Working Women: Chinese Immigration, Activism, and the growth of Chinatown in 1970s New York City

by Tenement Museum

This program features a Chinese American family and their 1970’s tenement home. Students learn about the push and pull factors of Chinese immigration and the long history of laws that restricted Asian immigration, beginning with the 1882 Chinese Exclusion Act. Through exploration of a recreated apartment and garment shop, students will examine how the Wongs made a home in a growing Chinatown. Video interviews and family and neighborhood photographs will allow students to consider how different generations of the family navigate language, schooling, media, and work leading students to consider how they themselves form their own senses of identity and belonging.

Program Rating

This program has not yet been evaluated.

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About This Program

Cost

Point to Point: $125.00

Pricing Structure:

**K-12 Schools**

Title 1 Schools: $50
Public Schools: $125
Private Schools: $175
Costumed Interpreter Program (Meet Victoria): additional $35 per program

K-12 Program Add-Ons
• Recording Fee: $30
• Virtual K-12 Separate Devices Fee: $35
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**Collegiate / Adult Learners**
• 1-30 Participants: $300
• 31-50 Participants: $500
• 51-75 Participants: $750
• 76-100 Participants: $1,000

**Corporate Audiences please inquire at specialevents@tenement.org**

Length

1 Hour

Target Audience

Education: Grade(s) Kindergarten, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Teacher(s)/Educator(s), Adult Learners, Homeschool/Family , Learning PodPublic Library: Library Patrons, Library Staff

Minimum participants:

Maximum participants:

Primary Disciplines

Culture, Problem Based Learning, Problem Solving, Social and Emotional Learning( SEL), History & Social Studies

Program Delivery Mode

Videoconference – Webcam/desktop (Zoom, Google Meet, Cisco WebEx, GoToMeeting, Microsoft Teams, etc...)
Zoom

Booking Information

Reservation requests do not guarantee booking. Our group sales staff will contact you within 7 days with availability. For any questions, please email us at groups@tenement.org

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC by email info@cilc.org or by phone (507) 388-3672

Provider's Cancellation Policy

CANCELLATION/RESCHEDULING/REFUNDING POLICY: Reservation payments are non-refundable and non-exchangeable. Refunds are only given if your reservation is rescheduled up to two weeks prior to the reserved date. Any payment canceled less than two weeks will not be refunded and will given a voucher for a future visit. If extenuating circumstances occur, such as staffing strikes or technology issues, suspension of all school activities issued by your Department of Education your reservation may be rescheduled or your payment refunded, at the Museum’s discretion.

LATENESS POLICY: The tour may be shortened if the groups logs onto Zoom late. The museum reserves the right to cancel your program if you log on more than 30 mintues late.

About This Provider

Tenement Museum

New York, NY
United States

Tenement Museum virtual field trips immerse students in the past through 360° images, video, and primary sources. Students explore history through the stories of real people and see how their own stories are part of history. Immigration and migration are the foundation for all programs, and museum educators connect the themes of belonging, community building, and cultural adaptation in programming to create entry points for students of all identities and experiences.

Programs are adapted for students k-12, collegiate, and adult learners and led by a museum educator for a flexible, interactive, and inquiry-based experience that makes history relevant. All programs are aligned with the National Education Standards, the C3 framework, and multi-state Social Studies Scope and Sequence.

Contact:
Kristen Lay (Group Experience Coordinator)
Groups@tenement.org
1-877-975-3786

Program Details

Format

1. This program begins with an introduction to tenements and the history of the Tenement at 103 Orchard street.
2. We are introduced to the connection between immigration / migration and the Tenements, and how changing immigration laws affected the community.
3. We are introduced to Mrs. Wong and her children, Yat Ping, Allison, and Kevin.
4. Participants learn about their immigration story, and how they came to live at 103 Orchard Street.
5. Using 360 Technology, participants explore Yat Ping and Allison's 1970's childhood bedroom.
6. Using oral history, primary sources, and scholarly interviews, students will learn about daily life.
7. We then explore a recreated garment factory, filled with oral history interviews with former garment workers and activists.
8. The program closes with time for outstanding questions and thematic discussion.

Objectives

Grades K through 5
• All family members contribute to making a home.
• Homes are made of things we need and things that make us feel like we belong.
• In homes, we can see how people connect to culture.
• People find and work jobs to attain resources for themselves, their families, and their communities.

Grades 6 through 12
• The effects of immigration policy and restriction on individuals, families, and communities.
• The complex ways newcomers and their children form cultural identities through language, media, relationships, and other practices.
• Garment work, and more importantly union membership, provided not only livelihood, but community, influence, and empowerment for women like Mrs. Wong.

Standards Alignment

National Standards

CCSS.ELA-LITERACY.11-12.RST.1 -- Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
CCSS.ELA-LITERACY.11-12.RST.10 -- By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.
CCSS.ELA-LITERACY.11-12.RST.2 -- Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
CCSS.ELA-LITERACY.11-12.RST.4 -- Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
CCSS.ELA-LITERACY.11-12.RST.5 -- Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
CCSS.ELA-LITERACY.11-12.RST.6 -- Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
CCSS.ELA-LITERACY.11-12.RST.7 -- Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
CCSS.ELA-LITERACY.11-12.RST.8 -- Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
CCSS.ELA-LITERACY.11-12.RST.9 -- Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
CCSS.ELA-LITERACY.2.RI.10 -- By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.3.RI.10 -- By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.4.RI.10 -- By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.5.RI.10 -- By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.6-8.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.6-8.RH.10 -- By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.6-8.RH.2 -- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.6-8.RH.4 -- Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.6-8.RH.5 -- Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-LITERACY.6-8.RH.6 -- Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
CCSS.ELA-LITERACY.6-8.RH.7 -- Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.6-8.RH.8 -- Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-LITERACY.6-8.RH.9 -- Analyze the relationship between a primary and secondary source on the same topic.
CCSS.ELA-LITERACY.6.RI.10 -- By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.7.RI.10 -- By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.8.RI.10 -- By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.9-10.RST.10 -- By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.9-10.RST.2 -- Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
CCSS.ELA-LITERACY.9-10.RST.4 -- Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
CCSS.ELA-LITERACY.9-10.RST.5 -- Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
CCSS.ELA-LITERACY.9-10.RST.6 -- Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
CCSS.ELA-LITERACY.9-10.RST.7 -- Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
CCSS.ELA-LITERACY.9-10.RST.9 -- Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.