Grades: 5-12Subjects:
English, U.S. HistoryNumber of
Activities: 2
This lesson covers four important lawsuits brought by Asian Americans with important
consequences for American citizenship, equal protection, and racial
identity: Yick Wo, Wong Kim Ark, Takao Ozawa,
Bhagat Singh Thind.
Students will:
-
Understand the impact the cases had on American citizenship and racial identity in the law.
-
Understand the role of Asian Americans in challenging xenophobic and racist laws in the 19th and early 20th century.
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Learn race is a social construct.
Racial Identity and American Citizenship in the Court Essay:
From the late 1800s, Asian American immigrants began facing increasing
levels of hostility,
discrimination, and even exclusion from the United
States. To protect their communities, Asian Americans found ways to
resist and fight back. Legal challenges were particularly important for
Asian Americans fighting for their rights because many of the obstacles
they faced were created by the law and rooted in
discrimination. Asian
immigrants were excluded from citizenship and barred from political
participation. The landmark court cases —
Yick Wo v. Hopkins (1886),
United States v. Wong Kim Ark (1898),
Takao Ozawa v. United States (1922), and its parallel case
United States v. Bhagat Singh Thind (1923) — had and continue to have important consequences on questions of
citizenship,
race, and equality.
The Supreme Court’s decisions in these cases had serious ramifications
for not only Asian immigrants, but all Americans, citizen or otherwise.
In 1886, a Chinese-born laundry owner named Lee Yick sued the San
Francisco board of supervisors for refusing to grant laundry licenses to
any Chinese person.
1 Over 200 Chinese people had applied for
laundry licenses, and every Chinese application was denied.
The Supreme
Court found that all people in the United States were entitled to
equal protection of the law under the Fourteenth Amendment,
regardless of citizenship. As a result, San Francisco’s denial of
laundry licenses along racial lines was ruled unconstitutional.
Asian Americans used this court victory to pave the way for future court
challenges, using the U.S. Constitution as their guide.
Wong Kim Ark is the flagship case on
birthright citizenship,
proving that U.S. citizenship should be granted not on the basis of
bloodline, but on the basis of territory. In 1895, in the wake of the
Chinese Exclusion Act, the U.S. government refused to allow Wong Kim Ark
back into America after he visited China.
2 Wong, however, had
been born in the United States. He sued for his rights, claiming that he
was a U.S. citizen because of his birth, and brought the case all the
way to the Supreme Court. The Court found that the Fourteenth Amendment
guaranteed citizenship to those born in the United States, regardless of
their
race or their parents’ national origin. Because of the
Wong Kim Ark decision, children born in the U.S. to Asian
immigrants — indeed all immigrants — could become citizens even though their
parents could not. This monumental case paved the way for a more diverse
America and American citizenry.
Finally, the question of citizenship was visited again in the cases
Takao Ozawa v. United States (1922) and
United States v. Bhagat Singh Thind (1923). Together, these cases
illustrate how the social constructs of
race and whiteness were
manipulated to deny
naturalization rights to Asian immigrants.
When the U.S. government attempted to limit citizenship only to whites,
Asian Americans quickly moved to prove that they themselves were “white”
in one way or another. Takao Ozawa was a Japanese American who had lived
in the United States for twenty years. He attempted to argue that
“whiteness” was a matter of skin color; because his skin was just as
pale as white Americans, he should be treated as white and granted
citizenship. The Supreme Court unanimously denied him, saying explicitly
that whiteness only extended to “the
Caucasian race.”
3.
However, they changed their own reasoning only three months later so
that they could deny an Indian man citizenship. Bhagat Singh Thind was an Indian man
from the northern region of Punjab who had moved to the U.S. as a young
man and joined the U.S. Army in WWI. He argued that he should be
eligible for
naturalization and citizenship because he was of the
Caucasian race, as the
Ozawa decision specified. However, the
Court found that even though he was
Caucasian, he was not white:
Whiteness must “be interpreted in accordance with the understanding of
the common man, synonymous with the word ‘
Caucasian’ only as that word
is popularly understood.”
4 The Supreme Court demonstrated that
they were more concerned about safeguarding white citizenship than maintaining
their own line of reasoning. The
Thind decision had serious consequences
for Indian Americans, especially for those who were previously considered citizens and
were now stripped of their property and denaturalized. One tragic example discussed
in the film was Vaishno das Bagai, whose citizenship and store were taken away
after the
Thind decision, leading him to commit suicide.
Works Cited
1Yick Wo v. Hopkins, 118 U.S. 356 (1886).
2United States v. Wong Kim Ark, 169 U.S. 649 (1898).
3Takao Ozawa v. United States, 260 U.S. 178 (1922).
4United States v. Thind, 261 U.S. 204 (1923).
-
Birthright Citizenship: the right to citizenship for all
individuals born in a country’s territory regardless of parentage.
-
Race: the idea that the human species is divided into distinct
groups on the basis of inherited physical and behavioral
differences.2 Race is socially constructed and influenced
by cultural norms; different racial classifications carry social and
cultural characteristics that are assigned by society.3
-
Caucasian: of or relating to a race of humankind native to
Europe, North Africa, and southwest Asia and classified according to
physical features.4 Caucasian is often conflated with
whiteness.
-
Naturalization: the admittance of a foreigner to the
citizenship of a country.
- Legal Right: a right or entitlement under the law
-
Discrimination: the prejudicial treatment of different
categories of people or things, including on the grounds of race, age, or sex.
-
Equal protection: a guarantee under the 14th Amendment that a
state must treat an individual or class of individuals in the same way
it treats other individuals or classes in similar circumstances.5
-
The Supreme Court: the highest judicial court in a country; the
U.S. Supreme Court consists of nine justices and is the court of final
appeal.
-
Why did Asian Americans challenge racist laws and policies through the
courts?
-
What effects does limiting citizenship to certain races have? What was
the impact of the Wong Kim Ark and Yick Wo cases on
American citizenship?
-
What do the Thind and Ozawa cases tell you about how
race is defined? Why do you think the Supreme Court changed its
reasoning about who is white? [See Activity 1 for a more detailed
exploration of the social construct of race through the two cases.]
-
What role do the courts play in American government? What are other
ways to resist racist laws when even the top court of the land affirms
these laws?
-
What is discrimination? How can laws be discriminatory? What are
examples of similar discriminatory laws against immigrants today?
-
How can biases or prejudices affect who is in power and what those in
power do? How does this affect society? Is it more or less (or
equally) important for people to strive to be unprejudiced when they
are in positions of power?
-
What is your earliest memory of experiencing or learning about race?
Has your understanding of race evolved since that moment, and how? How
do you know what race is?
Activity 1: Thind and Ozawa:
Inconsistencies at the Court?
-
To students to prepare for discussions:
- Show this lesson’s video clip.
-
Instruct the students to read this lesson’s essay. For this
activity ask students pay attention to the two cases: Takao Ozawa
v. United States (1922) and United States v. Bhagat Singh Thind
(1923).
-
Distribute the
“Ozawa and Thind: Inconsistencies at the Court” handout. Instruct students to read the handout.
-
Instruct students to pay special attention to sections in bold.
-
Discuss the following questions:
- How is “white” defined in Ozawa? In Thind?
-
What do the Justices seem to say about the term “Caucasian” in
Ozawa? What about in Thind?
-
Why was it important for Ozawa and Thind to both argue that they
were white as opposed to another race? For context, Black people
had the right to naturalize under the 14th Amendment.
-
What bases or authorities did the Justices rely on in making their
determination of who is “white” in each of the cases?
-
How does science play a role in the Justices’ reasoning in
Ozawa and Thind? Did their position change from
Ozawa to Thind?
-
Do the two decisions seem logical or consistent with the
Constitution? Why or why not?
-
Viewed together, what do the two cases say about citizenship and
its relationship to race in the U.S. in the early 20th century?
Activity 2: Defining Race with the U.S. Census
-
Pass out the
“Defining Race with the U.S. Census” handout. Instruct students to read the handout.
-
Split students into small groups of no more than five people each.
-
Ask students to take up the role of a team of 1870 Census takers in
their small groups. As census takers, students must categorize
everyone so they are correctly counted for the census. The three
profiles are three Americans who must be counted for the Census, and
students must decide in their small groups the racial category to
which each profile belongs, and why.
-
Afterwards, ask each group to explain how they categorized the three
people and why. Lead a discussion reflecting on the activity using the
following questions/prompts:
-
How were the racial categories different from how we categorize
race today?
-
For example, the 2020 Census offers the following categories:
White; Black or African American; American Indian or Alaska
Native; Chinese; Filipino; Asian Indian; Vietnamese; Korean;
Japanese; other Asian; Native Hawaiian; Samoan; Chamorro;
other Pacific Islander; some other race.
-
What does the evolution of racial categories throughout history
tell us about how society’s ideas about race might have changed
over the years? Are our current racial categories “better” or more
“correct” than before?
-
Note: These questions are meant to guide students to reflect
critically on how race is socially constructed. While the
current census categories are certainly broader than 1870,
that does not necessarily make them better. These categories
merely reflect the more differentiated view on race that we
have today. The key takeaway is that racial categories are
malleable and shift according to the societal context in which
they exist. As such, they should be given less power because
they do not truly correspond to immutable biological
characteristics.
-
How do you see race in your own communities? Do certain groups of
people receive different treatment than others?
-
If racial categories shift depending on how society views race,
then can race be a reliable way of classifying or judging people?
Why or why not?
Books with more information on the cases (by the historians in the
episode)
Lee, Erika. The Making of Asian America: A History. New
York, Simon & Schuster, 2015. See chapters 3 (Wong Kim Ark), 5
(Ozawa), 7 (Thind)
Ngai, Mae.
Impossible Subjects: Illegal Aliens and the Making of Modern
America
Princeton, Princeton University Press, 2004. See introduction and
chapter 1 for detailed discussion on the immigration regime in the
early 20th century and the quota system
California Common Core Standards Addressed
U.S. History Grades 5-12 6.2B
The student understands "scientific racism", race relations, and the
struggle for equal rights.
U.S. History Grades 5-12 6.2B.1
Analyze the scientific theories of race and their application to society
and politics. [Examine the influence of ideas]
U.S. History Grades 5-12 6.2B.3
Analyze the role of new laws and the federal judiciary in instituting
racial inequality and in disfranchising various racial groups. [Evaluate
the implementation of a decision]
U.S. History Grades 5-12 6.2B.4
Analyze the arguments and methods by which various minority groups
sought to acquire equal rights and opportunities guaranteed in the
nation's charter documents. [Identify issues and problems in the past]
Grades 9-10:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on others'
ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and
individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate
the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify
their own views and understanding and make new connections in light of
the evidence and reasoning presented.
CCSS.ELA-LITERACY.SL.9-10.2
Integrate multiple sources of information presented in diverse media or
formats (e.g., visually, quantitatively, orally) evaluating the
credibility and accuracy of each source.
CCSS.ELA-LITERACY.SL.9-10.3
Evaluate a speaker's point of view, reasoning, and use of evidence and
rhetoric, identifying any fallacious reasoning or exaggerated or
distorted evidence.
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command
of formal English when indicated or appropriate. (See grades 9-10
Language standards 1 and 3 here for specific expectations.)
CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and
secondary sources, attending to such features as the date and origin of
the information.
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop
over the course of the text.
CCSS.ELA-LITERACY.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects
of history/social science.
CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more authors for how they treat the
same or similar topics, including which details they include and
emphasize in their respective accounts.
CCSS.ELA-LITERACY.RH.9-10.8
Assess the extent to which the reasoning and evidence in a text support
the author's claims.
CCSS.ELA-LITERACY.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and
secondary sources.
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are
introduced and developed, and the connections that are drawn between
them.
CCSS.ELA-LITERACY.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g.,
how the language of a court opinion differs from that of a newspaper).
CCSS.ELA-LITERACY.RI.9-10.6
Determine an author's point of view or purpose in a text and analyze how
an author uses rhetoric to advance that point of view or purpose.
CCSS.ELA-LITERACY.RI.9-10.8
Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is relevant
and sufficient; identify false statements and fallacious reasoning.
CCSS.ELA-LITERACY.RI.9-10.9
Analyze seminal U.S. documents of historical and literary significance
(e.g., Washington's Farewell Address, the Gettysburg Address,
Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"),
including how they address related themes and concepts.
Grades 11-12
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11-12 topics, texts, and issues, building on others'
ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.1.A
Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish individual
roles as needed.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions
on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives.
CCSS.ELA-LITERACY.SL.11-12.1.D
Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information
or research is required to deepen the investigation or complete the
task.
CCSS.ELA-LITERACY.SL.11-12.2
Integrate multiple sources of information presented in diverse formats
and media (e.g., visually, quantitatively, orally) in order to make
informed decisions and solve problems, evaluating the credibility and
accuracy of each source and noting any discrepancies among the data.
CCSS.ELA-LITERACY.SL.11-12.3
Evaluate a speaker's point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word
choice, points of emphasis, and tone used.
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the line
of reasoning, alternative or opposing perspectives are addressed, and
the organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-LITERACY.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command
of formal English when indicated or appropriate. (See grades 11-12
Language standards 1 and 3 here for specific expectations.)
CCSS.ELA-LITERACY.RH.11-12.1
Cite specific textual evidence to support analysis of primary and
secondary sources, connecting insights gained from specific details to
an understanding of the text as a whole.
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary
source; provide an accurate summary that makes clear the relationships
among the key details and ideas.
CCSS.ELA-LITERACY.RH.11-12.3
Evaluate various explanations for actions or events and determine which
explanation best accords with textual evidence, acknowledging where the
text leaves matters uncertain.
CCSS.ELA-LITERACY.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text,
including analyzing how an author uses and refines the meaning of a key
term over the course of a text (e.g., how Madison defines faction in
Federalist No. 10).
CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., visually, quantitatively, as well as in
words) in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RH.11-12.8
Evaluate an author's premises, claims, and evidence by corroborating or
challenging them with other information.
CCSS.ELA-LITERACY.RH.11-12.9
Integrate information from diverse sources, both primary and secondary,
into a coherent understanding of an idea or event, noting discrepancies
among sources.
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their
development over the course of the text, including how they interact and
build on one another to provide a complex analysis; provide an objective
summary of the text.
CCSS.ELA-LITERACY.RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how
specific individuals, ideas, or events interact and develop over the
course of the text.
CCSS.ELA-LITERACY.RI.11-12.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how
an author uses and refines the meaning of a key term or terms over the
course of a text (e.g., how Madison defines faction in Federalist No.
10).
CCSS.ELA-LITERACY.RI.11-12.6
Determine an author's point of view or purpose in a text in which the
rhetoric is particularly effective, analyzing how style and content
contribute to the power, persuasiveness or beauty of the text.
CCSS.ELA-LITERACY.RI.11-12.8
Delineate and evaluate the reasoning in seminal U.S. texts, including
the application of constitutional principles and use of legal reasoning
(e.g., in U.S. Supreme Court majority opinions and dissents) and the
premises, purposes, and arguments in works of public advocacy (e.g., The
Federalist, presidential addresses).
CCSS.ELA-LITERACY.RI.11-12.9
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational
U.S. documents of historical and literary significance (including The
Declaration of Independence, the Preamble to the Constitution, the Bill
of Rights, and Lincoln's Second Inaugural Address) for their themes,
purposes, and rhetorical features.