Chinese Museum in Chinatown Paper

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Question Description

You must have visited Chinese Historical Society of America (in SF Chinatown) in order to do this paper.

After attending the site, write a 3 pages, double-spaced, Critical Reflection on the experience. You must do the following:

  1. Write about the site and your experiences there.
  2. Analyze, as best as you can, the history and community (demographics, such as gender, age, race, ethnicity), practices, beliefs, architecture, and location.
  3. Engage with theories and concepts to assist in developing analysis (such as racial formation, Loewen's argument about U.S. history education, or Ethnic Studies and Asian American Studies as counter-narratives, and so on). Apply the concepts to the data you collected at your site so you are not just describing historical data. You visited a site: what does it reveal about Asian American history? What does the site tell you? What type of historical narrative is achieved or communicated at this site? What does it say about "history v. History"? Why does this site matter? Who does it matter for?
  4. You must use proper citations and quotations using MLA, APA, Chicago, or Harvard styles for writing, and engage with class readings and other learning materials;
  5. Do not just describe what you did and what you saw. You must provide analysis in your discussion and link your experience to larger issues, theories, and discussions. Your experience is “data” which you will use to anchor a thoughtful discussion on a topic that is related to Asian American history that meaningfully connects to the class;

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Rccent titles in Contemporary American Ethnic Issues ASIAN AMERICAN ISSUES Native American Issues Ptml C. Rosier U.S. Latino IsslIes Notice Rudolji} F Acu1ia This material may be protected by copyright law (Title 17 U.S Code) San Francisco State University ??f~ y"- V~/~ t.A-~·CUt~4/h~ ~ ~ ?~~~' MARY YU DANICO AND FRANKLIN NG AfJ ..s~.~ y:;~~ y .xf;~ *~ ~~. WU'+r dVr .' I:;~ ~~ ;;t..crv t Contemporary American Ethnic Issues Ronald H. Bayo/j Series Editor @ GREENWOOD PRESS Westport, Connecticut • London 1 ASIAN AMERICAN STUDIES PROGRAMS Asian American studies is an interdisciplinary field that examines the differ­ ent aspects and experiences of Asian Americans. This includes the history of Asians in America, from the Filipinos or Manilamen, who came to Louisiana in the eighteenth century, to the Southeast Asians, who arrived atter the end of the Southeast Asian conflict in 1975. It also includes topics that rclate to contemporary Asian American communities, such as the issues of immigrant adjustment, bilingualism, religion, generational changes, employment, edu­ cation, and community building. Furthermore, there arc issLles of social prob­ lems such as hate crimes, poverty, sexism, and homophobia in the Asian American communities to consider, as well. In addition, there is the matrix of race, ethnicity, gender, and class issues that relate to such matters as inter­ ethnic and interracial relations, interethnic marriage, mixed ethnicity identity, gender rclations, and different sexual orientations. At the present time there arc almost 50 universities and colleges with Asian American studies depart­ ments or programs throughout the United States, with another 11 offering Asian American studies courses. l And the number keeps growing. The first Asian American studies programs were t()Lll1ded. in 1969 at San Francisco .,/" State University and the University of California, Berkeley, but today tbere are programs at elite private universities such as Stanford, Cornell, and. New York University. Liberal arts institutions such as Loyola Marymoullt Univer­ sity, Oberlin College, Pomona College, and Occidental College otTer in­ struction in Asian American studies. Public colleges and universities have responded to student interest, and there are now programs at institutions 2 ASIAN AMElUCAN ISSUES such as the University ofWashington, the University of Illinois, the University of Michigan, the University of Wisconsin, and the state universities in Cali­ Even some high schools, such as Berkeley High School, Milton Acad­ emy, Jnd Brookline High School, have oHcred classes on Asian Americans to their students.2 ", . BACKGROUND Asian American studies programs emerged as a result of the civil movement of the 1960s and 19705, which gave rise to the ethnic studies movement that included African American studies, Chicano and Latino stud­ ies, and Native American studies. It also encollfaged an interest in-the role of race and ethnicity in America and facilitated the development of Women 's studies. The civil rights movement sparked not only the desire for racial equalin society, but raised concerns about equity and racial and ethnic repre­ sentation in high schools and colleges around the nation. The question of whether schools and universities should reflect the diverse multicultural makeup of the nation's Population emerged. Moreover, should not the cur­ riCtllum foster understanding about this social reality and provide an educa­ tion that might be relevant in addressing problems and issues in Asian American and other ethnic communities? San Francisco State College, now called San Francisco State University, gave birth to the ethnic studies move­ ment. Community activists, scholars, and students had ol'ganized to demand an educational program that recognized the voices and history of their com­ munities. They sought a Third-World college that could respond to the need fClr ed Llcation abOLlt people of color and help to solve the problems that these 3 communities faced. In 1955 at the Bandung Conference in Indonesia, coun­ tries freed from colonial powers atLernpted to fc,nn a "third world" model through a policy of nonalignment with the United States and Soviet Union. ethnic studies movement, like other liberation movements, chose this model demanding a colkge educati_Ollji-ee fi:{»)110PErc~sion)_§uch as hetero~cxisl11, and -colo11-i;lis111. They pushed fc)r self-determination and equality whereby students could be educated about their true history in the COlllltry through the development ofautonomous programs that reflected the needs of each respective community.4 The students' demands were not received, however; in fact, students were forced to reSort to acts of civil disobedience, Stich as protests, hunger strikes, and rallies. In response to this, "The authorities [in San Francisco] deplored up to ten thousand armed men almost every day tc)r more than two months to crush the Third World strike, but the students prevaikd~and Ethnic Studies was born. "5 As time PJssed, other campuses on the West Coast and on the East Coast joined the ASIAN &\1ERICAl"l' STUDIES PROGRAMS 3 fight to demand courses th,lt spoke to the experiences of ethnic minorities. The absence of these courses symbolized to many the lack of interest or concern about groups who had helped to shape the history and economy of the United States. While traditional departments such as anthropology, art studio, dramatic art, economics, English, film studies, history, political sci­ ence, psychology, and sociology had offered courses on various minority groups, they often referred to them in the margins and not as the focal point of study. Consequently, students often received a disjointe_~_pi
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Explanation & Answer

Attached.

Running head: HISTORY

1

Historical Site Visit & Report
Student’s Name
Institutional Affiliation
Date

HISTORY

2

Introduction
The experience attained by visiting San Francisco’s Chinatown reveals much about the
history of Asian Americans; especially the Chinese history in the United States. The experience
during the visit demonstrates much about the American history that many students, educators,
and the general public do not take considerations about. As argued by Loewen (n.d), history
content and textbooks do not make use of the past to mirror the present and project the future.
The experience at the site in Chinatown San Francisco shows that Chinese Americans have a rich
history, a history that consists of their demographics and the outcome of their migration to the
United States. Imperatively, this essay provides a report on the experience on the visit to the site.

History and Community’s Cultural Components: Analysis
The study of Asian Americans focuses on different components as well as experiences of
Asian Americans, especially their history and contemporary living in the United States today.
These studies explore salient issues like immigrant’s ability to adjust, religious and spiritual
practices as well as issues related to employment, building of communities like the Chinatowns
found in major urban centers in the country (Bayor, 2004). The study involves a look at the
problems that these people face, the interactions, and effects of race, gender and ethnicity and
mixed ethnicity identity.
On the visit to Chinatown that is located in San Francisco city, one notices the rich
cultural heritage of the Chinese immigrants and their effects on the development of this area.
While the town had started much earlier, the 1906 earthquake that affected San Francisco was a
defining moment because while it destroyed the place, it also gave rise to the colorful and ornate
neighborhood that it is today. The Sino architectural styles and designs separate this place from

HISTORY

3

the rest. The Chinatown of San Francisco is a protected historical site that provides unique
cultural adventure for any visitor.
The town is the second largest as well as the oldest Chinatown in the United States. For
its history, it is considered the beginning place for most Chinese immigrants. Because of this
reputation, the town has a lot of significance in the hearts of many Chinese families (CHSA,
2019). The town is home to over 15,000 Chinese and one of the most densely populated places in
North America. The place consists of thirty blocks that are bound by...

Xvfuarjg2017 (37109)
Cornell University

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