Southeast Asian Refugee Experience: "Inside Out & Back Again" (fiction) Discussion Guide (5th Grade)
127
Astronaut: Kalpana Chawla
128
Immigration Waves
129
WWII
130
Immigration Acts
131
Cold War (Vietnam War, Korean War)
132
Ancient Civilizations
133
Current Events
134
“Early America” Colonialism
135
Labor Movements
136
War on Terrorism
137
Model Minority
138
Civil Rights Movements
139
Anti-Filipino Sentiment 1900s
140
RealSoul
141
Southeast Asian Refugee Experience: "Inside Out & Back Again" (fiction) Discussion Guide (6th-8th Grade)
142
Nuclear history and discourse
143
Letters for Black Lives (6-8)
144
Cross-Racial Solidarity: Letters for Black Lives (9-12)
145
Nationality Act of 1790
146
14th Amendment
147
Wong Kim Ark vs. US
148
Luce-Cellar Act of 1946
149
Oyama v California
150
Page Act of 1875
151
1st Race-Based Immigration Law: The Chinese Exclusion Act
152
Ozawa v United States
153
Bhagat Singh Thind v. US
154
South Asian Activists
155
Japanese American Incarceration and Redress During WWII
156
Resettlement of Japanese Americans in Chicago
157
War Brides from Japan
158
Asian American History Timeline
159
Ed Lee: First Asian American Mayor of San Francisco (and the First Asian American Mayor of a Major U.S. City)
160
Patsy Takemoto Mink: First Woman of Color and Asian American Elected to Congress
161
Asian American Identity
162
Stereotyping & the Importance of Identity
163
What is the Model Minority Myth?
164
Model Minority Myth and Wedge to Divide
165
Personal Experiences with anti-Asian Racism
166
Cambodian American Experience: Identity and Model Minority Stereotype
167
Chinese American Family and Identity
168
Korean American Experience: Immigration
169
Filipino American Experience: Being Different, Being an "Other," and/or Having Unique Cultural Needs
170
Indian American Identity: Hinduism, Heroes, and Representation
171
South Asian American Immigration and Post- immigration Experience
172
Effects of Vietnam War on Transracial Adoptee
173
Development of Asian American Identity through Music/Arts
174
Online database of fact sheets for different Asian American populations, including Cambodians.
175
The Doughnut Industry and Cambodian Americans
176
Pacific Islander Culture: The Struggle to Maintain PI Culture and Values in Modern Day Hawaiʻi
177
The Life of a Hmong Shaman in America
178
A Cambodian American Girl Visiting Relatives in Cambodia for the First Time
179
Historical or traditional stories from the Pacific Islands
180
Traditional Marshallese values and customs
181
CHamoru Legends: A Gathering of Stories retells 12 CHamoru legends and includes personal reflections from author Teresita Lourdes Perez, unique illustrations for each legend by Guam artists
182
Hawaiian Culture and Traditions: Gender Diversity & Inclusion
183
Large repository of short stories and essays on Asian American and specifically Vietnamese American Identity
184
High school Pacific Island Club refocused narratives about climate change onto frontline communities
185
History, arts, and culture of Filipino Americans in the United States
186
South Asian American Identity
187
What is Sikhism? "How Do Religious Communities Respond to Challenges and Opportunities?" Lesson Plan
188
Japanese Migration to Hawaii in the late 1800s
189
Angel Island is the "Ellis Island" of San Francisco
190
Immigration stations Ellis Island in New York and Angel Island in San Francisco
191
Oral History Project of South Asian Americans in Chicagoland Area 1945-1965
192
Japanese War Brides
193
Mass immigration of Asian Americans to the United States after the 1965 Immigration Act (Hart- Cellar Act)
194
Post- Vietnam War Refugee Experience
195
Deportation of Southeast Asian Americans (Focus on Cambodian) during the Trump Administrations crackdown on undocumented immigrants
196
Modern Korean colonization, independence, and migration to the United States
197
Journey of an Undocumented Filipina in Texas: Yellow Rose Film
198
South Asian Immigration: The Namesake Novel & Film
199
Filipinos in California's Heartland
200
Immigration and Relocation in US History (Focus on Chinese and Japanese communities)
201
Chinese Exclusion Act history with connection to local Chicago Chinese American History
202
The Chinese Railroad Workers in North America Project
203
Preserving the Japanese American legacy in Chicago
204
The Chinese Railroad Workers in North America Project
205
AP US History Lessons
206
H-4 Visa Holders
207
What is Orientalism?
208
Chinese Railroad Workers in Utah
209
Race Riot against Chinese
210
Chinese Gold Miner experience in Rock Springs, Wyoming
211
Historic anti-miscegenation or anti-interracial marriage laws
212
Bellingham, Washington Riots involving South Asian Sikh immigrants
213
Filipino American Salvador Roldan sued to marry his white fiance
214
Anti-Filipino Riots: Yakima Terror 1927 and Watsonville Riots
215
1941 LIFE Magazine article that draws on racist stereotypes of Japanese and Chinese in order to "distinguish" them during height of WWII
216
Vietnamese Refugees and KKK Conflict in Houston
217
A Sikh family in particular navigated a post 9/11 terrain of anti-Islamaphobia racism
218
Early Asians in America
219
Timeline of Filipino Americans and their experiences/ achievements in the United States
220
Vincent Chin
221
Asian Americans face wave of discrimination amid pandemic
222
The Case of Tape v. Hurley
223
Smallpox, fear, and racism during 1800s San Francisco
224
History of Anti-Chinese Racism and Disease in the United States
225
The mystery of six Chinese survivors of the Titanic
226
Chinese Masacre of 1871 in Los Angeles, California
227
Black/Asian Solidarity History and Resources - 1
228
Black/Asian Solidarity History and Resources - 2
229
Cross Racial Solidarity movements and the formation of the Asian American Identity
230
Filipino and Black Pullman (Chicago) Workers and Solidarity
231
Grace Lee Boggs
232
Richard Aoki- Asian Black Panther
233
Black and South Asian solidarity in history (activism, Interracial marriage, and political alliances)
234
The history of and creation of Ethnic Studies in American colleges/ unviersities
235
Filipino Grape Workers Strike 1965
236
1st Ethnic Studies courses created after a massive protest by the Black Student Union and the Third World Liberation Front.
237
First Asian American Activist newspaper
238
Asian American Movement 1960s-1970s
239
Novel about the murder of black teenager Latasha Harlins by a Korean store owner
240
Documenatry about the murder of Latasha Harlins, The LA Riots, and interviews with Black and Korean community members of Los Angeles
241
LA Riots
242
Timeline of Asian American Solidarity and Anti-Black Racism
243
Timeline of Black History, Asian American History, Black-Asian conflict and solidarity in the United States
244
Far East, Deep South Documentary
245
Korean and African American Relations
246
History of Filipino American Identity and History including the Filipino American Far West Convention in 1971
247
Anti-Asian Racism: Connections in History
248
Chinese railroad workers in the mid- late-19th century - 1
249
Chinese railroad workers in the mid- late-19th century - 2
250
South Asians and the growth of hotels and motels in the US
251
What it means to be working-class taxi drivers in NYC, especially South Asians, and how they have navigated COVID-19, racism, and labor politics
252
Pew Research Center: Asian Americans
253
The history of Hawai'i and the impact of colonization and tourism
254
Hawaiian Annexation
255
Vincent Chin and Scapegoating in 1980s
256
Hmong American Civic Leader: Joe Bee Xiong
257
Hmong American Musician: Maa Vue
258
Hmong American Musician: Maa Vue
259
Hmong American Musician: Maa Vue
260
Hmong American Musician: Maa Vue
261
Hmong American Musician: Maa Vue
262
Oak Creek Sikh Temple of Wisconsin hate crime and responses
263
Oak Creek Sikh Temple of Wisconsin hate crime and responses
Cannot adjust frozen columns; click to learn more or reset
Grade Level
Themes
Essential Questions
Asian American Integration Ideas
Resources
Ethnicity
Attachments
ISBE Topics
IL Learning Standards
K
Identity
Racism
Activism/Solidarity
Why are names important?
What does your name mean to you?
What is culture?
How might a name connect to a culture?
What does it mean to be an insider or an outsider?
The cultural identity importance of names and name-granting in Asian American cultures;
Chinese names and how the placement of a name traces family history
See Attached PDF: Naming & Cultural Identity (K)
BOOKS:
Always Anjali by Sheetal Sheth
Chrysanthemum by Kevin Henkes
I am Enough by Grace Byers
Name Jar by Yangsook Choi
Thao: A Picture Book by Thao Lam
Your Name is a Song by Jamilah Thompkins-Bigelow
VIDEO:
Chinese Names & Family History: https://youtu.be/Cdsk4KHq2RI
Thao Lam Author Interview: https://youtu.be/PAYcT0yj0wY
LESSON:
https://www.learningforjustice.org/magazine/whats-in-a-name
TEACHER BACKGROUND KNOWLEDGE:
Cultural Identity and Names in the Classroom (AFT):
https://sharemylesson.com/blog/cultural-identity-and-names-classroom
Multiethnic
ELA
CCSS.ELA-LITERACY.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.
K
Identity
Activism/Solidarity
What can we learn about a culture through its sports and art forms?
How do you show respect during competition?
How can you be competitive with others, but also kind and courteous? Why is that important during sports or other activities?
Sumo Wrestling and Aikido Martial Art: Japanese sport traditions introduced in a fictional story with Japanese American siblings
BOOK:
Sumo Joe by Mia Wenjen
Teacher Guide: https://www.leeandlow.com/uploads/loaded_document/692/SUMOJOE_TeachersGuide.pdf
VIDEO:
Sumo Wrestling 101: https://www.youtube.com/watch?v=Cj_QyxPZE8M
East Asian
ELA
CCSS.ELA-LITERACY.RL.K.4
Ask and answer questions about unknown words in a text.
K
Identity
What is culture?
What is identity?
Why should we learn about other cultures? What
does that learning teach us?
Patka: Sikh youth head covering (precursor to a pagri/turban)
BOOK:
What Color Is My Patka? By Deepika Kaur Pujji
Teacher Guide:
https://docs.google.com/document/d/1DaEXbZt1xUedRFn1p53lOmTD2hoR0ejQHJZWSDl8mtI/edit?usp=sharing
TEACHER BACKGROUND:
https://www.sikhcoalition.org/wp-content/uploads/2018/08/Sikhism-educator-guide.pdfhttps://c3teachers.org/wp-content/uploads/2019/08/sikh-awareness-presentation-teacher-final.pdf
South Asian
ELA
History: Change, Continuity, and Context
History
CCSS.ELA-LITERACY.RL.K.4
Ask and answer questions about unknown words in a text.
SS.K.H.1. With guidance and support, compare life in the past to life today, including the points of view of diverse groups of people.
K
Identity
Civil Rights
Activism/Solidarity
Why do we study/ examine the past, present, or future?
What can we learn from different generations?
How can one person make a difference?
How do values and beliefs change over time?
Change-makers in Asian American history: who they were and what they did
See Attached PDF: Past vs Present (K)
BOOKS:
Journey for Justice: The Life of Larry Itliong by Dawn Bohulano Mabalon and Gayle Romasanta
Asian-Americans Who Inspire Us: Written by Analiza Quiroz Wolf and illustrated by Tuire Siiriainen
Fish for Jimmy: Inspired by One Family's Experience in a Japanese American Internment Camp by Katie Yamasaki
Angel Island: Gateway to Gold Mountain by Russell Freedman
Landed by Milly Lee
Baseball Saved Us by Ken Mochizuki
VIDEO:
Barbed Wire Baseball Marissa Moss
Multiethnic
History: Change, Continuity, and Context
History
SS.K.H.1. With guidance and support, compare life in the past to life today, including the points of view of diverse groups of people.
K
Citizenship
Civil Rights
Immigration
Racism
Why are holidays important to us?
What holidays does your family celebrate?
What holidays are celebrated in our classroom community?
Holidays celebrated by Asian Americans
See Attached PDF: Celebrating Asian American holidays (K)
BOOKS:
Tastes of Lunar New Year by Cheryl Yau Chepusova, Isabel Foo, and Mori Chiang (Lunar New
Year-multi-ethinic)
The Animals of Chinese New Year by Jen Sookfong Lee (Board book- Lunar New Year-Chinese)
A Big Mooncake for Little Star by Grace Lin (Autumn Moon Festival)
Thank You Very Mochi by Paul Matsushima, Sophie Wang, Craig Isii, and Jing Zheng (Mochi Tsuki,
Japanese New Year Tradition)
Shubh Diwali! by Chitra Soundar (Diwali)
Our Favorite Day of the Year by A. E. Ali (multiple: Eid al-Fitr, Rosh Hashanah, Las Posadas, even Pi
Day)
Festival of Colors by Kabir Sehgal (Holi)
The Gift of Ramadan by Rabiah York Lumbard and Laura Horton (Ramadan)
Thread of Love by Kabir Sehgal and Surishtha Sehgal (Raksha Bandhan)
Let's Celebrate Vaisakhi! Punjab's Spring Harvest Festival by Ajanta Chakraborty & Vivek Kumar
(Vaisakhi
Multiethnic
History: Change, Continuity, and Context
History
SS.K.H.2. Identify and describe the purpose of the national holidays of the United States, the major holidays of diverse groups, and the bravery or achievements of the diverse people who make these days special holidays.
K
Civil Rights
Immigration
Racism
Activism/Solidarity
Why do we need leaders?
What makes a good leader?
What should a leader keep in mind when making decisions?
Asian American Female Leaders: Patsy Mink, Kamala Harris, Tammy Duckworth
See Attached PDF: Leadership & People in Positions of Authority (K)
LESSON PLAN:
Patsy Mink
VIDEOS:
Super Heroes Are Everywhere Kamala Harris
Kamala Harris Childhood
Tammy Duckworth Biography
E-BOOK:
Tammy Duckworth
Multiethnic
Civics: Civic and Political Institutions
Civics
SS.1.CV.1. With guidance and support, explain how individuals who live, learn, and work together make important decisions, and the effect that these decisions have on a variety of diverse communities.
K
Civil Rights
Immigration
Racism
Activism/Solidarity
How can you be a responsible citizen?
What are some classroom rules?
Why do we have rules?
Learn about Asian American legislators
See Attached PDF: Rules, Laws, and Processes (K)
LESSON PLAN:
Patsy Mink
VIDEOS:
Super Heroes Are Everywhere Kamala Harris
Kamala Harris Childhood
Tammy Duckworth Biography
E-BOOK:
Tammy Duckworth
Multiethnic
Civics: Processes, Rules, and Laws
Civics
SS.K.CV.2. With guidance and support, identify reasons for rules and explain how rules establish responsibilities and roles for various settings.
K
Citizenship
Immigration
Racism
What are goods?
What are different ways we travel and/or move goods from place to place?
How did railroad travel change life for people in the past?
U.S. railroad construction by people from China; how those Chinese workers traveled to the U.S.
See Attached PDF: Modes of Travel & the Impact of Chinese Railroad Workers (K)
LESSON PLAN:
Redefine American
BOOKS:
Grandpa Across the Ocean by Hyewon Yum (traveling to another country to visit family in S Korea) In a Village by the Sea by Muon Van
Wishes by Muon Thi Van
Grandfather’s Journey by Allen Say
Coolies by Yin (Chinese Americans building railroads)
VIDEO:
Coolies by Yin read aloud
East Asian
Geography: Human Population: Spatial Patterns and Movements
Geography
SS.K.G.2. With guidance and support, explain how people and goods move from place to place.
K
Identity
Activism/Solidarity
Civil Rights
What are types of celebrations?
What is the difference between a celebration and a tradition?
How celebrations are related to culture, tradition, and history?
Increasing awareness of the values and history of the Sikh faith through four of its celebrations:
Vaisakhi
Bandi Chhor Divas
Guru Nanak Dev Ji's Gurpurab
Guru Gobind Singh Ji's Gurpurab
A resource provides simple and interactive ways to create Sikh awareness in elementary school classrooms through sharing about holidays. For each of the 4-celebrations, a customizable slide presentation and student activity is provided.
https://www.sikhcoalition.org/wp-content/uploads/2021/03/SikhCelebrations-2021.pdf
Sikhism: An Educator's Guide
https://www.sikhcoalition.org/wp-content/uploads/2018/08/Sikhism-educator-guide.pdf
South Asian
History: Change, Continuity, and Context
SS.K.H.2. Identify and describe the purpose of the national holidays of the United States, the major holidays of diverse groups, and the bravery or achievements of the diverse people who make these days special holidays.
K
Identity
Immigration
Racism
Social-Political Development
What does it mean to be a refugee?
What are reasons why a person (or family) would become a refugee?
What is life like as a refugee in a new country?
What are the consequences and effects of refugee migrations?
What impact do refugee newcomers have on communities, countries, and the world?
Immigration experiences
Connecting past refugee experiences with today
Understanding refugee trauma
BOOK: A Different Pond by Bao Phi
This children's book about a Vietnamese American father/son fishing trip shows the interconnectedness of family and the inexorable way that generational history impacts the present. The story is told from the boy's perspective.
https://shop.capstonepub.com/Shop/s/product/detail/01t4z00000AchwfAAB
HISTORICAL GUIDE:
This supplemental guide offers historical context (of the Vietnam War and its lasting impact on refugee families) for the book.
https://www.immigranthistory.org/uploads/1/2/9/4/129459116/a_different_pond_lesson_plan__1_.pdf
TEACHER GUIDE:
https://shop.capstonepub.com/assets/123/7/A_Different_Pond_Readers_Guide.pdf
ARTICLE:
Teacher Background on Vietnamese American History.
https://www.learningforjustice.org/sites/default/files/kits/vac_brief_history.pdf
Southeast Asian
History: Perspectives
ELA
SS.H.2.3 Describe how significant people, events, and developments have shaped their own community and region.
SS.H.1.4. Explain connections among historical contexts and why individuals and groups differed in their perspectives during the same historical period.
K
Activism/Solidarity
Civil Rights
Racism
What is activism? What forms does it take?
Can one person make a difference?
What is solidarity?
Asian American activism, cross-racial solidarity, Black Panther Movement
Grace Lee Boggs (2023) by Karen Su, illustrated by Arlo Li (Rourke Books)
https://rourkeeducationalmedia.com/products/grace-lee-boggs-paperback?_pos=1&_sid=8463d1448&_ss=r?view=library
East Asian
Civics and Political Institutions
SS.K.CV.1. With guidance and support, identify the roles of individuals and leaders and their responsibility to meet the needs of different people and communities.
1st
Identity
What is imagery, and what does it have to do with a poem?
How can a poem make us feel a specific emotion?
Why does word choice matter so much when writing a poem?
Forms of poetry from Asian origin: Korean Sijo, Japanese Lantern Poem and Haiku
BOOKS:
Tap Dancing on the Room: Sijo (Poems) by Linda Sue Park
If It Rains Pancakes: Haiku and Lantern Poems by Brian Cleary
TEACHER GUIDES:
https://www.playfullearning.net/resource/sijo-poetry-for-kids/https://www.playfullearning.net/resource/writing-a-japanese-lantern-poem/
Multiethnic
ELA
CCSS.ELA-LITERACY.RL.1.10
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
1st
Identity
What is identity?
What makes us who we are?
What makes us the same and what makes us different from one another?
What is a stereotype and how can it be harmful?
Asian American Identity
BOOK: Same, Same but Different by Jenny Sue Kostecki-Shaw
VIDEO: Introductory AAPI Month Nickelodeon Video (Compare and contrast different cultural elements, like instruments and holidays, in the video clip)
https://youtu.be/4KcySE3SQbc
Multiethnic
ELA
CCSS.ELA-LITERACY.RL.1.9
Compare and contrast the adventures and experiences of characters in stories.
1st
Identity
Activism/Solidarity
How do we form and shape our identities?
How does family play a role in shaping our values and beliefs?
How does what we know about the world shape the way we view ourselves?
How do our own experiences shape our view of others?
East Asian American Eye Shape; Generational Love
See Attached PDF: Cultural Identity: Physical Characteristics (Eye Shape) (1st)
BOOKS:
Eyes that Kiss in the Corners by Joanna Ho
Eyes that Speak to the Stars by Joanna Ho
VIDEO: Author Read Aloud
What in the story does the main character notice with her eyes?
Why is the main character proud of her eyes?
What do the main character’s eyes represent to her?
ACTIVITY:
Students create a drawing/painting/collage of what they see and value with their eyes (e.g., in a large cutout of the eyes, students draw their dreams and visions inside the pupil of the eye).
LESSON + VIDEO: Proud of Your Eyes
https://sesameworkshop.org/resources/proud-of-your-eyes/
Multiethnic
ELA
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
1st
Citizenship
Civil Rights
Identity
Immigration
Racism
Activism/Solidarity
What is chronological order? Why is it important?
What questions would you ask to better understand your family's history?
How can we learn from events that took place in our family before we were born?
If you could travel back in time, what questions would you ask to better understand a particular historical moment? To whom would you ask these questions and why?
Notable events and people in Asian American history
Create a timeline of events in response to a book reading or video
Family project: Ask parents and other family’s about notable events in family history
See Attached PDF: Family History (1st)
BOOKS:
Journey for Justice: The Life of Larry Itliong by Dawn Bohulano Mabalon and Gayle Romasanta
Asian-Americans Who Inspire Us: Written by Analiza Quiroz Wolf and illustrated by Tuire Siiriainen
Fish for Jimmy: Inspired by One Family's Experience in a Japanese American Internment Camp by Katie Yamasaki
Angel Island: Gateway to Gold Mountain by Russell Freedman
Landed by Milly Lee
Baseball Saved Us by Ken Mochizuki
VIDEO:
Barbed Wire Baseball Marissa Moss
Multiethnic
History: Change, Continuity, and Context
History
SS.1.H.1. Create a chronological sequence of multiple events based on current learning.
SS.1 H.2. Generate questions and investigate diverse individuals and groups who have shaped a significant historical change.
1st
Citizenship
Civil Rights
Immigration
Racism
Who belongs in America? Who gets to decide?
What are reasons why a person leaves their native country to start a life in another country?
What might be struggles with starting a new life in an unfamiliar place?
What would help a person feel like they belong?
Japanese American Incarceration (perspectives on belonging, fairness);
Immigration (where immigrants come from, reasons for immigrating, what makes someone American, discrimination)
See Attached PDF: Japanese American Incarceration (1st)
LESSON PLAN:
Redefine American: Activity 1: Defining “immigrant”
BOOKS:
Asian-Americans Who Inspire Us: Written by Analiza Quiroz Wolf and illustrated by Tuire Siiriainen Paper Son: Lee’s Journey to America by Helen Foster James & Virginia Shin-Mui Loh
TEACHERS GUIDE:
Library of Congress: “Japanese American Internment”
Chinese American railroad workers
East Asian
History: Perspectives
History
SS.1.H.3. With guidance and support, investigate how our perspectives of historical events have changed over time.
1st
Civil Rights
Immigration
Racism
Activism/Solidarity
Who is allowed to attend public school in America? Who decides?
Compare and contrast the stories of Mamie Tape, Ruby Bridges, Alice Piper, and Sylvia Mendez and their respective struggles for equal education
BOOK: Mamie Tape Fights to Go to School by Traci Huahn
https://www.tracihuahn.com/books
TEACHER GUIDE: https://www.tracihuahn.com/_files/ugd/1f1c2b_7436930cac9043779b91da0e60919391.pdf
ARTICLE:
First Graders' Inquiry into Multicolored Stories of School (De)Segregation: https://www.socialstudies.org/social-studies-and-young-learner/32/3/first-graders-inquiry-multicolored-stories-school
Multiethnic
Civics: Civic and Political Institutions
Civics
SS.1.CV.1. With guidance and support, explain how individuals who live, learn, and work together make important decisions, and the effect that these decisions have on a variety of diverse communities.
1st
Identity
Immigration
Which form of travel would make the most sense to go from countries in Asia to the United States?
Which cities in Asia and the United States are the closest in distance?
Which would be the best way to transport goods to sell between Asian countries and the United States?
Locate Asia and the Pacific Islands on maps and find pathways to travel to the United States
LESSON PLAN:
Complete activity from Library of Congress website: https://www.loc.gov/classroom-materials/local-history-mapping-my-spot/
Activities: Edible Landforms https://www.teachjunkie.com/sciences/landforms-for-kids-activities/
Draw your own map of an imaginary world and discuss the best ways you can transport people and/or goods.
Multiethnic
Geography: Geographic Representations: Spatial Views of the World
Geography
SS.1.G.1. With guidance and support, construct and interpret print and digital maps and other cultural representations of familiar places.
1st
Citizenship
Civil Rights
Immigration
Racism
Activism/Solidarity
Labor/Economics
What is considered a fair wage?
Would you work for free if someone else benefited from your work?
Discuss how low wage laborers from Asia were brought to the US to work on Hawaiian plantations.
LESSON PLAN:
Library of Congress: Hawaii: Life in a Plantation Society https://www.loc.gov/classroom-materials/immigration/japanese/hawaii-life-in-a-plantation-society/
Multiethnic
Economy: Financial Literacy
Economy
SS.1.EC.3. Explain how people are compensated for work.
1st
Identity
Immigration
Racism
Social-Political Development
What is life like as a refugee in a new country?
What are the consequences and effects of refugee migrations?
What impact do refugees have on communities, countries, and the world?
Immigration experiences
Connecting past refugee experiences with today
Understanding trauma
BOOK: A Different Pond by Bao Phi
This children's book about a Vietnamese American father/son fishing trip shows the interconnectedness of family and the inexorable way that generational history impacts the present. The story is told from the boy's perspective.
https://shop.capstonepub.com/Shop/s/product/detail/01t4z00000AchwfAAB
HISTORICAL GUIDE:
This supplemental guide offers historical context (of the Vietnam War and its lasting impact on refugee families) for the book.
https://www.immigranthistory.org/uploads/1/2/9/4/129459116/a_different_pond_lesson_plan__1_.pdf
TEACHER GUIDE:
https://shop.capstonepub.com/assets/123/7/A_Different_Pond_Readers_Guide.pdf
ARTICLE:
Teacher Background on Vietnamese American History.
https://www.learningforjustice.org/sites/default/files/kits/vac_brief_history.pdf
Southeast Asian
History: Perspectives
ELA
SS.H.2.3 Describe how significant people, events, and developments have shaped their own community and region.
SS.H.1.4. Explain connections among historical contexts and why individuals and groups differed in their perspectives during the same historical period.
1st
Activism/Solidarity
Labor/Economics
What is power? What form does it take?
Can an individual make a difference?
What does solidarity mean?
How can abuse of power be avoided or responded to?
Filipino labor worker and advocate worked toward better working conditions for farm workers, including co-leading the 1965 Delano Grape Strike with Larry Itliong, Caesar Chavez and Delores Huerta
BOOK:
Philip Vera Cruz (2023) by Karen Su, illustrated by Arlo Li (Rourke Books)
https://rourkeeducationalmedia.com/products/philip-vera-cruz-paperback
Southeast Asian
Civics
SS.1.CV.1. With guidance and support, explain how individuals who live, learn, and work together make important decisions, and the effect that these decisions have on a variety of diverse communities.
1st
Activism/Solidarity
Civil Rights
Racism
What is activism? What forms does it take?
Can an individual make a difference?
What is solidarity?
Asian American activism, cross-racial solidarity, Black Panther Movement
BOOK:
Grace Lee Boggs (2023) by Karen Su, illustrated by Arlo Li (Rourke Books)
https://rourkeeducationalmedia.com/products/grace-lee-boggs-paperback?_pos=1&_sid=8463d1448&_ss=r?view=library
East Asian
Civics: Civic and Political Institutions
SS.1.CV.1. With guidance and support, explain how individuals who live, learn, and work together make important decisions, and the effect that these decisions have on a variety of diverse communities.
2nd
Civil Rights
Immigration
Activism/Solidarity
Citizenship
Identity
Racism
Who are notable Asian Americans in US history?
How did they make a difference in their respective communities?
Introduce students to Asian American leaders and historical figures, e.g., Larry Itliong, Tammy Duckworth, Kamala Harris.
Describe how different neighborhoods in the local community have changed over time.
See Attached PDF: Notable Asian Americans in History (2nd)
BOOKS:
Journey for Justice: The Life of Larry Itliong by Dawn Bohulano Mabalon and Gayle Romasanta
Asian-Americans Who Inspire Us: Written by Analiza Quiroz Wolf and illustrated by Tuire Siiriainen
Fish for Jimmy: Inspired by One Family's Experience in a Japanese American Internment Camp by Katie Yamasaki
Angel Island: Gateway to Gold Mountain by Russell Freedman
Landed by Milly Lee
Baseball Saved Us by Ken Mochizuki
VIDEO:
Barbed Wire Baseball Marissa Moss
ORGANIZATIONS:
Consult with organizations like Chinese American Museum of Chicago, Japanese American Historical Society, Filipino American National Historical Society of Greater Chicago, etc. for videos and other sources documenting community change.
Multiethnic
History: Change, Continuity, and Context
History
SS.2.H.1. Identify main ideas and changes that have occurred in the local community over time and retell how these changes impacted diverse groups in the community.
2nd
Racism
Activism/Solidarity
What is a stereotype?
How can a stereotype be hurtful?
How can we avoid making stereotypes?
Compare and contrast the significance of foods in Asian culture vs. mainstream American culture.
(Rice cake/Wok vs. Pancake/Gingerbread)
Compare and contrast Chinese New Year and American Holidays (New Year's Eve).
See Attached PDF: Stereotyping of Asian Americans (2nd)
BOOKS:
The Runaway Wok by Ying Chang Compestine
The Runaway Rice Cake by Ying Chang Compestine The Runaway Pancake by Mairi MacKinnon
The Gingerbread Man by Jim Aylesworth
Duck for Turkey Day by Jacqueline Jules
Multiethnic
ELA
CCSS.ELA-LITERACY.RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
2nd
Identity
Racism
Activism/Solidarity
What does it mean to belong?
What stands in the way of feeling a sense of belonging?
What does your name mean to you?
The cultural identity importance of names and name-granting in Asian American cultures;
Chinese names and how the placement of a name traces family history
See Attached PDF: Bullying and the Importance of Names (2nd)
BOOKS:
Always Anjali by Sheetal Sheth
Chrysanthemum by Kevin Henkes
I am Enough by Grace Byers
Name Jar by Yangsook Choi
Thao: A Picture Book by Thao Lam
Your Name is a Song by Jamilah Thompkins-Bigelow
VIDEO:
An explanation of Chinese names
LESSON:
https://www.learningforjustice.org/magazine/whats-in-a-name
TEACHER BACKGROUND KNOWLEDGE:
Cultural Identity and Names in the Classroom (AFT):
https://sharemylesson.com/blog/cultural-identity-and-names-classroom
Multiethnic
ELA
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
CCSS.ELA-LITERACY.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.
2nd
Citizenship
Civil Rights
Immigration
Racism
What does it mean to belong?
What rules/laws are fair and unfair?
What is an immigrant?
What are some reasons someone would leave their home country and move somewhere brand new to them?
What are the immigration stories of your family members or ancestors (why they came, challenges they faced?
Immigration
Chinese American railroad workers
Japanese American incarceration
See Attached PDF: Japanese American Incarceration (2nd)
LESSON PLAN:
Redefine American: Activity 2 (Grades 2-5)
BOOKS:
Asian-Americans Who Inspire Us by Analiza Quiroz Wolf
Paper Son: Lee’s Journey to America by Helen Foster James & Virginia Shin-Mui Loh The Bracelet by Yushiko Uchida
TEACHERS GUIDES:
Library of Congress: Japanese American internment, teachers guide
Teachers guide on Chinese American railroad workers
“But They Didn’t Do Nothin’ Wrong!” Teaching about Japanese-American Incarceration by Noreen Naseem Rodríguez
East Asian
History: Perspectives
History
SS.2.H.2. Examine key events that changed history from multiple perspectives, including the perspectives of diverse individuals, cultures, and groups.
2nd
Civil Rights
Immigration
Racism
Activism/Solidarity
When is it necessary to challenge the usual and accepted way things are done? Who decides?
Why is it important for people from different communities to work together?
Introduce Asian American leaders Larry Itliong and Yuri Kochiyama
See Attached PDF: Community Organizing
BOOK:
Journey for Justice: Life of Larry Itliong (2018) Dawn B. Mabalon, PhD and Gayle Romansanta
VIDEO:
Journey for Justice: Life of Larry Itliong (2018) Read-aloud
TEACHERS GUIDE:
Journey for Justice: Life of Larry Itliong (2018):
ORGANIZATIONS:
Consult with organizations for videos and other sources documenting community change
- Chinese American Museum of Chicago
- Japanese American Historical Society
- Filipino American National Historical Society of Greater Chicago, etc. .
WEBSITE:
SmithsonianAPA - Folk Hero: Remembering Yuri Kochiyama through Grassroots Art
Multiethnic
Civics: Processes, Rules, and Laws
Civics
SS.2.CV.2. With guidance and support, describe how communities can collaborate to accomplish tasks, establish roles and responsibilities, and achieve equitable outcomes for the community.
2nd
Identity
Immigration
Where is the terrain similar between Asia/ Pacific Islands and the United States?
What crops are grown on the similar lands?
Natural resources and terrains in various Asian countries/ Pacific Islands; compare and contrast mountains, valleys, rivers, lakes, oceans)
BOOK: Ohana Means Family by Ilimas Loomis
VIDEO: Ohana Means Family Read Aloud: https://www.youtube.com/watch?v=HKMZMlQodlk
Multiethnic
Geography: Geographic Representations: Spatial Views of the World
Geography: Human Population: Spatial Patterns and Movements
Geography
SS.2.G.1. With guidance and support, use print and digital maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
SS.2.G.3. Describe the connections between the physical environment of a place and the economic activities found there.
2nd
Identity
Activism/Solidarity
Civil Rights
What are types of celebrations?
What is the difference between a celebration and a tradition?
What do celebrations tell us about a culture, tradition, and/or history?
History - example to incorporate a major holiday celebrated by Sikhs to underscore diversity in society.
A resource provides simple and interactive ways to create Sikh awareness in elementary school classrooms through sharing about holidays.
https://www.sikhcoalition.org/wp-content/uploads/2021/03/SikhCelebrations-2021.pdf
Sikhism: An Educator's Guide
https://www.sikhcoalition.org/wp-content/uploads/2018/08/Sikhism-educator-guide.pdf
South Asian
History: Change, Continuity, and Context
SS.2.H.2. Examine key events that changed history from multiple perspectives, including the perspectives of diverse individuals, cultures, and groups.
2nd
Identity
Immigration
Racism
Social-Political Development
What is life like as a refugee in a new country?
What are the consequences and effects of refugee migrations?
What impact do refugees have on communities, countries, and the world?
Immigration experiences
Connecting past refugee experiences with today
Understanding trauma
BOOK: A Different Pond by Bao Phi
This children's book about a Vietnamese American father/son fishing trip shows the interconnectedness of family and the inexorable way that generational history impacts the present. The story is told from the boy's perspective.
https://shop.capstonepub.com/Shop/s/product/detail/01t4z00000AchwfAAB
HISTORICAL GUIDE:
This supplemental guide offers historical context (of the Vietnam War and its lasting impact on refugee families) for the book.
https://www.immigranthistory.org/uploads/1/2/9/4/129459116/a_different_pond_lesson_plan__1_.pdf
TEACHER GUIDE:
https://shop.capstonepub.com/assets/123/7/A_Different_Pond_Readers_Guide.pdf
ARTICLE:
Teacher Background on Vietnamese American History.
https://www.learningforjustice.org/sites/default/files/kits/vac_brief_history.pdf
Southeast Asian
History: Perspectives
ELA
SS.H.2.3 Describe how significant people, events, and developments have shaped their own community and region.
SS.H.1.4. Explain connections among historical contexts and why individuals and groups differed in their perspectives during the same historical period.
2nd
Labor/Economics
Why are some people rich, and some people poor?
What do Americans owe each other?
Filipino labor worker and advocate worked toward better working conditions for farm workers, including co-leading the 1965 Delano Grape Strike with Larry Itliong, Caesar Chavez and Delores Huerta
Philip Vera Cruz (2023) by Karen Su, illustrated by Arlo Li (Rourke Books)
https://rourkeeducationalmedia.com/products/philip-vera-cruz-paperback
Southeast Asian
Economics
Economy: Financial Literacy
SS.2.EC.1. Demonstrate how our choices can affect ourselves and others in positive and negative ways.
3rd
Citizenship
Identity
Activism/Solidarity
Civil Rights
Racism
Immigration
Labor/Economics
Social-Political Development
What is community? What are a person’s responsibilities to the community as well as the community’s responsibilities to that person? How do people change through their relationships with others in a community?
Examples of local organizations that support Asian American community members: Community advocacy, organizations, and government partners to create legal pathways to citizenship; ways they offer support for students, elderly, families, immigrants, refugees, people with food or home insecurity, and other various community members
See Attached PDF: Asian American Community Organizations (3rd)
Resources:
AAAJ: “Historic Election for Asian Americans in Illinois”
Example organizations in Illinois:
Asian Americans Advancing Justice
AAAJ-Chicago
Asian American Caucus
Asian American Studies Program, Northwestern University Cambodian Association of Illinois
Multiethnic
Civics: Civic and Political Institutions
Civics
SS.3.CV.1. Explain how families, workplaces, organizations, and government entities interact and affect communities in multiple ways.
3rd
Identity
Activism/Solidarity
What are goods and services?
What is the process by which goods are created and moved from place to place?
What is the impact of a good from one country being sold to another?
Foods and ingredients unusual to mainstream American cuisine taste delicious in Asian cuisine and are appreciated by those unfamiliar.
BOOK/VIDEO: Bilal Cooks Daal (2019) by Aisha Saeed https://www.simonandschuster.com/books/Bilal-Cooks-Daal/Aisha-Saeed/9781534418103
South Asian
Geography: Human Population: Spatial Patterns and Movements
Geography
SS.3.G.3. Describe the movement of goods, people, jobs, and/or information and the effect of the cultural and environmental characteristics on movement of goods.
3rd
Civil Rights
Identity
How does the legacy of earlier groups and individuals influence later generations?
Notable scientist, Indian American, Sikh American, first Asian American female astronaut; challenged sexism; member of the Space shuttle Columbia
Children's Book: Astronaut Kalpana Chawla: Reaching for the Stars by Ai-Ling Louie, illustrated by H. Rick Pettway (2014) by Dragoneagle Press.
Background Resources:
Book: The Edge of Time: The Authoritative Biography of Kalpana Chawla by Jean-Pierre Harrison (2011) by Harrison Publishing
Website: Kalpana Chawla : Bigraphy and Columbia Disaster (Feb 10, 2022). Retrieved November 10, 2022 https://www.space.com/17056-kalpana-chawla-biography.html
South Asian
History: Perspectives
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Racism
Identity
Activism/Solidarity
Labor/Economics
What is power?
How can abuse of power be avoided?
What role did labor unions and strikes play in the experiences of Filipina/o workers in early to mid-1900 U.S. history?
What can we learn from them, especially about dignity, labor, and activism?
Who were influential leaders at the time, and what did they do to make a positive change and bring social justice to their community and the world?
Filipino labor workers advocates Larry Itliong and Philip Vera Cruz work toward better working conditions for farm workers, including co-leading the Delano Grape Strike with Caesar Chavez and Dolores Huerta.
See Attached PDF: Farm Workers Rights: Larry Itliong (3rd)
Book: Journey for Justice: Life of Larry Itliong (2018) Dawn B. Mabalon, PhD and Gayle Romasanta (book and audio) + Teacher Curriculum Resource Guide
AAAJ - Asian Law Caucus: Video: "AAPI Civil Rights Heroes: Larry Itliong" (2013) PBS: Video Excerpt: Episode 4 - Generation Rising (19602-1970s) of Asian Americans
Noreen Naseem Rodriguez, Assistant Professor, Iowa State University: Lesson Plan Grades 3-5: "The untold history of Filipino Farmworkers in California: Filipino Farm Workers in the Labor Movement", including “Meet the Manongs”
Book: Philip Vera Cruz (2023) by Karen Su, illustrated by Arlo Li
Southeast Asian
Civics: Processes, Rules, and Laws
Civics
SS.3.CV.2. Using evidence, describe how people have strived to improve communities over time to achieve
equitable outcomes, practices, or policies.
3rd
Citizenship
Civil Rights
Immigration
Labor/Economics
Social-Political Development
What does it mean to, "belong," in America?
Who belongs and who doesn't?
Who decides?
Community advocacy, organizations, and government partners to create legal pathways to citizenship
ACWM: "Who can belong in America? Understanding Citizenship for Asian Americans and Asian Immigrants": https://acwm.org/blog/who-can-belong-in-america-understanding-citizenship-for-asians-and-pacific-islanders/
House Judiciary Committee and Representatives working with AAAJ-Chicago and community advocates to include pathways to citizenship for Dreamers, TPS holders, farm workers, and essential workers in the reconciliation package
AAAJ: “Immigration and Immigration Rights”: https://www.advancingjustice-aajc.org/index.php/immigration-and-immigrant-rights
AAAJ: “Asian Americans Advancing Justice Celebrates as House Judiciary Committee Moves Forward on Pathway to CItizenship and Clearing the Family Immigration Backlog”: https://www.advancingjustice-aajc.org/index.php/press-release/asian-americans-advancing-justice-celebrates-house-judiciary-committee-moves-forward
Multiethnic
Civics: Processes, Rules, and Laws
Civics
SS.3.CV.2. Using evidence, describe how people have strived to improve communities over time to achieve equitable outcomes, practices, or policies.
3rd
Civil Rights
Identity
Racism
Activism/Solidarity
Social-Political Development
When is it appropriate to challenge the beliefs or values of society?
When should a person take a stand against what he/she believes to be an injustice? What are the best ways to do this?
Rep. Patsy Takemoto Mink (HI) became the first Asian American Native Hawaiian Pacific Islander (AANHPI) and woman of color to serve as Congressperson and her experience as an AANHPI woman contributed to the passage of the 1965 Civil Rights Act and, more notably, Title IX and The Women’s Educational Equity Act.
See Attached PDF: First Woman of Color and AANHPI Congressperson: Patsy Takemoto Mink (3rd)
Asian American Education Project: Lesson Plan: Activity 2 "What Is Equality?" in Women Advancing Equality lesson
Asian American Education Project: Lesson Plan: Activity 3 "Role Models" in Women Advancing Equality lesson
Books:
Patsy Mink: Mother of Title 9 (2018) by Ai-Ling Louie
https://dragoneagle.com/sales
She Persisted: Patsy Mink (2022) by Tae Keller & Chelsea Clinton
https://www.penguinrandomhouse.com/books/675562/she-persisted-patsy-mink-by-tae-keller-with-introduction-by-chelsea-clinton-illustrated-by-alexandra-boiger-and-gillian-flint/
TIME for Kids: "This is Patsy: Read the Story of Patsy Takemoto Mink" (August 17, 2020)
For more information: See The Conversation: “Patsy Takemoto Mink Blazed the Trail for Kamala Harris – Not Famous White Woman Susan B. Anthony"
WMM: trailer for documentary Patsy Mink: Ahead of the Majority
East Asian
Civics: Processes, Rules, and Laws
Civics
SS.3.CV.2. Using evidence, describe how people have strived to improve communities over time to achieve equitable outcomes, practices, or policies.
3rd
Civil Rights
Identity
Racism
Historially, what challenges did people of color and women face with entry into the U.S. Military?
Who are influential figures that helped create a path for minorities in the military community, and what were their achievements?
Navy Lt. Susan Ahn Cuddy Carved the Path for Asian American Women
U.S. Department of Defense: Video and Profile: “Navy Lt. Susan Ahn Cuddy Carved the Path for Asian American Women”: https://www.defense.gov/Explore/Features/Story/Article/2586537/navy-lt-susan-ahn-cuddy-carved-the-path-for-asian-american-women/
East Asian
Civics: Processes, Rules, and Laws
Civics
SS.3.CV.2. Using evidence, describe how people have strived to improve communities over time to achieve equitable outcomes, practices, or policies.
3rd
Citizenship
Civil Rights
Identity
Immigration
Activism/Solidarity
Social-Political Development
What is citizenship, and how has its meaning changed over time?
What kinds of things do "good" citizens do?
Tereza Lee: Brazilian-born Korean American, professional pianist and faculty member of Manhattan School of Music, the first DREAMer, from Chicago, IL
LESSON PLANS:
WTTW: "Tereza Lee and Undocumented Asian America": https://illinois.pbslearningmedia.org/resource/tereza-lee-and-undocumented-asian-america-video/asian-americans/
The Asian American Education Project: https://asianamericanedu.org/undocumented.html
VIDEO: PBS/World Channel: Tereza Lee’s DREAMers Act: https://will.illinois.edu/socialjusticelearning/topic/the-aapi-experience/adolescent
ARTICLE: NPR: Article/Radio: https://www.npr.org/2018/06/20/622002025/the-original-dreamer-recalls-all-pervasive-fear-as-an-undocumented-child
East Asian
Multiethnic
Civics: Processes, Rules, and Laws
Civics
SS.3.CV.2. Using evidence, describe how people have strived to improve communities over time to achieve equitable outcomes, practices, or policies.
3rd
Citizenship
Identity
Immigration
Racism
Social-Political Development
Who is an immigrant?
How are experiences of immigration similar? Different?
How does immigrating to what is now called the United States define a person and their experiences in the country?
The Asian American immigrant experience
LESSON PLAN:
Asian American Education Project: Lesson: Activity 2: Defining "Immigrant" in Redefine American: https://asianamericanedu.org/redefine-american.html
WEBSITE:
"Asian Americans Then and Now" from Asia Society: https://asiasociety.org/education/asian-americans-then-and-now
“A Different Asian American Timeline” by ChangeLab:
https://aatimeline.com/intro
Multiethnic
Geography: Human-Environment Interaction: Place, Regions, and Culture
Geography
SS.3.G.2. Explain how culture influences the way people modify and adapt to the environment or the way people do not modify and adapt to their environments.
3rd
Identity
How do immigrants infuse their culture into their new lives in what is now called the United States?
How do immigrants change or modify their lives to live in a new land?
Holidays and religions as cultural fusions of Asian and American tradition, food, and celebration as immigrants adapt to American customs and hold onto their own cultures
BOOK:
Chinese New Year: A Celebration for Everyone by Jen Sookfong Lee - showcases lunar new year through the diaspora in various countries and how the holiday has been adapted for the local community
WEBSITE:
Pew Research Center: "Religious Affiliations, Beliefs and Practices" (chapt.7) from The Rise of Asian Americans (2012): https://www.pewresearch.org/social-trends/2012/06/19/chapter-7-religious-affiliation-beliefs-and-practices/
Multiethnic
Geography: Human-Environment Interaction: Place, Regions, and Culture
Geography
SS.3.G.2. Explain how culture influences the way people modify and adapt to the environment or the way people do not modify and adapt to their environments.
3rd
Identity
Immigration
Is assimilation positive or negative? Why?
What are ways Asian Americans assimilated over time?
Assimilation
ARTICLE:
OC Weekly: “Why Karaoke is Important to Immigrants in OC”: https://www.ocweekly.com/why-karaoke-is-important-to-immigrants-in-oc-6578225/
Geography: Human-Environment Interaction: Place, Regions, and Culture
Geography
SS.3.G.2. Explain how culture influences the way people modify and adapt to the environment or the way people do not modify and adapt to their environments.
3rd
Identity
Immigration
Racism
What is culture?
What is a generation?
What is it like to grow up around others who do not look like you or do not come from the same cultural background as you?
As more people moved from Asia to the United States over time, how did some Asian American experiences change over generations?
How did Asian American students work to improve the University of Illinois Urbana-Champaign?
The Asian American Experience in Champaign-Urbana
ARTICLE:
Illinois Public Media: Audio Interviews: "From East To West: Journeying Through The Lives of Asian-Americans In Champaign-Urbana" 2010: https://will.illinois.edu/community/production/from-east-to-west-journeying-through-the-lives-of-asian-americans-in-champa
Multiethnic
Geography: Human-Environment Interaction: Place, Regions, and Culture
Geography
SS.3.G.2. Explain how culture influences the way people modify and adapt to the environment or the way people do not modify and adapt to their environments.
3rd
Identity
Activism/Solidarity
What are goods and services?
What is the process by which goods are created and moved from place to place?
What is the cultural impact of a good from one country being sold to another?
Rice as a universal staple including in Asian American homes
BOOK/VIDEO:
Everyone Cooks Rice (1991) by Nora Dooley
https://www.youtube.com/watch?v=qfhsLOeILkw
Multiethnic
Geography: Human Population: Spatial Patterns and Movements
Geography
SS.3.G.3. Describe the movement of goods, people, jobs, and/or information and the effect of the cultural and environmental characteristics on movement of goods.
3rd
Identity
Activism/Solidarity
What are goods and services?
What is the process by which goods are created and moved from place to place?
What is the cultural impact of a good from one country being sold to another?
Noodles as a universal dish including in Asian cuisine
BOOK/VIDEO:
Everybody Brings Noodles (2005) by Nora Dooley
https://www.youtube.com/watch?v=66yLzPx4ueY
Multiethnic
Geography: Human Population: Spatial Patterns and Movements
Geography
SS.3.G.3. Describe the movement of goods, people, jobs, and/or information and the effect of the cultural and environmental characteristics on movement of goods.
3rd
Identity
Activism/Solidarity
What are goods and services?
What is the process by which goods are created and moved from place to place?
What is the cultural impact of a good from one country being sold to another?
Foods and ingredients unusual to mainstream American cuisine taste delicious in Asian cuisine and are appreciated by those unfamiliar.
BOOK/VIDEO:
The Ugly Vegetables (1999) by Grace Lin
https://gracelin.com/the-ugly-vegetables/?campaign_id=174&emc=edit_csb_20211020&instance_id=43302&nl=education-briefing®i_id=43728893&segment_id=72144&te=1&user_id=77190b45aa7ba00faacb4d7a623713d4
Multiethnic
Geography: Human Population: Spatial Patterns and Movements
Geography
SS.3.G.3. Describe the movement of goods, people, jobs, and/or information and the effect of the cultural and environmental characteristics on movement of goods.
3rd
Identity
Immigration
Labor/Economics
Social-Political Development
What are goods and services?
What is the process by which goods are created and moved from place to place?
What is the cultural impact of a good from one country being sold to another?
Ramen as a global product: originating in Japan, becoming a global success as inexpensive and accessible food, and Asian American businesses and chefs continuing the popularity of the dish in America from upscale fare to make at home dishes.
Exampes include: Chef David Chang's Momofuku line of restaurants (Momofuku Noodle Bar) and products, named after Ramen inventor, Momofuku Ando and Sun Noodle, produced in NJ, creating at home kits sold at Whole Foods, seminars, and classes to learn how to make Ramen
BOOK:
Magic Ramen: The Story of Momofuku Ando by Andrea Wang
WEBSITE:
Cup Noodles Museum: Instant Noodles History Cube https://www.cupnoodles-museum.jp/en/yokohama/attractions/historycube/
Timeline: "How Ramen Took Over the World": https://timeline.com/ramen-path-global-domination-b4d9831dbce
Whole Foods: "Renowned Artisan Noodle Producer, Sun Noodle, Launches Exclusive Ramen Kits with Whole Foods Market in New York City": https://media.wholefoodsmarket.com/renowned-artisan-noodle-producer-sun-noodle-launches-exclusive-ramen-kits
Multiethnic
Geography: Human Population: Spatial Patterns and Movements
Geography
SS.3.G.3. Describe the movement of goods, people, jobs, and/or information and the effect of the cultural and environmental characteristics on movement of goods.
3rd
Identity
Immigration
Labor/Economics
How did various Asian American neighborhoods form in Illinois?
How did these neighborhoods provide goods and services that were lacking elsewhere?
Asian American, Chicago-based neighborhoods/streets: such as Devon, Argyle, Chinatown, and former Koreatown
ARTICLE:
WTTW: “Chinatown”: https://interactive.wttw.com/southside/near-southwest/chinatown
WBEZ “When Did Chicago’s Chinatown Develop as a Neighborhood?”: https://www.wbez.org/stories/question-answered-when-did-chicagos-chinatown-develop-as-a-neighborhood/af647e71-384e-4779-9f10-cb618dcd65df
ABC Chicago: “Meet the South Asian community that helped create Chicago's Little India on Devon Avenue”: https://abc7chicago.com/chicago-little-india-devon-avenue-avenue-indian-food/5649482/
Chicago SunTimes: “As Argyle businesses struggle, younger generation fights for their community”: https://chicago.suntimes.com/business/2020/11/29/21519856/argyle-businesses-vietnamese-asian-owned-uptown-cta-construction-chicago-coronavirus
Multiethnic
Economy
Economy: Economic Decision Making
SS.3.EC.1. Compare the goods and services that people in the local community produce and those that are produced in other communities.
3rd
Citizenship
Immigration
Labor/Economics
What were banking challenges for early Asian immigrants?
What were ways these financial challenges were addressed?
What is a minority depository institution (MDI), and what is its purpose?
How does an MDI differ from a non-MDI bank?
Asian American Banking
WEBSITE:
IM Diversity: "A History of Chinese American Banking in Los Angeles": https://imdiversity.com/villages/asian/a-history-of-chinese-american-banking-in-los-angeles/
Investopedia: "Top 10 Asian American- Owned Banks": https://www.investopedia.com/top-10-asian-american-owned-banks-5079644
Multiethnic
Economy
Economy: Financial Literacy
SS.3.EC.3. Describe the role of banks and other financial institutions in an economy.
3rd
Citizenship
Civil Rights
Racism
Labor/Economics
Social-Political Development
How have laws historically affected immigration to what is now the United States?
What was the Chinese Exclusion Act, and why should we study it?
What was the experience like of Chinese immigrants in the United States during the late-1800s and early-1900s?
Important immigration laws and immigration waves of AA history
See Attached PDF: Asian Immigration & Laws (3rd)
Ancestors in the Americas: Asian American History Timeline
Reimagining Migration: Lesson "Chinese Exclusion Act 1882"
New-York Historical Society: Chinese Exclusion Act of 1882 & Edith Maude Eaton
Center for Global Ed: "Asian Americans Then and Now" History of Asian Immigration (needs to be simplified for 3rd grade-Teacher background information)
South Asian American Digital Archive: "An Introduction to South Asian American History" South Asian American Digital Archive: South Asian American History Primary Sources by Year
Multiethnic
History: Change, Continuity, and Context
History
SS.3.H.1. Create and use a chronological sequence of related events to compare developments that happened at the same time.
3rd
Citizenship
Civil Rights
Identity
Immigration
Activism/Solidarity
Social-Political Development
Why do you think the DREAM Act focused on young, undocumented students who had been brought to the country as minors? In what ways do they change the way undocumented immigration is viewed?
Tereza Lee,Brazilian-born Korean American, the first DREAMer, Chicago, IL
LESSON PLAN:
The Asian American Education Project: “Tereza Lee and the Undocumented Asian American Experience” (modify for younger grade) https://asianamericanedu.org/undocumented.html
VIDEOS:
WTTW: Chicago Student: "Tereza Lee and Undocumented Asian America" https://illinois.pbslearningmedia.org/resource/tereza-lee-and-undocumented-asian-america-video/asian-americans/
PBS/World Channel: Video: "Tereza Lee’s DREAMers Act" https://will.illinois.edu/socialjusticelearning/topic/the-aapi-experience/adolescent
Multiethnic
History: Perspectives
History
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Civil Rights
Identity
Immigration
Labor/Economics
How does the legacy of earlier groups and individuals influence later generations?
Charlotte Kim, Korean American, Assistant Commissioner Chicago Public Library, Chicago, IL
ARTICLE:
Chicago Tribune: Obituary/Article on Charlotte Kim https://www.chicagotribune.com/news/ct-xpm-2005-05-04-0505040152-story.html
East Asian
History: Perspectives
History
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Civil Rights
Identity
Racism
Activism/Solidarity
Labor/Economics
Social-Political Development
How does the legacy of earlier groups and individuals influence later generations?
Grace Lee Boggs, author, social activist, philosopher, and feminist
ARTICLE: Zinn Ed Project: “Grace Boggs” https://www.zinnedproject.org/materials/asian-americans-and-moments-in-peoples-history/#Grace_Lee_Boggs
VIDEO: “Kids tell the Herstory of Grace Lee Boggs, Detroit Activist” https://www.youtube.com/watch?v=t5TFcvB-kZg
BOOK: Grace Lee Boggs (2023) by Karen Su, illustrated by Arlo Li
https://rourkeeducationalmedia.com/products/grace-lee-boggs-paperback?_pos=1&_sid=8463d1448&_ss=r?view=library
East Asian
History: Perspectives
History
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Citizenship
Civil Rights
Identity
Immigration
Racism
Activism/Solidarity
Labor/Economics
Social-Political Development
How does the legacy of earlier groups and individuals influence later generations?
Tammy Duckworth, Thai-born Chinese English American, U.S. Senator IL
See Attached PDF: Politician and Veteran: Tammy Duckworth
Ancestors in the Americas: Asian American History Timeline
Reimagining Migration: Lesson "Chinese Exclusion Act 1882"
New-York Historical Society: Chinese Exclusion Act of 1882 & Edith Maude Eaton
Center for Global Ed: "Asian Americans Then and Now" History of Asian Immigration (needs to be simplified for 3rd grade-Teacher background information)
South Asian American Digital Archive: "An Introduction to South Asian American History" South Asian American Digital Archive: South Asian American History Primary Sources by Year
East Asian
History: Perspectives
History
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Civil Rights
Identity
Racism
Activism/Solidarity
Social-Political Development
How does the legacy of earlier groups and individuals influence later generations?
Rep. Patsy Takemoto Mink (HI) became the first Asian American Native Hawaiian Pacific Islander (AANHPI) and woman of color to serve as Congressperson and her experience as an AANHPI woman contributed to the passage of the 1965 Civil Rights Act and, more notably, Title IX and The Women’s Educational Equity Act.
See Attached PDF: Civil Rights & Women's Rights: Patsy Takemoto Mink (3rd)
Ancestors in the Americas: Asian American History Timeline
Reimagining Migration: Lesson "Chinese Exclusion Act 1882"
New-York Historical Society: Chinese Exclusion Act of 1882 & Edith Maude Eaton
Center for Global Ed: "Asian Americans Then and Now" History of Asian Immigration (needs to be simplified for 3rd grade-Teacher background information)
South Asian American Digital Archive: "An Introduction to South Asian American History" South Asian American Digital Archive: South Asian American History Primary Sources by Year
East Asian
History: Perspectives
History
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Labor/Economics
How does the legacy of earlier groups and individuals influence later generations?
Steve Chen, Taiwanese American, YouTube Founder, IL
WEBSITE: ILC: “Steve Chen” https://www.ilctr.org/entrepreneur-hof/steve-chen/
BOOK: YouTube Founders Steve Chen, Chad Hurley, and Jawed Karim by Patricia Wooster
East Asian
History: Perspectives
History
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Identity
Immigration
Activism/Solidarity
Social-Political Development
How does the legacy of earlier groups and individuals influence later generations?
Sunisa Lee, Hmong American, Olympic Gymnast, MN
VIDEO: “What Suni Lee’s Gymnastics Gold WIn Means to Hmong Americans” https://www.youtube.com/watch?v=r645C0hYHtY
Southeast Asian
History: Perspectives
History
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Identity
Racism
Activism/Solidarity
Social-Political Development
How does the legacy of earlier groups and individuals influence later generations?
Maya Lin, Chinese American, Artist, OH (Vietnam Veterans Memorial)
Secondary sources (some primary included):
Official Website Maya Lin https://www.mayalinstudio.com/about
Also see entry in:
BOOK: Asian-Americans Who Inspire Us by Analiza Quiroz Wolf
East Asian
History: Perspectives
History
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Identity
Racism
How does the legacy of earlier groups and individuals influence later generations?
Sammy Lee, Korean American, First Asian American to win Olympic gold; Olympic diving medalist; doctor, coach; overcame racism
BOOK: Sixteen Years in Sixteen Seconds: The Sammy Lee Story by Paula Yoo
VIDEO: Sixteen Years in Sixteen Seconds (Read-aloud) https://www.youtube.com/watch?v=n8NJK22zTCQ
TEACHERS GUIDE: https://www.leeandlow.com/images/pdfs/sixteen.pdf
East Asian
History: Perspectives
History
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Citizenship
Civil Rights
Immigration
Racism
Social-Political Development
How does the legacy of earlier groups and individuals influence later generations?
Wong Kim Ark, Chinese American, Birthright Citizenship, CA
See Attached PDF: Birthright Citizenship: Wong Kim Ark
Book: I Am An American: The Wong Kim Ark Story by Martha Brockenbrough with Grace Lin; See Book Teaser Video: “Martha Brockenbrough Presents I AM AN AMERICAN”
Reimagining Migration: "Wong Kim Ark, the 14th Amendment and Birthright Citizenship in the United States", including "Have Your Students Heard of Kim Wong Ark?"
Video: “United States v. Wong Kim Ark Case Brief Summary”
East Asian
History: Perspectives
History
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Identity
Immigration
Activism/Solidarity
Social-Political Development
How does the legacy of earlier groups and individuals influence later generations?
Chloe Kim, Korean American, Olympic Snowboarder, CA
BOOKS:
Women in Sports: Chloe Kim by Mary Hertz Scarbough
Changing the Game: Asian Pacific American Female Athletes by Mia Wenjen (see entry)
East Asian
History: Perspectives
History
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Civil Rights
Identity
Racism
Activism/Solidarity
Social-Political Development
How does the legacy of earlier groups and individuals influence later generations?
Mia Yamamoto, Japanese American, Incarceration Camp Survivor, Transgender woman, public defender/criminal defense lawyer, AZ/CA
ARTICLE: Densho: “Mia Yamamoto” https://www.densho.org/mia-yamamoto/
VIDEO: Mia Yamamoto Interview with kids https://www.youtube.com/watch?v=ib_ErKAtMx4&list=PLPW9Ncg5SLWTKCleNRUVqI-sv9zxu57Fe&index=5
East Asian
History: Perspectives
History
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Civil Rights
Identity
Racism
Activism/Solidarity
Labor/Economics
Social-Political Development
How does the legacy of earlier groups and individuals influence later generations?
Gyo Fujikawa, Japanese American artist and advocate for representation of all children in books and illustrations, CA
BOOK: It Began With a Page: How Gyo Fujikawa Drew the Way by Gyo Maclear
ARTICLE: Densho: "Gyo Fujikawa" https://encyclopedia.densho.org/Gyo_Fujikawa/
East Asian
History: Perspectives
History
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Citizenship
Identity
Immigration
Racism
Labor/Economics
Social-Political Development
How does the legacy of earlier groups and individuals influence later generations?
Tyrus Wong, Chinese American Disney artist, immigrant, and paper son
BOOK: Paper Son: The Inspiring Story of Tyrus Wong, Immigrant and Artist by Julie Leung and Chris Sasaki
VIDEO: AIISF: "Angel Island Profile: Tyrus Wong" https://www.youtube.com/watch?v=5rz5whByOts
East Asian
History: Perspectives
History
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Citizenship
Identity
Civil Rights
Immigration
Racism
Activism/Solidarity
Labor/Economics
Social-Political Development
How does the legacy of earlier groups and individuals influence later generations? Can an individual make a difference?
Other notable Asian Americans
See Attached PDF: Notable Asian Americans (3rd)
Zinn Ed Project: “Asian Americans in the People’s History of the United States”
Book: Awesome Asian Americans: 20 Stars Who Made America Amazing by Phil Amara, Oliver Chine,
and Juan Calle
Book: Asian-Americans Who Inspire Us by Analiza Quiroz Wolf
NBC News: “Why there isn't a single Asian player in the Baseball Hall of Fame”
Chicago Bears: “5 things you may not know about Sean Desai,” Chicago Bears Defensive Coordinator The American Bazaar: “Chicago Bears promote Indian American Sean Desai as defensive coordinator” Bookriot: “Books about AAPI Athletes: 12 Titles for Kids, Teens, and Adults”
The American Bazaar: "Meet the top 7 Indian American CEOs in corporate America"
CNN Business: Opinion: "9 reasons the Indian CEO keeps coming to the rescue"
Multiethnic
History: Perspectives
History
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Identity
Immigration
Labor/Economics
Social-Political Development
What is community? What are conditions that help people feel a sense of community and of belonging? What are the individual’s responsibilities to the community as well as the community’s responsibilities to the individual?
Development of local Chicago AA communities: Chinatown, Little India (Devon), Little Vietnam (Argyle)
ARTICLE:
WTTW: “Chinatown”: https://interactive.wttw.com/southside/near-southwest/chinatown
WBEZ “When Did Chicago’s Chinatown Develop as a Neighborhood?”: https://www.wbez.org/stories/question-answered-when-did-chicagos-chinatown-develop-as-a-neighborhood/af647e71-384e-4779-9f10-cb618dcd65df
ABC Chicago: “Meet the South Asian community that helped create Chicago's Little India on Devon Avenue”: https://abc7chicago.com/chicago-little-india-devon-avenue-avenue-indian-food/5649482/
Chicago SunTimes: “As Argyle businesses struggle, younger generation fights for their community”: https://chicago.suntimes.com/business/2020/11/29/21519856/argyle-businesses-vietnamese-asian-owned-uptown-cta-construction-chicago-coronavirus
Multiethnic
History: Perspectives
History
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Civil Rights
Identity
Immigration
Racism
Labor/Economics
Social-Political Development
How does the legacy of earlier groups and individuals influence later generations?
Edith Maude Eaton, half-Chinese, half-British immigrant who used her talent as a writer to raise awareness about the unfair treatment of Chinese Americans in the era of Exclusion.
ARTICLE: "New-York Historical Society: "Life Story: Edith Maude Eaton, aka Sui Sin Far (1865-1914)" (biography and suggested activities) https://wams.nyhistory.org/modernizing-america/xenophobia-and-racism/edith-maude-eaton
Multiethnic
History: Perspectives
History
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Civil Rights
Identity
Racism
How does the legacy of earlier groups and individuals influence later generations?
Wu Chien Shiung, Chinese American, award winning physicist and "Queen of Nuclear Physics" moniker; challenged racism and sexism
See Attached PDF: Physicist: Wu Chien Shiung
Book: Queen of Physics: How Wu Chien Shiung Helped Unlock the Secrets of the Atom by Theresa Robeson, Illustrated by Rebecca Huang (book and video and teaching guide)
Hertford College, Oxford: Video: "Chien-Shiung Wu: Unsung Heroes of Science 2020"
College of Wooster: Video: "Hidden Science Superstars: Chien-Shiung Wu"
New York Historical Society: Video: "Life Story: Chien-Shiung Wu (1912-1997)" (video, biography, and suggested activities)
Share My Lesson-AFT: Video: "Chien-Shiung Wu: The First Lady of Physics" (video, lesson, and activities)
East Asian
History: Perspectives
History
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Civil Rights
Identity
Activism/Solidarity
Social-Political Development
How does the legacy of earlier groups and individuals influence later generations?
Mabel Ping Hua-Lee, Chinese American, Suffragist & first Chinese woman to get a PhD in Economics, NY
VIDEO: Smithsonian: "Mabel Ping-Hua Lee Fought for Voting Rights on Horseback" https://www.youtube.com/watch?v=U-uSgYqIvHA
East Asian
History: Perspectives
History
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
3rd
Civil Rights
Immigration
Identity
Racism
Activism/Solidarity
Social-Political Development
What can sources (e.g., photographs, advertisements, letters, news reports) from the past teach us about what life was like at the time?
What are things to notice in the sources to reveal that information?
What do they tell us about what people thought and valued?
Primary sources: South Asian American Experiences
Primary sources:
South Asian American Digital Archive (SAADA): Documents/Photos: Browse by Period https://www.saada.org/browse/periods
South Asian
History
History: Historical Sources and Evidence
SS.3.H.3. Identify and analyze how different kinds of historical sources are used to explain events in the past.
3rd
Identity
Immigration
Racism
Labor/Economics
What can sources (e.g., photographs, advertisements, letters, news reports) from the past teach us about what life was like at the time?
What are things to notice in the sources to reveal that information?
What do they tell us about what people thought and valued?
Primary sources: Chinese Labor & Transcontinental Railroad
Primary sources: Standford University: Chinese Railroad Workers in North America Project:
Oral Histories and Interviews of those whose ancestors were Chinese workers https://exhibits.stanford.edu/crrw/browse/oral-interviews;
artifacts found at Chinese workers camps https://exhibits.stanford.edu/crrw/browse/archaeological-artifacts;
payroll records with or without Chinese workers listed https://exhibits.stanford.edu/crrw/browse/central-pacific-railway-company-payroll
East Asian
History
History: Historical Sources and Evidence
SS.3.H.3. Identify and analyze how different kinds of historical sources are used to explain events in the past.
3rd
Civil Rights
Identity
Racism
Activism/Solidarity
Social-Political Development
What can sources (e.g., photographs, advertisements, letters, news reports) from the past teach us about what life was like at the time?
What are things to notice in the sources to reveal that information?
What do they tell us about what people thought and valued?
How can events from the past inform the decisions we make today, and for our future?
Why is it important to think critically about the consequences of racial injustice?
Primary vs. Secondary Sources: Japanese American Incarceration and Redress (3rd)
See Attached PDF: Japanese American Incarceration and Redress (3rd)
Densho: “Oral history interviews, photos, newspapers, and other primary sources that document the Japanese American experience from immigration through redress with a strong focus on the World War II mass incarceration.”
Orange Story: Movie, Audio Clips, Primary Sources: Japanese American experience post-Pearl Harbor bombing
Asian American Education Project: Lesson: Japanese American Incarceration During World War II including excerpt from Asian Americans
Smithsonian: Lessons: “What Was Life Like in Camp?” (Grades 2-5)
TEDEd/Densho: Multimedia lesson plan: “Ugly History: Japanese American Incarceration Camps”
Primary Sources: Japanese American Incarceration (3rd):
LOC: Photography: “Japanese American Internment,” including “I AM AN AMERICAN” Sign Photo taken by Dorthea Lange and Free ebook in iBooks
JACL: Primary Documents: “Transcript, Executive Order 9066”
Japanese American National Museum: "Web Resources" and "Printable Curriculum" in Education
Resources: "Enemy Mail" (letters, government forms, petitions), "Exploring America's Concentration Camps" (including artifacts)
Smithsonian: Photography: “Documenting History: Photography and Japanese American Incarceration during World War II”
Smithsonian: Art and Artifacts: “Japanese American Incarceration: Focus on the Assembly Centers”
Japanese American Resistance and Disagreement during WWII:
There were many responses to the war and incarceration by Japanese Americans during WWII. It is erroneous to say that all Japanese Americans quietly went into the camps. There were many forms of Japanese American resistance, including refusing to go to the camps, draft resistance from the camps, and refusal to sign or agree to the loyalty questionnaires in the camps to name a few. This experience often created a generational divide of opinion between Japanese immigrants and their American-born
children as well.
Book: Fred Korematsu Speaks Up
Densho Encyclopedia: “No- no boys”
Zinn Education Project: “Frank S Emi”
Asian American Education Project: Lesson: “Japanese American Incarceration During World War II”
Redress, Reparations, and Civil Liberties Act 1988:
JASC: Reckoning (interactive web experience, focused on resettlement and reparations of Japanese
Americans in Chicago)
ADL: Lesson: Part III Reactions to the Civil Liberties Act of 1988, in Voices of Japanese American Internees lesson (modify for grade appropriateness)
Primary source:
NEIU: Video: Recorded Testimonies of Japanese Americans “Hearing Before the Commission on Wartime
Relocation and Internment of Civilians (Chicago) September 22-23, 1981”
For more information about the Civil Liberties Act of 1988, see:
ADL: “Understanding the Civil Liberties Act of 1988”
JACL: “The Redress Movement” (2000) by William Yoshino and John Tateishi
WBEZ: Interview: “‘Reckoning’ highlights Japanese American redress movement in Chicago” (October 11,
2021)
Secondary source:
WTTW: “‘Everyo
East Asian
History
History: Historical Sources and Evidence
SS.3.H.3. Identify and analyze how different kinds of historical sources are used to explain events in the past.
3rd
Citizenship
Identity
Immigration
Racism
Social-Political Development
What can sources (e.g., photographs, advertisements, letters, news reports) from the past teach us about what life was like at the time?
What are things to notice in the sources to reveal that information?
What do they tell us about what people thought and valued?
Primary vs. Secondary Sources: Angel Island
See Attached PDF: Angel Island (3rd)
Primary sources:
Britannica: Photos: “Angel Island Immigration Station”
California State Parks Museum Collections: Photos: Angel Island Immigration Station and Artifacts: Angel Island Chinese Immigration Certificates
For more information about Angel Island, watch KQED: Video: Discovering Angel Island: The Story Behind the Poems and Lesson Plan: Discovering Angel Island: The Story behind the Poems Lesson 2
Multiethnic
History: Historical Sources and Evidence
History
SS.3.H.3. Identify and analyze how different kinds of historical sources are used to explain events in the past.
3rd
Identity
What do things I wear say about me?
Religioius diversity, address mis- and disinformation about Sikhs
Inquiry-based lesson plan about how Sikhs represent themselves through what they wear, engaging students in examining material culture and the factors that impact people's choices of what they wear.
What do things I wear say about me? lesson plan (The Sikh Coalition)
https://c3teachers.org/wp-content/uploads/2019/08/SikhCoalition_3rdGrade_C3Final.pdf
Sikhism: An Educator's Guide (The Sikh Coaltion)
https://www.sikhcoalition.org/wp-content/uploads/2018/08/Sikhism-educator-guide.pdf
South Asian
Geography: Human-Environment Interaction: Place, Regions, and Culture
Geography: Place, Regions, and Culture
SS.G.2.3. Compare how people modify and adapt to the environment and culture in our community to other places.
SS.IS.3.3-5. Determine sources representing multiple points of view that will assist in answering essential questions
3rd
Identity
Immigration
Racism
Social-Political Development
What is life like as a refugee in a new country?
What are the consequences and effects of refugee migrations?
What impact do refugees have on communities, countries, and the world?
Immigration experiences
Connecting past refugee experiences with today
Understanding trauma
BOOK: A Different Pond by Bao Phi
This children's book about a Vietnamese American father/son fishing trip shows the interconnectedness of family and the inexorable way that generational history impacts the present. The story is told from the boy's perspective.
https://shop.capstonepub.com/Shop/s/product/detail/01t4z00000AchwfAAB
HISTORICAL GUIDE:
This supplemental guide offers historical context (of the Vietnam War and its lasting impact on refugee families) for the book.
https://www.immigranthistory.org/uploads/1/2/9/4/129459116/a_different_pond_lesson_plan__1_.pdf
TEACHER GUIDE:
https://shop.capstonepub.com/assets/123/7/A_Different_Pond_Readers_Guide.pdf
ARTICLE:
Teacher Background on Vietnamese American History.
https://www.learningforjustice.org/sites/default/files/kits/vac_brief_history.pdf
Southeast Asian
History: Perspectives
ELA
SS.3.H.2. Explain how the diverse perspectives of people and events develop and shape communities and/or regions.
4th
Identity
Racism
Activism/Solidarity
What is the responsibility of government in the midst of a crisis?
#asianhate and the government’s (Trump’s) response to violence in asian communities during COVID-19 pandemic
Rethinking Schools: “Dear Educators, It Is Time to Fight for Asian America” https://rethinkingschools.org/2021/03/23/dear-educators-it-is-time-to-fight-for-asian-america/
Rethinking Schools: “I Don't Like China or Chinese People Because They Started This Quarantine” - by Wayne Au https://rethinkingschools.org/articles/i-dont-like-china-or-chinese-people-because-they-started-this-quarantine/
Multiethnic
Civics: Civic and Political Institutions
SS.4.CV.1. Explain the roles and responsibilities of government officials at the local, state, and national levels and investigate how the roles and responsibilities of government have changed over time.
4th
Labor/Economics
Why do businesses study consumer habits of Asian Americans? How does this analysis impact their profits?
In what ways are Asian Americans drivers of economic growth?
SS.4.EC.1. Explain how profits reward and influence sellers.
4th
Civil Rights
Identity
Racism
Activism/Solidarity
How have Asian American youth participated in the political process to make change?
Asian American youth engage in rallies, protests and other forms of peaceful assembly and speech.
See Attached PDF: AA Youth Organizing and Activism
Northwest Asian Weekly: "A tale of two rallies: Kids protest over Asian killings in Georgia, in Seattle’s Chinatown" (March 25, 2021);
The Mercury News: "Berkeley middle schoolers organize latest march against hate toward Asian Americans" (March 28, 2021);
Fauquier Times: "Young activists lead rally to protest anti-Asian prejudice" (May 11, 2021); Youth Organization: AAPI Youth Rising (Middle Schooler-led, Berkeley, CA)
For lesson plans and activities that can be modified, see The New York Times: Lesson: "Lesson of the Day: A Rise in Attacks on Asian-Americans" (March 2, 2021)
Act to Change: Toolkit: Racism is a Virus Toolkit
Beyond Differences: Campaign and Curriculum: #StandUpforAAPIYouth
For quick overview about Black-Asian American solidarity, see NBC Lx: Video: "Solidarity Movements Hope to Bridge Divide between Black and Asian Communities" (March 23, 2021)
Multiethnic
Civics
Civics: Civic and Political Institutions
SS.4.CV.2. Define democracy and explain how limited participation affects the political representation of multiple groups.
4th
Identity
Racism
Activism/Solidarity
What is the responsibility of government in the midst of a crisis?
#asianhate and the government’s (Trump’s) response to violence in Asian American communities during COVID-19 pandemic
Rethinking Schools: “Dear Educators, It Is Time to Fight for Asian America” https://rethinkingschools.org/2021/03/23/dear-educators-it-is-time-to-fight-for-asian-america/
Rethinking Schools: “I Don't Like China or Chinese People Because They Started This Quarantine” - by Wayne Au https://rethinkingschools.org/articles/i-dont-like-china-or-chinese-people-because-they-started-this-quarantine/
Multiethnic
Civics
Civics: Civic and Political Institutions
SS.4.CV.1. Explain the roles and responsibilities of government officials at the local, state, and national levels and investigate how the roles and responsibilities of government have changed over time.
4th
Citizenship
Civil Rights
Immigration
Racism
Labor/Economics
Social-Political Development
What is a city ward or legislative district? Why is it important to have majority wards for various communities of color? How could having the first Asian American-majority ward in Chicago affect the Chicago Asian American community?
The push for Chicago's first Asian American-majority ward
WBEZ: Interview/Audio: "Chicago could soon get its first majority Asian American ward" (November 15,2021) https://www.wbez.org/stories/chicago-could-get-its-majority-asian-american-ward/8d57040a-d527-4612-9e56-8ee739b12038
Multiethnic
Civics
Civics: Civic and Political Institutions
SS.4.CV.2. Define democracy and explain how limited participation affects the political representation of multiple groups.
4th
Civil Rights
Identity
Racism
Activism/Solidarity
Social-Political Development
What are basic values in a democracy? To whom do those values apply? What happens when certain groups are left out?
Rep. Patsy Takemoto Mink (HI) became the first Asian American Native Hawaiian Pacific Islander (AANHPI) and woman of color to serve as Congressperson and her experience as an AANHPI woman contributed to the passage of the 1965 Civil Rights Act and, more notably, Title IX and The Women’s Educational Equity Act.
See Attached PDF: Civil Rights & Women's Rights: Patsy Takemoto Mink (4th)
Asian American Education Project: Lesson Plan: Activity 2 "What Is Equality?" in Women Advancing Equality lesson
Asian American Education Project: Lesson Plan: Activity 3 "Role Models" in Women Advancing Equality lesson
Books:
Patsy Mink: Mother of Title 9 (2018) by Ai-Ling Louie
https://dragoneagle.com/sales
She Persisted: Patsy Mink (2022) by Tae Keller & Chelsea Clinton
https://www.penguinrandomhouse.com/books/675562/she-persisted-patsy-mink-by-tae-keller-with-introduction-by-chelsea-clinton-illustrated-by-alexandra-boiger-and-gillian-flint/
TIME for Kids: "This is Patsy: Read the Story of Patsy Takemoto Mink" (August 17, 2020)
For more information: See The Conversation: “Patsy Takemoto Mink Blazed the Trail for Kamala Harris – Not Famous White Woman Susan B. Anthony"
WMM: trailer for documentary Patsy Mink: Ahead of the Majority
East Asian
Civics
Civics: Participation and Deliberation: Applying Civic Virtues and Democratic Principles
SS.4.CV.3. Identify core civic virtues and democratic principles that guide governments, society, and communities.
4th
Identity
Activism/Solidarity
Labor/Economics
What is democracy? How does being more involved in a democracy have an impact on a person's life? What happens when there is very little participation by a certain cultural or racial group of people? What is the balance between rights and responsibilities?
Filipino labor workers advocates Larry Itliong and Philip Vera Cruz work toward better working conditions for farm workers, including co-leading the Delano Grape Strike with Caesar Chavez and Dolores Huerta.
See Attached PDF: Farm Workers Rights: Larry Itliong (4th)
Asian American Education Project: "Lesson 4: Filipino American Farmworkers Fight for their Rights"
PBS: Video: "Delano Manongs" from View Finder (2014)
APA Center Smithsonian “Civil Intersections: Asian-Latino Solidarity Movements” (Resource Kits 1 & 2)
Book: Journey for Justice: Life of Larry Itliong (2018) Dawn B. Mabalon, PhD and Gayle Romasanta (book and audio) + Teacher Curriculum Resource Guide
AAAJ - Asian Law Caucus: Video: "AAPI Civil Rights Heroes: Larry Itliong" (2013) PBS: Video Excerpt: Episode 4 - Generation Rising (19602-1970s) of Asian Americans
Noreen Naseem Rodriguez, Assistant Professor, Iowa State University: Lesson Plan Grades 3-5: "The untold history of Filipino Farmworkers in California: Filipino Farm Workers in the Labor Movement", including "A Season of Work"
Time: 1965-1970: Filipino Farmworkers lead the Delano Grape Strike
Book: Philip Vera Cruz (2023) by Karen Su, illustrated by Arlo Li
Southeast Asian
Civics
Civics: Civic and Political Institutions
SS.4.CV.2. Define democracy and explain how limited participation affects the political representation of multiple groups.
4th
Identity
Immigration
Labor/Economics
Social-Political Development
How does immigration change a geographic area over time? What are spaces or forms where these changes may be seen, tasted, or heard?
Chicago Ethnic Neighborhoods past/present
See Attached PDF: Chicago Asian American Ethnic Neighborhoods (4th)
WBEZ: “A Sign from the Past: What Happened to Chicago’s Koreatown?”
WBEZ: “What Happened to Chicago’s Japanese Neighborhood?”
SAAPRI: IL South Asian American Civic Engagement Roadmap (Updated Nov 2018)
SAAPRI: South Asian Demographic Report (connect to mapping/ Chicagoland geography)
For more information about Chicago's various Asian American ethnic neighborhoods, see:
Book: Chinese Chicago: Race, Transnational Migration, and Community Since 1870 (2012) by Huping Ling
Book: Chinese in Chicago: 1870 - 1945 (2005) by Chinatown Museum Foundation Book: Korean Americans in Chicago (2003) by Kyu Young Park
Book: Asian Indians of Chicago (2003) by Indo-American Center
Book: Japanese Americans in Chicago (2002) by Alice Murata
Multiethnic
Geography
Geography: Human-Environment Interaction: Place, Regions, and Culture
SS.4.G.2. Explain how the cultural and environmental characteristics of places change over time.
4th
Citizenship
Identity
Racism
Activism/Solidarity
Social-Political Development
As views of the world change over time, how does the government correct for mistakes in its past? What are examples of these improvements? What does it take to set them into motion?
Japanese American Reparations and Redress: Civil Liberties Act 1988
See Attached PDF: Japanese American Reparations and Redress (4th)
ADL: Lesson: Part III Reactions to the Civil Liberties Act of 1988, in Voices of Japanese American Internees lesson
JASC: Reckoning (interactive web experience, focused on Japanese Americans in Chicago) For more information about the Civil Liberties Act of 1988, see:
ADL: “Understanding the Civil Liberties Act of 1988”
JACL: “The Redress Movement” (2000) by William Yoshino and John Tateishi
WBEZ: Interview: “‘Reckoning’ highlights Japanese American redress movement in Chicago” (October 11, 2021)
East Asian
Civics: Participation and Deliberation: Applying Civic Virtues and Democratic Principles
Civics
SS.4.CV.3. Identify core civic virtues and democratic principles that guide governments, society, and communities.
4th
Civil Rights
Immigration
Racism
Activism/Solidarity
Labor/Economics
Social-Political Development
What is the difference between a strike and a boycott?
How can strikes and boycotts affect pricing and availability of products?
What do workers hope to gain from a strike?
What measures are taken to result in improved workers' rights?
Delano Farm Workers Rights (Larry Itliong, Philip Vera Cruz); Filipino/Mexican Solidarity
See Attached PDF: Labor, Farm Workers Rights, Delano Grape Strike (4th)
Asian American Education Project: "Lesson 4: Filipino American Farmworkers Fight for their Rights"
PBS: Video: "Delano Manongs" from View Finder (2014)
APA Center Smithsonian “Civil Intersections: Asian-Latino Solidarity Movements” (Resource Kits 1 & 2)
Book: Journey for Justice: Life of Larry Itliong (2018) Dawn B. Mabalon, PhD and Gayle Romasanta (book and audio) + Teacher Curriculum Resource Guide
AAAJ - Asian Law Caucus: Video: "AAPI Civil Rights Heroes: Larry Itliong" (2013) PBS: Video Excerpt: Episode 4 - Generation Rising (19602-1970s) of Asian Americans
Noreen Naseem Rodriguez, Assistant Professor, Iowa State University: Lesson Plan Grades 3-5: "The untold history of Filipino Farmworkers in California: Filipino Farm Workers in the Labor Movement" (modify for 4th grade), including "A Season of Work"
Time: 1965-1970: Filipino Farmworkers lead the Delano Grape Strike
Book: Philip Vera Cruz (2023) by Karen Su, illustrated by Arlo Li
Multiethnic
Economy
Economy: Financial Literacy
SS.4.EC.3. Analyze how spending choices are influenced by prices, as well as many other factors (e.g., advertising, peer pressure, options).
4th
Civil Rights
Racism
Activism/Solidarity
Social-Political Development
Who are Asian American leaders who have fought for racial and social justice?
How did Asian Americans benefit or work in solidarity with Black American leaders during the Civil Rights Movement and beyond?
When have there been times of tension when groups have struggled against white supremacy?
Social Justice and Civil Rights Leaders from the Asian American community: Grace Lee Boggs, Yuri Kochiyama, racial tension during LA Riots in response to white supremacy
See Attached PDF: Asian American Social Justice Leaders (4th)
Book:
Yuri Kochiyama (2024) by Karen Su
https://rourkeeducationalmedia.com/products/yuri-kochiyama-paperback?view=library
APA Center Smithsonian:
“Asian Americans and Pacific Islanders to Include in Critical Conversations: Yuri Kochiyama” (Click through tiles)
“Folk Hero: Remembering Yuri Kochiyama Through Grassroots Art”
Asian Americans for Equality: Video/Text: “Our History”
Noreen Naseem Rodriguez, Assistant Professor, Iowa State University: “The Faces of the Asian
American Civil Rights Movement” (Grades 4-6) Grace Lee Boggs:
Facing History and Ourselves: “Remembering Grace Lee Boggs”
"Leaders Like Us: Grace Lee Boggs" by Karen Su and Arlo Li
Yuri Kochiyama:
Women Make Movies: Documentary: Yuri Kochiyama: A Passion for Justice
Women Make Movies: Documentary: Mountains That Take Wing: Angela Davis & Yuri Kochiyama
Multiethnic
History
History: Change, Continuity, and Context
SS.4.H. Study important individuals or major events in order to recognize and explain that there are multiple cultural perspectives.
4th
Labor/Economics
What is a profit?
Why do businesses study ways Asian Americans spend money?
How does this analysis impact those businesses' decisions and profits?
In what ways are Asian Americans drivers of economic growth?
Marketing to Asian American consumers
REPORT: Nielsen: Asian-Americans: Culturally Diverse and Expanding Their Footprint: The Asian-American Consumer” https://www.nielsen.com/wp-content/uploads/sites/3/2019/04/nielsen-asian-american-consumer-report-may-2016.pdf
Multiethnic
Economy
Economy: Economic Decision Making
Economy: Financial Literacy
SS.4.EC.1. Explain how profits reward and influence sellers.
4th
Civil Rights
Identity
Racism
Activism/Solidarity
Social-Political Development
How were the respective civil rights movements in the Black and the Asian American communities in the 1960s connected? Why is it important to consider multiple perspectives when identifying and naming different cultural groups in America? What were considerations made in the development of the term, 'Asian Americans?' Who is Asian American? What is the impact on social and political power of grouping by continent versus country of origin?
Civil Rights Movement inspired the umbrella term Asian American
LESSON PLAN:
Noreen Naseem Rodriguez, Assistant Professor, Iowa State University: “The Faces of the Asian American Civil Rights Movement” (Grades 4-6) (See Richard Aoki and work at UC Berkley with Emma Gee and Yuji Ichioka- AAPA) http://naseemrdz.com/site/assets/files/1034/gr4-6facesoftheasianamericanmovement.pdf
ARTICLES:
KQED: "50 Years Later, Former UC Berkeley Students Celebrate the Asian-American Movement They Began" https://www.kqed.org/news/11705621/50-years-later-former-uc-berkeley-students-celebrate-the-asian-american-movement-they-began
NBC News: “After 50 years of 'Asian American,' advocates say the term is 'more essential than ever'” https://www.nbcnews.com/news/asian-america/after-50-years-asian-american-advocates-say-term-more-essential-n875601
Multiethnic
History
History: Change, Continuity, and Context
SS.4.H. Study important individuals or major events in order to recognize and explain that there are multiple cultural perspectives.
4th
Citizenship
Civil Rights
Identity
Immigration
Racism
Labor/Economics
Social-Political Development
What does it mean to be an American?
What does it mean to be an immigrant?
Citizenship, Immigration, Segregated Schools, and American Identity
See Attached PDF: Immigration, Mamie Tape, and Cabrera Antero (4th)
Asian American Education Project: Lesson: Activity 2: Defining "Immigrant" in Redefine American Unit Asian American Education Project: Lesson: Activity 4: Analyzing Primary and Secondary Sources in
Redefine American Unit
For more information about Mamie Tape, see:
LOC: "Before Brown v Board of Education, There was Tape v. Hurly" (May 5, 2021)
New York Historical Society: Chinese American: Exclusion/Inclusion exhibit: "We Have Always Lived as Americans"
PBS: Activity 1: “The Fight Against School Segregation” including excerpt from Asian Americans California Digital Newspaper Collection: "Board of Education...Chinese Mother's Letter" article from Daily
Alta California v38 No. 12786 (April 16, 1885) For more information about Cabrera Antero, see:
Smithsonian: "A Filipino Bloodline Rooted in St. Louis' Human Zoo" NPR: "'Living Exhibits' at 1904 World's Fair Revisited" (May 31, 2004)
PBS: Resources and Excerpt: "1904 World's Fair: Exhibition of the Igorot People of Asian Americans "
Multiethnic
History
History: Change, Continuity, and Context
SS.4.H. Study important individuals or major events in order to recognize and explain that there are multiple cultural perspectives.
4th
Civil Rights
Identity
Racism
Activism/Solidarity
Social-Political Development
Who should be represented in what students study? Who should decide this? Why was it important for student groups at UC Berkeley to work together? Why was the term "Asian American" born out of this movement? What does it represent?
Ethnic Studies and solidarity across racial groups in 1969- Third World Liberation Front. UC Berkeley
GUIDE: UC Berkeley: Center for Race & Gender: "Third World Liberation Front" https://www.crg.berkeley.edu/research/third-world-liberation-front/
LESSON PLAN: Noreen Naseem Rodriguez, Assistant Professor, Iowa State University: “The Faces of the Asian American Civil Rights Movement” (Grades 4-6) (See Richard Aoki and work at UC Berkley with Emma Gee and Yuji Ichioka- AAPA) http://naseemrdz.com/site/assets/files/1034/gr4-6facesoftheasianamericanmovement.pdf
ARTICLES:
KQED: "50 Years Later, Former UC Berkeley Students Celebrate the Asian-American Movement They Began" https://www.kqed.org/news/11705621/50-years-later-former-uc-berkeley-students-celebrate-the-asian-american-movement-they-began
NBC NEWS: “After 50 years of 'Asian American,' advocates say the term is 'more essential than ever'” https://www.nbcnews.com/news/asian-america/after-50-years-asian-american-advocates-say-term-more-essential-n875601
Multiethnic
History
History: Change, Continuity, and Context
SS.4.H. Study important individuals or major events in order to recognize and explain that there are multiple cultural perspectives.
4th
Citizenship
Civil Rights
Identity
Immigration
Racism
Activism/Solidarity
Labor/Economics
Social-Political Development
Is this source reliable? Whose perspective is portrayed? Who should be classified as an American citizen? Should people of Asian descent be considered American? Should their children be allowed to attend public school?
Asian American Experiences through Various Types of Sources (4th), Immigration, School Segregation, World's Fair
See Attached PDF: Asian American Experiences through Various Sources (4th)
Various Primary and Secondary Sources:
Asian American Education Project: Lesson: Activity 2: Defining "Immigrant" in Redefine American Unit
Asian American Education Project: Lesson: Activity 4: Analyzing Primary and Secondary Sources in Redefine American Unit
For more information about Mamie Tape, see:
LOC: "Before Brown v Board of Education, There was Tape v. Hurly" (May 5, 2021)
New York Historical Society: Chinese American: Exclusion/Inclusion exhibit: "We Have Always Lived as Americans"
PBS: Activity 1: “The Fight Against School Segregation” including excerpt from Asian Americans
California Digital Newspaper Collection: "Board of Education...Chinese Mother's Letter" article from Daily Alta California v38 No. 12786 (April 16, 1885)
Multiethnic
History
History: Perspectives
SS.4.H.2. Generate questions about multiple historical sources and their relationships to particular historical events and developments.
4th
Citizenship
Civil Rights
Identity
Immigration
Racism
Social-Political Development
Is this source reliable? Whose perspective is portrayed? What can sources (e.g., photographs, advertisements, letters, news reports) from the past teach us about what life was like at the time? What are things to notice in the sources to reveal that information? What do they tell us about what people thought and valued?
Primary Sources: Japanese American Incarceration (4th)
See Attached PDF: Primary Sources: Japanese American Incarceration (4th)
Book:
Seen and Unseen: What Dorothea Lange, Toyo Miyatake, and Ansel Adams's Photographs Reveal about the Japanese American Incarceration (2023) by Elizabeth Partridge
https://www.juniorlibraryguild.com/seen-and-unseen-what-dorothea-lange-toyo-9781452165103j
LOC: Photography: “Japanese American Internment,” including “I AM AN AMERICAN” Sign Photo taken by Dorthea Lange
JACL: Primary Documents: “Transcript, Executive Order 9066”
Japanese American National Museum: "Web Resources" and "Printable Curriculum" in Education Resources: "Enemy Mail" (letters, government forms, petitions), "Exploring America's Concentration Camps" (including artifacts)
Smithsonian: “Document Analysis: Civilian Exclusion Order and Japanese American Incarceration during World War II”
Smithsonian: Photography: “Documenting History: Photography and Japanese American Incarceration during World War II”
Smithsonian: Art and Artifacts: “Japanese American Incarceration: Focus on the Assembly Centers”
East Asian
History
History: Perspectives
SS.4.H.2. Generate questions about multiple historical sources and their relationships to particular historical events and developments.
4th
Identity
Racism
Citizenship
Civil Rights
Social-Political Development
Who is an American?
What does an American look like?
What can we learn from past injustices?
How can events from the past inform the decisions we make today, and for our future?
Why is it important to think critically about the consequences of racial injustice?
WWII- bombing of Pearl Harbor, removal of Japanese Americans, anti-Japanese sentiment across the U.S., incarceration camps, Japanese American resistance, resettlement, reparations, and solidarity
See Attached PDF: Japanese American Incarceration and Redress (4th)
East Asian
History
History: Change, Continuity, and Context
SS.4.H. Study important individuals or major events in order to recognize and explain that there are multiple cultural perspectives.
4th
Civil Rights
Immigration
Racism
Activism/Solidarity
Labor/Economics
What does it mean to be an American?
What does it mean to be an immigrant?
How have immigrants contributed to our nation's development?
Who should be considered an American?
Delano Farm Workers Rights - (Caesar Chavez and Larry Itliong) Filipino/Mexican Solidarity
See Attached PDF: Filipino Farm Workers Rights & Solidarity (4th)
Asian American Education Project: "Lesson 4: Filipino American Farmworkers Fight for their Rights"
PBS: Video: "Delano Manongs" from View Finder (2014)
APA Center Smithsonian “Civil Intersections: Asian-Latino Solidarity Movements” (Resource Kits 1 & 2)
Book: Journey for Justice: Life of Larry Itliong (2018) Dawn B. Mabalon, PhD and Gayle Romasanta (book and audio) + Teacher Curriculum Resource Guide
AAAJ - Asian Law Caucus: Video: "AAPI Civil Rights Heroes: Larry Itliong" (2013) PBS: Video Excerpt: Episode 4 - Generation Rising (19602-1970s) of Asian Americans
Noreen Naseem Rodriguez, Assistant Professor, Iowa State University: Lesson Plan Grades 3-5: "The untold history of Filipino Farmworkers in California: Filipino Farm Workers in the Labor Movement", including "Meet the Manongs" reading packet
Time: 1965-1970: Filipino Farmworkers lead the Delano Grape Strike
Book: Philip Vera Cruz (2023) by Karen Su, illustrated by Arlo Li
Southeast Asian
History
History: Change, Continuity, and Context
SS.4.H. Study important individuals or major events in order to recognize and explain that there are multiple cultural perspectives.
4th
Citizenship
Civil Rights
Identity
Immigration
Racism
Labor/Economics
Social-Political Development
What does it mean to be an American?
What does it mean to be an immigrant?
How have immigrants contributed to our nation's development?
Who should be considered an American?
South Asian Immigration, Citizenship, Immigration, and American Identity
See Attached PDF: South Asian Immigration (4th)
Asian American Education Project: Activity 3: Redefine "American" and the "American Dream" in Redefine American Unit
For more information about Bengali Harlem:
PBS: Video Excerpt and Resources: "Early South Asian Immigration" in Episode 1 of Asian Americans
Book: Bengali Harlem and the Lost Histories of South Asian America (2015) by Vivek Bald WNYC: Interview with Vivek Bald: “Bengali Harlem”
For more information about South Asian Immigration:
South Asian American Digital Archive: "An Introduction to South Asian American History"
South Asian American Digital Archive: South Asian American History Primary Sources by Year
South Asian
History
History: Change, Continuity, and Context
SS.4.H. Study important individuals or major events in order to recognize and explain that there are multiple cultural perspectives.
4th
Citizenship
Identity
Racism
Labor/Economics
Social-Political Development
What does it mean to be an American?
What does it mean to be an immigrant?
How have immigrants contributed to our nation's development?
Who should be considered an American?
Chinese labor, Citizenship, Immigration, and American Identity
MULTIMEDIA: Stanford University: Chinese Railroad Workers in North America Project: "Geography of Chinese Workers Building the Transcontinental Railroad" http://web.stanford.edu/group/chineserailroad/cgi-bin/website/virtual/
LESSON PLAN: Stanford University: Chinese Railroad Workers in North America Project: History, Interviews, Key Questions, Lesson Plans (to be adapted for grade) https://web.stanford.edu/group/chineserailroad/cgi-bin/website/
VIDEO: PBS: Excerpt Video and Resources: "The Chinese Transcontinental Railroad Workers" from Episode 1 of Asian Americans https://illinois.pbslearningmedia.org/resource/chinese-transcontinental-railroad-workers-video/asian-americans/
East Asian
History
History: Change, Continuity, and Context
SS.4.H. Study important individuals or major events in order to recognize and explain that there are multiple cultural perspectives.
4th
Civil Rights
Identity
Racism
Activism/Solidarity
Social-Political Development
How has immigration changed the cultural make up of Illinois?
Why is it important to reevaluate and update the content of what is taught in our schools over time?
What impact does it have on students to see faces like their own and read about cultural experiences similar to theirs in a lesson?
What impact does that learning have on peers in other cultural groups?
How have Asian Americans participated in the political process to make change?
TEAACH ACT
Passing of the Illinois TEAACH ACT and the New Jersey legislation (S4021/A6100 and S3764/A3369) to incorporate contributions, history, and heritage of Asian Americans and Pacific Islanders (AAPI) in grades K-12
See Attached PDF: TEAACH ACT & Anti-Asian Hate (4th)
WBEZ: Illinois Bill Aims To Ensure Asian American Experiences Aren’t Ignored In History Class (2021) USA TODAY: The Passing of the TEAACH ACT introduced by Senator Ram Villivalam and
Representative Jennifer Gong-Gershowitz
For more information, see:
Capitol News Illinois: “New law requires public schools to teach Asian American history”
Creation of a Global Asian Studies Undergraduate Major at UIC:
https://glas.uic.edu/news-stories/ba-in-global-asian-studies-glas/
NBC: “N.J. mandates teaching Asian American and Pacific Islander history in schools” (2022)
Office of the Governor of New Jersey: “Governor Murphy Signs Legislation Ensuring AAPI-Inclusive Curriculum is Taught in New Jersey Schools” (2022)
Multiethnic
History
History: Historical Sources and Evidence
Civics: Processes, Rules, and Laws
History: Historical Sources and Evidence
SS.4.H.3. Explain probable causes and effects of events and developments in Illinois history.
Civics: Processes, Rules and Laws
SS.4.CV.4. Using evidence, explain how rules, regulations, and laws alter or transform societies and how people from multiple communities influence and experience this transformation.
4th
Identity
Racism
Activism/Solidarity
Social-Political Development
How has COVID-19 impacted different communities? How has it impacted the Asian American community? Who deserves to feel safe where they live? What is an ally? How can one be an ally to someone else?
COVID-19 Pandemic: Impact on the AAPI Community
BOOK/VIDEO: Learning for Justice: “Min Jee’s Lunch” https://www.learningforjustice.org/magazine/fall-2020/min-jees-lunch
BOOK: Division 45, (APA): Young, Proud, and Sung-Jee: A Children’s Book on Fighting Anti-Asian Racism During COVID-19 by Joyce Y. Lee and Emily Ku https://division45.org/wp-content/uploads/2020/08/YPS2020_ReaderSpread-1.pdf
ARTICLE: NEA: “Educators Take a Stand Against Coronavirus Racism” https://www.nea.org/advocating-for-change/new-from-nea/educators-take-stand-against-coronavirus-racism
Multiethnic
History
History: Change, Continuity, and Context
SS.4.H. Study important individuals or major events in order to recognize and explain that there are multiple cultural perspectives.
4th
Citizenship
Civil Rights
Identity
Immigration
Racism
Social-Political Development
Labor/Economics
What does it mean to be an American?
What does it mean to be an immigrant?
What can sources (e.g., photographs, advertisements, letters, news reports) from the past teach us about what life was like at the time? What are things to notice in the sources to reveal that information? What do they tell us about what people thought and valued? Is this source reliable? Whose perspective is portrayed?
Citizenship, Immigration, and American Identity
Chinese Exclusion Act and Angel Island through Various Sources (4th)
See Attached PDF: Chinese Exclusion Act of 1882 and Angel Island (4th)
Cross Curricular Connection:
Historical Fiction: Book: Paper Son: Lee’s Journey to America by Helen Foster James and Virginia Shin-Mui Loh
Historical FIction: Lesson Plans: "Analysis of Historical Fiction: Paper Son" by University of Pittsburgh - 2014 University of Pittsburgh
Noreen Naseem Rodriguez, Assistant Professor, Iowa State University: Chinese Exclusion & Angel Island, Grades 2-5
KQED: Short Documentary: Discovering Angel Island: The Story Behind the Poems
KQED: Unit 1 (poems) with The Poetry of Angel Island (primary source): "Discovering Angel Island: The
Story Behind the Poems Lesson"
KQED: Unit 2 Lesson: "Discovering Angel Island: The Story Behind the Poems"
New-York Historical Society: Lesson Plan: "Chinese Exclusion Act of 1882 & Edith Maude Eaton" PBS: Video Excerpt: "Angel Island and the Chinese Exclusion Act" from Episode 1 of Asian Americans AIISF: Video: "Angel Island Profile: Tyrus Wong"
For more information about Angel Island, see:
Asian American Education Project: lesson plan: "Angel Island & The Chinese Exclusion Act" with excerpt from Asian Americans
Angel Island Immigration Station Foundation: Curriculum Guides
Angel Island Immigration Station Foundation: Lesson 11: "How Do Pictures Tell the Story of Angel
Island?" and "Images"
California State Parks Museum Collections: Photographs: "Angel Island Immigration Station" California State Parks Museum Collections: artifacts: "Angel Island Chinese Immigration Certificates"
East Asian
History
History: Change, Continuity, and Context
History: Perspectives
History: Change, Continuity, and Context
SS.4.H. Study important individuals or major events in order to recognize and explain that there are multiple cultural perspectives.
History: Perspectives
SS.4.H.2. Generate questions about multiple historical sources and their relationships to particular historical events and developments.
4th
Activism/Solidarity
Identity
How does climate change affect the way, or where people live and work?
What are local communities trying to do about climate change?
Poetry written by Kathy Jetnil-Kijiner: "2 Degrees" and "Tell Them"
LESSON PLAN: Poetry on Climate Change https://archive.advancingjustice-la.org/what-we-do/leadership-development/untold-civil-rights-stories/poetry-climate-change-central-idea
Pacific Islander
ELA
CC.4.R.L.2 Key Ideas and Details: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
4th
Identity
Immigration
Racism
Social-Political Development
What pushes people to the point of fleeing their homelands?
What is life like as a refugee?
What are the consequences and effects of refugee migrations?
What impact do refugees have on communities, countries, and the world?
Immigration experiences
Connecting past refugee experiences with today
Understaning trauma
Discussion guide for "Inside Out & Back Again" by Thanhha Lai. This book (written as a collection of poems) was inspired by the author's childhood experience as a refugee—fleeing Vietnam after the Fall of Saigon and immigrating to Alabama— and is about a young girl Ha's experience living in Vietnam, fleeing her home country, and making sense of her new home in the US. The guide includes discussion questions and extension activities.
https://b0f646cfbd7462424f7a-f9758a43fb7c33cc8adda0fd36101899.ssl.cf2.rackcdn.com/reading-guides/RG-9780061962790.pdf
Southeast Asian
History: Perspectives
ELA
History: Change, Continuity, and Context
SS.H.2.3 Describe how significant people, events, and developments have shaped their own community and region.
SS.H.1.4. Explain connections among historical contexts and why individuals and groups differed in their perspectives during the same historical period.
SS.4.H. Study important individuals or major events in order to recognize and explain that there are multiple cultural perspectives.
SS.5.H.1. Create and use a chronological sequence of related events to identify cause and effects of relationships in history and the impacts of underrepresented groups.
4th
Civil Rights
Identity
How does the legacy of earlier groups and individuals influence later generations?
Notable scientist, Indian American, Sikh American, first Asian American female astronaut; challenged sexism; member of the Space shuttle Columbia
Children's Book: Astronaut Kalpana Chawla: Reaching for the Stars by Ai-Ling Louie, illustrated by H. Rick Pettway (2014) by Dragoneagle Press.
Background Resources:
Book: The Edge of Time: The Authoritative Biography of Kalpana Chawla by Jean-Pierre Harrison (2011) by Harrison Publishing
Website: Kalpana Chawla : Bigraphy and Columbia Disaster (Feb 10, 2022). Retrieved November 10, 2022 https://www.space.com/17056-kalpana-chawla-biography.html
South Asian
History: Perspectives
SS.4.H. Study important individuals or major events in order to recognize and explain that there are multiple cultural perspectives.
5th
Civil Rights
Identity
Racism
Social-Political Development
Activism/Solidarity
What is the problem? For whom is it solved? Is there another perspective to consider?
Rep. Patsy Takemoto Mink (HI) became the first Asian American and woman of color to serve as Congressperson and her experience as an Asian American and woman contributed to the passage of the 1965 Civil Rights Act and, more notably, Title IX and The Women’s Educational Equity Act.
See Attached PDF: Civil Rights & Women's Rights: Patsy Takemoto Mink (5th)
Asian American Education Project: lesson: Activity 3 "Role Models" in Women Advancing Equality lesson Asian American Education Project: lesson: Activity 4 "Civil Rights Movement, Immigration and Nationality
Act of 1965 and the Title IX of the Education Amendment" in Women Advancing Equality lesson
Books:
Patsy Mink: Mother of Title 9 (2018) by Ai-Ling Louie
https://dragoneagle.com/sales
She Persisted: Patsy Mink (2022) by Tae Keller & Chelsea Clinton
https://www.penguinrandomhouse.com/books/675562/she-persisted-patsy-mink-by-tae-keller-with-introduction-by-chelsea-clinton-illustrated-by-alexandra-boiger-and-gillian-flint/
TIME for Kids: "This is Patsy: Read the Story of Patsy Takemoto Mink" (August 17, 2020)
For more information: See The Conversation: “Patsy Takemoto Mink Blazed the Trail for Kamala Harris – Not Famous White Woman Susan B. Anthony"
WMM: trailer for documentary Patsy Mink: Ahead of the Majority
East Asian
Civics: Processes, Rules, and Laws
Civics
SS.5.CV.4. Using evidence, explain how policies are developed to address public problems and concerns and achieve equitable outcomes.
5th
Identity
Racism
Social-Political Development
Citizenship
Civil Rights
What can sources (e.g., photographs, advertisements, letters, news reports) from the past teach us about what life was like at the time? What are things to notice in the sources to reveal that information? What do they tell us about what people thought and valued?
Primary Sources: School Segregation, Tape v. Hurley (1885) (5th)
LESSON PLAN: Asian American Education Project: Lesson: Activity 4: Analyzing Primary and Secondary Sources in Redefine American Unit https://asianamericanedu.org/redefine-american.html
NEWSPAPER: California Digital Newspaper Collection: "Board of Education...Chinese Mother's Letter" article from Daily Alta California v38 No. 12786 (April 16, 1885) https://cdnc.ucr.edu/?a=d&d=DAC18850416.2.3&e=-------en--20--1--txt-txIN--------1
PBS: Activity 1: “The Fight Against School Segregation” including excerpt from Asian Americans
https://illinois.pbslearningmedia.org/resource/asian-americans-full-film-video-gallery/asian-americans/
For more information about Mamie Tape, see:
LOC: "Before Brown v Board of Education, There was Tape v. Hurley" (May 5, 2021) https://blogs.loc.gov/headlinesandheroes/2021/05/before-brown-v-education-there-was-tape-v-hurley/
New York Historical Society: Chinese American: Exclusion/Inclusion exhibit: "We Have Always Lived as Americans" https://chineseamerican.nyhistory.org/we-have-always-lived-as-americans/
Multiethnic
History: Historical Sources and Evidence
SS.5.H.2. Use information about a historical source, including the creator (author), date, place of origin, intended audience, and purpose, to judge the extent to which the source is useful for studying a particular topic.
5th
Citizenship
Civil Rights
Immigration
Racism
Labor/Economics
Social-Political Development
What are the roles and responsibilities of our state and local government leaders? Why is it important to have minority representation in leadership roles? Who are Asian American government officials in Illinois, and what contributions have they made in their respective communities?
Illinois Asian American examples of government leadership: Senator Tammy Duckworth, IL Representative Jennifer Gong-Gershowitz (17th District), IL Representative Theresa Mah (2nd District), IL Senator Ram Villivalam (8th District), Commissioner Josina Wing Morita
See Attached PDF: AA Representation in Government (5th)
Multiethnic
Civics: Civic and Political Institutions
Civics
SS.5.CV.1. Explain the roles and responsibilities of government officials at the local, state, and national levels and investigate how the roles and responsibilities of the three branches of government have changed over time.
5th
Citizenship
Civil Rights
Identity
Immigration
Racism
What is the problem? For whom is it solved? Is there another perspective to consider?
United States vs. Bhagat Singh Thind Supreme Court Case, barred South Asians from obtaining citizenship
South Asian American Digital Archive: "Hindus Too Brunette To Vote Here" (1923) https://www.saada.org/item/20101210-148
South Asian
Civics
Civics: Processes, Rules, and Laws
SS.5.CV.4. Using evidence, explain how policies are developed to address public problems and concerns and achieve equitable outcomes.
5th
Civil Rights
Immigration
Racism
Labor/Economics
Social-Political Development
What is the problem? For whom is it solved? Is there another perspective to consider?
AA representation in Chicago’s City Council, supported by Census 2020 data
The Chicago Reporter: “Census 2020: Asian Americans Stand to Be Heard” https://www.chicagoreporter.com/census-2020-asian-americans-stand-to-be-heard/
Multiethnic
Civics
Civics: Processes, Rules, and Laws
SS.5.CV.4. Using evidence, explain how policies are developed to address public problems and concerns and achieve equitable outcomes.
5th
Identity
Racism
Activism/Solidarity
Social-Political Development
What is the problem? For whom is it solved? Is there another perspective to consider?
The need for Asian American History to be taught in U.S. classrooms as a means to combat anti-Asian American discrimination
TIME: "Why the Asian-American Story Is Missing From U.S. Classrooms" https://time.com/5949028/asian-american-history-schools/
Multiethnic
Civics
Civics: Processes, Rules, and Laws
SS.5.CV.4. Using evidence, explain how policies are developed to address public problems and concerns and achieve equitable outcomes.
5th
Civil Rights
Racism
Identity
Activism/Solidarity
Social-Political Development
What is the problem? For whom is it solved? Is there another perspective to consider?
COVID-19 Hate Crimes Act (2021); Anti-Asian American Racism in the Wake of COVID-19
See Attached PDF: COVID-19 Hate Crime Act (5th)
Congress.gov: S.937 - COVID-19 Hate Crimes Act Public Law (law text, primary source)
Asian Americans Education Project: “Lesson 1: Rise in Anti-Asian Racism in Stand Again Hatred” Stop AAPI Hate: "Reports" (data secondary sources)
AAAJ: Stand Against Hatred: “Stories” personal narratives shared
Learning for Justice: “Speaking Up Against Racism Around the Coronavirus” (2020)
ADL: Lesson plan: "Coronavirus and Infectious Racism" (Modify for 5th grade)
Multiethnic
Civics
Civics: Processes, Rules, and Laws
SS.5.CV.4. Using evidence, explain how policies are developed to address public problems and concerns and achieve equitable outcomes.
5th
Racism
Labor/Economics
Social-Political Development
What was the impact on travel, commerce, and communication in 19th century America due to the Chinese laborers' work on the Transcontinental Railroad?
What were the gains and losses in the country?
Transcontinental Railroad: the railroad connected the two halves of the country and it impacted western migration, as well as national and international trade, emphasizing the Chinese railroad workers' significant contribution to these consequences. Negative repercussions of this technological advancement included loss of Native lands and the near elimination of the buffalo.
See Attached PDF: Chinese Labor & Transcontinental Railroad (5th)
APA Center Smithsonian: “Learning Together: Chinese Laborers on the Transcontinental Railroad”; “Golden Spike Anniversary Topical Collection”;
Stanford University: Chinese Railroad Workers in North America Project: Multimedia/Digital Visualization:
"Geography of Chinese Workers Building the Transcontinental Railroad"
Stanford University: Chinese Railroad Workers in North America Project (multimedia) ; Lesson Plan:
"Human/Environment Interaction"
Stanford University: Chinese Railroad Workers in North America Project: History, Interviews, Key Questions, Lesson Plans (to be adapted for grade): Chinese Railroad Workers in North America Project
PBS: Excerpt Video and Resources: "The Chinese Transcontinental Railroad Workers" from Episode 1 of Asian Americans
East Asian
Geography
Geography: Geographic Representations: Spatial Views of the World
Geography: Human Population: Spatial Patterns and Movements
Geography: Global Interconnections: Changing Spatial Patterns
SS.5.G.2. Investigate and explain how the cultural and environmental characteristics of places within the United States change over time.
SS.5.G.3. Explain how human settlements and technological advancements have impacted natural resources.
SS.5.G.4. Analyze the effects of catastrophic environmental and technological events on human settlements and migration.
5th
Citizenship
Civil Rights
Identity
Immigration
Racism
What obstacles did Asian farmers face in early 1900s America? How did they cope with laws that discriminated against them?
Punjabi-Mexican Farming and Marriages (due to immigration constraints) in CA; California Alien Land Act of 1913 and 1920
INTERACTIVE ACTIVITY: Roots in the Sand http://www.pbs.org/rootsinthesand/
ARTICLE: Washington Post: "Punjabi Sikh-Mexican American community fading into history" https://www.washingtonpost.com/national/on-faith/punjabi-sikh-mexican-american-community-fading-into-history/2012/08/13/cc6b7b98-e26b-11e1-98e7-89d659f9c106_story.html
WEBSITES:
Alien Land Laws in California in 1913 & 1920 https://immigrationhistory.org/item/alien-land-laws-in-california-1913-1920/
Despite Discrimination Punjabi Americans Farm On https://www.hcn.org/issues/53.3/south-agriculture-despite-discrimination-and-drought-punjabi-americans-farm-on-california
South Asian
Geography
Geography: Geographic Representations: Spatial Views of the World
SS.5.G.2. Investigate and explain how the cultural and environmental characteristics of places within the United States change over time.
5th
Identity
Immigration
Racism
Labor/Economics
Social-Political Development
How did various Asian American neighborhoods form in Illinois? How have these neighborhoods changed over time, and how might they change in the future?
Chicagoland Ethnic neighborhoods past/present
See Attached PDF: Chicago Asian American Ethnic Neighborhoods (5th)
WBEZ: “A Sign from the Past: What Happened to Chicago’s Koreatown?”
WBEZ: “What Happened to Chicago’s Japanese Neighborhood?”
SAAPRI: IL South Asian American Civic Engagement Roadmap (Updated Nov 2018) SAAPRI: South Asian Demographic Report (connect to mapping/ Chicagoland geography)
For more information about Chicago's various Asian American ethnic neighborhoods, see:
Book: Chinese Chicago: Race, Transnational Migration, and Community Since 1870 (2012) by Huping Ling
Book: Chinese in Chicago: 1870 - 1945 (2005) by Chinatown Museum Foundation Book: Korean Americans in Chicago (2003) by Kyu Young Park
Book: Asian Indians of Chicago (2003) by Indo-American Center
Book: Japanese Americans in Chicago (2002) by Alice Murata
Multiethnic
Geography
Geography: Geographic Representations: Spatial Views of the World
SS.5.G.2. Investigate and explain how the cultural and environmental characteristics of places within the United States change over time.
5th
Civil Rights
Immigration
Racism
Activism/Solidarity
Labor/Economics
Social-Political Development
How can strikes and boycotts affect pricing and availability of products? How did the Delano Grape Boycott affect the production and sale of grapes? Were there positive incentives or negative consequences in the U.S. economy due to it?
Delano Grape Boycott 1965-1970 and Larry Itliong and Filipino Farmer Workers
See Attached PDF: Labor, Farm Workers Rights, Delano Grape Strike (5th)
Asian American Education Project: "Lesson 4: Filipino American Farmworkers Fight for their Rights"
PBS: Video: "Delano Manongs" from View Finder (2014)
APA Center Smithsonian “Civil Intersections: Asian-Latino Solidarity Movements” (Resource Kits 1 & 2)
Book: Journey for Justice: Life of Larry Itliong (2018) Dawn B. Mabalon, PhD and Gayle Romasanta (book and audio) + Teacher Curriculum Resource Guide
AAAJ- Asian Law Caucus: Video: "AAPI Civil Rights Heroes: Larry Itliong" (2013) PBS: Video Excerpt: Episode 4 - Generation Rising (19602-1970s) of Asian Americans
Noreen Naseem Rodriguez, Assistant Professor, Iowa State University: Lesson Plan Grades 3-5: "The untold history of Filipino Farmworkers in California: Filipino Farm Workers in the Labor Movement" (modify for 5th grade), including "A Season of Work" reading packet
Time: 1965-1970: Filipino Farmworkers lead the Delano Grape Strike
Multiethnic
Economy
Economy: Financial Literacy
Economy: The National and Global Economy
SS.5.EC.2. Discover how positive incentives (e.g., sale prices, earning money) and negative consequences (e.g., library fines, parking tickets) influence behavior in the U.S. economy and around the world.
5th
Citizenship
Immigration
Racism
Labor/Economics
Social-Political Development
How can we examine the Asian immigration experience to America in light of concurrent global events? What were causes and effects of immigration laws?
Immigration laws that affected Asians emmigrating to the United States
Change Lab: “A Different Asian American Timeline” https://aatimeline.com/intro
Asia Society: Timeline: "Asian Americans Then and Now" https://asiasociety.org/education/asian-americans-then-and-now
For more on this topic, see "Immigration from Asia Throughout History (5th)"
Multiethnic
History
History: Change, Continuity, and Context
SS.5.H.1. Create and use a chronological sequence of related events to identify cause and effects of
relationships in history and the impacts of underrepresented groups.
5th
Citizenship
Civil Rights
Identity
Immigration
Racism
Social-Political Development
What do you see? Who do the figures represent? What is the message the illustration is delivering, and what text supports this message? How do their depictions reveal ethnic/cultural stereotypes of the time period? How do pictures tell the story of Angel Island?
Primary/Secondary Sources: Chinese Exclusion Act and Angel Island (5th)
See Attached PDF: Primary/Secondary Sources: Chinese Exclusion Act and Angel Island (5th)
Cross Curricular Connection:
Historical Fiction: Book: Paper Son: Lee’s Journey to America by Helen Foster James and Virginia Shin-Mui Loh
Historical Fiction: Lesson Plans: "Analysis of Historical Fiction: Paper Son" by University of Pittsburgh - 2014 University of Pittsburgh
Noreen Naseem Rodriguez, Assistant Professor, Iowa State University: "Chinese Exclusion & Angel Island, Grades 2-5"
Noreen Naseem Rodriguez, Assistant Professor, Iowa State University: "Chinese Exclusion & Angel Island, Grades 5-8" (Primary Sources & Discussion Notes-modify for 5th grade)
KQED: Short Documentary: Discovering Angel Island: The Story Behind the Poems
KQED: Unit 1 Lesson with The Poetry of Angel Island (primary source): "Discovering Angel Island: The Story Behind the Poems Lesson"
KQED: Unit 2 Lesson: "Discovering Angel Island: The Story Behind the Poems"
PBS: Video Excerpt: "Angel Island and the Chinese Exclusion Act" from Episode 1 of Asian Americans AIISF: Video: "Angel Island Profile: Tyrus Wong"
For more information about Angel Island, see:
Asian American Education Project: lesson plan: "Angel Island & The Chinese Exclusion Act" with excerpt from Asian Americans
Angel Island Immigration Station Foundation: Curriculum Guides
Angel Island Immigration Station Foundation: Lesson 11: "How Do Pictures Tell the Story of Angel
Island?" and "Images"
California State Parks Museum Collections: Photographs: "Angel Island Immigration Station" California State Parks Museum Collections: artifacts: "Angel Island Chinese Immigration Certificates"
Multiethnic
History
History: Historical Sources and Evidence
SS.5.H.2. Use information about a historical source, including the creator (author), date, place of origin, intended audience, and purpose, to judge the extent to which the source is useful for studying a particular topic.
5th
Citizenship
Civil Rights
Identity
Immigration
Racism
Social-Political Development
What is racial profiling?
How does it impact citizens who identify in the racial group being profiled?
How is that racial group perceived, in turn, by citizens who identify as other races?
What are alternatives to racial profiling?
Why is it important to think critically about the consequences of racial profiling?
The history of xenophobia and Islamophobia toward South Asian Americans, and the renewed racism and hate crimes post 9/11
See Attached PDF: South Asian Americans, Xenophobia, & Islamophobia (5th)
The Asian American Education Project: Lesson Plan: Activities 1-3: "Victimized Twice": 9/11/2001, South Asian Americans & Islamophobia
APA Center Smithsonian: “Learning Together on the 9/11 Anniversary”
Smithsonian: "Learning Together Through the Reflections on the 9/11 Anniversary"
PBS: For more information about 9/11, see The 9/11 Anniversary in the Classroom
SouthAsianAmericansLeadingTogether(SAALT): Lessons:HistoryofSouthAsiansinAmericaand Lessons to address bullying of South Asian American youth (modify for 5th)
NBC Asian America: “Muslim Americans Still Facing Discrimination 20 years after 9/11” The Cut: "9/11: 20 Years Later: The Patriot Act and Me"
VIDEO: Excerpts from the Film: Divided We Fall: Americans in the Aftermath* *excerpts to be screened for age-appropriate language
Educator's Guide to Divided We Fall.pdf
For information on solidarity and challenges to civil liberties, see:
JACL "Civil Liberties in Crisis" Chapter in The Japanese American Experience: A Lesson in American History 2011)
South Asian
History
History: Causation and Argumentation
SS.5.H.3. Summarize the central claim in a work of history.
5th
Racism
Labor/Economics
How did Chinese railroad workers contribute to the first Transcontinental Railroad and help shape the landscape of the American West?
How do scholars interpret the past without first-hand written records?
Primary/Secondary Sources: Chinese Railroad Workers through various sources (5th)
See Attached PDF: Primary/Secondary Sources: Chinese Railroad Workers (5th)
Oakland Museum of California Collections: Photo: "East and West Shaking Hands at the Laying of the
Last Rail" (1869) and lack of presence of Chinese railroad workers;
Stanford University: Chinese Railroad Workers in North America Project: Photos, oral histories and
interviews, artifacts and payroll records documents
Stanford University: Lesson plan: Chinese Railroad Workers in North America Project
AAAJ: Lesson plan: Episode 1, Lesson 2: “The Contributions of the Chinese Transcontinental Railroad Workers” including excerpt from Asian Americans
For more information about Chinese railroad workers' contribution, see:
APA Center Smithsonian: “Learning Together: Chinese Laborers on the Transcontinental Railroad”; “Golden Spike Anniversary Topical Collection”
Stanford University: Chinese Railroad Workers in North America Project: Multimedia/Digital Visualization:
"Geography of Chinese Workers Building the Transcontinental Railroad"
Stanford University: Chinese Railroad Workers in North America Project (multimedia) ; Lesson Plan:
"Human/Environment Interaction"
Stanford University: Chinese Railroad Workers in North America Project: History, Interviews, Key Questions, Lesson Plans (to be adapted for grade): Chinese Railroad Workers in North America Project
PBS: Excerpt Video and Resources: "The Chinese Transcontinental Railroad Workers" from Episode 1 of Asian Americans
East Asian
History
History: Historical Sources and Evidence
SS.5.H.2. Use information about a historical source, including the creator (author), date, place of origin, intended audience, and purpose, to judge the extent to which the source is useful for studying a particular topic.
5th
Identity
Racism
Social-Political Development
What can sources (e.g., photographs, advertisements, letters, news reports) from the past teach us about what life was like at the time? What are things to notice in the sources to reveal that information? What do they tell us about what people thought and valued?
Primary Sources: Photos and news paper articles about the Igorot village exhibit in 1904 St. Louis World's Fair and discussion about eugenics and white supremacy, and US imperialism and colonization (5th)
See Attached PDF: Primary Sources: Eugenics, White Supremacy, World's Fair 1904 (5th)
Theodore Roosevelt Center: Blog post of artifacts, photos and newspaper articles: "’Savages’ in the White House and the 1904 World's Fair” (July 6, 2019)
The Asian American Education Project: Lesson: Activities 1-3: “1904 World's Fair - Exhibition of the Igorot Filipino People” including excerpt from Asian Americans
For more information about Cabrera Antero, see:
Smithsonian: "A Filipino Bloodline Rooted in St. Louis' Human Zoo"
NPR: "'Living Exhibits' at 1904 World's Fair Revisited" (May 31, 2004)
PBS: Resources and Excerpt: "1904 World's Fair: Exhibition of the Igorot People of Asian A mericans"
Background information for teachers:
Eugenics/White Supremacy and the Law:
Library of Virginia: Uncommon Wealth: “Whiteness on Trial: Asian Americans and the Right to Citizenship” (2021)
Multiethnic
History
History: Historical Sources and Evidence
SS.5.H.2. Use information about a historical source, including the creator (author), date, place of origin, intended audience, and purpose, to judge the extent to which the source is useful for studying a particular topic.
5th
Identity
Racism
Labor/Economics
What can sources (e.g., photographs, advertisements, letters, news reports) from the past teach us about what life was like at the time? What are things to notice in the sources to reveal that information? What do they tell us about what people thought and valued?
Chinese Massacre of 1871 (attitudes and policies that led to the massacre, and the anti-Asian hate that followed)
LESSON PLAN: Asian American Education Project: Lesson: Activities 1-3 Chinese Massacre of 1871 - Connecting the Past with the Present https://asianamericanedu.org/chinese-massacre-of-1871-connecting-past-with-present.html
Multiethnic
History
History: Causation and Argumentation
SS.5.H.3. Summarize the central claim in a work of history.
5th
Citizenship
Civil Rights
Identity
Racism
Social-Political Development
What can sources (e.g., photographs, advertisements, letters, news reports) from the past teach us about what life was like at the time? What are things to notice in the sources to reveal that information? What do they tell us about what people thought and valued?
Primary Sources: School Segregation, Tape v. Hurley (1885) (5th)
See Attached PDF: Primary Sources: School Segregation (5th)
Asian American Education Project: Lesson: Activity 4: Analyzing Primary and Secondary Sources in Redefine American Unit
California Digital Newspaper Collection: "Board of Education...Chinese Mother's Letter" article from Daily Alta California v38 No. 12786 (April 16, 1885)
PBS: Activity 1: “The Fight Against School Segregation” including excerpt from Asian Americans For more information about Mamie Tape, see:
LOC: "Before Brown v Board of Education, There was Tape v. Hurley" (May 5, 2021)
New York Historical Society: Chinese American: Exclusion/Inclusion exhibit: "We Have Always Lived as Americans"
Multiethnic
History
History: Historical Sources and Evidence
SS.5.H.2. Use information about a historical source, including the creator (author), date, place of origin, intended audience, and purpose, to judge the extent to which the source is useful for studying a particular topic.
5th
Citizenship
Civil Rights
Identity
Racism
Activism/Solidarity
Labor/Economics
Social-Political Development
Who is an American?
What can we learn from past injustices?
What can examples of historical solidarity teach us for the future?
How can events from the past inform the decisions we make today, and for our future?
Why is it important to think critically about the consequences of racial injustice?
WWII- bombing of Pearl Harbor, removal of Japanese Americans, anti-Japanese sentiment across the U.S., incarceration camps, Japanese American resistance, resettlement, reparations, and solidarity
See Attached PDF: Japanese American Incarceration and Redress (5th)
Book:
Yuri Kochiyama (2024) by Karen Su
https://rourkeeducationalmedia.com/products/yuri-kochiyama-paperback?view=library
Resources:
Densho: “Oral history interviews, photos, newspapers, and other primary sources that document the Japanese American experience from immigration through redress with a strong focus on the World War II mass incarceration.”
Orange Story: Movie, Audio Clips, Primary Sources: Japanese American experience post-Pearl Harbor bombing
Asian American Education Project: Lesson: Japanese American Incarceration During World War II including excerpt from Asian Americans
TEDEd/Densho: Multimedia lesson plan: “Ugly History: Japanese American Incarceration Camps” Smithsonian: Lessons: “What Was Life Like in Camp?” (Grades 2-5)
ADL: Lesson: Voices of Japanese American Internees (modify for grade appropriateness)
NHK: Video: A Vanished Dream: Wartime Story of My Japanese Grandfather (select excerpts to be grade appropriate)
Primary Sources: Japanese American Incarceration (5th)
LOC: Photography: “Japanese American Internment,” including “I AM AN AMERICAN” Sign Photo taken by Dorthea Lange and Free ebook in iBooks
LOC: Lessons: “Japanese American Internment: Fear Itself” (Document/Photo Analysis. Modify for grade appropriateness)
JACL: Primary Documents: “Transcript, Executive Order 9066”
Japanese American National Museum: "Web Resources" and "Printable Curriculum" in Education Resources: "Enemy Mail" (letters, government forms, petitions), "Exploring America's Concentration Camps" (including artifacts)
Smithsonian: “Document Analysis: Civilian Exclusion Order and Japanese American Incarceration during World War II”
Smithsonian: Photography: “Documenting History: Photography and Japanese American Incarceration during World War II”
Smithsonian: Art and Artifacts: “Japanese American Incarceration: Focus on the Assembly Centers”
Japanese American Resistance and Disagreement during WWII
There were many responses to the war and incarceration by Japanese Americans during WWII. It is erroneous to say that all Japanese Americans quietly went into the camps. There were many forms of Japanese American resistance, including refusing to go to the camps, draft resistance from the camps, and refusal to sign or agree to the loyalty questionnaires in the camps to name a few. This experience often created a generational divide of opinion between Japanese immigrants and their American-born children as well.
Book: Fred Korematsu Speaks Up
Densho Encyclopedia: “No- no boys”
Zinn Education Project: “Frank S Emi”
Asian American Education Project: Lesson: “Japanese American Incarceration During World War II”
Redress, Reparations, and Civil Liberties Act 1988
PBS LearningMedia: Civil Liberties Act of 1988 (from "Asian Americans" PBS documentary).
JASC: Uprooted (interactive web experience, focused on the multigenerational effects of Japanese American incarceration during World Wa
East Asian
History
History: Causation and Argumentation
SS.5.H.3. Summarize the central claim in a work of history.
5th
Citizenship
Civil Rights
Identity
Immigration
Racism
Activism/Solidarity
Labor/Economics
Social-Political Development
Why have people from various countries immigrated to the United States?
What are some reasons that a person should be allowed to enter the U.S., and what are some reasons that might justify denying entry?
Who would be responsible for making these decisions, and what rules could be created to enforce them?
Immigration waves during different time periods from different Asian countries and factors for migration and how these populations affected the U.S. (e.g. Quota systems that limited entry to family, skilled or highly educated Asian Americans resulting in “model minority” stereotype versus refugee resettlement experience from U.S. Cold War efforts in Indochina
See Attached PDF: Asian Immigration Throughout History (5th)
First Asian Americans
Asian American Education Project: Lesson: Activity 2: Defining "Immigrant" in Redefine American Unit
Asian American Education Project: Lesson: Activity 3: Redefine "American" and the "American Dream" in Redefine American Unit
PBS: Video Excerpt and Resources: "Early South Asian Immigration" in Episode 1 including excerpt from Asian Americans
For more information about Bengali Harlem:
Book: Bengali Harlem and the Lost Histories of South Asian America (2015) by Vivek Bald
WNYC: Interview with Vivek Bald: “Bengali Harlem”
Chinese and Asian Exclusion and Asian American Legal History
1882 Foundation: Asian Exclusionary Laws in the U.S. “Legal Timeline” (See “Going Deeper: Legal Timeline”)
Asian American Education Project: Lesson Plan: Chinese Exclusion Act and the Exclusion of Asian, Pacific Islanders & Chinese Women including excerpt from Asian Americans
Asian American Education Project: Lesson Plan: Racial Identity and American Citizenship in the Court including excerpt from Asian Americans
For more information about Yick Wo and Yick Wo v. Hopkins (1886):
Annenberg Classroom: Video: “Yick Wo and the Equal Protection Clause” (2009)
For more information about Wong Kim Ark and United States v. Wong Kim Ark (1898):
Washington Post: Video: “Author and historian Erika Lee on the importance of United States v. Wong Kim Ark” (2021)
For more information about Bhagat Singh Thind and United States vs. Bhagat Singh Thind (1923): PBS: Roots in the Sand: “Bhagat Singh Thind” (2000)
Asian American Education Project: Lesson: Activities 1-3: Immigration and Nationality Act of 1965 -Civil Rights Movement Era including excerpt from Asian Americans
Background information for teachers on citizenship and 14th/15th amendments:
American Civil War Museum: “Who can belong in America? Understanding Citizenship for Asian Americans and Asian Immigrants” (2021)
Migrants, Immigrants, and Refugees
Noreen Naseem Rodriguez, Assistant Professor, Iowa State University: Lessons: Asian Immigrants & Refugees Instructional Unit; "Vietnamese War refugees" by Izabella Pham, Fall 2015, Dr Naseem Rodriguez student prezi, utilizing primary sources and document-based questions to explore the experiences and emotions of a Vietnamese War child refugee
Learning for Justice: Lessons: “Vietnamese Americans: Lessons in American History” (Personal anecdotes; Screen for maturity level of students; Pull excerpts appropriate for the given classroom)
Additional Resources:
Asian Immigration Overview: Smithsonian Traveling Exhibit: “I Want the Wide American Earth: An Asian Pacific American Story Poster Exhibit” (8 posters- digital file downloads)
TIME: “11 Moments in Asian American History" (shorter descriptions of historical moments), including :
TIME: First Asian Immigrants 1765 1st Filipino Immigrants
TIME: March 28, 1898: The Supreme Court upholds birthright citizenship in United States vs.
Wong Kim ArkCausation
Multiethnic
History
History: Causation and Argumentation
SS.5.H.3. Summarize the central claim in a work of history.
5th
Citizenship
Civil Rights
Identity
Immigration
Racism
Social-Political Development
What do you see? Who do the figures represent? What is the message the illustration is delivering? What text supports this message? Are the figures drawn in ways that are not realistic? How do their depictions reveal ethnic/cultural stereotypes of the time period?
Primary Sources:
DIGITAL ARCHIVE: South Asian American Digital Archive: Pictures, Stories, Audio Interviews: Road Trips Project https://roadtrips.saada.org/ and First Days Project https://firstdays.saada.org/
VIDEO: Green Card Voices: First person immigrant storytelling project *videos to be screened for age-appropriate language https://www.greencardvoices.org/
Secondary Sources:
Immigrant Voices: “Discover” Immigration stories, 2nd hand https://www.immigrant-voices.aiisf.org/discover/
Multiethnic
History: Historical Sources and Evidence
History
SS.5.H.2. Use information about a historical source, including the creator (author), date, place of origin, intended audience, and purpose, to judge the extent to which the source is useful for studying a particular topic.
5th
Citizenship
Civil Rights
Identity
Immigration
Racism
Social-Political Development
What can sources (e.g., photographs, advertisements, letters, news reports) from the past teach us about what life was like at the time? What are things to notice in the sources to reveal that information? What do they tell us about what people thought and valued?
Primary Sources: Japanese American Incarceration (5th)
See Attached PDF: Primary Sources: Japanese American Incarceration (5th)
Book:
Seen and Unseen: What Dorothea Lange, Toyo Miyatake, and Ansel Adams's Photographs Reveal about the Japanese American Incarceration (2023) by Elizabeth Partridge
https://www.juniorlibraryguild.com/seen-and-unseen-what-dorothea-lange-toyo-9781452165103j
LOC: Photography: “Japanese American Internment,” including “I AM AN AMERICAN” Sign Photo taken by Dorthea Lange
JACL: Primary Documents: “Transcript, Executive Order 9066”
Japanese American National Museum: "Web Resources" and "Printable Curriculum" in Education Resources: "Enemy Mail" (letters, government forms, petitions), "Exploring America's Concentration Camps" (including artifacts)
Smithsonian: “Document Analysis: Civilian Exclusion Order and Japanese American Incarceration during World War II”
Smithsonian: Photography: “Documenting History: Photography and Japanese American Incarceration during World War II”
Smithsonian: Art and Artifacts: “Japanese American Incarceration: Focus on the Assembly Centers”
East Asian
History
History: Historical Sources and Evidence
SS.5.H.2. Use information about a historical source, including the creator (author), date, place of origin, intended audience, and purpose, to judge the extent to which the source is useful for studying a particular topic.
5th
Identity
Racism
Activism/Solidarity
Social-Political Development
How have some aspects of Hawaiian culture been lost and others preserved?
How did contact with Westerners affect Hawaiian culture and beliefs?
What does māhū mean and how does it explain the gender system of early Hawaiians?
What are some of the meanings of Aloha and how have they changed over time?
Video Documentary: The short film, "A Place in the Middle," depicts the struggle to maintain Pacific Islander culture and values within the Westernized society of modern day Hawaiʻi. It is the true story of a middle school student who aspires to lead the boys-only hula group at her school, and a teacher who empowers her through traditional culture. It is told from the perspective of a Native Hawaiian who is both a proud and confident māhū, or transgender woman, and an honored and respected kumu, or teacher, cultural practitioner, and community leader.
The educational film promotes critical thinking and discussion about the values of gender diversity and inclusion, the power of knowing cultural heritage, and how to prevent bullying by creating a school climate of aloha.
VIDEO: A Place in the Middle https://vimeo.com/121840165
TEACHERS GUIDE: A Place in the Middle https://aplaceinthemiddle.org/uploads/websites/675/wysiwyg/A_Place_in_the_Middle_Hawaii_Teachers_Guide.pdf
Pacific Islander
Geography: Place, Regions, and Culture
History: Change, Continuity, and Context
History: Perspectives
SS.5.G.2. Investigate and explain how the cultural and environmental characteristics of places within the United States change over time.
5th
Identity
Immigration
Racism
Social-Political Development
What pushes people to the point of fleeing their homelands?
What is life like as a refugee?
What are the consequences and effects of refugee migrations?
What impact do refugees have on communities, countries, and the world?
Immigration experiences
Connecting past refugee experiences with today
Understaning trauma
Discussion guide for "Inside Out & Back Again" by Thanhha Lai. This book (written as a collection of poems) was inspired by the author's childhood experience as a refugee—fleeing Vietnam after the Fall of Saigon and immigrating to Alabama— and is about a young girl Ha's experience living in Vietnam, fleeing her home country, and making sense of her new home in the US. The guide includes discussion questions and extension activities.
https://b0f646cfbd7462424f7a-f9758a43fb7c33cc8adda0fd36101899.ssl.cf2.rackcdn.com/reading-guides/RG-9780061962790.pdf
Southeast Asian
History: Perspectives
ELA
History: Change, Continuity, and Context
SS.H.2.3 Describe how significant people, events, and developments have shaped their own community and region.
SS.H.1.4. Explain connections among historical contexts and why individuals and groups differed in their perspectives during the same historical period.
SS.4.H. Study important individuals or major events in order to recognize and explain that there are multiple cultural perspectives.
SS.5.H.1. Create and use a chronological sequence of related events to identify cause and effects of relationships in history and the impacts of underrepresented groups.
5th
Civil Rights
Identity
How does the legacy of earlier groups and individuals influence later generations?
Notable scientist, Indian American, Sikh American, first Asian American female astronaut; challenged sexism; member of the Space shuttle Columbia
Children's Book: Astronaut Kalpana Chawla: Reaching for the Stars by Ai-Ling Louie, illustrated by H. Rick Pettway (2014) by Dragoneagle Press.
Background Resources:
Book: The Edge of Time: The Authoritative Biography of Kalpana Chawla by Jean-Pierre Harrison (2011) by Harrison Publishing
Website: Kalpana Chawla : Bigraphy and Columbia Disaster (Feb 10, 2022). Retrieved November 10, 2022 https://www.space.com/17056-kalpana-chawla-biography.html
South Asian
History: Perspectives
6th-8th
Citizenship
Identity
Immigration
Activism/Solidarity
Labor/Economics
Why do people wish to immigrate to the United States?
What challenges have immigrants faced in the past? What challenges do they continue to face today?
What are some past and present immigration policies? What was the motivation behind the creation of these policies? What was their impact?
Angel Island
Gentlemen’s Agreement of 1907 (US-Japan agreement)
Push-Pull factors
Chinatowns/Japantowns
See Attached PDF: Immigration Waves (6-8)
PBS: Chinatown (San Francisco)
Lesson Plan: Teaching History: Discovering Angel Island: The Story Behind the Poems Lesson Plan: AAAJ-LA: Angel Island & The Chinese Exclusion Act
Lesson Plan: AAAJ-LA: Early South Asian Immigration
Multiethnic
History
Geography
SS.H.1.6-8.MdC. Analyze connections among events and developments in broader historical contexts.
SS.G.4.6-8.MdC. Explain how global changes in population distribution patterns affect changes in land use.
SS.H.2.6-8.MdC: Analyze multiple factors that influenced the perspectives of people during different historical eras.
6th-8th
Citizenship
Civil Rights
Identity
Racism
How are racism and fear interrelated?
Should the government take away Americans' rights during times of wars?
How did Asian American groups support the war efforts?
The resources with this integration idea cover the WWII bombing of Pearl Harbor, Executive Order 9066, the removal of Japanese American citizens and residents, anti-Japanese and anti-Asian sentiment across the U.S., Japanese American incarceration camps, post-war resettlement, the movement for redress and reparations, and solidarity in activism of Japanese Americans today who see commonalities between others’ struggles and their own experiences. The resources also cover the contributions of AAPI, including women, from various backgrounds who supported war efforts.
See Attached PDF: WWII (6-8)
Densho: “Oral history interviews, photos, newspapers, and other primary sources that document the Japanese American experience from immigration through redress with a strong focus on the World War II mass incarceration.”
Orange Story: Movie, Audio Clips, Primary Sources: Japanese American experience post-Pearl Harbor bombing
PBS: Lesson: Villianizing Japanese Americans During the WWII Era
Asian American Education Project: Lesson: Japanese American Incarceration During World War II
including excerpt from Asian Americans
TEDEd/Densho: Multimedia lesson plan: “Ugly History: Japanese American Incarceration Camps”
Smithsonian: Lessons: “What Was Life Like in Camp?” (Grades 2-6)
ADL: Lesson: Voices of Japanese American Internees (modify for grade appropriateness)
NHK: Video: A Vanished Dream: Wartime Story of My Japanese Grandfather (select excerpts to be grade appropriate)
National WWII Museum: Asian Americans and Pacific Islanders in WWII (Experiences and AAPI contributions in a collection of articles)
History.com: Article: “The Asian American Women who Fought to Make Their Mark in WWII: They Worked as Pilots, Translators, Guerilla Fighters and more”
Primary Sources: Japanese American Incarceration
LOC: Photography: “Japanese American Internment,” including “I AM AN AMERICAN” Sign Photo taken by Dorthea Lange and Free ebook in iBooks
LOC: Lessons: “Japanese American Internment: Fear Itself” (Document/Photo Analysis. Modify for grade appropriateness)
JACL: Primary Documents: “Transcript, Executive Order 9066”
Japanese American National Museum: "Web Resources" and "Printable Curriculum" in Education Resources: "Enemy Mail" (letters, government forms, petitions), "Exploring America's Concentration Camps" (including artifacts)
Smithsonian: “Document Analysis: Civilian Exclusion Order and Japanese American Incarceration during World War II”
Smithsonian: Photography: “Documenting History: Photography and Japanese American Incarceration during World War II”
Smithsonian: Art and Artifacts: “Japanese American Incarceration: Focus on the Assembly Centers”
Japanese American Resistance and Disagreement during WWII
There were many responses to the war and incarceration by Japanese Americans during WWII. It is erroneous to say that all Japanese Americans quietly went into the camps. There were many forms of Japanese American resistance, including refusing to go to the camps, draft resistance from the camps, and refusal to sign or agree to the loyalty questionnaires in the camps to name a few. This experience
often created a generational divide of opinion between Japanese immigrants and their American-born children as well.
Book: Fred Korematsu Speaks Up
Densho Encyclopedia: “No- no boys”
Zinn Education Project: “Frank S Emi”
Asian American Education Project: Lesson: “Japanese American Incarceration During World War II”
Redress, Reparations, and Civil Liberties Act 1988
JASC: Uprooted (interactive web exp
East Asian
Civics
History
SS.CV.5.6-8.MdC. Analyze the purposes, implementation, and consequences of public policies in historic and contemporary settings.
SS.H.2.6-8.MdC. Analyze multiple factors that influenced the perspectives of people during different historical eras.
6th-8th
Citizenship
Immigration
What is citizenship?
What does it mean to be a U.S. citizen?
What barriers to U.S. citizenship have existed for Asian Americans?
Who are the DREAMers and what barriers to citizenship exist for them?
How has society viewed Asian Americans and their citizenship status historically? How do these views impact undocumented Asian Americans?
Naturalization Act 1875
Quotas - Hart-Cellar Act
Chinese Exclusion Act
1965 Citizenship Act
Refugee Act of 1980
Pacific Island Territories Citizenship
H1B Visas
See Attached PDF: Immigration Acts (6-8)
Interactive Activity: PBS: Ancestors in the Americas
Lesson Plans:
Iolani Palace: A Hawaiian Place of History, Power, and Prestige AAAJ - LA: Hawaii Statehood
AAAJ - LA: Tereza Lee and Undocumented Asian America
Multiethnic
Civics
SS.CV.5.6-8.MdC. Analyze the purposes, implementation, and consequences of public policies in historic and contemporary settings.
SS.CV.4.6-8.LC: Explain the connection between interests and perspectives, civic virtues, and democratic principles when addressing issues in government and society.
6th-8th
Citizenship
Identity
Racism
How did the Cold War lead to an influx of Asians into the United States?
How did the model minority myth form and how has it impacted how Asian Americans are viewed?
How did society view Asian Americans during the Cold War?
Influx of refugees from wars in Asian countries
Origin of Model Minority idea while still being viewed as foreign threat
Yellow Peril (film stereotypes)
See Attached PDF: Cold War: Vietnam War, Korean War (6-8)
Lesson Plan: Team Audentes: Yellow Peril & Scapegoating from Stop AAPI Hate Lesson Plan: Immigration History: Asian immigration lesson plan
Lesson Plan: AAAJ - LA: McCarthyism
Lesson Plan: AAAJ - LA: Model Minority Myth
Lesson Plan: AAAJ - LA: Southeast Asian Refugees
Multiethnic
History
SS.H.1.6-8.MdC. Analyze connections among events and developments in broader historical contexts.
SS.H.2.6-8.MdC: Analyze multiple factors that influenced the perspectives of people during different historical eras.
6th-8th
Identity
How do the cultures of Asian civilizations influence Asian American life today?
Explore Civilizations such as Polynesians, Persians, Phoenicians, China, Japan, India
Compare Religions (Taoism, Buddhism, Hinduism, Veda, Islam etc.)
Explore influences of these cultures in today’s Asian American life
LESSON PLANS:
Middle School Resources from the Carolina Asia Center https://carolinaasiacenter.unc.edu/outreach/k-16-lesson-plans/middle-school-resources
East Asian for Secondary Level http://afe.easia.columbia.edu/main_pop/related/lessonplans.htm
Multiethnic
Geography
History
SS.G.2.6-8.MdC. Compare and contrast the cultural and environmental characteristics of different places or regions.
SS.H.3.6-8.MdC. Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.
6th-8th
Racism
In what ways have Asian Americans contributed to the United States?
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
LA Riots
Anti-AAPI attacks during the pandemic
Representation in politics, media, and business
See Attached PDF: Current Events (6-8)
Lesson Plans:
Team Audentes: Yellow Peril & Scapegoating from Stop AAPI Hate
AAAJ - LA: Asian Americans on the Big Screen: Responding to Stereotypes AAAJ - LA: Asian Americana voices in politics
AAAJ - LA: Generation Rising: Asian Americans in the Arts
AAAJ - LA: Our History, our Future
Multiethnic
History
SS.H.1.6-8.MdC. Analyze connections among events and developments in broader historical contexts.
SS.IS.4.6-8.MdC: Determine the credibility of sources based upon their origin, authority and context.
SS.IS.3.6-8: Determine sources representing multiple points of view that will assist in organizing a research plan.
SS.IS.8.6-8.MdC: Assess individual and collective capacities to take action to address problems and identify potential outcomes.
6th-8th
Identity
Immigration
Social-Political Development
Who were some of the early Asian Americans groups that settled in what is now the United States, where did they settle, and why did they settle here?
Which groups were protected by and which groups were excluded from the US Constitution and what impact did this have on these groups?
What civilizations are indigenous to the Pacific Islands and what were their cultures like?
Exclusion of groups of people in constitution & rights including Asian Americans
Indigenous Hawaiians
Filipino Settlers in 1593 Bay area and 1700’s in Louisiana
INTERACTIVE ACTIVITY: PBS: Ancestors in the Americas http://www.pbs.org/ancestorsintheamericas/
LESSON PLANS:
Iolani Palace: A Hawaiian Place of History, Power, and Prestige https://www.nps.gov/subjects/teachingwithhistoricplaces/lesson-plan_iolani-palace.htm
Hawaii Statehood https://archive.advancingjustice-la.org/what-we-do/curriculum-lesson-plans/asian-americans-k-12-education-curriculum/episode-3-lesson-3
Multiethnic
Civics
History
SS.CV.4.6-8.MdC. Analyze ideas and principles contained in the founding documents of the United States and other countries, and explain how they influence the social and political system.
SS.H.4.6-8.MdC. Compare the central historical arguments in secondary works across multiple media.
6th-8th
Labor/Economics
How have Asian- Americans contributed to the economic development of the United States?
What jobs and/or industries have Asian- Americans been a part of in the development of the United States?
How have categories of Asian/Asian-American labor impacted the development of Asian-American communities?
What historical struggles have Asian- Americans had in the United States labor market?
How have Asian- Americans struggled to be recognized in labor movements?
Larry Itliong: Filipino American labor organizer starting in the 1930s
Coolies (18th century)
Transcontinental Railway
BOOK: Journey for Justice: The Life of Larry Itliong by Dawn Bohulano Mabalon and Gayle Romasanta
LESSON PLAN: Anti-Filipino Sentiment of the Early 1900s https://illinois.pbslearningmedia.org/resource/a7028b9b-a4f1-4d2e-9404-c9496b6dad39/anti-filipino-sentiment-early-1900s-anti-asian-racism-connections-in-history/
MUSIC VIDEO: "Our Friend, Larry Itliong" by AJ Rafael https://youtu.be/f5Rljoi2ArU
VIDEO: Filipino American Farmworkers Fight for their Rights, Asian Americans https://illinois.pbslearningmedia.org/resource/filipinos-fight-for-rights/asian-americans-video/
LESSON PLAN: The Chinese Transcontinental Railroad Workers | Asian Americans https://illinois.pbslearningmedia.org/resource/chinese-transcontinental-railroad-workers-video/asian-americans/
Multiethnic
Economy
SS.EC.2.6-8.MdC: Describe the roles of institutions, such as corporations, non-profits, and labor unions in a market economy.
6th-8th
Racism
How are racism and fear interrelated?
Should the government take away Americans' rights during times of wars?
The War on Terror (The War in Afghanistan, The War in Iraq)
Patriot Act
VIDEOS:
Part 1: 9/11 and Asia https://youtu.be/4McNGe3Npnc
Part 2: 9/11 and Asia Southeast Asia https://youtu.be/95Dxk4fcBgQ
LESSON PLAN: Yellow Peril & Scapegoating from Stop AAPI Hate https://docs.google.com/presentation/d/1JaFlrb48JSAWD9_2NQbgaz9Som9Dim7LeubN4MBNgBs/edit?usp=sharing
Multiethnic
History
SS.H.4.6-8.MdC. Compare the central historical arguments in secondary works across multiple media.
SS.H.4.6-8.MdC: Compare the central historical arguments in secondary works across multiple media.
6th-8th
Identity
Racism
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
Civil Rights, Post-WWII, Japanese Americans Reintegration or "the Salvage"
VIDEO + LESSON:
Can stereotypes ever be good? (TED-Ed)
https://ed.ted.com/lessons/can-stereotypes-ever-be-good-sheila-marie-orfano-and-densho#watch
Classroom lesson plans, timeline and reading list (Densho)
https://densho.org/learn/model-minority-myth/
East Asian
History: Change, Continuity, and Context
History: Perspectives
SS.H.1.6-8.MdC. Analyze connections among events and developments in broader historical contexts.
SS.H.2.6-8.MdC. Analyze multiple factors that influenced the perspectives of people during different historical eras.
6th-8th
Civil Rights
Activism/Solidarity
What are civil rights?
Throughout U.S. history, what are some civil rights’ challenges Asian Americans have faced?
What are ways in which Asian Americans have fought for their civil rights?
Asian American Political Alliance: Yuji Ichioka
Asian American for Action: Yuri Kochiyama
Yellow Power inspired by Black Panther movement
American Citizens for Justice: formed as result of Vincent Chin murder
VIDEO: Beyond Activism: Four Decades of Activism https://youtu.be/fQ1Nu7fu30U
LESSON PLAN: The Impact of the Vincent Chin Case https://archive.advancingjustice-la.org/what-we-do/curriculum-lesson-plans/asian-americans-k-12-education-curriculum/episode-5-lesson-1
LESSON PLAN: Who Killed Vincent Chin: Civil Rights Activism. https://illinois.pbslearningmedia.org/resource/civil-rights-activism-for-vincent-chin-lesson-plan/who-killed-vincent-chin-media-gallery-pov/
BOOK: From a Whisper to a Rallying Cry: The Killing of Vincent Chin and the Trial that Galvanized the Asian American Movement by Paula Yoo
Multiethnic
Civics
History
SS.CV.1.6-8.MdC: Describe the roles of political, civil and economic organizations in shaping people’s lives.
SS.H.1.6-8.MdC. Analyze connections among events and developments in broader historical contexts.
SS.H.2.6-8.MdC. Analyze multiple factors that influenced the perspectives of people during different historical eras.
6th-8th
Racism
How is anti-Asian racism connected to colonization?
What is the idea of the 'perpetual foreigner?'
History - example to tie in for lessons around colonization, anti-Asian hate, or 1900s; can be used to discuss Spanish-American war, and Philippine War, and colonization of Philippines
Civics - could also be applied in discussion about how foreign policy impacts domestic outcomes
Lesson Plan:
This three-activity lesson plan has students analyze primary sources in the media gallery and create an illustrated poem to learn how and why Filipino Americans faced racial prejudice and discrimination during the early 1900s. This anti-Asian racism is connected to U.S. colonization of the Philippines after the Spanish American War in 1898 and the Philippine American War (1899-1902).
https://illinois.pbslearningmedia.org/resource/a7028b9b-a4f1-4d2e-9404-c9496b6dad39/anti-filipino-sentiment-early-1900s-anti-asian-racism-connections-in-history/
Southeast Asian
Civics
History
SS.6-8.CV.1.MC. Evaluate the powers and responsibilities of individuals, political parties, interest groups and the media, how these have changed over time, and the impacts on multiple communities.
SS.6-8.CV.5.MdC. Analyze the perspectives and positions of multiple individuals and communities impacted by specific rules and laws (both actual and proposed); the equitable application of rules and laws; and consequences for not abiding by rules and laws historic and contemporary settings.
SS.6-8.H.2.MC.Evaluate how perspectives of multiple individuals and groups have impacted the availability of information and the creation of historical sources.
6th-8th
Civil Rights
Identity
Immigration
What is going on in this picture?
What do you see that makes you say that?
What more can you find?
History - Using a Visual Thinking Strategy, students can answer:
What is going on in this picture?
What do you see that makes you say that?
What more can you find?
This opens the pathways for further discussion on the Asian-American experiences and connections to their own life experiences.
https://vtshome.org/highlighted-projects/#new-york-times
RealSoul is a website that outlines the Ourstory Poster Series with connected resources (readings, stories, etc.), questions, activites to aid in understanding the experiences of Asian-Americans.
https://realsoul.us/
Multiethnic
History
ELA
SS.6-8.H.1.MdC. Analyze connections and disconnections among events and developments in broader historical contexts and identify the effects of events on groups of people who have been marginalized.
SS.6-8.H.2.LC. Explain how and why perspectives of people have changed over time.
SS.6-8.H.2.MdC. Analyze and compare multiple factors that influenced the perspectives of multiple groups of
people during different historical eras relevant to the cultural groups.
SS.6-8.H.2.MC. Evaluate how perspectives of multiple individuals and groups have impacted the availability of
information and the creation of historical sources
6th-8th
Identity
Immigration
Racism
Social-Political Development
What pushes people to the point of fleeing their homelands?
What is life like as a refugee?
What are the consequences and effects of refugee migrations?
What impact do refugees have on communities, countries, and the world?
Immigration experiences
Connecting past refugee experiences with today
Understaning trauma
Discussion guide for "Inside Out & Back Again" by Thanhha Lai. This book (written as a collection of poems) was inspired by the author's childhood experience as a refugee—fleeing Vietnam after the Fall of Saigon and immigrating to Alabama— and is about a young girl Ha's experience living in Vietnam, fleeing her home country, and making sense of her new home in the US. The guide includes discussion questions and extension activities.
https://b0f646cfbd7462424f7a-f9758a43fb7c33cc8adda0fd36101899.ssl.cf2.rackcdn.com/reading-guides/RG-9780061962790.pdf
Southeast Asian
History: Perspectives
ELA
History: Change, Continuity, and Context
SS.H.2.3 Describe how significant people, events, and developments have shaped their own community and region.
SS.H.1.4. Explain connections among historical contexts and why individuals and groups differed in their perspectives during the same historical period.
SS.6-8.H.1.LC. Identify and describe the contexts of a series of historical events and developments as examples
of change and/or continuity based on the perspectives of multiple diverse groups.
SS.6-8.H.1.MdC. Analyze connections and disconnections among events and developments in broader
historical contexts and identify the effects of events on groups of people who have been marginalized.
SS.6-8.H.1.MC. Evaluate the significance of historical events to multiple groups and the relationship to modern-day movements and events.
SS.6-8.H.2.MdC. Analyze and compare multiple factors that influenced the perspectives of multiple groups of
people during different historical eras relevant to the cultural groups.
6th-8th
Identity
Racism
Activism/Solidarity
Social-Political Development
Should the U.S. have used atomic weapons against the Japanese during WWII?
Should the U.S. use nuclear energy as a main source of energy to reduce carbon emission?
What is our ethical responsibility as scientists when examining the nature of nuclear energy?
How has science been utilized, or might it be exploited, to execute atrocities?
Hiroshima was known as a prefecture to send the largest number of immigrants to North and South America in the late 19th century and the 20th century. For that reason, after the Great Depression, the first generation (Issei) immigrants, who had no land ownership, sent back their children to their hometown, Hiroshima. At the time of the atomic bombing, it was estimated that 4000 Japanese-Americans resided in Hiroshima. This indicated that many Japanese and Japanese-Americans who were interned during the war lost their parents, grandparents, relatives from the atomic bombings of Hiroshima and Nagasaki. In addition, 10% of sufferers in Hiroshima bombing came from the Korean Peninsula, due to Japan’s colonization, which is much less known in the US, Japan, nor in Korea. In Nagasaki, as POWs, 150 Dutch were affected by the bombing, but they were ethnically Indonesians, who fought for their former colonizer.
See Attached PDF: Nuclear history and discourse (6-8th)
Lesson plan and resources:
TEAACH Nuclear History
[Social Science] Social Science: UBD Stages 1 and 2 of Unit Plan: Social Science: Atomic Bombing
SAC Protocol Plan, Structured Academic Controversy Graphic Organizezr
[Science] Science: UBD Stages 1 and 2 of Unit Plan: Ethics, Responsibility, and the Science of Nuclear Energy, Graphic Organizer Nuclear Energy Background, Science: Nuclear Energy SAC Protocol Plan, Structured Academic Controversy Graphic Organizer
Multiethnic
Civics
History
Inquiry Skills
Sociology
Economics
Geography
NGSS standards: MS-PS1-3 MS-ESS3-3 MS-ESS3-4 MS-ESS3-5 (This unit will be follow a larger unit on climate change and climate/environmental justice)
Social Science standards: SS.G.1.6-8.MC (Construct different representations to explain the spatial patterns of cultural and environmental characteristics.); SS.CV.1.6-8.MC (Evaluate the powers and responsibilities of citizens, political parties, interest groups, and the media.); SS.G.3.6-8.MC Evaluate the influences of long term human-induced environmental change on spatial patterns of conflict and cooperation.; SS.H.1.4. (Explain connections among historical contexts and why individuals and groups differed in their perspectives during the same historical period.)
6th-8th
Activism/Solidarity
Civil Rights
Racism
What is activism? What forms does it take?
Can an individual make a difference?
What is solidarity?
Asian American activism, cross-racial solidarity
A Letter From Young Asian Americans, To Their Parents, About Black Lives Matter (CodeSwitch)
https://podcasts.apple.com/gb/podcast/a-letter-from-young-asian-americans-to-their/id1112190608?i=1000373164987
Letters for Black Lives: An Open Letter Project on Anti-Blackness (Medium)
https://lettersforblacklives.com/
Multiethnic
Civics and Political Institutions
Civics: Participation and Deliberation: Applying Civic Virtues and Democratic Principles
History: Change, Continuity, and Context
SS.CV.1.6-8.MC. Evaluate the powers and responsibilities of citizens, political parties, interest groups, and the media.
SS.CV.3.6-8.LC, MdC, MC. Compare the means by which individuals and groups change societies, promote the common good, and protect rights.
SS.H.1.6-8.MdC. Analyze connections among events and developments in broader historical contexts.
9th-12th
Activism/Solidarity
Civil Rights
Racism
What is activism? What forms does it take?
Can an individual make a difference?
What is solidarity?
Asian American activism, cross-racial solidarity
A Letter From Young Asian Americans, To Their Parents, About Black Lives Matter (CodeSwitch)
https://podcasts.apple.com/gb/podcast/a-letter-from-young-asian-americans-to-their/id1112190608?i=1000373164987
Letters for Black Lives: An Open Letter Project on Anti-Blackness (Medium)
https://lettersforblacklives.com/
Multiethnic
Civics and Political Institutions
Civics: Participation and Deliberation: Applying Civic Virtues and Democratic Principles
History: Change, Continuity, and Context
SS.CV.5.9-12. Analyze the impact of personal interest and diverse perspectives on the application of civic dispositions, democratic principles, constitutional rights, and human rights.
SS.H.3.9-12. Evaluate the methods utilized by people and institutions to promote change.
SS.H.7.9-12. Identify the role of individuals, groups, and institutions in people’s struggle for safety, freedom, equality, and justice.
SS.H.8.9-12. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
9th-12th
Citizenship
What does it mean to be a U.S. citizen?
What barriers to U.S. citizenship have existed for Asian Americans?
Who are the DREAMers and what barriers to citizenship exist for them?
Historically, what have been the societal assumptions of Asian Americans and their citizenship status? How does the current narrative further harm undocumented Asian Americans now?
How has U.S. citizenship been historically, politically, and legally constructed?
Citizenship “for Free White Persons Only.” Established with the Constitution and founding of America (1790)
Nationality Act of 1790
https://immigrationhistory.org/item/1790-nationality-act/
History
Civics
Economics
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Citizenship
What does it mean to be a U.S. citizen?
What barriers to U.S. citizenship have existed for Asian Americans?
Who are the DREAMers and what barriers to citizenship exist for them?
Historically, what have been the societal assumptions of Asian Americans and their citizenship status? How does the current narrative further harm undocumented Asian Americans now?
How has U.S. citizenship been historically, politically, and legally constructed?
U.S. established birthright citizenship.
(1868) 14th Amendment https://www.archives.gov/founding-docs/amendments-11-27
History
Civics
Economics
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Citizenship
What does it mean to be a U.S. citizen?
What barriers to U.S. citizenship have existed for Asian Americans?
Who are the DREAMers and what barriers to citizenship exist for them?
Historically, what have been the societal assumptions of Asian Americans and their citizenship status? How does the current narrative further harm undocumented Asian Americans now?
How has U.S. citizenship been historically, politically, and legally constructed?
Supreme Court Case on birthright citizenship and 14th Amendment. Wong Kim Ark was born in the United States, left to visit China and was barred re-entry due to Chinese Exclusion law of 1882. Wong sues, and court establishes that Chinese may have birthright citizenship and 14th amendment rights as naturally born citizens. Implications for all non- white children of immigrants born in USA.
(1898) Wong Kim Ark v. US https://docs.google.com/document/d/17ItWVUA6KbGIH2tFS8pC4Qzvk62AY-z6E_rpQUbZCbo/edit?usp=sharing
East Asian
History
Civics
Economics
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Citizenship
What does it mean to be a U.S. citizen?
What barriers to U.S. citizenship have existed for Asian Americans?
Who are the DREAMers and what barriers to citizenship exist for them?
Historically, what have been the societal assumptions of Asian Americans and their citizenship status? How does the current narrative further harm undocumented Asian Americans now?
How has U.S. citizenship been historically, politically, and legally constructed?
This act extended naturalization rights to and immigration quotas for Filipinos and Indians as well Chinese.
Luce-Cellar Act of 1946 https://immigrationhistory.org/item/luce-celler-act/
Multiethnic
History
Civics
Economics
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Citizenship
What does it mean to be a U.S. citizen?
What barriers to U.S. citizenship have existed for Asian Americans?
Who are the DREAMers and what barriers to citizenship exist for them?
Historically, what have been the societal assumptions of Asian Americans and their citizenship status? How does the current narrative further harm undocumented Asian Americans now?
How has U.S. citizenship been historically, politically, and legally constructed?
Supreme Court case around the 14th amendment and if individuals who are citizens could own land.
(1948) Oyama v California https://www.nhd.org/sites/default/files/ExclusionorInclusion%20-%20fillable%20pdf.pdf
Multiethnic
History
Civics
Economics
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Civil Rights
What are civil rights?
Throughout U.S. history, what are some civil rights’ challenges Asian Americans have faced?
What are ways in which Asian Americans have fought for their civil rights?
Immigration Law. Restriction of "Undesirable Immigrants" with focus on Chinese women.
Page Act of 1875 https://docs.google.com/document/d/1i2_j58EwHgou1vO4dLXCFfRQBlj_6mLo5uMfW_S_0FU/edit?usp=sharing
East Asian
Civics
History
SS.9-12.CV.1. Distinguish between the rights, roles, powers, and responsibilities of individuals and institutions in the political system and analyze the marginalization of multiple groups and perspectives in that system.
SS.9-12.CV.4. Evaluate the U.S. Constitution's ability to establish a system of government with power, responsibilities, and limits, and explain how the U.S. Constitution has evolved/changed over time and is still debated.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counter-narratives of historical events.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
9th-12th
Civil Rights
What are civil rights?
Throughout U.S. history, what are some civil rights’ challenges Asian Americans have faced?
What are ways in which Asian Americans have fought for their civil rights?
1st Race based Immigration Law. Bans Chinese immigration of laborers to the United States.
See Attached PDF: 1st Race Based Immigration Law: The Chinese Exclusion Act
East Asian
Civics
History
SS.9-12.CV.1. Distinguish between the rights, roles, powers, and responsibilities of individuals and institutions in the political system and analyze the marginalization of multiple groups and perspectives in that system.
SS.9-12.CV.4. Evaluate the U.S. Constitution's ability to establish a system of government with power, responsibilities, and limits, and explain how the U.S. Constitution has evolved/changed over time and is still debated.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counter-narratives of historical events.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
9th-12th
Civil Rights
What are civil rights?
Throughout U.S. history, what are some civil rights’ challenges Asian Americans have faced?
What are ways in which Asian Americans have fought for their civil rights?
1922 Supreme Court case. Takao Ozawa, a U.S. college graduate living in Hawaii, applied for citizenship/naturalization and was denied based on his race because he was not "white". In conjunction with Bhagat Singh v Unites States 1923, the courts contradicted themselves in defining "white."
(1922) Ozawa v United States https://immigrationhistory.org/item/takao-ozawa-v-united-states-1922/
East Asian
Civics
History
SS.9-12.CV.1. Distinguish between the rights, roles, powers, and responsibilities of individuals and institutions in the political system and analyze the marginalization of multiple groups and perspectives in that system.
SS.9-12.CV.4. Evaluate the U.S. Constitution's ability to establish a system of government with power, responsibilities, and limits, and explain how the U.S. Constitution has evolved/changed over time and is still debated.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counter-narratives of historical events.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
9th-12th
Civil Rights
What are civil rights?
Throughout U.S. history, what are some civil rights’ challenges Asian Americans have faced?
What are ways in which Asian Americans have fought for their civil rights?
1923 Supreme Court Ruling. Thind, a Sikh Indian man sues claiming South Asians are descendants of Caucasians (Aryans). Court decision defines what "Caucasian" or White means and affirms South Asians are not.
(1923) Bhagat Singh Thind v. US https://docs.google.com/document/d/10yn9nANbk7dLUzcvxkn6RQCUFEcfz27EXRXkC883igg/edit?usp=sharing
South Asian
Civics
History
SS.9-12.CV.1. Distinguish between the rights, roles, powers, and responsibilities of individuals and institutions in the political system and analyze the marginalization of multiple groups and perspectives in that system.
SS.9-12.CV.4. Evaluate the U.S. Constitution's ability to establish a system of government with power, responsibilities, and limits, and explain how the U.S. Constitution has evolved/changed over time and is still debated.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counter-narratives of historical events.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
9th-12th
Civil Rights
What are civil rights?
Throughout U.S. history, what are some civil rights’ challenges Asian Americans have faced?
What are ways in which Asian Americans have fought for their civil rights?
South Asian Activists- 1900-1940 Indian Gadar Nationalist Movement, Dalip Singh Saund, Ibrahim Chowdry Primary Sources
(1900-1940) South Asian Activists https://docs.google.com/document/d/1SpEdqba48XPWPPjoeMH-Ko7EMqU-p6d1bezbyeV96PU/edit?usp=sharing
South Asian
Civics
History
SS.9-12.CV.1. Distinguish between the rights, roles, powers, and responsibilities of individuals and institutions in the political system and analyze the marginalization of multiple groups and perspectives in that system.
SS.9-12.CV.4. Evaluate the U.S. Constitution's ability to establish a system of government with power, responsibilities, and limits, and explain how the U.S. Constitution has evolved/changed over time and is still debated.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counter-narratives of historical events.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
9th-12th
Civil Rights
What are civil rights?
Throughout U.S. history, what are some civil rights’ challenges Asian Americans have faced?
What are ways in which Asian Americans have fought for their civil rights?
What can sources (e.g., photographs, advertisements, letters, news reports) from the past teach us about what life was like at the time?
What are things to notice in the sources to reveal that information?
What do they tell us about what people thought and valued?
How can events from the past inform the decisions we make today, and for our future?
Why is it important to think critically about the consequences of racial injustice?
A collection of primary sources, lesson suggestions, documentary films, video game, virtual museum tour, and activities.
See Attached PDF: Japanese American Incarceration During WWII
Teaching Japanese-American Incarceration Camps Using Primary Sources
Righting A Wrong: Japanese American and World War II Poster Exhibit
Choices Program | Japanese American Incarceration in World War II - Choices Program
Densho Encyclopedia
National Park Service- Japanese American Confinement
The Orange Story
Book:
Seen and Unseen: What Dorothea Lange, Toyo Miyatake, and Ansel Adams's Photographs Reveal about the Japanese American Incarceration (2023) by Elizabeth Partridge
https://www.juniorlibraryguild.com/seen-and-unseen-what-dorothea-lange-toyo-9781452165103j
East Asian
Civics
History
SS.9-12.CV.1. Distinguish between the rights, roles, powers, and responsibilities of individuals and institutions in the political system and analyze the marginalization of multiple groups and perspectives in that system.
SS.9-12.CV.4. Evaluate the U.S. Constitution's ability to establish a system of government with power, responsibilities, and limits, and explain how the U.S. Constitution has evolved/changed over time and is still debated.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counter-narratives of historical events.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
9th-12th
Immigration
Civil Rights
Identity
What are the push and pull factors that racial groups face when leaving one place for a new community?
How do groups acclimate to their new community?
What are the challenges experienced by racial groups when settling into a community unfamiliar with them?
How does past trauma factor into their acclimation process?
How do institutions impact the acclimation process of newly arrived racial groups?
How do racial groups respond to and resist laws, policies, practices, and expectations imposed on their community?
How do racial groups thrive in their new community?
Resettlement: Chicago Story (by Full Spectrum Education) is a short film and interactive web experience with glowing 'hyperobjects' and learning activities.
http://www.fullspectrum.education/resettlement
Early Days of the Japanese American Service Committee: The Chicago Resettlers Committee
Short article that describes the start of the Chicago Resettlers Committee (later the Japanese American Service Committee) which assumed the responsibility for helping some 20,000 Japanese American resettlers adjust to their new homes in Chicago after the WRA closed their offices. It includes primary sources including photographs, flyers, and pamphlets.
https://www.jasc-chicago.org/early-days-of-the-japanese-american-service-committee-the-chicago-resettlers-committee/
Resettlement in Chicago (2020) is an article written by Dr. Ellen Wu (author of the 2014 book The Color of Success: Asian Americans and the Origins of the Model Minority) which provides an overview of the movement of incarcerated West Coast Japanese Americans from concentration camps to Chicago and their experiences living in Chicago post-incarceration including navigating the city’s anti-Asian racism and resisting to comply with WRA wish for, “ethnic dispersal.” https://encyclopedia.densho.org/Resettlement_in_Chicago/
Resettled Roots: Legacies of Japanese Americans in Chicago (2019) is a short, 32-minute documentary film that explores the resettlement of Japanese Americans in the city of Chicago. By using archival oral histories from Nisei, Sansei and Yonsei, the goal of Resettled Roots is to share the many stories of the Japanese American community of the city of Chicago. https://vimeo.com/368186564/4ef92ecc5d
Uprooted (multimedia, 2021) is an interactive multimedia experience about the multigenerational effects of Japanese American incarceration during World War II — from the West Coast to Chicago. The three families featured were selected from more than 100 oral histories of other resilient individuals for the depth and range of their collective experiences. You can view a selection of other interviews with Chicago-area Japanese Americans here. This was written and produced by Katherine Nagasawa, overseen by the Japanese American Service Committee and the Chicago Japanese American Historical Society. https://uprooted.jasc-chicago.org/
East Asian
Civics
History
Economics
Sociology
Anthropology
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Civil Rights
What are civil rights?
Throughout U.S. history, what are some civil rights’ challenges Asian Americans have faced?
What are ways in which Asian Americans have fought for their civil rights?
Documentary with narratives/ interviews with Japanese women who married American GI Soldiers after World War II.
(Post-1942) War Brides from Japan- Articles, Documentary, and Activity https://docs.google.com/document/d/1ixwOSdcxK60HdClYNcjZDm2iYo-Ypkn0aPdfGsdWnl8/edit?usp=sharing
East Asian
Civics
History
SS.9-12.CV.1. Distinguish between the rights, roles, powers, and responsibilities of individuals and institutions in the political system and analyze the marginalization of multiple groups and perspectives in that system.
SS.9-12.CV.4. Evaluate the U.S. Constitution's ability to establish a system of government with power, responsibilities, and limits, and explain how the U.S. Constitution has evolved/changed over time and is still debated.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counter-narratives of historical events.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
9th-12th
Civil Rights
What are civil rights?
Throughout U.S. history, what are some civil rights’ challenges Asian Americans have faced?
What are ways in which Asian Americans have fought for their civil rights?
Timeline of Asian American history with Civil Rights and Solidarity in Mind
(General) A Different Asian American Timeline https://aatimeline.com/intro
Multiethnic
Civics
History
SS.9-12.CV.1. Distinguish between the rights, roles, powers, and responsibilities of individuals and institutions in the political system and analyze the marginalization of multiple groups and perspectives in that system.
SS.9-12.CV.4. Evaluate the U.S. Constitution's ability to establish a system of government with power, responsibilities, and limits, and explain how the U.S. Constitution has evolved/changed over time and is still debated.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counter-narratives of historical events.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
9th-12th
Civil Rights
What are civil rights?
Throughout U.S. history, what are some civil rights’ challenges Asian Americans have faced?
What are ways in which Asian Americans have fought for their civil rights?
Ed Lee was the first Asian American Mayor of San Francisco (and the first Asian American mayor of a major U.S. city). This documentary details his journey from growing up in government housing in Seattle to becoming San Francisco's highest elected official.
Mayor Ed Lee Documentary https://vimeo.com/306902100
East Asian
Civics
History
SS.9-12.CV.1. Distinguish between the rights, roles, powers, and responsibilities of individuals and institutions in the political system and analyze the marginalization of multiple groups and perspectives in that system.
SS.9-12.CV.4. Evaluate the U.S. Constitution's ability to establish a system of government with power, responsibilities, and limits, and explain how the U.S. Constitution has evolved/changed over time and is still debated.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counter-narratives of historical events.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
9th-12th
Civil Rights
What are civil rights?
Throughout U.S. history, what are some civil rights’ challenges Asian Americans have faced?
What are ways in which Asian Americans have fought for their civil rights?
Documentary about the first woman of color and Asian American elected to Congress. Mink co- authored and sponsored women's rights Title IX and Civil Rights legislation.
Patsy Mink: Ahead of the Majority https://www.wmm.com/catalog/film/patsy-mink-ahead-of-the-majority/
East Asian
Civics
History
SS.9-12.CV.1. Distinguish between the rights, roles, powers, and responsibilities of individuals and institutions in the political system and analyze the marginalization of multiple groups and perspectives in that system.
SS.9-12.CV.4. Evaluate the U.S. Constitution's ability to establish a system of government with power, responsibilities, and limits, and explain how the U.S. Constitution has evolved/changed over time and is still debated.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counter-narratives of historical events.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
Asian American Identity introduction activity with discussion questions about Identity and "who" Asian Americans are.
Asian American Identity Introduction Activity https://docs.google.com/document/d/1DuyDV5FFKzZ5rWJ_2hJiOdVS6cHpjuZAmBGc5UELD80/edit?usp=sharing
Multiethnic
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
Article about Asian American identity and the complex diversity that exists in the community.
“I am Asian American?”- Teaching Tolerance Article https://www.learningforjustice.org/magazine/summer-2013/i-am-asian-american
Multiethnic
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
The myth of the model minority is pervasive. It does real damage. And Asian American students aren't the only ones it harms.
What is the Model Minority Myth? https://www.learningforjustice.org/magazine/what-is-the-model-minority-mythhttps://rethinkingschools.org/articles/you-re-asian-how-could-fail-math/
Multiethnic
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Identity
Racism
What is an American?
How have Asian Americans been stereotyped?
Can stereotypes ever be good?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
TEACHER RESOURCE GUIDE: video clips, articles, and primary source material with discussion/ reflection questions
https://docs.google.com/document/d/1tlpRecHGWVy7agnVcc_7w0eI56FdIpaIlJQiBIweaos/edit?usp=sharing
LESSON: video, timeline, classroom activities (TED-Ed + Densho)
https://ed.ted.com/lessons/can-stereotypes-ever-be-good-sheila-marie-orfano-and-densho#watchhttps://densho.org/learn/model-minority-myth/
Multiethnic
Civics
Sociology
Inquiry Skills
History
History: Change, Continuity, and Context
History: Perspectives
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
SS.H.1.9-12. Evaluate how historical developments were shaped by time and place as well as broader historical contexts.
SS.H.2.9-12. Analyze change and continuity within and across historical eras.
SS.H.3.9-12. Evaluate the methods utilized by people and institutions to promote change.
SS.H.5.9-12. Analyze the factors and historical context that influenced the perspectives of people during different historical eras.
SS.H.6.9-12. Analyze the concept and pursuit of the “American Dream.”
9th-12th
Identity
Racism
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans experienced racism?
How have Asian Americans forged their own identities?
Personal testimonies and reflections of Asian Americans about their experience with racism growing up and how they are leveraging it to fight racism today.
Video: Truth Against Hate: Asian Americans Share their Experiences with Racism (Convicts, 2021).
https://youtu.be/pJuSkl-n6-8?feature=shared
This link is a compilation video of six Asian Americans. Their individual stories are also available on Convicts' YouTube Channel: https://www.youtube.com/channel/UCqEAu61CeOuvDhVkavzmMTw/videos
Video: A Conversation with Asian-Americans on Race (New York Times, 2016).
https://www.nytimes.com/video/opinion/100000004308529/a-conversation-with-asians-on-race.html
In this installment of NYT's “Conversations on Race” series for Op-Docs, Asian-Americans talk about how stereotypes unfairly confine them — particularly the one that brands them a “model minority.” For more context, see: https://www.nytimes.com/2016/04/05/opinion/a-conversation-with-asians-on-race.html
Multiethnic
Sociology
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
Cambodian American post-refugee immigration experience. Model Minority notion explored while examining the disparity in educational outcomes of Cambodian Americans in the United States. Trans-generational trauma.
Pass or Fail Cambodia Town Video https://www.pbs.org/video/america-numbers-pass-or-fail-cambodia-town/ and Resources/ Questions (Model Minority and Cambodian American Identity) https://www.learningforjustice.org/classroom-resources/lessons/pass-or-fail-in-cambodia-town
Southeast Asian
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
Disney Pixar short about Chinese American family and identity.
Bao (Chinese) https://www.pixar.com/bao
East Asian
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
Disney Pixar short about Immigration with connections to Korean American experience.
Wind (Korean) https://www.pixar.com/sparkshorts#wind1
East Asian
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
Disney Pixar short about being different, being an "other," and/or having special needs with connections to the Filipino American experience.
Float (Filipino) https://www.pixar.com/sparkshorts#float1
Southeast Asian
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
Disney Pixar short about Indian American identity, Hinduism, heroes, and representation.
Sanjay’s Super Team (South Asian) https://www.pixar.com/sanjays-super-team
South Asian
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
How have Asian Americans forged their own identities?
How does access to education affect one’s quality of life?
How do primary artifacts inform a narrative?
What role do primary artifacts have in recording history?
Why are primary artifacts an essential part of history?
LESSON: Stories of two pioneering South Asian American women, Anandibai Joshee and Pandita Ramabai, are analyzed through primary artifacts and music.
https://saada-online.s3.amazonaws.com/static/resources/educators/activity/Lesson%20Plan.pdf
Additional lesson information + resources: https://www.saada.org/explore/resources
Online database of South Asian Historical primary sources, digitized personal narratives and more resources about the South Asian American immigration and post- immigration experience.
South Asian American Digital Archive https://www.saada.org/
South Asian
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
Documentary explores effects of Vietnam War on transracial adoptee, her host family, her biological family, and her identity.
Daughter from Danang https://www.pbs.org/wgbh/americanexperience/films/daughter/
Southeast Asian
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
Documentary explores the development of Asian American identity through music/arts, in particular through the artistic production of Chris Iijima from the 1960's onward.
(post 1960s) A Song for Ourselves https://tadashinakamura.com/Tadashi_Nakamura/A_Song_For_Ourselves.html
East Asian
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
Online database of fact sheets for different Asian American populations, including Cambodians.
Pew Research Center: Cambodians in the U.S. Fact Sheet https://www.pewresearch.org/social-trends/fact-sheet/asian-americans-cambodians-in-the-u-s/
Southeast Asian
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
Cambodian Refugee Ted Ngoy builds a multi-million dollar empire by baking America's favorite pastry-the doughnut.
The Donut King https://www.donutkingmovie.com/
Southeast Asian
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
Video Excerpt: Kumu Hina: A Place in the Middle
https://kumuhina.com/
The struggle to maintain Pacific Islander culture and values within the Westernized society of modern day Hawaiʻi. The story is told through the lens of an extraordinary Native Hawaiian who is both a proud and confident māhū, or transgender woman, and an honored and respected kumu, or teacher, cultural practitioner, and community leader.
Pacific Islander
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
Tells the life of a Hmong shaman in America.
The Split Horn 2001 https://www.pbs.org/splithorn/story.html
Southeast Asian
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
Follows the journey of Hope, a young American girl visiting her relatives in Cambodia for the first time.
FILM: In the life of Music by Caylee So and Son Visal
https://letterboxd.com/film/in-the-life-of-music/
Southeast Asian
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
Collects forty-three historical or traditional stories from the Pacific Islands, including creation myths and stories of gods, heroes, and ordinary people.
BOOK: Pacific Islands: Tales from Micronesia, Melanesia, Polynesia, and Australia by Nancy Bo Flood, Beret E. Strong, and William Flood
https://archive.org/details/pacificislandleg00bofl/mode/2up
Pacific Islander
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
In Marshall Island Legends and Stories, Daniel A. Kelin II preserves the qualities of oral storytelling in 50 stories recorded from 18 storytellers on 8 islands and atolls. This lively collection includes something for everyone: origin stories tales of mejenkwaad and other demons, tricksters, disobedient children, wronged husbands, foolish suitors, and reunited families - all relaying the importance of traditional Marshallese values and customs.
BOOK: Marshall Islands Legends and Stories by Daniel A. Kelin II
Pacific Islander
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
CHamoru Legends: A Gathering of Stories retells 12 CHamoru legends and includes personal reflections from author Teresita Lourdes Perez, unique illustrations for each legend by Guam artists, and versions of the legends in the CHamoru language by Maria Ana Tenorio Rivera. The publication is a reversible book featuring the legends in English on one side and in CHamoru on the other. Through these multiple layers of interpretation, the book weaves together strips of wisdom and cultural lessons like the leaves used to shape the CHamoru guåfak, or mat, upon which the earliest CHamoru storytellers sat sharing their versions of these timeless tales.
BOOK: CHamoru Legends: A Gathering of Stories by Teresita Lourdes Perez (Guam)
Pacific Islander
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans forged their own identities?
Who determines how gender is defined?
What maintains cultural norms, and what causes them to change?
The short film, "A Place in the Middle," depicts the struggle to maintain Pacific Islander culture and values within the Westernized society of modern day Hawaiʻi. It is the true story of a middle school student who aspires to lead the boys-only hula group at her school, and a teacher who empowers her through traditional culture. It is told from the perspective of a Native Hawaiian who is both a proud and confident māhū, or transgender woman, and an honored and respected kumu, or teacher, cultural practitioner, and community leader.
The educational film promotes critical thinking and discussion about the values of gender diversity and inclusion, the power of knowing cultural heritage, and how to prevent bullying by creating a school climate of aloha.
"A Place in the Middle" Video: https://aplaceinthemiddle.org/
Teacher Guide: https://aplaceinthemiddle.org/uploads/websites/675/wysiwyg/A_Place_in_the_Middle_Hawaii_Teachers_Guide.pdf
Pacific Islander
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
Eight lesson plans on a large repository of short stories and essays on Asian American and specifically Vietnamese American identity, with accompanying discussion questions
LESSON PLAN: Vietnamese Americans: Lessons in American History http://www.learningforjustice.org/sites/default/files/kits/vietnamese_lessons_and_extras.pdf
Southeast Asian
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
Example of how a high school Pacific Island Club refocused narratives about climate change onto frontline communities such as their own. Use of poetry, public demonstration, etc.
Because Our Islands are Our Life https://rethinkingschools.org/articles/because-our-islands-are-our-life/
Pacific Islander
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
Explore the history, arts, and culture of Filipino Americans in the United States.
10 Ways to Celebrate Filipino American History Month https://artsandculture.google.com/story/4wXB6NUFZ2t0cQ
Southeast Asian
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is an American?
How have Asian Americans been stereotyped?
How have Asian Americans forged their own identities?
How have Asian Americans navigated the complexities of being multicultural in the US?
Article on the terms describing South Asian American identity.
Brown, Desi, South Asian: Disapora reflects on the terms that represent, erase them https://www.nbcnews.com/news/asian-america/brown-desi-south-asian-diaspora-reflects-terms-represent-erase-rcna1886
South Asian
Civics
Sociology
Inquiry Skills
History
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Identity
What is Sikhism?
How did Sikhs immigrate to America?
How did Sikhs shape American history?
Do Sikh views on pluralism align with E Pluribus Unum?
Teaching about Sikhism through inquiry helps students learn about Sikhism by engaging with questions, tasks, and sources about the Sikh community, faith and traditions. Using the C3 Framework and Inquiry Design Model, each inquiry blueprint provides teachers and students with a structure to explore Sikhism.
https://c3teachers.org/wp-content/uploads/2019/08/ReligiousStudies-C3Final.pdf
Sikhism: An Educator's Guide
This guide aims to help facilitate learning about Sikhs and Sikhi in K-12 classrooms, provide educators with information about issues faced by Sikh children in schools, and give basic reference information about the Sikh tradition.
https://www.sikhcoalition.org/wp-content/uploads/2018/08/Sikhism-educator-guide.pdf
South Asian
History
Geography
SS.9-12.H.6. Analyze the concept and pursuit of the "American Dream" and identify the factors that could promote or present barriers to the pursuit of the "American Dream" for multiple groups of people.
SS.9-12.G.14.Explain how a person's identity (e.g., race, ethnicity, gender, sexuality, spirituality/religion, ability status, socioeconomic group) shapes and is shaped by worldview.
SS.9-12.REL.5. Explain how religious identities shape and are shaped by the beliefs people hold, the behaviors they exhibit, and the ways people
experience membership in intersecting communities.
SS.9-12.REL.3. Describe and analyze examples of how religions evolve and change over time in response to differing social, historical, and political
contexts.
9th-12th
Immigration
Why do people wish to immigrate to the United States?
What challenges have immigrants faced in the past? What challenges do they continue to face today?
What are some past and present immigration policies? What was the motivation behind the creation of these policies? What was their impact?
PBS Documentary about Japanese Migration to Hawaii in the late 1800s. Focus on Japanese women working on Sugarcane plantations and the music that they sang in the fields.
(late 1800s) Canefield Songs- Hole Hole Bushi https://www.pbshawaii.org/pbs-hawaii-presents-canefield-songs-holehole-bushi/
East Asian
Civics
History
Economics
Sociology
Anthropology
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Immigration
Why do people wish to immigrate to the United States?
What challenges have immigrants faced in the past? What challenges do they continue to face today?
What are some past and present immigration policies? What was the motivation behind the creation of these policies? What was their impact?
Angel Island is the "Ellis Island" of San Francisco operating from 1910-1940. Online museum webpage with archive of immigration stories.
(1910-1940) Angel Island Immigration Station https://docs.google.com/document/d/1U0oD4T_guP3h6zANZ3HxDhO3WuXL9zbIURqBA90Fdg0/edit?usp=sharing
Multiethnic
Civics
History
Economics
Sociology
Anthropology
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Immigration
Why do people wish to immigrate to the United States?
What challenges have immigrants faced in the past? What challenges do they continue to face today?
What are some past and present immigration policies? What was the motivation behind the creation of these policies? What was their impact?
Primary Source collection of questioning that took place at immigration stations Ellis Island in New York and Angel Island in San Francisco.
(1910-1940) Ellis- Angel Island Questioning Primary https://docs.google.com/document/d/1L6R44eIN_q6rcoOfgXlrXcsA-ZG4m3OS5-7IyF2kbYc/edit?usp=sharing
Civics
History
Economics
Sociology
Anthropology
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Immigration
Why do people wish to immigrate to the United States?
What challenges have immigrants faced in the past? What challenges do they continue to face today?
What are some past and present immigration policies? What was the motivation behind the creation of these policies? What was their impact?
At what point does an immigrant become an American?
Why should we correct stereotypes of foreign experiences?
How do we give voice to silent/ignored groups with unknown histories?
What lies ahead for Asian Americans and all Americans in a diverse world?
Primary source collection of South Asian American immigrant interviews and experiences from 1945-1965 in Illinois.
(1945-1965) "Our Immigrant Story: South Asians in Illinois" https://docs.google.com/document/d/1vbONEfk1sM4e4Sfe0nZI4vNLurOQee2FfW-2LsK4QTg/edit?usp=sharing
South Asian
Civics
History
Economics
Sociology
Anthropology
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Immigration
Why do people wish to immigrate to the United States?
What challenges have immigrants faced in the past? What challenges do they continue to face today?
What are some past and present immigration policies? What was the motivation behind the creation of these policies? What was their impact?
Narratives of Japanese War Brides who married American GI soldiers after World War II.
(1950s) War Brides Documentary: Fall 7 Times, Get Up Eight https://www.fallsevengetupeight.com/
East Asian
Civics
History
Economics
Sociology
Anthropology
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Immigration
Why do people wish to immigrate to the United States?
What challenges have immigrants faced in the past? What challenges do they continue to face today?
What are some past and present immigration policies? What was the motivation behind the creation of these policies? What was their impact?
Resources to teach about mass immigration of Asian Americans to the United States after the 1965 Immigration Act (Hart- Cellar Act). Media includes a conversation with a white Nationalist and Eddie Huang, Chef and Media Producer. Classroom activity and questions included.
(1965) 1965 Immigration and Nationality Act, Eddie Huang and Dinner with a White Nationalist https://docs.google.com/document/d/1zRf-zXZM4dCcHXqKbMQdTUsGS3lhlXArrvT7KuYxR-A/edit?usp=sharing
Multiethnic
Civics
History
Economics
Sociology
Anthropology
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Immigration
Why do people wish to immigrate to the United States?
What challenges have immigrants faced in the past? What challenges do they continue to face today?
What are some past and present immigration policies? What was the motivation behind the creation of these policies? What was their impact?
Resources to teach about the Post-Vietnam War refugee experience. Media includes clips of Vietnamese Boat People in news segments, articles and readings.
(1979) Vietnamese Boat People, Refugees https://docs.google.com/document/d/1rnMzfN08FU5sQMdnEHAZsDY4O9SASJV-r2llfsVdfFw/edit?usp=sharing
Southeast Asian
Civics
History
Economics
Sociology
Anthropology
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Immigration
Why do people wish to immigrate to the United States?
What challenges have immigrants faced in the past? What challenges do they continue to face today?
What are some past and present immigration policies? What was the motivation behind the creation of these policies? What was their impact?
Documentary and Article about the Deportation of Southeast Asian Americans (Focus on Cambodian) during the Trump Administrations crackdown on undocumented immigrants. Many SE Asian American Americans deported unknowingly had improper paperwork, unfiled or unprocessed documents, or may have committed misdemeanors that triggered investigations leading to deportation.
(2017) Deported: NBC Asian America Documentary and Article https://www.nbcnews.com/news/asian-america/nbc-asian-america-presents-deported-n734051
Southeast Asian
Civics
History
Economics
Sociology
Anthropology
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Immigration
Why do people wish to immigrate to the United States?
What challenges have immigrants faced in the past? What challenges do they continue to face today?
What are some past and present immigration policies? What was the motivation behind the creation of these policies? What was their impact?
Lecture Slides and collection of resources to teach about topics about modern Korean colonization, independence, and migration to the United States.
(General) Korean Colonization, Immigration Slides https://docs.google.com/presentation/d/1e94oJWpNZvUjaUBSMxPZawdv3KYtwuz0b2A5AG51QUc/edit?usp=sharing
East Asian
Civics
History
Economics
Sociology
Anthropology
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Immigration
Why do people wish to immigrate to the United States?
What challenges have immigrants faced in the past? What challenges do they continue to face today?
What are some past and present immigration policies? What was the motivation behind the creation of these policies? What was their impact?
Rose, an undocumented Filipino girl, dreams of one day leaving her small Texas town to pursue her country music dreams. Her world is shattered when her mom suddenly gets picked up by immigration and Customs Enforcement. Rose, facing this new reality, is forced to flee the scene, leaving behind the only life she knows, and embarks on a journey of self-discovery as she searches for a new home in the honkytonk world of Austin, Texas.
FILM: Yellow Rose http://www.yellowrosefilm.com/
Southeast Asian
Civics
History
Economics
Sociology
Anthropology
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Immigration
Why do people wish to immigrate to the United States?
What challenges have immigrants faced in the past? What challenges do they continue to face today?
What is the impact of assimilation on cultural identity?
The Namesake by Jhumpa Lahiri
The story of the Ganguli family whose move from Calcutta to New York evokes a lifelong balancing act to meld to a new world without forgetting the old. Though parents Ashoke and Ashima long for the family and culture that enveloped them in India, they take great pride in the opportunities their sacrifices have afforded their children.
BOOK: https://www.goodreads.com/book/show/33917.The_Namesake
TEACHER GUIDE: http://msalbasclass.com/novel-study-the-namesake/
FILM: The Namesake https://www.searchlightpictures.com/thenamesake/
South Asian
Civics
History
Economics
Sociology
Anthropology
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Immigration
Why do people wish to immigrate to the United States?
What challenges have immigrants faced in the past? What challenges do they continue to face today?
What are some past and present immigration policies? What was the motivation behind the creation of these policies? What was their impact?
VIDEO: Little Manila: Filipinos in California's Heartland https://www.pbssocal.org/shows/kvie-viewfinder/episodes/kvie-viewfinder-little-manila-filipinos-californias-heartland
Southeast Asian
Civics
History
Economics
Sociology
Anthropology
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Immigration
Why do people wish to immigrate to the United States?
What challenges have immigrants faced in the past? What challenges do they continue to face today?
What are some past and present immigration policies? What was the motivation behind the creation of these policies? What was their impact?
The history of the United States has always been shaped by peoples and communities who came to its shores or moved within its borders. Some sought a better life, some fled oppression, and some were moved against their will. This presentation uses Library of Congress primary sources to explore moments and experiences from several of these communities. (Focus on Chinese and Japanese).
Immigration and Relocation in US History-Library of Congress https://www.loc.gov/classroom-materials/immigration/
East Asian
Civics
History
Economics
Sociology
Anthropology
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Immigration
Why do people wish to immigrate to the United States?
What challenges have immigrants faced in the past? What challenges do they continue to face today?
What are some past and present immigration policies? What was the motivation behind the creation of these policies? What was their impact?
Chinese Exclusion Act history with connection to local Chicago Chinese American History.
The Chinese Exclusion Act and Chicago https://interactive.wttw.com/playlist/2018/05/29/chinese-exclusion-act
East Asian
Civics
History
Economics
Sociology
Anthropology
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Immigration
Why do people wish to immigrate to the United States?
What challenges have immigrants faced in the past? What challenges do they continue to face today?
What are some past and present immigration policies? What was the motivation behind the creation of these policies? What was their impact?
Lesson 2 from The Chinese Railroad Workers in North America Project.
In this lesson, students discuss the topic of racism and discrimination broadly and learn specifically about discrimination directed toward Chinese immigrants in the United States.
Students learn a brief history of Chinese Americans, including various waves of immigration, push-pull factors, the impact of exclusionary laws, the reception of Chinese by other Americans, and the diversity of the Chinese-American community. Students then observe and analyze several political cartoons from the 1870s and 1880s to enrich their understanding of the social, political, and economic climate in the United States at the time and the impact it had on Chinese immigrants.
They also read four short documents regarding issues of immigration, discrimination, and assimilation written by Chinese at different periods of time. Students then read satirical, fictional letters written by Mark Twain that portray the mistreatment and discrimination of Chinese in the mid- to late-1800s.
On the final day, students view a documentary and trace the path to assimilation of one Chinese family in the San Francisco Bay Area as seen through generations of its family members.
The lesson concludes with a discussion about how issues of immigration, discrimination, and assimilation relate to Americans today.
LESSON PLAN: Challenges to Chinese Immigration and Assimilation https://fsi-live.s3.us-west-1.amazonaws.com/s3fs-public/crwnap_2_-_challenges_to_chinese_immigration_and_assimilation.pdf
East Asian
Civics
History
Economics
Sociology
Anthropology
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Immigration
Why do people wish to immigrate to the United States?
What challenges have immigrants faced in the past? What challenges do they continue to face today?
What are some past and present immigration policies? What was the motivation behind the creation of these policies? What was their impact?
The CJAHS is a volunteer, non profit 501(c)(3) organization dedicated to preserving and presenting the history of the Japanese American community in Chicago. Through museum collaborations, historical research, and conservation, we aim to preserve the Japanese American legacy in Chicago.
Chicago Japanese American Historical Society https://cjahs.org/
East Asian
Civics
History
Economics
Sociology
Anthropology
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Immigration
Why do people wish to immigrate to the United States?
What challenges have immigrants faced in the past? What challenges do they continue to face today?
What are some past and present immigration policies? What was the motivation behind the creation of these policies? What was their impact?
Lesson 4 from The Chinese Railroad Workers in North America Project.
In this lesson, students learn about the historical and cultural background of San Francisco’s Chinatown and its significance to the Chinese community in the United States over time.
After reading primary sources, they compare the depictions of Chinatown written by non-Chinese with those written by Chinatown residents and visitors of Chinese descent. They examine the connections between the Chinese railroad workers and Chinatown and look at the role of Chinatown in sustaining a shared identity among the Chinese community in the United States.
Finally, students reflect on the legacy of the Chinese railroad workers by designing a memorial in their honor.
LESSON PLAN: San Francisco's Chinatown https://fsi-live.s3.us-west-1.amazonaws.com/s3fs-public/crwnap_4_-_san_franciscos_chinatown.pdf
East Asian
Civics
History
Economics
Sociology
Anthropology
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Immigration
Why do people wish to immigrate to the United States?
What challenges have immigrants faced in the past? What challenges do they continue to face today?
What are some past and present immigration policies? What was the motivation behind the creation of these policies? What was their impact?
Lesson Topics include:
-Transcontinental Railroad
-The Chinese Exclusion Act (1882)
-1924 Immigration Act
-1965 Immigration Act and Model Minority Myth
Immigrant History Initiative: AP US History Lessons https://www.immigranthistory.org/apush.html#railroad
Multiethnic
Civics
History
Economics
Sociology
Anthropology
SS.9-12.CV.3. Analyze constitutions, laws, and agreements to determine the degree to which they achieve justice, equality, and liberty.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Immigration
How do laws and policies impact flows of immigration?
What are the social and econocmic impacts of restricting HB-4 visas?
How do we see restrictions of visa laws show up in different communities?
Report of survey responses and interviews from 100 H-4 EAD holders to show impacts South Asian H-4 visa holders.
http://www.saapri.org/content/wp-content/uploads/2019/07/Defying-Dependence.pdf
South Asian
History
Sociology
Economics
SS.IS.8.9-12. Use interdisciplinary lenses to analyze the causes and effects of and identify solutions to local, regional, or global concerns. SS.EC.7.9-12. Describe how government policies are influenced by and impact a variety of stakeholders.
SS.Soc.6.9-12 Analyze the impact of stratification and inequality on groups and the individuals within them.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
Teen Vogue Article: What is Orientalism? A stereotyped, Colonialist Vision for Asian Cultures. YouTube Clip supporting.
What is Orientalism? https://www.teenvogue.com/story/what-is-orientalismhttps://www.youtube.com/watch?v=1aNwMpV6bVs&t=1s
Multiethnic
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
Completion of the Transcontinental Railroad took place in 1869 at Promontory Point, Utah. A "Golden Spike" event took place to commemorate the completion, and an iconic photograph was taken with all white stakeholders of the railroad companies and their families. No Chinese workers were pictured.
(1869) Chinese Railroad Workers-Promontory Point, Utah https://docs.google.com/document/d/1f9aajic5RvN28ABDZAcrwWzSOWGTLCrZtxgkq_VD1R4/edit?usp=sharing
East Asian
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
Race Riot against Chinese due to disgruntled white workers. Era of Railroad strikes, unionism that was anti-immigrant and anti-people of color.
(1877) Anti-Chinese Race Riot San Francisco https://www.sfgate.com/bayarea/article/1877-san-francisco-anti-chinese-race-riots-11302710.php
East Asian
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
Article and Primary Source material about Chinese Gold Miner experience in Rock Springs, Wyoming.
(1885) Chinese Gold Miners- Rock Springs, Wyoming Primary https://drive.google.com/file/d/10QuNgLf9Z-rm0BqGZtadMaWc_L8-lUJO/view?usp=sharing
East Asian
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
Primary Source collection on historic anti-miscegenation or anti-interracial marriage laws.
(1900s) Anti-Miscegenation Laws Tables/ Data Primary Source https://drive.google.com/file/d/1HWCK5Kxey8bnS6fmpP3MNK3hBsn2yKJJ/view?usp=sharing
Multiethnic
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
South Asian Sikh Immigrants worked on the West coast as farmers, dock workers, and in the fishing/ shipping industry. Bellingham, which is just outside Seattle, Washington experienced a race riot against South Asian Sikhs, who were labelled incorrectly as Hindus due to the desire to maintain all-white community and jobs.
(1907) Bellingham, Washington Riots https://docs.google.com/document/d/1eRabT2zNRmwPyd3u72RSRtz5MlQlILhXX9HVt2XIgdc/edit?usp=sharing
South Asian
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
Filipino American Salvador Roldan sued to marry his white fiance. The California Supreme Court ruled that since Filipinos were classified as "Malaysian" and not "Black, Mulatto, nor Mongolian, he was permitted to marry. Post ruling, the California legislature passed a law to include Malaysians as a non- permitted group to marry with whites. Roldan was then banned from marrying his fiance.
(1932) Salvador Roldan 1932 and Fight against Anti- Miscegenation Laws http://www.positivelyfilipino.com/magazine/when-hilario-met-sally-the-fight-against-anti-miscegenation-laws?fbclid=IwAR2KS7Mf_mcVzsWjHcRN-Q8SoVMPsDw67sn0BWn3Qx0uBQ3_1jZtZbmBCZI
Southeast Asian
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
Yakima, Washington and Watsonville, California Anti-Filipino Race Riots. White workers did not want Filipinos competing for jobs. Jealous white men did not like Filipino men socializing and dating white women.
(1930) Anti-Filipino Riots: Yakima Terror 1927 and Watsonville Riots https://docs.google.com/document/d/1ulYnJPEBaHY0cVJspJP9i8_OGs3S3Y0b2pUPf5uVoTA/edit?usp=sharinghttps://docs.google.com/document/d/1HpL4ySKzi7oPwi8imsOkZBEGONsKZsmfAX0M0BFcVf8/edit?usp=sharing
Southeast Asian
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
1941 LIFE Magazine article that draws on racist stereotypes of Japanese and Chinese in order to "distinguish" them during height of WWII.
(1941) "How to Tell the Japs from the Chinese" https://books.google.com/books?id=Y04EAAAAMBAJ&lpg=PP1&pg=PA81#v=onepage&q&f=false
East Asian
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
Vietnamese Refugees resettled in Houston, Texas have conflict with white Supremacist Ku Klux Klan members.
(1979-1981) Vietnamese Refugees and KKK Conflict in Houston News Clip https://drive.google.com/file/d/1H2RlvkoH81zXOE01_Du5tAQ8tGhIH1Og/view?usp=sharing
Southeast Asian
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
Documentary explores how Sikhs in general and one family in particular navigated a post 9/11 terrain of Islamophobia and racism where they were represented and imagined as "terrorists" and the harm and violence perpetrated on them.
(post-9/11) A Dream in Doubt https://www.pbs.org/independentlens/documentaries/dreamindoubt/https://caamedia.org/films/dream-in-doubt/
South Asian
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
Early Asian immigration stories.
- Afong Moy was the 1st documented Chinese women in America. She did a touring circus- like show where she talked/ sung in Chinese, ate with chopsticks, and unbound her feet. Fetishization connections.
- Chang/ Eng Bunker were the "Siamese Conjoined Twins" from Thailand also doing circus shows. Later bought plantations, owned slaves, and married and had families with white women.
- Filipinos at the St. Louis World's Fair 1904. Tribal Native villages setup to showcase the "savagery" and "tribalism" of Filipino culture as part of justification for the Philippine-American war and continued American colonial presence.
- Swami Vivekenanda comes to the Chicago World's Fair in 1893. Considered to have brought Yoga to America/ Western World. Made a speech about tolerance, solidarity between all people in the world.
(General) Early Asians in America-Afong Moy, Chang/ Eng Bunker, Filipinos at the World’s Fair, Swami Vivekenanda https://docs.google.com/document/d/15KjUzqNzuNJs2FdqNM59dP0tfyxYVYCGUMa2qoJhptU/edit?usp=sharing
Multiethnic
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
Timeline of Filipino Americans and their experiences/ achievements in the United States
(General) Filipino American History Timeline https://docs.google.com/document/d/1Edb31Y7RGNsm-7mqaBJWqcTEMVij7exiDude9pS362E/edit?usp=sharing
Southeast Asian
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
DOCUMENTARY on Vincent Chin who was murdered in Detroit by two white autoworkers who said, "it's because of you mother** that we're out of work."
Vincent Who? https://vincentwhomovie.com/
DISCUSSION GUIDE related to the landmark 1987 documentary film, "Who Killed Vincent Chin?" written on the 40th anniversary of Chin's murder. https://www.amdoc.org/watch/whokilledvincentchin/
LESSON: Who Killed Vincent Chin: Civil Rights Activism. https://illinois.pbslearningmedia.org/resource/civil-rights-activism-for-vincent-chin-lesson-plan/who-killed-vincent-chin-media-gallery-pov/
REFERENCE/TEACHING TOOL: Vincent Chin Legacy Guide.
This reference and teaching tool provides important historical context about why we remember Vincent Chin and how his legacy helped ignite the pan-Asian civil rights movement, ultimately building a multiracial, multicultural coalition united for equal justice and human dignity which stands as a landmark of American history. The Smithsonian Asian Pacific American Center assisted with the guide, which will be both printed, available online and translated into various Asian languages.
https://www.vincentchin.org/legacy-guide
East Asian
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
A string of brutal attacks on elderly Asian Americans has brought new attention to the rise of violence and harassment of Asian Americans. Since the pandemic began, more than 3,000 anti-Asian "hate incidents” have been reported in the U.S. according to the group, “Stop AAPI Hate." Asian American and Pacific Islander activist Helen Zia and Rise founder Amanda Nguyen join Amna Nawaz to discuss.
Asian Americans Face Wave of Discrimination amid pandemic https://www.pbs.org/video/tripoli-1614889878/
Multiethnic
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
8 lesson plans that can be used individually or together: Immigration Red Light/Green Light, Packing Our Bags, Racist Cartoons, Recognizing Stereotypes, Racial Stereotypes, Joseph Tape, Mamie Goes to School, Mamie Tape and Segregated Schools.
I Want to go to School: The Case of tape v. Hurley Curriculum Guide http://www.chsa.org/wp-content/uploads/2010/08/Mamie-Tape-Curriculum-Guide.pdf
Multiethnic
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
2 class periods. 4 devastating smallpox epidemics occurred in San Francisco in the 1800s: in 1868, 1876, 1880, and 1887.
San Francisco responded to these epidemics with racially targeted tactics that scapegoated the Chinese immigrant population in the city, including policies that forced Chinatown under close surveillance, prevented Chinatown residents from accessing healthcare resources, and attempted to further isolate and even exclude the Chinese.
Thousands died during these epidemics, and the racist public health policies had little to no impact on stemming the spread of the disease. To the contrary, the introduction of the smallpox vaccine was the key factor in reducing the mortality rate in later outbreaks.
Racial scapegoating still occurs today, notably in the 2020-21 novel coronavirus pandemic where East Asians and Asian Americans have been accused of spreading the virus and attacked in the streets. Encourage your students to make these connections and think critically about how to effectively combat public health crises and push back against discrimination.
Smallpox, Fear, and Racism during 1800s San Francisco https://www.immigranthistory.org/smallpox.html
Multiethnic
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
Article Reading on the History of Anti-Chinese Racism and Disease in the United States.
I Don't Like China or Chinese People Because They Started This Quarantine https://rethinkingschools.org/articles/i-dont-like-china-or-chinese-people-because-they-started-this-quarantine/
East Asian
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
In a documentary executive produced by James Cameron, filmmaker Arthur Jones teams up with the writer Steven Schwankert to uncover the mystery of six Chinese survivors of the Titanic.
"The Six" Film Review- Chinese Titanic Survivors https://www.hollywoodreporter.com/movies/movie-reviews/the-six-film-titanic-james-cameron-1235029568/
East Asian
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Racism
Over the course of U.S. history, in what ways have Asian Americans been targets of hate crimes and discrimination?
How do discrimination and microaggressions affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
How has anti-Asian racism been encoded in legal and political structures?
Documentary on the Chinese Massacre of 1871 in Los Angeles, California.
A mob of 500 attacked Chinese after hearing that a policeman and rancher were killed in a conflict between rival Chinese tongs. 19 Chinese were killed, 15 of which were hanged or lynched. Only 172 Chinese lived in LA at the time. 10 were prosecuted, 8 convicted, but all were overturned.
Buried History: Retracing the Chinese Massacre of 1871 https://m.youtube.com/watch?v=hjZmMUZgwrQ
East Asian
Civics
History
Geography
Economics
Inquiry Skills
Sociology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
Black/ Asian Solidarity History and Resources https://crossculturalsolidarity.com/black-asian-solidarity/
Multiethnic
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
Books on Black/Asian Solidarity https://crossculturalsolidarity.com/books-on-black-brown-solidarity/
Multiethnic
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
Lesson plan for 3 class periods.
1. During the era of the Civil Rights Movement, the collective identity of Asian America was born. Asian American activists modeled their strategies after Black activists, and students began educating themselves about common experiences through Asian American history.
2. The rise of the Asian American identity led to more unified activism & greater political power.
3. The Yellow Power Movement used this power to form coalitions with other non-Asian American groups and successfully agitate for common goals, such as ethnic studies programs.
4. At the same time as these movements for liberation accelerated, activists began looking inward and investigating intersectional concerns like gender. Our experiences and privilege are never determined only by one identity; intersectionality is an important theory that asks us to consider how multiple identities interact and intersect to shape someone’s life experiences.
Cross Racial Solidarity movements and the Formation of the Asian American Identity https://www.immigranthistory.org/asamidentity.html
Multiethnic
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
Pullman, Illinois was a town in Illinois created by George Pullman to build luxury rail cars. The town was created to control all flow of money in the production and economy that his workers became a part of. Filipino and Black workers worked together and unionized to protest conditions, wages, and more.
(early 1900s, 1938) Filipino and Black Pullman (Chicago) Workers and Solidarity http://www.positivelyfilipino.com/magazine/how-black-and-filipino-unity-was-forged-in-the-pullman-workers-union
Multiethnic
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
(1915-2015) American Revolutionary- The Evolution of Grace Lee Boggs https://americanrevolutionaryfilm.com/ Description: Grace Lee Boggs was an Asian American Activist, Black Rights proponent, and labor movement organizer in Detroit, Michigan.
East Asian
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
Richard Aoki's biography and his work with the Black Panther Movement in Oakland, California.
(1938-2009) Richard Aoki- Asian Black Panther https://www.youtube.com/watch?v=HqF2fLGjf9U
East Asian
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
Article detailing Black and South Asian solidarity in history. Activism, Interracial marriage, and political alliances.
(1930s-60s) The Secret History of South Asian and African American Solidarity (Article) https://blackdesisecrethistory.org/
Multiethnic
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
Timeline and resources to teach about the history of and creation of Ethnic Studies in American colleges/universities.
(1960s) The Birth of Ethnic Studies https://www.sutori.com/en/story/the-birth-of-ethnic-studies--2M36ror4wjNrK8m7EtqGBgDT
Multiethnic
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
Filipino Grape Farm Workers strike detailing the work of Larry Itliong, Philip Veracruz, and solidarity the United Farm Workers under Cesar Chavez and Delores Huerta.
(2014) PBS: Video: "Delano Manongs" from View Finder https://www.pbssocal.org/shows/kvie-viewfinder/episodes/kvie-viewfinder-delano-manongs
LESSON PLAN: PBS: Anti-Filipino Sentiment of the Early 1900s
https://illinois.pbslearningmedia.org/resource/a7028b9b-a4f1-4d2e-9404-c9496b6dad39/anti-filipino-sentiment-early-1900s-anti-asian-racism-connections-in-history/
Southeast Asian
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
1st Ethnic Studies courses created after a massive protest by the Black Student Union and the Third World Liberation Front.
(1965) San Francisco State College to add Ethnic Studies programs 1965 Third World Liberation Front Strike https://docs.google.com/document/d/1uOgaIK4VOKXs8q4i7m73dHJn8AUZMDGO9MKloXK_lE8/edit?usp=sharing
Multiethnic
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
UCLA Asian students created the first Asian American Activist newspaper to help educate and promote Asian American awareness and activism.
(1969) Gidra- Asian American Activist Newspaper, Movement https://docs.google.com/document/d/1_KnAA-_UGvHtaVC5w9gv_1cAYwFBdHr0M73SSLVCd1c/edit?usp=sharing
Multiethnic
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
The Asian American movement was inspired by the Civil Rights era. Taking place in the late 1960s- 1970s, Asian American activists attempted to bring awareness of issues concerning the Asian American community. Protests against the Vietnam War, Asian American Identity, Solidarity with BIPOC Activists, and work to challenge Racial injustice.
(1960s70s) Asian American Movement Article https://docs.google.com/document/d/1fEEbrZk2FJuNzg5GVmNJdTRY_hGwrr91DDQBfvRuF2E/edit?usp=sharing
Multiethnic
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
Novel about the murder of black teenager Latasha Harlins by a Korean store owner which fueled tensions during the LA Riots after a light sentencing decision by the court.
BOOK: The Contested Murder of Latasha Harlins: Justice, Gender, and the Origins of the LA Riots by Brenda Stevenson (1991)
Multiethnic
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
Article and video documentary about the murder of Latasha Harlins, The LA Riots, and interviews with Black and Korean community members of Los Angeles.
(1992) Korean Americans, LA Riots, Latasha Harlins, Saigu Article https://docs.google.com/document/d/1wcFMdjXVrfX41nb0C0Sm3rb-oa_7J1nBuDA_SSnsKU4/edit?usp=sharing
Multiethnic
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
National Geographic Film on the LA Riots.
(1992) LA92 https://www.nationalgeographic.com/tv/movies-and-specials/la-92
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
Timeline of Asian American Solidarity and Anti-Black Racism.
(General) Asian American Solidarity & Anti-Black Racism Timeline https://docs.google.com/document/d/1pb7h38FqeKzgmiZ7gQLxMbIkPJ3DuMJg1oLFdufWX_M/edit?usp=sharing
Multiethnic
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
Timeline of Black History, Asian American History, Black-Asian conflict and solidarity in the United States.
(General) Black-Asian History and Solidarity Timeline https://docs.google.com/document/d/1L4Yzcfz0PiIQWHV0MX4LVuKfryTTlKsUpoGKpMck150/edit
Multiethnic
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
Far East, Deep South Documentary https://fareastdeepsouth.com/afonesheet/
Multiethnic
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
This lesson plan is designed to help students understand the nature of Korean and African American relations in the United States.
In the aftermath of the Los Angeles civil unrest (1992) and highly publicized boycotts against Korean American merchants by African American residents in New York (1990) and Los Angeles (1991), the apparent conflict between Korean and African Americans emerged as one of the most visible and explosive issues of urban America.
To understand the nature of Korean and African American relations we must examine the economic, cultural, and ideological factors. Equally important, we must understand how Korean and African Americans perceive each other, and situate the role of race and class in Korean and African American relations.
LESSON PLAN: Toward Understanding Korean and African American Relations https://yokcenter.ucr.edu/document/lesson-plan-toward-understanding-korean-and-african-american-relations
Multiethnic
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
What does it mean to be in solidarity with other communities of color?
In the United States, how have Asian Americans been used to further marginalize Black and Brown communities?
How has interracial solidarity benefitted Asian Americans and vice versa?
What is the value of fostering solidarity with one another?
How can you be in solidarity with other communities?
History of Filipino American Identity and History including the Filipino American Far West Convention in 1971.
2021 Fil-Am History Month: Learning from Filipino American Youth Activism (Filipino Far West Convention 1971) https://www.asianjournal.com/magazines/mdwk-magazine/2021-fil-am-history-month-learning-from-filipino-american-youth-activism/
Southeast Asian
Economics
Geography
History
Inquiry Skills
Psychology
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Activism/Solidarity
Why were Asian Americans being attacked and racially discriminated against when the COVID pandemic began?
According to this article, how is history related to recent anti-Asian racism? Give two examples mentioned in the article.
Give examples of how recent anti-Asian hate has been inflicted on Asian Americans in terms of:
Physical attacks
Verbal and mental abuse
Economic discrimination
How have AAPI community activists and organizations taken action against COVID-related anti-Asian hate?
-How has the AAPI community been building solidarity and a multiracial movement to stop pandemic-related anti-Asian racism?
Lesson plans and media sources geared to making sense of anti-Asian racism today by connecting it with history.
https://illinois.pbslearningmedia.org/collection/anti-asian-racism-connections-in-history/
Multiethnic
Civics
Sociology
Inquiry Skills
History
Geography
Economics
SS.9-12.CV.5. Analyze civic dispositions, democratic principles, constitutional rights, and human rights and their impact on personal interests and multiple perspectives.
SS.9-12.CV.8. Analyze the methods individuals can use to challenge laws to address a variety of public issues.
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.7. Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.
9th-12th
Labor/Economics
How have Asian- Americans contributed to the economic development of the United States?
What jobs and/or industries have Asian- Americans been a part of in the development of the United States?
How have categories of Asian/Asian-American labor impacted the development of Asian-American communities?
What historical struggles have Asian- Americans had in the United States labor market?
How have Asian- Americans struggled to be recognized in labor movements?
Articles and video explore contributions of Chinese railroad workers in the mid-late-19th century, detailing the grueling labor, unjust working conditions, blatant xenophobia, and racism that accompanied all.
(1863-1869) Chinese Railroad Workers
https://illinois.pbslearningmedia.org/resource/chinese-transcontinental-railroad-workers-video/asian-americans/https://www.theguardian.com/artanddesign/2019/jul/18/forgotten-by-society-how-chinese-migrants-built-the-transcontinental-railroadhttps://www.nytimes.com/2019/05/14/us/golden-spike-utah-railroad-150th-anniversary.html
East Asian
Geography
History
Economics
Sociology
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Labor/Economics
How have Asian- Americans contributed to the economic development of the United States?
What jobs and/or industries have Asian- Americans been a part of in the development of the United States?
How have categories of Asian/Asian-American labor impacted the development of Asian-American communities?
What historical struggles have Asian- Americans had in the United States labor market?
How have Asian- Americans struggled to be recognized in labor movements?
Lesson 1 from The Chinese Railroad Workers in North America Project. For three 50-minute class periods.
This lesson familiarizes students with the Chinese Railroad Workers in North America Project (CRWNAP), the significance of using primary sources, and what the lives and experiences of Chinese railroad workers might have been like.
Students analyze primary sources from the project website, examine excerpts from Chinese-American author Maxine Hong Kingston's book on Chinese railroad workers and interviews, and finally create a creative personal reflection.
Chinese Railroad Workers in North America Project
https://fsi-live.s3.us-west-1.amazonaws.com/s3fs-public/crwnap_1_-_chinese_railroad_workers_in_north_america_project.pdf
East Asian
Geography
History
Economics
Sociology
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Labor/Economics
How have Asian- Americans contributed to the economic development of the United States?
What jobs and/or industries have Asian- Americans been a part of in the development of the United States?
How have categories of Asian/Asian-American labor impacted the development of Asian-American communities?
What historical struggles have Asian- Americans had in the United States labor market?
How have Asian- Americans struggled to be recognized in labor movements?
How South Asians have contributed to the growth of Hotels and Motels in the U.S.
(2000s) South Asian Americans and Hotel/Motel Industry https://www.nytimes.com/1999/07/04/magazine/a-patel-motel-cartel.html
South Asian
Geography
History
Economics
Sociology
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Labor/Economics
How have Asian- Americans contributed to the economic development of the United States?
What jobs and/or industries have Asian- Americans been a part of in the development of the United States?
How have categories of Asian/Asian-American labor impacted the development of Asian-American communities?
What historical struggles have Asian- Americans had in the United States labor market?
How have Asian- Americans struggled to be recognized in labor movements?
Articles explore what it means to be working-class taxi drivers in NYC, especially South Asians, and how they have navigated COVID-19, racism, and labor politics.
(2000s) South Asian Taxi Drivers in NY https://www.ibtimes.com/south-asian-taxi-drivers-victims-perpetrators-racism-705690
South Asian
Geography
History
Economics
Sociology
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Labor/Economics
How have Asian- Americans contributed to the economic development of the United States?
What jobs and/or industries have Asian- Americans been a part of in the development of the United States?
How have categories of Asian/Asian-American labor impacted the development of Asian-American communities?
What historical struggles have Asian- Americans had in the United States labor market?
How have Asian- Americans struggled to be recognized in labor movements?
Pew Research Center- Asian Americans https://www.pewresearch.org/fact-tank/2021/04/29/key-facts-about-asian-americans/
Multiethnic
Geography
History
Economics
Sociology
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Labor/Economics
How have Asian- Americans contributed to the economic development of the United States?
What jobs and/or industries have Asian- Americans been a part of in the development of the United States?
How have categories of Asian/Asian-American labor impacted the development of Asian-American communities?
What historical struggles have Asian- Americans had in the United States labor market?
How have Asian- Americans struggled to be recognized in labor movements?
Teaching Activity. By Wayne Wah Kwai Au. 5 pages. Rethinking Schools. Lesson on the history of Hawai'i and the impact of colonization and tourism.
What the Tour Guide didn't Tell me: Tourism, Colonialism, and Resistance in Hawaii https://www.zinnedproject.org/materials/what-the-tour-guide-didnt-tell-me/
Pacific Islander
Geography
History
Economics
Sociology
SS.9-12.H.1. Evaluate the context of time and place as well as structural factors that influence historical developments.
SS.9-12.H.3. Analyze change and continuity across historical eras and identify what perspectives have typically influenced how historical eras are constructed.
SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
9th-12th
Social-Political Development
How did media representation contribute to public perception of Hawaiian annexation?
Hawaiian Annexation (Stanford History Education Group): https://sheg.stanford.edu/history-assessments/hawaiian-annexation
Students source and contextualize a document. Students first examine a news article from July 1898 about the United States annexing Hawai’i as a territory. Next, they analyze four historical facts and determine which one might lead them to question the reliability of this article as evidence of how Hawaiians felt about becoming a territory of the United States.
Pacific Islander
History: Perspectives
SS.H.8.9-12. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.9-12.H.9. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS.9-12.H.11. Analyze primary and secondary historical sources from multiple vantage points and perspectives to identify and explain dominant narratives and counternarratives of historical events.
6th-8th
Racism
Labor/Economics
How does economic stressors lead to scapegoating a group of people?
Economic context in 1980s
LESSON:Scapegoating Asian Americans during the 1980s (Part of the Anti-Asian Racism: Connections in History Collection). https://illinois.pbslearningmedia.org/resource/d9349e1c-138f-43ba-a0e9-80bea4f04b83/scapegoating-asian-americans-1980s-anti-asian-racism-connections-in-history/
East Asian
Psychology
History: Change, Continuity, and Context
Economy: The National and Global Economy
History: Perspectives
SS.EC.10.9-12. Explain how globalization trends and policies affect social, political, and economic conditions in different nations.
SS.H.1.9-12. Evaluate how historical developments were shaped by time and place as well as broader historical context.
SS.H.4.9-12. Analyze how people and institutions have reacted to environmental, scientific, and technological challenges.
SS.H.5.9-12. Analyze factors and historical context that influenced the perspectives of people during different historical eras.
SS.Psy.4.9-12. Analyze how biological, psychological, and sociocultural factors and their interactions influence individuals' behavior and mental processes.
4th
Identity
Immigration
What pushes people to the point of fleeing their homelands?
What is life like as a refugee?
What are the consequences and effects of refugee migrations?
What impact do refugees have on communities, countries, and the world?
Immigration experiences
Connecting past refugee experiences with today
Understanding trauma and resilience
Joe Bee Xiong: War and Peace 1961-2007 (PBS Wisconsin Education) @ https://pbswisconsineducation.org/bio/joe-bee-xiong/
Southeast Asian
History: Change, Continuity, and Context
SS.4.H. Study important individuals or major events in order to recognize and explain that there are multiple cultural perspectives.
1st
Identity
Immigration
How does music reflect people's lived experiences and feelings?
How does music keep culture alive?
Explore connections between music, identities, cultures, and emotions.
Recognize shared and unique elements of distinct pieces of music.
Relate content to personal experiences choosing, playing, and sharing music.
Maa Vue: Re//sound: Songs of Wisconsin @https://illinois.pbslearningmedia.org/resource/maa-vue-media-gallery/resound-songs-of-wisconsin/. Includes a six-minute profile of Vue and a lesson plan about music theory, ethnic culture, and SEL.
Southeast Asian
Geography: Place, Regions, and Culture
2nd
Identity
Immigration
How does music reflect people's lived experiences and feelings?
How does music keep culture alive?
Explore connections between music, identities, cultures, and emotions.
Recognize shared and unique elements of distinct pieces of music.
Relate content to personal experiences choosing, playing, and sharing music.
Maa Vue: Re//sound: Songs of Wisconsin @https://illinois.pbslearningmedia.org/resource/maa-vue-media-gallery/resound-songs-of-wisconsin/. Includes a six-minute profile of Vue and a lesson plan about music theory, ethnic culture, and SEL.
Southeast Asian
Geography: Place, Regions, and Culture
3rd
Identity
Immigration
How does music reflect people's lived experiences and feelings?
How does music keep culture alive?
Explore connections between music, identities, cultures, and emotions.
Recognize shared and unique elements of distinct pieces of music.
Relate content to personal experiences choosing, playing, and sharing music.
Maa Vue: Re//sound: Songs of Wisconsin @https://illinois.pbslearningmedia.org/resource/maa-vue-media-gallery/resound-songs-of-wisconsin/. Includes a six-minute profile of Vue and a lesson plan about music theory, ethnic culture, and SEL.
Southeast Asian
Geography: Place, Regions, and Culture
4th
Identity
Immigration
How does music reflect people's lived experiences and feelings?
How does music keep culture alive?
Explore connections between music, identities, cultures, and emotions.
Recognize shared and unique elements of distinct pieces of music.
Relate content to personal experiences choosing, playing, and sharing music.
Maa Vue: Re//sound: Songs of Wisconsin @https://illinois.pbslearningmedia.org/resource/maa-vue-media-gallery/resound-songs-of-wisconsin/. Includes a six-minute profile of Vue and a lesson plan about music theory, ethnic culture, and SEL.
Southeast Asian
Geography: Place, Regions, and Culture
5th
Identity
Immigration
How does music reflect people's lived experiences and feelings?
How does music keep culture alive?
Explore connections between music, identities, cultures, and emotions.
Recognize shared and unique elements of distinct pieces of music.
Relate content to personal experiences choosing, playing, and sharing music.
Maa Vue: Re//sound: Songs of Wisconsin @https://illinois.pbslearningmedia.org/resource/maa-vue-media-gallery/resound-songs-of-wisconsin/. Includes a six-minute profile of Vue and a lesson plan about music theory, ethnic culture, and SEL.
Southeast Asian
Geography: Place, Regions, and Culture
6th-8th
Identity
Racism
Activism/Solidarity
Social-Political Development
How do discrimination affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
What does advocacy look like?
Explore examples of hate and intolerance in religious and ethnic/racial communities.
Understand various responses to hate and intolerance from the targeted community as well as communities at-large (bystander, ally/upstander/solidarity)
See how communities advocate for themselves in the political/legislative areas.
Waking In Oak Creek documentary (33 min) by Not In Our Town @ https://www.niot.org/cops/wakinginoakcreek. Includes lessons for educators.
Remember Oak Creek website @ https://rememberoakcreek.org/. Includes essay, lesson plan about the Oak Creek mass shooting, and civic action, resilience and healing that followed; and lesson plans and resources about the Sikh faith.
South Asian
Civics: Participation and Deliberation: Applying Civic Virtues and Democratic Principles
History: Change, Continuity, and Context
SS.CV.3.6-8.LC, MdC, MC. Compare the means by which individuals and groups change societies, promote the common good, and protect rights.
SS.H.1.6-8.MdC. Analyze connections among events and developments in broader historical context.
SS.H.1.6-8.MC Use questions generated about individuals and groups to analyze why they, and the development they shaped, are sen as historically significant.
SS.H.2.6-8.LC. Explain how and why perspectives of people have changed over time.
9th-12th
Identity
Racism
Activism/Solidarity
Social-Political Development
How do discrimination affect minority groups in society?
What can be done to prevent further discrimination and hate crimes in our society?
What does advocacy look like?
Explore examples of hate and intolerance in religious and ethnic/racial communities.
Understand various responses to hate and intolerance from the targeted community as well as communities at-large (bystander, ally/upstander/solidarity)
See how communities advocate for themselves in the political/legislative areas.
Waking In Oak Creek documentary (33 min) by Not In Our Town @ https://www.niot.org/cops/wakinginoakcreek. Includes lessons for educators.
Remember Oak Creek website @ https://rememberoakcreek.org/. Includes essay, lesson plan about the Oak Creek mass shooting, and civic action, resilience and healing that followed; and lesson plans and resources about the Sikh faith.
South Asian
Civics: Participation and Deliberation: Applying Civic Virtues and Democratic Principles
History: Change, Continuity, and Context
SS.CV.3.9-12. Analyze the impact of constitutions, laws, and agreements on the maintenance of order, justice, equality, and liberty.
SS.CV.5.9-12. Analyze the impact of personal interest and diverse perspectives on the application of civic dispositions, democratic principles, constitutional rights, and human rights.
SS.CV.8.9-12: Analyze how individuals use and challenge laws to address a variety of public issues.
SS.H.3.9-12. Evaluate the methods utilized by people and institutions to promote change.
SS.H.7.9-12. Identify the role of individuals, groups, and institutions in people’s struggle for safety, freedom, equality, and justice.
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Modes of Travel & the Impact of Chinese Railroad Workers
Loaded
Topic
Modes of Travel & the Impact of Chinese Railroad Workers
Grade Level
K
Themes
Citizenship
Immigration
Racism
Essential Questions
What are goods? What are different ways we travel and/or move goods from place to place? How did railroad travel change life for people in the past?
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Asian American Integration Ideas
U.S. railroad construction by people from China; how those Chinese workers traveled to the U.S.
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Resources
See Attached PDF: Modes of Travel & the Impact of Chinese Railroad Workers (K)
LESSON PLAN: Redefine American
BOOKS: Grandpa Across the Ocean by Hyewon Yum (traveling to another country to visit family in S Korea) In a Village by the Sea by Muon Van Wishes by Muon Thi Van Grandfather’s Journey by Allen Say Coolies by Yin (Chinese Americans building railroads)
VIDEO: Coolies by Yin read aloud
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Ethnicity
East Asian
Attachments
Modes of Travel & the Impact of Chinese Railroad Workers (K).pdf
ISBE Topics
Geography: Human Population: Spatial Patterns and Movements
Geography
IL Learning Standards
SS.K.G.2. With guidance and support, explain how people and goods move from place to place.