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Teaching the Chinese Immigrant's Story - Angel Island
(1910-1940)
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By Steven M. Baumann
BACKGROUND INFORMATION TO THE CHINESE IMMIGRATION
Historically, the Chinese have viewed themselves as a sufficient people
who have greatly contributed to the world's inventions, a country with
plenty of resources. Closed off to the rest of the world, Marco Polo first
mixed East with West, opening a new relationship. However, the Chinese
never sought after trade, or a relationship with the west for that matter.
Not until the west sought by force trade relations with China did the East
consider emigration from its shores. The calculated effort by the British
to introduce Opium to the Chinese resulted in the Opium Wars of 1839-1842
and 1856-1860, which hooked a generation to this drug, giving the west
an upper-hand in trade. Losing the wars, the Chinese Court was forced to
trade and open their shores to legalized emigration.
As Ronald Takaki states in his book, Strangers From A Different Shore,
"They went as wah gung, Chinese laborers, as sojourners hopeful they would
be able to work in a foreign country and return home rich in three to five
years...Beginning in the 1840's and 1850's, they departed by the tens of
thousands" Approximately 46,000 immigrants arrived in Hawaii in the second
half of the nineteenth century and about 380,000 in the U.S. mainland between
1849 and 1930. It is estimated that 2,500,000 emigrated from China, to
go to the nations of the world, between 1840 and 1900.' Wars, starvation
and little hope of a bright future drove these people from their homes,
to seek after fortune. Most intended to bring back their fortunes home
and settle with their families. In doing, most left their wives and children
in China.
Takaki, Ronald. Strangers From A Different Shore. New York: Penguin
Books. 1989. Pg. 31.
While conditions at home were ripe for leaving for new lands, the west
advertised laborers to come abroad, making boasts that one could work hard
for a period of time and come back rich. Workers were needed in Hawaii
to grow sugar and laborers were needed in California to build the transatlantic
railroad. The backbreaking work in Hawaii, tending the sugar, required
workers that could labor all day-12 to 14 hours. Plantation owners recognized
that the native Hawaiians and whites were unwilling to give the intensive
labor that would make them rich, sought after the hardworking immigrants.
While pay was significantly higher in the islands of Hawaii, comparatively,
the Chinese laborers were paid little. In doing so, the costs were reduced,
and the incentive of those laborers were high.
California sent shock-waves throughout the world with the discovery
of gold. California became a place where dreams could come true. Many Chinese
immigrated to California from Hawaii, in search of this gold. At first
they were wanted in California. Workers were needed to build the railroad,
but by the time the work was completed, there was an excess of labor that
competed with the white population. They resented this. Women were allowed
to come to Hawaii, but not the mainland. The Chinese were considered temporary
workers that would soon leave, when the work was completed, A law in 1875
that was intended to eliminate prostitutes from coming to the U.S. was
interpreted so strictly that most all women could not come to the mainland.
In 1882 the Chinese Exclusionary Law forbid laborers from coming to the
country, great to the satisfaction of white unions in the United States.
Immigration to the U.S. was greatly curtailed until the turn of the
century. In 1906, the great earthquake decimated the records of Chinese
immigrants. Thousands in China claimed to be sons and daughters of laborers
in the United States, maintaining that they were born in America, thus
U.S. Citizens. Because their claims could not be proven true or false,
as a result of the destruction of records in San Francisco, the U.S. Government
resorted to closely monitoring of individuals who arrived by boat. The
place of inquiry and detainment became known as "Angel Island." Angel Island
became the Ellis Island of the west.
Unlike Ellis Island, however, the Chinese were detained in concentration
camps for weeks or even months. If officials were unsatisfied with testimonies
by those who were attempting to enter the country and their relatives in
the United States, they would be sent straight back to China. In order
to get past the customs check-point at Angel Island, a "Paper Son" received
and memorized information on the boat that would need to exactly match
what the "father" gave to officials. While some were eligible, the majority
were relatives that claimed to be born in the United States, or had paid
a Chinese worker for this "Paper Son" status to enter into the country.
Officials at Angel Island understood what was taking place, so they felt
justified in treating these immigrants with contempt. Unfortunately, these
officials and the people who made them forgot that they too were once immigrants.
THE IMMIGRATION EXPERIENCE: ANGEL ISLAND
Objective: To teach kids the importance of understanding and appreciating
one's history and family immigration experiences. By constructing these
narratives one can look at others without judging them by their appearance,
language or ethnic differences.
Day One
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Social Studies/Language Arts
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Time: Two hours
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Anticipatory Set: Students will be asked to work at their tables writing
down everything that one knows about immigrants. They will write every
idea whether stereotypical or experiential that comes to mind. After this
exercise is completed they will report the work to the class.
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Instruction: The teacher will describe that each student in the room is
an immigrant, or at least a descendant of an immigrant. The Native American
Indian is the only one who truly is native, but even their roots come from
Asia/Europe, crossing from Russia, over to Alaska. Students will be read
excerpts from the book Quilted Landscape, in which conversations with young
immigrants has been compiled. Each student represented has come from an
Asian country, and each tells a unique story.
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Activity One: Students will begin to share at their tables, experiences
that they have had or know of their family that relate to immigration.
If there is little or no knowledge of their immigration history, then they
will need to do research at home.
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Activity Two: Students will take magazines and cut out pictures and place
them in a collage, placed on construction paper. The title of this work
will be "Every Person an immigrant."
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Research at Home: Students will write their personal immigration stories,
taken from their own experiences, or their parents or grandparents.
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Mathematics:
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Time: One to five days (depending on the instructor's choosing)
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Instruction: The instructor will demonstrate how fractions, decimals and
percentages relate to the real world. By taking raw data, percentages will
calculate the growth rate of immigration in the past one hundred and fifty
years.
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Activity: Students will take data from the immigration tables provided
by and figure out the percentages, decimals and fractions. They will need
to chart these figures in various graphs. The percentages will then be
placed in a circle or pie graph. The raw numbers will be placed in bar
and line graphs, showing the rise of immigration annually. This work will
be graded together, in which students will come to the board and write
their answers in front of everyone. After each student has gone over the
work, construction paper will be provided, and students working in pairs
will take the graphs and place them on construction sheets. Students then
will be given the opportunity to make analysis concerning the rise and/or
decline of immigration. (See sample given)
DAY TWO
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Language Arts
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Instruction: Students will be read to from the book island, which describes
the experiences of Asian immigrants (primarily Chinese) who suffered indignation
and hardship, before being allowed to enter the United States. The instructor
will describe that these people were treated without compassion whatsoever.
Poetry describing their pain and hardship will be given special attention.
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Activity One: Students will be asked to write in a journal "My Experiences
crossing the Pacific Ocean. They will be asked to pretend that they are
entering a strange new land, where they are foreigners and are treated
that way.
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Activity Two: Students will continue to work on their personal immigration
stories.
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Activity Three: Students will choose from the books available to do book
reports. The teacher can provide these or check books out that are in the
library. The district libraries usually have books that can be checked
out for the month that would be suitable for this independent work.
Day Three
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Activity One: They will write about, "My Angel Island Story," which tells
about the poor treatment they experienced. Once again they will put themselves
in the very experiences that the Chinese immigrants experienced on Angel
Island. Students will write in their journals, concerning their difficult
experiences their on the island.
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Activity Two: Students will work together in pairs to read together more
poetry written by real immigrants who were detained at Angel Island. Taking
what they have already learned and the difficulties the Chinese immigrants
experienced, they will write poetry themselves. There will be construction
paper placed on the board and students will tape that poetry, reenacting
the "Angel island" experience. Their work will be kept there on the bulletin
board describing their feelings and experiences. It is essential that the
students realize that this was a form of free speech that was their only
way to express their frustrations and anger for the improper treatment
that they received. While there was no excuse for this indignation, they
did have some outlet in expressing their feelings-that is writing on the
wall. Students will be encouraged to write with these thoughts in mind.
The teacher will need to also describe that in America they were allowed
free speech. While terrible treatment of the Chinese took place at Angel
Island-and exclusionary racist policies were held- with the advent of WWII
the Chinese were no longer looked down upon, but allowed to become citizens
and eventually hold titles to land.
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Activity 3: Students will be separated into groups of three. One group
will represent the Chinese Immigrants. The second group will represent
European Immigrants. Group three will represent the American citizens,
living in the United States. Students in their groups will receive 20 tickets
for the entire group to begin the game. As the game progresses, a general
tax will take place, which will go to the teacher. This tax will be five
tickets for each collection by the internal Revenue Service (IRS). Upon
entering the country the Chinese will be charged ten tickets and the Europeans
will be charged five. The goal is to answer all of the questions in the
math page (the teacher may choose the work to be done) to gain as many
tickets as possible. The winner will receive a prize at the very end for
the most tickets. Some questions will be worth more than others. The questions
answered by the American Citizens will be awarded those questions and subsequently
those prizes for answering correctly. Each question that they answer correctly
will be worth five tickets. The European immigrants will only receive three
tickets for a correct answer, but they will be able to earn five tickets
for a correct answer in round two. Each round will last five minutes. The
Chinese will only be given one ticket for each answer they receive, with
no chance of mobility to receive 5 tickets for a correct answer. The American
Citizens may have a Chinese player do a question for them, paying them
two tickets, but the American Citizens will receive three tickets for a
correct answer. After round one is completed a tax will be made of five
tickets. A special tax will be taken for those who do not make five tickets
for a question answered (which is of course the Chinese Group). These tickets
will be given to the IRS. Once the IRS receives 50 tickets and all of the
questions the teacher wants answered have been completed the game is over.
The team with the most tickets wins. The Chinese team will obviously feel
that the game was not fair. They will feel cheated that they had to do
all of the work to complete the game, for they were the only ones being
taxed.
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This of course is true. They did the work and they were the ones to be
treated the worst. Those European immigrants were treated poorly at first,
but were able to assimilate with the American Citizens. The Chinese were
never assimilated, but their contributions to the game were quite necessary
to succeed. The teacher will debrief the class describing the contributions
the Chinese and other Asian groups made towards the American Dream. It
was these immigrants that developed farms in the worst of desert conditions,
built the western half of the transcontinental railroad etc., yet their
part in history has virtually gone unappreciated, and basically ignored.
The west wind ruffles my thin gauze clothing.
On the hill sits a tall building with a room of wooden planks.
I wish I could travel on a cloud far away, reunite with my wife and
son.
When the moonlight shines on me alone, the nights seem even longer.
At the head of the bed there is wine and my heart is constantly drunk.
There is no flower beneath my pillow and my dreams are not sweet. To
whom can I confide my innermost feelings?
I rely solely on close friends to relieve my loneliness. |
America has power, but not justice.
In prison, we were victimized as if we were guilty.
Given no opportunity to explain, it was really brutal.
I bow my head in reflection but there is nothing I can do. |
A casual reading of this text could easily sense the despair and anguish
felt by the author(s). How could America crush the dreams of these people,
who claimed to take the peoples of the world to her shores? The grim reality
contradicted the promise of liberty and freedom for all. America in all
her glory denied many the chance to receive the promises she had made.
The quality of the food served on Angel Island was suspect. Often food
would be dropped or thrown as a form of protest. Signs were placed in the
cafeteria (in Chinese) warning immigrants not to drop their food.
Disturbances such as riots even broke out. One such riot in 1919 took
place that caused federal troops to be called in to restore order. A year
later, Washington D.C. authorities decided to change the scenario by serving
better food.
Random Thoughts While Staying in the Building
For days I have been without freedom on Island
In reduced circumstances now, I mingle with the prisoners.
Grievances fill my belly; 1 rely on poetry to express them.
A pile of clods bloat my chest and I wash it with wine.
Because my country is weak I have become aware of the laws of growth
and decay.
In pursuit of wealth I have come to understand the principles of expansion
and diminution.
When I am idle, I have this wild dream That I have gained the western
barbarian's consent to enter America |
Bored and filled with a hundred feelings, 1 am imprisoned in the building.
Seeing the surroundings stirs one who is sad. How can one stop the
tears?
I recall the ship starting off for the land of America.
Looking back, the moon has repeated a cycle. |
The actual detainment, as difficult as it was became even more resented,
because other immigrants from other nations were given relatively quick
process and release to begin their new lives on the mainland.
While the visitors to the U.S. felt alone and without help, not all
were unsympathetic to the plight of the Chinese. One such caring woman
was a regular to the island became known as the "Angel of Angel Island."
She was Deaconess Katharine Maurer (1881-1962), who was appointed in 1912
through the Methodist Episcopal Church, by the Women's Home Missionary
Society. Through her work many immigrants were able to learn English and
receive services that made life more bearable. She was sponsored by the
Daughters of the American Revolution. The focus of her work especially
aided the women and children.
Lai, Him Mark. Island: Poetry and History of Chinese Immigrants on
Angel Island, 1910-1940. Seattle: University of Washington Press. 1991.
I left my native village and drifted to the American continent
The moon has waned and waxed in turn several times
My family anxiously waits for me to mail them news
It is difficult to meet the wild geese and my sorrow is unending |
I remember since boarding a ship to America
Till now. the moon has waned twice
I want to send a letter of comfort but regret that there is little
time
The family is expectant but their hopes are in vain |
I came to the United States because I was poor
How was I to know fate would be so perverse as to imprison me
News and letters do not reach me and I can only fantasize.
I hear no news so who sympathizes with me? |
I have been in the wooden building for more than ten days
My eyes have seen people being deported back
Witnessing that scene makes one sad
Spending more than five thousand golden coins
I drifted alone to this place
If I am unlucky enough to be deported, my parents will be grieved.
The interest piles one on top of another
I do nor know yet when it will be completely repaid to the creditor. |
Amongst the Asian people, specifically the Chinese male, it was critical
to have the respect from others. "Losing face" was not merely a shameful
experience felt by one person, but by a whole family and clan. An individual
that was forced to return to China, rejected by the host country was a
stigma that would unlikely be shaken. Returning to China humiliated was
far dreaded than a life of poverty at home or abroad.
BIBLIOGRAPHY
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Lai, Him Mark. Island: Poetry and History of Chinese Immigrants on Angel
Island, 1910-1940. Seattle: University of Washington Press. 1991.
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Takaki, Ronald. Strangers From a Different Shove. New York: Penguin Books.
1989.
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Strom, Yale. Quilted Landscape: Conversations with Young Immigrants. New
York: Simon and Schuster. 1996.
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http://www.itp.berkeley.edu/~jsu/asam/angelcond.html
RELATED RESOURCES
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Talking Walls by Margie Knight. 1992
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Believers in America by Steven Izuki. 1994
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The Open Boat: Poems From Asian America. Janet Wong. 1993
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This Same Sky by Naomi Nye. 1992
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Angel Island Prisoner by Helen Chetin. 1992
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American Eyes by Lori Carlson. 1994
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The Rice Room by Ben Fong-Torres 1994
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Talking Walls, The Story Continues by Margie Knight 1996
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Good Luck and Gold and other Poems by Janet Wong. 1994
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A Suitcase of Seaweed by and other Poems by Janet Wong. 1996
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Chinese Proverbs by RMcCunn. 1991
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Still a Nation of Immigrants by Brent Ashabrann. 1993
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Growing Up Asian American by Maria Hong. 1993
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Tales From Gold Mountain by Paul Yee 1989
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