced into military service in Germany. While these immigrants came from all walks of life, many of these German immigrants became well-known bakers, beer brewers, and landowners.

New German immigrants arriving in California joined German-Americans already settled there. This is called “chain migration” and it strengthened the already existing German communities. The first successful German settlement in California was Anaheim. In this new settlement most of the immigrants grew plants and crops and others grew grapes to make wine. In the 1880s, a southern California real estate boom brought a large number of Germans from the Midwest to own property in cities like Santa Ana and Los Angeles.

Immigrants came by land and sea, contributing to the future for you and me.

D-I-V-E-R-S-I-T-Y * Diversity!

9

I am German

I am from Düsseldorf, Germany.

I speak German.

I am learning English.

I came to California first on a ship, then by land across Panama, and finally, on another ship to San Francisco.

I came to California to open a shop and become a merchant.

I immigrated.

I worked.

I settled.

I am a Californian.

10

From 1850 to 1900, immigrants from all around the world settled in California.

The completion of the Transcontinental Railroad in 1869 led to an explosion of American immigrants traveling to California. It made travel from the central and eastern parts of the United States to California finally more direct and convenient, a trip that was previously time-consuming and dangerous. After this railroad was completed, hundreds of thousands of U.S. citizens came west to farm.

One group of people was not pleased to see railroad workers laying tracks across the plains. They were the Native Americans. No group of people faced more prejudice, discrimination, and disruption of their lives than California’s native people. With the coming of the Gold Rush and the settlements that followed, many Indian tribes were forced from their ancestral lands.

The natural resources they depended upon for food and shelter were destroyed. Law prevented them from voting, owning property, weapons of any kind, serving on a jury, or testifying in a court of law. California Indians very nearly disappeared. By 1900 their population had been reduced from 300,000 to only 16,000.

Immigrants came by land and sea, contributing to the future for you and me.

D-I-V-E-R-S-I-T-Y * Diversity!

11

I am American.

I am from the state of Pennsylvania.

I speak English.

I am learning Spanish.

I traveled west to California in 1869 on the newly finished Transcontinental Railroad.

I came to farm all year round in the fertile California soil.

I immigrated.

I worked.

I settled.

I am a Californian.

12

I am a Miwok Indian.

I am from the foothills of the Sierra Mountains of California.

I speak Miwok.

I have not learned English.

I have lived in California all my life.

My way of life is changing.

I am indigenous.

I hunted and gathered.

I respected Mother Earth.

I am a Native Californian.

13

From 1850 to 1900, immigrants from all around the world settled in California.

The struggles, challenges, and successes of these many California immigrants have now been woven into our state’s diverse and colorful history. California is now one of the most ethnically diverse states in our nation, with a population that represents a wide range of cultures, languages, and backgrounds. It is this mix of cultures that makes California such an interesting, challenging, and exciting place to live.

Immigrants came by land and sea, contributing to the future for you and me.

D-I-V-E-R-S-I-T-Y * Diversity!

14

Teaching Points for World Map and Routes to California

Overland Routes:

The California Trail

• 1841 Bartleson-Bidwell Party first to complete

• Broke off of the Oregon Trail – overcame two biggest obstacles: Salt Lake Desert and the Sierra Nevada Mountain Range

• Started in Independence, Missouri and ended in Sacramento, California

• 2,000 miles

• Mostly walking – 15 miles a day – had to leave in the late Spring to beat the weather and have food for the animals – it was a 5 month trip

• Cost about $1,000

• Fear of attack from Indians – rarely happened

• Diseases: cholera, mountain fever, pneumonia, and diphtheria

• In 1857 – wagons took 24 days

• By 1869 – the railroad took 7 days from New York City to San Francisco – Coast to Coast

• Cost $136 First Class, $110 Coach, $65 Third Class

Old Spanish Trail

• From Santa Fe New Mexico to Los Angeles, California

• 1200 mile pack mule trip – long and arduous

Routes by water:

Panama Route

• From New York City, through Panama to San Francisco

• Panama Canal opened in 1941, cut the trip down to 7,000 miles

• Cross the Chagras River 3 – 4 days

• Dangerous journey through the jungle – 50 mile trail

• Diseases: malaria, yellow fever, and cholera

Cape Horn Route

• From New York City, around Cape Horn to San Francisco

• 15,000 miles

• Up to 8 month trip

• $100 - $1,000 dollar cost

• Diseases: scurvy, cholera

• Still the safest way to the gold fields

• 1849 – 777 ships left from Atlantic ports to sail to San Francisco. One of the largest migrations in modern history

From China

• From Hong Kong, China – sailing East across the Pacific Ocean to San Francisco

• About 50 days

From Ireland

• Sailing West across the Atlantic Ocean through Canada to Chicago, Boston, and New York City

• 3,000 miles

• 40 – 70 days

From Germany

• Sailing West across the Atlantic Ocean to New York City

•

Teaching Points for the California Timeline

1841 – Bartleson Bidwell Party

• First overland party of Americans from the Midwest (Missouri) to California

• Created the California Trail

1846 Bear Flaggers Revolt

• Against Mexican rule in California

• California became a Republic from 6/10/1846 – 7/7/1846

• US then entered the war with Mexico – the U.S. flag was raised

1848 – January 24th – The Gold Rush begins

• It lasted until 1855 (7 years)

1848 – February – Treaty of Guadalupe Hidalgo

• Alta California belonged to U.S.

• Baja California belonged to Mexico

1850 – Foreign Miners Tax

• $20 a month (over $3,000 in today’s dollars)

• Mexicans could not afford it

• Left the Chinese to mine for gold

• (In 1852 the amount was reduced to $3 - $4 a month)

1850 – September 9th – California becomes the 31st state

• Entered the Union as a free state – No Slavery

1869 – Transcontinental Railroad completed

• Began in 1862 – completed 7 years ahead of schedule because of the rivalry between the two lines

• Union Pacific going toward the West

• Central Pacific going toward the East

• Two lines were joined in Promontory, Utah, with a golden spike made from California gold

1873 – Navel oranges brought to California from Brazil

• The original tree is still growing in Riverside

1878 – 15 Passenger Bill

• Tried to reduce the number of Chinese in California

• No ship should have more than 15 Chinese passengers with the intention of bringing them to the U.S.

• Vetoed by President Hayes

1880 – Real Estate Boom

• People coming to California for the climate, railroad, farming, oranges, business

• Many towns popping up, like Los Angeles

1882 – Chinese Exclusion Act

• Stopped Chinese laborers from entering the U.S. for 61 years

• Signed by President Arthur

1890 – First Tournament of Roses Parade

• Celebrated great agriculture and climate of California even in the winter

Oranges on Golden Mountain

Narrative Input

Jo Lee’s village was experiencing the second year of a devastating drought. His sister Mei-Mei tried to help water the orange trees in her mother’s orchard, but the buckets of water she’d manage to bring were not enough to keep the blossoms alive.

One day, Jo Lee’s mother told him she had saved some coins for three years. They had been sent to her by her husband, from California, before he died. California was a faraway place he called Golden Mountain. She wanted to use the coins to send Jo Lee to the faraway place. This is where his Fourth Uncle, his father’s brother, still lived and worked. He would travel there to help his Fourth Uncle in the fishing village where he lived. And, although Jo Lee told her he didn't want to go alone, to this unknown place, to live with an uncle he didn’t know, his mother said he would be fine. She told him he would not be alone because his dream spirit or his Hun, would always be with him.

Narrative Input – page 1

Jo Lee finally left in a boat, taking with him some branches from his mother’s orange trees. She had told him to plant them as soon as he got to Golden Mountain. She assured him that in five or six years they would be covered with beautiful oranges.

As soon as he got to California, Jo Lee showed his Fourth Uncle the orange branches, and he promptly took his nephew to a fertile hillside above the village. There they planted the branches deep into the ground.

Narrative Input – page 2

Fourth Uncle took Jo Lee to the letter writer to ask him to write a letter to Jo Lee’s mother. It said he had arrived fine and that as soon as they saved enough money they would send for her and Mei-Mei.

Jo Lee soon learned how to throw the heavy nets into the marshlands. They would catch shrimp, crabs and small fish. It was hard work that made Jo Lee’s hands and muscles ache, but at the end of the day they had a good catch and Fourth Uncle was pleased.

Narrative Input – page 3

Once, as Jo Lee and his uncle were on the boat waiting for the nets to get full, Jo Lee almost fell asleep thinking about how much he missed his family. Suddenly, he felt his Hun, the dream spirit, rocking loose of his body. He then left his body and traveled through the gray-green waters of the San Francisco Bay, and swam faster and faster until he got back to China. He found his village and talked to his mother, whispering how sad Jo Lee was and how much he missed his family. His mother knew it was Jo Lee’s Hun as soon as she saw the flashing silver in the empty water bucket she held. Her only reply was the tears she cried falling into the empty bucket.

Narrative Input – page 4

Day after day, Jo Lee worked hard hauling in the nets full of fish and shrimp, carrying baskets full of shrimp across the pier, and throwing them into huge pots of boiling water. He ladled the shrimp out to dry under the California sun. After they dried, he jumped on them to press them out of their shells and he finally sold them to the fruit growers. The shells were used to fertilize the roots of apple, pear, peach and lemon trees. Jo Lee saved every coin he earned by wrapping it in oilcloth and keeping it safely under his pillow.

Narrative Input – page 5

After the day’s work was completed, Jo Lee ran up to the hills to water his orange branches, hoping one day they would be tall, strong trees, full of golden oranges.

Jo Lee continued working hard and learning from the fishermen. Whenever he could, he would take time to run up to the hills to carefully and patiently tend to his orange branches. Finally, one day he saw two tiny blossoms had appeared. He put his face close and caught the delicate smell, promising of oranges.

Narrative Input – page 6

He lay on his back and felt the warmth of the sun and suddenly his Hun gently rocked loose. On a puff of wind, his dream spirit rose up into the sky and blew back to China.

Narrative Input – page 7

He danced and spun, swooping down on his mother’s small orchard. Jo Lee talked to his mother as the whispering wind blew through her clothes. He gave her the good news that the first blossoms had finally come. His mother promptly called Mei-Mei, and told her that the whispering wind had brought the smell of orange blossoms and whispers that their fortunes had finally changed.

Narrative Input – page 8

That same evening Jo Lee counted seven copper coins and took them to the letter writer’s room. His letter to his mother said, “the fishing is good here. I love the wind and the rain and the sea. Fourth Uncle and I are saving all our money to send for you and Mei-Mei. The soil on Golden Mountain is rich, and the new trees grow well. There will be many oranges when you come to Golden Mountain.

“Your loving son, Jo Lee.”

Narrative Input – page 9

Then Jo Lee ran down to the water and leaped onto the big junk, where the other fishermen were waiting for him.

Narrative Input – page 10

Oranges on Golden Mountain

Narrative Input Notes

Page 1

Vocabulary Bubbles

drought I don’t want Jo Lee to go!

Golden Mountain Plant them as soon as you can on Golden Mountain.

Hun

Page 2

Vocabulary Bubbles

Fourth Uncle I wish I could be home with Mother and Mei-Mei.

fertile hillside

Page 3

Vocabulary Bubbles

marshlands It was a good catch, Jo Lee. Let’s take it back to the

fishing camp.

Page 4

Vocabulary Bubbles

San Francisco Bay Fourth Uncle and I are working hard, but I am very

China lonely. When will I see you again?

Page 5

Vocabulary Bubbles

pier I can’t wait to sell these to the fruit growers!

fertilize

oilcloth

Page 6

Vocabulary Bubbles

blossoms Someday you will be tall, strong trees full of golden

oranges.

Page 7

Vocabulary Bubbles

dream spirit Hun, take me back to China.

Page 8

Vocabulary Bubbles

swooping down Mother, the orange branches are strong young saplings saplings now. The first blossoms have come.

whispering wind

Page 9

Vocabulary Bubbles

copper coins Mother, you and Mei-Mei will soon come to

Golden Mountain.

Page 10

Vocabulary Bubbles

big junk Hey, everybody! Let’s go catch some fish!

Poetry Booklet

CALIFORNIA: 1850 – 1900

A TIME OF IMMIGRATION AND DISCRIMINATION

Immigrants Everywhere

By: Raquel Luna

Immigrants here, immigrants there.

There are immigrants everywhere.

Hopeful immigrants planning,

Weary immigrants traveling,

Industrious immigrants working,

And diligent immigrants earning.

Immigrants overseas,

Immigrants on a ship,

Immigrants in California,

And immigrants all along the West Coast.

Immigrants here, immigrants there.

There are immigrants everywhere.

Immigrants! Immigrants! Immigrants

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The California Bugaloo by Sandy Gómez and Jeri Moskowitz

I’m a historian and I’m here to say

I’ve studied California in every way

I’ve studied the people

And I’ve studied the time

And I’ve put it together in this little rhyme

Chinese, Irish, Mexicans, Germans too,

And Americans doing the California bugaloo!

The Chinese crossed the ocean

To build the vast railroad

They toiled amid hardships

The population did explode

Chinese, Irish, Mexicans, Germans too,

And Americans doing the California bugaloo!

The Irish in their country

Faced famine and starvation

Migrated to California

Became laborers in our nation

Chinese, Irish, Mexicans, Germans too,

And Americans doing the California bugaloo!

Some Mexicans were here

Others left Mexico, we’re told

Together they soon worked

To farm and mine for gold

Chinese, Irish, Mexicans, Germans too,

And Americans doing the California bugaloo!

Germans came for the freedom

To practice politics and religion

They became well-known bakers and brewers

Adding to the chain of migration

Chinese, Irish, Mexicans, Germans too,

And Americans doing the California bugaloo!

Americans from other states

Made their way out west

Business and agriculture

Became their favored quest

Chinese, Irish, Mexicans, Germans too,

And Americans doing the California bugaloo!

Immigrant Challenges by Raquel Luna

Are these immigrant challenges? Yes, ma’am.

Are these immigrant challenges? Yes, ma’am.

Can you be more specific? An immigrant is new to the country.

Can you be more specific? It was difficult to settle and nest.

Can you tell me more? Immigrants experienced discrimination.

Can you tell me more? Assimilation took perseverance.

Are these immigrant challenges? Yes, ma’am.

Are these immigrant challenges? Yes, ma’am.

Can you be more specific? There was resistance to new immigrants.

Can you be more specific? Appearance and culture were exotic.

Can you tell me more? Languages were very diverse.

Can you tell me more? Learning English was an issue to tackle.

Are these immigrant challenges? Yes, ma’am.

Are these immigrant challenges? Yes, ma’am.

Can you be more specific? The Chinese mined as a vocation.

Can you be more specific? A new law made them pay taxes.

Can you tell me more? It was the Foreign Miners’ Tax of 1850.

Can you tell me more? It meant to discourage immigrant mining.

Are these immigrant challenges? Yes, ma’am.

Are these immigrant challenges? Yes, ma’am.

Can you be more specific? The Irish kept to themselves.

Can you be more specific? Assimilation was a slow process.

Can you tell me more? Hard-working Irish were seen as rivals.

Can you tell me more? Many refused to hire them for jobs.

Are these immigrant challenges? Yes, ma’am.

Are these immigrant challenges? Yes, ma’am.

Can you be more specific? An immigrant is new to the country.

Can you be more specific? It was difficult to settle and nest.

Can you tell me more? Immigrants experienced discrimination.

Can you tell me more? Assimilation took perseverance.

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IMMIGRANTS SOUND OFF by Raquel Luna

Well, I’m here to tell you about our state’s past

How immigrants came in droves and mass

To start a new life is why they came

In California their faith didn’t wane

Languages! DIVERSE!

Religions! VARIED!

Country of origin… THE WHOLE WORLD OVER!

CALIFORNIANS!

The Irish came from Ireland and

Escaped the Great Famine for Promised Land

Potatoes were scarce there, here food plenty

Laboring domestics from Ireland were many

Germans came to seek better conditions

Seeking freedom in politics and religion

They brought vast knowledge of baking and brew

Migrating in chains as they came in a slew

The Chinese came from China to build the railroad

To do menial work and to mine for gold

They promised to work for their travel on a ship

To escape poverty is why they made their trip

American migrants we must include,

Seeking wealth they showed their fortitude.

Heading west by railroad they came to farm,

Fertile soil and sun attracted like a charm.

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THE FAMINE

by Róisín Hambly

In the Spring of ’45

I planted my potato crop,

But when I dug them up in Winter

They were black and brown in rot.

They were seven in my family,

Four children under five,

I had to find some food for them,

To keep them all alive.

It wasn’t too bad to start with,

But by Autumn ’47,

Two members of my family

Had died and gone to Heaven.

That Winter it was long and cold

And everything was bare,

Then when my lovely wife passed on

I thought it so unfair.

My family was now so thin,

Their faces were so hollow,

They decided to emigrate,

But foolishly I didn’t follow.

I saw a soldier selling corn,

No one was around,

I took this opportunity

To knock him to the ground.

I robbed him of his money,

And quickly ran away,

But sadly I was caught and killed

And left there to decay.

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American Stew

An immigrant can be a boy or a girl

A man or a woman from around the world.

Now lucky for us in the U.S. of A.,

There are people from near and far away.

The U.S. is like a pot of stew,

With all kinds of cultures and room for you!

We’re a beautiful country with a colorful

society

American people in all of our variety.

----Jim Marshall

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Family Tree

Papi, where’s your family from?

I’d really like to know.

My grandpa, Papa Chavez.

Came here from Mexico.

Why did great-grandpa leave home and go so far away?

There was a war in that land.

His family could not stay.

What does that mean about us?

I’d really like to know.

Our family is American

With roots in Mexico.

-----Sarita Chavez Silverman

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The words to the California State song were written by F.B. Silverwood, a Los Angeles merchant. Alfred Frankenstein, a former conductor for the Los Angeles Symphony Orchestra, later set the words to music. The song was adopted by the state legislature in 1951.

I Love You, California

I love you, California, you’re the greatest state of all.

I love you in the winter, summer , spring, and in the fall.

I love your fertile valleys, your dear mountains I adore.

I love your grand old ocean and I love her rugged shore.

Chorus:

Where the snow-crowned Golden Sierras

Keep their watch o’er the valleys’ bloom,

It is there I would be in our land by the sea,

Ev’ry breeze bearing rich perfume.

It is here nature gives of her rarest. It is Home Sweet Home to me,

And I know when I die I shall breathe my last sigh

For my sunny California.

I love your redwood forests—love your fields of yellow grain.

I love your summer breezes and I love your winter rain.

I love you, land of flowers; land of honey, fruit, and wine.

I love you, California; you have won this heart of mine.

I love your old gray missions; love your vineyards stretching far.

I love you, California, with your Golden Gate ajar.

I love your purple sunsets, love your skies of azure blue.

I love you, California; I just can’t help loving you.

I love you, California, you are very dear to me;

I love you Tamalpais, and I love Yosemite;

I love you, land of sunshine, half your beauties are untold;

I loved you in my childhood, and I’ll love you when I’m old.

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Immigrants’ Chant

From China, Cambodia,

And Vietnam we came,

With mothers and fathers

And babies we came.

From Cuba, El Salvador,

And Mexico we came.

With brothers and sisters

And cousins we came.

From Nigeria, Afghanistan,

And Iran we came.

Our grandmothers, grandfathers,

And ancestors came.

From Russia, England,

And Ireland we came.

Our backgrounds are different,

But our new home’s the same!

----Sarita Chavez Silverman

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High Hopes Song

Once there was a man and his wife

Thought in California they’d have a better life

Tried to escape their struggle and their strife…

‘Cause they had

High hopes,

They had high hopes,

They had high apple pie in the sky hopes.

So when you’re feeling low---

Don’t know where to go---

Just remember this chant and

Look here comes another immigrant,

Look here comes another immigrant,

Look here comes another immigrant—NOW!

Adapted by Jeri Moskowitz

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My America

From a small fishing village,

On days without a catch to sell,

My dreams beyond Pa’s canoe

Lifted me on waves of longing.

I heard about a land where

Hope glows, a beacon,

Guiding ocean-deep dreamers

From storm surfs to shore.

I sailed to this promise,

Landed in my chosen bay;

Found shells to open, hopes to fill

In America, my new home.

-----Monica Gunning

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Found Poetry

“America has been called a great “melting pot”, where many cultures, or ways of life, have blended together. But today, Americans have also learned to celebrate their differences. There is a growing appreciation and understanding of the special character and unique contributions of each cultural or ethnic group. Everyone, from the first Americans thousands of years ago to those who came only yesterday, has left a lasting mark on this great land.

Immigrants settled and farmed this land before it was a country. Others created a new nation and founded its government. Immigrants built cities, roads, and railways of America. They have toiled in its fields, its factories, and its mills. Immigrants, too, have made the music of this land, written its books, and recorded its beauty in paintings. The spirit of American strength and independence is the spirit of its people—the spirits of its immigrants and their children.”

California: 1850-1900

A Time of Immigration and Discrimination

Home/ School Connection 1

Interview your family members. Find out where your ancestors came from.

How did they get to California? Sketch and/or write about what you learned.

Family member signature_________________________________________

California: 1850-1900

A Time of Immigration and Discrimination

Home/ School Connection 2

People who immigrate contribute to the life and culture of the society they join. With your family members, think of some contributions/traditions made by your ancestors. Draw a word web and name the contributions.

Family member signature___________________________________________________

California: 1850-1900

A Time of Immigration and Discrimination

Home/ School Connection 3

Imagine you are leaving your homeland and coming to California in 1850. What are some of your prized possessions that you would bring with you? Why would you choose those things. Discuss with your family members what they would bring with them. Sketch and/or write your ideas.

Family member signature___________________________________________________

California: 1850-1900

A Time of Immigration and Discrimination

Home/ School Connection 4

Select two different immigrant groups studied in this unit. Explain to a family member how they were alike and how they were different. You may use sketching and writing to explain.

Family member signature___________________________________________________

California: 1850-1900

A Time of Immigration and Discrimination

Home/ School Connection 5

Pretend you have just arrived in California in the 1850s. It has been a long, hard trip. You and a family member compose a letter to a friend back in your home country telling of the challenges you have faced. You may write and/or sketch.

Family member signature__________________________________________________

California: 1850-1900

Un Periodo de Inmigración y Discriminación

Conexión Entre el Hogar y la Escuela 1

Entrevista a los miembros de tu familia. Investiga de dónde vienen tus antepasados. ¿Cómo llegaron a California? Dibuja y/o escribe acerca de lo que aprendiste.

Firma de un miembro de la familia_________________________________

California: 1850-1900

Un Periodo de Inmigración y Discriminación

Conexión Entre el Hogar y la Escuela 2

La gente que inmigra contribuye a la vida y a la cultura de la sociedad a la que se unen. Con los miembros de tu familia piensa en algunas de las contribuciones/tradiciones de tus antepasados. Dibuja una red de palabras y nombra las contribuciones.

Firma de un miembro de la familia_________________________________

California: 1850-1900

Un Periodo de Inmigración y Discriminación

Conexión Entre el Hogar y la Escuela 3

Imagina que dejas tu país natal y te irás a California en 1850. ¿Cuáles son tus posesiones más preciadas que traerías contigo? ¿Por qué escogerías esas cosas? Discute con los miembros de tu familia lo que ellos quisieran traer. Dibuja y/o escribe tus ideas.

Firma de un miembro de la familia_________________________________

California: 1850-1900

Un Periodo de Inmigración y Discriminación

Conexión Entre el Hogar y la Escuela 4

Escoge dos grupos diferentes de inmigrantes que has estudiado en esta unidad. Explícale a un miembro de tu familia cómo las experiencias de los dos grupos eran similares y diferentes. Puedes dibujar y escribir para explicar tus comparaciones.

Firma de un miembro de la familia________________________

California: 1850-1900

Un Periodo de Inmigración y Discriminación

Conexión Entre el Hogar y la Escuela 5

Imagina que acabas de llegar a California alrededor del año 1850. Ha sido un viaje largo y muy difícil. Tú y un miembro de tu familia escribirán una carta a un amigo en su país natal, contándole los desafíos que han tenido que enfrentar. Puedes escribir y/o dibujar.

Firma de un miembro de la familia_________________________________

EXPERT GROUP 1

IRISH – One California People Group

Irish immigrants spoke Gaelic and English with a strong Irish brogue. They came from the British Isles, which is today made up of England, Scotland, Wales, and Ireland. They came to escape famine on their island. In 1846, a blight of the potato crop left Irish farmland covered with black rot. Poor Irish farmers did not have crops to sell to pay their rent, families were evicted and forced to live in overcrowded places. They were eating rotten produce, getting sick, and dying with cholera and typhus. Approximately one million people died and one million people fled their country.

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The Irish traveled east by ship across the Pacific Ocean. They landed first in Canada, because it was a cheaper route. They then traveled to American cities such as Chicago, Boston, and New York. To get to California cities such as San Francisco, they had to make another trip. They could chose to go overland or sail again. The cheapest sailing route was around Cape Horn, which would take up to eight months for them to arrive in San Francisco. Upon arrival, the Irish would usually settle in an ‘Irish quarter.’ They chose to live in large groups because they were the poorest of all the immigrants. They also wanted to recreate the close-knit communities they had cherished back in Ireland.

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Irish immigrants made numerous contributions to California. The Irish organized the first trade unions and conducted strikes when necessary for higher wages, shorter hours, and safer working conditions. Hard working Irish laborers began at entry level ranks and were promoted to boss positions as more common laborers arrived from southern and Eastern Europe.

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Some challenges the Irish encountered were unsanitary conditions because of overcrowded living conditions, which were breeding grounds for disease. There were only a limited number of unskilled jobs available, so intense rivalry quickly developed between the Irish and other working class people. As a result, ‘No Irish Need Apply’ signs were posted in shop windows, factory gates, and workshop doors throughout the cities.

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EXPERT GROUP 2

MEXICAN – One California People Group

The Americans took California away from Mexico with the Mexican-American War (1846-1848) and the Treaty of Guadalupe Hildago. California officially became the 31st state to join the Union on September 9, 1850. The vast majority of Mexicans chose to stay and become full U.S. citizens. They supported the new government because it offered them protection from the Indian raids that Mexico had not prevented, and it promised much greater prosperity. Mexican Americans may be recent immigrants or the sons and daughters of immigrants. They can be bilingual or monolingual (or multilingual), their primary languages are Spanish and English

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Mexicans did not have to travel far to come to America because the U.S. shares a border with Mexico. They traveled north by foot, or by coach. They settled in areas all over California, working in mining, on the railroad and in the agriculture industry. Californios, Spanish-speaking people who came from Mexico and settled in California, owned and operated large ranchos since 1769. Most of these ranchers raised and sold cattle. Some made wine and grew citrus fruits. Californio influence can be seen in all aspects of California culture, from its architecture, music, and city names to its food and art.

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When California became a state, disputes of land ownership arose. In order for the families who owned land to keep it, they had to show valid proof of their land holdings, as well as maps and documentation. Many Mexican families could not show their proof of ownership since the Spanish and Mexicans parceled out land freely. These families lost their land holdings and they were returned to the government then sold at a very cheap price to other ranchers and farmers as a result of the Landlaw of 1851. Mexican landowners also lost their land to squatters. Many squatters were frustrated gold miners who seized the land violently, killing cattle, burning crops, and chasing Californios out of their homes.

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EXPERT GROUP 3

GERMAN – One California People Group

Germany is a Western European country where German is spoken. The failed German revolution in 1848 caused emigration. During the next ten years over a million people left Germany and settled in the United States. Some were the leaders of this revolution, but most were impoverished Germans who had lost confidence in their government. Many German men of this time period were being forced into the military. Immigration was one of the only ways to escape this fate. The desire to improve their standard of living began for Germans as they learned of vast opportunities available through hard work in America.

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The number of German immigrants increased in the 1880s with the real estate boom in Southern California. Germans sailed west over the Pacific Ocean to New York City. One of the ways to get to California from the east coast was by the Panama Canal Route. From New York City, immigrants sailed to Panama and first had to cross the Chagras River before taking the 50-mile journey through the jungle. Then, they would sail the rest of the way to San Francisco.

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In 1856, Margaretha Schurz, a German immigrant, created the first kindergarten in America. Other German immigrants took jobs as bakers, brewers, carpenters, farmers, printers, watchmakers, millers, gunsmiths, land surveyors, and tailors.

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Heavy German immigration to the United States occurred in 1848 in the form of political refugees known as the Forty-Eighters. Due to the revolution in their country, German immigrants came to America to save their lives and with hopes of making contributions to the American government. The Forty-Eighters tried to jump into American politics without respecting American traditions. This caused increased hostility towards the immigrants.

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EXPERT GROUP 4

NATIVE AMERICAN – One California People Group

The California Native Americans had no known written language before the introduction of European culture. Many of their groups were wiped out so quickly that there was no chance for a record to be made of their experience. They spoke many different languages and lived in tribes all over California.

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For years, politicians had been calling for Native Americans to be removed entirely from routes to the West. Some tribes had already been forced to move onto reservations. The reservations were far from the tribes’ usual hunting grounds. Native Americans were hunters, farmers, fishermen, gatherers, trackers, and interpreters. They contributed to farming by developing irrigation systems.

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The Native Americans were angry at the way they were treated. They hated the “Iron Horse,” snorting and whistling, the railroad scared away wild animals. The white mans’ settlements followed the railroad. Native Americans had always depended on wide-open spaces for hunting. Their way of life was being destroyed. Central Pacific railroad officials met with the tribal chiefs. They offered them free passage on the railroad. The chiefs could ride in the passenger cars, other Native Americans could ride for free in the freight cars. The Central Pacific railroad also hired Native Americans to work on the tracks. The women turned out to be good at using crowbars and sledgehammers.

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During the period between 1850 to 1900, 90% of the California Indian population perished from disease, starvation, or gunshot wound. No other group faced more prejudice and discrimination than California’s indigenous people.

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PROCESS GRID

|PEOPLE GROUPS |GROUP/ |TRAVELED |VOCATION/ CONTRIBUTIONS |CHALLENGES |OTHER INTERESTING FACTS |

| |LANGUAGE | | | | |

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Clunkers and Links

Life on the Overland Trails

Geography and climate played an important role in the routes chosen for moving west. However, they also caused many hardships for settlers. To complete their journey west, settlers had to be resourceful, or good at finding solutions to problems.

Most people walked the entire 2,000 or more miles to California and Oregon. Horses pulled wagons of supplies. The travelers could not set out on the trails until spring, when grass to feed the horses and other animals began to grow on the prairies. Even then, thunderstorms and hail pounded travelers as they made their way west. Trails often followed major rivers, but crossing those rivers was dangerous. Swift currents could carry away entire wagons full of supplies. Lack of water in deserts could be deadly. Some trails ran through tall mountains, where sudden snowstorms could trap settlers. Other trails, such as the California Trail, had shortcuts, but these often ran through even more difficult terrain.

Settlers faced many other dangers too. Illness killed more settlers on the Oregon Trail than anything else. Sometimes encounters with American Indians led to conflicts. Yet despite all these difficulties, thousands of families followed the trails to a new life in the West.

From: History-Social Science for California

Our Nation

Scott Foresman, Pearson Education, Inc. 2006

Permission to use from Sandy Gomez, John Torphy, Gina Miller, Raquel Luna, Jeri Moskowitz, Julie Zarycki

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