Smallpox, Fear & Racism During 1800s San Francisco

• Timeline
• Slide Deck
• Activity 1 (Mapping)​
• Activity 2 (Texts)
• Activity 3 (Art)​​
• "The Gate of the End of the World"
• "Three Graces"
• "A Statue for Our Harbor"
• Contemporary Artwork

Activity 3: Using Art for Good & Evil

learning objectives

​Students will be able to:

• Understand and interpret visual primary sources, including artwork
• Analyze imagery and symbolism in political cartoons
• Identify common themes between multiple representations of Chinese residents of San Francisco
• Analyze the implications of racist depictions of Chinese in America

Download Activity as PDF

Jump to Vocabulary List (bottom)

Introduction  

​This activity will analyze three political cartoons published in San Francisco newspapers between 1881 and 1911, during which there were multiple smallpox epidemics which were blamed on the Chinese Americans in Chinatown. These epidemics occurred in 1868, 1876, 1880, and 1887. Chinatown’s crowded environment, along with racist stereotypes about its Chinese residents, was blamed for spreading this disease.

Background on Political Cartoons:

1. “The Gate of the End of the World” (1911) depicts the San Francisco Pesthouse. This pesthouse was where patients with contagious diseases were quarantined, as well as the only public health facility in San Francisco where Chinese Americans could go for medical treatment. Even regular hospitalization during this time did not guarantee recovery from disease. 
2. “Three Graces” (1882) represents the widespread belief (which even public health officials spread) that Chinese residents of Chinatown spread disease through the air with their “foul and disgusting vapors”. Note: The Altonower ship represented in this political cartoon is the ship that Frederick Bee discussed when he protested quarantine conditions in the Racial Scapegoating Text Activity in this Lesson Plan.  
3. "A Statue for Our Harbor" (1881) shows an imagining of the Statue of Liberty (which was currently in construction) on the San Francisco harbor. 

​
Activity Instructions: 

Step 1 (10 min)
Put the students in groups of 4 and give one political cartoon to each group (links to Gate of the End of the World, Three Graces, and Statue for Our Harbor) to discuss. Tell them to look up the definitions of unknown words in their cartoon, or provide students with a copy of the vocabulary list at the bottom. Ask them to fill out Worksheet #1 as a group (worksheet questions copied below for teacher reference):

• What is each political cartoon saying about Chinatown residents/the Chinese? 
  • What are at least 4 details that contribute to the political cartoon’s message? 
  • What colors are being used? Or if no colors, what parts of the cartoon are in shadow? → how do they make you feel?
  • What images are depicted? → what messages are they sending?
  • What words are written in the cartoons? → Why do you think those words were chosen?
• Now that you know how people often viewed Chinatown residents, what impacts could this have on the Chinatown residents? What impacts could this have on the entire San Francisco community?    

​Step 2 (12-15 min)
Instruct students to designate two members as “explorers” and give each explorer an Explorer Worksheet. Ask each explorer to visit a group studying a different cartoon. The two members remaining will act as “storytellers” and share the group’s findings about their assigned cartoon with visiting explorers. Afterward, the two explorers will return to their group and report back on what they learned. They can use the following questions to guide their discussion:

1. Are the focuses of these cartoons different? What stereotypes about Chinese residents are being portrayed in each?
2. Based on the cartoons’ content, how do you think Chinatown residents may have been treated by others in San Francisco? 

 
Step 3 (10 min)
Ask students to visit this website to view examples of contemporary artwork depicting Asian Americans during the COVID-19 pandemic. Instruct students to pick one of their favorite images, and fill out Worksheet 3 together as a group.
 
Step 4 (5-8 min)
Bring the class back together and lead a discussion on their findings. Finish with the following questions:

1. What similarities or differences do you see between this artwork and the political cartoons? These pieces of art were all created during public health crises, so why do you think their messages turned out so differently?
2. What role can artists play in changing public perceptions? 

Optional Post-Class Assignment:

Ask students to create their own political cartoon or graphic to send an important message of their choosing about the COVID-19 pandemic. Encourage students to consider what elements they found particularly powerful and compelling about the artworks analyzed in class, and incorporate those elements into their own art. Artworks can be displayed in class or shared on social media afterward.

 

Vocabulary List:
Malarium: A disease that causes fever, chills, and sweating, that can be deadly
Smallpox: A very contagious disease that causes flu-like symptoms and a rash. In the past, it was extremely deadly and left people with bad scarring from the rash.
Leprosy: A disease that causes skin lesions, lumps, and disfigurement
Pesthouse: A building to separate those infected with a contagious disease
Immorality: Not having morals or values
Filth: Dirtiness
Labor: Work force

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