Overview

This three-day plan focuses on Chapter 3, Lesson 2: Immigration to Washington using Gibbs Smith Education’s Washington Journey curriculum and integrates Washington State History and Common Core State Standards (CCSS) with Since Time Immemorial resources. The goal is to deepen 7th graders’ understanding of immigrant experiences—beyond the push and pull factors already covered—focusing on life in Washington, railroad impact, discrimination, and cultural contributions.

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Day 1: Immigrant Groups and Experiences

Time: 45 minutes
Objective: Students will analyze the diverse immigrant groups that settled in Washington, their roles in shaping the state, and the challenges they encountered.

Standards:

• CCSS.ELA-LITERACY.RI.7.1: Cite several pieces of textual evidence to support analysis of informational texts.
• CCSS.ELA-LITERACY.RI.7.3: Analyze the interactions between individuals, events, and ideas in a text.
• CCSS.ELA-LITERACY.SL.7.1: Engage effectively in collaborative discussions with diverse partners on grade 7 topics.
• Washington State Social Studies Standard: Understand the impact of immigration on state growth.

Materials Needed:

• Text excerpt PDFs uploaded on Google Classroom with Kami annotations (from images: Hawaiian Kanakas, Norwegian settlers, German farmers, Italian laborers)
• Chromebook & Google Classroom
• Kami annotation tool

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Entry Task (Google Classroom Question - typed at beginning):

“What do you already know about the different immigrant groups who helped build Washington? List as many as you can and one way they contributed.”

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Activities:

1. Think-Pair-Share (10 minutes):

   • Students will individually jot down two or three facts about immigrant contributions or experiences from previous lessons.
   • Then, they will share in pairs.
   • Teacher facilitates a brief whole-class share out to build background.

2. Group Annotation Activity (25 minutes):

   • Divide class into five groups of 6 students. Assign each group one immigrant group file (Kanakas, Norwegians, Germans, Italians, Japanese – use text summary + video transcript if available).
   • Students read and annotate (highlight key facts, circle vocabulary) in Kami on their Chromebooks.
   • Each group will generate 3 summary points about their group’s experiences, contributions, and challenges, citing text evidence.

3. Class Discussion (8 minutes):

   • Each group presents their summary points.
   • Discuss similarities and differences between groups (e.g., occupations, discrimination faced).

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Exit Ticket (Google Classroom - quick answer):

“What new fact did you learn today about immigrant groups in Washington? How might this impact your view of Washington’s history?”

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Day 2: Discrimination and the Chinese Exclusion Act

Time: 45 minutes
Objective: Students will explore the impact of discrimination on immigrant groups, focusing on the Chinese experience, including the Chinese Exclusion Act and local anti-Chinese actions such as the Seattle expulsion of 1886.

Standards:

• CCSS.ELA-LITERACY.RI.7.4: Determine the meaning of words and phrases as they are used in a text.
• CCSS.ELA-LITERACY.RI.7.8: Trace and evaluate the argument and specific claims in a text.
• CCSS.ELA-LITERACY.W.7.1.B: Support claim(s) with clear reasons and relevant evidence.

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Entry Task (Google Classroom Question):

“What does discrimination mean? Have you ever heard about laws or events that treated immigrants unfairly? Share one example if you know.”

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Activities:

1. Mini-Lecture & Visual Analysis (10 minutes):

   • Teacher introduces the Chinese Exclusion Act using image excerpts and the political cartoon “The Anti-Chinese Wall” (from reference files).
   • Analyze the cartoon as a class: What words are on the bricks? What message does the cartoon convey? How does it reflect attitudes of the time?

2. Independent Reading & Annotation (20 minutes):

   • Students read the Chinese immigrant segment and Chinese Exclusion Act text in Kami on Chromebooks.
   • Annotate supporting evidence of discrimination and its effects.
   • Prompt students to write one paragraph summarizing the challenges faced by Chinese immigrants, citing at least two pieces of evidence.

3. Paired Discussion (8 minutes):

   • Students share paragraphs with a partner and provide feedback using a simple peer-review Google Classroom form.

4. Brief Reflection (5 minutes):

   • Whole class discusses: “Why do you think immigrant groups were treated differently? How does this relate to Washington’s growth?”

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Exit Ticket (Google Classroom):

“Explain in your own words: How did the Chinese Exclusion Act affect Washington’s immigrant communities?”

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Day 3: Voices and Stories of Immigrants + Connecting Past to Present

Time: 45 minutes
Objective: Students will interpret immigrant voices through poetry and personal stories, making connections between historical discrimination and present-day immigrant experiences in Washington.

Standards:

• CCSS.ELA-LITERACY.RI.7.2: Determine two or more central ideas in a text and analyze their development.
• CCSS.ELA-LITERACY.RL.7.4: Determine meaning of words and phrases in context.
• CCSS.ELA-LITERACY.SL.7.2: Analyze the main ideas and supporting details presented in diverse media.
• Washington State Social Studies Standard: Examine how historical events affect contemporary issues.

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Entry Task (Google Classroom Question):

“Imagine moving to a place where most people speak a different language and have different customs. How do you think you would feel? Explain briefly.”

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Activities:

1. Read and Annotate Poetry (15 minutes):

   • Students independently read “Voices from Angel Island” poems (uploaded PDF with Kami annotations).
   • Annotate words/phrases that show how immigrants felt on Angel Island and their treatment.
   • Answer guiding questions (e.g., How do the immigrants describe the place? What emotions do they express?).

2. Group Multimedia Exploration & Discussion (15 minutes):

   • Students watch a brief excerpt from A Community Grows, Despite Racism video (transcript provided in Google Classroom).
   • In groups of 3-4, discuss questions in Google Classroom discussion threads (teacher posts prompts).
     • How did immigrants resist discrimination?
     • How did their cultures influence Washington?

3. Writing Reflection (10 minutes):

   • Individually write a 5-sentence reflection connecting immigration history to today’s society in Washington.
   • Post in Google Classroom, responding to at least one classmate.

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Exit Ticket (Google Classroom - short writing):

“What can we learn from the stories of immigrants that helps us understand Washington today?”

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Pacing Guide Summary for Week 7 (Days 31–33)

Day	Focus	Activity Type	Skills Practiced
1	Immigrant Groups & Contributions	Group reading & discussions	Text evidence, collaborative speaking
2	Discrimination & Chinese Exclusion	Visual analysis, annotation	Textual analysis, argumentative writing
3	Immigrants’ Voices & Modern Links	Poetry annotation, video, writing	Critical thinking, reflection, media analysis

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Additional Tips for Teachers

• Use Google Classroom’s “Question” feature for entry/exit tasks to promote quick formative assessments.
• Utilize Kami for dynamic annotation with sticky notes, highlights, and text boxes—push students to cite text evidence clearly.
• Create peer review forms using Google Forms linked inside Classroom for writing assessments.
• Incorporate Since Time Immemorial lessons by comparing immigrant experiences with Native perspectives in upcoming units (e.g., Walla Walla Treaty).
• Scaffold lessons with vocabulary previews for words like discrimination, immigrant, exclusion, and nativist.
• Use differentiated supports: provide sentence starters for paragraph writing; allow oral responses for struggling learners.

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Learning Objectives Recap

By the end of this three-day unit, students will be able to:

• Analyze multiple immigrant groups’ experiences and roles in Washington’s growth with textual support.
• Explain the causes, effects, and social context of discriminatory laws against immigrants, especially the Chinese.
• Interpret immigrant voices and narratives to understand social challenges and cultural significance.
• Make connections between historical immigration and contemporary issues in Washington State.

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This plan blends technology, collaboration, and historical empathy—equipping students with critical skills and knowledge about their state's rich immigrant heritage.