immigration to the pacific northwest - ewu · immigration to the pacific northwest ... goals...

Freedom Moves West

Immigration to the Pacific Northwest

Mike Pete

7th Grade Social Studies

Table of Contents Goals Statement

Synopsis

Lesson plans and EALRS on back

Early immigrants

European explorers and settlers

Oregon Trail

Missionary migration

Government Acts

Retaliation to immigrants

Japanese Internment

Reference material

Pathfinder research and Pathfinder unit

People on the Move CBA

People on the Move student checklist

Bibliography

Goals Statement Through out the entire semester there are essential ideas and questions that span all events. In this particular unit a couple examples appear frequently. One of these is the idea of movement of people. For various reasons people go from one locale to another. The promise of economic improvement, religious freedom, lack of discrimination by race or nationality are common forces that drive people to find new horizons. In this unit the common thread of wants and needs is stressed as a starting point for understanding why people move. What did the group want to leave for? What did the destination have to offer them? What were they going to do when they arrived? All these questions need to be answered to show understanding by students of the entire picture. A second question to be answered is what difficulties did they encounter along the way? What was the geographic path that was chosen for the route? What were the physical features that helped and hindered their journey. Did all travelers go on the same route? How long did it take? Geographic understanding is essential to answer these questions. The last question is how did the influx of new people have an affect on those who were already there? At a social, economic, and cultural level each new group had an impact on society that often changed over time. Often the times directed the need for groups to enter the community. Each war had an affect on different groups that might have brought them in or alienated them from the community. What is the lasting impact on society because of these events? Through a variety of instruction and activities, the students will be exposed to the essential questions brought forth above. Specific EALRS are attached to each Mini-lesson in the unit and a Classroom Based Assessment rubric is located separately in the packet.

Synopsis This project covers the immigration and emigration of people to the Pacific Northwest. Persons of different nationalities, religion, or countries came to Washington searching for a better life. How they arrived, the physical obstacles, and the economic and social benefits they expected are the areas of study in this project. Using Pathfinder program for research, People on the Move Classroom Based Assessment for criteria and mini-lessons on research/writing/presentation, the teacher will prepare students for project. Students will show skills by initially performing daily tasks, building into a research model, and finally creating a CBA project on a chosen topic. Materials that will be used include; Columbia Magazine Pacific Northwest Quarterly magazine A variety of Washington State Text books World and regional maps Journals and diaries Internet sites 6-traits writing frame works

Geography 1.The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth’s surface. 2. The student understands the complex physical and human characteristics of places and regions. 3. The student observes and analyzes the interaction between people, the environment, and culture.

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.2. The student understands the origin and impact of ideas and technological developments on history.

Economics 1. Students understand the impact of scarcity on their personal lives and on the households, businesses, governments, and societies in which they are participants. 2. Students understand the essential characteristics of past and present economic systems. 3. Students understand the role of government and institutions in past and present economic systems.

Civics 1.The student understands and can explain the core values and democratic principles of the United States as set forth in foundational documents, including the Declaration of Independence and the Constitution. 2.The student analyzes the purposes and organization of government and laws. 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made. 4. The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.

Materials needed: World Maps, United States maps, Washington State maps Textbooks Articles found by teacher/students in magazines or Internet Pathways research

Outcome-changes

Objective/student will be able to: Discuss the viewpoints as to how early inhabitants came to PNW.

Student background knowledge: Introduced-extension-review Discussion with students to assess previous knowledge on early settlers (Native Americans). Past knowledge of climate changes (ice age) toward this discussion.

Lesson format/plan: Teacher leads discussion on theories about inhabitation of PNW by early peoples. Using text book as base of information, class gets view of migration of people from Asia. Travel could be explained by Ice Age path over Bering Strait or boats across the Pacific Ocean. Feasibility of water passage over large bodies of water, supported by Thor Heyerdahl’s primitive boat expeditions, and island/continental drift theories will be examined. Use of maps and climate data to have students decide which theory is most widely accepted. Other articles will be presented about each theory. Students will examine the data for each theory and write which theory makes the most sense. They will support their choice with logic and explain why other theories have weak points.

Product required or created: Students will write a support paper/essay accompanied with map that correlates theory presented.

Assessments/ due date: student will have 1-2 days to create products after teacher lesson





Materials needed Washington state text books-world maps and globe-projector-list of trading items-

Outcome-changes

Objective/student will be able to: understand the basic economic principles of supply and demand. They will show how an introduction of a new ”way of life”can affect both societies positively and negatively. Also how geography plays in the establishment of business, especially in transportation of products.

Student background knowledge: Introduced-extension-review Sea and land explorers will be review, economic and geographic concepts will be introduced Meeting needs will be a review

Lesson format/plan: Using maps teacher will explain the reasons why explorers went to Asia in the beginning: Marco Polo and his writings about his experiences: especially goods. Sailing around the Cape of Good Hope, keeping land close at hand. Pirating of ships on the trade route. New unexplored waters to the west, most believed the world was round and

some calculations had going west a shorter route. Sailing west North and South America “found”. Shorter path through North America sought, the ”Northwest Passage” While exploring the PNW goods were found that could be sold in Asia for huge profits. Initially the sea otter and seas were desired, and then beaver. When otter and seals became scarce, trappers went inland to trap beaver. Natives started to focus on furs to trade to explorers for goods that were new to their way of life. Some goods were practical and some were for decoration.

Teacher presents lists of goods. Natives become somewhat dependent upon goods, especially when guns are

introduced (to enemy tribes caused great concern). Teacher will introduce present examples for discussion about current societies that introduce their beliefs: economic, religious, or moral. (US in Iraq, minorities in the US.)

Product required or created: Student will make a map that shows where, when, and who established trading posts. Also location of tribes, coastal and plateau, at the beginning of trade era.( Map will be used to compare present reservations at a later time) Students will write an essay on how interaction societies changed the way of life in the PNW. Then they will compare and contrast that interaction with current events in the world.

Assessments/ due date: One day to make map. Two days for essay, pre-write/rough draft then final copy. Rubric for map and essay are attached.





Materials needed: United States maps Oregon Trail maps projector Oregon Trail Games

Outcome-changes

Objective/student will be able to: identify the place immigrants came to on the Oregon Trail, where they settled in the PNW, why they came, obstacles overcame (physical, economic, etc), and life at new settlement.

Student background knowledge: Introduced-extension-review Previous lessons cover reasons that people move. Basic needs such as economic opportunities, social or religious reasons, etc.

Lesson format/plan: Teacher reviews the Louisiana Purchase impact on size of United States. Lewis and Clark and fur trading are reviewed as to opening up the PNW as a livable place. United States and England agree to boundary settlement, creating the Oregon Territory. South Pass found as route to Oregon Territory. Teacher supplies reading articles and maps for student tasks. Students will access information from material presented to fill finish task. Why did people go to west? What time and land grant incentives were there? What dangers did they encounter? What did it cost to travel? How long did it take to travel? In groups of 3-4 students play the Oregon Trail game and take notes on data to answer previous questions. Students will locate on a map the major land/water forms and forts along the way. Students will read from a selection of articles as to why people came west and what was there life like after they arrived.

Product required or created: Students will fill out answer sheet fully and show understanding by taking an exam that covers above information.

Assessments/ due date:

Objective/student will be able to: identify the reasons that missionaries emigrated to Oregon territory. Identify the different processes the Catholic and Protestant used to convert the local tribes. Decide if the missionaries were successful or not.

Student background knowledge: Introduced-extension-review The concept of missionaries coming and converting the local tribes is introduced. The intermingling of societal beliefs and affects upon the participating societies is a continuing theme in this unit.

Lesson format/plan: Piggybacking on the fur trading settlement lesson, the next peoples that emigrated to the PNW were the missionaries. Using maps, textbooks journal/diaries, pictures and magazine articles, the teacher will cover the reasons the Catholic and Protestant missions were established. To fulfill the trappers and growing settlements religious needs To convert the local tribes to a more “civilized” and productive life (protestant

desire not Catholic) To educate the children of Oregon Territory Create agricultural and commerce endeavors-encouraging settlement to

strengthen US claim to Oregon Territory Ultimately most of these goals were not successful, yet byproducts of these missions increased the settlements (after Indian Wars) for a variety of reasons: Women missionaries (Narcissa Whitman and Mary Walker) made the trip

overland, proving women could survive the trail. Variety of crops grew in this climate: beans, corn, etc. Climate and vegetation was livable for stock

Discuss different policies practiced by Catholic and Protestant missionaries: Catholics went to tribes-Protestants wanted tribes to come to them Catholics had more elaborate dress and symbols than the Protestants Catholics didn’t want the tribes to change way of life- to be more agrarian. Causes of native uprising; Taking of land-changing lifestyles-mostly giving natives disease that killed many

because they had no immunity to it. Missionary people died less, so it was thought that they were killing the tribes.

Outcome-Whitman massacre, abandoning missions in interior of territory. Closed territory to settlement (temporarily until gold found). Many moved to protected settlements-Willamette Valley and Puget Sound areas.

Product required or created:






Teacher comments Materials needed Maps-diaries/journals-textbooks-magazine articles-pictures

Outcome-changes





Materials needed: Variety of articles (historylink,org) of immigration Text books in classrooms Rulers, pens

Outcome-changes

Objective/student will be able to: identify various Government actions and create a timeline. They will also be able to identify which groups of people were affected by each act.

Student background knowledge: Introduced-extension-review Discuss with students as to knowledge of timelines and government laws

Lesson format/plan: Using a timeline from the class text, teacher discusses purpose of timelines versus a chronological listing. (timelines show occurrences and lapses in particular activities, which can be layered to other events in that same time frame. Wars, technological advances, etc.) Teacher then lists titles of Acts that were passed that affected immigration: Asian Exclusion Act Oregon Donation Land Act Pensionado Act Filipino Nationalization Bill Nationality Act Chinese Exclusion Act Gentlemen’s Agreement Immigration Act Using materials presented by teacher, in groups of 2-4 students find the year law was enacted and placed on a class timeline. Brief summary of each act is written on timeline. On a separate page the student will write a short paragraph on the listed acts, in which the affects on certain nationalities is discussed. Why it was “needed”, social implications, and ways around the intended purpose were achieved.

Product required or created: timeline-in ink, accurate, neat/readable Paragraph-in ink or typed, accurate data, in depth discussion

Assessments/ due date: Students will have 1-2 days to complete assignment.





Materials needed Variety of text books that list the occurrences of conflicts between settlers and immigrants Answer sheet for students to fill out.

Outcome-changes

Objective/student will be able to: Identify the causes of retaliation by local groups to immigrants. Where this event took place and the end result will also be examined and discussed.

Student background knowledge: Introduced-extension-review Universal theme of prejudice and racism through out history.

Lesson format/plan: Teacher begins lesson with background on historical prejudices in the world. Nobility in feudal Europe Religious preference in Great Britain Slaves in America Modern events around the world Teacher discusses the reasons that immigrants were brought to North America: Cheap labor to do jobs that others didn’t want to do, they would work non-

union, to spurn other nationalities to do better or more work. Many of these entries into economic areas were allowed until the jobs of the “real” white American became threatened. Then retaliation was eminent. Teacher lists occurrences of retaliation and students will fill out sheet. When did this happen? Where did this happen? What occupation was the immigrant engaged in? Short summary of what took place. Outcome: any causalities, arrests, change in populations or jobs. 1885-Squaw Valley, Coal Creek, Tacoma and Puyallup. 1886 Seattle-Chinese forced on boat for San Fransisco 1887 Snake River at Log Cabin Bar

Product required or created: a short answer sheet with information on selected events. Each student will do two events, preferably on different nationalities.

Assessments/ due date:1-2 days after teacher mini-lesson





Materials needed: Text book-articles of persons memoirs of the event-internet sites (listed on Pathways page)

Outcome-changes

Objective/student will be able to: understand government ability to issue orders during times of war, and how these orders affect people’s lives. Students will be able to write an essay on how good and bad events occurred because of the Japanese internment. They will also understand how people can redress government actions.

Student background knowledge: Introduced-extension-review Review WWII led by teacher-does any one know what happened to Japanese?

Lesson format/plan: Teacher introduces the Japanese American Internment: order 9066 that directed persons of Japanese descent to internment camps. Pages 133-135 in class text book are read and discussion follows. Students then read short articles/interviews written by persons who were in the internment camps. These are found in Missing Pieces: Memoirs of WWII edited by Janine Shinkoskey Brodine. Students are to write paragraphs that address the good events that happened, the bad events that happened, and does the government have a right to detain persons in this manner. Each paragraph needs to be supported with data from articles.

Product required or created: three paragraphs that include data on specific topics. Good – bad- and government ability to move people/right or wrong.

Assessments/ due date: Students will have 1- 2 days to finish project after teacher led lesson.





Teacher comments Skills needed to insure research success.

Materials needed Set of encyclopedias-text books-magazines-journals/diaries-web site for pictures-pictures for projection

Outcome-changes

Objective/student will be able to: identify the specific-unique uses of different reference materials. (magazines, texts, encyclopedia, internet sites, journals and diaries, pictures and artifacts.) What kind of information is available in each reference.

Student background knowledge: Introduced-extension-review Basic knowledge from earlier grades assessed by verbal discussion to find level of skills in this area.

Lesson format/plan: Using a variety of references, teacher will cover the “good and bad” aspects of different materials. Students will create a T-chart to keep for future use. Teacher will present particular reference material and lead discussion as to what information is inside. Students will put information on a T-chart when discussion is complete on each reference. Encyclopedia; compiled information that doesn’t change often. Information that is

universal, limited local information. Text books: more local information-specific to a topic, changes and updates every few

years, good information can be found. Magazines; good updated materials, printed weekly-monthly, type of magazine can be

very specific to topic. Almanacs; full of facts, universal data-not good for local information. Journals and diaries; very good for first hand observations (primary documents), one

person’s point of view. Pictures; actual information (primary document), you can gather information from

visual inspection. Observation and inferring skills needed. Artifacts; tools, clothing, etc. that were used during the time or event, background knowledge may be needed along with inferring skills

Teacher creates specific examples for students to find using the materials in each classroom. Example- Where would you look to find population of Washington? Who is Washington’s governor? What happened at the Battle of Four Lakes? As a class, students respond to these questions for research practice.

Product required or created: T-chart by student with information to be used during research in later assignments.

Assessments/ due date: used at a later date

Objective/student will be able to: Understand the various sections of Pathfinder research model. Student will access the different reference materials set forth in Pathfinder.

Student background knowledge: Introduced-extension-review Following teacher led research lesson student will have some knowledge of the different reference tools and why each has a special type of data.

Lesson format/plan: Teacher uses projector and computer to show the Pathfinder research model. The model is located on desktop of computers. Explain each section: Books and magazines in schoolroom Internet sites that access specialize in Washington State History Videos and CD-Rom (none in this lesson) Dewey numbers relating to topic in library (979.7) Keywords and phrases to use in search People and places –local contacts State EALRS are listed Teacher will navigate in all applicable sections and use Colville as topic. Students will share computers and/or have designated times to use Pathfinder

evenly within groups

Product required or created: Product will be assigned at following lesson: Chose a group of immigrants and fill out assigned lesson criteria


A Pathfinder for 7th Grade

This pathfinder will help you find books, Internet sites, and other sources that will help you do research for Washington state.

If you would like to learn more about Washington State follow the links on this pathfinder. It will help you find information in your school library media center, on the Internet, and in the community about Washington.

Books Magazines

Videos CD-

ROM

Internet Sites

Dewey Numbers

Keywords Phrases

People Places

State EALRS

Print Resources-Books and Magazines

There are several excellent books about Washington State. A few of the books are listed below. To locate more books, use the suggested keywords and phrases to search the online library catalog. Books, Magazines

NONFICTION BOOKS – portion of list, see Books, Magazines for more Washington State 1995 Data Book

REFERENCE BOOKS - portion of list, see Books, Magazines for more

Washington: A State of Contrasts We’ll All Go Home in the Spring

The American Northwest

Missing Pieces: Memoirs of WWII Washington Times and Trails

Discover Historic Washington State Northwest Black Pioneers, A Centennial Tribute

Washington: A History The Great Northwest: A History

Washington State Voices of Freedom: A Documental History.

Northwest Heritage . The American Northwest: A History of Oregon and Washington

The American West: an Interpretive History

MAGAZINES Columbia Magazine

Pacific Northwest Quarterly

Online Resources--Internet Sites

The Web sites listed on this page have been previewed and selected for this topic. If additional information is needed, use the suggested keywords and phrases to search the Internet.

Videos, CD-ROM, Laserdiscs, etc.

Our library has the following multimedia resources on your topic:

Historic Mining Camps & Ghost Towns of Northeastern Washington State

Dewey Decimal Numbers to Browse

If you want to browse the shelves in the library to locate information about Washington, look for these numbers: 979.7

Keywords and Phrases for Searching

Do you need additional information? Try using these words and phrases to search Magazine Index, the library online catalog, CD-ROM or print

encyclopedias or the World Wide Web:

Immigration and/or By race, nationality, religion, culture, event

Community Resources-People and Places

The following community contacts may help you with your topic:

Information Literacy EALRs and Other Resources for Teachers

http://www.k12.wa.us/CurriculumInstruct/default.aspx

http://www.k12.wa.us/CurriculumInstruct/default.aspx

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BOOK LIST FOR WASHINGTON STATE

Washington: A State of Contrasts We’ll All Go Home in the Spring The American Northwest Missing Pieces: Memoirs of WWII Washington Times and Trails Discover Historic Washington State Northwest Black Pioneers, A Centennial Tribute Washington: A History The Great Northwest: A History Washington State Voices of Freedom: A Documental History. Northwest Heritage The American Northwest: A History of Oregon and Washington The American West: an Interpretive History

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WASHINGTON STATE VIDEOS AND CD’S

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WASHINGTON STATE INTERNET SITES Washington State Historical Society- http://www.wshs.org/wshs/privacy.htm NW Museum of Arts and Culture- http://www.northwestmuseum.org/northwestmuseum/

Washington State University Libraries Digital Collection- http://www.wsulibs.wsu.edu/digital/

State of Washington Okanogan County History Preserved- http://www.omakchronicle.com/ochs/ Washington State History Museum- http://www.wshs.org/

The Online Encyclopedia for Washington State History- http://www.historylink.org/study_aids/index.cfm

Eastern Washington Plateau- http://www.peakbagger.com/range.aspx?rid=13202

Columbia Gorge Link- http://www.gorgediscovery.org/links.htm

University of Washington Libraries Digital Collection- http://content.lib.washington.edu/aipnw/index.html

WSU Early Washington Map Collection- http://www.wsulibs.wsu.edu/holland/masc/xmaps.html

Washington terrain maps showing regions- http://www.atmos.washington.edu/~harry/terrain.html

Museum of History and Industry- http://seattlehistory.org/edu_resources.cfm

State museum link- http://www.shermanmuseum.org/wash_history.html

The Online Encyclopedia of Washington State History- http://www.historylink.org

http://www.wshs.org/wshs/privacy.htm

http://www.northwestmuseum.org/northwestmuseum/

http://www.wsulibs.wsu.edu/digital/

http://www.omakchronicle.com/ochs/

http://www.omakchronicle.com/ochs/

http://www.wshs.org/

http://www.historylink.org/study_aids/index.cfm

http://www.peakbagger.com/range.aspx?rid=13202

http://www.gorgediscovery.org/links.htm

http://content.lib.washington.edu/aipnw/index.html

http://www.wsulibs.wsu.edu/holland/masc/xmaps.html

http://www.atmos.washington.edu/%7Eharry/terrain.html

http://seattlehistory.org/edu_resources.cfm

http://www.shermanmuseum.org/wash_history.html

http://www.historylink.org/

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Dewey Numbers

979.7 030.9 WAS Washington State 1995 Data Book. 979.9 LEW Washington State 979.5 WIN The Great Northwest 979.7 CLA Washington: A History

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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. 2. The student understands the origin and impact of ideas and technological developments on history.



http://www.k12.wa.us/curriculumInstruct/SocStudies/default.aspx�

http://www.k12.wa.us/curriculumInstruct/SocStudies/default.aspx

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KEY WORDS OR PHRASES FOR

SEARCH Immigration By race, nationality, religion, culture, etc.

(African American, Scandinavian, Filipino, Japanese, Chinese, Asian, Korean, Jewish, Catholic, Germans, etc.)

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Peoples and Places – Help you find

Information about Washington State

Local museums-see internet sites

Geography Economy People on the Move 4 Exemplary 3 Proficient 2 Partial 1 Minimal Geography EALR 1.1.1b Use basic mapping skills to construct a map that displays information EALR 3.2.1a Describe how differing environments both provide varying opportunities and set limits for human activity student will write an essay incorporating geographic and economic EALRs

Map shows accurately all of the following: -The starting location and destination -The route -The geographic features that affected their route Map extensively detailed, informatively labeled and easy to read -Accurately and in depth describes 2 or more similarities between starting and destination locales-geography, environment, etc. -two or more limits related to the starting and destination points

Map shows the following: -The starting location and destination -The route -The geographic features that affected their route Map is detailed, clearly labeled and easy to read. Accurately and in depth describes 1-2 similarities between starting and destination locales-geography, environment, etc. -1-2 limits related to the starting and destination points

Map shows 2 of the following: -The starting location and destination -The route -The geographic features that affected their route Map is partially detailed and labels are clear Accurately and in depth describes 1 similarity between starting and destination locales-geography, environment, etc. -1 limit related to the starting and destination points

Map shows 1 of the following: -The starting location and destination -The route -The geographic features that affected their route Map is attempted, but is difficult to read or understand Accurately and in depth describes 1 similarity between starting and destination locales-geography, environment, etc. -or- -1 limit related to the starting and destination points .

Economics EALR 1.1.1a Recognize that wants exceeding available resources… forces individuals into making choices

Accurately identifies, explains, and analyzes economic causes for movement and for choosing destination

Accurately identifies needs and wants related to movement and choice of destination

Accurately identifies economic needs and wants either for the movement or the choice of destination

Minimally identifies economic causes for movement and for choosing the destination





Materials needed: United States maps Oregon Trail maps projector Oregon Trail Games

Outcome-changes

Asian Pacific American Heritage Resource Guide. Seattle, WA: State of Washington Commission on Asian Pacific American Affairs, 2001. This guide for Washington State K-12 schools is an excellent resource for data on all Asian immigration. Timelines, population, and referral sources are all included. Excellent summaries of each nationality and background on cause-result events are mentioned. Great teacher reference. Bennett, Robert A. We’ll All Go Home In The Spring. Walla Walla, WA: Pioneer Press Books, 1984. Travelers accounts of events when they came west. Of the 70+ tales about half concern settlers to Oregon Territory. Oregon Trail, Indian Battles, military personnel, and others are represented in this collection. One of my attention-getters is an account of cannibalism in which the travelers show no remorse in the consuming of the departed. Even the mother of her children, “it is better for them to die than for us to die first and leave them (children) for the wolves.” Told by Joe Myers, 1860 wagon train to Oregon. Clark, Norman C. Washington: A History. New York: W.w. Norton & Co., 1976. This text offers limited information about immigrants (Japanese, Chinese, Finish, and Blacks) but has good data on events of the time. The economic stability and social upheavals of Washington and homelands of the immigrants are mentioned, thus background and cause are explained. Daniels, Roger. “Outsiders in the Land of the Free.” Columbia Magazine. Winter 1996- 97 pg. 30-37.

An article that starts out by educating readers that post 1960 information about

Asian immigration and living situations start to tell the real stories. Discrimination and retaliation by the earlier settlers and governments finally surface in the spotlight. Instead of complaining in the rest of the article, Daniels forges on to examining the lives of the Chinese American and Japanese American settlers. The best of the article is the description of the attitude towards these new immigrants, first the Chinese, and then after the Chinese Exclusionary Act in 1882, the Japanese. One famous ditty sang at various sites called for saving a white from hanging, because he was the only blacksmith, and killing one of the two Chinese laundrymen instead. Interviews of both Chinese and Japanese elders are documented in the article, testimony to how life was lived. Women in the new land had a difficult time assimilating into the culture, due to lack of contact with the public and staying home. They learned about American ways through their kids who learned at American schools. Dodds, Gordon B. The American Northwest: A History of Oregon and Washington. Wheeling, IL: Forum Press, Inc. 1986.

A history textbook that chronologically explores the events of the Pacific Northwest, so information on immigration is spread throughout decades. There is good information on the effect of WWII and the minority influx to Washington. Hispanics in the central basin and blacks employed at government installations give a insight to post-war migration. Many other immigrants are mentioned in detail from jobs to conflicts to outcomes. Hayes, Ralph. Northwest Black Pioneers, A Centennial Tribute. 1988. This book is a compact history of Black settlement, achievements, and personalities of selected areas of Washington. It starts with the early emigration by George Bush and his family to Oregon Territory, his difficulty in obtaining land, and creating a life in the early frontier. The majority of the text then covers specific cities in Washington and the black pioneers that lived there. Seattle, Tacoma, Spokane, Yakima, Pasco, and Richland are listed. The last section attends to individuals who are located in smaller communities throughout Washington. Many people and events are mentioned in this book. Hine, Robert V. The American West: an Interpretive History. USA: HarperCollins Publishers, 1984. Western immigration by all groups; Native Americans, blacks, Europeans, Asians, and Pacific Islanders come together in one chapter, “The Ethnic Frontier.” Although the book deals mostly with all of the frontier west, there are specific parts that relate to Washington. The Chinese and problems with discrimination is one example. Other solitary events and nationalities are discussed. Hirabayshi, Chikako Joyce. “ Quite Different”, Missing Pieces: Memoirs of WWII. Lynnwood, WA: Hara Publishing Group, 2000 pg. 120-130. Chikako’s story of her life during the Japanese Internment in WWII. While in college at University of Washington, she is informed that the Japanese attacked Pearl Harbor. Her travels to get home, to a temporary camp, onto Tule Lake Camp in California, and finally to Earlham College in Indiana shows that some people benefited from then experience. Also covered is their family life before the war and married life to “Sat” Hirabayshi after the war. Jackson, Robert A. “Dissent in Korematsu v. United States.” Voices of Freedom: A Documental History. New York: W.W. Norton & Co., 2005.

Justice Robert A Jackson delivers a dissenting view in this case. Citing that Korematsu had done no crime, save being Japanese in the wrong place. If he was a German or Italian offspring he would be free. Jackson concedes that military laws during a war are needed, but he argues that the court system shouldn’t condone these temporary laws. Journeys to the Past. Office of the Secretary of State. Compiled by the Washington State Archives, this box set is full of documents that had an effect on Washington State history. Organized into18 categories such as “Women’s Rights, Immigration, Territorial Government, and Statehood” selected documents cover the politics of the time. Copied documents are retyped on reverse side for understanding and supplied with questions. Good support information. Kosai, Kiso. “Kiso Kosai”. Missing Pieces: Memoirs of WWII. Lynnwood, WA: Hara Publishing Group, 2000 pg. 328-330.

This straight forward story tells of the movement of the Kosai family during

WWII internment camps. From Pinedale, CA to Tule Lake, CA, to Minidoka, ID, and Stevensville, MT. the family works for $16 a month. They had to lease their 80 acre farm near Auburn for two years but eventually lost it. The land is now Emerald Downs. Kiso settled in Spokane where he worked for the Great Northern Railroad for 34 years. Lambert, Dale A. Washington: A State of Contrasts. East Wenatchee, WA. Directed Media Inc. 2001. A classroom text that has chapters about immigration from earliest peoples, European, Oregon Trail, fur traders, missionaries, to today’s Washingtonians. Adequate information that is available to each student. LeWarne, Charles P. Washington State. Seattle, WA: University of Washington Press, 1986. Classic school textbook that spans all types of immigration, from Clovis man to current Washingtonians, they all get a page or two. Early towns often were settled by a specific nationality, Norwegians in Paulsbo and Germans in Odessa, are two examples of smaller communities that to this day carry surnames of their heritage. Japanese relocation has its own section, within is the actions of the government and the battle of Gordon Hirabayashi’s day in the Supreme Court contesting Act 9066. The court ruled in favor of the evacuation. Forty years later a federal judge reversed this decision. Many entries of immigrant settlers are in this text.

Mukai, Kimi. “My Life in the Minidoka Internment Camp”. Missing Pieces: Memoirs of

WWII. Lynnwood, WA: Hara Publishing Group, 2000 pg. 220-223. Kimi was a college student at Seattle Pacific when the war broke out. She

continued to go to school until February of 1942 when all Japanese were evacuated to internment camps. Kimi went to Hunt, ID in the Minidoka Internment Camp. Her attitude changes from the initial evacuation to final release. Her future husband, Mark, was sent to a camp in Montana. Kimi makes the best of her situation and ultimately marries Mark and restarts life in Spokane, WA. Nokes, J. Richard. “Patriot or Scalawag?”. Columbia Magazine. Fall, 1990, pgs. 37-44. Interjected within this article about John Meares adventures into the Pacific Northwest, are references and images related to Pacific Island crew members. Kaiana and Winee are two Hawaiian members of crews that traveled with Meares. Winee was believed to be the first woman to sail with the Europeans. Mentioned in spots are other Hawaiian crewmembers. Most of article chronicles the debated voyages of John Meares. Saling, Ann. “George Washington Bush”. Columbia Magazine. Winter 1992-93. pg. 16- 21. This article is dedicated to the life of George Bush. From his life before migrating to Washington to the end of his days, and his offspring’s days, the trials and accomplishments of the entire clan are mentioned. Fearing racial intolerance and confiscation of property in Missouri, George Bush left for Oregon Territory. When he found out that owning land in Oregon Territory was illegal, he headed north across the Columbia River to Washington where enforcement of this statute wasn’t followed. His life and his family’s lives are examined through marriages, business adventures, and government involvement. Scofield, William E. Northwest Heritage. New York: Amsco Publications, 1978. This text has a short chapter with simple background information on many immigrant settlers, where they settled and what they did for occupations. Hawaiians, mountain men, Dutch and Italians are mentioned along with the Asian groups. Takami, David. Japanese Americans in Seattle and King County. Cyberpedia Library. www.historyling.org/essays/output.cfm?file_id=231

http://www.historyling.org/essays/output.cfm?file_id=231

A brief article that covers early immigration by Japanese Americans. Railroads, canneries, and sawmills were the first employment opportunities for these settlers. Japanese communities flourished until WWII, when order 9066 moved many coastal Japanese to internment camps inland (Minidoka, Idaho). Third generation Nisei worked to redress this injustice, which in 1988 culminated an apology and a $ 20,000 payment to each former camp inmate. Photographs are posted in article dated from 1911 to 2004. Takami, David. Japanese Immigration to the Puget Sound Region. Cyberpedia Library. www.historyling.org/essays/output.cfm?file_id=300. Lured by promises of “money trees” and other riches, Japanese traveled across the Pacific to escape a life of social discrimination. In the 1890’s in Japan the society was changing from feudal to modern times. New taxes and a fall in the price of rice caused loss of land to many farmers. The Chinese exclusion Act of 1882 let Japanese fill the void for needed workers. Most Japanese were from rural areas and were second and third sons who couldn’t inherit land. Immigration was restricted by laws inacted in1917, 1920, and 1924. All of which stood until 1965 when immigration from Asia increased. Taylor, Quintard. “African Americans in Pacific Northwest History”. Columbia Magazine. Fall 1993 pg.3-6. A commentary that examines the settlement of African Americans through three different eras in the Pacific Northwest. Spanning the Frontier Era, 1788-1900, Transformation, 1901-1940, to the Modern Era, 1941-1993, Mr. Taylor delves into the reasons blacks came to Washington. Initially spurned by land and “free air”, pockets of black communities sprung up in places like Boise, Helena, Roslyn, Spokane, Walla Walla, and Portland. During the Transformation, most of the emigration was felt in the larger cities, creating residential segregation and social discrimination. Most of the restrictions were in the economic arena. Data shows that over half of black men and three-fourths of black women were domestic servants. In the Modern Era an influx of 50,000 African-Americans came to work in defense plants. The majority of these people migrated to Puget Sound and Columbia Basin, employed in government related plants. The historical data is constantly being updated for the black contributions over the last 30 years, new articles, books, and other information presented is constantly upgrading knowledge of blacks in Pacific Northwest History. Winther, Oscar Osburn. The Great Northwest: A History. New York: Alfred Knopf, 1950. Population growths by various nationalities are presented in this text. It covers the economy, job opportunities, and location of immigrant settlements. In addition to the “regular” immigrants, data on German and Basque settlers are mentioned. The facts are laid out clearly and simply.

http://www.historyling.org/essays/output.cfm?file_id=300

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