"Immigrant Voices: Teaching Migration History of the U.S./Pacific Northwest with Online Primary Sources"

The notes that follow are a summary of discussion notes from each of the small groups. They have been organized into some general topics. In many instances, they reflect the questions the teachers discussed that would also make for interesting questions in the classroom.

Part 1: Deep Critical Understandings and Discussion Points

• Every lesson needs to develop from big questions that are open-ended and address concepts of life-long importance.
• One thing absent from lectures - religious factors, political persecution

• In our group we had a teacher from Slovenia who came with her family to our country eleven years ago strictly for adventure, much like the immigrants so many years ago. She told us her story which was pretty fascinating. She also gave us some insight on why others who have come to this country recently might have a totally different perspective of America, and choose not to assimilate. She always feels "in-between" - no longer a part of "her country" of origin, and not fully a part of her adopted country (America).
• In another group a woman left Ukraine because of new political freedom and U.S. economic opportunity.

The concept of push-pull encompasses immigration, emigration, and migration that helps students understand the concepts.

• Push factors- Economics, religion, famine, "survival," Puritans who fled their country for religious reasons became "the story" in American History & textbooks
• The civil rights act had far reaching effects on migration and family reunification.
• Some interesting comparisons with other countries.
  • Wanted to know more about the Russian migration to our area that is based on religious refugees specifically-Russian Orthodox.
  • Wanted information of the Japanese immigration in the PNW after the ban was lifted.
  • Mexican migrating from political persecution.
  • Must one be highly qualified to get into Canada?
  • Australian rules of immigration are very stiff! Is it possible to work there without citizenship?
• Irish took over jobs in New Orleans from blacks by running them off violently.
• Railroads within our country brought more immigrants to the east coast.
• Political situation in Europe, need to be a land owner; Religion; refugees; for economic opportunity
• Alien & Sedition Acts; discrimination; Internment camps; Muslims & the Patriotic Act
• The same factors affect internal migration as affect immigration.
  • Example: Vancouver in 1941 had 8,000 people; by 1944, had 80,000 people due to economic opportunity of WWII shipyards.

• How are racial and ethnic identities constructed over time?
• Historically, science of the time supported discrimination of races.
• Who is white legally?
• Liked the cartoon of racial characteristics Laurie showed.
• Identity of groups changed over time.
• Question to Discuss: How people choose to identify themselves?
• Sometimes choice - other times what is applied.
• Until 1930 Mexicans identified as race group (race US ethnic group).
• Globally, human kind constructs bias - there is a tendency historically &a,p; globally to look for cultural differences. We need to ask "why?" and get students to ask this question too.

• What is an American?
• Willing to assimilate career wise Career US job = food & money.
• Learning English.
• Who wanted to be American?
• Is there a difference between parent/children?
• Many Eastern Europeans - not feeling accepted.
• Are larger numbers of immigrants less accepted because they can ban together and delay assimilation or at least appear to resist assimilation?
• Bad things can happen when specific people group together in special areas, it's a survival tactic; blacks forbidden to settle in Oregon for years but could come to Washington; how can groups assimilate; creates a divided identity; Indian children were sent to Boarding Schools;
• How does one become an American?
• 5 year waiting period; very orderly process; must give up pledge to previous nation; swear an allegiance to the US; 1882 Chinese Exclusion Act + 1892 & 1902.
• What stopped immigration at times? Economically based, fear, threat, fear of "otherness."
• Historically, immigration is tied to economics - need workers, then fear of immigrants when they glut the system. "Americans" feel threatened.
• Why and how do immigrant/ethnic groups maintain and reshape their cultural traditions?
• Socialism and communism were economic threats in the 1920s - led to nationalism in America.

• How much change happens as people move? to the country of origin? the new country? the people?
• Does it correlate to where immigrants came from?
• Adapt to area - change way of life
• Came to Settle - Could they do what they had done in old country?
• Ellis Island: lose family - kids are great resources if immigrants themselves.

• Diversity versus what we have in common. Diversity versus unity.
• How tolerant are we compared to the rest of the world?
• Economic discrimination is another issue - can we bring up everyone to our standard of living?
• What is the impact does immigration have on schools?
• Success or failure of the Bilingual Program - Are students able to master reading and writing in two languages?
• Are we creating a permanent underclass to work for minimum wage?

• Group member who has lived overseas observed about Americans in other countries: Americans volunteered readily to do things and take a leadership role in volunteer organizations.
• Americans abroad tend to be good examples of capitalistic management and organization.

Evidence: What evidence can students create and/or provide that they have developed these understandings?

• Oral history. Have students interview parents or grandparents.
• Writing.
• Debate - students stay in character with assigned point of view.
• Power Point project.
• Poetry.
• Culture fair is good to introduce ethnicity.
• Making maps of world with color-coded arrows showing the "push-pull" effect.
• Students must show they understand TV and media promote negative views; Kerner report.
• Citizens should have certain skills to become citizens, be active and involved.

• Provide students a menu of options.
• Search for personal history using websites.
  • The Church of Jesus Christ of Latter Day Saints: www.familysearch.org
  • Genealogy.com includes a forum: www.genealogy.com
  • To search for ancestors: ancestry.com
  • Cindy's list of Genealogy sites: www.cyndislist.com
• Guest speakers for classrooms.
• Have students immerse self in another point of view.
• Vancouver School of Arts is developing a project re: the migrant worker experience.
• Using court cases, census records, newspapers to evaluate immigrant involvement.
• Take documents and oral histories and analyze smalls part to evaluate immigrant involvement.
• Folk art, music, food analyzes, demonstrations and studies.
• Children's Cultural Parade/Story path.
• One school analyzed the multi-ethnicity of their student population - reflected throughout the school teaching it to others - very successful and well received - and, attitude of acceptance starts with school staff.
• Help students trace their roots.
• Be aware of feelings of students.
• Many students don't know - surprising, but they don't.
• A mural on the wall of their background - culture, food, fashion, language.
• Can be followed with a party.
• Expose students to foreign news sources for a different bias/input of stories they are getting through only American sources. Good sources - websites w/foreign news.
• Graduation requirements should include media literacy.

• Race: The Power Of An Illusion (3-part PBS series) examines several discoveries that illustrate why humans cannot be subdivided into races.
• Nothing Like It In The World: The Men Who Built The Transcontinental Railroad 1863-1869 by Stephen Ambrose includes much about the Chinese role in American history.
• The Earth Did Not Devour Him by Tomas Rivera
• The Columbian Newspaper
• Newsweek special feature done years ago, followed 5 immigrant families that settled in Springfield, Ohio

Washington State University, Vancouver | Center for Columbia River History
Evergreen School District | Klickitat School District | Vancouver School District