Oregon 2009 Sesquicentennial Cel

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					           Oregon 2009 Sesquicentennial Celebration

                                  Chinese Oregonians:
                      Visiting Portland’s Classical Chinese Garden as a
                 Context for Examining the Story of the Chinese in Oregon
             Submitted by: Robert Blackman, Western Oregon University

I.      Overview: Oregon’s history is filled with brutal acts especially against minority groups
during tough economic times. The history of the Chinese Oregonians follows this pattern in
particular when looking at the events surrounding the Chinese Exclusion Act of 1882. The
purpose of this lesson is to gain insights in regards to Oregonians reaction to Chinese immigrants
and to learn about how the Chinese coped with hostility and viewed those that were oppressing
them. The place of learning for this lesson will be outside of the classroom in a reflective
format while walking through Portland’s Classical Chinese Garden.

II.    Subject Areas: History, Conflict Resolutions, Economics, and Geography.

III.   Grade Level: 11.

IV.   Oregon Social Science Analysis: SS.HS.AS.04 Analyze an event, issue, problem, or
phenomenon from varied or opposed perspectives or points of view.

V.      Objective 1: During a visit to the Portland Classical Chinese Garden, students will
analyze the Oregonian reaction to Chinese immigrants during the time of the Chinese Exclusion
Act of 1882 by responding to prompts, completing a journal entry and participating in a
reflective discussion.

        Objective 2: In an essay, students will analyze the effects of the Chinese Classical
Garden in contributing to social understanding, resolving conflict, healing historical wounds and
creating positive relationships between Chinese Oregonians and the rest of Oregon.

VI.    Materials:
A. Fieldtrip to the Classical Chinese Garden with access to one of its meeting spaces,
   cost of entry $3.75 per person. To schedule a school group tour, contact Katie Hill,
   Volunteer and Group Tour Manager at 503.228.8131 ext. 1001 or
B. Information pamphlets and maps for the Chinese Classical Garden.
C. Online sources and excerpts and reading packets on the early days of Chinese
   immigration, the Chinese Exclusion Act of 1882, and the years following it.
   1. Online printable articles from The Oregon History Project
    News Article, Passage of the Chinese Bill, from the Willamette Farmer, April 1,
    Chinese Vegetable Garden, Portland 1909
    Chinese Workers in Astoria Cannery
    Chinese Cannery Workers
    Cannery Labor Contract
    Gin Lin Mining Trail
    The Snake River Massacre of Chinese Miners, The Chinese Murderers, article
       from the Oregon Scout, April 20, 1888
    Chinatown, 1890s
    The Chinese Community
    Chinese Street Vendor
   2. Book sources
    Many Faces: An Anthology of Oregon Autobiography. The Oregon Literature
       Series, vol. 2. Edited by Beckman, S.D. (1993). OSU Press: Corvallis, OR.
    Dodds, G.B. (1986). The American Northwest: A History of Oregon and
       Washington. Forum Press: Wheeling, IL.
           Lansing, J. (2003). Portland: People, Politics, and Power, 1851-2001. OSU
            Press: Corvallis, OR.

       D. Map and Information on Suzhou, China
          1. Map Handout of the Pacific Rim,

          2. Suzhou information (Portland’s sister city).

       E. Writing instruments and journals.
       F. Tea.
       G. Reflection Question Sheet (see below).

VII.   Presentation Steps:
       A. Anticipatory Set: Students will be presented with the purpose of the lesson and the
          details of the fieldtrip within the context of a unit on immigration or race relations.
          They are not just going to the garden to see plants and have tea, but rather they will
          be using that place filled with the culture of China to peer back into the complexity
          and struggles of the past. This preparation is key. Create a packet using the links and
          sources in the materials section or find sources of one’s own. A sample packet might
          include, 2-3 readings, the Pacific Rim Map and the Suzhou, China information.
       B. Once they arrive at the garden students will be asked to travel through as individuals.
          They will be given the garden’s brochure, reading packets and questions sheets. The
          questions sheets should be adapted to coincide with whichever readings are chosen.
          They will be asked to walk through as individuals and find a spot to answer the
          questions and reflect in their journals. (40 minutes).
       C. After their time of reading, reflection and writing students will come back together
          with teacher and guide from the Garden to discuss what they are understood from the
          readings and to share about their reflections from the garden (30 minutes).
       D. To conclude their experience students will have tea in the tea area and continue to
          discuss the experience in table groups (30 minutes).

VIII. Assessment:
      A. Formative assessment will take place through discussions and sampling journal
      B. Summative assessment through a portion of the unit exam where students are asked to
         compare and contrast over time the perspectives and actions of Oregonians and
         Chinese Oregonians in a small essay question with at least three explicit examples
         from each perspective while describing the effects of the Chinese Exclusion Act of
         1882 and the establishment of the Classical Chinese Garden.

IX.    Adaptations:
       A. Have reading packets with fewer excerpts and questions for students with reading and
          writing IEPs.
       B. Allow students to draw or even paint out their reflections in the garden.
X.    Extensions:
      A. Explore further the lives of Chinese Oregonians through different eras up to the
      B. Explore further the specific factors that led to the development of the Chinese
         Classical Garden.
      C. Explore further the connection to Suzhou, the economic conditions of Portland’s
         sister city and how this relationship came to be.
      D. Explore further the stone craftsmanship of the garden.
      E. Explore further the artistry and history of Chinese gardens.
      F. Explore further the botany of the garden and that of China.

                      Portland Classical Chinese Garden
                             Reflection Questions

       After wondering through the garden for about ten minutes, choose a quiet
place where you can be alone. For the next forty minutes read through your packet
of book excerpts, online articles, primary sources, maps and information. Answer
the following analytical and reflective questions in your journal. If you wish, feel
free to draw them or write out your reflections in a poem. After forty minutes join
the class in our chosen discussion area.

     How does it make you feel to be in this garden?
     What does the Chinese Classical Garden communicate to you about the
      craftsmanship and artistry of Chinese Culture?
     From your readings, provide examples of how Chinese people were treated
      in Oregon from the 1850s to the 1920s?
     What were the circumstances that led to the Chinese Exclusion Act of 1882?
     What kinds of jobs did Chinese Oregonians perform throughout this era?
     What kinds of things did the Chinese do to endure hostility and survive?
   How would you have reacted if you were a Chinese person living in Oregon
    at the end of the 19th Century to the treatment you received?

   This garden is not just a monument to Oregon’s Chinese heritage, but also
    reflects a partnership with Portland’s sister city of Suzhou, China. Imagine
    that you are from Suzhou and are writing an email home. Imagine too that
    your great-great uncle had come from Suzhou to Portland to work in 1881,
    dying at the hands of Oregonians. From the beauty of this garden write to
    your family about what has and has not changed in Oregon in regards to life
    for people of Chinese decent.