Silicon Valley History Online  

1892 Certificate of Residence

8 or 11
Examining immigration on the west coast:
By utilizing a primary source document students will demonstrate the ability to understand the attitudes of Caucasian residents of California toward immigrants from Asia.
8.12.5: Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.  Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement). 8.12.7:   Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism.
Historical and Social Sciences Analysis Skills:
Research, Evidence, and Point of View
    1.    Students frame questions that can be answered by historical study and research.
    4.    Students assess the credibility of primary and secondary sources and draw sound conclusions from them.
55 minutes
6C’s document analysis, postcards from the past, image from SVHO
·      Computer lab or access to a computer and the internet.
·      The 6 Cs document analysis worksheet
·      Image from SVHO: Certificate of Residence, 1892.
·      Overview of immigration entrance on the West Coast from the Angel Island Immigration Station Foundation at:
·      Template for Postcards from the Past.
1.    Have students read the overview about Angel Island from the Angel Island Immigration Station Foundation.  With a partner or in small groups, have the students discuss how this is different than what they know about the immigrant experience for people entering the United States through Ellis Island in New York City.
2.    Review the directions for using the 6C’s worksheet.  The 6C’s will be the vehicle for evaluating the image Certificate of Residence, 1892.
3.    Hand the students a copy of the Certificate of Residence and the 6C’s worksheet.  Students should complete the boxes one at a time and confirm their impressions with an elbow partner.  When all the boxes are filled in, have students exchange their answers with two other people.  You may choose to have the students go to specific people or groups of people, i.e. someone of the opposite gender or a different ethnic background.  Remember, since Americans are from every part of the globe this exchange of information is likely to expose many similarities.  The purpose of mixing students to confirm or add to their understanding it is NOT to find out who has immigrated to the U.S. 
4.    Explain the directions for Postcards from the Past.

5.    Download the template for Postcards from the Past to every computer.  For this lesson, each student will use the Certificate of Residence, 1892.

    A completed Postcard is the student’s ticket out the door.

·      Image from SVHO: Certificate of Residence, 1892
·      Overview of immigration entrance on the West Coast:
·      The 6Cs Document Analysis Worksheet
Directions for using the 6C’s:
Using the 6 C’s with Calisphere
Dave Walters
History-Social Science Coordinator
The six C’s are a way of looking at historical resources.  The six Cs are: content, citation, context, connections, communication, and conclusions.  The six Cs are from the California History Social Science Project.
What is the main idea? Documents:  List important points, phrases, words, or sentences Images:  Describe what you see
Who created this?  When was it created?  What type of source is this?
What is going on in the world, country, region, or locality when this was created?
What other sources might help provide answers to this question?  What else do we need to know to better understand the evidence in this source?
How does this connect to what you already know?  Keep in mind: nothing happens out of its own time.
What is the author’s bias or point of view?  Who is the intended audience?  Why was the source created?  What is the tone of the document or image?
What contribution does this make to our understanding of history?  How did you come to these conclusions?  How does this document or image help answer our essential or research question?
Putting it all together
Remember most primary sources were never intended for our school audience.
This tool is designed to help students explicitly dissect a source.  The overall goal is to get the sense of its meaning.  Our purpose is to understand how a resource contributes to understanding an issue in its own time.
Directions for Postcards from the Past:
Click Here