Dear Sir/Madam,
I hope you are well. I am writing out of great admiration for the many intellectual works you have established, most of which are used by learners especially those that pertain to the history of the United States. The main aim of this letter has, however, emerged out of concern pertaining to the idea that the Chinese Exclusion Act appears to have been excluded from all historical contexts. I feel strongly that it is essential not to leave out this important event since it is likely to be beneficial to most learners. It is a significant occurrence with a potential of offering some valuable lessons.
The Chinese Exclusion Act was established in 1882 and it involved barring Chinese immigrants from entering into the United States 1 . It is essential owing to the idea that it appears as the first law where an entire ethnic group ended up being excluded 2 . Currently, the nation has been rocked with controversy with many supporting President Trump`s initiative to exclude illegal immigrants from the country, who he indicates have deprived the nationals off the country`s resources. With Trump`s main focus being the Mexicans, it appears that he is targeting an ethnic group, therefore, by alluding to the Chinese exclusion Act, learners can be in a position to comprehend the various facts surrounding the current event.
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The Chinese Exclusion Act was implemented successively, with the initial focus involving excluding certain groups of Chinese individuals. Rights were, for instance, previously reserved for the teachers, merchants and travelers. Further amendment of the Act in 1924, nevertheless, resulted in the exclusion of all Chinese nationals 3 . In addition to this, citizens from other Asian countries were also stopped from entering the United States.
It is very fundamental for the Chinese Exclusion Act to be covered in class. First of all, historical facts on all events ought to be provided in a clear and transparent manner, otherwise it could be deemed that justifiable forms of learning have been overridden 4 . Every event, whether positive or negative ought to be taught to learners since this tends to offer them a sense of self-identity, and also to those who can closely relate to such events, they may be at a position of establishing their roots. For examples, it defies all odds that the Chinese Exclusion Act could fail to be taught to learners yet aspects such as those pertaining to slavery are included.
I have chosen to highlight the event since it is indispensable to all learners irrespective of their ethnic affiliation. The overall course content expectations are that learners get to acquire a common reference point which acts as a basis for their learning. The learner is, hence, in a position to relate events happening in the society to those that occurred in the past. For example, the current trade wars between the United States and China are based on the idea that the U.S. feels threatened. Similarly, when the Chinese Exclusion Act was established, the Chinese were labeled unassimilable 5 . This implies that they posed an economic threat to the United States and hence the need to stop them from migrating into the country. With such prior knowledge, it could be easy for the learner to observe that history could actually be repeating itself. They get to understand that the incongruities between both nations began long ago.
There are various resources which support the inclusion of the Chinese Exclusion Act. For instance, Fang (2018) opines to the idea that teaching this event will manage to establish its connection to other historical occurrences. Also, Rodríguez (2018) emphasizes the idea that the move is bound to enhance cultural citizen education. It would serve to enhance the agenda of diversity. Similarly, Tao (2018) supports the idea of including the even in learning since it is bound to augment the government`s initiative of increasing diversity.
I would like to make a special appeal to you to consider including the Chinese Exclusionary Act in learning since it is likely to advance the interests of all learners. It is important for the truth to be told rather than exclude critical events which are bound to increase the learners` intellectual capacity of discerning the events occurring around them. I look forward to hearing from you. Thank you.
Yours Sincerely,
Signature,
Name.
Bibliography
Fang, Marina. “How Chinese Exclusion Act can help us Understand Immigration Politics Today.” https://www.huffpost.com/entry/chinese-exclusion-act-immigration-politics_n_5b06a90fe4b05f0fc84552cf?guccounter=1&guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&guce_referrer_sig=AQAAAGuSaj0DV6lLgKn7ZFGMb-zUMtNvFy9zSweafy6kD4AnAweuRwxbriJ2kYDxh6VsMRMmhXCT8WbkzYqdQFjik864Vn4UHtr0uS3nlcHtFtA9D2mb0-DcWjsLCjK3R7JFZowXi4V4bnzSLDWCeVTu76SwWTG-_y_lRe7FU5cYNj5K (accessed May 18, 2019).
History.com. “Chinese Exclusion Act.” https://www.history.com/topics/immigration/chinese-exclusion-act-1882 (accessed May 18, 2019).
Rodríguez, Noreen Naseem. "From margins to center: Developing cultural citizenship education through the teaching of Asian American History." Theory & Research in Social Education 46, no. 4 (2018): 528-573. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&as_ylo=2018&q=Rodr%C3%ADguez%2C+Noreen+Naseem.+%22From+margins+to+center%3A+Developing+cultural+citizenship+education+through+the+teaching+of+Asian+American+History.%22+Theory+%26+Research+in+Social+Education+46%2C+no.+4+%282018%29%3A+528-573.&btnG=
Tao Han, Keonghee. "A demographic and epistemological divide: problematizing diversity and equity education in traditional, rural teacher education." International Journal of Qualitative Studies in Education 31, no. 7 (2018): 595-611. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&as_ylo=2018&q=Tao+Han%2C+Keonghee.+%22A+demographic+and+epistemological+divide%3A+problematizing+diversity+and+equity+education+in+traditional%2C+rural+teacher+education.%22+International+Journal+of+Qualitative+Studies+in+Education+31%2C+no.+7+%282018%29%3A+595-611.&btnG=
The African American Policy Forum. “Chinese Exclusion Act.” http://aapf.org/chinese-exclusion-act (accessed May 18, 2019).
1 History.com. “Chinese Exclusion Act.” https://www.history.com/topics/immigration/chinese-exclusion-act-1882 (accessed May 18, 2019).
2 The African American Policy Forum. “Chinese Exclusion Act.” http://aapf.org/chinese-exclusion-act (accessed May 18, 2019).
3 Rodríguez, Noreen Naseem. "From margins to center: Developing cultural citizenship education through the teaching of Asian American History." Theory & Research in Social Education 46, no. 4 (2018): 528-573.
4 Tao Han, Keonghee. "A demographic and epistemological divide: problematizing diversity and equity education in traditional, rural teacher education." International Journal of Qualitative Studies in Education 31, no. 7 (2018): 595-611.
5 Fang, Marina. “How Chinese Exclusion Act can help us Understand Immigration Politics Today.” https://www.huffpost.com/entry/chinese-exclusion-act-immigration-politics_n_5b06a90fe4b05f0fc84552cf?guccounter=1&guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&guce_referrer_sig=AQAAAGuSaj0DV6lLgKn7ZFGMb-zUMtNvFy9zSweafy6kD4AnAweuRwxbriJ2kYDxh6VsMRMmhXCT8WbkzYqdQFjik864Vn4UHtr0uS3nlcHtFtA9D2mb0-DcWjsLCjK3R7JFZowXi4V4bnzSLDWCeVTu76SwWTG-_y_lRe7FU5cYNj5K (accessed May 18, 2019).
