STAGE 1 – DESIRED RESULTS

Unit Title: ___The Chinese Exclusion Act of 1882_________________________

Established Goals: (Copy & Paste Standards here)

4.4 Students explain how California became an agricultural and industrial power, tracing the
transformation of the California economy and its political and cultural development since the 1850s.
3. Discuss immigration and migration to California between 1850 and 1900, including the diverse
composition of those who came; the countries of origin and their relative locations; and conflicts and
accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).

ADD STANDARDS FROM LESSON PLANS

CA HSS Analysis Skills (K-5): Research, Evidence, and Point of View

Understandings: Students will understand that… Essential Questions (2-5 max):

 Students will understand that immigration  How has immigration made a difference
throughout history has had an influence on throughout history?
California’s economy, and cultural
diversity today  What can we learn from the effects of
 Students will understand the effect that the excluding people?
Chinese Exclusion Act has had on
immigration in the U.S  Why is equality important?
 Students will understand how Chinese
immigration has played a role on
California’s Cultural development

Knowledge: Skills:
Students will know: Students will be able to:

 Students will know that the Chinese
Exclusion Act of 1882 was the first
significant law restricting immigration into
the United States
 Students will know the Chinese Exclusion
Act restricted Chinese from immigrating
and/or becoming citizens of the U.S
 Students will know the Chinese Exclusion
Act of 1882 was in effect for 10 years
 Students will know the beginning of the
Chinese Exclusion started when the
economy was becoming a mess after the
civil war, and many were fighting for jobs
 Students will be able to use the web in
order to gather research from multiple
academic websites
 Students will be able to explain the cause
and effects of the Chinese Exclusion Act
 Students will be form a timeline,
explaining the major event that were
involved in the Chinese Exclusion Act
 Students will be able to discuss the impact
that the Chinese Exclusion Act has had on
immigration, based on information learned
throughout the unit
 Students will know the Chinese people
were mistreated, and some were enslaved
during the Chinese Exclusion