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Ethnic Culture and Identity in the Columbia River Basin, 1850-1950
Overview
In this lesson students will study the cultural history of the various immigrant groups that came to and settled in the Columbia River Basin in the period 1850 to World War II. Students will research the Columbia River Basin Ethnic History Archive (CRBEHA) database and examine various primary sources to learn about and understand the role that cultural and social customs played in keeping alive or recreating immigrant ethnic identities. Students will learn how to interpret primary sources such as oral history interviews, photos, manuscripts, and artifacts, among others, to understand and appreciate the role that language, religion, music, and social customs and values played in helping immigrants adjust to life in American society. Students will learn critical thinking skills, develop oral communication and writing skills, learn how to conduct on-line database research, and organize and present a coherent oral report based on their research.
Historical Understandings (Grades 9-12)
The student examines and understands major ideas, eras, themes, developments,
turning points, chronology, and cause-effect relations in the history
of the United States, and the states of Idaho, Oregon, and Washington.
Student Learning Standards
Washington
Social Studies: History Essential Academic Learning Requirements
1. The student examines and understands major ideas, eras, themes,
developments, turning points, chronology, and cause-effect relationships
in United States, world, and Washington State history.
To meet this standard, the student will:
1.1. Understand and analyze historical time and chronology.
| Benchmark 1 -- Grade 5 |
Benchmark 2 -- Grade 8 |
Benchmark 3 -- Grade 10 |
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1.1.3a. Group events and individuals
by broadly defined historical eras and use timelines to identify and
explain patterns of historical continuity and change in a succession
of related events; compare and contrast different cultural perceptions
of time. |
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1.1.3b. Compare and evaluate competing historical
narratives, analyze multiple perspectives, and challenge arguments
of historical inevitability. |
1.2 Understand events, trends, individuals, and movements shaping
the United States, world, and Washington State history.
| Benchmark 1 -- Grade 5 |
Benchmark 2 -- Grade 8 |
Benchmark 3 -- Grade 10 |
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1.3.2. Examine the development of different
cultures in Washington State, U.S., and world history. |
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1.3.3. Examine and analyze how the contributions
of various cultural groups influence society. |
2. The Student understands the origin and impact of ideas and technological developments
on history.
To meet this standard, the student will:
| Benchmark
1 -- Grade 5 |
Benchmark 2 -- Grade
8 |
Benchmark 3 -- Grade
10 |
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2.1. Compare and contrast ideas in different places,
time periods, and cultures, and examine the interrelationships between
ideas, change, and conflict (cross-reference with the themes and topics
outlined under the United States, world, and Washington State history
headings). |
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2.2. Understand how ideas and technological developments
influence people, culture, and environment.
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2.1.3. Compare and analyze major ideas in different
places, times, and cultures, and how those ideas have brought about
continuity, change, or conflict. |
Idaho
Grades 9-12
475. Migration and Immigration
| Standard -- The student will: |
Content Knowledge and Skills |
Samples of Applications |
01. Understand the role of
Migration and Immigration of people in the development of the United
States. |
a. Identify motives for immigration in
and to the United States. |
i. Compare how cultural and social customs
affected the decision of immigrants to migrate to and settle in Idaho
and other areas of the Pacific Northwest. |
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b. Analyze the legal, political, social
and economic changes in the status of voluntary immigrant groups |
i. Peruse both current and frontier newspapers
for changing attitudes toward the culture, language and religion of
immigrants in Idaho and the Pacific Northwest.
ii. Identify laws and policies that affected the status of non English-speaking
immigrants to the region. |
Oregon (High School)
Relate significant events and eras in United States and Columbia River Basin history to past and
Present issues and developments (that affected immigrants or ethnic groups in the Pacific
Northwest and in Oregon).
| Common Curriculum Goals |
Content Standards |
Certificate of Initial Mastery |
HISTORICAL SKILLS
Interpret and reconstruct chronological relationships. |
Understand, represent, and interpret chronological
relationships in history |
Reconstruct, interpret, and represent the chronology
of significant events, developments, and narratives (that relate to
the culture and ethnic identity of immigrants) |
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Reconstruct the chronological order of significant
events related to historical developments in Oregon and the Pacific
Northwest (how these affected immigrants).
Interpret the relationship of events occurring over time.
Interpret timelines, charts and graphs illustrating chronological
relationships.
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| Analyze cause and effect relationships, including
multiple causalities. |
Identify and analyze cause and effect relationships
in history. |
Compare and contrast institutions and ideas in history,
noting cause and effect relationships (and their consequences for
immigrants in Oregon and the Pacific Northwest). |
| Understand, recognize, and interpret change and continuity
over time. |
Interpret and represent chronological relationships
and patterns of change and continuity over time. |
Recognize and interpret continuity and/or change
with respect to particular historical developments in the 20th century
(including the experience of immigrants in the Columbia River Basin
and Oregon). |
U.S History
| Common Curriculum Goals |
Content Standards |
Certificate of Initial Mastery |
U.S. HISTORY
Understand and interpret events, issues, and developments within and
across eras of U.S. history. |
Understand the importance and lasting influence of
individuals, issues, events, people, and developments in U.S. history. |
Understand how (immigrant) individuals, issues, and
events changed or significantly influenced the course of U.S. history
after 1900. |
STATE & LOCAL HISTORY
Understand and interpret the history of the state of Oregon.
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Understand and interpret events, issues, and
developments in Oregon history. |
Understand the causes, characteristics, and impact
of political, economic, and social developments in Oregon state history
(how these affected the immigrant experience).. |
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Understand the interactions and contributions of
the various people and cultures that have lived in or migrated to
the area that is now Oregon after 1900. |
| Understand and interpret events, issues, and developments
in the history of one’s family, local community, and culture. |
Understand and interpret events, issues, and developments
in the history of one’s family, local community, and culture. |
Understand the causes, characteristics and impact,
and lasting influence of political, economic, and social developments
in local history. |
Student Outcomes/Performances
In this lesson students will research the history, culture, and social customs of the various immigrant groups that migrated to and settled in the Columbia River Basin from 1850 to 1950.
Students have the option of presenting an oral report, producing and performing a skit, or preparing an ethnic dish. All options require students to base their presentations on research of sources in the CRBEHA database, and other sources such as interviews with elders of immigrant ancestry.
After completion of this lesson students will:
- know and understand why immigrant groups who migrated to and settled
in the Columbia River Basin wanted to preserve their culture, social
customs, and ethnic identity;
- know and understand the role that religion, language, cultural associations,
traditional foods, and music played in preserving the ethnic identity
of immigrants in the Pacific Northwest;
- know and understand how immigrants were received by Americans in
the areas where they settled in the Pacific Northwest;
- know, understand, and appreciate the core values and social
customs of at least two different immigrant groups who migrated to and
settled in the Columbia River Basin.
Activities and Procedure
This lesson requires five fifty-minute class periods for the high school
grades but can be adapted and condensed for middle school students. It
can also be adapted for interdisciplinary courses to meet other achievement
standards (i.e. Humanities and Cultural Development requirements).
Activity One (first class period of this lesson):
- Present an overview of the lesson and an historical sketch of the
role culture and ethnic identity have played in the acceptance of immigrants
in American society in the United States and the Pacific Northwest.
(fifteen minutes)
- Facilitate a class discussion where students share with the class
what they know about immigrant groups and their cultures. (fifteen minutes)
- Divide students in groups (the number of students in each group can
vary depending on class size and teacher preference). Hand out the list
of the study guide questions that appears below and have each student
group discuss and select a research topic for their group. (ten minutes)
- In the remaining time hand out and review with students the study
guide questions that appear below.
Activity Two (second and third class periods of this
lesson):
In this activity students will conduct research on the topic they selected.
- Allow ten minutes to review with students the lesson overview, learning
objectives, and the study guide questions.
- Assign student groups to their computer workstations and have them
spend the remainder of the class periods researching materials corresponding
to their research topic in the Columbia River Basin Ethnic History Archive.
Activity Three (fourth class period)
In this activity student groups will plan and organize their presentation
to the class based on their research. During this activity the teacher
will spend time with each student group to serve as a resource. This activity
will require one additional hour of group work outside class time, assigned
as homework, for each group to work independently to refine and finalize
their presentation to the class.
Activity Four (fifth class period)
In this activity student groups deliver their presentation to the class.
If time allows, hold a class discussion in which students compare and
contrast the culture and social customs of the immigrant groups studied.
Closure/ Extension
Have students write a short essay that compares and contrasts the culture
and social customs of their families to that of the groups they studied.
For this activity students interview their parents, grandparents, other
relatives, and/or long-time family friends familiar with the student’s
family history. Students will use information from the interviews and
CRBEHA database to write the essay.
Student Learning Assessment
To measure performance students are required to keep a group project
portfolio that includes research notes, a bibliography of CRBEHA documents
and images reviewed, a description that details the division of labor
between group members and tasks accomplished, and an outline of the group’s
class presentation. Individual students are also required to keep a portfolio
of their preparation work for the essay they are required to write. The
portfolio may include planning and research notes, interview notes, an
outline of the essay, and the final draft of the essay.
Study Guide Questions
In the century from 1850 to 1950 millions of immigrants from several countries
came to the United States. Many settled and built communities in the Columbia
River Basin in the states of Idaho, Oregon and Washington. These peoples
played significant roles and made lasting contributions to the cultural
and social development of the Pacific Northwest. Their traditions, social
customs, and experiences were similar in some ways but differed significantly
in other ways.
The following questions will guide students as they research the history
and culture of the ethnic peoples represented in the CRBEHA database.
Students will research the database for information to answer the questions.
Students will take notes as they review materials in the archive, and
use their notes to write a paragraph to answer each question.
1) When and why did immigrants decide to come the United States and settle
in the Pacific Northwest?
2) What aspects of ethnic identity did many immigrants choose to preserve?
How and why? Did identities change with second and third generation children?
In what ways did ethnic Americans (the children of immigrants and migrants)
preserve and perpetuate ethnic identity?
3) How did immigrants keep their cultural traditions alive? What traditions
did they choose to preserve, and how did they change over time? Did immigrants
face challenges in preserving their cultural and social traditions? If
so, in what ways?
4) What contributions did immigrants make to the cultural and social
life of Columbia River Basin society? What can you identify in your community
that represent these contributions?
5) What did you find most interesting or surprising about the the culture
and social customs of the groups you studied?
6) What other questions can you pose to the rest of the class about the
nature of ethnic identity and cultural preservation?
Additional Resources
American Memory, Library of Congress: http://memory.loc.gov/
Center for Columbia River History: http://www.ccrh.org/index.htm
The Best of History, U.S. History page: http://www.besthistorysites.net/USHistory_Immigration.shtml
International Migrant Workers, Oregon State Archives, Oregon State University,
http://arcweb.sos.state.or.us/osu/osuintro.html
The Densho Project: http://www.densho.org/
The Learning Page, Library of Congress: http://memory.loc.gov/ammem/ndlpedu/index.html
NARA’s Digital Classroom: http://www.archives.gov/digital_classroom/index.html
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