Design Topic ___ _Chinese Exclusion______ Subject(s) ___History_______ Grade(s) ___4____ Designer(s) _____Alissa Barcena_________

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
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 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
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Design Topic ___ _Chinese Exclusion______ Subject(s) ___History_______ Grade(s) ___4____ Designer(s) _____Alissa Barcena_________

 Students will know the Chinese people

were mistreated, and some were enslaved
during the Chinese Exclusion

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks (Think about G. R. A. S. P. S.):
Goal/Role: As a news reporter from 1945, your
task is to discuss/summarize the important factors
involved with the Chinese Exclusion Act of 1882,
as it is now coming to an end, by creating a
newspaper article.
Audience: Society as a whole, or future
Americans
Situation: You will be gathering research on the
Exclusion Act and the effect it has had on
immigrants and California, and you will create a
news-article explaining your research.
Product: A news-paper article on the Chinese
Exclusion Act of 1882
Criteria for Success: Your product must meet the
following standards:
You must create a news-paper article with all of its
components (headline, summary, date, news-paper
name, and images), the article should include a
timeline, and should give an explanation on the
topic (5 w’s, facts). The timeline should be from
1880-today (1945), and have all the events of the
Chinese Exclusion. Along with the section of the
timeline, there should a “writer’s opinion” section,
on whether or not you feel the act was a good idea
and the effect it is going to have on California. The
news-paper should also include the correct use of
vocabulary, discussed in class.
Other Evidence (e.g., texts, quizzes, prompts, work
samples, observations, self-assessments, reflections):
Vocabulary test: Based on key terms from the
unit
Brace Map: What are the main components
involved with the Chinese Exclusion Act
Reflection: What are your thoughts on being
excluded? How would you feel?
Quick writes: Why did the state not want the
Chinese to immigrate here to California? How has
the Chinese Exclusion Act of 1882, effects
immigrants today?
Organizing Map: Based on the article, and
information that should be included
Observations: How students are interacting about
the topic, and making connections to real life, or of
immigrants
Drawings: Mandalas based on emotions
throughout the time period
Peer Review Checklist: including all elements of
news-paper

Key Criteria (e.g., rubric for Performance Task):

Elements of a News-Paper Article Research and Writing Timeline Reflection

3 Student includes all key elements
of a news-paper: Headline, News-
paper name, Place, Date. The
article includes 5 or more images,
related to writing.
2 Student includes some key-
elements of a news-paper:
Headline, Place, Date. 3-4 images,
related to writing.
Student shows their use of research
on the topic by explaining: who,
what, when, where, and why; along
with the cause and effect, and facts.
Key vocabulary is used correctly
throughout the article.
Students partially shows their use of
research on the topic by explaining:
who, what, when where, and why;
along with the cause and effect.
Key vocabulary is somewhat used
correctly; some mistakes.
Timeline is clearly shown and
organized, dates are correct; 2-3
sentences explanation is given
for each date.
Timeline is included, and
slightly organized. Dates are
correct; small explanation is
given for each date.
Student clearly includes a
“Writer’s Opinion” section
where they reflect on either one
of the topics provided.
Reflection is 5-7 sentences with
little to no grammar mistakes.
Student includes a “Writer’s
Opinion” section where they
reflect on either one of the
topics provided. Reflection is
3-5 sentences with minor
grammar mistakes.

2
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic ___ _Chinese Exclusion______ Subject(s) ___History_______ Grade(s) ___4____ Designer(s) _____Alissa Barcena_________

1 Student includes small number of
elements: Place, Date, Title and 1-2
images, related to writing.
0 Student has no elements of a news-
paper article and no images.
Student slightly shows their use of
research on the topic by explaining:
some of the 5 w’s and facts.
Key vocabulary is used slightly
incorrectly.
Students does not show use of
research.
Vocabulary is used incorrectly.
Student includes timeline, dates
are slightly correct. Some
explanation is given for each
date.
Student does not provide a
timeline
Student includes a reflection on
either one of the topics
provided. Reflection is 2-3
sentences with some grammar
mistakes.
Student does not include
“Writers Opinion” / reflection

STAGE 3 – LEARNING PLAN

Summary of Learning Activities (Think about WHERETO):

 Quick Write
 Partner Discussion
 Observation (Teacher)
 Observation (Student)
 KWL Chart
 Read Aloud
 Summary
 Class Discussion
 Video Q & A
 Mind Maps (Brace Map, Multi-Flow Map, Bubble Map)
 Review
 Worksheet
 Vocabulary Quiz
 Partner Grading/Assessing
 Mandalas/Drawings
 Gallery Walk
 ICA Reflection
 Pair-Share
 Computer Research
 Exit Ticket
 Socratic Seminar/Debate
 Role Play
 Checklist
 Group Discussion
 Timeline
 Peer-Review Checklist
 Reflection
 Self-Assessment/Review
 Post-it Questions
 Newspaper Article

3
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic ___ _Chinese Exclusion______ Subject(s) ___History_______ Grade(s) ___4____ Designer(s) _____Alissa Barcena_________
Stage 3--Learning Matrix
Monday
Quick write: Can you
Week 1 imagine not being able to
leave your home, or go
play at the park because of
your ethnicity? Write a
short paragraph or bullet
points on how you would
feel being excluded.
Partner discussion on
quick write
Observation: Listening to
how students would feel
Class Discussion: What
Week 2 were the cause and effects
of the Chinese Exclusion
Act?
Mind Map/ Multi-Flow:
Cause and effect map
regarding the Chinese
Exclusion
Lesson Plan: Art
Week 3
Mandala’s: regarding the
emotions of people during
the Chinese exclusion
Performance Task
Week 4 Introduced
Student Observation:
Student’s will observe a
series of different
Newspaper articles from
the Chinese Exclusion
Bubble Map: “News
Article” classifying the
qualities
Check list (provided):
Week 5 based on what information
your article should have
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Wednesday
KWL Chart: What do you
know about the Chinese
Exclusion?
Read aloud on the Chinese
Exclusion
Summary: Based on what
was read
Review: Cause and Effects
Class Discussion: Why
was immigration such a
major problem to the U.S?
Worksheet: Questions and
drawings based on
discussion
Gallery Walk: Students
will do a gallery walk on
their mandalas from the
previous day
ICA Reflection on gallery
walk
Quick Writes: “if you were
a 9 or 10-year-old Chinese
child, how would you feel if
you were living in the
1850’s, during the Chinese
exclusion?”
Computer time: Finding
research for Performance
Task
Exit Ticket: List 3-4 things
you learned during your
research time
Performance Task:
Timeline: Flowchart on
time and events during the
Friday
Class Discussion: Lesson
Plan: History
Video questions: watching
a short video and writing
down the 5 W’s, and facts
Brace map: on the events
in the Chinese exclusion
Vocabulary quiz: Based on
key terms from the unit
(Vocab. Introduced on first
day)
Partner grading: Vocab.
Quiz
KWL Chart: Topic- Chinese
Exclusion Act of 1850
Pair-Share: KWL
responses
Class Discussion:
-Looking deeper into the
Act and its rules
- Chinese that were
allowed in the United
States
Socratic Seminar/ Debate:
Student’s will be debating
whether or not a Chinese
person (with given
characteristics) would be
allowed in the United
States
Role Play: Student’s will be
play different roles during
the debate (government,
immigrant, activist, etc.)
Computer time: Finding
research for Performance
Task (individual or partner)
4
Design Topic ___ _Chinese Exclusion______ Subject(s) ___History_______ Grade(s) ___4____ Designer(s) _____Alissa Barcena_________
Research group
discussion: What do you
have so far?
Exit ticket: Write down you
have any questions on the
article we will create.
Performance Task:
Week 6
Students work on their
News-paper articles
Peer-Review Checklist:
Including all elements of
News-paper
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Chinese Exclusion
Exit Ticket: Summary on
Gallery Walk: timelines, how they feel so far on
and what is done so far their Article Project
Newspaper Articles Due Gallery Walk: Newspaper
Articles
Self-Assess/ Review:
Students will self-assess Reflection: What did you
their projects, based on enjoy most while learning
the rubric about the Chinese
Exclusion?
Exit-ticket: After assessing
your work, do you feel you
need to make some
changes with your Article?
Yes- What would you
change?
No- What do you like most
about your article, and
why?
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