| Migration and Immigration
to the Columbia River Basin
Overview
In this lesson students will examine the history of immigrants and migrants
in the Pacific Northwest. Students will research documents and images
in the digital archive of the Columbia River Basin Ethnic History Project
to learn about the migration and settlement patterns of various ethnic
groups that settled in the region. Students will learn how to research
and interpret primary sources in on-line databases, develop oral and writing
skills, and learn how to organize a coherent presentation to report their
findings to the class.
Historical Understandings
History, U.S. history, and Pacific Northwest history:
The student examines and understands major ideas, eras, themes, developments,
turning points, chronology, and cause-effect relationships in the United
States, the world, 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:
Grades 8-10
1.1. Understand and analyze historical time and chronology.
| Benchmark 1 -- Grade 5 |
Benchmark 2 -- Grade 8 |
Benchmark 3 -- Grade 10 |
| |
1.1.2a Group events and individuals by
broadly defined historical eras and develop related timelines; compare
and contrast different cultural measurements of time. |
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. |
| |
1.1.2b Using evidence for support identify,
analyze, and explain possible causal factors contributing to given
historical events. |
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.
United States History
| Benchmark 1 -- Grade 5 |
Benchmark 2 -- Grade 8 |
Benchmark 3 -- Grade 10 |
| |
US1.2.2 Identify and analyze major
issues, people, and events in U.S. history from the Revolution to
1900 including:
- Industrialization, Immigration, Urbanization (1870-1900)
|
|
Washington State History
| Benchmark
1 -- Grade 5 |
Benchmark 2 -- Grade
8 |
Benchmark 3 -- Grade
10 |
| |
WA1.2.2 Identify and analyze the
contributions of the following eras in the development of Washington
State:
-The Great Depression and World War II (1930-1945)
- Post World War II domestic political, social, and economic issues
(1945-1980)
- Contemporary Washington (1980-present)
|
Note:
The essential learnings for Washington State History are
Completed for most students at the second benchmark
|
1.3 Examine the influence of culture on United States, world,
and Washington State history
| Benchmark 1 -- Grade 5 |
Benchmark 2 -- Grade 8 |
Benchmark 3 -- Grade 10 |
| |
1.3.2 Examine the development
of different cultures in Washington State, U.S., and world history. |
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:
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)
| Benchmark 1 -- Grade
5 |
Benchmark 2 -- Grade
8 |
Benchmark 3—
Grade 10 |
| |
2.1.2 Explain the origin
and historical context of major ideas and their impact on societies. |
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. |
Grades 11-12: U.S. History
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. |
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. |
1.2 Understand events, trends,
individuals and movements shaping United States, world, and Washington
State history. |
2. The student understands the origin and impact of ideas and
technological developments on history.
To meet this standard, the student will:
| 2.1 Compare and contrast
ideas in different places, time periods, and cultures, and examine
the interrelationships between ideas, change, and conflict. |
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.
|
2.2 Understand how ideas
and technological developments influence people, culture, and environment. |
Idaho
Middle Grades
476. 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. Analyze the religious, political,
and economic motives of voluntary immigrants from different parts
of Europe who came to North America. . |
i. Using historical information, select
a European country and write a skit demonstrating why a family should
immigrate to America.
ii. Develop a historical outline map indicating where various Europeans
settled in North America and their reasons for this settlement.
|
| |
c. Describe the history, interactions,
and contributions of the various groups of people that have lived
and migrated throughout North America. |
i. Make a chart listing various migrating
groups showing where they settled, reasons for moving, and the development
of communities as a consequence of their migration.
ii. Write a letter to family members left behind in the East convincing
them to journey on the Oregon Trail and join the rest of the family
in Oregon. Use historical research as the basis for this letter. |
Grades 9-12
495. 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 the motives of
19th century Irish immigrants to Hispanic immigrants in the 20th century. |
| |
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 immigrant groups.
ii. Trace the legislative history of American immigration. |
Oregon
HISTORY: Relate significant events and eras in United
States and world history to past and present issues and developments.
Common Curriculum
Goals
|
Content Standards |
Benchmark 3
(Grade 8)
|
Certificate of Initial
Mastery |
HISTORICAL SKILLS
Interpret and reconstruct chronological relationships. |
Understand, represent, and
interpret chronological relationships in history |
Represent and interpret
data and chronological relationships from history, using timelines
and narratives. |
Reconstruct, interpret,
and represent the chronology of significant events, developments,
and narratives from history |
| |
|
Identify and create chronologies
of events.
Compare and contrast historical interpretations. |
Reconstruct the chronological
order of significant events related to historical developments.
Interpret the relationship of events occurring over time.
Interpret timelines, charts and graphs illustrating chronological
relationships.
|
| Analyze cause and effect
relationships, including multiple causalities. |
Identify and analyze cause
and effect relationships in history. |
Distinguish between cause
and effect relationships and events that happen or occur concurrently
or sequentially. |
Compare and contrast institutions
and ideas in history, noting cause and effect relationships.
|
| Understand, recognize, and
interpret change and continuity over time. |
Interpret and represent
chronological relationships and patterns of change and continuity
over time. |
Identify and give examples
of chronological patterns and recognize them in related events over
time. |
Recognize and interpret
continuity and/or change with respect to particular historical developments
in the 20th century. |
U.S History
Common Curriculum
Goals
|
Content Standards |
Benchmark III
|
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 individuals,
issues, and events changed or significantly influenced the course
of U.S. history post American Revolution through 1900. |
Understand how 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. |
Understand and interpret
events, issues, and developments in Oregon history. |
Understand how various groups
of people were affected by events and developments in Oregon state
history. |
Understand the causes, characteristics,
and impact of political, economic, and social developments in Oregon
state history. |
| |
|
Understand the interactions
and contributions of the various people and cultures that have lived
in or migrated to the area that is now Oregon from post-American Revolution
until 1900. |
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 lasting influence
of events and developments in local history. |
Understand the causes, characteristics
and impact, and lasting influence of political, economic, and social
developments in local history. |
Student Outcomes/Performances
After completion of this lesson students will:
- understand why immigrants left their home countries and settled in
the Pacific Northwest;
- know how these groups earned their livelihood, how and why they built
ethnic communities, what relationships they built with other peoples
in the region; and how they overcame problems and challenges they encountered.
- know and appreciate the contributions of the various ethnic groups
to the economic and social development of the Pacific Northwest;
- acquire sufficient knowledge to participate in informed discussions
and presentations with classmates, teachers and others about the immigration
experiences of the various ethnic groups of the Pacific Northwest.
Activities and Procedure
This lesson requires five fifty-minute class periods for grades 11 and
12 but can be condensed to three periods for students below grade 11.
Activity One (first class period of this lesson):
- Present an overview of the lesson and an historical sketch of the
role of immigration in the history of the United States and the Pacific
Northwest. (fifteen minutes)
- Facilitate a class discussion where students share with the class
what they know about the history of immigration in the United States
and the Pacific Northwest. (fifteen minutes)
- Divide students in groups of three (the number of students in each
group can vary depending on class size and teacher preference). Hand
out a list of the ethnic groups represented in the historical overviews
in the website of the Columbia River Basin Ethnic History Project. Allow
ten minutes for each student group to discuss and select one ethnic
group to study from the list.
- 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 migration/immigration
history of the ethnic group 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 for their
corresponding ethnic groups in the Columbia River Basin Ethnic History
Project digital archive.
Activity Three (fourth class period)
In this activity student groups will plan and organize their presentation
to the class based on their research of the immigrant/ethnic group they
studied. 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 present their oral reports to the class.
Allow ten minutes of this period for a class discussion in which students
compare and contrast the immigration experiences of the ethnic groups
studied. .
Closure/ Extension
Have each student write a short essay that compares and contrasts her/his
family migration/immigration history to that of the group he/she 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
the Columbia River Basin Ethnic History Project digital archive 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 documents and
images reviewed in the Columbia River Basin Ethnic History Project digital
archive, a description that details the division of labor between group
members, 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 counties
came to the United States. Many settled and built communities in the states
of Idaho, Oregon and Washington. These peoples played significant roles
and made lasting contributions to the economic and social development
of the Pacific Northwest. Their experiences were similar in some ways
but differed significantly in other ways.
The following questions will guide students as they research the history
of immigration/migration in the Columbia River Basin Ethnic History Digital
Archive. Students will research the archive for information to answer
the questions about the ethnic groups they decide to study. Students will
take notes as they review materials in the archive about the group they
selected for study, and use their notes to write a paragraph to answer
each question.
1) Why and when did these peoples decide to immigrate to the United States
and settle in the Pacific Northwest? Did they cluster in certain parts
of the region? If so, why?
2) How did these peoples develop communities? What challenges and problems
did they experience in their efforts to find and build new homes and communities?
3) What type of work did these ethnic groups find? Did they pursue certain
occupations or develop economic niches? Why?
4) How did they get along with other ethnic groups who lived in the area?
5) What contributions did these peoples make to the economic and social
development of the Columbia River Basin?
6) What did you find most interesting about the group you studied?
7) What other questions can you pose to the rest of the class?
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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