Asian Pacific District Walking Tour

Grades: 6-12 | Duration: 90 minutes

This docent-led tour explores the Chinese, Japanese, and Filipino districts that once filled the area. Visitors will walk through the Gaslamp Quarter and Asian Pacific Historic District to see the sites of Asian Americans who populated this neighborhood beginning in the 1850s. The Asian Pacific Historic Collaborative co-sponsored the creation of this tour.

Common Core State Standards

English Language Arts Standards

Speaking & Listening

  • 4.3 – Identify the reasons and evidence a speaker provides to support particular points.
  • 6.1c – Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
  • 6.1d – Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
  • 6.2 – Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
California State Board of Education

History-Social Science Content Standards for California Public Schools

  • 4.4 – Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
  • 4.4.1 – Understand the story and lasting influence of the Pony Express, Overland Mail Service, Western Union, and the building of the transcontinental railroad, including the contributions of Chinese workers to its construction.
  • 4.4.2 – Explain how the Gold Rush transformed the economy of California, including the types of products produced and consumed, changes in towns (e.g., Sacramento, San Francisco), economic conflicts between diverse groups of people.
  • 4.4.3 – Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
  • 4.4.4 – Describe rapid American immigration, internal migration, settlement, and the growth of towns and cities (e.g., Los Angeles).
  • 8.12 – 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.
  • 8.12.5 – 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 immigrations 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 natives.
  • 10.10.1 – Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.
  • 10.10.2 – Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
  • 10.10.3 – Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
  • 11.7 – Students analyze America’s participation in World War II.
  • 11.7.5 – Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler’s atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.