1 Ethnic Studies Model Curriculum

2 Third Field Review Draft with Recommended Edits

3 March 2021
4 Page 1 of 439

5 Ethnic Studies Model Curriculum

6 Chapter 4: Sample Lessons and Topics

7 Third Field Review Draft with Recommended Edits

 8 Contents
9 Ethnic Studies Model Curriculum Chapter 4: Sample Lessons and Topics......................1
10 Fostering Democratic Classrooms.................................................................................5

11 General Ethnic Studies................................................................................................10

12 Sample Lesson 1: Migration Stories and Oral History.............................................10

13 Sample Lesson 2: Social Movements and Student Civic Engagement...................15
14 Sample Lesson 3: Youth-led Participatory Action Research (YPAR)......................22
15 Sample Lesson 4: Introducing Narratives................................................................25
16 Sample Lesson 5: Introducing Dominant Narratives................................................31
17 African American Studies.............................................................................................40

18 Sample Lesson 6: Classical Africa and Other Major Civilizations...........................40

19 Sample Lesson 7: US Housing Inequality: Redlining and Racial Housing Covenants
20 ..................................................................................................................................45
21 Sample Lesson 8: An Introduction to African American Innovators.........................55
22 Sample Lesson 9: #BlackLivesMatter and Social Change......................................71
23 Sample Lesson 10: Afrofuturism: Reimagining Black Futures and Science Fiction 75
24 Additional Sample Topics.........................................................................................84
25 Chicana/o/x and Latina/o/x Studies.............................................................................86

26 Sample Lesson 11: Salvadoran American Migration and Collective Resistance....86

27 Sample Lesson 12: US Undocumented Immigrants from Mexico and Beyond:
28 Mojada: A Medea in Los Angeles...........................................................................103
29 Sample Lesson 13: The East L.A. Blowouts: An Anchor to the Chicano Movement
30 ................................................................................................................................110
31 Additional Sample Topics.......................................................................................116
32 Asian American and Pacific Islander Studies............................................................119

33 Sample Lesson 14: Asian Americans and Pacific Islanders and the Model Minority
34 Myth........................................................................................................................119
35 Sample Lesson 15: Cambodian Americans––Deportation Breaking Families Apart
36 ................................................................................................................................131
37 Sample Lesson 16: Chinese Railroad Workers.....................................................149
38 Sample Lesson 17: Little Manila, Filipino Laborers, and the United Farm Workers
39 (UFW).....................................................................................................................156
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40 Sample Lesson 18: Hmong Americans—Community, Struggle, Voice.................166
41 Sample Lesson 19: Indian Americans: Creating Community and Establishing an
42 Identity in California................................................................................................177
43 Sample Lesson 20: The Japanese American Incarceration Experience through
44 Poetry and Spoken Word––A Focus on Literary Analysis and Historical Significance
45 ................................................................................................................................186
46 Sample Lesson 21: Korean American Experiences and Interethnic Relations.....213
47 Sample Lesson 22: The Immigrant Experience of Lao Americans........................227
48 Sample Lesson 23: Historical and Contemporary Experiences of Pacific Islanders
49 in the United States................................................................................................233
50 Sample Lesson 24: South Asian Americans in the United States.........................251
51 Sample Lesson 25: Vietnamese American Experiences – The Journey of Refugees
52 ................................................................................................................................305
53 Additional Sample Topics.......................................................................................322
54 Native American Studies............................................................................................325

55 Sample Lesson 26: This is Indian Land: The Purpose, Politics, and Practice of Land
56 Acknowledgment....................................................................................................325
57 Sample Lesson 27: Develop or Preserve? The Shellmound Sacred Site Struggle
58 ................................................................................................................................337
59 Sample Lesson 28: Native American Mascots.......................................................344
60 Additional Sample Topics.......................................................................................354
61 Affirming Identity........................................................................................................358

62 Exploring and Embracing Your Own Community......................................................359

63 Complicating Single Stories.......................................................................................360

64 Sharing a Wide Picture of Democratic Participation..................................................361

65 Widening Our Universe of Obligation........................................................................362

66 Seeking Models of Interethnic Bridge-building..........................................................364

67 Sample Lesson 29: The Sikh-American Community in California.........................366

68 Sample Lesson 30: Antisemitism and Jewish Middle Eastern-Americans............371
69 Sample Lesson 31: Jewish Americans: Identity, Intersectionality, and Complicating
70 Ideas of Race.........................................................................................................380
71 Sample Lesson 32: An Introduction to Arab American Studies.............................403
72 Sample Lesson 33: Armenian Migration Stories and Oral History.........................425
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74 Note: Throughout, this chapter links to various materials and resources for local
75 educational agencies' and educators' consideration. Some of these materials may
76 espouse the particular author's/publisher's own political views, and some others are
77 situated within a broader website or library. The SBE, IQC and CDE do not endorse all
78 of the espoused views or materials found elsewhere within the broader sites. Local
79 agencies and educators should review all content for appropriateness with respect to
80 use in classrooms.

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 81 Ethnic studies is for all students. The model curriculum focuses on the four ethnic
82 groups that are at the core of the ethnic studies field. At the same time, this coursework,
83 through its overarching study of the process and impact of the marginalization resulting
84 from systems of power, is relevant and important for students of all backgrounds. By
85 affirming the identities and contributions of marginalized groups in our society, ethnic
86 studies helps students see themselves and each other as part of the narrative of the
87 United States. Importantly, this helps students see themselves as active agents in the
88 interethnic bridge-building process we call American life.

89 This chapter provides specific lesson plans to support educators as they explore the
90 four primary themes of the model curriculum:

91  Identity

92  History and Movement

93  Systems of Power

94  Social Movements and Equity

95 As this progression of themes suggests, in ethnic studies it is crucial to focus not only
96 on understanding oppression and fostering compassion, but also on recognizing
97 advances in ways that promote student agency. This begins with each teacher seeing
98 the assets and strengths every student brings to the classroom. Students should leave
99 an ethnic studies class knowing their choices matter and compelled to think carefully
100 about the decisions they make, realizing that their choices will ultimately shape the
101 world.

102 Fostering Democratic Classrooms

103 One way for ethnic studies teachers to ensure that their courses affirm and value the
104 identities of all of their students is to engage in the process of fostering democratic and
105 empowering classroom learning communities. In such classrooms, students whose
106 voices have not been heard can grow in understanding and agency, while students from

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107 the diversity of social, personal, and academic backgrounds that live together in
108 California are able to participate in the conversation from their personal and community
109 perspectives. Such a learning environment provides a powerful foundation and model
110 for students’ future civic participation.

111 Ethnic studies teachers cultivate in their students the skills and dispositions for effective
112 civic participation by using teaching techniques that create a sense of trust and
113 openness, encourage students to speak and listen to each other, make space and time
114 for silent reflection, offer multiple avenues for participation and learning, and help
115 students appreciate the points of view, talents, and contributions of all members.

116 By prioritizing student-centered approaches and using a wide variety of discussion

117 protocols, teachers can provide opportunities for students to engage critically in the gray
118 areas of controversial topics, delving into the nuance and complexity of human history.
119 These techniques and strategies are equally important in classrooms where there is
120 relative social, personal, and/or political homogeneity, which present their own
121 challenges in facilitating honest dialogue. Many teachers of such classes also seek out
122 opportunities for their students to engage with counterparts of very different
123 backgrounds. These lessons will help.

124 The following sample lessons are aligned to the ethnic studies values, principles, and
125 outcomes from chapter 1 and the state-adopted content standards in history–social
126 science, English language arts and literacy, and English language development. As a
127 reminder, the values and principles are:

128 1. cultivate empathy, community actualization, cultural perpetuity, self-worth, self-

129 determination, and the holistic well-being of all participants, especially Native
130 People/s and Black Indigenous People of Color (BIPOC);

131 2. celebrate and honor Native People/s of the land and communities of Black
132 Indigenous People of Color by providing a space to share their stories of success,
133 community collaboration, and solidarity, along with their intellectual and cultural
134 wealth;

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135 3. center and place high value on the pre-colonial, ancestral knowledge, narratives,
136 and communal experiences of Native People/s and people of color and groups that
137 are typically marginalized in society; 

138 4. critique empire-building in history and its relationship to white supremacy, racism
139 and other forms of power and oppression;

140 5. challenge racist, bigoted, discriminatory, imperialist/colonial beliefs and practices

141 on multiple levels;

142 6. connect ourselves to past and contemporary social movements that struggle for
143 social justice and an equitable and democratic society; and conceptualize, imagine,
144 and build new possibilities for a post-racist, post-systemic racism society that
145 promotes collective narratives of transformative resistance, critical hope, and radical
146 healing.

147 The lessons are sorted by disciplinary area and categorized around the sample themes
148 (Identity, System of Power, Social Movements and Equity, and History and Movement)
149 described in chapter 3, although many of the lessons fit with more than one theme. And
150 while each lesson is placed within one or more disciplinary areas of ethnic studies,
151 many can be adapted to include additional groups and/or disciplinary areas.

152 Each of the sample lessons provided in this chapter is organized around a number of
153 essential questions that guide and direct student inquiry. Here are some additional
154 questions that can guide exploration of the guiding themes from chapter 1. These
155 questions are intended to help spark discussion and student reflection, and are not an
156 exhaustive list.

157 Guiding Outcome 1: Pursuit of Justice and Equity

158 1. What is justice? What is injustice? How do people’s cultures, experiences, and
159 histories influence how they understand and apply these terms?
160 2. What is equity? How is equity different from equality?

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161 3. How have individual and collective efforts challenged and overcome inequality
162 and discriminatory treatment?
163 4. How can individuals or groups of people overcome and dismantle systemic
164 discrimination and marginalization, including systemic racism?

165 Guiding Outcome 2: Working Toward Greater Inclusivity

166 1. What does it mean to be inclusive? How is inclusivity achieved? What barriers to
167 inclusivity exist?
168 2. What does it mean to be marginalized? What does that look like? What does that
169 feel like?
170 3. Whose voices or perspectives have been historically emphasized when studying
171 this topic/event? Whose voices or perspectives have been historically silenced or
172 marginalized?
173 4. How have those groups attempted to make themselves heard? To what extent
174 have these attempts been successful?

175 Guiding Outcome 3: Furthering Self-Understanding

176 1. What does ethnicity mean? What does race mean? What is the difference
177 between ethnicity and race?
178 2. How are our identities formed? To what extent can a person’s identity change
179 over time? To what extent do our own upbringing and culture instill bias?
180 3. How much control do we have over our own identities? What external factors
181 influence our identities?

182 Guiding Outcome 4: Developing a Better Understanding of Others

183 1. How do we develop a better understanding of other people, cultures, and ethnic
184 groups? Why is this important?
185 2. What does it mean to show respect for others? What does that look like?
186 3. What do we need to be able to do to hear perspectives and experiences that are
187 different from ours? How do we effectively engage with opposing or unfamiliar
188 views as part of exercising civil discourse?

189 Guiding Outcome 5: Recognizing Intersectionality

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190 1. What is intersectionality? Why is it important to recognize and understand
191 intersectionality?
192 2. Beyond ethnicity, what other kinds of social groups exist? How are these social
193 groups formed and defined?
194 3. How is intersectionality related to identity?
195 4. How is intersectionality related to systemic discrimination, racism, and
196 marginalization?

197 Guiding Outcome 6: Promoting Self-Empowerment for Civic Engagement

198 1. What is civic engagement? What does civic engagement look like?
199 2. How can civic engagement lead to or contribute to social change?

200 Guiding Outcome 7: Supporting a Community Focus

201 1. How have different ethnic groups contributed to your community?

202 2. How has the ethnic makeup of your community changed over time?
203 3. Which groups have been historically marginalized or discriminated against in
204 your community? To what extent has the treatment and experiences of those
205 groups changed over time?
206 4. To what extent have members of your community tried to achieve social or
207 political change? To what extent were they successful?

208 Guiding Outcome 8: Developing Interpersonal Communication

209 1. How do we communicate with others? To what extent do our cultural contexts
210 affect the way we communicate? To what extent does our audience affect the
211 way we communicate?
212 2. What are some strategies for effectively and respectfully discussing difficult,
213 sensitive, or controversial topics?
214 3. In what ways are discussions and debates similar? In what ways are they
215 different? What purposes do these two methods of communication serve?
216 4. How can we model and foster empathetic listening skills?

217

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218 General Ethnic Studies

219 Sample Lesson 1: Migration Stories and Oral History

220 Theme: History and Movement

221 Disciplinary Area: General Ethnic Studies

222 Ethnic Studies Values and Principles Alignment: 1, 3, 6

223 Standards Alignment:

224 CA HSS Analysis Skills (9–12): Historical Interpretation 1

225 CA CCSS for ELA/Literacy: RH.9–10.1, 3, 8, 10; WHST.9–10.2, 4, 6, 7, SL.9–10.1, 4, 5,

226 6

227 CA ELD Standards: ELD.PI.9–10.1, 5, 9, 10a

228 Lesson Purpose and Overview:

229 As part of a larger unit on migration, this lesson guides students to explore their
230 personal stories around how migration has impacted their families. The students will
231 learn about how their own family migration stories connect to their local history.

232 Key Terms and Concepts: oral history, migration, interviewing, archive, memory

233 Lesson Objectives (Students will be able to…):

234 1. Conduct oral history interviews, transcribe narratives, develop research

235 questions, and build upon interpersonal communication skills

236 2. Learn from each other by being exposed to the unique migration stories of their
237 peers

238 3. Strengthen their public speaking skills through interviewing and presenting their
239 research findings.

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240 Essential Questions:

241 1. How does your family and/or community’s story connect to your local history?

242 Lesson Steps/Activities:

243 1. Develop an electronic visual presentation for the lesson opening that highlights
244 several major waves of migration (both voluntary and forced). The slides should
245 also include data on migration to the local community and racial and ethnic
246 demographics.

247 2. Introduce the oral history project to the students by letting them know that they
248 will have an opportunity to learn more about their family’s and/or community’s
249 migration histories. Task each student with interviewing one family member
250 (preferably an elder) and one community member. The interviews will focus on
251 the interviewee’s migration stories, childhood, and memory of the city. The
252 interviews should also seek opinions on how changes in policy, institutions, and
253 community attitudes could (have) improve(d) the interviewee's experience. You
254 may want to show a clip of an interview from a digital oral history archive (see
255 recommended sources for examples) to provide students an example. Teachers
256 should be sensitive to varying family dynamics and have alternative assignments
257 or activities for students that may have difficulty identifying a family member.

258 3. After introducing the project, provide an overview of the mechanics of oral
259 history. Discuss the types of equipment and materials students will need (an
260 audio or video recording device or application, and field notebook); help students
261 come up with questions, discussing the differences between closed and open-
262 ended questions; and begin to introduce transcribing.

263 4. During the next few class sessions, allow students to engage in peer-
264 interviewing. Students should conduct mini oral history interviews (no more than
265 seven to ten minutes) with each other. After each interview, give students time to
266 reflect on the interviewing process, what they learned, memory, and storytelling.
267 Using the “think, pair, share” method, have students write their own reactions to

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268 the interviewing process on a sheet of paper, then have them share it with a
269 peer, and finally to the larger class. Alternatively, students can add their ideas to
270 a whole-group virtual discussion board, write their ideas on a slip of paper as an
271 exit ticket or as a warm up to prepare students for a whole-class discussion at
272 the beginning of the next class period.

273  If students have access to headsets and computers in the classroom or

274 nearby, they can use the remaining time to practice transcribing their mini-oral
275 history interviews. After two to three mock oral history interviews with their
276 peers, students should be prepared to carry out their own full interviews with
277 a family elder and community member.

278 5. For the overall project, students should be expected to conduct a thirty-minute
279 oral history interview with their interviewees, and transcribe at least one
280 interview. This is given as a homework assignment and should be completed
281 over two weeks. Students are also encouraged to ask their interviewees for
282 copies of old pictures, images of relics that hold some significant meaning or
283 value to them, and/or other primary sources that speak to their migration story.

284 6. After completing the interview and transcribing, students take excerpts from the
285 interview, as well as pictures or other primary sources they may have from their
286 interviewee, and create a three to five minute presentation (either a video,
287 electronic visual presentation, Prezi, or poster board) discussing their
288 interviewee’s migration story, connection to the city, and a brief reflection on their
289 experience conducting the interview. Students are allotted three days to work on
290 their presentations in class and as a homework assignment. Students are given
291 an opportunity to practice their presentations with peer to peer and peer to small
292 group sessions before their presentation to the whole class.

293 7. Before students begin their presentations, teachers should review or establish
294 norms about presenting and audience expectations. During the presentations,
295 students in the audience should be active listeners, taking notes, and asking
296 follow-up questions at the end of each presentation. Presenters should use this
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297 time to demonstrate their public speaking skills—maintaining eye contact, using
298 “the speaker’s triangle,” and avoiding reading slides or poster boards.

299 8. As part of the culmination of this project, using these guiding questions students
300 make the broader connection of all migration stories represented in the
301 classroom.

302  How are our migration stories similar?

303  How are they different?

304  How does knowing the shared migration stories of your peers impact how we
305 relate to one another?

306 9. After completing the assignment, teachers and students can share the projects
307 with the broader student body, their families, and communities by posting them
308 on a class/school website, displaying poster boards around the class, or by
309 coordinating a community presentation event.

310 Assessment, Application, Action, and Reflection:

311  Peer assessments are used to help students refine their oral history
312 presentations prior to presenting them to the class. The teacher should visit the
313 practice groups and provide constructive feedback to students who are having
314 difficulty with the assignment.

315  During the student presentations, the teacher can evaluate the students’
316 presentation skills in the context of the grade-level expectations in the CA CCSS
317 for ELA/Literacy, especially the standards for Speaking and Listening.

318  Teachers can use the students’ graphic organizers to determine how effectively
319 they have absorbed the key concepts and connections from the student
320 presenters.

321 Materials and Resources:

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322  Oral History Association, How Do I Engage Students in Oral History Projects?:
323 http://www.oralhistory.org/how-do-i-engage-students-in-oral-history-projects/

324  Online Archive of California: https://oac.cdlib.org/

325  SNCC (The Student Non-Violent Coordinating Committee) Digital Gateway:

326 https://snccdigital.org/resources/digital-primary-sources/

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327 Sample Lesson 2: Social Movements and Student Civic Engagement

328 Theme: Social Movements and Equity

329 Disciplinary Area: General Ethnic Studies

330 Ethnic Studies Values and Principles Alignment: 2, 5, 6

331 Standards Alignment:

332 CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1; Historical
333 Interpretation 1, 3, 4

334 CA CCSS for ELA/Literacy: RH.9–10.1, 2, 3, 8; WHST.9–10. 1, 2, 4, 7

335 CA ELD Standards: ELD.PI.9–10.1, 2, 6a, 6c, 11

336 Lesson Purpose and Overview:

337 This primary source analysis assignment turns students into researchers, while
338 simultaneously allowing the students to orient themselves with the history of the Ethnic
339 Studies Movement, and contemporary social movements.

340 The purpose of the lesson is for students to learn, analyze and discuss current social
341 movements happening both in the United States and abroad. By learning about past
342 and present social movements students will learn first-hand how communities of color
343 have resisted and fought for their human rights and self-determination.

344 Key Terms and Concepts: social movement, The Third World Liberation Front, solidarity

345 Lesson Objectives (Students will be able to…):

346 1. Conduct a primary source analysis in relation to social movements and the
347 development of ethnic studies

348 2. Consider how social movements emerge, understand tactics employed, and
349 identify their overall contributions/impact to society

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350 3. Engage in critical analysis, learn to decipher credible and non-credible sources,
351 further develop public speaking skills, and work collaboratively

352 Essential Questions:

353 1. What causes social movements?

354 2. What strategies and tactics are most effective within social movements? What
355 gives rise to the proposals and demands of social movements?

356 3. What impact have past and present social movements had on society? Why
357 might people have different responses to social movements? What social
358 movements exist today?

359 Lesson Steps/Activities:

360 1. Begin the lesson by defining what social movements are and how they start.
361 Introduce the history of the Ethnic Studies Movement and the Third World
362 Liberation Front (TWLF) strike to students. Include in the introduction/overview
363 pictures and brief video clips of San Francisco State College students protesting.
364 Throughout the overview, highlight that the Ethnic Studies Movement was
365 successful due to unity and solidarity building, as well as drawing on momentum
366 from other movements that were happening simultaneously, like, the Black
367 Power, American Indian, Anti-war, Asian American, Chicano, United Farm
368 Workers, and Women’s Liberation movements. Acknowledge the pros and cons
369 of any movement discussed.

370 Making Connections to the History–Social Science Framework:

371 Chapter 16 of the framework includes an extensive section on the Civil Rights
372 Movement and other movements that fought for social change (beginning on page 414).
373 As part of their research for this ethnic studies lesson, teachers may also ask students
374 to reflect upon past movements and how these modern-day social movements build
375 upon the accomplishments and limitations of those who came before.

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376 2. Divide students into pairs, providing each group with two primary source
377 documents including:

378 a. The original demands of the TWLF

379 b. Student proposals for Black, Asian American, Chicano, and Native
380 American studies

381 c. Images from the strike

382 d. Speeches and correspondence written by San Francisco State College

383 administrators concerning the TWLF strike

384 e. Student and Black Panther Party newspaper clippings featuring articles
385 about the TWLF strike

386 3. Introduce each of the materials, providing a small amount of context, and a brief
387 overview of what is a primary source. Instruct each pair to read each document
388 carefully, conduct additional research to better contextualize and situate the
389 source within the history of this period, and to complete a primary source
390 analysis worksheet for each source (see below).

391 4. Provide students with class time to work on this assignment. They should also
392 have an opportunity to work on the assignment as homework.

393 5. After completing the primary source worksheet, each group is paired with another
394 group where they share their primary source analyses with each other. The
395 groups are also tasked with finding themes, commonalities, connections or
396 discrepancies/conflicts between their four sources while exploring their
397 perspective and points of view.

398 6. Ask each group to write on a large piece of paper/poster board what they
399 believed were the key tactics/strategies, vision, and goals of the TWLF
400 movement based on their research findings. They can also decorate the poster
401 board with pictures, a copy of their primary source, and other materials.
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402 7. While still in groups of four, assign each group a contemporary social movement.
403 Alternatively, the students can work with the teacher to select the movement that
404 they wish to research.

405 8. Let each group of four know that they are now responsible for completing the two
406 previous assignments (primary source analysis and poster board) with their new
407 social movement. Students are to identify two primary sources on the movement,
408 conduct research (including a review of secondary sources like credible news
409 articles, scholarly research, interviews, informational videos, etc.), and complete
410 the primary source analysis worksheet. They are also to complete a poster board
411 displaying the goals, vision, and tactics/strategies of their assigned contemporary
412 social movement.

413 9. At the end of the unit, each group presents their poster board and social
414 movement to their peers. After all group presentations have been completed,
415 students will have an opportunity to have a class discussion around the impact of
416 social movements. The class will ultimately return back to the original guiding
417 questions for the lesson.

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418 Source Analysis Worksheet

419 What Kind of Source? (Circle All that Apply)

420 Letter Chart

421 Photo Legal document (city ordinance, legislation, etc.)

422 Newspaper article Diary

423 Speech Oral history interview

424 Photograph Artistic piece (poem, song, poster, etc.)

425 Press Release Event flyer

426 Report Identification document

427 Other:

428 Describe your source (is it handwritten or typed? In color or black and white? Who is the
429 author or creator? How long is it? What do you see?)

430 Identifying the Source

431 1. Is it a primary or secondary source?

432 2. Who wrote/created the source?

433 3. Who is the audience?

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434 4. When and where is it from?

435 Making Sense of the Source

436 1. What is the purpose of the source?

437 2. What was happening at the time in history when this source was created?
438 Provide historical context.

439 3. What did you learn from this source?

440 4. What other documents or historical evidence will you use to gain a deeper
441 understanding of this event or topic?

442 5. What does this source tell you about the Ethnic Studies Movement and Third
443 World Liberation Front Strike?

444 6. How does this source relate to current movements for equity?

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445 Assessment, Application, Action, and Reflection:

446  Peer assessments are used to help students refine their primary source
447 worksheets and poster boards prior to presenting them to the class. The teacher
448 should visit the groups and provide constructive feedback to students who are
449 having difficulty with the assignment.

450  During the student presentations, the teacher can evaluate the students’
451 presentation skills in the context of the grade-level expectations in the CA CCSS
452 for ELA/Literacy, especially the standards for Speaking and Listening.

453  Teachers can use the completed poster boards and the final discussion session
454 to determine how effectively the students have absorbed the key concepts and
455 connections from the lesson.

456 Materials and Resources:

457  For Primary Sources on the Third World Liberation Front

458 o University of California, Berkeley Third World Liberation Front Archive

459 (includes oral histories, bibliography of sources, access to dissertations on
460 the topic, primary sources and archived materials, etc.):
461 http://guides.lib.berkeley.edu/twlf

462  For Information on Contemporary Social Movements:

463 o #BlackLivesMatter/The Movement for Black Lives

464  The Standing Rock Movement

465 o National Geographic Article, “These are the Defiant ‘Water Protectors’ of
466 Standing Rock”: https://news.nationalgeographic.com/2017/01/tribes-
467 standing-rock-dakota-access-pipeline-advancement/

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468 Sample Lesson 3: Youth-led Participatory Action Research (YPAR)

469 Theme: Social Movements and Equity

470 Disciplinary Area: All disciplinary areas

471 Youth-led Participatory Action Research

472 Getting students to engage primary sources, develop youth-participatory action

473 research (Youth-led Participatory Action Research [YPAR)) projects, or create service-
474 learning projects are just a few examples of how an inquiry-based approach encourages
475 students to become engaged actors within the learning process. Youth Participatory
476 Action Research provides young people with opportunities to study social problems
477 affecting their lives and then determine actions to rectify these problems. (Dimitriadis
478 2008). Students will take what they learned in earlier units to do a college preparatory
479 research project that utilizes sound methodology to study a problem identified, for its
480 culminating unit. This YPAR project has a guided process that allows the students then
481 to use their research to develop an action plan to address the problems that they have
482 studied.

483 A course can utilize an ethnic studies framework based on the goal of deepening
484 students’ understanding of both the past and the present through continual reflection on
485 the interaction between the two. Students learn to shift analytical lenses between their
486 personal lives and the larger social and historical context that has created the
487 environment within which they live. This process deepens students’ understanding of
488 themselves by grounding it in history and it deepens their appreciation of history by
489 connecting it to their contemporary lives.

490 This dynamic can be demonstrated with a specific focus on a particular subgroup, such
491 as Asian Americans. Each unit is constructed to build upon the previous unit. Each unit
492 draws from primary documents, students’ personal experiences, community and/or
493 family members’ experiences, and scholarly essays. Each of these sources come
494 together to value knowledge that goes beyond what is published in history textbooks.

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495 The culminating project for the course also requires students to employ both their
496 personal, contemporary analytical lens and their historical analytical lens. Students work
497 in teams to develop lessons based on the content of their Ethnic Studies course and
498 teach the lessons to students at middle and/or elementary schools in their communities.
499 Lesson development emphasizes the connections that the high school students must
500 find between the historical material and the lives of the middle school students in order
501 to assure the success of the lessons. Student writing is the principal form of assessment
502 in this course. Short in-class or homework writing assignments provide formative
503 assessment of daily activities, and the collection of writing assignments outlined above
504 provides a summative assessment for each unit.

505 In addition, oral presentations are used to assess student learning, as in Unit 1 (sharing
506 the document box), Unit 3 (performance of a five-minute play), Unit 4 (teaching project),
507 Unit 6 (oral history project). Most units include a project by which student work is
508 assessed. Unit 4 features a teaching project. Students should be taking what they
509 learned in the first semester (Units 1–3) and develop a lesson plan on a specific topic
510 within the subgroup focus. They will teach the lesson plan to a nearby middle or
511 elementary school. They will be taught how to do the research to develop a well-
512 structured lesson plan with interactive exercises that will engage the students in the
513 class that they are teaching in. The lesson plan must draw from the concepts presented
514 in Units 1–3. This becomes that major assessment for semester 1.

515 Ultimately, the main assessment will be the outcome of the Youth Participatory Action
516 Research Project where both writing and oral skills will be tested. Students will take
517 what they learned in Units 1–7 to do a college preparatory research project that utilizes
518 sound methodology to study a problem in the identified subgroup community. This
519 YPAR project has a guided process that allows the students then use their research to
520 develop an action plan to address the problems that they studied. The writing
521 assignments described below are produced through a writer’s workshop process that
522 includes structured brainstorming activities, multiple drafts, peer editing, and publication
523 within the classroom or school.

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524 The following shows how each term in YPAR is operationalized.

525 YOUTH: Young people between the ages of 14 and 24.

526 PARTICIPATORY: All participants, including youth, are seen as experts who all have
527 important experiences and knowledge.

528 ACTION: The goal is to use what youth research to develop a plan of action toward
529 bettering their communities.

530 RESEARCH: A systematic investigation of a problem facing youth.

531 This course implements culturally and community responsive pedagogy by focusing on
532 marginalized histories that are often neglected in mainstream history courses and
533 connecting them to community issues that need to be addressed. Gay (2000) defines
534 culturally responsive teaching as using the cultural knowledge, prior experiences, and
535 performance styles of diverse students to make learning more appropriate and effective
536 for them; it teaches to and through the strengths of these students. Gay (2000) also
537 describes culturally responsive teaching as having these characteristics:

538 Culturally Responsive Pedagogy Course Implementation:

539  It acknowledges the legitimacy of the cultural heritages of different ethnic groups,
540 both as legacies that affect students' dispositions, attitudes, and approaches to
541 learning and as worthy content to be taught in the formal curriculum.

542  The course would look at the diversity amongst one marginalized subgroup but
543 also the collective experiences impacted by racism. This is evidenced to the use
544 of primary sources.

545  It builds bridges of meaningfulness between home and school experiences as

546 well as between academic abstractions and lived sociocultural realities.

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547 Sample Lesson 4: Introducing Narratives

548 Theme: Systems of Power

549 Disciplinary Area: General Ethnic Studies

550 To understand dominant narratives about ethnic groups, students must first grasp
551 the concept of a narrative. A narrative is an account of an event or series of events,
552 usually in the form of a story.

553 The story that is told shapes how a person views, or forms an opinion about, the
554 event behind the story.

555 Consider how “conservative” and “liberal” news outlets, for example, often cover the
556 same event but tell completely different stories about it. Depending on which news
557 outlet you read/watch/listen to, you will form an opinion about an event that will vary
558 slightly or greatly from one news outlet to the next. This is because the story that is
559 being told will vary depending on who is telling the story and how they interpret the
560 event. The story told will differ from one source to another in what different
561 storytellers choose to highlight and in whom and what they include and whom and
562 what they leave out.

563 This lesson introduces students to how narratives are formed about events or a
564 people by probing the sources of narratives in two ways: a) identifying who the
565 storyteller is, their prior or preconceived knowledge of the event or person, the
566 assumptions they make, and their personal biases; and b) how different storytellers
567 have interpreted the events or people they’re talking about in what they’ve selected to
568 feature and highlight in the story and what they’ve chosen to leave out.

569 Lesson Objective (Students will be able to...):

570 ● identify sources of narratives;

571 ● articulate how narratives are shaped by who is telling the story;

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572 ● explain how what’s featured and left out in a story produces an interpretation;
573 and

574 ● critically evaluate the sources of narratives they come across in their own lives.

575 Key Concepts and Vocabulary:

576 ● Narrative (an account of an event or series of events, usually in the form of a
577 story)

578 ● Bias (an attitude of favor or disfavor toward something or someone)

579 ● Opinion (a view or judgment formed about something or someone)

580 ● Perspective (point of view; a particular attitude toward something or someone)

581 ● Preconceptions (opinions formed prior to actual knowledge or experience)

582 ● Assumptions (a thing that is accepted as true or as certain to happen, without

583 proof)

584 Materials:

585 ● Reflection Worksheet for homework (p. 4)

586 Preparation:

587 ● Tailor a list of discussion questions for class.

588 ● Make copies of the Reflection Worksheet for homework (one per student).

589 In-Class Activities:

590 1. Activate Prior Knowledge––Write the following questions on the board and ask
591 students to write down their answers independently. Explain to students that you
592 will revisit their answers to these questions at the end of class.

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593 ● What does the word “narrative” mean to you?

594 ● Where do we get information from?

595 ● How do we form opinions about events or a people?

596 ● Do other people’s opinions in narratives influence our behavior?

597 2. Comparing Narratives Partner Activity––Pair each student with a classmate.

598 Within each pair, one student will write an autobiography and the other student will
599 write a biography of their partner. Give the pairs 15 minutes to write independently.
600 Once students are done writing, ask each partner to read what they wrote to their
601 partner. Write the following questions on the board, and ask the pairs to discuss
602 among themselves:

603 ● How do the two narratives differ? What is similar about them?

604 ● What information did the autobiographer choose to highlight about

605 themselves? What information did their partner highlight?

606 ● Which biography is more reliable? Can either be seen as an “objective

607 source”?

608 3. Class Discussion about Activity––Bring the class back together and lead a
609 discussion about their answers to the questions they discussed in their pairs. Use
610 this activity to open a class discussion about how narratives are shaped by the
611 assumptions and biases of the author. Explain that the narratives we read or hear
612 on a daily basis also shape our viewpoints, so we have to be careful to examine
613 authors’ motivations, underlying assumptions, and bias. Explain to students that
614 narratives also influence our perceptions of members of different ethnic groups.
615 Some discussion questions might include:

616 ● Where do we encounter narratives about other people?

617 ● What role do prior knowledge, preconceptions, or bias play in shaping

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618 someone’s narrative about other people?

619 ● How do narratives shape our opinions and affect our behavior towards
620 others?

621 ● What are some examples of narratives about you? How would your parents
622 or guardians talk about you? How would your siblings, your friends, your
623 teachers? And why would their narratives about you be different from each
624 other? And does it influence how they behave towards you?

625 4. Revisit Introductory Activity––Ask students to revisit the “Activating Prior

626 Knowledge” questions that they answered at the beginning of class. Based on what
627 they learned today, answer the questions again. How has their understanding of
628 narrative changed? What questions are they left with? What do they want to learn
629 more about?

630 Homework:

631 1. Reflect on Lesson’s Takeaways––Students answer the questions on the

632 Reflection handout on page 4 to help them consolidate and reflect upon what
633 they learned in this lesson.

634 Additional Resources:

635 ● Equality and Human Rights Commission, “Lesson 11 – Influencing

636 Attitudes” – https://www.equalityhumanrights.com/en/secondary-education-
637 resources/lesson-plan-ideas/lesson-11-influencing-attitudes

638 ● UC Berkeley Greater Good Magazine, “How to Avoid Picking Up Prejudice

639 from the Media”
640 –https://greatergood.berkeley.edu/article/item/how_to_avoid_picking_up_pr
641 ejudice_from_media

642 ● Fairness & Accuracy in Reporting, “How to Detect Bias in News Media” –
643 https://fair.org/take-action-now/media-activism-kit/how-to-detect-bias-in-
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644 news-media/

645 ● Civic Online Reasoning, “News Versus Opinions,” “Who’s Behind the
646 Information?”, “What’s the Evidence?,” “What do Other Sources Say?”
647 “How to Find Better Information Online,” and “Civic Online Reasoning,”
648 https://cor.stanford.edu/curriculum/

649 ● Center for Media Literacy, “Questions/ Tips: Media

650 Deconstruction/Construction Framework”
651 http://www.medialit.org/sites/default/files/QTIPS%20CHART_1_0.pdf

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652 Reflection Worksheet

653 Please answer each question in two or three sentences. [The suggested answers
654 should, of course, be omitted in the worksheet given to the students.]

655 1. Where do we encounter narratives that shape our opinions?

656 (everywhere, from the people around us to the news to television.)

657 2. How does an author’s underlying assumptions shape their narrative?

658 (It shapes how they interpret information that they’re writing about.)

659 3. Why is it important to know the author’s assumptions, preconceptions or

660 biases in the narrative?
661 (It helps us understand where they’re coming from and whether we agree with them
662 or not.)

663 4. How do authors demonstrate their opinions in narratives?

664 (by the choices they make in what they highlight in the story and what voices they
665 choose to feature)

666 5. What questions do you still have about narratives?

667 (Students will ask: if all narrative is biased, how do I get to the truth of an event or a
668 group of people?)

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669 Sample Lesson 5: Introducing Dominant Narratives

670 Theme: Systems of Power

671 Disciplinary Area: General Ethnic Studies

672 This lesson is modeled on the University of Michigan’s Inclusive Teaching Collaborative
673 (ITC) (https://sites.lsa.umich.edu/inclusive-teaching/) discussion guide on Dominant
674 Narratives (https://sites.lsa.umich.edu/inclusive-teaching/sample-activities/dominant-
675 narratives/). According to the ITC, a dominant narrative is “an explanation or story that
676 is told in service of the dominant social group’s interests and ideologies. It usually
677 achieves dominance through repetition, the apparent authority of the speaker (often
678 accorded to speakers who represent the dominant social groups), and the silencing of
679 alternative accounts. Because dominant narratives are so normalized through their
680 repetition and authority, they have the illusion of being objective and apolitical, when in
681 fact they are neither.”1 This lesson plan is designed to teach students how to identify
682 and critically evaluate dominant narratives they encounter in their daily lives. This
683 lesson plan also addresses the role of power in perpetuating dominant narratives and
684 determining who benefits from or is harmed by the persistence of these narratives.

685 Lesson Objectives (Students will be able to…):

686 ● identify examples of dominant narratives;

687 ● critically interrogate authoritative sources of information;
688 ● recognize bias in dominant narratives;
689 ● question whose voices are missing from dominant narratives and why; and
690 ● articulate how dominant narratives benefit dominant groups and harm oppressed
691 groups.

692 Key Concepts and Vocabulary:

301 “Dominant Narratives,” Inclusive Teaching Collaborative (University of Michigan),

31 accessed September 6, 2020, https://sites.lsa.umich.edu/inclusive-teaching/sample-
32 activities/dominant-narratives/
33
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693 ● Dominant Narrative (an explanation or story that is told in service of the dominant
694 social group’s interests and ideologies)
695 ● Power (political or social authority)
696 ● Authority (the power or ability to make rules and influence others)
697 ● Oppression (unjust treatment of and control over an individual or group)
698 ● Normalization (making something conform to, or reducing something to a norm or
699 standard)

700 Materials:

701 ● Chimamanda Ngozi Adichie’s Ted Talk “The Danger of a Single Story”
702 (https://sites.lsa.umich.edu/inclusive-teaching/sample-activities/dominant-
703 narratives/)
704 ● “What is a Dominant Narrative?” handout (page 6)
705 ● Note-taking sheet for class discussion (page 7)

706 Preparation:

707 ● Make copies of “What is a Dominant Narrative?” handout (one per student)
708 ● Make copies of note-taking sheet (one per student)
709 ● Visit WordClouds (https://www.wordclouds.com/) to prepare for the in-class
710 introductory activity

711 In-Class Activities:

712 1. Activate Prior Knowledge––Begin by writing the words “Dominant Narrative”

713 on the whiteboard. Ask students to say what words or phrases come to their
714 mind when they hear the term “dominant narrative.” Using WordClouds
715 (https://www.wordclouds.com/), create a word cloud based on the students’
716 answers. You will create another word cloud at the end of the class to compare
717 how students' understanding of dominant narratives has progressed through
718 the lesson.

719 2. Show Chimamanda Ngozi Adichie’s Ted Talk “The Danger of a Single
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720 Story”
721 (https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_singl
722 e_story?language=en&t-261411)––This Ted Talk further explores the
723 concept of dominant narratives by explaining the damaging effects of being
724 exposed to only one powerful narrative. This video will help students to
725 recognize one-sided perspectives, missing voices, and bias in the dominant
726 narratives they encounter about ethnic groups.

727 3. Class Discussion about Narrative, Perspective, and Power––Lead a class

728 discussion based on the main takeaways from Adichie’s Ted Talk to help
729 students understand the importance of critically engaging with and interrogating
730 the dominant narratives they come across in their daily lives.

731 4. Class Discussion on Confronting Dominant Narratives––Write an example

732 of a contemporary dominant narrative on the whiteboard. Some examples
733 could include:

734 ○ “America is a land of equal opportunity. If someone does not succeed,

735 it is because they did not try hard enough.”
736 ○ “South and Central American migrants come to the United States to
737 get free public benefits and take American jobs.”

738 5. (Note: you may also want to ask students to brainstorm examples of dominant
739 narratives that they have heard of, but only do so if you believe your students
740 have the appropriate maturity to do this). Some of these examples may be
741 uncomfortable for students. As the class facilitator, try to create an accepting
742 environment where students feel “comfortable being uncomfortable” but never
743 feel unsafe or triggered. Students are exposed to dominant narratives like the
744 ones above in many different settings of their lives, so the goal of this lesson is
745 to help students explicitly identify these narratives in order to confront them. In
746 other words, students must recognize and understand dominant narratives
747 before they can contribute to changing them.

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748 Lead a class discussion around the example you wrote on the board. Guiding
749 questions may include:

750 ● Have you ever heard this narrative? If so, where?

751 ● Whom does this narrative serve? (or who benefits from this narrative?)
752 ● Whom does this narrative harm?
753 ● What assumptions are being made?
754 ● What stereotypes are being used?
755 ● Whose perspective is represented by this narrative?
756 ● What narratives or perspectives is it trying to silence?
757 ● Why do you suppose this narrative has power?
758 ● What is your personal reaction to this narrative?
759 ● How has this narrative impacted you? Do you benefit from it? Does it
760 harm you?
761 ● How have you participated in or resisted this narrative?

762 6. Group Break-Out Reading––Provide each student with a copy of the “What is
763 a Dominant Narrative?” article and the note-taking sheet. Explain that this
764 article will help students deepen their understanding of how dominant
765 narratives function and why they are so persistent. Divide the class into groups
766 of three or four students. Ask the students to read the article with their group
767 members and take notes on the provided note-taking sheet.

768 7. Reflective Discussion––After students have finished reading and taking

769 notes, bring the class back together to lead a reflective discussion about the
770 main takeaways from the article and from the earlier class discussion. Guiding
771 questions may include:

772 ● How has your understanding of dominant narratives changed?

773 ● How do dominant narratives benefit dominant groups?
774 ● How do dominant narratives harm oppressed groups?

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775 ● What are some ways we can challenge dominant narratives?
776 ● What questions do you still have? What more would you like to
777 learn about dominant narratives?

778 8. Reflective Activity––Now that students have a better understanding of

779 dominant narratives, ask students to say what words or phrases come to their
780 mind when they hear the term “dominant narrative.” Using WordClouds
781 (https://www.wordclouds.com/), create a word cloud based on the students’
782 answers. Compare this word cloud with the one created at the beginning of
783 class to help students visualize how their understanding of dominant narratives
784 has progressed through the lesson.

785 Homework:

786 1. Create a Reference Guide––Ask students to create a reference guide for

787 how to evaluate the various narratives they encounter in their lives. Students
788 should use this homework assignment to design a plan for how to determine a
789 narrative’s reliability, motivation, and bias. If students need inspiration, refer
790 them to the Lateral Reading (https://cor.stanford.edu/curriculum/lessons/intro-
791 to-lateral-reading/?cuid=teaching-lateral-reading) technique or to the
792 discussion questions presented in class.

793 Additional Resources:

794 ● University of Michigan’s Inclusive Teaching Collaborative, “Dominant

795 Narratives” – https://sites.lsa.umich.edu/inclusive-teaching/sample-
796 activities/dominant-narratives/
797 ● Reclaim Philadelphia, “What is a Dominant Narrative?” by Kelly Morton –
798 https://www.reclaimphiladelphia.org/blog/2019/2/11/what-is-a-dominant-
799 narrative
800 ● Teaching Tolerance, “Shifting Out of Neutral” by Jonathan Gold –
801 http://www.tolerance.org/sites/default/files/general/TT52_Shifting%20Out%20of
802 %20Neutral.pdf
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803 ● Teaching Tolerance, “The Danger of a Single Story” by
804 Jonathan Gold – https://www.tolerance.org/magazine/the-
805 danger-of-a-single-story
806 ● Culturally Responsive Teaching & the Brain, “The First Six Weeks--Create a
807 Counter Narrative” by Zaretta Hammond – https://crtandthebrain.com/the-first-
808 six-weeks_create-a-counter-narrative/
809 ● Journal of Language & Literacy Education, “Disrupting the Dominant Narrative:
810 Beginning English Teachers’ Use of Young Adult Literature and Culturally
811 Responsive Pedagogy” by Elsie Lindy Olan & Kia Jane Richmond –
812 http://jolle.coe.uga.edu/wp-content/uploads/2017/11/Olan_JoLLE2017.pdf
813 ● Facing History and Ourselves, “Teaching with The 1619 Project in Ethnic
814 Studies” by Kimberly Young – https://lanetwork.facinghistory.org/teaching-
815 with-the-1619-project-in-ethnic-studies
816 ● Opportunity Agenda, “Vision, Values, and Voice: A Communications
817 Toolkit” https://www.opportunityagenda.org/sites/default/files/2019-
818 05/2019.05.06%20Toolkit%20Without%20Comic%20Book.pdf

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819 What is a Dominant Narrative?

820 Every day we encounter narratives that shape the way we view the world around
821 us. The narratives we hear or read every day on the news or in movies and books
822 often represent the voices or perspectives of a society’s dominant group. These
823 narratives therefore often portray information in a way that is meant to serve the
824 dominant social group’s interests. These narratives are called “dominant
825 narratives.”

826 Dominant narratives “achieve dominance through repetition, the apparent

827 authority of the speaker (often accorded to speakers who represent the
828 dominant social groups), and the silencing of alternative accounts.” 2 Dominant
829 narratives are normalized by being presented as objective facts.

830 According to Kelly Morton, an activist from Philadelphia, “narratives around

831 gender roles, body types, power, family, immigration, age, ability are all around
832 us. They repeat to us who is dangerous, who is a hard worker, who is lazy, who
833 is attractive, who deserves power. Even if we become aware of them and resist
834 them, the world around us is still playing them on loop and holding us to those
835 narratives.”3

836 Even though everyday people’s experiences often contradict the information
837 dominant narratives tell us, dominant narratives are so powerful because they
838 are repeated with the clout of authority that comes with a mainstream source.
839 Think of the American government: many Americans see the government as a
840 credible source of information, so when a governmental official tells us
841 something, we tend to believe it. This information is often presented as apolitical,
842 objective truth, but often governmental officials have motivations for telling us

2
40 “Dominant Narratives,” Inclusive Teaching Collaborative (University of Michigan),
41 accessed September 6, 2020, https://sites.lsa.umich.edu/inclusive-teaching/sample-
42 activities/dominant-narratives/.
43 3
Kelly Morton, “What Is a Dominant Narrative?” Reclaim Philadelphia, February 11,
44 2019, https://www.reclaimphiladelphia.org/blog/2019/2/11/what-is-a-dominant-narrative.
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843 certain information or framing a policy in a certain light.

844 For example, the harmful “War on Drugs” campaign began in the 1970s. The
845 government framed this initiative as an attempt to create law and order and
846 combat a drug epidemic by increasing prison sentences for drug-related
847 offenses.4 The dominant narrative of the “War on Drugs” was that drug dealers
848 and users were causing violence, poverty, and addiction in cities across the
849 country. In actuality, this narrative was used to justify disproportionate arrests of
850 communities of color, even though Blacks and Whites use drugs at similar rates.
851 These discriminatory policies were meant to perpetuate racialized social control. 5

852 Dominant narratives in the United States often target non-White ethnic groups who
853 face oppression at the hands of the dominant social group. We must constantly be
854 vigilant when we read the news, study our textbooks, watch movies, or listen to
855 politicians. Dominant narratives are so pervasive because they are everywhere
856 and are repeated by the illusion of authority that comes with mainstream media,
857 educational, and governmental sources. When we encounter dominant narratives,
858 we must always ask “what is the motivation behind this narrative?” and “whose
859 voice or voices am I missing?”

46 4
Betsy Pearl, “Ending the War on Drugs: By the Numbers,” Center for American
47 Progress, June 27, 2018,
48 https://www.americanprogress.org/issues/criminal-justice/reports/2018/06/27/452819/
49 ending-war-drugs- numbers/.
50 5
“Parallels Between Mass Incarceration and Jim Crow,” Teaching Tolerance (Southern
51 Poverty Law Center), accessed September 7, 2020,
52 https://www.tolerance.org/classroom-resources/tolerance-lessons/parallels- between-
53 mass-incarceration-and-jim-crow.
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860 “What is a Dominant Narrative?” Note-taking Sheet

861 1. What is a dominant narrative?

862 2. Whom do dominant narratives serve?

863 3. How do dominant narratives achieve their dominance? (If you aren’t familiar with
864 the term “normalize,” look up a definition.)

865 4. Where do we often find dominant narratives?

866 5. What should we do when we encounter dominant narratives?

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867 African American Studies

868 Sample Lesson 6: Classical Africa and Other Major Civilizations

869 Theme: Identity

870 Disciplinary Area: African American Studies

871 Ethnic Studies Values and Principles Alignment: 1, 2, 3 ,4

872 Standards Alignment:

873 HSS 10.4

874 CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking: 1, 2, 3; Historical
875 Research, Evidence, and Point of View: 4 Historical Interpretation 4; Historical
876 Interpretation: 3, 4

877 CA CCSS for ELA/Literacy: SL9–10.4, SL.9–10.5, SL11–12.4, SL11–12.5

878 CA ELD Standards: 1.1, 1.2, 1.5, 1.10

879 Lesson Purpose and Overview:

880 Students will explore the classical African backgrounds of African Americans, perhaps
881 giving them the first information about the origin of African civilization. They will examine
882 the beginning of writing, mathematics, architecture, and medicine in the Nile Valley
883 civilization, specifically Kemet, Nubia, and Axum. Students will also be introduced to
884 other major African civilizations such as ancient Ghana, Mali, Songhay, Yoruba, Kongo
885 and Zimbabwe. Students will conduct research on numerous topics surrounding the
886 emergence of cultural forms, musical and dance, philosophies, political organization,
887 and art and philosophy in the Nile Valley cluster of civilizations as well as the West and
888 Southern African civilizations. Students will be exposed to African philosophers such as
889 Ptahhotep, Imhotep, Akhenaten, and Merikare. Among the themes of this course will be
890 the origin of the universe, that is, the creation myths from ancient Kemet, the ethical
891 concept of Maat as an African cultural concept and its use as a philosophy underpinning

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892 social development. Maat represents balance, truth, harmony, and justice. Female and
893 male roles in across ancient African society were based on the principles of Maat.
894 Women have played central leadership roles in classical African civilization. Students
895 will be asked to think about how the people of Axum built stelae as examples of
896 historical memory.

897 Key Terms and Concepts: civilization, culture, philosophy, architecture, Maat, Nile
898 Valley

899 Lesson Objectives (Students will be able to…):

900 1. understand the importance of culture to African values and beliefs;

901 2. develop an understanding and analyze the classical history of African people;

902 3. identify how African classical cultures set the models for future civilizations in
903 terms of philosophy, architecture, medicine, spirituality, and mathematics; and

904 1 understand the relationship to Africa of all people and the nature of world
905 development from an African perspective which challenges the particular racial
906 constructions of enslavement, colonialization, and imposition on African women,
907 men and children. Thus, students will be able to deconstruct racial imaginations
908 regarding their common humanity.

909 Essential Questions:

910 1. What were the antecedents to the Classical African civilizations? Use references
911 to archaeological creations such as Inzalo Y’Langa, or Adam’s Calendar, as a
912 point of departure to examine the ancient past of Africa.

913 2. How did Africans in the Americas and many in Africa lose sight of their contact
914 with their own classical past? How was it erased, distorted, and colonized?

915 3. What is the point of today’s modern African Americans making links to their
916 African cultural past?

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917 Lesson Steps/Activities:

918 1. To access this lesson, have the students think of something in today’s society
919 that came from Africa. Prompt them with the Washington monument (show
920 image if possible) then show image of the obelisks of Egypt and Ethiopia
921 (Aksum, also spelled Axum). Use the pyramid on the back of the dollar bill to let
922 them know it is an African architectural design. Think of other connections, the
923 calendar, and the 24-hour day.

924 2. Begin the lesson by discussing why Inzalo Y’Langa, popularly named Adam’s
925 Calendar, is called the oldest human made structure in the world? Show on the
926 map where it is located in southern Africa and point out that even if it is not more
927 than 100,000 years old as suggested, it is still older than the Great Pyramid on
928 the same continent and Stonehenge in England.

929 3. From the map of Africa point to the Nile Valley and explain the fact that the Nile
930 River, the earth’s longest flows through only one continent, Africa. Explain to the
931 students that the Nile River runs down to the Mediterranean from the up in the
932 interior of Africa around Uganda and Rwanda, almost touching the other great
933 river of Africa, the Congo.

934 4. Engage students in a study of the history of the Sahara Desert, the world’s
935 largest, showing how it was not always a massive desert and that humans in the
936 past had occupied it for thousands of years.

937 5. Divide the students into three groups and assign each group a civilization to
938 report on (e.g., Kemet, Nubia, Axum). Each group is responsible for researching
939 the following:

940 a. Describe the region where the civilization is located by stating on what
941 continent it is found, its chronology, that is, when was it developed, its major
942 contributions that could be considered permanent, and identify the people
943 who may have been influenced in language, customs, and traditions by this
944 civilization.
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945 b. Allow the students to choose one of these cultures—Yoruba, Zimbabwe, or
946 Asante—and ask them to write a two-page narrative of the history of the
947 people.

948 c. What were the borders, as far as scholars are concerned, of these
949 civilizations? What other kingdoms, empires, or nations were connected to
950 them?

951 d. Show evidences of the impact of these civilizations in contemporary life in the
952 United States that might be invisible to most people. Do you see pyramids
953 anywhere? For example, the American dollar has a pyramid on it. Anywhere
954 else? What does the Washington monument look like when you think of
955 ancient Axum or Kemet?

956 Assessment, Application, Action, and Reflection:

957  Students will research examples of American and European museums with African
958 art. Have students write about the Boston Museum’s Nubian collection, the Brooklyn
959 Museum’s Egyptian collection, and the UCLA’s African Art collection.

960  Students will complete their own collages of photos and information they have
961 learned from reading materials and will be asked to divide into three groups where
962 some students will be producers-designers, others will be writers of the script, and
963 others class presenters of the information.

964 Materials and Resources:

965 Print Sources:

966 Asante, Molefi Kete, The History of Africa.3rd edition. New York: Routledge, 2019.

967 Asante, Molefi Kete, Classical Africa. Saddle Brook, NJ. Peoples Education Holdings.

968 Asante, Molefi Kete. Egyptian Philosophers. Chicago: African American Images, 2011.

969 Brophy, Thomas, and Robert Bauval, Black Genesis

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970 Videos:

971 Senegal: https://www.youtube.com/watch?v=9o7S0l7Q76w

972 Adam’s Calendar: https://www.youtube.com/watch?v=NH1wgwe6udo

973 Ancient Egypt: https://www.youtube.com/watch?

974 v=hO1tzmi1V5g&list=PL9HP4__K2t69XXOkGHvWeaJY75AWeSnBl&index=99

975 Kush: https://youtu.be/CwaP1kyAqqo

976 Nubia: https://www.youtube.com/watch?v=WEQP-q4zQ9A

977 Axum: https://youtu.be/ad-k2nwJGZw?t=79

978 Yoruba: https://www.youtube.com/watch?v=g-fMG1XTZzs

979 Asante: https://www.youtube.com/watch?v=5RKNMLn3zcA

980 Great Zimbabwe: https://www.youtube.com/watch?v=CdKD4-fVnyE

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981 Sample Lesson 7: US Housing Inequality: Redlining and Racial Housing
982 Covenants

983 Theme: Systems of Power

984 Disciplinary Area: African American Studies

985 Ethnic Studies Values and Principles Alignment: 4, 6

986 Standards Alignment:

987 CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1, 3, 4; Historical
988 Interpretation 1, 2, 3, 5

989 CA CCSS for ELA/Literacy: RH.9–10.1, 2, 4, 7; WHST.9–10. 6, 7

990 CA ELD Standards: ELD.PI.9–10.1, 5, 9, 10a

991 Lesson Purpose and Overview:

992 This lesson introduces students to the process of purchasing a home, while addressing
993 the history of US housing discrimination. Students will learn about redlining, racial
994 covenants, and better understand why African Americans, as well as other racial and
995 religious minorities, have faced housing discrimination and have historically settled in
996 certain neighborhoods, whether voluntarily or involuntarily. Additionally, students will be
997 able to better contextualize the state’s current housing crisis. With regards to skills,
998 students will analyze primary source documents like original house deeds, conduct
999 research (including locating US census data), and write a brief research essay or
1000 complete a presentation on their key findings.

1001 Key Terms and Concepts: segregation, racial housing covenants, gentrification,
1002 redlining

1003 Lesson Objectives (Students will be able to…):

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1004 1. draw connections between what they learned from the lesson overview, A Raisin
1005 in the Sun, and their own narratives, highlighting the overarching theme of
1006 housing inequality;

1007 2. understand how housing inequality has manifest in the form of institutional racism
1008 through racial housing covenants, redlining, and other forms of legalized
1009 segregation;

1010 3. engage and comprehend contemporary language being used to describe the
1011 current housing crisis and the history of racial housing segregation (i.e.,
1012 gentrification, resegregation, and redlining); and

1013 4. analyze Lorraine Hansberry’s play, A Raisin in the Sun, identifying key themes as
1014 they relate to housing discrimination, and become familiar with the use of
1015 dramatic devices in written plays.

1016 Essential Questions:

1017 1. How are wealth and housing inequality connected?

1018 2. How is housing discrimination and segregation a form of institutional racism?

1019 Lesson Steps/Activities:

1020 1. Introduce the lesson by posting the definition of “racial housing covenants” and
1021 “redlining” to engage students in a discussion on the housing conditions African
1022 Americans often encounter in urban cities, both in the past and currently.

1023 2. Provide an abbreviated walk-through of how to purchase a home (identifying a

1024 realtor, finding a lender, mentioning the Federal Housing Administration and loan
1025 underwriters, etc.). See videos in resources section for more context.

1026 a. Request for students to research and find evidence of how African
1027 Americans have historically been subjected to housing discrimination. If
1028 necessary, provide the examples of the Federal Housing Administration’s
1029 refusal to underwrite loans for African Americans looking to purchase
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1030 property in white neighborhoods through 1968, and the California Rumford
1031 Fair Housing Act (1963–1968) as back up information. Furthermore,
1032 request for more contemporary examples of housing discrimination
1033 against African Americans. Provide backup information on the
1034 disproportionate provision of poor quality housing loans (subprime) to
1035 African Americans (which ultimately resulted in many African American
1036 families losing their homes during the 2008 economic crash and
1037 recession), if needed (the use of primary sources such as digital maps are
1038 suggested for this part of the lesson).

1039 3. Consider using Lorraine Hansberry’s A Raisin in the Sun as a supporting text.
1040 Have students read Act II Scene III. Following the in-class reading, ask students
1041 to reflect on Mr. Lindner’s character and how he is connected to the larger
1042 discussion of housing inequality. How is Mr. Lindner aiding in housing
1043 discrimination?

1044 4. After completing A Raisin in the Sun, continue to build on this lesson by
1045 introducing students to “Mapping Inequality” and “T-Races,” two digital mapping
1046 websites that include primary sources on redlining and racial housing covenants
1047 in the US. Then provide students with an overview of the two websites,
1048 highlighting the various features and resources.

1049 5. For the culminating activity, assign students into pairs where they are tasked with
1050 delving into the “Mapping Inequality” and “T-Races” archives. After identifying a
1051 California city (must be a city that is on the T-RACES digital archive) that each
1052 pair would like to study, they should be tasked with completing the following over
1053 two weeks:

1054 a. Describe how race factors into the makeup of the city being studied.

1055 b. Identify any racial housing covenants for the city being studied.

1056 c. List any barriers that may have limited African Americans from living in
1057 certain neighborhoods within the city.
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1058 d. Identify areas where African Americans were encouraged to live or where
1059 they were able to create racial enclaves.

1060 e. Identify current US Census data and housing maps on how the
1061 city/neighborhoods look now, specifically noting racial demographics.

1062 Making Connections to the History–Social Science Framework:

1063 Chapter 14 of the framework includes an outline of an elective ethnic studies course.
1064 This course outline includes a classroom example (page 313) where students engage in
1065 an oral history project about their community. This example includes discussion of
1066 redlining and other policies that resulted in “white flight” and the concentration of
1067 communities of color into certain neighborhoods.

1068 Teachers can expand upon the current lesson by using this example, and connecting it
1069 to the themes described in this model curriculum.

1070 Assessment, Application, Action, and Reflection:

1071  Students will conduct research (identifying primary sources) on the history of
1072 housing discrimination and redlining across California cities, some of the housing
1073 issues today, and how different ethnic groups are impacted.

1074  Students will write a standard four-paragraph essay or 5–7 minute oral presentation
1075 on their research findings.

1076  Have students reflect on how this history of housing discrimination has (or has not)
1077 impacted their own families’ housing options and livelihoods.

1078  Students will share their research findings with an audience such as, family,
1079 community members, online, elected officials, etc.

1080 Materials and Resources:

1081  A Raisin in the Sun by Lorraine Hansberry

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1082  Mapping Inequality: https://dsl.richmond.edu/panorama/redlining/#loc=5/39.105/-
1083 94.583andopacity=0.8

1084  T-RACES Archive: http://salt.umd.edu/T-RACES/

1085  The Case of Dorothy J. Mulkey: https://www.kcet.org/shows/lost-la/how-one-oc-

1086 woman-took-her-fight-for-fair-housing-all-the-way-to-the-supreme-court-and

1087 Race – The Power of an Illusion: https://www.pbs.org/race/000_General/000_00-

1088 Home.htm Vignette

1089 A Raisin in the Sun by Lorraine Hansberry

1090 Act II Scene Three

1091 Man in a business suit holding his hat and a briefcase in his hand and consulting a
1092 small piece of paper)

1093 MAN Uh—how do you do, miss. I am looking for a Mrs.—(He looks at the slip of paper)
1094 Mrs. Lena Younger? (He stops short, struck dumb at the sight of the oblivious WALTER
1095 and RUTH)

1096 BENEATHA (Smoothing her hair with slight embarrassment) Oh—yes, that’s my
1097 mother. Excuse me (She closes the door and turns to quiet the other two) Ruth! Brother!
1098 (Enunciating precisely but soundlessly: “There’s a white man at the door!” They stop
1099 dancing, RUTH cuts off the phonograph, BENEATHA opens the door. The man casts a
1100 curious quick glance at all of them) Uh—come in please.

1101 MAN (Coming in) Thank you.

1102 BENEATHA My mother isn’t here just now. Is it business?

1103 MAN Yes … well, of a sort.

1104 WALTER (Freely, the Man of the House) Have a seat. I’m Mrs. Younger’s son. I look
1105 after most of her business matters. (RUTH and BENEATHA exchange amused glances)

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1106 MAN (Regarding WALTER, and sitting) Well—My name is Karl Lindner …

1107 WALTER (Stretching out his hand) Walter Younger. This is my wife—(RUTH nods
1108 politely)—and my sister.

1109 LINDNER How do you do.

1110 WALTER (Amiably, as he sits himself easily on a chair, leaning forward on his knees
1111 with interest and looking expectantly into the newcomer’s face) What can we do for you,
1112 Mr. Lindner!

1113 LINDNER (Some minor shuffling of the hat and briefcase on his knees) Well—I am a
1114 representative of the Clybourne Park Improvement Association—

1115 WALTER (Pointing) Why don’t you sit your things on the floor?

1116 LINDNER Oh—yes. Thank you. (He slides the briefcase and hat under the chair) And
1117 as I was saying—I am from the Clybourne Park Improvement Association and we have
1118 had it brought to our attention at the last meeting that you people—or at least your
1119 mother—has bought a piece of residential property at—(He digs for the slip of paper
1120 again)—four o six Clybourne Street …

1121 WALTER That’s right. Care for something to drink? Ruth, get Mr. Lindner a beer.

1122 LINDNER (Upset for some reason) Oh—no, really. I mean thank you very much, but no
1123 thank you.

1124 RUTH (Innocently) Some coffee?

1125 LINDNER Thank you, nothing at all. (BENEATHA is watching the man carefully)

1126 LINDNER Well, I don’t know how much you folks know about our organization. (He is a
1127 gentle man; thoughtful and somewhat labored in his manner) It is one of these
1128 community organizations set up to look after—oh, you know, things like block upkeep
1129 and special projects and we also have what we call our New Neighbors Orientation
1130 Committee …
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1131 BENEATHA (Drily) Yes—and what do they do?

1132 LINDNER (Turning a little to her and then returning the main force to WALTER) Well—
1133 it’s what you might call a sort of welcoming committee, I guess. I mean they, we—I’m
1134 the chairman of the committee—go around and see the new people who move into the
1135 neighborhood and sort of give them the lowdown on the way we do things out in
1136 Clybourne Park.

1137 BENEATHA (With appreciation of the two meanings, which escape RUTH and
1138 WALTER) Un-huh.

1139 LINDNER And we also have the category of what the association calls—(He looks
1140 elsewhere)—uh—special community problems …

1141 BENEATHA Yes—and what are some of those?

1142 WALTER Girl, let the man talk.

1143 LINDNER (With understated relief) Thank you. I would sort of like to explain this thing in
1144 my own way. I mean I want to explain to you in a certain way.

1145 WALTER Go ahead.

1146 LINDNER Yes. Well. I’m going to try to get right to the point. I’m sure we’ll all appreciate
1147 that in the long run.

1148 BENEATHA Yes.

1149 WALTER Be still now!

1150 LINDNER Well—

1151 RUTH (Still innocently) Would you like another chair—you don’t look comfortable.

1152 LINDNER (More frustrated than annoyed) No, thank you very much. Please. Well—to
1153 get right to the point I—(A great breath, and he is off at last) I am sure you people must
1154 be aware of some of the incidents which have happened in various parts of the city
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1155 when colored people have moved into certain areas—(BENEATHA exhales heavily and
1156 starts tossing a piece of fruit up and down in the air) Well—because we have what I
1157 think is going to be a unique type of organization in American community life—not only
1158 do we deplore that kind of thing—but we are trying to do something about it.
1159 (BENEATHA stops tossing and turns with a new and quizzical interest to the man) We
1160 feel— (gaining confidence in his mission because of the interest in the faces of the
1161 people he is talking to)—we feel that most of the trouble in this world, when you come
1162 right down to it—(He hits his knee for emphasis)—most of the trouble exists because
1163 people just don’t sit down and talk to each other.

1164 RUTH (Nodding as she might in church, pleased with the remark) You can say that
1165 again, mister.

1166 LINDNER (More encouraged by such affirmation) That we don’t try hard enough in this
1167 world to understand the other fellow’s problem. The other guy’s point of view.

1168 RUTH Now that’s right. (BENEATHA and WALTER merely watch and listen with
1169 genuine interest)

1170 LINDNER Yes—that’s the way we feel out in Clybourne Park. And that’s why I was
1171 elected to come here this afternoon and talk to you people. Friendly like, you know, the
1172 way people should talk to each other and see if we couldn’t find some way to work this
1173 thing out. As I say, the whole business is a matter of caring about the other fellow.
1174 Anybody can see that you are a nice family of folks, hard working and honest I’m sure.
1175 (BENEATHA frowns slightly, quizzically, her head tilted regarding him) Today everybody
1176 knows what it means to be on the outside of something. And of course, there is always
1177 somebody who is out to take advantage of people who don’t always understand.

1178 WALTER What do you mean?

1179 LINDNER Well—you see our community is made up of people who’ve worked hard as
1180 the dickens for years to build up that little community. They’re not rich and fancy people;
1181 just hard-working, honest people who don’t really have much but those little homes and
1182 a dream of the kind of community they want to raise their children in. Now, I don’t say
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1183 we are perfect and there is a lot wrong in some of the things they want. But you’ve got
1184 to admit that a man, right or wrong, has the right to want to have the neighborhood he
1185 lives in a certain kind of way. And at the moment the overwhelming majority of our
1186 people out there feel that people get along better, take more of a common interest in the
1187 life of the community, when they share a common background. I want you to believe me
1188 when I tell you that race prejudice simply doesn’t enter into it. It is a matter of the people
1189 of Clybourne Park believing, rightly or wrongly, as I say, that for the happiness of all
1190 concerned that our Negro families are happier when they live in their own communities.

1191 BENEATHA (With a grand and bitter gesture) This, friends, is the Welcoming
1192 Committee!

1193 WALTER (Dumbfounded, looking at LINDNER) IS this what you came marching all the
1194 way over here to tell us?

1195 LINDNER Well, now we’ve been having a fine conversation. I hope you’ll hear me all
1196 the way through.

1197 WALTER (Tightly) Go ahead, man.

1198 LINDNER You see—in the face of all the things I have said, we are prepared to make
1199 your family a very generous offer …

1200 BENEATHA Thirty pieces and not a coin less!

1201 WALTER Yeah?

1202 LINDNER (Putting on his glasses and drawing a form out of the briefcase) Our
1203 association is prepared, through the collective effort of our people, to buy the house
1204 from you at a financial gain to your family.

1205 RUTH Lord have mercy, ain’t this the living gall!

1206 WALTER All right, you through?

1207 LINDNER Well, I want to give you the exact terms of the financial arrangement—
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1208 WALTER We don’t want to hear no exact terms of no arrangements. I want to know if
1209 you got any more to tell us ’bout getting together?

1210 LINDNER (Taking off his glasses) Well—I don’t suppose that you feel …

1211 WALTER Never mind how I feel—you got any more to say ’bout how people ought to sit
1212 down and talk to each other? … Get out of my house, man. (He turns his back and
1213 walks to the door)

1214 LINDNER (Looking around at the hostile faces and reaching and assembling his hat
1215 and briefcase) Well—I don’t understand why you people are reacting this way. What do
1216 you think you are going to gain by moving into a neighborhood where you just aren’t
1217 wanted and where some elements—well—people can get awful worked up when they
1218 feel that their whole way of life and everything they’ve ever worked for is threatened.

1219 WALTER Get out.

1220 LINDNER (At the door, holding a small card) Well—I’m sorry it went like this.

1221 WALTER Get out.

1222 LINDNER (Almost sadly regarding WALTER) You just can’t force people to change their
1223 hearts, son. (He turns and put his card on a table and exits. WALTER pushes the door
1224 to with stinging hatred, and stands looking at it. RUTH just sits and BENEATHA just
1225 stands.

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1226 Sample Lesson 8: An Introduction to African American Innovators

1227 Theme: Identity

1228 Disciplinary Area: African American Studies

1229 Ethnic Studies Values and Principles Alignment: 1, 2, 3 ,4

1230 Standards Alignment:

1231 HSS 10.3, 11.5, 11.10, 12.4

1232 CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking: 2; Historical
1233 Research, Evidence, and Point of View: 4; Historical Interpretation: 4

1234 CA CCSS for ELA/Literacy: SL9–10.4, SL.0–10.5, SL11–12.4, SL.11–12.5

1235 CA ELD Standards: 1.1, 1.2, 1.5, 1.10

1236 Lesson Purpose and Overview:

1237 This lesson guides students to explore some of the African American contributions to
1238 the United States. Students will be introduced to and explore the contributions of African
1239 Americans in science, technology, engineering and mathematics (STEM), literature and
1240 journalism, education, government and business/entrepreneurship.

1241 Key Terms and Concepts: technology, science, innovation, space, journalism, literature
1242 and literary genres, armed forces, government, business, entrepreneurship, ingenuity,
1243 segregation, economic advancement, Harlem Renaissance, Jim Crow

1244 Lesson Objectives (Students will be able to…):

1245 1. develop research questions in order to conduct exploratory research into

1246 historical events and figures;

1247 2. interpret historical narratives in order to develop a more robust understanding of

1248 historical events and figures;

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1249 3. learn from each other by presenting the histories and contributions of African
1250 Americans that are often unknown or often untold. Explain the role African
1251 Americans have played in the advancement of the science, technology and other
1252 areas in the American society;

1253 4. strengthen their public speaking skills through presenting their research findings;

1254 5. build upon interpersonal communication skills in order to adequately receive and
1255 convey information; and

1256 6. compile research and information in order to create a visual presentation or

1257 display of a historical event or figure.

1258 Essential Questions:

1259 1. What contributions have African Americans made to the United States, and how
1260 has society benefited from them?

1261 2. Why are some of these contributions not widely known?

1262 3. How can these contributions be given greater recognition in society today?

1263 Lesson Steps/Activities:

1264 Part 1: Research Presentation

1265 1. Develop an electronic visual presentation for the lesson opening that shows
1266 images of various contributions in the five areas of science and mathematics,
1267 literature and journalism, education, government, and business/entrepreneurship.
1268 The presentation ends with the quote: “There is nothing new in the world except
1269 the history you do not know.” Harry S. Truman 33rd President of the United
1270 States. As students view the presentation invite them to write down what they
1271 know and what they want to know about the images.

1272 2. Introduce the lesson by asking students what they believe all of these things
1273 have in common. This should be a class conversation.

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1274 3. Present the five stations of African American contributions, being sure to connect
1275 them with the images and discussions from steps 1 and 2.

1276 4. Invite students to explore the five stations in the in-person or virtual classroom
1277 and view the introductory resources on each topic. As students view the
1278 introductory resources, they write down their learnings as well as their
1279 wonderings and identify one station further research.

1280 5. Students should find additional sources of information on their topic of choice to
1281 conduct further research.

1282 6. After students have completed their exploration of the different stations, they
1283 should compose a written response to the three essential questions that includes
1284 information they have learned from the lesson. Students should be encouraged
1285 to identify possible topics or areas of focus for further research in their
1286 responses. Time permitting, students can share these responses in small groups
1287 or with a partner.

1288 Part 2: Museum Curation

1289 1. Review the five stations that were discussed in Part 1. Then ask students to
1290 briefly discuss Essential Questions 1–3.

1291 2. After the discussion, transition to discussing the value of museums as a way to
1292 bring the contributions of African Americans to the broader society. Provide
1293 examples of the African American Museum in DC and other museums or public
1294 displays in the local or surrounding areas. Also provide some examples of digital
1295 museum exhibits for local and national collections.

1296 3. Introduce the project: museum curation. Each student will be creating a museum
1297 exhibit based on one historical figure or contribution from the stations that they
1298 explored previously. Instruct students to look for primary and secondary sources
1299 that can teach them more about their subject. These sources could be texts or
1300 oral histories found in the available databases. Students can also interview

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1301 experts to gather more information. Interviews can be conducted in person or
1302 remotely.

1303 4. After introducing the project and providing examples of museum exhibits, provide
1304 an overview of the expectations for the research and presentations. Discuss the
1305 types of equipment and materials students will need; help students understand
1306 the difference between secondary and primary sources.

1307 5. Allow the use of the next few class periods for students to conduct further
1308 research. Assist students with narrowing or broadening their research topic
1309 based on the amount of available information available on their topic of choice.

1310 a. Students may use relevant resources that they discovered during the first
1311 part of this lesson.

1312 b. For more rigor, students can be required to have a specific number of
1313 primary sources and secondary sources.

1314 6. Once students have completed their research, ask students to create their own
1315 museum exhibit complete with pictures and artifacts related to their topic. The
1316 resources that they collected should be used as source materials for their exhibit.

1317 a. The exhibit should have at least one picture of the subject and a written
1318 description of the exhibit.

1319 7. Students will develop a presentation to describe their learnings from their station
1320 and their historical even or figure. Each presentation should be no more than two
1321 minutes in length.

1322 a. Students will be the curators of their own classroom museum. The
1323 classroom should be arranged in stations where corresponding exhibits
1324 will be displayed.

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1325 b. Alternate display for distance learning: Students will create a one-slide
1326 PowerPoint display which will be displayed via the “share screen” option of
1327 the distance learning platform.

1328 8. After presentations are completed, the teacher facilitates the discussion of the
1329 essential questions.

1330 Assessment, Application, Action, and Reflection:

1331 Assessment:

1332  Peer assessments of preliminary research can be used to help students refine or
1333 focus their research for the museum curation project.

1334  The teacher should evaluate students’ research based on grade-level

1335 expectations in the history–social science content standards. Students can be
1336 assessed on their ability to: pose relevant research questions, compare
1337 documentary sources, differentiate between primary and secondary sources, and
1338 vet potential resources for credibility, validity, and bias.

1339  The teacher can use students’ museum exhibit to assess how well students
1340 synthesized their research and applied it to their displays and presentations.

1341  The teacher should evaluate students’ presentation skills based on grade-level
1342 expectations in the CA CCSS for ELA/Literacy standards.

1343 Application, Action, and Reflection:

1344  Students will conduct research on the station of their choosing using appropriate
1345 grade-level skills as outlined in the history–social science content standards and
1346 recommended by the History–Social Science Framework.
1347  Students will create and present museum exhibits to demonstrate their abilities to
1348 conduct a grade-level appropriate synthesis of research and orally convey
1349 information learned.

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1350  The teacher should provide an opportunity for students to reflect on the essential
1351 questions either as a whole group or in small groups or breakout sessions. The
1352 teacher may choose to guide students through the reflection process prior to
1353 letting the students engage in the reflection of the essential questions.

1354 Materials and Resources:

1355 Note: The lists contained in these resources are in no way exhaustive. They should be
1356 used as an initial suggestion of possible events or historical figures that can be
1357 expanded and modified to meet the needs of individual classrooms. Students are
1358 encouraged to find others not on these lists.

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1359 Station 1: Science, Technology, and Mathematics

1360 Station Purpose and Overview:

1361 Students will discover the amazing history of African American inventors, designers,
1362 and scientists who have contributed to the making of the contemporary American
1363 society. Students will learn about the use of African creative strategies during the period
1364 of enslavement and the burst of inventions that occurred at the end of the nineteenth
1365 and early twentieth centuries. Numerous inventors who had not been recognized during
1366 the enslavement for their innovations became known as designers and creators of
1367 useful objects and processes for a modern society. It is not striking that a people who
1368 had been responsible for so much of the daily operations of farms, plantation houses,
1369 mechanical systems, and construction would now emerge from the shadows as some of
1370 the creators of the most common elements used in our work. Students will be able to
1371 understand how and why the agricultural worker or the mechanic would be inclined to
1372 create innovation. Consequently, this lesson will pave the way for the student to see
1373 how integral the inventions, innovations, and scientific work of African Americans are to
1374 everyday life.

1375 NOTE: This is in no way an exhaustive list. Teachers are encouraged to add to this list,
1376 and students are encouraged to research any innovator of their choice including those
1377 not listed here.

1378 Invite students to watch one or more these introductory videos:

1379 Five African American Inventors that changed the World:

1380 https://www.youtube.com/watch?v=vOKnOW7CLNQ

1381 19th Century Black Discoveries (video): https://blackhistoryintwominutes.com/19th-

1382 century-black-discoveries/

1383 Awesome Inventions by African Americans https://www.youtube.com/watch?

1384 v=56AwEjXzh-U

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1385 Videos are not exhaustive.

1386 Students then explore African American innovators such as the following:

1387 Scientists and Inventors, such as those found in the following links:

1388 The A-Z List of Black Inventors: https://interestingengineering.com/the-a-z-list-of-black-

1389 inventors

1390 Famous African American Women in STEM: https://napequity.org/resources/famous-

1391 african-american-women-stem/

1392 16 Black STEM innovators who have defined our modern world:
1393 https://www.idtech.com/blog/black-stem-innovators-who-defined-modern-world

1394 People of Color in STEM: Black: https://guides.tricolib.brynmawr.edu/c.php?

1395 g=285559&p=1901689

1396 Black Explorers (video): https://blackhistoryintwominutes.com/black-explorers/

1397 African Americans at NASA, such as those found in the following links:

1398 NASA’s African-American Astronauts:

1399 https://www.nasa.gov/sites/default/files/atoms/files/african_american_astronauts_fs.pdf

1400 NASA Figures: https://www.blackhistory.mit.edu/story/nasa-figures

1401 'Black In Space' Explores NASA's Small Steps and Giant Leaps Toward Equality:
1402 https://www.npr.org/2020/03/01/810798435/black-in-space-explores-nasa-s-small-
1403 steps-and-giant-leaps-toward-equality

1404 African American Doctors, such as those found in the following links:

1405 California Academy of Sciences Library: African American Scientists Bibliography:

1406 http://researcharchive.calacademy.org/research/library/biodiv/biblio/Africansci-
1407 update.htm

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1408 Black Scientists Timeline: https://www.asbmb.org/getmedia/6d7cc98e-3d30-4c57-9bbc-
1409 edb5f7f31a57/asbmb-history-black-scientists.pdf

1410 Other African American scientific contributions such as the following:

1411 The Disturbing History of African-Americans and Medical Research Goes Beyond
1412 Henrietta Lacks: https://time.com/4746297/henrietta-lacks-movie-history-research-
1413 oprah/

1414 Resources:

1415 James Haskin and Otha R. Sullivan, African American Women Scientists and Inventors

1416 Keith C. Holmes, Black Inventors: Crafting Over 200 Years of Success, 2008

1417 Inventors and scientists: https://www.youtube.com/watch?v=glZpu0xMSuM

1418 Station 2: Literature, Journalism, and the Arts

1419 Station Purpose and Overview:

1420 Students will explore the intellectual, journalistic, and artistic achievements of African
1421 Americans throughout history. Students will engage in the works of icons of the Harlem
1422 Renaissance as well as those who came before and more contemporary innovators.

1423 NOTE: This is in no way an exhaustive list. Teachers are encouraged to add to this list,
1424 and students are encouraged to research any innovator of their choice including those
1425 not listed here.

1426 Invite students to watch the introductory video on the Harlem Renaissance:

1427 History Brief: The Harlem Renaissance: https://youtu.be/90PTxdsqfsA

1428 Introduction to the Harlem Renaissance: Students will explore the vibrant artistic and
1429 intellectual life brought to New York and other northeastern American cities by African
1430 Americans fleeing the South in a large and massive migration to the North and away
1431 from the brutality of the post-Reconstruction era. At the same time, Africans from the
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1432 African continent, South America, and every Caribbean island entered New York’s
1433 Manhattan Island’s northern section, and it, Harlem, became the liveliest gathering
1434 place of African ideas on the earth. Politicians, novelists, musicians, artists, newspaper
1435 publishers, business people, dancers, choreographers, lawyers, playwrights, and poets
1436 assembled in the parlors, salons, and stately houses in uptown New York to revive and
1437 remake the Black tradition. Students will learn how the Great Migration changed the
1438 way African Americans saw themselves and the way others saw them. The book, The
1439 New Negro, by Alain Locke, a Philadelphian, is often called the work that began the
1440 Harlem Renaissance. Although the literary aspect of the Harlem Renaissance is the
1441 most noted and known by virtue of the writers who articulated the ideas of African
1442 Americans who resisted segregation, discrimination, and second-class citizenship.

1443 Students explore African American writers, journalists, and artists.

1444 Journalists such as those found in the following links:

1445 Black Press Comprehensive Timeline:

1446 https://www.pbs.org/blackpress/timeline/timeline.html

1447 Black Press: Past and Present: https://niemanreports.org/articles/the-black-press-past-

1448 and-present/

1449 The Black Press: From Freedom’s Journal to The Crisis, Ebony & Jet (video):
1450 https://blackhistoryintwominutes.com/the-black-press-from-freedom-journal-thecrisis-
1451 ebony-jet-magazine/

1452 Authors such as those found in the following links:

1453 African American literature: a timeline: http://www.culturalfront.org/2016/11/african-

1454 american-literature-timeline.html

1455 Musicians such as those found in the following links:

1456 The Birth of Jazz: https://blackhistoryintwominutes.com/the-birth-of-jazz/

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1457 African American Music History Timeline: https://www.encyclopedia.com/history/news-
1458 wires-white-papers-and-books/history-african-american-music

1459 Notable African American Musicians: https://nafme.org/my-classroom/black-history-

1460 month/notable-african-american-musicians/

1461 Additional Resources:

1462 Henry Louis Gates, Jr., Harlem Renaissance Lives

1463 Nathan Huggins, Harlem Renaissance

1464 James Weldon, Johnson. Black Manhattan

1465 Alain Locke, The New Negro

1466 Steven Watson, Harlem Renaissance: Hub of African-American Culture

1467 Station 3: Education

1468 Station Purpose and Overview:

1469 Students will explore the history making individuals and institutions that shaped
1470 education for African American students and beyond. Historical Black colleges and
1471 universities will highlight the tremendous gains made by African Americans whose
1472 access to education was severely restricted and even forbidden for centuries. Students
1473 will also learn the history and the evolution of the US educational system including
1474 precedent-setting legislation as it pertains to equal access as well as the struggles of
1475 African American students who fought for their right to education.

1476 NOTE: This is in no way an exhaustive list. Teachers are encouraged to add to this list,
1477 and students are encouraged to research any innovator of their choice including those
1478 not listed here.

1479 Invite students to listen to the podcast and watch the introductory video:

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1480 Brown v. Board of Education Podcast:
1481 https://www.uscourts.gov/about-federal-courts/educational-resources/supreme-court-
1482 landmarks/brown-v-board-education-podcast

1483 African American Higher Education: https://youtu.be/-iyZYTcWQN4

1484 Students explore the history and contributions of African Americans to education.

1485 Have students research and identify outstanding African educators such as Booker T.
1486 Washington, Mary McLeod Bethune, and Octavius Catto. What historically Black
1487 colleges are they associated with in history?

1488 Historically Black Colleges and Universities (as told by documentaries such as):

1489 Timeline of Historically Black Colleges and Universities: https://hbcufirst.com/hbcu-

1490 history-timeline

1491 Tell Them We Are Rising: The Story of Historically Black Colleges and Universities:
1492 https://www.pbs.org/video/tell-them-we-are-rising-the-story-of-black-colleges-and-uni-
1493 cheqjr/

1494 African American Higher Education (video): https://youtu.be/-iyZYTcWQN4

1495 Pioneers in African American Education such as those found in the following links:

1496 Important Milestones in African American Education:

1497 https://www.sutori.com/story/important-milestones-in-african-american-education--
1498 9BBnQqqWj81u6e4opQFpRDAD

1499 Key Events in Black Higher Education: https://www.jbhe.com/chronology/

1500 Booker T. Washington – Mini Biography: https://www.biography.com/video/booker-t-

1501 washington-mini-biography-11188803909

1502 Station 4: Government, Military, and Civics

1503 Station Purpose and Overview

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1504 Students will explore the contributions that African Americans have made to U.S
1505 legislation, governmental institutions, and the armed forces from the early days of the
1506 republic to present day.

1507 Movements like the Civil Rights Movement are responsible for the passage of major
1508 legislation such as the Voting Rights act and the Civil Rights act. Additionally, scholars
1509 have identified more than 1,500 African American office holders during the
1510 Reconstruction Era (1863–1877) who have helped to shape government and provide
1511 representation for African Americans. By the year 2020, there had been 162 African
1512 American Americans in Congress, or as delegates from the US territories and the
1513 District of Columbia. This station will also highlight the various accomplishments of
1514 African American military leaders and units such as the Harlem Hellfighters and office
1515 holders.

1516 NOTE: This is in no way an exhaustive list. Teachers are encouraged to add to this list,
1517 and students are encouraged to research any innovator of their choice including those
1518 not listed here.

1519 Invite students to watch this introductory video:

1520 African Americans in Congress in the 19th Century: https://www.youtube.com/watch?

1521 v=IS_qWkgPBeo&feature=youtu.be

1522 It may be helpful to frame the discussion around this topic. Facing History and
1523 Ourselves provides sample lessons and resources that may help with this:
1524 https://www.facinghistory.org/sites/default/files/publications/The_Reconstruction_Era_a
1525 nd_the_Fragility_of_Democracy.pdf

1526 Students explore African Americans in US Government, such as the following

1527 examples:

1528 NOTE: This is in no way an exhaustive list. Teachers are encouraged to add to this list,
1529 and students are encouraged to research any government of their choice including
1530 those not listed here.

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1531 African Americans in Office such as those found in the following links:

1532 Major African American Office Holders Since 1641: https://www.blackpast.org/special-

1533 features/major-african-american-office-holders/

1534 Black Legislators: https://libguides.franklinpierce.edu/black-history/black-legislators

1535 The Black Congressman of Reconstruction: Death of Representation:

1536 https://www.mobituaries.com/the-podcast/the-black-congressmen-of-reconstruction-
1537 death-of-representation/

1538 African Americans in the White House Timeline:

1539 https://www.whitehousehistory.org/african-americans-in-the-white-house-timeline

1540 Black Americans in Congress:

1541 https://history.house.gov/Exhibitions-and-Publications/BAIC/Black-Americans-in-
1542 Congress/

1543 Moments in History, Thurgood Marshall: https://youtu.be/kAZdZFa3OkI

1544 African Americans in the Armed Forces such as those found in the following links:

1545 Tuskegee airmen:

1546 https://www.youtube.com/watch?v=pp3_7Yo2xFw

1547 https://www.youtube.com/watch?v=zv4HtBaKKXs

1548 African Americans in the US Army: https://www.army.mil/africanamericans/timeline.html

1549 African Americans in the US Armed Forces:

1550 https://www.battlefields.org/learn/articles/african-americans-armed-forces-timeline

1551 African Americans in the US Army: Profiles of Bravery:

1552 https://www.army.mil/africanamericans/profiles.html

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1553 The History of Allensworth, California (1908– ): https://www.blackpast.org/african-
1554 american-history/history-allensworth-california-1908/

1555 African American social movements and civic engagement such as those found in the
1556 following links:

1557 Eyes on the Prize: America’s Civil Rights Movement PBS series:
1558 https://www.facinghistory.org/books-borrowing/eyes-prize-americas-civil-rights-
1559 movement

1560 Eyes on the Prize: America’s Civil Rights Movement 1954-1985 accompanying lessons:
1561 https://www.facinghistory.org/resource-library/eyes-prize-americas-civil-rights-
1562 movement

1563 The Reconstruction Era and the Fragility of Democracy, Section 4:

1564 https://www.facinghistory.org/sites/default/files/publications/The_Reconstruction_Era_a
1565 nd_the_Fragility_of_Democracy.pdf

1566 Station 5: Business and Entrepreneurship

1567 Station Purpose and Overview:

1568 Students will explore African American business innovators and entrepreneurs as well
1569 as successful African American business ventures such as those found in Tulsa,
1570 Oklahoma’s Black Wall Street. Students will be introduced to well know figures such as
1571 Oprah Winfrey and lesser known figures like Annie Malone.

1572 NOTE: This is in no way an exhaustive list. Teachers are encouraged to add to this list,
1573 and students are encouraged to research any innovator of their choice including those
1574 not listed here.

1575 Invite students to view the introductory video: The Rise of African-American
1576 Entrepreneurs in America (https://youtu.be/kJjPEBCfBFQ)

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1577 Students explore and research African American businesspersons, entrepreneurs, and
1578 related historical events such as those found in the following links:

1579 Black In Business: Celebrating The Legacy Of Black Entrepreneurship:

1580 https://www.forbes.com/sites/ruthumoh/2020/02/03/celebrating-black-history-month-
1581 2020/?_sm_au_=iVVqVW5T1TNQnjnFMRtVGK34F24MF#1243ba362b45

1582 Black Wall Street and Its Legacy in America: https://youtu.be/IK1f94J6JdI

1583 Black Excellist: Most Powerful Black CEOs in Corporate America:

1584 https://www.youtube.com/watch?v=z0Bc3DzqjsY

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1585 Sample Lesson 9: #BlackLivesMatter and Social Change

1586 Theme: Social Movements and Equity

1587 Disciplinary Area: African American Studies

1588 Ethnic Studies Values and Principles Alignment: 1, 2, 4, 6

1589 Standards Alignment:

1590 CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 4; Historical
1591 Research, Evidence, and Point of View 1, 2

1592 CA CCSS for ELA/Literacy: RH.9–10.1, 2, 3, 4, 6, 7, 9; WHST.9–10.2, 4, 5, 6, 7

1593 CA ELD Standards: ELD.PI.9–10.1, 2, 3, 4, 5, 6, 10

1594 Lesson Purpose and Overview:

1595 Students will be exposed to contemporary discussions around policing in the US,
1596 specifically police brutality cases where unarmed African Americans have been killed.
1597 They will conduct research on various incidents, deciphering between reputable and
1598 scholarly sources versus those with particular political bents. Students will also begin to
1599 think about how they would respond if an incident took place in their community.
1600 Students will have the opportunity, via the social change projects, to describe what tools
1601 and/or tactics of resistance they would use. With regards to skills, students will learn
1602 how to develop their own informational videos, conduct research, and work
1603 collaboratively.

1604 Key Terms and Concepts: racial profiling, oppression, police brutality, social
1605 movements, resistance

1606 Lesson Objectives (Students will be able to…):

1607 1. develop an understanding and analyze the effectiveness of #BlackLivesMatter

1608 and the broader Movement for Black Lives (M4BL), specifically delving into the

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1609 movement’s structure, key organizations, and tactics/actions used to respond to
1610 incidents of police brutality; and

1611 2. identify how African Americans have historically been disproportionately

1612 impacted by racial profiling and police brutality in the US

1613 Essential Questions:

1614 4. Why, how, and when did #blacklivesmatter and the Movement for Black Lives
1615 emerge?

1616 5. What can be done to help those impacted by police brutality and racial profiling?

1617 Lesson Steps/Activities:

1618 6. Begin the lesson by discussing a recent incident in your community where an
1619 African American has been subjected to racial profiling or police brutality. If you
1620 are unable to find a specific incident that took place in your community, highlight
1621 a national incident.

1622 7. Link this incident to the broader Movement for Black Lives. Be sure to provide
1623 some context on the movement, including its history, organizations associated
1624 with the movement, key activists and leaders, the Movement for Black Lives
1625 policy platform, tactics, and key incidents the movement has responded to.

1626 8. After completing the reading and discussion, provide an overview of the
1627 Movement for Black Lives for students, detailing key shootings, defining and
1628 framing terms (i.e., riot vs. rebellion, antiblackness, state sanctioned violence,
1629 etc.), highlighting the narratives of Black women and LGBTQIA identifying people
1630 that have been impacted by police brutality, and providing various examples of
1631 the tactics of resistance used by activists and organizers within the movement.

1632 9. In groups of four, students select an issue relating to the justice system that has
1633 been a focal point within the Black movement. Each group is responsible for
1634 researching the following:

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1635 a. Describe the issue and the surrounding details.

1636 b. What are the arguments? Present all sides.

1637 c. Investigate the underlying context: Research the root causes of the issue.

1638 d. What is the legal context surrounding the issue? (e.g., stand your ground,
1639 stop and frisk, noise ordinance, police officers bill of rights, cash bail
1640 system, 3-Strikes laws, prison abolition, the death penalty, etc.)?

1641 e. What was/has been the community’s response? Were there any protests
1642 or direct actions? If so, what types of tactics did activists employ?

1643 f. What organizations are working to address this issue?

1644 g. What social changes, political changes, or policy changes occurred or are
1645 being proposed to address the underlying issue??

1646 10. Students are encouraged to identify sources online (including looking at social
1647 media posts or hashtags that feature the name of the person they are studying),
1648 examine scholarly books and articles, and even contact non-profits or grassroots
1649 organizations that may be organizing around the case that they were assigned.
1650 Stress the importance of students being able to identify credible first-person
1651 sources.

1652 11. As a second component of this lesson, each student (individually) is tasked with
1653 responding to the last question required for their project, “what can you do to help
1654 support those impacted by police brutality?” In response, students must come up
1655 with an idea/plan of how they would help advocate for change in their
1656 communities if an issue around police brutality were to arise. Please note that
1657 this exercise is to explore the possible actions of advocacy for social justice and
1658 social change. Students should not be encouraged to place themselves or others
1659 in a situation that could lead to physical conflict.

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1660 12. Students should be provided an additional week to produce their individual
1661 “social change” projects, whether it be drawing a protest poster or drafting a plan
1662 to organize a direct action.

1663 Assessment, Application, Action, and Reflection:

1664  Students will research issues surrounding the impact of the justice system on African
1665 American communities and respond to key questions.

1666  Students will complete an action-oriented “social change” assignment where they
1667 are expected to consider how they would respond if an incident of police brutality
1668 occurred in their community.

1669 Materials and Resources:

1670  Teaching Tolerance’s “Bringing Black Lives Matter into the Classroom Part II”:
1671 https://www.tolerance.org/magazine/summer-2017/bringing-black-lives-matter-into-
1672 the-classroom-part-ii

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1673 Sample Lesson 10: Afrofuturism: Reimagining Black Futures and Science
1674 Fiction

1675 Theme: Identity, Systems of Power

1676 Disciplinary Area: African American Studies

1677 Ethnic Studies Values and Principles Alignment: 4, 5

1678 Standards Alignment:

1679 CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1, 2, 4; Historical
1680 Interpretation 1, 2, 4.

1681 CA CCSS for ELA/Literacy: RH. 9–10. 1, 2, 3, 4, 5, 6, 9; WHST.9–10. 4, 5, 7, 8, 9, 10

1682 CA ELD Standards: ELD. PI. 9–10. 1, 2, 3, 5, 6, 7, 8, 11, 12.

1683 Lesson Purpose and Overview:

1684 Afrofuturism serves as a framework to better understand the growing popularity of Black
1685 science fiction and how the genre is being used to reimagine Black life. It is also a
1686 cultural aesthetic that incorporates technoculture and the supernatural while explicitly
1687 centering people of African descent. More recently artists, musicians, filmmakers, and
1688 writers—including Octavia Butler, Janelle Monae, Ryan Coogler, The Movement for
1689 Black Lives, Roxane Gay, Tananarive Due, and Nalo Hopkinson, to name a few—have
1690 drawn from this analytic framework and aesthetic as an inspiration for their own
1691 projects. While their work often features Black life suspended in space or utilizing
1692 imagined technologies, Afrofuturism also calls upon authors and artists to reimagine
1693 Black life beyond the status quo and to explore the infinite possibilities of the world of
1694 tomorrow. Increasingly, activists have used the framework to reimagine a world void of
1695 oppression and exploitative systems of power.

1696 This lesson is designed to introduce students to the analytic framework and aesthetic of
1697 Afrofuturism through literature, science fiction, art, music, and theoretical texts. By
1698 engaging Afrofuturism, students will be able to better understand how authors and
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1699 artists are using literature, music, film, and other modes of cultural production to
1700 describe Black experiences and theorize new possibilities. More specifically, students
1701 will be able to identify and engage social and political critiques that manifest in
1702 Afrofuturist texts. With regards to skills, students will primarily gain experience with the
1703 qualitative method of cultural analysis. Drawing on various cultural texts, students will
1704 analyze the various ways in which Afrofuturist themes manifest and articulate how they
1705 act (or do not) as social and/or cultural critiques; are indicative of cultural phenomena,
1706 practices, ideologies, and/or trends; or are used to make an intervention and state
1707 something entirely new. With an emphasis on developing analytical skills, students will
1708 also gain more experience with conducting research, evaluating primary and secondary
1709 source materials, practicing “close reading” and expository and creative writing.

1710 Lesson Note: While this lesson has been developed with a focus on Black experiences
1711 and futures, it should also be noted that Chicana futurism, Latinx futurism, and Desi
1712 futurism (which refers to the forward-looking or future-focused mediums that relate to
1713 South Asian culture including literature, music, art, film, and visual and performing arts)
1714 are also budding fields and genres. Thus, this lesson can be adapted for other ethnic
1715 experiences with the inclusion of appropriate source materials.

1716 Key Terms and Concepts: Afrofuturism, reimagine, science fiction (sci-fi), time, space,
1717 aesthetic

1718 Lesson Objectives (Students will be able to…):

1719 1. identify and analyze Afrofuturism as it manifests within various forms of art and
1720 cultural production, including literature, music, comic books, and film;

1721 2. understand how systems of power and history are being reimagined through the
1722 lens of Afrofuturism;

1723 3. discern how authors and artists use literary and poetic devices and technology
1724 within Afrofuturist texts; and

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1725 4. develop and reflect on new strategies, policies, and systems of power that
1726 address current social, economic, and political issues.

1727 Essential Questions:

1728 1. What is Afrofuturism?

1729 2. What does it mean to reimagine life beyond the status quo?

1730 3. What is the role of art and cultural production?

1731 4. How does Afrofuturist art and cultural production serve as a critique of history,
1732 the status quo, and systems of power?

1733 Lesson Steps/Activities:

1734 Day 1

1735 1. Introduce the lesson by asking students to pull out a sheet of paper and write
1736 what they believe Afrofuturism is. Give students up to five minutes to complete
1737 this quick writing exercise.

1738 2. After everyone has had an opportunity to reflect on the prompt, have students
1739 share their responses with a partner/neighbor or two first, then aloud.

1740 3. Following this discussion, provide each student with an article on Afrofuturism
1741 (options in resources below). Break the students into groups of four and have
1742 each group read the text amongst themselves. Let the students know that they
1743 should make annotations as they read, noting keywords, themes, quotes that
1744 stand out, and terms that they may not be familiar with.

1745 4. After each group has finished reading the excerpt, task them with writing a quick
1746 summary (no more than three sentences) of how the author frames Afrofuturism.
1747 Ask them to discuss how the excerpt echoes, differs, or builds upon what they
1748 wrote in their quick writing exercise.

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1749 5. Have the groups share some of their takeaways and summaries of the article
1750 with the entire class. Also use this time to define any terms that students may
1751 have been unfamiliar with.

1752 a. Potential Terms to Define:

1753 i. Subaltern––the term is primarily used to describe people socially

1754 and politically marginalized within society; those who are deemed
1755 powerless, especially within colonial territories.

1756 ii. Pulp––the term has historically been used to describe early
1757 magazines that were printed on low quality paper made from wood
1758 pulp. However, the term has been used more broadly to describe
1759 works of art and literature (e.g., fiction, music, zines, etc.) that often
1760 included sensational material, short-fiction works, and what was
1761 often viewed as “low-quality literature.” Pulp fiction and other works
1762 are often seen as the predecessors of superhero comic books.

1763 iii. Speculative fiction––is a broad artistic genre that is defined by its
1764 inclusion of supernatural, futuristic, and dystopian elements.
1765 Speculative fiction includes the genres of: science fiction, fantasy,
1766 horror, fairytales, superhero fiction, and more.

1767 iv. Appropriate/appropriation––to take elements of something for one’s

1768 own use, often without permission.

1769 v. Antebellum––refers to the period in the United States prior to the

1770 Civil War.

1771 Day 2

1772 1. Start the second day by discussing the diversity of Afrofuturism. Coined in the
1773 1990s, Afrofuturism is a cultural aesthetic, philosophy of science, and philosophy
1774 of history that explores the developing intersection of African diaspora culture

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1775 with technology. It is grounded in the belief of a better future for African
1776 Americans and aims to connect those from the Black diaspora with their African
1777 ancestry.

1778 Show students that Afrofuturism can be found in artwork, literature, fashion, film,
1779 and music as well by providing students with a sampling of classroom and age
1780 appropriate Afrofuturistic examples of the teacher’s choosing.

1781 Afrofuturism is often marked visually with African iconology like the use of
1782 Adinkra symbols or Ancient Egyptian artifacts (i.e., ankh, eyes of Horus,
1783 pyramids, etc.). Sun Ra, Earth, Wind, and Fire, George Clinton, and Parliament-
1784 Funkadelic were well known for incorporating such symbolism into their music
1785 and album art. Also present in the aesthetic repertoire of Afrofuturism is a bright
1786 and diverse color palette, mysticism, extraordinary abilities and powers, and
1787 technology and technoculture. Steampunk also has found its place in the
1788 Afrofuturistic aesthetic. More contemporary artists like Missy Elliot, Beyonce and
1789 Jay-Z, Kamasi Washington, and Janelle Monae are known for incorporating such
1790 elements in their music videos. The Studio Museum in Harlem showcased
1791 Afrofuturistic artwork in some of their exhibits as well. The Ford Theater
1792 production of “The Wiz” fused these elements into a classic retelling of “The
1793 Wizard of Oz.” Additionally, writers such as W.E.B DuBois and Octavia Butler
1794 explore Afrofuturism in their works.

1795 Afrofuturism is intriguing because of its visual aesthetic, but its purpose is much
1796 bolder. By design, it is intended to challenge the status quo by reimagining and
1797 confronting everyday challenges that African Americans face. Topics like racism,
1798 disenfranchisement, social inequality, and the pursuit of justice often find a home
1799 in Afrofuturistic works. Characters like Luke Cage explore the alternate
1800 possibilities for African Americans men—in this case by imagining an African
1801 American man impervious to bullets. Others, like the fictional country of
1802 “Wakanda,” in “Black Panther,” imagine a society where Africans or African
1803 Americans are economically, technologically, and socially advanced.

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1804 Essentially, Afrofuturism is a vehicle through which artists, writers, musicians,
1805 film makers, fashion designers, and others express their frustrations with the
1806 current condition of African Americans in society and posit a new theory of what
1807 could be, what could have been, and what will be if these issues are addressed
1808 and resolved. While a utopian society without social injustice and racism may
1809 seem like a dream, it is one the contributors to this genre are willing to aspire to
1810 and work towards through their own contributions in the Afrofuturistic space.

1811 2. Engage students in a discussion around what is and is not Afrofuturism grounded
1812 in contemporary examples that students may be familiar with.

1813 a. Guide the students through features like settings, characters, and other
1814 literary devices and elements of Afrofuturism.

1815 i. Option: Utilize the recent film and comic books Black Panther.

1816 ii. Option: Teachers can also select a podcast, text, short story, or
1817 novel.

1818 3. Break the students into groups and ask them to brainstorm other elements that
1819 may be found in Afrofuturism.

1820 4. Once students have had a chance to discuss some ideas, ask them to imagine
1821 an Afrofuturistic setting in which a story may take place.

1822 a. Using butcher paper or large post-it paper, students will write down their
1823 ideas.

1824 5. Ask student groups to share their settings with the class and explain why they
1825 chose the details that they did.

1826 Day 3

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1827 1. As a class, revisit the texts from Day 2 and begin to discuss how the texts draw
1828 on Afrofuturism. If possible, bring in copies of comic books, short stories, and
1829 zines.

1830 2. After discussing the cultural texts for 10–15 minutes, let the students know that
1831 they will create their own cultural text that engages Afrofuturism and/or
1832 reimagines their own community’s future.

1833 3. Select a short story, poem, or song lyrics for students to read, and guide them
1834 through a discussion of the elements of Afrofuturism.

1835 4. Introduce the assignment by telling students that they have the option of creating
1836 a zine, comic book, short story, or poem that incorporates what they’ve learned
1837 about Afrofuturism, specifically drawing on the overall aesthetic and analytical
1838 framework. They will also need to write a one-page artists’ statement describing
1839 their work and rationale. It is highly recommended that teachers create their own
1840 rubrics for this assignment and distribute them to students at the onset.

1841 5. To start this project, have students spend the remainder of the class drafting an
1842 outline of their project and researching other Afrofuturist art that might serve as a
1843 source of inspiration. Be sure to remind students to consider how they want to
1844 develop the project. For example, will they create a digital or hard-copy zine or
1845 comic book?

1846 6. For homework, have students complete their outlines.

1847 Day 4

1848 1. Start class by showcasing what art materials students will have access to (i.e.,
1849 markers, construction paper, cardstock, color pencils, rulers, felt tip pens,
1850 graphics software, etc.) in order to complete their project.

1851 2. After students have completed their projects, dedicate a final class day for
1852 sharing and reflection. Have each student place their work on display around the

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1853 classroom. Allow students to walk around and examine their peer’s projects for
1854 15–20 minutes.

1855 3. After perusing the projects on display, have each student briefly present their
1856 artists’ statement aloud to the entire class.

1857 4. Students then prepare a brief reflection on their key takeaways from the lesson
1858 overall as well as their experience creating Afrofuturist inspired projects and
1859 viewing the creations of their classmates.

1860 Assessment, Application, Action, and Reflection:

1861  Students will complete a pre and post written reflection on their understanding of
1862 Afrofuturism.

1863  Students will analyze cultural texts.

1864  Students will actively think about how Afrofuturism is being engaged as an
1865 analytic framework for reimagining systems of power.

1866  Students will complete a culminating project where they are responsible for
1867 creating a cultural text that engages Afrofuturism.

1868 Materials and Resources:

1869 Examples of materials that can be used in this lesson are provided below. There is a
1870 growing body of online resources and instructional materials available for teachers
1871 interested in teaching this topic. As with all materials, local educational agencies should
1872 consider content carefully for the appropriateness of their classrooms.

1873  Chicago Public Media. Podcast. Prologue (0 to 8:52 minutes): This is American
1874 Life. https://www.thisamericanlife.org/623/we-are-in-the-future-2017. Neil
1875 Drumming, August 18, 2017.

1876  It’s not just Black Panther. Afrofuturism is having a moment. Time Magazine
1877 article 2018. https://time.com/5246675/black-panther-afrofuturism/.
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1878  Strong, Myron T and Chaplin K. Afrofuturism and Black Panther 2019.
1879 https://journals.sagepub.com/doi/full/10.1177/1536504219854725.

1880  Afrofuturism gains new momentum as artists reclaim black history”- CBS This
1881 Morning news clip and interview with author Tomi Adeymi.
1882 https://www.youtube.com/watch?v=bmEShkZaxuY.

1883  PBSVideo: Afrofuturism: From Books to Blockbusters, It’s Lit

1884 https://www.youtube.com/watch?v=YI1xmwqGEBw.

1885  “Why should you read sci-fi superstar Octavia E. Butler?” TED-Ed video.
1886 https://www.youtube.com/watch?v=X6YI8lsjJJA.

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1887 Additional Sample Topics

1888 The following list of sample topics is intended to help ethnic studies teachers develop
1889 content for their courses. It is not intended to be exhaustive; however, it should be
1890 instructive as to the pedagogical approach that allows African agency to be at the center
1891 of any discourse or lesson about African American people.

1892  Emergence of Humans in Africa

1893  Classical Africa

1894  Great African Empires and Kingdoms: Ghana, Mali, Songhay, Zimbabwe, Kongo,
1895 Asante, and Yoruba

1896  The European Slave Trade (Portuguese, British, Dutch, French, Italian, Spanish,
1897 German, Swedish etc.) and the New African Diaspora

1898  The African Presence in the Americas: Brazil, Mexico, Colombia, and the
1899 Caribbean

1900  Modes of Resistance to Enslavement

1901  African American Philosophy and Philosophers

1902  African Americans in the West

1903  African Americans and Progressive Politics

1904  The NAACP and the Anti-Lynching Movement

1905  The Harlem Renaissance and the Blues and Jazz Tradition

1906  Literary Contributions

1907  The Great Migration and Blacks in the West during the World War II Era

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1908  African Americans React to Mass Incarceration

1909  Contemporary Immigration from the African World

1910  African Americans and the Military

1911  Approaches and Accomplishments of the Civil Rights and Black Power
1912 Movements

1913  Black Women Respond to Sexism/Racism/Patriarchal Discrimination

1914  Hip Hop: The Movement and Culture

1915  The African American Influence on Sport and Entertainment

1916  African Americans in the City

1917  African American Food, Medicine, Healing, and Spirituality

1918  The Black LGBTQIA Experience

1919  #BlackLivesMatter respond to Police Brutality

1920  African American Political Figures

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1921 Chicana/o/x and Latina/o/x Studies

1922 Sample Lesson 11: Salvadoran American Migration and Collective

1923 Resistance

1924 Theme: History and Movement

1925 Disciplinary Area: Chicana/o/x and Latina/o/x Studies

1926 Ethnic Studies Values and Principles Alignment: 4

1927 Standards Alignment:

1928 CA HSS Analysis Skills (9–12): Historical Research, Evidence, and Point of View: 1, 2,
1929 4; Historical Interpretation: 1, 4

1930 CCSS for ELA/Literacy: W.9–10.9; RH.9–10.1; RH.9–10.3; W.11–12.9; RH.11–12.1;

1931 RH.11–12.3

1932 CA CCSS. ELD Standards: ELD. PI. 1a 1–4; 1b 5–6; 1c 9–12

1933 Lesson Purpose and Overview:

1934 In this lesson students will study how the effects of the Civil War in El Salvador in the
1935 1980s prompted the initial surge of migration from El Salvador to the United States, and
1936 the push and pull factors that have impacted immigration from El Salvador since then.
1937 Next, students will research the various immigration policies that have regulated
1938 immigration from El Salvador since 1965.

1939 Key Terms and Concepts: agency, asylum, citizenship, inequality, migration,
1940 naturalization, resilience, war refugee.

1941 Lesson Objectives (Students will be able to…):

1942  understand the root causes of the waves of migration from El Salvador to the
1943 United States since the 1980s;

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1944  identify the major shifts in US immigration policy since 1965, explaining the
1945 events that caused the changes in policies, the groups impacted, the specific
1946 regulations, the positive and negative effects, and the restrictions or limitations of
1947 the policies;

1948  determine the accuracy of commonly held beliefs about immigration by

1949 investigating statistical evidence;

1950  analyze the pros and cons of current policies that affect different groups of
1951 immigrants from El Salvador; and

1952  apply their understanding of the Four I’s of Oppression to their analysis of the
1953 history and policies of migration in El Salvador.

1954 Essential Questions:

1955  What push and pull factors were responsible for the waves of migration from El
1956 Salvador to the United States since the 1980s?

1957  What values and principles guided US immigration policy?

1958  How can the United States resolve the current controversies surrounding
1959 immigration policy and detention practices?

1960 Lesson Steps/Activities:

1961 Day One: Building Background Knowledge: Four I’s of Oppression and Relationship to
1962 Salvadoran Migration to the United States

1963 In this activity students will be learning about the history and systems of oppression
1964 related to the migration of people from El Salvador to the United States. In groups of
1965 five, students:

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1966 1. Begin the activity with the following guiding question: “Why have people
1967 emigrated from El Salvador to the United States?” Students should
1968 write/pair/share on Four I’s of Oppression: El Salvador Day One Document.

1969 2. Have students view and comment on the “primary text” image. Which type(s) of
1970 oppression does this text (Primary text-Child’s Drawing, San José Las Flores,
1971 El Salvador) best exemplify? Record the answer(s) on the Four I’s of
1972 Oppression: El Salvador Day One Document. This is where the primary text
1973 can be accessed: “When We Were Young / There Was a War” website
1974 http://www.centralamericanstories.com/characters/yesenia/.

1975 3. Have students watch the documentary “Juan’s Story” from When We Were
1976 Young website: https://www.centralamericanstories.com/characters/juan/. Have
1977 students reflect, analyze, and discuss the main themes and types of
1978 oppression(s) of “Juan’s Story.” Record the type of oppression(s) on Four I’s of
1979 Oppression: El Salvador Day One Document.

1980 4. Distribute one of the five informational texts (links listed at the end of unit under
1981 “Lesson One Materials/Resources) to each student in the small groups of five.
1982 Each student will read and annotate one of the texts for important ideas and
1983 record key ideas in the “Four I’s of Oppression: El Salvador Day One
1984 Document.” When sharing ideas, each group member should teach the other
1985 group members about the content and discuss the type of oppression in their
1986 respective article.

1987 5. Ask students to collaborate to answer the following two discussion questions.
1988 Ask one member from each of the groups to present the group response:

1989 a. What did you appreciate about this lesson?

1990 b. What new insights do you have about immigration to the United States?

1991 Day Two: Youth Scholars Teach US Immigration Policy Shifts to the People

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1992 In this activity, students will investigate how US immigration policies evolved in
1993 response to historical events. Small groups will be assigned to research one of five
1994 shifts in immigration policy and collaborate to create presentation slides on the new
1995 policy.

1996 1. Distribute the Push and Pull Factors Activity handout to students. Instruct
1997 students to work independently first to rank the factors in terms of which have
1998 historically been the three most significant push and pull factors prompting
1999 immigration to the United States. They must then select the top three most
2000 significant current push and pull factors and explain why they choose those
2001 factors.

2002 2. Once students have determined their rankings, group them in fours and instruct
2003 them to compare their rankings, and to try to come to a consensus on the top
2004 three factors for each as a group. Instruct each group to share their top factors
2005 for each with the class, and then facilitate a short discussion, noting similarities
2006 and differences between each group’s answers while asking probing questions to
2007 get students to support their arguments with evidence.

2008 3. Inform students that they will be learning about how the actual immigration
2009 system determines who is able to immigrate and who isn’t. They will work in
2010 small groups to research one of six immigration policies beginning with the
2011 Immigration and Nationality Act in 1965. Distribute the Immigration
2012 Presentation Assignment Sheet and explain the expectations to students. (For
2013 more background on the racist origins of the Immigration Act of 1924 you can
2014 read with students “DACA, The 1924 Immigration Act, and American Exclusion”
2015 in the Huffington Post, https://www.huffpost.com/entry/daca-the-1924-
2016 immigration-act-and-american-exclusion_b_59b1650ee4b0bef3378cde32).

2017 4. Next, assign students to small groups to research one of the six policies
2018 regulating the American immigration system since 1965.

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2019 5. Have students start their research by reading the relevant section of Juan’s story
2020 on the tab marked “US Immigration: A Policy in Flux” to get basic background
2021 overview of their assigned policy
2022 (https://www.centralamericanstories.com/characters/juan/#top). Directions for
2023 which paragraph of “A Policy in Flux” to read for each topic are in parenthesis
2024 behind the topic title on the assignment sheet. Additional links are provided for
2025 each of the other topics, but students can research additional online resources to
2026 create their presentations.

2027 6. Instruct students to use the Immigration Presentation Assignment Sheet to

2028 prepare the research for presentation on a slide presentation program. Have
2029 students analyze which of the Four I’s of Oppression explain the implementation
2030 of the immigration policy and include it in the slides presentation.

2031 7. Have students refer back to the opening activity and ask which of the factors
2032 determining immigration preference influenced each of the policies. Naturally,
2033 this will lead to a discussion of whether the United States is implementing a fair
2034 and principled immigration policy.

2035 8. Students may investigate how local communities are affected by immigration
2036 policies and what institutions are being used to support current immigration
2037 policies and practices. At the same time, students may examine what resources
2038 are available for those afflicted by current policies.

2039 Assessment, Application, Action, and Reflection:

2040 1. Students will represent their mastery of the lesson objectives via group
2041 presentations based on the knowledge gained from each day’s activities.

2042 2. Students will research various US immigration policies. Students will

2043 demonstrate knowledge of the policies and how they affect immigrants by
2044 preparing a slide presentation.

2045 Materials and Resources:

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2046 https://www.teachingforchange.org/contact/central-america-teaching

2047 Day 1

2048 Four I’s of Oppression: El Salvador Day One Document (see day one handout below)

2049 Primary Text: Child’s Drawing, San José Las Flores, El Salvador from “When We Were
2050 Young / There Was a War” website.
2051 http://www.centralamericanstories.com/characters/yesenia/.

2052 Documentary text: “Juan’s Story” from When We Were Young website.
2053 https://vimeo.com/191532459

2054 Informational Texts

2055  Informational Text #1: The Civil War In El Salvador

2056 Gzesh, Susan. “Central Americans and Asylum Policy in the Reagan Era.”
2057 Migrationpolicy.org, Migration Policy Institute, 2 Mar. 2017,
2058 https://www.migrationpolicy.org/article/central-americans-and-asylum-policy-
2059 reagan-era

2060  Informational Text #2: Family Reunification

2061 Ayala, Edgardo. "BROKEN HOMES, BROKEN FAMILIES." Inter Press Service,
2062 18 Oct. 2009. NewsBank, http://www.ipsnews.net/2009/10/migration-el-salvador-
2063 broken-homes-broken-families/.

2064  Informational Text #3: Lack of Economic Opportunity

2065 "Unhappy anniversary; El Salvador." The Economist, 21 Jan. 2017, p. 28 (US).

2066 General OneFile, https://www.economist.com/the-americas/2017/01/21/el-
2067 salvador-commemorates-25-years-of-peace

2068  Informational Text #4: Natural Disasters

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2069 Schmitt, Eric. “Salvadorans Illegally in US Are Given Protected Status.” The New
2070 York Times, The New York Times, 2 Mar. 2001,
2071 www.nytimes.com/2001/03/03/us/salvadorans-illegally-in-us-are-given-protected-
2072 status.html.

2073  Informational Text #5: Gang Violence

2074 Linthicum, Kate. “Why Tens of Thousands of Kids from El Salvador Continue to
2075 Flee to the United States.” Los Angeles Times, Los Angeles Times, 16 Feb.
2076 2017, www.latimes.com/world/mexico-americas/la-fg-el-salvador-refugees-
2077 20170216-htmlstory.html.

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2078 Four I’s of Oppression: El Salvador Day One (handout)

2079 Background knowledge/Guiding Question:

2080 “Why have people emigrated from El Salvador to the United States?” Students should
2081 write/pair/share.

2082 These are the texts we will be using for this lesson:

2083 1. Primary Text: Child’s Drawing, San José Las Flores, El Salvador from “When
2084 We Were Young / There Was a War” website.

2085 2. Documentary text: “Juan’s Story” from When We Were Young website.

2086 3. Informational texts:

2087 a. Informational Text #1: The Civil War In El Salvador Gzesh, Susan.
2088 “Central Americans and Asylum Policy in the Reagan Era.”
2089 Migrationpolicy.org, Migration Policy Institute, 2 Mar. 2017

2090 b. Informational Text #2: Family Reunification Ayala, Edgardo. "BROKEN

2091 HOMES, BROKEN FAMILIES." Inter Press Service, 18 Oct. 2009.

2092 c. Informational Text #3: Lack of Economic Opportunity "Unhappy

2093 anniversary; El Salvador." The Economist, 21 Jan. 2017, p. 28 (US).
2094 General OneFile.

2095 d. Informational Text #4: Natural Disasters Schmitt, Eric. “Salvadorans

2096 Illegally in US Are Given Protected Status.” The New York Times, The
2097 New York Times, 2 Mar. 2001.

2098 e. Informational Text #5: Gang Violence Linthicum, Kate. “Why Tens of
2099 Thousands of Kids from El Salvador Continue to Flee to the United
2100 States.” Los Angeles Times, Los Angeles Times, 16 Feb. 2017.

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2101 Instructions: Which texts go with each type of oppression? Write the name of the
2102 text in the correct oppression box and explain the connection.

Four I’s of Oppression Student Answer

Ideological Oppression [student response]

The idea that one group

is better than another,
and has the right to
control the “other” group.
The idea that one group
is more intelligent, more
advanced, more
deserving, superior, and
hold more power. The
very intentional
ideological development
of the …isms Examples:
dominant narratives,
“Othering.”

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 Four I’s of Oppression Student Answer

Institutional [student response]

Oppression

The network of
institutional structures,
policies, and practices
that create advantages
and benefits for some,
and discrimination,
oppression, and
disadvantages for others.
(Institutions are the
organized bodies such as
companies, governmental
bodies, prisons, schools,
non-governmental
organizations, families,
and religious institutions,
among others).

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 Four I’s of Oppression Student Answer

Interpersonal [student response]

Oppression

The idea that one group

is better than another and
has the right to control
the other, which gets
structured into
institutions, gives
permission and
reinforcement for
individual members of the
dominant group to
personally disrespect or
mistreat individuals in the
oppressed group.
Interpersonal racism is
racism that occurs
between individuals.
Examples of
interpersonal racism
include the following––
what some members of a
racial group do to
members of a different
racial group up close––
racist jokes, stereotypes,
beatings and
harassment, threats, etc.

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 Four I’s of Oppression Student Answer

Similarly, interpersonal [student response continued]

sexism is sexism that
occurs between people.
Examples of man to
woman interpersonal
sexism may include the
following––sexual abuse
and harassment, violence
directed at women,
belittling or ignoring
women’s thinking, sexist
jokes, etc. Many people
in each dominant group
are not consciously
oppressive. They have
internalized the negative
messages about other
groups, and consider
their attitudes towards
other groups quite
normal.

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 Four I’s of Oppression Student Answer

Internalized Oppression [student response]

The process by which a

member of an oppressed
group comes to accept
and live out the
inaccurate myths and
stereotypes applied to the
group by its oppressors.
Internalized oppression
means the oppressor
doesn't have to exert any
more pressure, because
we now do it to ourselves
and each other.
Oppressed people
internalize the ideology of
inferiority, the see it
reflected in the
institutions, they
experience mistreatment
interpersonally from
members of the dominant
group, and they
eventually come to
internalize the negative
messages about
themselves.

2103

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2104 Day 2

2105 Push and Pull Factors

2106 What is a push factor?

2107 What were the three most historically significant push factors and what are the three
2108 most significant ones now?

2109 What is a pull factor?

2110 What were the three most historically significant push factors and what are the three
2111 most significant ones now?

2112 Be prepared to explain your answers.

2113  Proximity of 2124  Wealth of the 2132  Family 2143  Special talents or
2114 country of origin
2125 immigrant 2133 relationships to2144 skills to contribute
2115 to US 2134 citizens of the 2145
US to US

2116  Natural disaster

2126  Closeness of 2135  Increasing 2146  Religious or racial
2117 in country of 2127 political ties 2136 diversity of 2147 persecution in
2118 origin 2128 between US and
2137 countries 2148 country of origin
2129 country of origin
2138 represented in
2139 US

2119  Shares language,

2130  Level of education
2140  Civil war or 2149  US military or
2120 religion, or 2131 of immigrant 2141 violence in 2150 political
2121 culture of 2142 2151
country of origin involvement in
2122 majority 2152 country of original
2123 population in US 2153 historically

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2154

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116
2155 Immigration Presentation Assignment

2156 Purpose: to gather and share accurate information about changes to US immigration
2157 policy since 1965 in the form of a presentation. Information to include in an electronic
2158 visual presentation:

2159  Title slide with name of policy, date, and an evocative image

2160  One slide that explains the historical events that prompted the policy

2161  One slide that explains the basic regulations of the new policy

2162  One slide that explains who the policy affects and how

2163  One slide with a connection to at least one of The Four I’s of Oppression

2164 Topics and Resources

2165 Each group should read the short overview of its assigned policy using the tab “A Policy
2166 in Flux.” Use the directions next to your topic below to see which paragraph of “A Policy
2167 in Flux” to read. Then groups can use the links provided (and others you find) to find
2168 information to use in the creation of the slides.

2169 Immigration and Nationality Act 1965 (second paragraph of “A Policy in Flux”)

2170 ● https://www.history.com/topics/immigration/us-immigration-since-1965

2171 ● https://www.migrationpolicy.org/article/fifty-years-1965-immigration-and-
2172 nationality-act-continues-reshape-united-states

2173 1980 Refugee Act (third paragraph of “A Policy in Flux”)

2174  http://www.rcusa.org/history/

2175  https://www.migrationpolicy.org/article/central-americans-and-asylum-policy-
2176 reagan-era/

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2177 Immigration Reform and Control Act 1986 (fourth paragraph of “A Policy in Flux”)

2178  https://www.theatlantic.com/notes/2016/05/thirty-years-after-the-immigration-
2179 reform-and-control-act/482364/
2180  https://www.migrationpolicy.org/research/lessons-immigration-reform-and-
2181 control-act-1986

2182 Temporary Protective Status (1990) (not covered in “A Policy in Flux”)

2183  https://www.everycrsreport.com/reports/RS20844.html
2184  https://www.americanimmigrationcouncil.org/research/temporary-protected-
2185 status-overview/

2186 Illegal Immigration Reform and Immigrant Responsibility Act (1996) (fifth paragraph of
2187 “A Policy in Flux”)

2188  http://www.destinyschildren.org/en/timeline/illegal-immigration-reform-and-
2189 immigrant-responsibility-act/.

2190 Deferred Action for Childhood Arrivals (2012) (eighth paragraph of “A Policy in Flux”)

2191  https://www.npr.org/2017/09/05/548754723/5-things-you-should-know-about-
2192 daca

2193  https://www.migrationpolicy.org/research/daca-four-participation-deferred-action-
2194 program-and-impacts-recipients

2195

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2196 Timeline Document for group presentations

Significant Events Historical Policy Summary Effects and Impact

Background

Immigration and [student response] [student response] [student response]

Nationality Act of
1965

1980 Refugee Act [student response] [student response] [student response]

Immigration Reform [student response] [student response] [student response]

and Control Act of
1986

Temporary [student response] [student response] [student response]

Protective Status

Illegal Immigration [student response] [student response] [student response]

Reform and
Immigrant
Responsibility Act
(1996)

Deferred Action for [student response] [student response] [student response]

Childhood Arrivals
(2012)

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2197 Sample Lesson 12: US Undocumented Immigrants from Mexico and
2198 Beyond: Mojada: A Medea in Los Angeles

2199 Theme: Systems of Power

2200 Disciplinary Area: Chicana/o/x and Latina/o/x Studies

2201 Ethnic Studies Values and Principles Alignment: 1, 5

2202 Standards Alignment:

2203 CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1; Historical
2204 Research, Evidence, and Point of View 1, 2, 4; Historical Interpretation 1 and 4

2205 CCSS ELA-LITERACY: RH. 9–10. 2–5, 8; WHST.9–10. 1, 2, 4

2206 CA CCSS ELD Standards: ELD. PI. 9–10. 1, 2, 3, 5, 6a, 10

2207 Lesson Purpose and Overview:

2208 The lesson is applicable to many US urban areas but is written specifically about the
2209 Los Angeles Boyle Heights area. Some students in urban working-class communities
2210 have been impacted by gentrification (the process of upgrading a neighborhood while
2211 pushing out working class communities), the growing housing crisis, and being
2212 undocumented/DACAmented. Consequently, many families have experienced detention
2213 and deportation, while others express growing concerns of being pushed out of their
2214 community altogether.

2215 This lesson introduces students to the plight of undocumented immigrants, gentrification
2216 in the greater Los Angeles area, cultural preservation vs. assimilation, and Greek
2217 mythology and tragedy. Students will learn about the use of immigrant laborers for the
2218 construction and garment industry; the impact of drug cartels and lack of opportunities
2219 in Mexico and how that factors into people’s decision to emigrate; and how
2220 contemporary playwrights of color are leveraging ancient literature and theatre to
2221 discuss modern-day issues.

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2222 Key Terms and Concepts: colonialism, cultural preservation, assimilation, gentrification,
2223 undocumented, patriarchy, machismo, barrios

2224 Lesson Objectives (Students will be able to…):

2225 1. develop an understanding about the process of migration, assimilation, cultural

2226 preservation, and gentrification;

2227 2. engage key English language arts content, such as literary and dramatic devices;
2228 and

2229 3. explain how organizing and advocacy counteract institutional racism as it relates
2230 to housing and immigration.

2231 Essential Questions:

2232 1. What is gentrification and why is it disproportionately impacting communities of

2233 color? What are the short and long term effects on communities of color?

2234 2. How and why were barrios created? How did it influence the identity and
2235 experiences of the communities living there?

2236 3. Why do Indigenous populations from Mexico and Latin America migrate to the
2237 US? What are the push and pull factors? To what extent has migration been a
2238 positive/negative experience for these populations?

2239 Lesson Steps/Activities:

2240 1. Begin the lesson by posting the definition to bruja, chisme, curandera, El Guaco,
2241 migra, mojada, and Náhuatl6 on the board. Provide definitions of multiculturalism and
6
121 Bruja: witch; Chisme: a rumor, a piece of gossip. Chismosa/o: a gossiper; Curandera:
122 healer; El Guaco: migrating falcon of the Americas. Often referred to as a laughing
123 falcon because of its call. It is an ophiophagous (snake-eating) bird; Migra: immigration
124 police; Mojada: offensive term used for a Mexican who enters the United States without
125 documents; Náhuatl: is an Uto-Aztecan language, which is widespread from Idaho to
126 Central America and from the Rocky Mountains to the Pacific Ocean. Náhuatl
127 specifically refers to the language spoken by many tribes from South-Eastern Mexico to
128 parts of Central America. It translates to an agreeable, pleasing and clear sound.
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2242 assimilation or provide time for students to research these topics. Discuss the
2243 similarities and differences between the two. Also provide a compare and contrast
2244 chart of the ancient Greek playwright, Euripides, and the contemporary Xicanx
2245 playwright Luis Alfaro—author of Mojada: A Medea in Los Angeles. In this
2246 introduction, thoroughly cover the tenets of Greek mythology and tragedy, the
2247 traditional roles of women in Ancient Greece, the garment industry in Los Angeles,
2248 the use of immigrant labor to construct the edifices of gentrification development,
2249 and drug cartels in the Mexican state of Michoacán.

2250 a. If available, consult with the English Department of your site to collaborate on
2251 a reader’s theatre approach to the play Mojada: A Medea in Los Angeles.
2252 Students could be provided time to engage the play in both classes.

2253 2. Following the in-class readings, ask the students to reflect on the characters and
2254 their relationship to immigration, gentrification and cultural preservation vs.
2255 assimilation. Later divide students into small groups where they are tasked with
2256 responding to the following questions. The questions can be divided equally per
2257 group, or the teacher can choose to focus on some of them as time allows.

2258 a. Have students take 5–10 minutes to research online the definition of tragic
2259 hero. After completing this task, ask the students to respond to the following
2260 questions: (1) To what extent does Medea fit the definition of a tragic hero?
2261 (2) What is her tragic flaw? (3) What does Medea learn from her journey?
2262 (4) What does the audience learn from her journey?

2263 b. At the beginning of the play, Tita says that being in the United States is
2264 Hason’s dream. What is his dream? How do Medea and Acan fit into his
2265 dream? What is Medea’s dream?

2266 c. Refer to your research on multiculturalism vs. assimilation. Which characters

2267 are able to assimilate to living in the United States? What are the benefits for
2268 characters that are able to assimilate? Which characters are not able to?

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2269 What is the cost of their inability to assimilate? Which characters are able to
2270 be in the United States and still maintain their native culture?

2271 d. Have students find Michoacán and Boyle Heights using print or electronic
2272 maps. How is the physical environment of Michoacán different from that of
2273 Boyle Heights? Why can’t Medea leave her yard? What role does Medea’s
2274 environment play in her inability to assimilate?

2275 e. In what ways are Medea and her family in exile? How does immigration and
2276 specifically the idea of exile help the audience understand Medea’s journey in
2277 the play?

2278 f. What abilities does Medea possess that keep her connected to her Mexican
2279 culture? In what ways does this connection conflict with Hason and Acan’s
2280 desires to fit in and become “American”?

2281 g. What is Hason willing to do to achieve success in the United States? Does he
2282 make those choices for his family or for personal fulfillment? What are the
2283 consequences of his ambition?

2284 h. In what way does the assault Medea experienced during her journey affect
2285 her ability to adjust and thrive in the United States? When accosted by the
2286 soldiers at the border why does Medea sacrifice herself? How does Medea’s
2287 sacrifice affect her relationship with Hason?

2288 i. Compare and contrast Medea, Armida, and Josefina. What were their
2289 journeys to get to the United States? How does each react to being in a new
2290 country? In what ways does each woman’s choices bring them success?
2291 What is the cost of some of their choices?

2292 j. Refer to your research on and discussion of multiculturalism and assimilation.

2293 What comparisons do Medea, Tita, Josefina, and Armida make between
2294 Mexico and United States? In what ways is the love of their culture and
2295 Mexican way of life seen as anti-American and by whom? How does each

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2296 character reconcile the division they experience between old and new worlds,
2297 if at all?

2298 k. In what ways is Euripides’ Medea hindered by a male-dominant society? In

2299 what ways is Alfaro’s Medea hindered by a male-dominant society? How do
2300 Tita, Josefina, and Armida work with or against their gender roles to survive
2301 and achieve success? In what ways is Hason privileged by these traditional
2302 gender roles? In what ways is he hindered by traditional expectations?

2303 l. In what ways is Acan torn between the old world of his mother and the new
2304 world his father has decided to embrace? In what ways does he contribute to
2305 Medea taking vengeance?

2306 m. How does the revelation of Medea’s circumstances in Mexico and the reason
2307 for leaving heighten the stakes surrounding the eviction from her apartment?
2308 What is Medea running from and why? What does her past tell us about her
2309 in the present?

2310 n. Why does Medea refer to herself as a mojada or wetback with Armida? In
2311 what ways does she believe she is a mojada? In what ways does she not?
2312 What is the significance of the title, Mojada: A Relocation of Medea?

2313 o. What events contribute to Medea taking vengeance on Hason and Armida? In
2314 what ways does the story of Medea’s life in Michoacán contribute to her killing
2315 Armida and Acan? Why does Medea kill Acan?

2316 p. Who has betrayed Medea in Mexico and in the US, and in what ways? What
2317 effect do these betrayals have on her? How do the betrayals contribute to her
2318 actions at the end of the play?

2319 q. Refer to on the definition of el guaco provided at the beginning of the lesson.
2320 In what ways is Medea like el guaco? What becomes of Medea at the end of
2321 the play? What could her final transformation symbolize?

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2322 r. If you are seeing Julius Caesar, compare and contrast what Brutus and
2323 Medea want to pass on to the next generation versus Hason and Caesar. In
2324 what ways is violence a part of the legacies of Brutus and Medea? In what
2325 ways is it a part of Hason and Caesar’s legacies? How do Hason and Caesar
2326 contribute to their own downfalls? What other actions could Brutus have taken
2327 toward Caesar and Medea toward Hason?

2328 3. Have students demonstrate their knowledge by developing and delivering a brief
2329 presentation that highlights the concepts learned from the play to current topics of
2330 immigration and gentrification in their respective communities.

2331 Making Connections to the History–Social Science Framework and the English
2332 Language Arts/English Language Development (ELA/ELD) Framework:

2333 These two curriculum frameworks contain an extensive lesson example that shows how
2334 teachers can work with colleagues across disciplines to address a common topic. In this
2335 case, the example is how a language arts teacher and history–social science teacher
2336 collaborate to teach the novel Things Fall Apart, addressing both language arts and
2337 history–social science standards in their instruction (the example begins on page 338 in
2338 the History–Social Science Framework, and page 744 of the ELA/ELD Framework).

2339 Ethnic studies educators should also consider how they can collaborate with their peers
2340 to integrate ethnic studies instruction with content in other areas. Depending on which
2341 grade level the ethnic studies course is being offered, the ethnic studies educator can
2342 include a literary selection that connects to the content students are studying in their
2343 history–social science classroom, or work with the language arts teacher on lessons
2344 that address grade-level standards in reading or writing.

2345 Assessment, Application, Action, and Reflection:

2346  Students will work in groups to analyze and discuss the text while responding to
2347 the provided questions.

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2348  Students deliver a presentation to an authentic audience that connects the play
2349 to experiences in their communities.

2350 Materials and Resources:

2351  Mojada: A Medea in Los Angeles, a play by Luis Alfaro

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2352 Sample Lesson 13: The East L.A. Blowouts: An Anchor to the Chicano
2353 Movement

2354 Theme: Social Movements and Equity

2355 Disciplinary Area: Chicana/o/x and Latina/o/x Studies

2356 Ethnic Studies Values and Principles Alignment: 4, 5, 6

2357 Standards Alignment:

2358 CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1-3; Historical
2359 Interpretation 1, 3, 4

2360 CA CCSS for ELA/Literacy: RH. 9–10. 2, 3, 4; WHST. 9–10. 4, 8, 9

2361 CA ELD Standards: ELD. PI. 9–10. 1, 2, 5, 6a, 9

2362 Lesson Purpose and Overview:

2363 This lesson will introduce students to the East Los Angeles Student blowouts (or
2364 walkouts) of 1968 and the Chicano Movement. They will have an opportunity to explore
2365 the range of student response to discrimination and injustices that were manifesting in
2366 public education. At the onset, students will engage in critical dialogue and inquiry about
2367 early Chicana/o/x youth and social movements, and conclude the lesson by drawing
2368 connections to current injustices and issues confronting Chicana/o/x and Latina/o/x
2369 Americans in schools.

2370 Lesson Objectives (Students will be able to…):

2371 1. gain a better understanding of root causes of protests and uprisings; and

2372 2. articulate the history of the East Los Angeles student blowouts and the Chicano
2373 Movement, with a focus on key leaders, movement demands, and outcomes.

2374 Essential Questions:

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2375 1. How did the students from East Los Angeles respond to discrimination and
2376 injustice within the educational system, and to what extent did it lead to change?

2377 2. How were the East Los Angeles blowouts and the broader Chicano Movement
2378 connected to the same root causes?

2379 3. How is transformative social change possible when working within existing
2380 institutions, like the public school system?

2381 4. What is the role of education and who should have the power to shape what is
2382 taught?

2383 Lesson Steps/Activities:

2384 1. Open the class by displaying the following excerpt from the Los Angeles Times
2385 article, “East L.A., 1968: ‘Walkout!’ The day high school students helped ignite
2386 the Chicano power movement:

2387 “LOS ANGELES — Teachers at Garfield High School were winding down
2388 classes before lunch. Then they heard the startling sound of people running the
2389 halls, pounding on classroom doors. ‘Walkout’ they were shouting. ‘Walkout!’

2390 Students left classrooms and gathered in front of the school entrance. They held
2391 their clenched fists high. ‘Viva la revolución!’ they called out. ‘Education, not
2392 eradication!’

2393 It was just past noon on a sunny Tuesday, March 5, 1968 — the day a revolution
2394 began for Mexican-Americans, people whose families came to the United States
2395 from Mexico.”

2396 2. Proceed to ask students why they think students at Garfield were shouting
2397 “Walkout,” and what do the phrases “Viva la revolución!” and “Education, not
2398 eradication!” mean? In pairs, students discuss the above questions, later sharing
2399 their thoughts with the entire class. Following discussion, provide definitions for
2400 the following terms: protest, eradication, revolución, uprising, Chicano, Brown

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2401 Berets, and unrest. Then instruct students to read, “East L.A. 1968: ‘Walkout!’
2402 The day high school students helped ignite the Chicano power movement”.

2403 3. After giving students about 15 minutes to read the article and discuss their
2404 immediate reactions in think, pair, and share formats, proceed to write down any
2405 questions students may have about the article on the board and respond to them.

2406 a. To supplement the article, play a short video clip on the youth movement,
2407 “The 1968 student walkout that galvanized a national movement for
2408 Chicano rights.”

2409 4. Following the screening, lead a discussion about how the students experienced
2410 police aggression and were even targeted with federal charges for “invoking
2411 riots.” Be sure to emphasize that the students were resilient and persisted in
2412 other forms of protest by organizing their peers and parents, and attending
2413 school board meetings where they presented a list of demands.

2414 5. Hand each pair a copy of the two primary sources listed below.

2415 “Student Walkout Demands,” proposal drafted by high school students of East
2416 Los Angeles to the Los Angeles Unified School District (LAUSD) Board of
2417 Education

2418 No student or teacher will be reprimanded or suspended for participating in any

2419 efforts which are executed for the purpose of improving or furthering the
2420 educational quality in our schools.

2421 Bilingual-Bi-cultural education will be compulsory for Mexican-Americans in the

2422 Los Angeles City School System where there is a majority of Mexican-American
2423 students. This program will be open to all other students on a voluntary basis.

2424 In-service education programs will be instituted immediately for all staff in order
2425 to teach them the Spanish language and increase their understanding of the
2426 history, traditions, and contributions of the Mexican culture.

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2427 All administrators in the elementary and secondary schools in these areas will
2428 become proficient in the Spanish language. Participants are to be compensated
2429 during the training period at not less than $8.80 an hour and upon completion of
2430 the course will receive in addition to their salary not less than $100.00 a month.
2431 The monies for these programs will come from local funds, state funds and
2432 matching federal funds.

2433 Administrators and teachers who show any form of prejudice toward Mexican or
2434 Mexican-American students, including failure to recognize, understand, and
2435 appreciate Mexican culture and heritage, will be removed from East Los Angeles
2436 schools. This will be decided by a Citizens Review Board selected by the
2437 Educational Issues Committee.

2438 Textbooks and curriculum will be developed to show Mexican and Mexican-
2439 American contribution to the U.S. society and to show the injustices that
2440 Mexicans have suffered as a culture of that society. Textbooks should
2441 concentrate on Mexican folklore rather than English folklore.

2442 All administrators where schools have majority of Mexican-American descent

2443 shall be of Mexican- American descent. If necessary, training programs should
2444 be instituted to provide a cadre of Mexican-American administrators.

2445 Every teacher's ratio of failure per students in his classroom shall be made
2446 available to community groups and students. Any teacher having a particularly
2447 high percentage of the total school dropouts in his classes shall be rated by the
2448 Citizens Review Board composed of the Educational Issues Committee.

2449 “Student Rights,” proposal drafted by high school students of East Los Angeles
2450 to the Board of Education:

2451 Corporal punishment will only be administrated according to State Law.

2452 Teachers and administrators will be rated by the students at the end of each
2453 semester.

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2454 Students should have access to any type of literature and should be allowed to
2455 bring it on campus.

2456 Students who spend time helping teachers shall be given monetary and/or credit
2457 compensation.

2458 Students will be allowed to have guest speakers to club meetings. The only
2459 regulation should be to inform the club sponsor.

2460 Dress and grooming standards will be determined by a group of a) students and
2461 b) parents.

2462 Student body offices shall be open to all students. A high-grade point average
2463 shall not be considered as a pre-requisite to eligibility.

2464 Entrances to all buildings and restrooms should be accessible to all students
2465 during school hours. Security can be enforced by designated students.

2466 Student menus should be Mexican oriented. When Mexican food is served,
2467 mothers from the barrios should come to the school and help supervise the
2468 preparation of the food. These mothers will meet the food handler requirements
2469 of Los Angeles City Schools and they will be compensated for their services.

2470 School janitorial services should be restricted to the employees hired for that
2471 purposes by the school board. Students will [not] be punished by picking up
2472 paper or trash and keeping them out of class.

2473 Only area superintendents can suspend students.

2474 6. After reading the primary source documents, proceed to have the pairs construct
2475 what their own demands would be if they were to organize a presentation to the
2476 Board of Education on flip chart paper. Once the pairs have completed their own
2477 demands, then task the students with responding to the following reflection
2478 questions related to the primary sources listed above:

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2479 a. What student demand do you think is the most important, and why?

2480 b. What is one student right you would add to this list?

2481 c. Which student rights and/or demands do you view as less important, and
2482 why?

2483 d. The East Los Angeles Walkouts were led by students. Do you think they
2484 would've been more effective if they had been led by teachers or other
2485 adults? Why or why not?

2486 e. What do you think happened after the East Los Angeles Walkouts?

2487 f. What is happening in the US currently that relates to the 1968 East Los
2488 Angeles Walkouts?

2489 g. What other youth-led movements have occurred within contemporary US

2490 history?

2491 h. Beyond walkouts, what are other ways students can best advocate for
2492 themselves?

2493 7. Finally, each pair is given the opportunity to present their proposed student
2494 demands and response to question number eight to the entire class.

2495 Assessment, Application, Action, and Reflection:

2496  Students will show understanding of the content by discussing and responding to
2497 the questions provided.

2498  Students will create a presentation of demands on how to improve schools in

2499 their district.

2500 Materials and Resources:

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140
2501  “East L.A., 1968: ‘Walkout!’ The day high school students helped ignite the
2502 Chicano power movement” https://www.latimes.com/nation/la-na-1968-east-la-
2503 walkouts-20180301-htmlstory.html

2504  PBS “Los Angeles Walk Out” https://www.pbs.org/video/latino-americans-los-

2505 angeles-walk-out/

2506  KCET “East L.A. Blowouts: Walking Out for Justice in the Classrooms (“Student
2507 Demands” and “Student Rights” primary sources are embedded).
2508 https://www.kcet.org/shows/departures/east-la-blowouts-walking-out-for-justice-
2509 in-the-classrooms

2510  Garcia, Mario and Castro, Sal. Blowout!: Sal Castro and The Chicano Struggle
2511 for Educational Justice. Chapel Hill, NC: University of North Carolina Press,
2512 2014.

2513 Additional Sample Topics

2514 The following list of sample topics is intended to help ethnic studies teachers develop
2515 content for their courses. It is not intended to be exhaustive.

2516  Pre-Contact Indigenous Civilizations and Cultures

2517  Doctrine of Discovery and Indigenous Cultures Under the Colonization of the
2518 Americas

2519  The Casta System and Identity Formation

2520  Simon Bolivar and José Martí’s “Nuestra America”

2521  The Map of Disturnell, The Mexican American War and the Treaty of Guadalupe
2522 Hidalgo, 1848

2523  Migration trends to the United States: From the Bracero program to the
2524 Dreamers and the Contemporary Immigrants’ Rights Movement

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2525  The Lynching of Mexicans in the Southwest

2526  Mexican Repatriation (1930s) and Operation Wetback (1954)

2527  Chicana/o/x and Latina/o/x Participation in the US Labor Force

2528  Chicana/o/x and Latina/o/x US Military Veterans – GI Forum, LULAC, and

2529 Community Service Organization

2530  The Lemon Grove Incident (Alvarez v. Lemon Grove), Mendez v. Westminster,
2531 Hernandez v. Texas

2532  Pachuco Culture, the Zoot Suit Riots, and the Sleepy Lagoon Case

2533  The Chicano Movement, the Los Angeles Student Walkouts of 1968, and the
2534 Making of Chicano/a Studies

2535  Chicana/o/x and Latina/o/x in Higher Education, The Plan of Santa Barbara, and
2536 birth of the student organization, Movimiento Estudiantil Chicano de Aztlan
2537 (MEChA)

2538  The United Farm Workers (UFW) movement

2539  Brown Berets and Chicana/o/x cultural nationalism

2540  Chicana/o/x Art, Muralism, and Music

2541  Latinx Foodways

2542  US Interventions in Chile, Guatemala, Nicaragua, El Salvador, and Panama.

2543  The Implications of the North American Free Trade Agreement (NAFTA) and
2544 other Trade Policies on Latina/o/x Communities

2545  The Politics of Fútbol in Chicana/o/x and Latina/o/x Communities

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2546  Contemporary Resistance to Ethnic Studies (e.g., Tucson School District)

2547  Chicana Feminism

2548  Afro-Latinidad

2549  La Raza Unida Partido

2550  Bilingual Education Movement

2551  Barrio Creation (Urban renewal, Housing Act, Federal Highway Act,
2552 Gentrification)

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2553 Asian American and Pacific Islander Studies

2554 Sample Lesson 14: Asian Americans and Pacific Islanders and the Model
2555 Minority Myth

2556 Theme: History and Movement

2557 Disciplinary Area: Asian American and Pacific Islander Studies

2558 Ethnic Studies Values and Principles Alignment: 1, 2, 5

2559 Standards Alignment:

2560 CA HSS Analysis Skills (9–12): Historical Research Evidence and Point of View 1–3

2561 CA CCSS for ELA/Literacy: RH.9–10.1, 2, 8, 9; WHST.9–10.1A and B; SL.9–10.1A-D,

2562 9-10.3

2563 CA ELD Standards: ELD.PI.9–10.1, 5, 9, 10a

2564 Lesson Purpose and Overview:

2565 This three-day lesson introduces students to the complexity of the term “Asian
2566 American,” ultimately coming to understand the various ethnic groups and politics
2567 associated with the identity marker. Additionally, students will also be exposed to the
2568 concept of the model minority myth. This course will provide for students the
2569 implications that result when lumping all Asian groups together and labeling them the
2570 Model Minority. For example, marginalized groups (i.e., Pacific Islanders, Southeast
2571 Asians) suffer from being cut out of programs and resources. It presents a false
2572 narrative that Asian Americans and Pacific Islanders (AAPI) have overcome racism and
2573 prejudice. It glosses over the violence, harm and legalized racism that AAPIs have
2574 endured, i.e., the Chinese massacre in Los Angeles 1871, the annexation of Hawaii,
2575 shooting of Southeast Asian school children in Stockton. Furthermore, students will
2576 understand how this label for AAPIs becomes a hindrance to expanding democratic
2577 structures and support, and worst how it creates a division among the AAPI community

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2578 and places a wedge between them and other oppressed groups including but not limited
2579 to African American, Latinx, and American Indian communities.

2580 Key Terms and Concepts: assimilation, stereotype, identity, model minority myth,
2581 racism, anti-Blackness, data disaggregation

2582 Lesson Objectives (Students will be able to…):

2583 1. analyze the misconceptions of the model minority to describe Asian Americans
2584 and Pacific Islanders;

2585 2. differentiate the various identities, nationalities, and ethnicities that make up the
2586 Asian American and Pacific Islander community;

2587 3. learn to analyze statistical data and legislation that directly impacts communities
2588 of color; and

2589 4. actively dispel stereotypes and the model minority myth.

2590 Essential Questions:

2591 ● What does Asian American mean? And who is Asian American and Pacific
2592 Islander?

2593 ● How has the model minority myth been used to oppress and/or stymie certain
2594 Asian American and Pacific Islander communities?

2595 ● What are the dangers of the model minority myth?

2596 ● What are ways you can dispel the model minority myth?

2597 Lesson Steps/Activities:

2598 Day 1

2599 1. Place four large pieces of flip chart paper in each corner of the room along with three
2600 to five markers. Engage the class by asking students What does Asian American
2601 mean? What does Pacific Islander mean?
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2602 2. Before delving too deeply into discussion, divide the class up into four groups. Each
2603 group is assigned to a corner and instructed to take 10 minutes as a group to
2604 respond to the aforementioned question. Also ask the groups to list the various
2605 ethnic groups that comprise “Asian American and Pacific Islander.”

2606 3. After about 10 minutes, signal for the groups to stop what they are doing. Allow each
2607 group to share what they discussed with the class. After each group has shared,
2608 provide a definition for Asian American and Pacific Islander and begin listing some of
2609 the various ethnic groups (see below for a sample list).

2610 Sample Ethnic Groups (this list is in no way exhaustive––listed in the order of
2611 population according to the 2010 Census):

2612 Chinese

2613 Filipino

2614 Indian

2615 Vietnamese

2616 Korean

2617 Japanese

2618 Pakistani

2619 Cambodian

2620 Hmong

2621 Thai

2622 Laotian

2623 Bangladeshi

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2624 Burmese

2625 Indonesian

2626 Malaysian

2627 Fijian

2628 Samoan

2629 Hawaiian

2630 Micronesian

2631 Polynesian

2632 Definition of Asian American: The term Asian American was born out of the Asian
2633 American Movement (1968–1975) as a means of identifying people of Asian descent
2634 living in the United States. During the late 1960s, the term was largely seen as
2635 radical and unifying, a rejection of “oriental” and other pejoratives that were
2636 associated with people of Asian descent. The collective coining of the term was an
2637 act of self-naming and self-determination, and aligned with the broader goals of the
2638 Asian American and Pacific Islander movement—equality, justice, and anti-racism.

2639 4. After sharing the definition and ethnic groups listed above, reiterate that Asian
2640 American and Pacific Islander is a loaded term that encompasses dozens of
2641 different Asian ethnic groups that have settled in the US, with large populations
2642 settling in California.

2643 5. Ask students if they know what the model minority myth is. If students are able to
2644 answer, move to the article. If not, describe the model minority myth and explain to
2645 the students that they will be examining the effects of racial stereotypes that are
2646 perceived to be positive can in fact be harmful. For example, the teacher can
2647 describe the effects of stereotype threat.

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2648 6. Ask students to read the article “'Model Minority' Myth Again Used As A Racial
2649 Wedge Between Asians And Blacks’ in Code Switch (see link in resource list). Note
2650 that this article references William Petersen’s 1966 New York Times article that
2651 inherently pitted Japanese Americans (arguably Asian Americans more broadly)
2652 against African Americans, with Petersen identifying the latter group as the “problem
2653 minority.” Following internment, Japanese Americans were able to achieve some
2654 level of social and economic mobility, rendering them the “model minority,” for their
2655 ability to thrive in the face of adversity unlike their African American counterparts.
2656 After reading the NPR piece, explain to students that the Petersen article is first time
2657 the term “model minority” was used (or coined) and marks the beginning of the
2658 stereotyping of Asian Americans as inherently “smart” and “successful”. Ask
2659 students to reflect on the main points of the NPR article and discuss how and why
2660 the model minority myth is used as a wedge group.

2661 7. Tell students that they will gain an understanding of the diversity of AAPI
2662 communities by exploring statistics on education and poverty. Split the class into
2663 groups of three and instruct half of the groups to review educational data and the
2664 other half economic data.

2665 Education: Guide groups to investigate high school and college graduation rates.
2666 (https://aapidata.com/policy/education/)

2667 Economic: Guide groups to investigate income and poverty among AAPI groups and
2668 with the rest of the U.S. (https://aapidata.com/policy/poverty/)

2669 Each student group will report their findings to the class. Each group will write their
2670 findings for their assigned part on the board or a sheet of poster paper. For example,
2671 one group can describe how Asian American and Pacific Islander groups vary in
2672 terms of reading and math test scores; another group can summarize the
2673 educational attainment of various Pacific Islander groups.

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2674 For homework, have students answer the following questions. Students can use the
2675 resources at the end of the lesson to help them answer the questions. Tell students that
2676 each question requires at least two examples/arguments:

2677  How are Asian American and Pacific Islander ethnic groups similar and different
2678 in terms of their education and economic experiences?

2679  How might the “model minority myth” be an obstacle for advancement for Asian
2680 Americans?

2681  How can the “model minority myth” be used to drive a wedge between Asian
2682 Americans and other communities of color in policies and services.

2683  Knowing that AAPIs are not a monolithic “model minority” and that each ethnic
2684 group fares differently economically and educationally, how might policies
2685 change to be more inclusive of those groups in need in terms of jobs, services,
2686 government funding, employment, small business, education, etc.?

2687 8. During the second half of class, hand out copies of the law signed by Governor
2688 Brown on September 25, 2016, California Assembly Bill 1726 (Data Collection).
2689 Have students take turns reading the bill aloud popcorn style. After the in-class
2690 reading, provide necessary context on what a bill is, and summarize how bills
2691 become laws. Additionally, define any words or terms students may need support to
2692 understand. In groups, have students discuss the purpose of the bill, impact that it
2693 will have on AAPI communities, and how the legislation helps dispel the model
2694 minority myth.

2695 9. As homework, ask students to complete a “mini bill analysis” of Assembly Bill 1726
2696 using the worksheet below.

2697 Day 2

2698 The key method to dispel the model minority myth is by telling the true stories of
2699 yourself, your family and your community. By writing down, speaking aloud and sharing

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2700 your stories, you actively counteract the stereotypes and master narrative developed to
2701 pigeon hold Asian American and Pacific Islanders as a monolithic group with one
2702 identity, one experience, and one role. No AAPI individual fits the model minority
2703 stereotype in all its facets. Take time in your class for students to first Think, Write, and
2704 then Share on three questions:

2705 1. What is your ethnic background?

2706 2. What stereotype is there of your ethnic group that you do not identify with?
2707 Why? Explain in detail with facts about your experience, your background, your
2708 values, your goals, your dreams, your family, your community.

2709 3. How will you actively dispel these stereotypes?

2710 Assessment, Application, Action, and Reflection:

2711 Students will read and analyze an article, demographic data, and a legislative
2712 document, providing their own informed critiques, opinions, and feedback on the
2713 sources. Students will also tell their stories as a way to dispel the harmful stereotypes
2714 that the media and society imposes on their ethnic group.

2715 Materials and Resources:

2716 “Why Data Matters When It Comes to Asian Americans and Pacific Islanders and
2717 Education” Article and videos

2718 https://www.nbcnews.com/news/asian-america/why-data-matters-when-it-comes-asian-
2719 americans-pacific-islanders-n621196

2720 “How Does a Bill Become a Law?” Infographic/Handout

2721 https://www.usa.gov/how-laws-are-made

2722 Asian Americans Are Still Caught in the Trap of the ‘Model Minority’ Stereotype. And It
2723 Creates Inequality for All

2724 https://time.com/5859206/anti-asian-racism-america/
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2725 California Assembly Bill 1726 (Approved by Governor September 25, 2016. Filed with
2726 Secretary of State September 25, 2016.)

2727 https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201520160AB1726

2728 Chow, Kat, 'Model Minority' Myth Again Used As A Racial Wedge Between Asians And
2729 Blacks’, Code Switch, April 19, 2017

2730 https://www.npr.org/sections/codeswitch/2017/04/19/524571669/model-minority-myth-
2731 again-used-as-a-racial-wedge-between-asians-and-blacks

2732 Wu, Ellen. The Color of Success: Asian Americans and the Origins of the Model
2733 Minority. Princeton, NJ: Princeton University Press, 2014

2734 NPR Education. Asian-Americans are Successful, but No Thanks to Tiger Parenting:
2735 https://www.npr.org/2014/05/12/311857049/asian-americans-are-successful-but-no-
2736 thanks-to-tiger-parenting

2737 PBS LearningMedia. America By the Numbers: Model Minority Myth:

2738 https://www.pbs.org/video/america-numbers-model-minority-myth/

2739 Adichie, Chimamanda Ngozi. “The Danger of a Single Story”, TEDGlobal 2009:
2740 https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story/
2741 transcript

2742 Fuchs, C. (August 22, 2017). Behind the 'Model Minority' Myth: Why the 'Studious
2743 Asian' Stereotype Hurts. NBC News.
2744 https://www.nbcnews.com/news/asian-america/behind-model-minority-myth-why-
2745 studious-asian-stereotype-hurts-n792926

2746 AAPI Data: Demographic Data & Policy Research on Asian Americans & Pacific
2747 Islander: https://aapidata.com/

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2748 Asian Americans Advancing Justice Los Angeles – Model Minority Myth Lesson
2749 Resources: https://advancingjustice-la.org/what-we-do/curriculum-lesson-plans/asian-
2750 americans-k-12-education-curriculum/episode-3-lesson-1

2751 National commission of Asian American and Pacific Islander Research in Education.
2752 ‘iCount: A Data Quality Movement for Asian Americans and Pacific Islanders and Higher
2753 Education’, https://aapip.org/sites/default/files/publication/files/2013_icount_report.pdf

2754

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2755 Background Information/Context

2756 How can being an upstanding American citizen be a double-edged sword? During the
2757 post-World War II era and after nearly a hundred years of anti-Asian sentiment and
2758 legislation, many Asian Americans hoped to be seen as more American and accepted
2759 by American society. They didn’t want to be viewed as a threat to national security like
2760 Japanese Americans were when they were imprisoned during WWII. Instead, they
2761 wanted to be seen as “good Americans” and desired to assimilate and Americanize,
2762 which developed into the idea of the “model minority myth,” recasting Asian Americans
2763 as prime examples of representing the quintessential American values of opportunity,
2764 meritocracy, and the American Dream. Toy Len Goon, the first ever Asian American
2765 named American Mother of the Year in 1952 was an early example of what it meant to
2766 be a “model minority.”

2767 During the 1960s, as the Civil Rights Movement continued the fight for equality of all
2768 Americans, and the federal government invested in social welfare programs such as the
2769 War on Poverty and Great Society, the concept of the “model minority” became a
2770 stereotype used to pit Asian Americans against other communities of color, particularly
2771 Black Americans. News publications ran articles extolling the ways Asian Americans
2772 capitalized on the American Dream with their work ethic and emphasis on education. By
2773 doing this, it delegitimized centuries of systemic oppression and racist policies that
2774 shaped the experiences of Black Americans.

2775 This stereotype also hid how Asian Americans were discriminated against based on
2776 racist policies, such as being excluded from living in certain neighborhoods and from
2777 being fully accepted members of American society. It created a limited perspective on
2778 the Asian American community, where they were seen as one monolithic group. In
2779 reality, this community has consisted of diverse ethnicities from a variety of countries
2780 and cultures, comprising over ten different languages. Thus, socio-economic success
2781 was not universal, and praising Asian Americans as a “model minority” called into
2782 question the fact that there were many within the community who did not get the
2783 services and government assistance they needed.

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2784 The “model minority myth” has persisted well after the stereotype developed. Media
2785 publications such as Time’s 1987 cover story “Those Asian American Whiz Kids” and
2786 articles analyzing the work ethic of Asian Americans in response to Amy Chua’s 2011
2787 book, Battle Hymn of the Tiger Mother illustrated that the “model minority myth” is still
2788 being perpetuated.

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2789 Bill Analysis Worksheet

2790 Bill Information (Name, Legislative Year, and Author):

2791 What does this bill aim to do? What does it address?

2792 What, if any, are the social and/or economic benefits of this bill?

2793 Does this bill directly or indirectly impact your community and/or family? If so, how?

2794 Do you agree with what this bill seeks to do? Please explain.

2795 Beyond legislation, what can be done to address the issue this bill calls attention to?

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2796 Sample Lesson 15: Cambodian Americans––Deportation Breaking Families
2797 Apart

2798 Theme: History and Movement

2799 Disciplinary Area: Asian American and Pacific Islander Studies

2800 Ethnic Studies Values and Principles Alignment: 1–6

2801 Standards Alignment:

2802 HSS Content Standard 10.9.3, 11.9.3, 11.11.7

2803 Literacy Standards for History/Social Science: CCSS.ELA-Literacy.RH.9-10.1, RH.9-

2804 10.2, RH.9-10.3, RH.9-10.6, RH.9-10.7, W.9-10.1, SL.9-10.1

2805 Lesson Purpose and Overview:

2806 Overview: Cambodian Americans, are a sub Asian American group that are
2807 experiencing numerous deportations as a result of a repatriation act passed in the
2808 1990s. This act focuses on deporting Cambodian Americans with felony convictions for
2809 petty crimes even after they have served their time. Over 1,000 Cambodian Americans
2810 have been deported back to Cambodia to live in a society that is unwelcoming to them
2811 and where they often do not have any family or social connections. They are culturally
2812 American yet they are barred from ever returning to the US. Many of them have wives
2813 and children in the US. These family separations are causing generational trauma to the
2814 wives, children and parents. They are forced to live in a “borderland” as they are also
2815 not treated as equals in Cambodia. This criminalization of Cambodian male youth
2816 mirrors the experiences of Chicana/o/x and Latina/o/x youth with the added Cambodian
2817 US repatriation act. Fortunately, there are organizations recognizing this is a human
2818 rights issue and are making this issue known.

2819 Key Terms and Concepts: Cambodia, Immigration Naturalization Act, US involvement in
2820 the Vietnam War, US secret bombing of Cambodia, Pol Pot, Killing Fields, Refugee,
2821 Khmer Rouge, Genocide, Trauma

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2822 Lesson Objectives (Students will be able to…):

2823  understand the history of how US involvement in the Vietnam War drew
2824 Cambodia into the conflict;

2825  understand the rise of the Khmer Rouge in Cambodia in the context of war-time
2826 political turmoil and how this violent regime instigated the Killing Fields genocide,
2827 forcing many Cambodians to flee to the US as refugees;

2828  understand the specific issues that Cambodian Americans face, high poverty
2829 rates, high incarceration rates, and high rates of deportations;

2830  understand the school to prison to deportation pipeline affecting Cambodian

2831 American youth; and

2832  understand the impact of these deportations on the Cambodian American

2833 community.

2834 Essential Questions:

2835 1. What is the history of Cambodian immigration to the US? Why and how did they
2836 come to the US? What are the social and cultural implications of Cambodia’s
2837 turbulent history for Cambodian Americans today?

2838 2. Describe the Cambodian American community today, and in particular the issue
2839 of deportations that they are dealing with.

2840 3. What impact are these deportations having on Cambodian American families and
2841 why are advocacy groups calling it a human rights issue?

2842 4. What are the similarities in experiences faced by the Latinx families dealing with
2843 deportations of family members?

2844 Lesson Steps/Activities:

2845 Day 1

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2846 1. Ask the question – How many people know where Cambodia is on the world
2847 map? If a student raises their hand, ask them to come point out where it is on a
2848 world map or globe. Also project a picture of the Cambodian Flag on the screen if
2849 you are able.

2850 2. Today we are going to learn about Cambodian Americans, their history of
2851 immigration to the US, and what issues they are facing today. (Read essential
2852 questions 1–4 aloud.)

2853 3. In pairs, bring up the source “Cambodian Americans” http://www.asian-

2854 nation.org/cambodian.shtml#sthash.G7I688Ox.dpbs and answer the questions
2855 on the handout “Cambodian Americans – Immigration and Experience in
2856 America.”

2857 4. Have students work in pairs to answer the questions on the hand out. They can
2858 take turns reading to each other and listening. Turn it in at the end of class.

2859 Day 2

2860 1. Jigsaw Export/Home groups – break students into groups of four and number
2861 them 1–4. Tell them they are currently in their home groups, and that each
2862 number is going to become an expert on a source that will give them more
2863 information about the deportation issue within the Cambodian American
2864 community.

2865 2. Before they break into the expert groups – Discuss the deportation issue with
2866 your class, give a short 5–10 minute lecture on why and how are Cambodian
2867 Americans who were born in refugee camps, have green cards, and have lived in
2868 the US the majority of their lives are now at risk of being deported.

2869 Mini Lecture – According to the NPR article, “The U.S. Immigration and
2870 Nationality Act,” outlines how non-US citizens may be deported back to their
2871 country of origin, even if they're in the country legally. "Violation of law" is listed
2872 as a deportable offense.

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2873 The US has been repatriating Cambodian immigrants since 2002, when an
2874 agreement was made between Washington and Phnom Penh that said
2875 Cambodia would accept deportees. That deal fell apart last year, prompting the
2876 Trump administration to impose visa sanctions on some Cambodian officials and
2877 families. The two governments eventually worked out a new agreement in early
2878 2018, and Cambodia began accepting Cambodian nationals, this time in even
2879 greater numbers than before. Many times Cambodian Americans are deported
2880 for a crime they committed when they were young and they did their time, they
2881 move on with their lives, marrying and having kids. As mature husbands and
2882 fathers, they are now being deported for something they thought was a part of
2883 their past and dealt with. (Check for understanding)

2884 3. Expert Groups – Tell them they will be given a source to access online through
2885 their Chromebooks, or teachers can make hard copies and set up video watching
2886 stations and that while they are reading and watching to use critical literacy to
2887 think about the information they are learning. Questions they should think about
2888 while they are analyzing their sources are:

2889 a. What is the legal basis for these deportations?

2890 b. Are these deportations unfair? Why or why not?

2891 c. What effect are these deportations having on the deportees and the
2892 families still living in the U.S?

2893 d. What groups are doing something about the deportations and what are
2894 they doing?

2895 Since they will be the only person reporting back to their homegroup on their source,
2896 they really need to pay attention and take good notes. (All of these directions are on
2897 the two page handout. Make hard copies for every student).

2898 4. Home Groups – Tell students to return to their home groups and report to their
2899 groups their findings from their sources. They take turns from 1–4 presenting

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2900 their facts, quotes, and evidence while the rest of the group takes notes from
2901 listening to the expert. At the end of the time period, all of their quadrants should
2902 be filled out completely.

2903 Making Connections to the History–Social Science Framework:

2904 Chapter 15 asks students to learn about how the Cold War impacted Southeast Asian
2905 countries and the emergence of human rights concerns for the United States. Chapter
2906 16 goes further to ask students to analyze the impact and experiences of refugees who
2907 fled Southeast Asia after war. Guiding questions from these chapters include: In what
2908 directions is California growing in the twenty-first century? How does the life of a new
2909 immigrant to the United States today compare with what it was in 1900? How do
2910 policies from the second half of the twentieth century compare with those of the early
2911 twenty-first century?

2912 5. Assessment –

2913 a. Reflect on your learning:

2914  What effects are these deportations having on the Cambodian

2915 American community?

2916  Why are advocacy groups calling these deportations a human rights
2917 violation?

2918 6. Action:

2919 To show evidence of your learning from this lesson you can choose one of the
2920 two options below:

2921  Write a letter or essay explaining your understanding of these issues based
2922 on your own critical analysis.

2923  Create a public service announcement that educates others about this issue.

2924 Materials and Resources:

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2925 Dunst, Charles, “Cambodian Deportees Return to a 'Home' They've Never Known”, The
2926 Atlantic, 16 Jan 2019.
2927 https://www.theatlantic.com/international/archive/2019/01/america-deports-
2928 cambodian-refugees/580393/

2929 Couture, Denise, “U.S. Deports Dozens More Cambodian Immigrants, Some For
2930 Decades-Old Crimes”, NPR, 18 Dec 2018.
2931 https://www.npr.org/2018/12/18/677358543/u-s-deports-dozens-more-cambodian-
2932 immigrants-some-for-decades-old-crimes

2933 “Deported from U.S., Cambodians fight immigration policy” PBS Newshour, 7 May 2017
2934 https://www.youtube.com/watch?v=AQMuGOXc-i4

2935 “Deported: Forced Family Separation (Part 2 of 5) | NBC Asian America”, NBC News,
2936 16 Mar 2017 https://www.youtube.com/watch?v=dULdy78KOLU

2937 “Cambodian Americans”, Asian Nation, Asian American History Demographics and
2938 Issues (This article is an edited chapter on the major historical events and
2939 contemporary characteristics of the Cambodian American community, excerpted
2940 from The New Face of Asian Pacific America: Numbers, Diversity, and Change in
2941 the 21st Century, edited by Eric Lai and Dennis Arguelles in conjunction with Asian
2942 Week Magazine and published by the UCLA Asian American Studies Center.)
2943 http://www.asiannation.org/cambodian.shtml#sthash.G7I688Ox.dpbs

2944 Sullivan, Meg, “UCLA demographer produces best estimate yet of Cambodia’s death
2945 toll under Pol Pot”, UCLA Newsroom, 16 Apr 2016
2946 https://newsroom.ucla.edu/releases/ucla-demographer-produces-best-estimate-yet-
2947 of-cambodias-death-toll-under-pol-pot

2948 Cambodian Americans – Immigration and Experience in America

2949 Using the source “Cambodian Americans,” Asian Nation, Asian American History
2950 Demographics and Issues (This article is an edited chapter on the major historical
2951 events and contemporary characteristics of the Cambodian American community,

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2952 excerpted from The New Face of Asian Pacific America: Numbers, Diversity, and
2953 Change in the 21st Century edited by Eric Lai and Dennis Arguelles in conjunction with
2954 Asian Week Magazine and published by the UCLA Asian American Studies Center.)

2955 http://www.asiannation.org/cambodian.shtml#sthash.G7I688Ox.dpbs

2956

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2957 Background information:

2958  Key Terms and Concept Definitions:

2959 o Cambodia – Southeast Asian country that got caught in the Vietnam War due
2960 to the secret bombings
2961 o Immigration Naturalization Act – This law defines who can immigrate to the
2962 US and causes for deportation.
2963 o US involvement in the Vietnam War – During the Cold War era, the US
2964 became militarily involved in the Vietnam War to stop the spread of
2965 communism. The war spread to neighboring Southeast Asian countries, like
2966 Cambodia and Laos, causing instability, chaos, death, destruction, and a
2967 refugee crisis.
2968 o US secret bombing of Cambodia – From 1969 to 1973, under the Nixon
2969 administration, the US Air Force secretly dropped bombs in Cambodian near
2970 the border of Vietnam to try to destroy the Ho Chi Minh trails that the Viet
2971 Cong used to travel down to South Vietnam to attack.
2972 o Pol Pot – The communist leader who fought the US backed Cambodian
2973 government who took power and tried to weed out US or western influence
2974 and any specific dissent. In this effort, Pol Pot and the Khmer Rouge carried
2975 out a genocide called the Killing Fields in which 10–30 percent of the
2976 population, or 1.2 million to 2.8 million people, were killed.
2977 o Killing Fields – genocide in which the Cambodian government killed any
2978 person suspected of siding with the US, plus ethnic minorities, dissenters,
2979 educated persons, and eventually many Khmer Rouge leaders and loyal
2980 supporters at all levels.
2981 o Refugee – a person forced to leave their home country for fear of losing their
2982 lives, or of suffering.
2983 o Khmer Rouge – Pol Pot’s political organization that was staffed with youth
2984 and child soldiers.
2985 o Genocide – mass murder of an entire group of people.

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2986 o Trauma – a deeply distressing or disturbing experience that causes negative
2987 psychological effects (i.e., depression, anxiety, etc.).

2988  Refugees from Cambodia were the last large group of refugees to arrive in the
2989 United States following the end of the US war in Southeast Asia. Most were not
2990 able to leave Cambodia until the overthrow of the Pol Pot dictatorship in 1979,
2991 and many had to spend years in Thai refugee camps before they were allowed to
2992 come to the US.

2993  By the time Cambodian refugees finally arrived in the US, some local
2994 communities were facing economic challenges and were even less welcoming to
2995 the Cambodian refugees than they had been to earlier refugee groups.
2996 Government assistance programs were harder to qualify for. Cambodian
2997 refugees were often resettled in some of the most challenging American
2998 neighborhoods with issues of poverty, crime, and violence.

2999  Adults who dealt with post-traumatic stress issues from surviving the Khmer
3000 Rouge genocide, which killed 1.2–2.8 million people, which is 13 percent to 30
3001 percent of the Cambodian population (Heuveline), were not trained in the
3002 detailed steps they needed to take so that they and their children could become
3003 fully naturalized US citizens. Family members at times experienced
3004 discrimination and hatred.

3005  Some young people growing up in rough neighborhoods got involved in youth
3006 gangs and crime. When a young Cambodian refugee was arrested, their parents
3007 were not familiar with the US justice system. The arrested youth were often
3008 advised to take a plea deal and plead guilty sometimes in exchange for a
3009 reduced sentence. In the years after the 9-11-2001 terrorist attack, these young
3010 refugees who had already completed their prison terms, even decades earlier,
3011 faced deportation to Cambodia since they had not become naturalized US
3012 citizens.

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3013  Most of those young people facing deportation do not remember Cambodia as
3014 they had spent most of their lives in the United States. Some of those facing
3015 deportation to Cambodia had never been there––they had been born in Thai
3016 refugee camps. Many of them had already moved on with their lives, gotten jobs,
3017 formed families, had US citizen children, and bought homes. Over 1,000
3018 Cambodian refugees have been deported––the numbers of annual deportations
3019 have decreased and increased under different Presidential Administrations.

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3020 Lesson handouts

3021 Essential Question: What is the history of Cambodian immigration to the US? Why and
3022 how did they come to the US?

3023 Leading questions from the reading

3024 Connecting to history:

3025 1. What secret actions did the US do to Cambodia from 1969 to 1973?

3026 2. What effect did these actions have on Cambodia politically?

3027 3. Describe how the Khmer Rouge ruled over Vietnam from 1975 to 1979.

3028 4. What effect did the Khmer Rouge have on the Cambodian population?

3029 5. What year did the Khmer Rouge fall? And as a result, how many Cambodian

3030 refugees fled Cambodia?

3031 6. How many Cambodian Refugees were admitted to the US by 1980?

3032 7. Why does the Census data not reflect the true number of Cambodians living in

3033 the US?

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3034 8. What is the poverty rate of Cambodian Americans? Compared to the average US

3035 poverty rate of 13–15%.

3036 9. What is the educational level among Cambodian Americans? Why is it so low?

3037 10. Why do you think there is such a high rate of incarceration of Cambodian young

3038 men? (Think of the conditions they faced in Cambodia and in the US)

3039 Write a paragraph describing the Cambodian American community. (Continue on the

3040 back of the page when you run out of room.)

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3041 Deporting Cambodian Americans––Jigsaw Expert Home Groups Directions

3042 Essential Question: What effect are the deportations having on the Cambodian
3043 communities?

3044 Break into groups of 4, number 1–4, this is your home group. Each # represents an
3045 expert group.

3046 Your task: Using evidence from the primary and secondary sources provided, become
3047 an expert on that source. It may be a video or an article with interviews of Cambodian
3048 Americans who have been deported or their families that are affected. You can work in
3049 your expert groups to help each other read, listen and analyze the source. Be ready to
3050 share out with your home group. Remember you will be the only person in your group
3051 that will be an expert on your source, so be thorough and detailed in your notes. If your
3052 source is a video, you can play the video several times or pause it to take notes.

3053 As you analyze your source, think about these questions:

3054  What is the legal basis for these deportations?

3055  Why are these deportations unfair?

3056  What effect are these deportations having on the deportees and the families still
3057 living in the U.S?

3058  What groups are doing something about the deportations and what are they
3059 doing?

3060 Your assigned source:

3061 #1s – Article - “Cambodian Deportees Return to a 'Home' They've Never Known”, The
3062 Atlantic, 16 Jan 2019.
3063 https://www.theatlantic.com/international/archive/2019/01/america-deports-cambodian-
3064 refugees/580393/

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3065 #2s – Article – “U.S. Deports Dozens More Cambodian Immigrants, Some For Decades-
3066 Old Crimes”, NPR, 18 Dec 2018. https://www.npr.org/2018/12/18/677358543/u-s-
3067 deports-dozens-more-cambodian-immigrants-some-for-decades-old-crimes

3068 #3s – Video – “Deported from U.S., Cambodians fight immigration policy” PBS
3069 Newshour, 7 May 2017 https://www.youtube.com/watch?v=AQMuGOXc-i4

3070 #4s – Video - Deported: Forced Family Separation (Part 2 of 5) | NBC Asian America,
3071 NBC News, 16 Mar 2017 https://www.youtube.com/watch?v=dULdy78KOLU

3072 (Use your Chromebooks, iPads, or resource stations to access the source)

3073 Expert Groups

3074 Take notes in your quadrant on the handout “Deporting Cambodian Americans”. Make
3075 sure to note down the author, title, and date of your source. Take down as many notes
3076 as you can, which should include names, quotes, and facts.

3077 Home Groups

3078 Return to your home groups of 1–4. Each number take turns reporting out what they
3079 learned from their source citing evidence, facts, and quotes. As you are reporting out,
3080 the rest of your group is writing notes in the appropriate quadrants. After everyone has
3081 reported out, each person should have a wealth of notes on their sources.

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3082 Deporting Cambodian Americans – Jigsaw Expert/Home Groups – Note Taking Sheet

3083

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3084 Quick Fact Sheet on Deportations of Cambodian Americans

3085 After escaping the repressive regime of the Khmer Rouge and genocide, Cambodian
3086 refugees began immigrating at large into the US after 1979. They were dispersed into
3087 various cities and states throughout the US to encourage cultural assimilation. Many
3088 were resettled into underserved cities and neighborhoods that did not provide adequate
3089 educational, economic, and social support. Without an understanding of the unique
3090 needs and circumstances these refugees had endured due to war and genocide
3091 trauma, Cambodians were treated like voluntary migrants who were expected to
3092 achieve self-sufficiency and assimilate very quickly.

3093  Cambodian Americans experience disparate socio-economic impacts and face

3094 issues with poverty, lack of education, poor mental and physical health, and in
3095 more recent times, deportations back to Cambodia.

3096 o 38% of Cambodians have Limited English Proficiency

3097 o 32% have less than a high school education

3098 o Only 17% have had any type of higher education

3099 o 23% fall under low-income, which 20% of those living in poverty

3100 o The per capita income of Cambodians in California is $16,249

3101  Cambodian refugees and immigrants after 1975 lawfully entered the United
3102 States and were legally resettled into this country. After living in the US for more
3103 than one year, the Immigration and Naturalization Service adjusted their status to
3104 become lawful permanent residents, which also protected them from deportation.

3105  However, the United States criminal justice system went through many changes
3106 in the last few decades, pushing toward a system of mass incarceration in this
3107 country. Specifically in 1996, President Clinton signed the Illegal Immigration
3108 Reform and Immigrant Responsibility Act (IIRIRA) and the Antiterrorism and
3109 Effective Death Penalty Act, which made Southeast Asian Americans and other
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3110 immigrants who have certain criminal convictions now subject to harsh
3111 mandatory detention and automatic deportation laws with very few opportunities
3112 for relief.

3113  Additionally, Cambodia signed a repatriation agreement with the US in 2002.

3114 Deportations increased during the fall of 2017 when the Trump administration
3115 started placing visa sanctions on certain high-level Cambodian government
3116 officials until they start cooperating with US deportation policy. A nationwide
3117 temporary restraining order currently requires Immigration and Customs
3118 Enforcement (ICE) to send written notice to some Cambodians only two weeks
3119 before re-arresting them.

3120  One cannot understand Southeast Asian detentions and deportations without
3121 also discussing how these communities are policed and sentenced. During the
3122 prison boom of the 1990s, the Asian American and Pacific Islander prisoner
3123 population grew by 250%. During this time, Asian juveniles in California were
3124 more than twice as likely to be tried as adults compared to white juveniles who
3125 committed similar crimes. Arrests of AAPI youth in the United States increased
3126 726% from 1977 to 1997. In cities such as Oakland, AAPI youth have had very
3127 high arrest rates: Cambodians with 63 per 1000 and Laotians with 52 per 1000.
3128 Many were advised to accept plea deals for shortened prison time, without being
3129 made aware that these decisions would make them eligible for deportation.

3130  With the 1996 laws, Southeast Asian Americans, which includes Cambodian,
3131 Vietnamese, and Laotian Americans, are 3–4 times more likely to be deported
3132 based on past criminal convictions, than any other immigrant group. Since 1998,
3133 at least 15,000 Southeast Asian Americans have received final orders of
3134 deportation, including over 2,000 orders for deportation to Cambodia, despite
3135 many arriving in the US with refugee status and obtaining a green card.

3136  Many times Cambodian Americans are deported for a crime they committed
3137 when they were young and they did their time, they move on with their lives,

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3138 marrying and having kids. As mature husbands and fathers, they are now being
3139 deported for something they thought was a part of their past and dealt with.

3140 Sources:

3141 1. US Census website. US Census. 2011. Retrieved August 17, 2012.

3142 2. Southeast Asian American Journeys: A Snapshot. Southeast Asia Resource

3143 Action Center. 2020.

3144 3. Asian American and Pacific Islanders Behind Bars: Exposing the School to
3145 Prison to Deportation Pipeline. Asian Americans Advancing Justice-LA, Asian
3146 Pacific American Labor Alliance, Asian Prisoner Support Committee, National
3147 Education Association, and Southeast Asia Resource Action Center. 2015.

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3148 Sample Lesson 16: Chinese Railroad Workers

3149 Theme: Systems of Power

3150 Disciplinary Area: Asian American and Pacific Islander Studies

3151 Ethnic Studies Values and Principles Alignment: 1, 2, 4

3152 Standards Alignment:

3153 HSS Analysis Skills (9–12): Historical Research, Evidence, and Point of View 2;
3154 Historical Interpretation 1

3155 CA CCSS for ELA/Literacy: RH.9–10.1, 2, 6, 9, SL.9–10.1.A, 1.B, 1.C.

3156 Lesson Purpose and Overview:

3157 The contributions of people of color to the development of the economic development
3158 and infrastructure of the United States are too often minimized or overlooked. Chinese
3159 Americans are Americans and have played a key role in building this country. Had it not
3160 been for this work force, one of the greatest engineering feats of the nineteenth century
3161 (the first transcontinental railroad and others that followed), would not have been built
3162 within the allotted timeline. Asian Americans and Pacific Islanders have played an
3163 integral part as active labor organizers and strikers throughout history to fight racism
3164 and exploitation. A popular image of the transcontinental railroad meeting at Promontory
3165 Summit on May 10, 1869, with no Chinese workers exemplifies the conscious refusal to
3166 recognize the contributions of workers.

3167 Key Terms and Concepts: systems of power, assimilate, transcontinental, Central
3168 Pacific Railroad Company (CPRR), congenial, amassed, worker exploitation

3169 Lesson Objectives (Students will be able to…):

3170 1. understand how Asian Americans and Pacific Islanders have been active labor
3171 organizers and strikers throughout history to fight racism and exploitation;

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3172 2. develop an appreciation for the contributions of Chinese Americans to US history
3173 and infrastructure; and

3174 3. students will develop their speaking skills through a Socratic seminar discussion.

3175 Essential Questions:

3176 1. How have Asian Americans and Pacific Islanders (AAPI) responded to repressive
3177 conditions in US history?

3178 2. What role have AAPIs played in the labor movement?

3179 3. Why is it important to recognize the contributions of immigrant labor in building

3180 the wealth of the United States?

3181 4. Why is it important to remember the Chinese Railroad Strike?

3182 Lesson Steps/Activities:

3183 Overview:

3184 Day 1 – Transcontinental Railroads and Chinese Immigration

3185 Day 2 – Chinese Labor and the Building of the Transcontinental Railroads

3186 Day 3 – Commemoration of the Golden Spike

3187 Detailed Daily Lesson Procedures

3188 Day 1 – Transcontinental Railroads and Chinese Immigration

3189 1. Post the image of a Chinese railroad worker on the screen.

3190 a. Students are asked to estimate when the photo was taken, who is shown
3191 in the photo, and what historical event or events they think are connected
3192 to the photograph.
3193 b. Teacher will ask students what they know about Chinese Americans and
3194 their contributions to the US.

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3195 2. Introduce the lesson with the key overarching questions:
3196 a. To what extent did immigrant labor contribute to building the wealth of the
3197 US?
3198 b. To what extent did those laborers benefit from the wealth they helped
3199 build?
3200 3. Read “The Chinese Experience in 19th Century America – Background for
3201 Teachers” and the “Chinese Railroad Workers in North America Project” at
3202 Stanford University.
3203 a. Have students read in pairs using any reading strategy for the level of the
3204 class (annotation, mark the text, Cornell notes, choral reading, etc.)
3205 b. Respond to Key Questions and answer the questions on the students’
3206 handout (see attached).

3207 Day 2 – Chinese Labor and the Building of the Transcontinental Railroads

3208 1. Teacher discusses the answers to the questions students have completed and
3209 asks the questions:
3210 a. To what extent have Chinese Railroad workers been given the appropriate
3211 historical acknowledgement for their contribution to the building of the
3212 railroad system?
3213 b. Have students look up “transcontinental railroad” in the index of their US
3214 History textbook and have them look for text on Chinese laborers.
3215 2. Show on the screen the image of the May 10, 1869, Promontory Summit
3216 celebration.
3217 3. Have students analyze the photograph.
3218 a. Who is featured in the photo? Where and when was the photo taken? Why
3219 was the photo taken?
3220 b. Who is not featured in the photo? Why do you think that is?
3221 4. Show video on YouTube: https://www.youtube.com/watch?v=rQUP8-
3222 DJpMsandt=6s. Tell the students to pay special attention to Connie Young Yu’s
3223 interview from 1:59–2:31. The whole video is 5:31 minutes.

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3224 5. Provide students time to reflect on what they have seen in the video by having
3225 students complete a five-minute free-write brainstorm on the following questions:
3226 Based on the interviews in the video, why is it important to recognize the
3227 contributions of Chinese laborers? Why is that recognition meaningful to people
3228 within the Chinese-American community? How does the exclusion of Chinese
3229 and Chinese-American contributions to the United States, including the railroad,
3230 affect our understanding of history?
3231 6. After students have completed their free-write, have students assemble in pairs
3232 or groups of three. Have students share their responses with one another. When
3233 the discussion begins to wind down, have the class reconvene as a whole group.
3234 Have students share their thoughts and ideas with the whole class.
3235 7. Tell students that this video shows the importance of recognizing the
3236 contributions of Chinese laborers more than one hundred years after the building
3237 of the railroad. Ask students these final questions: How do you think Chinese
3238 laborers and Chinese immigrants were treated at the time? Provide students with
3239 copies of excerpts from David Phillips’ discussion of “The Chinese Question” in
3240 his Letters from California (pages 120-123) and “Enactments So Utterly Un-
3241 American" from Granite Crags by Constance Gordon-Cumming (pages 253-255).
3242 As students read, have them identify the conflicting attitudes towards the
3243 presence of Chinese laborers in California, noting the arguments presented for
3244 the exclusion and inclusion of Chinese laborers.
3245 8. After students have read the document excerpts, explain to students that the
3246 United States passed the Chinese Exclusion Act of 1882. Have students look up
3247 this event in their textbooks and discuss with a partner whether or not they think
3248 the information provided is satisfactory. Have students come up with a list of
3249 questions they have about the Chinese Exclusion Act.

3250 Day 3 – Taking Action

3251 Every year on May 10, the Golden Spike Foundation commemorates the coming
3252 together of the Central Pacific and Union Pacific Railroads to create the First

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3253 Transcontinental Railroad. Until recently, there has been little to no representation of
3254 the Chinese laborers who built the Central Pacific Railroad.

3255 1. Show video on YouTube: https://www.youtube.com/watch?v=ttuDlv3bST4, ask

3256 students to focus on the contributions and hardships experienced by Chinese
3257 laborers while building through the Sierras.

3258 2. Split students into groups and have them brainstorm a list of ways that the
3259 Golden Spike Foundation could further recognize the contributions of Chinese
3260 laborers and how they can increase awareness of their contributions. Then,
3261 compose a professional, persuasive letter to the commemoration committee that
3262 explains why the Chinese contributions to the railroad should be recognized and
3263 how that can be achieved. Include concrete information from the resources you
3264 have examined over the course of this lesson, including specific quotes and
3265 examples.

3266 Address your letter to the Golden Spike Foundation, 60 South 600 East, Suite
3267 150, Salt Lake City, Utah 84102.

3268 Materials and Resources:

3269  “150 Years Ago, Chinese Railroad Workers Staged the Era's Largest Labor
3270 Strike”, NBC News, June 21, 2017 https://www.nbcnews.com/news/asian-
3271 america/150-years-ago-chinese-railroad-workers-staged-era-s-largest-n774901
3272  “The Chinese Experience in 19th Century America – Background for Teachers”
3273 http://teachingresources.atlas.illinois.edu/chinese_exp/introduction04.html
3274  Chang, Gordon, Shelley Fishkin, Chinese Railroad Workers in North America
3275 Project at Stanford University, Key Questions
3276 https://web.stanford.edu/group/chineserailroad/cgi-bin/website/
3277  The Chinese Railroad Workers in North America Project Exhibit: This exhibit from
3278 Stanford University contains interviews, historical documents, and artifacts.
3279 https://exhibits.stanford.edu/crrw

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3280  Quan, Rick, “CHSA tribute to the Chinese Railroad Workers,” August 11, 2014.
3281 1:59-2:31 (Connie Young Yu describes how Chinese are not recognized at the
3282 100th anniversary of the May 10 Promontory Point Anniversary)
3283 https://www.youtube.com/watch?v=rQUP8-DJpMsandt=6s
3284  Image of the Celebration of the final golden spike being pounded in to the track
3285 at Promontory Summit where the Union Pacific and Central Pacific railroads met
3286 to create the Transcontinental Railroad. (No Chinese laborers are in the picture)
3287  “Enactments So Utterly Un-American,” from Granite Crags by Constance
3288 Frederica Gordon-Cumming https://www.loc.gov/item/rc01000849/, pages 253-
3289 255.
3290  Letters from California, by David Phillips https://www.loc.gov/item/17024794/,
3291 pages 120-123.
3292  Campling, Laurence (Director). “Work of Giants” (Chinese workers building
3293 tunnel through the Sierras). https://www.youtube.com/watch?v=ttuDlv3bST4

3294 Other sources:

3295  Chew, William R., Nameless Builders of the Transcontinental Railroad, Trafford
3296 Publishing, 2004.
3297  SPICE Lesson: Modules on the Chinese Railroad Workers.
3298 https://spice.fsi.stanford.edu/multimedia/chinese-railroad-workers-north-america-
3299 project
3300  Gordon H. Chang and Shelley Fisher Fishkin, editors, with Hilton Obenzinger and
3301 Roland Hsu, The Chinese and the Iron Road: Building the Transcontinental
3302 Railroad, https://www.sup.org/books/title/?id=29278, Stanford University Press,
3303 2019.
3304  CBS Sunday Morning “Building the Transcontinental Railroad”. This CBS
3305 segment covers the 150th anniversary of the Transcontinental Railroad and
3306 highlights the Chinese labor force. https://www.youtube.com/watch?
3307 v=moDvjW9Z6_I

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3308 Handout A

3309 Transcontinental Railroad and Chinese Immigration

3310 Read “The Chinese Experience in 19th Century America – Background for Teachers,”
3311 http://teachingresources.atlas.illinois.edu/chinese_exp/introduction04.html

3312 Answer the questions below:

3313 1. When did the Chinese first start emigrating to the US?

3314 2. What were the push factors (conditions in China that pushed Chinese out) for
3315 why Chinese were immigrating to the US in the 1800s?

3316 3. What were the pull factors (conditions in the US the pulled Chinese in)?

3317 Use this source to answer the questions below:

3318 Read the Key Questions section https://web.stanford.edu/group/chineserailroad/cgi-

3319 bin/website (Gordon Chang and Shelley Fishkin, Chinese Railroad Workers in North
3320 America Project at Stanford University)

3321 1. Explain why and how Chinese were sought after to come to the US to build the
3322 transcontinental railroad.

3323 2. Describe the types of repression and discrimination Chinese railroad workers
3324 endured under the railroad companies and management.

3325 3. Identify the key details of the Chinese railroad strike that occurred in 1867.

3326 4. Identify the strikers’ demands.

3327 5. To what extent was the strike a success?

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3328 Sample Lesson 17: Little Manila, Filipino Laborers, and the United Farm
3329 Workers (UFW)

3330 Theme: Social Movements and Equity

3331 Disciplinary Area: Asian American and Pacific Islander Studies

3332 Ethnic Studies Values and Principles Alignment: 1, 2, 6

3333 Standards Alignment:

3334 CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 3; Historical
3335 Interpretation 1

3336 CA CCSS for ELA/Literacy: RH.9–10.1, 4, 5, 9; WHST.9–10.1, 2, 4, 9

3337 CA ELD Standards: ELD.PI.9–10.1, 2, 5, 6, 7, 9, 10, 11a.

3338 Lesson Purpose and Overview:

3339 Students will be introduced to the history of the United Farm Workers (UFW), Filipino
3340 migration to Stockton, the formation of “Little Manila,” and protest music. Students will
3341 be introduced to the organizing and intercultural relations between the Filipino and
3342 Mexican farmworkers. Students will also complete a cultural analysis assignment on the
3343 topic.

3344 Key Terms and Concepts: United Farm Workers (UFW), Pinay and Pinoy, strike, protest
3345 music, labor union, intercultural relations

3346 Lesson Objectives (Students will be able to…):

3347 1. understand the history of the UFW and the farm worker movement and how it
3348 brought together both Filipino and Mexican laborers;

3349 2. understand Filipino migration to Stockton, California; and

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181
3350 3. further develop their oral presentation, public speaking, and analysis skills via the
3351 cultural analysis assignment.

3352 Essential Questions:

3353 1. How are we taught to view and value labor?

3354 2. How do you build solidarity within social movements?

3355 3. What is the role of art and culture within social movements?

3356 Lesson Steps/Activities:

3357 Day 1

3358 1. Initiate a class discussion by asking the students: What is one word that
3359 describes hard work? (Ask if any students are currently employed and if so, ask
3360 how many hours a week they work and how much they are making. Are they
3361 earning minimum wage? Do they receive any benefits? How do they feel about
3362 their work conditions? Do they know their rights as workers under federal, state,
3363 and local laws? Are they or their parents members of labor unions?)

3364 2. From the initial discussion, connect the responses to the students to the
3365 experiences of Filipina/x/o farm workers. Using the following points to emphasize
3366 the experiences of Filipina/x/o farm workers:

3367 Farm work is hard work: Farm work is back-breaking and difficult, but it was
3368 work that Filipinas/xes/os and other groups did with great skill, efficiency, pride,
3369 and dignity. It was their labor that greatly contributed to creating incredible wealth
3370 for the state of California in the 20th century and even to this day. There is
3371 nothing wrong with jobs that entail hard work, as long as the workers are laboring
3372 in the best conditions, are well paid and receive benefits, and can collectively
3373 bargain for their wages and working conditions through unions.

3374 Role of the unions: Unions and other forms of organized labor were integral in
3375 ensuring fair wages and working conditions.
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3376 Fair wages and working conditions: Fair wages and working conditions are
3377 basic human rights that every worker deserves.

3378 Right to organize: The right of workers to collectively organize and demand fair
3379 wages and working conditions through labor unions was important to Filipina/o
3380 workers throughout the 20th century. Filipinas/xes/os were key to the farm
3381 worker’s movements of the last century.

3382 3. Ask the students to reflect on what “justice” means to them. On sticky notes or
3383 scrap paper, have each student write a word that represents what justice means
3384 to them. Write out the word “JUSTICE” on the board. Have students walk up to
3385 the board and place their post-its or scrap paper around the word “justice” on the
3386 board. After the students have placed their post-it’s on the board, go over what
3387 they wrote and ask them questions to clarify what they meant. Ask the students,
3388 “Why is there a need for justice?” or “What causes the need for justice?”

3389 4. Play Journey for Justice: The Life of Larry Itliong, read aloud at
3390 https://www.youtube.com/watch?v=jTl17BnAaPk&feature=youtu.be. The class
3391 will listen to the read aloud, and follow along if they have the book.

3392 5. After listening to the read aloud, ask the students to reflect who Larry Itliong is.
3393 On sticky notes or scrap paper, have each student write a word that represents
3394 who Larry Itliong is. Write out the “Larry Itliong” on the board next to the “Justice”
3395 brainstorm. Have students walk up to the board and place their post-it around
3396 “Larry Itliong” on the board. After the students have placed their responses on
3397 the board, go over what they wrote and ask them questions to clarify on what
3398 they meant. Connect some of their responses on the “Justice” brainstorm to the
3399 “Larry Itliong” brainstorm.

3400 6. After connecting the “Larry Itliong” and “Justice” brainstorms, assign each
3401 student or small group of students, an illustration from the book and have them
3402 use the following questions to develop a short analysis essay:

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3403 a. What does the image tell us about the experience of Filipino farm
3404 workers?

3405 b. How does the image explain Filipino farm workers “Journey for Justice?”

3406 Day 2

3407 1. Provide an introduction of the farm workers movement, highlighting the work of
3408 Larry Itliong, Philip Vera Cruz, Cesar Chavez, Dolores Huerta, and others, while
3409 foregrounding the goals, tactics, and accomplishments of the movement.
3410 Teachers can refer to the CLIC Project’s Filipino Farm Worker Movement
3411 website: https://californiahss.org/FilipinoContributions.html.

3412 2. Following the introduction, screen the KVIE-produced short film, Little Manila:
3413 Filipinos in California’s Heartland. Before starting the video, tell students that they
3414 are responsible for taking thorough notes (refer to a graphic organizer or note
3415 taking tool) and will be expected to have a discussion around the following
3416 guiding questions:

3417 a. Why was Stockton a popular landing place for Filipino immigrants?

3418 b. What crop did Filipinos primarily harvest in Stockton?

3419 c. How did Filipino farm workers build community and develop a new social
3420 identity in Stockton?

3421 d. How did colonialism shape Filipino immigrants’ impression of the US?

3422 e. What US policies were implemented to limit Filipino immigration? How did
3423 Filipinos in Stockton resist these policies?

3424 f. What were some political and strategic differences of Cesar Chavez and
3425 Larry Itliong?

3426 g. What role did Filipinos play in the formation of the United Farm Workers?

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3427 h. How did urban redevelopment aid in the destruction of Little Manila?

3428 3. Provide the following key terms for students to define using context clues from
3429 the film:

3430 a. Mestizos

3431 b. Anti-miscegenation

3432 c. Race riots

3433 d. Naturalization

3434 e. War brides

3435 f. Pinay and Pinoy

3436 g. Urban redevelopment

3437 h. Labor union

3438 4. Following the film, divide the students into groups of four to five. Each group is
3439 given 20 minutes to read the following excerpt, discuss the film, respond to the
3440 aforementioned guiding questions, and come up with definitions for the terms
3441 listed above.

3442 5. Excerpt from Our Stories in Our Voices “Filipinos and Mexicans for the United
3443 Farm Workers Union” by James Sobredo:

3444 a. By the 1950s and 1960s, the remaining Filipinos in the United States
3445 are now much older. They were also working side-by-side with other
3446 Mexican farm workers. Then in 1965, under the leadership of Larry
3447 Itliong, Filipinos went on strike for better salaries and working conditions
3448 in Delano. Itliong had been a long-time labor union organizer, but
3449 although they won strikes in the past, they had never been able to gain
3450 recognition as a union for farm workers. To make matters worse, when

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3451 Filipinos went on strike, Mexican farm workers were brought in by the
3452 farmers to break the strike; in the same way, when Mexican farm
3453 workers went on strike, Filipinos were brought in to break their strike.
3454 Itliong recognized this problem, so he asked Cesar Chavez and Dolores
3455 Huerta, who had been organizing Mexican farm workers, to meet with
3456 him. Itliong asked Chavez to join the Filipino grape strike, but Cesar
3457 refused because he did not feel that they were ready. It was Huerta,
3458 who had known Itliong when she lived and worked in Stockton, who
3459 convinced Chavez to join the Filipino strike. Thus, for the first time in
3460 history, Filipinos and Mexicans joined forces and had a unified strike for
3461 union recognition and workers’ rights. This led to the establishment of
3462 the United Farm Workers union (UFW), which brought together the
3463 Filipino workers of the Agricultural Workers Organizing Committee
3464 (AWOC) and the Mexican workers of the National Farm Workers
3465 Association (NFWA) in a joint strike.

3466 One of the important labor actions the UFW did to gather support for the
3467 Grape Strike was a 300-mile march from the UFW headquarters in
3468 Delano in the Central Valley to the State Capitol in Sacramento. The
3469 march started on March 17, 1966, when 75 Filipino and Mexican farm
3470 workers started their long trek down from Delano, taking country roads
3471 close to Highway 99, all the way up to Sacramento. They were stopping
3472 and spending the night at small towns along the way, giving speeches,
3473 theater performances, and singing songs. They were following the
3474 tradition of nonviolent protests started by Mahatma Gandhi in India and
3475 Dr. Martin Luther King, Jr. in the South. The march to Sacramento was
3476 very successful. By the time, the Filipinos and Mexicans arrived in
3477 Sacramento, they were now 10,000 marchers strong, and the march
3478 brought more media coverage and national support to the UFW grape
3479 strike...

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3480 The connection to the Filipino and Mexican farmworkers remains a
3481 strong thread in the California Assembly. Rob Bonta (Democrat, 18
3482 District) is the first Filipino American Assembly member to be elected to
3483 office. He is the son of Filipino labor union organizers and grew up in La
3484 Paz, in Kern County, in a “trailer just a few hundred yards from Cesar
3485 Chavez’s home.” His parents were civil rights activists and labor union
3486 organizers who worked with the UFW to organize Filipino and Mexican
3487 farm workers…

3488 6. While students are working in groups, write down the eight key terms on the
3489 white board, leaving plenty room between each. After the time has expired,
3490 signal to students that it is time to come back together. Facilitate a discussion
3491 where students are able to respond to each of the guiding questions aloud.
3492 Finally, ask one member from each group to go to the board. Each student is
3493 assigned a word and is expected to write their definition of the word with their
3494 group’s support. After completing this task, the class talks through each term.
3495 Provide additional information, examples, and support to better clarify and define
3496 the terms.

3497 7. Close with student and community reflection.

3498 Day 3

3499 1. Bring to class a carton of strawberries and grapes, several pieces of sugar cane,
3500 and a few asparagus spears. Engage the class by asking how many students
3501 have ever worked on a farm or have grown their own food? Then ask if anyone
3502 knows how the food items brought in are grown and/or harvested? Let students
3503 know that the food items brought in are among some of the most labor-intensive
3504 to harvest, are in high demand, and are largely hand-picked or cut by often
3505 underpaid farm workers. Proceed to display images detailing the process of each
3506 crop being harvested. Be sure to highlight that farm labor is often repetitive and
3507 menial, yet damaging to the body. After completing this overview, allow the
3508 students to eat the food items brought in.
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3509 2. After the discussion about harvesting crops, play “Brown-Eyed Children of the
3510 Sun,” a song by Daniel Valdez that was popularized during the United Farm
3511 Workers Movement. After listening to the song, ask students what the song is
3512 about? Allow for about 10 minutes of discussion followed by an overview on
3513 protest songs and music that were played/sung while Filipino and Mexican
3514 workers toiled the fields and during protests. The overview should foreground the
3515 Filipino contribution in the UFW, like the book Journey for Justice: The Life of
3516 Larry Itliong (https://www.youtube.com/watch?v=jTl17BnAaPk). Then proceed to
3517 describe how protest and work songs provided a unifying message, energized
3518 crowds during rallies and marches, and helped amplify dissent.

3519 3. Following this overview, divide students into pairs. Each pair is then assigned a
3520 protest or work song from the list below (students also have the option to create
3521 their own protest song):

3522 a. “Brown-Eyed Children of the Sun” by Daniel Valdez, Sylvia Galan, and
3523 Pedro Contreras

3524 b. “Huelga En General” / “General Strike” by Luis Valdez

3525 c. “El Esquirol” / “The Scab” by Teatro Campesino

3526 d. No Nos Moverán

3527 e. “Pastures of Plenty” by Woody Guthrie

3528 f. “Solidaridad (Pa) Para Siempre” (Solidarity forever)

3529 g. “Nosotros Venceremos” (We shall overcome)

3530 4. Let the pairs know that they will be responsible for completing a two-page cultural
3531 analysis essay that must address the following steps and prompts:

3532 a. Find the lyrics and an audio recording of your assigned song.

3533 b. Analyze the song and identify three to five key themes or points.
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3534 c. What is the purpose and/or meaning of this song?

3535 d. Who is the intended audience?

3536 e. What types of instruments, sounds, poetic devices, etc., are used?

3537 f. How does this song situate within the history of Filipino farm workers and
3538 the broader United Farm workers’ movement?

3539 5. Allow the pairs to use the remainder of the class period to listen to their songs
3540 and take notes. In addition, students can invite other classes and have a listening
3541 party. Give the students ample time in class for the next two days to work on their
3542 essays. During those days offer writing support, carving out time to help each
3543 pair craft their thesis statement, core arguments, and better structure their
3544 essays overall.

3545 6. On the final day, each pair exchanges their essay with another pair. The pairs
3546 are given 15 minutes to conduct a brief peer review of each essay. After the
3547 review, have a “listening party.” The entire class is given the opportunity to listen
3548 to the various songs. After each song is played, the pair that wrote an essay on
3549 the song and the pair that reviewed the song are able to briefly share their
3550 thoughts and analysis of the cultural text to the class.

3551 Assessment, Application, Action, and Reflection:

3552 Students will complete a cultural analysis essay where they are expected to analyze
3553 protest songs (or other cultural texts) that were assigned to them in class. Their analysis
3554 should include themes that emerged in the songs, connecting them back to the history,
3555 struggles, tactics, leaders, and goals of the UFW.

3556 Materials and Resources:

3557  Little Manila: Filipinos in California’s Heartland (short film)

3558 https://www.pbssocal.org/programs/viewfinder/kvie-viewfinder-little-manila-
3559 filipinos-californias-heartland/

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3560  Bohulano Mabalon, Dawn. “Little Manila is in the Heart: The Making of the
3561 Filipina/o American Community in Stockton, California. Durham, NC: Duke
3562 University Press, 2013.

3563  Scharlin, Craig and Lilia V. Villanueva Philip Vera Cruz. “Philip Vera Cruz/A
3564 Personal History of Filipino Immigrants and the Farmworkers Movement”:
3565 University of Washington Press, 2000.

3566  Delano Manongs: Forgotten Heroes of the United Farm Workers Movement
3567 http://www.delanomanongs.com

3568  Dollar A Day, Ten Cents A Dance https://vimeo.com/45513418

3569  “Examining the Impact of Mahatma Gandhi on Social Change Movements” (links
3570 to https://www.hinduamerican.org/wp-content/uploads/2020/05/HAFN_19_050-
3571 GandhiLessonPlan_r4.pdf).

3572  Journey for Justice: The Life of Larry Itliong, by Dawn Mabalon. Read aloud at
3573 https://www.youtube.com/watch?v=jTl17BnAaPk&feature=youtu.be.

3574  Filipinos and the Farm Worker Movement

3575 https://californiahss.org/FilipinoContributions.html

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3576 Sample Lesson 18: Hmong Americans—Community, Struggle, Voice

3577 Theme: History and Movement

3578 Disciplinary Area: Asian American and Pacific Islander Studies

3579 Ethnic Studies Values and Principles Alignment: 1, 2, 4

3580 Standards Alignment:

3581 HSS Content Standard 11.11.1

3582 CA CCSS for ELA/Literacy: RH.9–10.1, 2, 3, 7; W.9–10.1; SL.9–10.1

3583 Lesson Purpose and Overview:

3584 Overview: Hmong Americans are seen as Asian Americans, yet they have a very
3585 unique experience and history in the US. The goal of this lesson is to delve deeply into
3586 their experience and understand their formation as a community and as a voice within
3587 American society. This lesson uses the voices of Hmong women, men, girls, and boys,
3588 as well as an article from the Amerasia Journal to create an understanding of the issues
3589 and experiences of the Hmong American Community.

3590 Key Terms and Concepts: Hmong, oral history, Laos, CIA, Refugee Resettlement Act of
3591 1980, Asian American, Secret War in Laos, Patriarchy, refugee

3592 Lesson Objectives (Students will be able to…):

3593  better understand the diversity of experiences of Hmong Americans by engaging

3594 a range of primary and secondary sources including, oral histories, poems, and
3595 scholarly articles; and

3596  write their own spoken word piece about their lived experiences. In doing so,
3597 students will gain key skills in how to develop and structure poetry, as well as
3598 techniques for performing.

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3599 Essential Questions:

3600 1. What are the Hmong refugee and resettlement experiences in the US?

3601 2. How did first generation Hmong immigrants’ experiences differ from their children
3602 who were born in the US? How did gender factor into differing experiences?

3603 Lesson Steps/Activities:

3604 Day 1––Hmong Immigrant Experience and Hmong Americans

3605 1. The teacher makes a note of telling the class, “If anyone here has experiences or
3606 a personal identity that they feel could help others better understand this content,
3607 feel free, but not required, to add to our discussions.”

3608 2. The teacher tells students that they are going to learn about the Hmong
3609 community in America and focus on two essential questions (read essential
3610 questions 1–2 aloud).

3611 3. The teacher presents some basic information about the Hmong community. The
3612 teacher asks students what type of information would be useful in learning more
3613 about the Hmong community and writes the questions on the white board.

3614 4. The teacher leads a read aloud of the Quick Fact Sheet about the Hmong
3615 community in the US. Alternate choral reading––teacher reads one fact, the
3616 whole class reads the next fact, teacher walks around the room as students and
3617 teacher read the facts. Quick Fact Sheet attached.

3618 5. The teacher asks which of the essential questions have been answered by the
3619 information presented. Go through the questions and answers.

3620 6. The teacher leads a deeper discussion about the Hmong experience in the US,
3621 focusing on the essential questions. The teacher shows a video interview of a
3622 Hmong couple who immigrated to the US. Note that the videos have subtitles
3623 and that students should think about the hardships that these immigrants

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3624 endured to get to the U.S as they watch the video. Teachers should tell students
3625 that the following videos can be traumatizing for some. After each video the
3626 teacher can provide students time to process the information they saw through
3627 discussion and reflection that is facilitated by the teacher.

3628 “Starting Again in the Refugee Camp” is a short documentary about Pang Ge
3629 Yang and Mee Lee. An incredible story of Love, Loss and Hope. At the end of the
3630 Secret War, Pang Ge Yang escapes from Laos into Thailand. Through the harsh
3631 journey through the jungle, Pang Ge's pregnant wife dies, and he is unable to
3632 leave her body for three days. Mee Lee also is fleeing war torn Laos, and her
3633 husband dies during the escape. Mee found herself as a near death, broken
3634 widow in the Thailand refugee camps. After losing everything, a miracle happens
3635 and these two widows find each other and a new reason for life again in each
3636 other. https://www.youtube.com/watch?v=eDWU5zP-B6g (9 mins)

3637 7. As homework, students can conduct research on outstanding questions from the
3638 first activity of the lesson.

3639 Day 2––Compare and Contrast of Genders in the Hmong Community

3640 8. The teacher shows two spoken word poems of two teenage Hmong females. As
3641 students watch them, they should think about how these individuals have
3642 developed their identity as being Hmong American. As students watch, they
3643 should consider what it is like to be a young Hmong American woman.
3644 https://www.youtube.com/watch?v=N6XxuyYI6ho

3645 9. After the videos, do a Think, Write, Pair/Share, Group Share exercise: Let
3646 students think about the question you have written on the board (How do these
3647 poets describe their experiences and young Hmong-American women?) for one
3648 minute in silence, then write for two to three minutes, and then share their written
3649 thoughts with a partner.

3650 Some important things to point out in the discussion:

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3651  Face challenges of navigating two worlds, with their parents and the
3652 pressures of American society, language barrier with parents, and not fully
3653 accepted into the American society

3654  The frustration they feel when they are not recognized or identified as
3655 Hmong but rather being called Chinese or from Hong Kong

3656  Living in a patriarchy, family expectations, and family hypocrisies

3657  Feeling like they need more support to succeed in school but failing to
3658 receive that support within the American education system

3659  Feeling proud to be Hmong and a daughter

3660  Learning how to embrace their heritage and culture but at the same time
3661 pursue their dreams of going to college

3662  Developing an identity of their own as proud Hmong Americans

3663 10. Have students read an excerpt from “Criminalization and Second Generation of
3664 Hmong American Boys.” As they read this excerpt, students should think about a
3665 similar question: What have been the general experiences of young Hmong
3666 American men? (pages 113–116, “Criminalization and Second Generation
3667 Hmong American Boys” by Bao Lo.)

3668 a. As students read the article, give them the annotation chart and direct
3669 them to annotate as they read. (Adding a symbol next to a sentence that
3670 corresponds to their thinking or feeling about the text. Annotation sheet
3671 attached.) Tell the students to be ready to answer the question using
3672 evidence from the text.

3673 b. Hold a reflective class discussion: According to the author, Bao Lo, what
3674 have been the general experiences of young Hmong American men?

3675 c. Some important things to point out in the discussion:

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3676 i. Similar to young African American and Latino males, young Hmong
3677 males are thought of as gangsters, dropouts, and delinquents by
3678 some law enforcement and authority figures.

3679 ii. The invisibility of Asian American and Pacific Islander groups
3680 regarding incarceration and criminalization in research and public
3681 policy shows a need to understand it better.

3682 iii. Teachers often treat the dress of baggy clothing, quietness, and
3683 swaggering of the Hmong boys as deviant.

3684 iv. This implicit bias among authority members leads to racial profiling
3685 of Hmong boys and leads to the boys feeling of isolation and
3686 frustration.

3687 v. The criminalization of men and boys of color goes hand in hand
3688 with the decriminalization of white males. As a result, white
3689 criminality is less controlled, surveilled, and punished while Black,
3690 Latino, and Southeast Asian criminality is treated as threatening
3691 and in need of punishment.

3692 Making Connections to the History–Social Science Framework:

3693 Chapter 16 of the framework includes a description of the impact of the Vietnam War,
3694 including the experiences of refugees. On pages 423–425 there is a classroom example
3695 where students study the impact of the war on the United States. You can extend this
3696 context to this lesson by asking students to research the following questions:

3697  How did the Vietnam War affect Hmong immigration to the United States?

3698  How the experience of the war affect perceptions of Hmong immigrants?

3699 11. Assessment––To show evidence of what you have learned the teacher can
3700 choose one of two assignments:

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195
3701 a. Write a paragraph of 5–10 sentences answering each essential question
3702 using the evidence from the sources we used, or

3703 b. Write a spoken word poem expressing your identity.

3704 Assessment, Application, Action, and Reflection:

3705 See Step 10 above.

3706 Materials and Resources:

3707 “Starting Again in the Refugee Camp” – A short Documentary about Pang Ge Yang and
3708 Mee Lee. https://www.youtube.com/watch?v=eDWU5zP-B6g

3709 Lo, Bao “Criminalization and Second-Generation Hmong American Boys”, Amerasia
3710 Journal 44:2, 113-126. UCLA Asian American Studies Center Press, 2018

3711 “Hmong Story 40 Project” (a series of video interviews and documentaries of Hmong
3712 refugees and immigrants) https://www.youtube.com/channel/UCZ-
3713 kAFGMfquHnAy7lJV5rhg

3714 Quick Fact Sheet (below)

3715 Think Write Pair/Share Group Share Handout (below)

3716 Annotation Chart (below)

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3717 Quick Fact Sheet about the Hmong Community in the US

3718  The Hmong are an ethnic group that lives in the mountains primarily in southern
3719 China, Laos, Burma, northern Vietnam and Thailand. They are a subgroup of the
3720 Miao ethnic group and have more than one dialect within and among the different
3721 Hmong communities.

3722  During the Vietnam War, Laos also experienced a civil war in which three princes
3723 sought control over the Royal Lao government. One of the princes sought support
3724 from the Vietnamese communists, while the other sought support from the US. Both
3725 sides swept in and recruited Hmong to join their military forces.

3726  The most successful was the Royal Lao government, which was backed by the US
3727 Central Intelligence Agency (CIA).

3728  In 1961, 18,000 young Hmong men joined the US-backed armies in the Secret War
3729 in Laos with the promise that the Royal Lao government and the US would take care
3730 of them if Laos fell to the communists.

3731  When Vietnam and Laos fell to the communists in 1973, the Hmong were
3732 persecuted by the communists, causing most to flee their homeland. The majority
3733 crossed the Mekong River and made their way to Thailand to live in refugee camps.

3734  Several families stayed in these camps for years until being processed and either
3735 returned to their home countries or sent to the US.

3736  The US refugee resettlement Act of 1980 brought in over 200,000 Hmong families to
3737 live in cities spread across the US from 1980 to 2000.

3738  Over the years, the Hmong migrated to specific Hmong ethnic enclaves within US
3739 cities within California, Minnesota, and Wisconsin.

3740  From the mid-1980s to 2000s there has been a gradual rise in undergraduate
3741 college enrollment particularly in Minnesota, Wisconsin, and California. This has led
3742 to college courses on Hmong language and Hmong American history and culture.
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3743  Today there are large Hmong communities in Fresno, St. Paul, Minneapolis,
3744 Sacramento, Merced, Milwaukee, Wausau, and Green Bay, with the total population
3745 over 300,000.

3746  The Hmong have played a key role in helping the farm communities grow and
3747 flourish.

3748  The rich Hmong culture includes embroidery, story clothes, ghost stories, and many
3749 rituals.

3750  Although the Hmong fall under the category of Asian American in the US, they
3751 endure one of the highest poverty rates at 37.8% in 2004 among all ethnic groups so
3752 they do not receive the services they need because they have been lumped into the
3753 Asian American group, which is an aggregate of more than 25 ethnic groups that
3754 have diverse histories and experiences in the United States.

3755  The Hmong struggle with the dual identities of being labeled as the Model Minority or
3756 as criminals for the young males.

3757 Sources:

3758 “Hmong Timeline.” Minnesota Historical Society, www.mnhs.org/hmong/hmong-

3759 timeline

3760 Her, Vincent K, and Mary Louise Buley-Meissner, Hmong and American From
3761 Refugees to Citizen. Minnesota Historical Society Press. 2012.

3762 Thao, Dee, director. “Searching For Answers: Retracing a Hmong Heritage,”
3763 YouTube, 4 June 2013, www.youtube.com/watch?v=sF6pm6gYfk4.

3764 Xiong, Yang Sao, “An Analysis of Poverty in Hmong America” Diversity in
3765 Diaspora Hmong Americans in the Twenty-First Century, edited by Mark
3766 Edward Pfeifer, Monica Chiu, and Kou Yang University of Hawai‘i Press,
3767 Honolulu, 2012.

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3768 Think Write Pair/Share Group Share

3769 Essential Question: …

3770 Think for one minute about how the source had details that answered the
3771 essential question.

3772 Write for one minute about the details and facts you can remember from the
3773 source which addresses the essential question.

3774 Pair/Share for one minute per person, share out your thinking and writing
3775 about the essential question using the sources provided. Be ready to share out the
3776 information your partner provided if the teacher calls on you.

3777 Group Share for 5–10 minutes. At the end, have the class share out their
3778 information, giving students a chance to present to their peers.

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3779 Annotation Chart

Symbol Comment/Question/Response Sample Language Support

? Questions I have The sentence, “…”is unclear because…

Confusing parts for me I don’t understand what is meant when the

author says…

+ Ideas/statements I agree with I agree with the author’s statement that…

because…

Similar to the author, I also believe that…

because…

- Ideas/statements I disagree I disagree with the author’s statement that…

with because…

The author claims that… However, I disagree

because…

* Author’s main points One significant idea in this text is…

Key ideas expressed One argument the author makes is that…

! Shocking statements or parts I was shocked to read that…(further

explanation)
Surprising details/claims
The part about…made me feel…because…

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 Symbol Comment/Question/Response Sample Language Support

0 Ideas/sections you connect This section reminded me of…

with
I can connect with what the author said
What this reminds you of because…

This experience connects with my own

experience in that…

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3780 Sample Lesson 19: Indian Americans: Creating Community and
3781 Establishing an Identity in California

3782 Theme: History and Movement

3783 Disciplinary Area: Asian American and Pacific Islander Studies

3784 Ethnic Studies Values and Principles Alignment: 1, 2, 5, 6

3785 Standards Alignment:

3786 CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 3; Historical
3787 Interpretation 1

3788 CA CCSS for ELA/Literacy: RH.9–10.1, 4, 5, 9; WHST .9–10.1, 2, 4, 9

3789 CA ELD Standards: ELD.PI.9–10.1, 2, 5, 6, 7, 9, 10, 11a

3790 Lesson Purpose and Overview:

3791 Indian Americans are thought to be relatively new immigrants to the United States and
3792 California, but their story in California starts much further back in history. In the time
3793 that they have lived in California, the contributions of Indian Americans to STEM fields
3794 and arts and culture encompasses a rich and diverse breadth and depth.

3795 Students will be introduced to the history of Indian American migration and will highlight
3796 the diversity of the Indian American community with respect to religion and geography.

3797 Key Terms and Concepts: Immigration Act, model-minority, Bollywood, media literacy,
3798 intercultural relations

3799 Lesson Objectives (Students will be able to…):

3800 1. understand the diversity inherent in the Indian American community with
3801 respect to language, religion, and geography;

3802 2. understand Indian American migration to Northern California;

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3803 3. articulate the contributions of Indian Americans to the information
3804 technology and telecommunications lexicon, and the fields of STEM, arts
3805 and culture; and

3806 4. further develop their oral presentation, public speaking, and analysis skills
3807 via the cultural analysis assignment.

3808 Essential Questions:

3809 1. What is the history of Indian American migration to the United States, and in
3810 particular, to California?

3811 2. What role did opportunities for education and gender equality play in
3812 decisions to emigrate to California?

3813 Lesson Steps/Activities:

3814 Day 1

3815 1. Introduce the first group of Indians who landed on Angel Island in the early
3816 1900s, how they settled in Northern California and created a farming

3817 community. Also provide an introduction where a second generation of Indians

3818 who came to the United States in the later 1900s mainly seeking education,
3819 career opportunities and gender equality.

3820 2. Following the introduction, screen a YouTube lesson, “Sikh Pioneers and their
3821 Contributions to California’s History.” Before starting the video, tell students that
3822 they are responsible for taking thorough notes (refer to the graphic organizer or
3823 note taking tool) and will be expected to have a discussion around the following
3824 questions:

3825 a. Why did the first Indian Americans settle in Northern California?

3826 b. What crops did these Indian Americans specialize in?

3827 c. What US laws negatively affected their liberty and freedom?

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3828 i. Law of 1913, Foreigners without the option of citizenship

3829 ii. Immigration Act of 1917, restricting the entry of more Asians into the
3830 country, preventing immigrants from bringing their families

3831 d. How did these laws affect the social changes of these communities?

3832 e. How have current immigration and naturalization laws changed since
3833 1917?

3834 3. Provide the following key terms for students to define using context clues from
3835 the film

3836 f. Punjabi

3837 g. Sikh

3838 h. Immigration Act

3839 i. Naturalization

3840 j. Indian-Mexican marriages

3841 4. Following the video, divide the students into groups of four to five. Each group
3842 is given 20 minutes to read the excerpt below, discuss the video, respond to the
3843 questions like the ones above,

3844 k. The origins of the Punjabi-Mexican community lie in the Imperial Valley
3845 along California’s southern border. Men from India’s Punjab province
3846 stood out from the start among the pioneers who flocked there to work
3847 the newly arable land. Their fortunes, their legal status, and local opinion
3848 of them varied over the years. At first, South Asians could obtain
3849 American citizenship, but later they lost that right. Then not only the
3850 physical landscape but the political landscape and their place in it struck
3851 the Punjabi men as decidedly similar to their status in British India. They
3852 fought hard for their rightful place in society, and particularly for a place
Page 180 of 439
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3853 on the land, a very important component of Punjabi identity. The Imperial
3854 Valley was being transformed from a barren desert to a major center of
3855 agricultural production in California at the time the Punjabis arrived; the
3856 pioneer Anglo settlers there did not easily accept the Punjabis’ claims to
3857 membership in the community they were building. Legal constraints and
3858 social stereotypes based on race and national origin helped determine
3859 the opportunities and working conditions the Punjabis encountered as
3860 they worked alongside others to develop the valley.

3861 5. While students are working in groups, write down the key terms on the white
3862 board, leaving plenty of room between each. After the time has expired, signal
3863 to students that it is time to come back together. Facilitate a discussion where
3864 students are able to respond to each of the guiding questions aloud. Finally,
3865 ask one member from each group to go to the board. Each student is assigned
3866 a word and is expected to write their definition of the word with their group’s
3867 effort. After completing the task, the class talks through each term. Provide
3868 additional information, examples, and support to better clarify and define the
3869 terms.

3870 6. Close with student and community reflection.

3871 Day 2

3872 1. Watch excerpt from Episode 1 of Asian Americans “Breaking Ground” about
3873 Bhagat Singh Thind. Additionally, ask students to read an excerpt from “Roots
3874 In the Sand” that discusses the ruling of the Circuit Court of Appeals of United
3875 States v. Bhagat Singh Thind

3876 2. 261 US 204 (1923). Ask the students to pay special attention as to why he was
3877 not considered to be an American citizen.

3878 3. After watching the film, optionally, split the class into smaller groups or stay as
3879 a complete class to discuss the following questions

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205
3880 a. Community Builder/Cultural Energizer: Identifying our biases (5 min)

3881 i. Ask the question, “how do you (or your family members)
3882 answer the race question on a form? What are the options
3883 listed?”

3884 ii. How is the term “white” defined racially?: (10 min)

3885 b. From US vs Bhagat Singh Thind: The court conceded that Indians were
3886 “Caucasians” and that anthropologists considered them to be of the same
3887 race as white Americans, but argued that “the average man knows
3888 perfectly well that there are unmistakable and profound differences.”

3889 i. What do you think of the argument that courts made about
3890 people from Indian origin? What do you know about people from
3891 Indian origin today?

3892 4. Provide the following key terms and concepts for students to define using
3893 context clues from the film

3894 a. “Caucasian” vs “white”

3895 b. Aryan

3896 Additional Material and Resources to support Day 2

3897 Pre 1800

3898 Beginning in the 17th century, the East India Company

3899 (https://en.wikipedia.org/wiki/East_India_Company) began bringing indentured
3900 Indian servants to the American colonies.[ 11]
3901 (https://en.wikipedia.org/wiki/Indian_Americans#cite_note-Thakur-11)

3902 The Naturalization Act of 1790

3903 (https://en.wikipedia.org/wiki/Naturalization_Act_of_1790) made Asians ineligible
3904 for citizenship.[12] (https://en.wikipedia.org/wiki/Indian_Americans#cite_note-12)
Page 182 of 439
206
3905 19th century

3906 The first significant wave of Indian immigrants entered the United States in the
3907 19th century. Emigration from India was driven by difficulties facing Indian
3908 farmers, including the challenges posed by the British land tenure system for
3909 small landowners, and by drought and food shortages, which worsened in the
3910 1890s.

3911 At the same time, Canadian steamship companies, acting on behalf of Pacific
3912 coast employers, recruited Sikh farmers with economic opportunities in British
3913 Columbia (https://en.wikipedia.org/wiki/British_Columbia).

3914 Racist attacks in British Columbia, however, prompted Sikhs and new Sikh
3915 immigrants to move down the Pacific Coast to Washington
3916 (https://en.wikipedia.org/wiki/Washington_(state)) and Oregon
3917 (https://en.wikipedia.org/wiki/Oregon), where they worked in lumber mills
3918 (https://en.wikipedia.org/wiki/Lumber_mill) and in the railroad industry.[14]
3919 (https://en.wikipedia.org/wiki/Indian_Americans#cite_note-ReferenceA-14). Many
3920 Punjabi (https://en.wikipedia.org/wiki/Punjabis) Sikhs who settled in California,
3921 around the Yuba City (https://en.wikipedia.org/wiki/Yuba_City) area, formed close
3922 ties with Mexican Americans.[11]
3923 (https://en.wikipedia.org/wiki/Indian_Americans#cite_note-Thakur-11). The
3924 presence of Indian Americans also helped develop interest in Eastern religions in
3925 the US and would result in its influence on American philosophies such as
3926 Transcendentalism (https://en.wikipedia.org/wiki/Transcendentalism).

3927 Swami Vivekananda (https://en.wikipedia.org/wiki/Swami_Vivekananda) arriving

3928 in Chicago at the World's Fair led to the establishment of the Vedanta Society
3929 (https://en.wikipedia.org/wiki/Vedanta_Society).

3930 20th century

3931 Between 1907 and 1908, Sikhs moved further south to warmer climates in
3932 California, where they were employed by various railroad companies. Some
Page 183 of 439
207
3933 white Americans, resentful of economic competition and the arrival of people
3934 from different cultures, responded to Sikh immigration with racism and violent
3935 attacks.[14] (https://en.wikipedia.org/wiki/Indian_Americans#cite_note-
3936 ReferenceA-14)

3937 The Bellingham riots (https://en.wikipedia.org/wiki/Bellingham_riots) in

3938 Bellingham, Washington on September 5, 1907 epitomized the low tolerance in
3939 the US for Indians and Sikhs, who were called “hindoos”
3940 (https://en.wikipedia.org/wiki/Hindoos) by locals.

3941 In the early twentieth century, a range of state and federal laws restricted Indian
3942 immigration and the rights of Indian immigrants in the US. In the 1910s,
3943 American nativist organizations campaigned to end immigration from India,
3944 culminating in the passage of the Barred Zone Act
3945 (https://en.wikipedia.org/wiki/Barred_Zone_Act) in 1917.

3946 In 1913, the Alien Land Act of California prevented Sikhs (in addition to Japanese
3947 and Chinese immigrants) from owning land., it was legal for "brown" races to mix.
3948 Many Indian men, especially Punjabi men, married Hispanic women and Punjabi-
3949 Mexican marriages became a norm in the West.[14]
3950 (https://en.wikipedia.org/wiki/Indian_Americans#cite_note-ReferenceA-14) [16]
3951 (https://en.wikipedia.org/wiki/Indian_Americans#cite_note-
3952 Oxford_University_Press-16)

3953 Bhicaji Balsara (https://en.wikipedia.org/wiki/Bhicaji_Balsara) became the first

3954 known Indian to gain naturalized US citizenship. As a Parsi
3955 (https://en.wikipedia.org/wiki/Parsi), he was considered a "pure member of the
3956 Persian sect" and therefore a "free white person." In 1910, the Circuit Court of
3957 Appeal agreed that Parsis (https://en.wikipedia.org/wiki/Parsis) are classified as
3958 white.[17] (https://en.wikipedia.org/wiki/Indian_Americans#cite_note-auto-17).
3959 Between 1913 and 1923, about 100 Indians were naturalized.

3960 In 1923, the Supreme Court of the United States

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208
3961 (https://en.wikipedia.org/wiki/Supreme_Court_of_the_United_States) ruled in
3962 United States v. Bhagat Singh Thind
3963 (https://en.wikipedia.org/wiki/United_States_v._Bhagat_Singh_Thind) that
3964 Indians were ineligible for citizenship because they were not "free white
3965 persons".[14] (https://en.wikipedia.org/wiki/Indian_Americans#cite_note-
3966 ReferenceA-14). Over fifty Indians had their citizenship revoked after this
3967 decision, in 1927. However, no other naturalization was permitted after the
3968 ruling, which led to about 3,000 Indians leaving the United States.

3969 1993 and 1994 Sandhu vs Lockheed Missiles and Space Co. (California Superior
3970 Court (1993) and California Sixth District Court of Appeals (1994) (Sandhu had
3971 sued his employer, Lockheed, for discrimination based on race. Lockheed’s
3972 position was that they did not discriminate against Sandhu, a Punjabi Indian,
3973 because he was considered Caucasian (Lockheed argued that the "common
3974 popular understanding that there are three major human races—Caucasoid
3975 (https://en.wikipedia.org/wiki/Caucasian_race), Mongoloid
3976 (https://en.wikipedia.org/wiki/Mongoloid), and Negroid”
3977 (https://en.wikipedia.org/wiki/Negroid). This comes from a nineteenth century
3978 classification of races). In 1993, the court ruled in favor of Lockheed. In 1994, the
3979 Californian Sixth District Court of Appeals overturned that decision and ruled in
3980 favor of Sandhu, stating that Indians were a distinct ethnic group of their own.)

3981 Bhicaji Framji Balsara court case:

3982 Hughey, M.W. (2016). New Tribalisms: The Resurgence of Race and Ethnicity
3983 (https://books.google.com/books?id=alTeCwAAQBAJ&pg=PA135). Main
3984 Trends of the Modern World. Palgrave Macmillan UK. p. 135.

3985 1923 United States vs. Bhagat Singh Thind:

3986 From History Matters: The US Survey Course on the web

3987 Developed by American Social History Project/Center for Media & Learning
3988 (http://historymatters.gmu.edu/), University of New York, and the Center for
Page 185 of 439
209
3989 History and New Media (https://rrchnm.org/), George Mason University.

3990 http://historymatters.gmu.edu/d/5076/

3991 PBS Documentary Asian Americans Episode 1 “Breaking Ground”

3992 https://www.pbs.org/weta/asian-americans/episode-guide/

3993 1994 Sandhu vs. Lockheed Missiles and Space Co.

3994 https://law.justia.com/cases/california/court-of-appeal/4th/26/846.html

Page 186 of 439

210
3995 Sample Lesson 20: The Japanese American Incarceration Experience
3996 through Poetry and Spoken Word––A Focus on Literary Analysis and
3997 Historical Significance

3998 Theme: Identity; Systems of Power

3999 Disciplinary Area: Asian American and Pacific Islander Studies

4000 Ethnic Studies Values and Principles Alignment: 1, 4, 5, 6

4001 Standards Alignment:

4002 CCSS for ELA/Literacy: RL.9–10.1; RL.9–10.10; RI.9–10.1; RI.9–10.2; W.9–10.1; W.9–
4003 10.9; SL.9–10.1; L.9–10.5, RH.9–10.1; RH.9–10.2

4004 HSS Content Standards: 11.75, 12.2.1

4005 CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1; Historical
4006 Research, Evidence, and Point of View: 1, 2; Historical Interpretation: 1

4007 Lesson Purpose and Overview:

4008 The unjust and unconstitutional incarceration of Japanese American during World War II
4009 is a significant moment in American history with a profound effect on the lives of
4010 individuals, a community, and our nation. In the short term, it uprooted Japanese
4011 American families and individuals, including immigrants and American citizens, from
4012 their homes on the West Coast to be incarcerated in American concentration camps
4013 throughout the nation. During this incarceration, Japanese Americans suffered family
4014 separation, the loss of homes and businesses, harsh day-to-day living conditions, and
4015 the denial of basic civil rights guaranteed in the United States Constitution. After the war
4016 the camps were closed, but Japanese Americans continued to grapple with the legacy
4017 of that experience and how it impacted their lives as individuals, as families, and as a
4018 community. Even though the nation itself eventually apologized for what it had done,
4019 marking a turning point for the Japanese Americans, the horrors of incarceration remain
4020 and generations of Japanese Americans and the United States still grapple with its

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4021 legacy.

4022 This lesson begins with an overview of the history of the incarceration and the findings
4023 of a 1983 Congressional report that led to an apology issued to the Japanese American
4024 community by the United States government. The report concluded the incarceration
4025 was an injustice fueled by “race prejudice, war hysteria, and a failure of political
4026 leadership.” However, it was not until 2019 when the mass incarceration of Japanese
4027 Americans was found to be unconstitutional by the US Supreme Court. Students will
4028 then employ the historical analysis skills of working with evidence and historical
4029 empathy to investigate how the incarcerees used poetry and other art forms to
4030 illuminate the incarceration’s profound impact on their individual and family lives.
4031 Students will also investigate contemporary poetry and spoken word pieces that retell
4032 the stories of what happened to Japanese Americans during World War II for a new
4033 generation, and the import of those stories for us today as we grapple with government
4034 policies and rhetoric that echo that dark time in American history.

4035 Key Terms and Concepts: Japanese America, Issei, Nisei, Sansei, Yonsei, Executive
4036 Order 9066, American concentration camp, Resettlement, Mass incarceration, Redress,
4037 Forced eviction, Incarceration camp

4038 See Vocabulary Sheet for additional terms.

4039 Lesson Objectives (Students will be able to…):

4040  Use a variety of sources, text, poetry, videos to analyze the basic history of the
4041 Japanese American incarceration.

4042  Analyze and read poetry as a literary form and as a historical source document.

4043  Analyze how the historical context of their World War II incarceration shaped and
4044 continues to shape the perspectives of Japanese Americans.

4045 Essential Questions:

4046 1. What does the poetry and art produced by Japanese Americans during their

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4047 World War II incarceration reveal about the impact of this experience on their
4048 lives as individuals and family members? What is the legacy of these
4049 experiences?

4050 2. What were the causes that led up to the mass incarceration of all people of
4051 Japanese ancestry during World War II? What was the impact of incarceration in
4052 individuals, communities and the nation?

4053 3. What can we learn from poetry written during the incarceration and written today
4054 about the impact of incarceration on individuals, communities, and the nation?

4055 4. What evidence do you see that supports the argument of incarceration was a
4056 significant moment in history and peoples’ lives?

4057 Lesson Steps/Activities:

4058 DAY 1 Materials: Slides, note taking paper, pens, Overview handout, timeline,
4059 incarceration sites map

4060 1. Community Builder/Cultural Energizer: Students will view a PowerPoint of

4061 photographs and art documenting the mass incarceration of all people of
4062 Japanese ancestry on the West Coast. Teachers may begin the lesson by
4063 modeling how to use an image as a source. After showing the first photo
4064 teachers might share what they noticed and thought about the photo. This would
4065 include:

4066 a. A white woman pointing to a large sign hanging from the roof of the house,
4067 “Japs keep moving--This is a White Man’s Neighborhood.” She has a
4068 stern look. The sign is hostile to Japanese Americans and suggests
4069 racism and prejudice towards them.

4070 b. The caption lets us know the two signs in the window read, "Japs Keep
4071 Out" and "Member Hollywood Protective Association." She really does not
4072 want to have Japanese Americans in her neighborhood.

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213
4073 c. “Member of Hollywood Protective Association” suggests that there was an
4074 organized effort to keep Japanese Americans out. It suggests racism
4075 towards Japanese Americans in that time.

4076 d. I also noticed that the date on the photo is 1920. That’s two decades
4077 before World War II. Why is it in this slide show about the incarceration of
4078 people of Japanese Ancestry in World War II?

4079 e. Modeling how to work with essential questions (articulated in step 2) by

4080 working with question #1: “What were the causes that led up to the mass
4081 incarceration of all people of Japanese ancestry during World War II?” I’m
4082 theorizing that racism was one reason Japanese Americans were
4083 incarcerated.

4084 f. After modeling, teachers will direct students to silently examine the rest of
4085 the slide show, taking notes on what they see and what questions they
4086 have. Following the slides, students can share their thinking with a partner
4087 before a short class discussion.

4088 2. Teachers will present essential questions and inquiry questions.

4089 3. Students will read then discuss the historic overview and timeline annotating the
4090 overview with overlapping dates from the timeline that reinforce and inform the
4091 arguments framed in the overview, noting questions that the timeline raises. This
4092 gives students the opportunity to begin developing an argument about the
4093 causes and impact of the incarcerations. The two secondary sources provide
4094 historical context that allows students to better understand what they viewed in
4095 the primary source photographs and art created by incarcerees (see step 1).
4096 Students may also consult the map.

4097 4. To close and to prepare for day 2, the class reads aloud the selected poems from
4098 the slideshow. Pause after each poem so the language of the incarcerees
4099 resonates with students. Pausing allows students to experience empathy with the

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214
4100 poets. For each poem, the students should briefly discuss in the context of the
4101 what happened during the removal and incarceration:

4102  What events experiences led the poet to write the poem?

4103  What does the poem reveal about the impact of the incarceration on
4104 individuals, family, and community?

4105  What words and phrases from in the poem support your response to
4106 question 2?

4107 HOMEWORK

4108 Minidoka, an American Concentration Camp

4109 https://www.youtube.com/watch?v=m0xBBXSdONY

4110 View “Kenji” from Fort Minor

4111 www.youtube.com/watch?v=3BJjo0BCbGo

4112 NOTE TO TEACHERS AND STUDENTS: to learn more about the constitutional and
4113 civil rights related to the mass incarceration go to www.korematsuinstitute.org.

4114 DAY 2 Materials: Day 2 student handout, poetry handout, pens, markers, and chart
4115 paper.

4116 1. Ten minutes quickwrite (with bullets) to review the basic overview of the
4117 incarceration.

4118 ● Writing prompt: Why were people of Japanese ancestry incarcerated

4119 during World War II? What was the impact of the incarceration on
4120 individuals, families, and the community?

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215
4121 ● Ask students to informally cite their evidence as much as possible (i.e.,
4122 historical overview, timeline, images and art, poems, Manzanar video,
4123 etc.).

4124 ● Have 1–2 students share their writing with the class.

4125 2. Teacher introduces inquiry questions for the day.

4126 a. “What can we learn from poetry written during the incarceration and
4127 written today about the impact of incarceration on individuals,
4128 communities, and the nation?”

4129 b. “What evidence do you see that supports the argument of incarceration
4130 was a significant moment in history and peoples’ lives?”

4131 o To help students respond to this question have them consider the
4132 following questions that focus on a criteria for identifying historical
4133 significance:7

4134 1. Who was affected by the event? Why was it important to them?

4135 2. Was the experience profound, deeply affecting people’s lives?

4136 3. Did the experience affect many or few people?

4137 4. Was the impact of the event long lasting or only short-lived?

4138 5. Is the event relevant to our understanding of the past and/or

4139 present?

4140 3. Students will dig deep into the historical and contemporary poems and interpret
4141 them to answer the inquiry questions. Teachers will pass out poetry handout and
4142 review directions with class.

7
216 Adapted from Stephane Levesque, Thinking Historically: Educating Students for the
217 Twenty-First Century (Toronto: University of Toronto Press, 2008), 45–52.
Page 192 of 439
218
4143 4. Directions for Individual Work (10 minutes)

4144 5. Scan the poems, then select 2–3 for focus. Be sure to select poems written while
4145 in camp and a contemporary poem. In the interest of time, this selection could be
4146 made by the teacher, but it could also be made by individual students or small
4147 groups of students. After the poems are selected, place each poem’s number in
4148 the left-hand column of the handout, and then have students respond to the
4149 questions in each of the four columns to the right.

4150 6. Group Work (20 minutes)

4151 Share your poems. Then make a poster––a word drawing using your words and
4152 drawing to show the impact of the incarceration to the Japanese Americans and
4153 the nation. Think about why this experience is significant today. Include lines and
4154 words from both the historical and contemporary poems in the graphic. Your
4155 drawing, lines, and words are your evidence. Have fun! Post and share your
4156 word drawing for a gallery walk.

4157 7. Gallery walk and discussion. If possible, work as a whole group during the gallery
4158 walk. As you look at the posters consider the inquiry questions and discuss how
4159 the posters address them.

4160 8. Final reflection––considering the materials you studied in this lesson, explain why
4161 the incarceration of Japanese Americans during World is a significant moment in
4162 American history and an important story to include in an ethnic studies course?
4163 Teacher may ask students to write a one-page reflection as homework and for
4164 assessment.

4165 Making Connections to the History–Social Science Framework:

4166 Chapter 14 of the framework includes a section (pages 294–297) on California’s

4167 involvement in World War II and specifically mentions the breach of civil right for
4168 Japanese Americans. The chapter highlights using sources including literature, art, and

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219
4169 music to understand the experiences of AAPI communities. Two guiding questions for
4170 this chapter include:

4171 How did World War II impact California?

4172 What external forces shape people’s lives and make them who they are?

4173 Assessment, Application, Action, and Reflection:

4174  Embedded in the lesson: quickwrite, group poster, final reflection

4175 Materials and Resources:

4176  Historic Overview of the Japanese American Incarceration reading handout (see
4177 below)

4178  Chart paper and marking pens

4179  Poetry handout (see below)

4180  Day 2 student handout (see below)

4181  Fact Sheet/timeline/terms -- JANM pre-visit resources

4182 (http://media.janm.org/education/resources/JANM-PreVisit-Resources-timeline-
4183 vocabulary.pdf)

4184  PowerPoint of Japanese Incarceration photos, art, and historic poems (separate
4185 file provided with this lesson)

4186  Map of American Concentration Sites

4187 (https://www.nps.gov/CRMjournal/Summer2004/images/article1A.jpg)

4188  Two student poster samples (see below)

4189  Resources and Materials

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4190 Historical Overview of the Japanese American Incarceration

4191 Between 1942 and 1945, the US government forced more than 120,000
4192 Japanese Americans from their homes, farms, schools, jobs, and businesses, in
4193 violation of their constitutional civil rights and liberties. Within hours after the attack by
4194 the imperial forces of Japan on Pearl Harbor, Hawaii on December 7, 1941, Japanese
4195 community leaders, language school instructors, Buddhist and Shinto priests were
4196 rounded up as “enemy aliens.” The United States soon entered World War II. Three
4197 decades of anti-Japanese prejudice culminated into hate and suspicion. All people of
4198 Japanese descent in Hawaii and the West Coast were looked upon as saboteurs, spies,
4199 and as scapegoats for the attack in Hawaii.
4200 On the West Coast, in the aftermath a hysteria of fear against Japanese
4201 Americans as "the enemy within" was created by inflammatory journalism, pressure
4202 groups, agricultural interests, politicians, and the US Army. This suspicion of Japanese
4203 Americans quickly led to cries for their expulsion. On February 19, 1942, President
4204 Franklin D. Roosevelt signed Executive Order 9066, which called for the mass exclusion
4205 and incarceration of all Japanese Americans from the West Coast--where the majority
4206 of Japanese Americans lived, outside of Hawaii.
4207 Mass exclusion and incarceration of Japanese Americans began in March 1942.
4208 Some communities like Terminal Island were given only 48 hours notice. During the first
4209 phase, incarcerees were transported on trains and buses under military guard to the
4210 hastily prepared temporary detention centers.
4211 Twelve temporary detention centers were in California and one was in Oregon.
4212 They were set up on race tracks, fairgrounds, or livestock pavilions. Detainees were
4213 housed in horse stalls or windowless shacks that were crowded and lacked sufficient
4214 ventilation, electricity, and sanitation facilities. Food was often spoiled. There was a
4215 shortage of food and medicine. The War Relocation Authority, or WRA, was established
4216 to administer the centers.
4217 The second phase began midsummer and involved moving approximately 500
4218 incarcerees daily from the temporary detention centers to permanent concentration
4219 camps. These camps were located in remote, uninhabitable areas in the interior of the
4220 US. In the desert camps, daytime temperatures often reached 100 degrees or more.
4221 Sub-zero winters were common in the northern camps.
4222 Japanese Americans filed lawsuits to stop the mass incarceration, but the
4223 wartime courts supported military necessity. The US Supreme Court ruled in
4224 Hirabayashi v US, Yasui v US, and Korematsu v US that the denial of civil liberties
4225 based on military necessity. In a later ruling in Endo v. US, the Supreme Court decided
4226 in 1945 that a loyal citizen could no longer be detained, but not until the war was
4227 winding down. Tule Lake camp closed in 1946.
4228 The American concentration camps were surrounded by barbed wire and guard
4229 towers. Armed guards patrolled the perimeter and were instructed to shoot anyone
Page 195 of 439
221
4230 attempting to leave. The barracks consisted of tar paper over two-by-sixes and no
4231 insulation. Many families were assigned to one barracks and lived together with no
4232 privacy. Meals were taken communally in mess halls and required a long wait in line. A
4233 demonstration in Manzanar over the theft of food by personnel led to violence in which
4234 two died and many were injured. The attempt at screening for loyalty and registering
4235 inmates for military induction with the WRA's questionnaire "Application for Leave
4236 Clearance," was conducted in a manner fraught with such confusion and distrust that
4237 violence broke out at both California camps.
4238 Through the incarceration program, the Japanese Americans suffered greatly.
4239 They first endured the shock of realizing they could not return to their communities, but
4240 imprisoned behind barbed wire without due process without charges, hearings, or a trial.
4241 They lost their homes and businesses. Their education and careers were interrupted
4242 and their possessions lost. Many lost sons who fought for the country that imprisoned
4243 their parents. They suffered the loss of faith in the government and the humiliation of
4244 being confined as ‘enemy aliens’ and prisoners in their own country.
4245 Many young Japanese American men fought for the United States while their
4246 families were imprisoned. The segregated, all-Japanese American 100th Battalion
4247 /442nd Regimental Combat Team that fought in Europe and became the most highly
4248 decorated unit for its size and length of service in US military history, is one example of
4249 this irony. Other Japanese Americans also served secretly and with distinction in the
4250 Military Intelligence Service in the Pacific theater, becoming America’s “secret weapon.”
4251 Throughout World War II, not a single incident of espionage or sabotage was
4252 found to be committed by Japanese Americans. Japanese Americans living in Hawaii
4253 were spared en masse removal because of the logistical difficulty of transporting a third
4254 of the state's population to the mainland. With their numbers exceeding the entire
4255 Japanese population on the mainland, Japanese Americans in Hawaii proved an
4256 essential part of the state's labor force and defense.
4257 On December 17, 1944, President Roosevelt announced the end of the exclusion
4258 of Japanese Americans from the West Coast, thus allowing the return home of the
4259 incarcerees. Resettlement after incarceration was difficult, especially since prejudice still
4260 ran high on the West Coast. Many Issei (first generation Japanese Americans) never
4261 regained their losses, living out their lives in poverty and poor health.
4262 On July 31, 1980, Congress established the Commission on Wartime Relocation
4263 and Internment of Civilians (CWRIC) to investigate causes of the Executive Order 9066.
4264 The Commission concluded: "the promulgation of Executive Order 9066 was not
4265 justified by military necessity and the decisions which followed from it-detention, ending
4266 detention, and ending exclusion-were not driven by analysis of military conditions. The
4267 broad historical causes which shaped these decisions were race prejudice, war
4268 hysteria, and a failure of political leadership."

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4269 In October 1983, in response to a petition for a writ of error Coram Nobis by Fred
4270 Korematsu, the Federal District Court of San Francisco vacated his 1942 federal
4271 conviction based on new evidence that revealed the government knowledge about
4272 unconstitutional race-based rationale behind military necessity, and intentionally
4273 covered it up all the way up to the Supreme Court.
4274 After two decades of civic engagement and public advocacy, a petition for
4275 redress was won, an incredible milestone in American constitutional history. On August
4276 10, 1988, President Ronald Reagan signed into law The Civil Liberties Act of 1988,
4277 which offered an apology on behalf of the nation, and monetary restitution to the former
4278 incarcerees still living. Nearly half of those who had been imprisoned died before the bill
4279 was signed and monetary compensation was issued. Created by the passage of the
4280 Civil Liberties Act of 1988, was the federal Civil Liberties Public Education Fund to
4281 educate the public on the issues surrounding the wartime incarceration of individuals of
4282 Japanese descent, and to publish and distribute the hearings, findings, and
4283 recommendations of the Commission. After its expiration, in 1998, the California
4284 legislature passed a bill for the California Civil Liberties Public Education Program,
4285 which would support the development of educational resources about WWII
4286 incarceration and the importance of protecting civil liberties, even in times of national
4287 crisis.
4288 National Japanese American Historical Society

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4289 Handout: The Power of Primary Source Poetry

4290 Inquiry Questions:

4291 What can we learn of the experience of Japanese American incarcerees from poetry?
4292 How can poetry be a primary source?

4293 You will work in a group. First individually scan the poems then read a poem or several
4294 short poems (15 minutes). Be sure to read poems written while in camp and
4295 contemporary poems. Consider what events the writer experienced that would have led
4296 them to write the poem. What led you to this conclusion? How does the poet seem to
4297 feel about the event? What key words and phrases led you to this conclusion? Write
4298 down the line or phrase (or word) that you find most powerful. What do you like about
4299 that line or phrase? What question does the poem prompt you to ask? (either about the
4300 poet, life in general)
8
4301 Poetry Written in American Concentration Camps by People of Japanese Ancestry

4302 Haiku and Senyo

4303 In this desolate field

4304 Where only weeds have grown
4305 For millions of years,
4306 We mournfully bury
4307 Three comrades
4308 Who died in vain.
4309 Sojin Takei

4310 When the war is over

4311 And after we are gone
4312 Who will visit
4313 This lonely grave in the wild
4314 Where my friend lies buried?
4315 Keiho Soga

4316 There is no fence

4317 High up in the sky.

8
224 Nakano & Nakano. et al.
Page 198 of 439
225
4318 The evening crows
4319 Fly up and disappear
4320 Into the endless horizon
4321 Sojin Takei

4322 Two Poems by Toyo Suyemoto Kawakami 9

4323 Barracks Home

4324 This is our barracks, squatting on the ground,
4325 Tar papered shacks, partitioned into rooms
4326 By sheetrock walls, transmitting every sound
4327 Of neighbor’s gossip or the sweep of brooms
4328 The open door welcomes the refugees,
4329 And now at least there is no need to roam
4330 Afar: here space enlarges memories
4331 Beyond the bounds of camp and this new home.
4332 The floor is carpeted with dust, wind-borne
4333 Dry alkali, patterned with insect feet,
4334 What peace can such a place as this impart?
4335 We can but sense, bewildered and forlorn,
4336 That time, disrupted by the war from neat
4337 Routines, must now adjust within the heart.

4338 Gain
4339 I sought to seed the barren earth
4340 And make wild beauty take
4341 Firm root, but how could I have known
4342 The waiting long would shake

4343 Me inwardly, until I dared

4344 Not say what would be gain
4345 From such untimely planting, or
4346 What flower worth the pain?

4347 That Damned Fence10

4348 They’ve sunk the posts deep into the ground
4349 They’ve strung out wires all the way around.
9
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227 kawakami-internment-poetry/
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229 poetry/ Page 199 of 439
230
4350 With machine gun nests just over there,
4351 And sentries and soldiers everywhere.
4352 We’re trapped like rats in a wired cage,
4353 To fret and fume with impotent rage;
4354 Yonder whispers the lure of the night,
4355 But that DAMNED FENCE assails our sight.
4356 They’ve sunk the posts deep into the ground
4357 They’ve strung out wires all the way around.
4358 With machine gun nests just over there,
4359 And sentries and soldiers everywhere.
4360 We’re trapped like rats in a wired cage,
4361 To fret and fume with impotent rage;
4362 Yonder whispers the lure of the night,
4363 But that DAMNED FENCE assails our sight.
4364 We seek the softness of the midnight air,
4365 But that DAMNED FENCE in the floodlight glare
4366 Awakens unrest in our nocturnal quest,
4367 And mockingly laughs with vicious jest.
4368 With nowhere to go and nothing to do,
4369 We feed terrible, lonesome, and blue:
4370 That DAMNED FENCE is driving us crazy,
4371 Destroying our youth and making us lazy.
4372 Imprisoned in here for a long, long time,
4373 We know we’re punished–though we’ve committed no crime,
4374 Our thoughts are gloomy and enthusiasm damp,
4375 To be locked up in a concentration camp.
4376 Loyalty we know, and patriotism we feel,
4377 To sacrifice our utmost was our ideal,
4378 To fight for our country, and die, perhaps;
4379 But we’re here because we happen to be Japs.
4380 We all love life, and our country best,
4381 Our misfortune to be here in the west,
4382 To keep us penned behind that DAMNED FENCE,
4383 Is someone’s notion of NATIONAL DEFENCE!
4384 Anonymous
4385

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4386 Children’s Poetry11

4387 Be Like the Cactus

4388 Let not harsh tongues, that wag
4389 in vain,
4390 Discourage you. In spite of
4391 pain,
4392 Be like the cactus, which through
4393 rain,
4394 And storm, and thunder, can
4395 remain.
4396 Kimi Nagata

4397 Plate in hand,

4398 I stand in line,
4399 Losing my resolve
4400 to hide my tears

4401 I see my mother

4402 In the aged woman who comes
4403 And I yield to her
4404 My place in line

4405 Four months have passed

4406 And at last I learn
4407 To call this horse stall
4408 My family’s home
4409 Yukari

11
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233 poetry/
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4410 Contemporary Poems and Spoken Word

4411 "Kenji"12

4412 (Spoken word poem: www.youtube.com/watch?v=3BJjo0BCbGo)

4413 My father came from Japan in 1905

4414 He was 15 when he immigrated from Japan
4415 He worked until he was able to buy respect and build a store
4416 Let me tell you the story in the form of a dream,
4417 I don't know why I have to tell it but I know what it means,
4418 Close your eyes, just picture the scene,
4419 As I paint it for you, it was World War II,
4420 When this man named Kenji woke up,
4421 Ken was not a soldier,
4422 He was just a man with a family who owned a store in LA,
4423 That day, he crawled out of bed like he always did,
4424 Bacon and eggs with wife and kids,
4425 He lived on the second floor of a little store he ran,
4426 He moved to LA from Japan,
4427 They called him 'Immigrant,'
4428 In Japanese, he'd say he was called "Issei,"
4429 That meant 'First Generation In The United States,'
4430 When everybody was afraid of the Germans, afraid of the Japs,
4431 But most of all afraid of a homeland attack,
4432 And that morning when Ken went out on the doormat,
4433 His world went black 'cause,
4434 Right there; front page news,
4435 Three weeks before 1942,
4436 "Pearl Harbour's Been Bombed And The Japs Are Comin',"
4437 Pictures of soldiers dyin' and runnin',
4438 Ken knew what it would lead to,
4439 Just like he guessed, the President said,
4440 "The evil Japanese in our home country will be locked away,"
4441 They gave Ken, a couple of days,
4442 To get his whole life packed in two bags,
4443 Just two bags, couldn't even pack his clothes,
4444 Some folks didn't even have a suitcase, to pack anything in,
4445 So two trash bags is all they gave them,
12
235 https://www.azlyrics.com/lyrics/fortminor/kenji.html
Page 202 of 439
236
4446 When the kids asked mom "Where are we goin'?"
4447 Nobody even knew what to say to them,
4448 Ken didn't wanna lie, he said "The US is lookin' for spies,
4449 So we have to live in a place called Manzanar,
4450 Where a lot of Japanese people are,"
4451 Stop it don't look at the gunmen,
4452 You don't wanna get the soldiers wonderin',
4453 If you gonna run or not,
4454 'Cause if you run then you might get shot,
4455 Other than that try not to think about it,
4456 Try not to worry 'bout it; bein' so crowded,
4457 Someday we'll get out, someday, someday.
4458 As soon as war broke out
4459 The F.B.I. came and they just come to the house and
4460 "You have to come"
4461 "All the Japanese have to go"
4462 They took Mr. Ni
4463 People didn't understand
4464 Why did they have to take him?
4465 Because he's an innocent laborer
4466 So now they're in a town with soldiers surroundin' them,
4467 Every day, every night look down at them,
4468 From watch towers up on the wall,
4469 Ken couldn't really hate them at all;
4470 They were just doin' their job and,
4471 He wasn't gonna make any problems,
4472 He had a little garden with vegetables and fruits that,
4473 He gave to the troops in a basket his wife made,
4474 But in the back of his mind, he wanted his families life saved,
4475 Prisoners of war in their own damn country,
4476 What for?
4477 Time passed in the prison town,
4478 He wondered if they would live it down, if and when they were free,
4479 The only way out was joinin' the army,
4480 And supposedly, some men went out for the army, signed on,
4481 And ended up flyin' to Japan with a bomb,
4482 That 15 kilotonne blast, put an end to the war pretty fast,
4483 Two cities were blown to bits; the end of the war came quick,
4484 Ken got out, big hopes of a normal life, with his kids and his wife,

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4485 But, when they got back to their home,
4486 What they saw made them feel so alone,
4487 These people had trashed every room,
4488 Smashed in the windows and bashed in the doors,
4489 Written on the walls and the floor,
4490 "Japs not welcome anymore."
4491 And Kenji dropped both of his bags at his sides and just stood outside,
4492 He, looked at his wife without words to say,
4493 She looked back at him wiping tears away,
4494 And, said "Someday we'll be OK, someday,"
4495 Now the names have been changed, but the story's true,
4496 My family was locked up back in '42,
4497 My family was there it was dark and damp,
4498 And they called it an internment camp
4499 When we first got back from camp... uh
4500 It was... pretty... pretty bad
4501 I, I remember my husband said
4502 "Are we gonna stay 'til last?"
4503 Then my husband died before they close the camp.
4504 Mike Shinoda

4505 SILENCE...NO MORE 13

4506 Silence, forty years of silence

4507 Forty years of anger, pain, helplessness
4508 Shackled in the hearts of Issei, Nisei, Kibei.*

4509 Many died in silence

4510 Some by their own hands
4511 Some by others.

4512 Today
4513 The survivors Stood tall, strong, proud
4514 Issei, Nisei, Kibei, all vowed
4515 No more enryo, giri, gaman
4516 Shattering the silence.

4517 Today
4518 the survivors
4519 Cried out redress, restitution, reparations
13
238 Funabiki, Kiku
Page 204 of 439
239
4520 for a father detained in five
4521 prisoner-of-war camps in America
4522 for the crime of being Japanese
4523 and joined his loved ones
4524 in yet another barbed wire compound
4525 then returned home to die at seventy-three
4526 in San Francisco***

4527 for a mother whose demons drove her

4528 to hammer her infant to death
4529 now skipping merrily after butterflies
4530 in the snow

4531 for a brother, honor student,

4532 star athlete, Purple Heart veteran
4533 now alone in a sleazy Seattle hotel room
4534 sitting on the edge of a cot rocking, rocking
4535 for
4536 a girl of fourteen
4537 mother to the Japanese American children
4538 in Petersburg
4539 orphaned by the FBI seizure
4540 of all Japanese adults
4541 now agonizing in guilt
4542 at having detoured the jailhouse
4543 too ashamed at the sight of her father
4544 waving desperately to her
4545 for
4546 a baby whose whimpers
4547 were silenced forever
4548 in a camp hospital
4549 the Caucasian doctor who never came
4550 was a father of a son killed
4551 in the Pacific

4552 Silence
4553 Silence, no more
4554 ...no more
4555 Kiku Funabiki

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4556 We Came Back for You 14
4557 We came back for you because…we know mass incarceration.
4558 We came back for you because…we know family separation.
4559 We came back for you because…we know deportation.
4560 Because…we know barbed wire.
4561 Because…we know indefinite detention.
4562 We came back for you because…we care.

4563 Some say, “It’s not our fight, it’s not the same.”
4564 But we say incarceration of innocent people is inhumane,
4565 we say mothers and children are not to blame.
4566 Back in 1942, we disappeared.
4567 Empty chairs in the classroom,
4568 empty homes, shops, and farms.
4569 America turned their backs on us.
4570 No one marched, no one protested,
4571 there were no petitions, there was no outrage.
4572 Silence filled the empty spaces of our invisibility.
4573 Silence was the scourge of our trauma.
4574 Silence filled our hearts, our homes, our community so…

4575 We came back to let you know that we will not forget you.
4576 We came back to drum our message loud and clear.
4577 We came back to hang paper cranes of hope and caring.

4578 We didn’t know there would be a healing for us.

4579 We didn’t know that you would cry listening to our stories.
4580 We didn’t know that the power of our shared voices
4581 would be like shards ripping away the scabs of silence.
4582 We didn’t know that the small act of folding a paper crane
4583 would speak to so many people in our community.

4584 In protest we chanted, we raised our fists,

4585 we sang in Spanish, “De colores.”
4586 We held hands,
4587 we sang in Japanese, “Kutsu ga Naru.”
4588 We sang for our grandmothers and grandfathers,
4589 We sang for our mothers and fathers,
4590 And we sang for you.
4591 And in return you reached into your brown paper bag

14
241 Ina, S & Staff, et.al.
Page 206 of 439
242
4592 and tied a string bracelet to my wrist,
4593 You pushed a tortilla through the chain-link fence,
4594 You welcomed us wearing ties and hats,
4595 You even saved a rock from the old swimming pool,
4596 placed it in my hand, saying
4597 You had been waiting years for me to come back.
4598 Your big brown eyes stared up at me as tears welled up in mine.
4599 Little child, you are me. I am you.
4600 We will not forget you.
4601 We will not be silent.
4602 We will come back for you.
4603 And we will bring others until you are free!
4604 Satsuki Ina

4605 Bibliography
4606 Fort Minor - Kenji Lyrics | AZLyrics.com.
4607 https://www.azlyrics.com/lyrics/fortminor/kenji.html.

4608 Funabiki, K. Silence No More by Kiku Funabiki.

4609 http://online.sfsu.edu/jaintern/silencenomore.html.

4610 Ina, S., & Staff, L. R. (2019, November 25). We Will Come Back for You. Lion's Roar.
4611 https://www.lionsroar.com/we-will-come-back-for-you/.

4612 Internment Poetry – Japanese-American Internment Memories. Japanese.

4613 https://japaneseinternmentmemories.wordpress.com/category/japanese-internement-
4614 poetry/.

4615 Nakano, J., & Nakano, K. (1984). Poets Behind Barbed Wire Tanka Poems. Bamboo
4616 Ridge.

4617 Victoria. (2012, April 2). Tojo Suyemoto Kawakami Internment Poetry. Japanese.
4618 https://japaneseinternmentmemories.wordpress.com/2012/02/10/tojo-suyemoto-
4619 kawakami-internment-poetry/.

4620

Page 207 of 439

243
4621 Day 2 - Handout

4622 I. Quickwrite: Using what you learned yesterday write a brief response to the following
4623 questions.
4624 Why were people of Japanese ancestry incarcerated during World War II? What was
4625 the impact of the incarceration on individuals, families, and the community?

4626 Which sources of information viewed and read yesterday most informed your
4627 response? Identify specific images, dates and events, words and statements, and
4628 poems.

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244
4629 II. Returning to the poetry

4630 Poems to Consider -

4631 Identify by number

4632 What events experiences led the poet to write the poem?

4633 What does the poem reveal about the impact of the incarceration on individuals, family,
4634 and community?

4635 What words and phrases from the poem support your response to question 2?

4636 What else do you want to say about this poem and what it reveals about the
4637 incarceration of Japanese Americans during World War II?

4638 Final reflection - Considering the materials you studied in this lesson and the criteria for
4639 establishing historical significance, write a brief response to the following question.

4640 Why is the incarceration of Japanese Americans during World a significant moment in
4641 American history and an important story to include in an ethnic studies course?
4642

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4643 Student Sample 1

4644

Page 210 of 439

246
4645 Student Sample 2

4646
Page 211 of 439
247
4647 RESOURCES and MATERIALS
4648 Angel Island Immigration Station (AIIS) – Japanese
4649 www.aiisf.org
4650 Asian American Curriculum Project (AACP)
4651 https://asianamericanbooks.com/
4652 Densho: Japanese American Legacy Project
4653 www.densho.org
4654 Go For Broke National Education Center (GFBNEC)
4655 www.goforbroke.org
4656 Japanese American Museum of Oregon (JAMO)
4657 www.oregonnikkei.org
4658 Japanese American Museum of San Jose (JAMsj)
4659 www.jamsj.org
4660 Japanese American National Museum (JANM)
4661 www.janm.org
4662 Timeline of Japanese American History and Vocabulary List:
4663 http://media.janm.org/education/resources/JANM-PreVisit-Resources-timeline-
4664 vocabulary.pdf
4665 Fred T. Korematsu Institute (KI)
4666 www.korematsuinstitute.org
4667 National Japanese American Historical Society (NJAHS)
4668 www.njahs.org
4669 PBS Learning Media
4670 www.ca.pbslearningmedia.org/collection/korematsu-institute-collection/
4671 www.ca.pbslearningmedia.org/collection/japanese-american-incarceration/
4672 Smithsonian Asian Pacific American Center
4673 https://smithsonianapa.org/
4674 Smithsonian American History Museum
4675 www.americanhistory.si.edu
4676 www.americanhistory.si.edu/exhibitions/righting-wrong-japanese-americans-and-
4677 world-war-ii

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4678 Sample Lesson 21: Korean American Experiences and Interethnic
4679 Relations

4680 Theme: History and Movement

4681 Disciplinary Area: Asian American and Pacific Islander Studies

4682 Ethnic Studies Values and Principles Alignment: 1, 2, 4, 6

4683 Standards Alignment:

4684 HSS Content Standard 11.11.1

4685 CA CCSS for ELA/Literacy: RH.9–10.1, 2, 3, 7; W.9–10.1; SL.9–10.1

4686 Lesson Purpose and Overview:

4687 Overview: Koreatown in Los Angeles is a transnational enclave whose formation and
4688 development are an integral part of America’s multicultural history. The heart of Korean
4689 America is in Koreatown Los Angeles. Koreatown was a central hotspot of violence
4690 during the 1992 Los Angeles Civil Unrest/Uprising, and Korean Americans were thrust
4691 onto the national and international scenes where they were scapegoated, marginalized,
4692 and discriminated against. The media inflamed the so called Black-Korean conflict at
4693 the time, exposed the deep seeded interethnic issues plaguing inner-city communities.
4694 The shooting of Latasha Harlins on March 16, 1991, happened about two weeks after
4695 the beating of African American citizen Rodney King. The murder of Harlins by liquor
4696 store owner Soon Ja Du stirred the interethnic conflict between Korean Americans and
4697 African Americans. The case went to court, and Du received a light sentence and no jail
4698 time. The African American community was outraged, and tensions mounted between
4699 the two communities. Interethnic relations and conflicts, racism, and police brutality
4700 against African Americans fanned the flames of unrest in 1992. When the not-guilty

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4701 verdicts of the police officers involved in the case of the beating of African American
4702 citizen Rodney King came back, inner-city community residents rose up and protested.

4703 Today, the 1992 L.A. Civil Unrest/Uprising resonates strongly with communities of color
4704 whose voices are being channeled through the Black Lives Matter movement. Studying
4705 the 1992 L.A. Civil Unrest/Uprising provides a framework for students to understand and
4706 apply to current events. The manufactured interethnic conflict between Korean
4707 Americans and African Americans created by the racially systemic lack of resources,
4708 coupled with the socioeconomic issues and police brutality issues, are relevant to this
4709 day. The interethnic, socioeconomic, and police brutality issues that African Americans
4710 protested about in 1992 are the same issues the BLM movement is fighting against
4711 now. Thus, it is important to include such a major event in ethnic studies curriculum
4712 because the 1992 L.A. Civil Unrest/Uprising is a perfect case study in the field and is
4713 applicable to current events. In the aftermath of the uprising, the Korean American
4714 community transformed and became visible by exercising their political, social, and
4715 community voices.

4716 The goal of this lesson is to provide an overview of the historic, ethnic, political, and
4717 sociocultural background of Koreatown to understand the formation of the Korean
4718 American community as we know it today. The goal is also to introduce concepts in
4719 interethnic relations/studies through the lens of Korean Americans during the 1992 L.A.
4720 Civil Unrest/Uprising and contextualize this with current events. The lesson uses the
4721 voices of Korean Americans, articles, textbooks, documentaries, and interviews. 15

4722 Key Terms and Concepts: Korean Americans, oral history, Koreatown, 1992 L.A. Civil
4723 Unrest/Uprising, 1965 Immigration Act, Los Angeles, Interethnic Relations.

4724 Lesson Objectives (Students will be able to…):

250 In addition to this lesson, teachers can also discuss the causes of events in Los
15

251 Angeles during 1992 and African American experiences during this tremulous time.
Page 214 of 439
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4725  better understand the diverse experiences of Korean Americans by engaging a
4726 range of primary and secondary sources including, oral histories, textbooks,
4727 documentaries, and scholarly articles;
4728  introduce concepts in interethnic relations/studies through the lens of the so-
4729 called Black-Korean conflict and contextualize this with current events; and
4730  conduct an interview of someone who was there during the L.A. Civil
4731 Unrest/Uprising or who is Korean American. Students will develop and ask
4732 questions that explore the lived experiences of the subject being interviewed.
4733 Students will transcribe the interview and write a short essay on what they
4734 learned about the Korean American community through the interview. In doing
4735 so, students will gain key skills in how to develop and structure interviews,
4736 transcriptions, and essays.

4737 Essential Questions:

4738 1. What is the history of Koreatown and its formation?

4739 2. How did the 1992 Los Angeles Civil Unrest/Uprising effect and transform the
4740 Korean American community?

4741 3. Why is the Korean American experience important to understand within the
4742 context of Asian American studies and US history?

4743 Lesson Steps/Activities:

4744 1. The teacher makes a note of telling the class, “If anyone here has experiences or
4745 knows someone with experiences that they feel could help others better
4746 understand this content, feel free to add to our discussions.”

4747 2. The teacher tells students that they are going to learn about Korean Americans
4748 and focus on three essential questions (read essential questions 1–3 aloud).

4749 3. The teacher presents some basic information about Korean American history and
4750 identity via PowerPoint or other presentation method. The teacher asks students

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4751 if they have questions about Korean Americans and writes them on the white
4752 board. Arirang (documentary on Korean American history by Tom Coffman)
4753 https://www.youtube.com/watch?v=jELVFvva720&feature=youtu.be.

4754 4. The teacher leads a read aloud of the Quick Fact Sheet about the Korean
4755 American community in the US. Alternate choral reading––teacher reads one
4756 fact, the whole class reads the next fact, teacher walks around the room as
4757 students and teacher read the facts. Quick Fact Sheet attached.

4758 5. The teacher and students discuss the quick facts and determine which of the
4759 essential questions were answered by the information presented. Go through the
4760 questions and answers together.

4761 The teacher leads a deeper discussion about the Korean American experience in
4762 the US, focusing on the essential questions. The teacher shows a short history
4763 video about the Korean American community. The teacher notes that the
4764 students should think about the hardships and difficulties immigrants experienced
4765 coming to the US. The teacher also asks students to take note of how the film
4766 addresses racism and discrimination. In the Korean American community, the
4767 Los Angeles civil unrest/uprising is remembered as Sa-i-gu (April 29 in Korean).
4768 For the Korean American community, Sa-i-gu is known as its most important
4769 historical event, a “turning point,” “watershed event,” or “wake-up call.” Sa-i-gu
4770 profoundly altered the Korean American discourse, igniting debates and dialogue
4771 in search of new directions. Many believe that as Los Angeles burned, the
4772 Korean American was born––or reborn––on April 29, 1992. The riot served as a
4773 catalyst to critically examine what it meant to be Korean American in relation to
4774 multicultural politics and race, economics and ideology.

4775 6. “Footsteps of Korean Americans” a short documentary about the experiences of

4776 Koreans in the United States gives a concise overview of when, how, why,
4777 Koreans came to America. The film also identifies major moments in Korean
4778 American history that helped define the United States and also discusses the
4779 1992 L.A. Civil Unrest/Uprising, racism, marginalization, and discrimination. The
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4780 film also touches on the so-called Black-Korean conflict that was fueled by
4781 negative media coverage and the lack of economic resources brought on by
4782 systemic racial redlining and understanding. The documentary’s narrative shows
4783 the development of the Korean American community within the context of race
4784 relations in the United States. The film ends on a positive note with an overview
4785 of how Korean Americans are facing and dealing with the racial divide in the US
4786 and at the same time learning to deal with its newfound identity. The teacher
4787 should warn students that some images in the video could be disturbing:
4788 https://www.youtube.com/watch?v=PGtOtB-5yuQ (37 minutes).

4789 7. The teacher shows two to three videos from the Korean American Oral Histories
4790 Archive hosted by the YOK Center, UC Riverside. The videos are of Korean
4791 Americans who talk about their lives and experiences in the United States. As
4792 students watch them, they should think about how these individuals have
4793 developed their identity as being Korean American within the context of race and
4794 identity. http://kaoralhistories-yokcenter.weebly.com. Some suggestions of which
4795 oral histories to show include: Ralph Ahn; Cindy Ryu; Julie Ha; Philip Yu.

4796 8. After the videos, do a Think, Write, Pair/Share, Group Share exercise: Let
4797 students think about this question: How do these Korean Americans describe
4798 their experiences and how racism and discrimination effected their lives? Ask
4799 students to think for about a minute quietly then have them write for two to three
4800 minutes on their own. Afterward, students will be paired and asked to share their
4801 thoughts with a partner. Students can be put into breakout sessions for online
4802 courses or paired in class at random for in person teaching.

4803 Some important things to point out in the discussion:

4804  Being caught between two worlds, Korean Americans (immigrants) feel
4805 the pressures and the divide in the US along racial lines, especially as
4806 they enter small businesses and inner-city communities

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4807  Koreatown’s development over the century; its evolution from small
4808 unknown community to a recognized ethnic enclave

4809  The racial inequalities and mistreatment of Korean Americans during the
4810 1992 L.A. Civil Unrest/Uprising and the historic nature of this scenario and
4811 how it applies to other Asian American communities

4812  The racial and socioeconomic disparities that exist in the United States for
4813 minority communities including Asian Americans, African Americans, etc.

4814  Learning how Korean Americans embraced their new host society and
4815 became visible after the 1992 L.A. Civil Unrest/Uprising and how
4816 Koreatown emerged from the ashes of the violence and became a hotspot
4817 for culture, food, and all things Korean in America

4818  Developing an identity of their own as proud Korean Americans

4819 9. Have students read an excerpt from “Memoir of a Cashier: Korean Americans,
4820 Racism, and Riots.” As they read this excerpt, students should think about a
4821 similar question: What it is like to be a young Korean American during the
4822 tumultuous 1990s and during the 1992 L.A. Civil Unrest/Uprising? (pages 57–62,
4823 “Memoir of a Cashier: Korean Americans, Racism, and Riots” by Carol Park.)

4824 a. As students read the excerpt, give them the annotation chart and direct
4825 them to annotate as they read. (Adding a symbol next to a sentence that
4826 corresponds to their thinking or feeling about the text. Annotation sheet
4827 attached.) Tell the students to be ready to answer the question using
4828 evidence from the text.

4829 b. Hold a reflective class discussion: According to the author, Carol Park,
4830 what was the Black-Korean conflict?

4831 c. Some important things to point out in the discussion:

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4832 i. Similar to other minorities, Korean Americans were marginalized
4833 and discriminated against throughout US history.

4834 ii. The invisibility and categorization off Asian American and Pacific
4835 Islander groups as model minorities needs to be recognized and
4836 discussed.

4837 iii. Korean American history is important and should be taught about
4838 because of pivotal moments like the 1992 L.A. Civil
4839 Unrest/Uprising.

4840 Making Connections to the History–Social Science Framework:

4841 Chapter 14 of the framework includes a section (pages 297–299) on California’s

4842 involvement in the civil rights movement during the 1960s and discrimination as well as
4843 modern immigration, and the state’s post-1965 Immigration Act demographics. The
4844 chapter asks two essential questions where the Korean American experience and the
4845 L.A. Civil Unrest/Uprising could fit in under the Asian American studies curriculum:

4846  What did protests and frustrations expressed by Californians in the late Cold War
4847 Era reveal about the state?

4848  In what directions is California growing in the twenty-first century?

4849 10. Assessment––to show evidence of what you have learned the teacher can
4850 choose one of two assignments:

4851 a. Write 1–3 paragraphs of 5–10 sentences answering each essential

4852 question using the evidence from the sources we used, or

4853 b. Discussion group exercise where students collectively write a paper about
4854 the Korean American experience and answering the two essential
4855 questions. Each student can be paired with one other student or there can
4856 be groups of three. Each student in the group writes one paragraph.

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4857 Assessment, Application, Action, and Reflection:

4858 See Step 10 above.

4859 Materials and Resources:

4860 “Footsteps of Korean Americans” - A short Documentary Korean American history,

4861 identity, and the L.A. Civil unrest as well as current issues.
4862 https://www.youtube.com/watch?v=PGtOtB-5yuQ.

4863 Park, Carol, “Memoir of a Cashier: Korean Americans, Racism, and Riots,” Young Oak
4864 Kim Center for Korean American Studies, UC Riverside. 2017. Pages 57–62.

4865 “Korean American Oral Histories Project” (a series of video interviews and
4866 documentaries of Korean Americans in the United States discussing their immigrant
4867 experiences, the L.A. Civil unrest, and more) https://kaoralhistories-
4868 yokcenter.weebly.com/.

4869 Legacy Project: Preserving the collective history of Korean Americans.

4870 https://koreanamericanstory.org/legacy-project/.

4871 Interview with Angela Oh, a civil-rights attorney. https://m.youtube.com/watch?

4872 v=NM8Xpee9bdg.

4873 Angela Oh’s Views on L.A. Riots, Five Years Out. https://charactermedia.com/koream-
4874 archive-angela-ohs-views-on-l-a-riots-five-years-out/.

4875 Quick Fact Sheet (below)

4876 Think Write Pair/Share Group Share Handout (below)

4877 Annotation Chart (below)

4878 Additional resources for teaching Korean American studies can be found at
4879 https://www.caeducatorstogether.org/groups/ethnic-studies-statewide-group. These
4880 resources include lessons on Colonel Young Oak Kim, Dosan Anh Chang Ho, the

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4881 Korean independence movement, Dr. Sammy Lee, and Korean pop culture in the
4882 United States.

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4883 Quick Fact Sheet about the Koreans in the US

4884  The Korean American population is about 1.8 million today. The heart of Korean
4885 America resides in Los Angeles where Koreatown flourishes amid a diverse
4886 demographic. Official Korean immigration to the United States began on
4887 January 13, 1903, with the arrival of 102 Koreans in Hawaii.

4888  In March 1920, Korean Americans establish the Willows Korean Aviation
4889 School/Corps in Willows, Northern California. The school is considered the origin
4890 of the Korean Air Force today. Many Korean Americans donated to start the
4891 school, including Kim Chong-lim. He was the first Korean American millionaire.

4892  On April 12, 1960, Alfred Song is elected to the city council of Monterrey Park.
4893 He later becomes the first Korean American admitted to the California Bar and
4894 the first Asian American to be elected to the California State Legislature.

4895  On October 3, 1965, the Hart-Celler Act of 1965 opens the door for immigration
4896 in the United States. Koreans emigrate to America and the population of Koreans
4897 grows from 69,150 in 1970 to 354,953 in 1980 and 798,849 by 1990.

4898  On April 29, 1992, the Los Angeles Civil Unrest/Uprising erupt, and Koreatown is
4899 burned, looted, and businesses are destroyed. Korean Americans are left to fend
4900 for themselves and are marginalized and scapegoated by media. The moment in
4901 US history is also considered the birth of the Korean American identity as we
4902 know it today.

4903  On November 4, 1992, Jay Kim is elected to the US House of Representatives

4904 and becomes the first Korean American to be elected to the United States
4905 Congress.

4906  On September 14, 1994, Korean American actor Margaret Cho’s sitcom All-
4907 American Girl premiers on ABC and is the first network sitcom to feature a
4908 predominantly Asian American cast.

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4909  Korean American Day is declared by the US government in 2005.

4910  In 2015 David Ryu becomes the first Korean America elected to the Los Angeles
4911 City Council.

4912  During the 2018 Winter Olympic Games, Korean American Chloe Kim becomes
4913 the youngest woman to win an Olympic Gold medal in snowboarding at the
4914 games in PyeongChang, South Korea.

4915  During the February 2020 Oscars, Parasite wins awards for Best Picture,
4916 Directing, International Feature Film, and Writing, making it the first foreign
4917 language film and Korean film to win such honors.

4918 Sources:

4919 Chang, Edward T. A Concise History of Korean Americans” In Mary Connor,

4920 Teaching East Asia: Korea Lessons and Resources for K-12 Classrooms.
4921 Los Angeles, California: National Korean Studies Seminar and Korean
4922 Cultural Center Los Angeles, 2017: 249–256.

4923 Chang, Edward T and Jeannette Diaz-Veizades, Ethnic Peace in the American
4924 City: Building Community in Los Angeles and Beyond. New York: New York
4925 University Press, 1999.

4926 Chang, Edward and Carol Park, Korean Americans: A Concise History. Korea
4927 University Press. 2019.

4928 Patterson, Wayne, The Korean Frontier in America. University of Hawaii Press.
4929 1994.

4930 Park, Root, director. “Footsteps of Korean Americans,” YouTube, 23 May 2019,
4931 https://www.youtube.com/watch?v=PGtOtB-5yuQ.

4932 Park, Carol K., Memoir of a Cashier: Korean Americans, Racism and Riots.
4933 Young Oak Kim Center for Korean American Studies at UC Riverside.

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4934 Jennings, Tom, director. “The Lost Tapes: L.A. Riots,” Smithsonian Channel, 16
4935 April 2017, https://www.youtube.com/watch?v=jK88wmL1EZk.

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4936 Think Write Pair/Share Group Share

4937 Essential Question: (See sample essential questions from the Making Connections to
4938 the History–Social Science Framework above).

4939 Think for one minute about how the source had details that answered the
4940 essential question.

4941 Write for one minute about the details and facts you can remember from the
4942 source which addresses the essential question.

4943 Pair/Share for one minute per person, share out your thinking and writing
4944 about the essential question using the sources provided. Be ready to share out the
4945 information your partner provided if the teacher calls on you.

4946 Group Share for 5–10 minutes. At the end, have the class share out their
4947 information, giving students a chance to present to their peers.

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4948 Annotation Chart

Symbol Comment/Question/Response Sample Language Support

? Questions I have The sentence, “…” is unclear because…

Confusing parts for me I don’t understand what is meant when the

author says…

+ Ideas/statements I agree with I agree with the author’s statement that…

because…

Similar to the author, I also believe that…

because…

- Ideas/statements I disagree I disagree with the author’s statement that…

with because…

The author claims that… However, I disagree

because…

* Author’s main points One significant idea in this text is…

Key ideas expressed One argument the author makes is that…

! Shocking statements or parts I was shocked to read that…(further

explanation)
Surprising details/claims
The part about…made me feel…because…

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 Symbol Comment/Question/Response Sample Language Support

0 Ideas/sections you connect This section reminded me of…

with
I can connect with what the author said
What this reminds you of because…

This experience connects with my own

experience in that…

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4949 Sample Lesson 22: The Immigrant Experience of Lao Americans

4950 Theme: History and Movement

4951 Disciplinary Area: Asian American and Pacific Islander Studies

4952 Ethnic Studies Values and Principles Alignment: 1, 4, 5, 6

4953 Standards Alignment:

4954 ● HSS Content Standard 11.11

4955 ● CA CCSS for ELA/Literacy: RH.9–10.1, 2, 3, 7; WHST.9–10.2, 4, 5; SL.9–10.1

4956 Lesson Purpose and Overview:

4957 Students will discuss the reasons for the changing immigration policies of the United
4958 States, with emphasis on how the Immigration Act of 1965 and successive acts
4959 transformed American society with focus on the unique challenges confronting Lao
4960 American immigrants and the different groups among them (i.e., Lao, Hmong, Iu-Mien,
4961 Akha, etc.).

4962 Students will learn how the lesser-known immigrants from Laos contributed to greater
4963 diversity in American society since the middle of the twentieth century.

4964 Key Terms and Concepts (ties into larger unit key terms but may also include terms
4965 specific to the lesson):

4966 The evolving US immigration policies since 1965, their effects on Lao Americans to their
4967 contributions to the diversity of the population of the United States of America, refugee.

4968 Lesson Objectives: (“Students will be able to…”):

4969 1. discuss the reasons for the nation’s changing immigration policy, with
4970 emphasis on how the Immigration Act of 1965 and successive acts have
4971 transformed American society;

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4972 2. understand the unique challenges confronting Lao American immigrants and
4973 the different groups among them (i.e., Lao, Hmong, Iu-Mien, Akha, etc.);

4974 3. examine the origins and stages of Lao American immigration and their effects on
4975 Lao Americans;

4976 4. learn how the lesser-known immigrants from Laos contributed to greater diversity
4977 in American society since the middle of the twentieth century; and

4978 5. Understand how the Vietnam War changed US immigration policy since 1975.

4979 Essential Questions:

4980 1. Which period of US policy immigration did your family arrive in the United States?
4981 How has that policy supported/unsupported your family?

4982 2. How has the immigration policies of 1975 and 1980 benefited the United States?

4983 3. What current policies exist to support the original intentions of the United States
4984 as a country that receives all whom are oppressed?

4985 Lesson Steps/Activities:

4986 1. Instructor opens the class by giving a brief lecture on the following: At the end of
4987 the Vietnam War, the Royal Lao Government was overthrown by the Pathet Lao
4988 in a communist revolution. Lao politically aligned individuals or families with the
4989 USA were allowed entry to the United States with the passage of the Indochina
4990 Migration and Refugee Assistance Act in 1975. The Refugee Act of 1980
4991 authorized further Lao refugee migration to the US. Between 1975 and 1992 with
4992 over 230,000 (up to 400,000 by some estimates) Lao, Hmong, Khmu, Iu-Mien,
4993 Tai-Dam, Tai Lue, Lua, Akha, Lahu and other ethnic communities from Laos
4994 immigrated to the US, especially to California, Wisconsin, Minnesota, and Texas.

4995 2. The instructor then shows a short film clip on the Lao immigrant experience (‘The
4996 Betrayal’).

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4997 3. Classroom

4998 a. Individual students read packet materials in class to prepare for student
4999 presentations and discussion comparing and contrasting experiences of
5000 Lao immigrants, independently organizing information in note-taking guide
5001 while viewing video and reading, identifying and evaluating sources in
5002 each media format. (Model writing down points on organizer)

5003 b. Small Group: Students assigned to one memoir/oral history account

5004 assemble in individual groups. Students discuss the main ideas and
5005 details of the memoir/oral history. They then create a visual display/poster
5006 that communicates the immigrant experience (e.g., isolate one quotation
5007 for presentation). (Instructor will demonstrate before small group
5008 discussion.)

5009 c. Large Group: The class holds a discussion on Immigrant Experience of

5010 Lao Americans. Each student shares their response to the discussion.
5011 Students compare and contrast the unique and common/general aspects
5012 of each memoir/oral history account.

5013 4. Homework: Students write an essay or letter describing their critical analysis
5014 and their opinion of how federal/state/local government policy should be
5015 changed to better aid new immigrants in their integration to American society.
5016 This may include, student’s opinion, of the US government role in assisting
5017 migrants from Laos stemming from US involvement in the war in Laos.

5018 Assessment, Application, Action, and Reflection:

5019 ● Ability to accurately present facts from the videos and readings as support for
5020 their opinion on the war

5021 ● Clearly express their position on the war during debate and small group
5022 discussion.

5023 ● Ability to correctly identify its influence on US foreign policy.

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5024 Materials and Resources:

5025 Materials

5026 ● Video [time-stamp] to be shown to class: “The Betrayal” (Nerakhoon)

5027 ● Packet:

5028 ○ Thavisouk Phrasavath, Stepped Out of the Womb: A Memoir of a

5029 journey to the land where the sun falls (Lao Century Media, 2010)
5030 Chapter 6 ‘Coming To America’

5031 ○ Joanna Scott, Indochina’s Refugees: Oral Histories from Laos,

5032 Cambodia and Vietnam (MacFarland Publishing, 1989) Laos: Land of
5033 the Seminar Camps; Khamsamong Somvong: Not so wonderful was that
5034 time

5035 ○ Kao Kalia Yang, The Late Homecomer: A Hmong Family Memoir
5036 (Minneapolis: Coffee House Press, 2008) Chapter 8: Before the Babies

5037 ● Writing prompt: homework

5038 Resources

5039 General works:

5040 ● Hein, Jeremy, From Vietnam, Laos, and Cambodia: A Refugee Experience in
5041 the United States (New York: Simon & Schuster Macmillan, 1995)

5042 ● Lee, Jonathan X. and the Center for Lao Studies, Laotians in the San Francisco
5043 Bay Area (Arcadia Publishing, 2012)

5044 ● Robinson, W.C., Terms of Refuge: The Indochinese Exodus and the
5045 International Response (London: Zed Books, 1998)

5046 Lao Immigrant Memoirs:

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5047 ● Bounsang Khamkeo, I little Slave: A Prison Memoir from Communist Laos
5048 (Eastern Washington University Press, 2007). Interview:
5049 https://www.youtube.com/watch?v=R24i9IIqg20

5050 ● Kao Kalia Yang, The Late Homecomer: A Hmong Family Memoir (Minneapolis:
5051 Coffee House Press, 2008)

5052 ● Kao Kalia Yang, The Song Poet: A Memoir of My Father (New York:
5053 Metropolitan Books, 2016)

5054 ● Joanna Scott, Indochina’s Refugees: Oral Histories from Laos, Cambodia and
5055 Vietnam (MacFarland Publishing, 1989)

5056 ● Nakhonkham Bouphanouvong, Sixteen Years in the Land of Death: Revolution

5057 and Reeducation in Laos (Bangkok: White Lotus Press, 2004)

5058 ● Sucheng Chan, ed., Hmong Means Free: Life in Laos and America
5059 (Philadelphia: Temple University Press, 1994)

5060 ● Thavisouk Phrasavath, Stepped Out of the Womb: A Memoir of a journey to the
5061 land where the sun falls (Lao Century Media, 2010)

5062 Documentary Film

5063 ● The Betrayal (Nerakhoon) Written and directed by Ellen Kuras and Thavisouk
5064 Phrasavath

5065 Ethnic Studies Outcomes:

5066 ● The student will expand on previous lesson(s) covering the US foreign policy
5067 during the Cold War, including the Vietnam War and the US Civil Rights
5068 movement, including the anti-war movement.

5069 ● Recognizing the Laotian American refugee experiences, their unbreakable spirit
5070 through survival and resilience with visibility, acknowledgment, and celebration
5071 through Ethnic Studies provides Southeast Asian American youth and their
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270
5072 colleagues with an understanding around a subject that is historically
5073 overlooked.

5074

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5075 Sample Lesson 23: Historical and Contemporary Experiences of Pacific
5076 Islanders in the United States

5077 Theme: History and Movement, Identity

5078 Disciplinary Area: Asian American and Pacific Islander Studies

5079 Ethnic Studies Values and Principles Alignment: 1, 2, 3, 4

5080 Standards Alignment:

5081 HSS Content Standards: 11.4.2

5082 CA CCSS for ELA/Literacy: RH.9–10.1, 2, 3, 6, 7; W.9–10.1; SL.9–10.1, SL.11–12.4.

5083 Lesson Purpose and Overview:

5084 This lesson is designed to be an introduction to the study of people of Pacific Islander
5085 descent in the United States, while drawing connections to the Pacific Islands and the
5086 Pacific Island diaspora more broadly. Pacific Islanders in the United States are often left
5087 out of conversations about communities of color in America. The purpose of this lesson
5088 is to understand the ways in which American expansion in the Pacific since the 1800s
5089 has grown and created a variety of issues among growing Pacific Islander communities
5090 in Oceania and in the US today. This lesson will use geography, data disaggregation,
5091 and narratives to explore the US experiences of Pacific Islanders from Guam, American
5092 Samoa, Palau, Marshall Islands, Fiji, Samoa, and Tonga. This lesson is designed to be
5093 an introduction to the study of Pacific Islander migrations to the continental United
5094 States, including the history, culture, and politics of Hawai'i and US Pacific territories.

5095 Key Terms and Concepts: Pacific Islanders, race, annexation, migration, militarization,
5096 citizenship, Oceania, Melanesia, Micronesia, Polynesia, data disaggregation, Census

5097 Lesson Objectives (Students will be able to…):

5098 1. identify varying experiences of Pacific Islanders in relation to the United States;

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5099 2. analyze differences and similarities between Pacific Islander experiences and
5100 history; and

5101 3. explore the relationships between colonialism, citizenship, and identity.

5102 Essential Questions:

5103 1. Who are Pacific Islanders in the United States? What is their history with
5104 immigration and settlement?

5105 2. What systems, structures, and events have contributed to the racialization of
5106 Pacific Islanders in the US? Why is it important to disaggregate census,
5107 educational, and demographic data to understand the Pacific Islander
5108 population?

5109 3. What are the contemporary experiences of Pacific Islanders in the United
5110 States? How do they respond to discrimination and displacement?

5111 Lesson Steps/Activities:

5112 Day One: Pacific Islander Immigration to the US.

5113 Who are Pacific Islanders in the United States? What is their history with immigration
5114 and settlement?

5115 1. Students will write down seven words that describe their identity that will be
5116 shared later in the lesson.

5117 2. Teacher displays an example of a world map.

5118 3. Teacher will lead a discussion by asking the following questions, writing down
5119 student responses:

5120 a. What are maps and what do they tell us?

5121 b. Who and what gets left out of understanding people through maps?

5122 c. What do maps tell us about who created them?

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5123 Teacher notes: ex: borders, boundaries, difference, power, etc.

5124 4. Students will answer the question, “How might maps connect to the seven words
5125 you chose?,” on a piece of paper and then share out to class.

5126 5. Teacher shares examples of maps of the Pacific Islands and explains:

5127 a. The Pacific includes 1200 distinct cultural groups among 7–10 million people
5128 living in and around the world’s largest and oldest ocean, in some of the
5129 world’s most vulnerable and precious ecosystems. These groups maintain
5130 their respective cultural, political, familial knowledge systems under
5131 categories known as Melanesia, Micronesia, and Polynesia
5132 (http://asiapacific.anu.edu.au/mapsonline/sites/default/files/styles/
5133 cartogis_700x700/public/maps/bitmap/standard/2019/06/00-341_Micro
5134 %2CMela%2C%20Polynesia.png?itok=0aGPnngd). However, when
5135 encountering the US, they are defined by their relationships with maps,
5136 borders, and American empire in the Pacific.

5137 Teacher notes:

5138  Melanesia: Papua New Guinea, the Solomon Islands, Vanuatu, New
5139 Caledonia, and Fiji

5140  Micronesia: Guam, Mariana Islands, the Federated States of

5141 Micronesia (Yap, Chuuk, Pohnpei, Kosrae), Kiribati, Nauru, Marshall
5142 Islands, and Palau

5143  Polynesia: Hawaiian Islands, Samoa, American Samoa, Tonga,

5144 Tuvalu, Tokelau, Wallis and Futuna, the Cook Islands, French
5145 Polynesia, Niue, Easter Island, Pitcairn, Norfolk, and New Zealand

5146 6. Teacher displays and explains the “U.S. Immigration Status by Pacific Island
5147 Birth” infographic, which shows the varying US immigration statuses of Pacific
5148 Islanders that continue to shift over time.

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5149 7. Students will share observations of the graphic, while answering the following
5150 question: “What do you immediately recognize about the different statuses?”

5151

5152 Source: Empowering Pacific Islander Communities. “Native Hawaiian & Pacific
5153 Islanders: A Community of Contrasts in the United States.” Policy Report, Los Angeles,
5154 CA, 2014. Long description of South Pacific map.

5155 8. Teacher passes out a worksheet and explains each short write up prior to
5156 viewing each video, while students follow along.

5157 a. US Citizens: Hawai’i

5158 i. Hawai’i was colonized by Euro-American capitalists and missionaries in

5159 the eighteenth and nineteenth centuries. In 1893 Americans invaded,
5160 overthrew Indigenous peoples, and secured an all-white planter oligarchy

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5161 in place of reigning ali'i (nobility), Queen Lili'uokalani, which led to
5162 annexation in 1898. This included dispossession of the Hawaiian
5163 government, lands, and citizenship that colonized Indigenous Hawaiians.

5164 ii. Students watch a clip of Act of War (21:45-36:25)

5165 (https://www.youtube.com/watch?v=yBmrPH1sNqg&t=2917s) and write
5166 down 7–10 explicit details/facts from the video. Teachers can also provide
5167 the full documentary online for the students to watch outside of class.

5168 b. Compact of Free Association: Marshall Islands

5169 i. In 1946, the United States started testing nuclear bombs in the Marshall
5170 Islands under the codename Operation Crossroads. To clear the way for
5171 the tests, the US Navy negotiated with leaders of Bikini Atoll to move 167
5172 residents east to Rongerik Atoll—a move that Bikinians understood as
5173 temporary and believed would be “for the good of mankind.” When
5174 Rongerik’s food supply proved insufficient to support the population, the
5175 US relocated the Bikinians to Kwajalein Atoll and finally to Kile Island. On
5176 Kile, Bikinians faced numerous challenges including insufficient food
5177 supplies, lack of fishing grounds, drought, typhoons, dependence on
5178 canned food supplied by the US Department of Agriculture, and
5179 accompanying health problems (e.g., high blood pressure and diabetes).

5180 ii. Students watch Kathy Jetnil-Kijiner - Anointed (0:00-6:08)

5181 (https://www.youtube.com/watch?v=hEVpExaY2Fs) and write down 5–7
5182 explicit details/facts from the video.

5183 c. US Nationals: American Samoa

5184 i. In the 1890s, Germany, the United Kingdom, and the United States were
5185 locked in a dispute over who should have control over the Samoan
5186 islands. In 1899, these countries came to an agreement where the
5187 Germans had influence in the western islands, and the US would maintain
5188 influence in the eastern islands. The US Navy wanted to utilize Pago Pago
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5189 Harbor as a coaling site for their ships, which also became key during
5190 World War II until the closing of the base in 1951.

5191 ii. Teachers can have students watch the first 10 minutes of the 1978 film
5192 Omai Fa'atasi by Takashi Fuji and write down 7–10 explicit details/facts
5193 from the video.

5194 9. Using examples from the lecture and videos, students will work in groups to
5195 complete the worksheet and provide an analysis of American influence in the
5196 Pacific.

5197 10. As a class, each group will share their reflections and answers to: What does this
5198 tell us about “American expansion” in the Pacific? How might this impact
5199 migration to the US?

5200 Extension Assignment:

5201 Teachers can assign an essay that utilizes the information on the worksheet to write
5202 about the impact of American expansion on the Pacific Islanders.

5203 Day Two: Analyzing Racialization of Pacific Islanders through Data

5204 What systems, structures, and events have contributed to the racialization of Pacific
5205 Islanders in the US? Why is it important to disaggregate census, educational, and
5206 demographic data on the Pacific Islander population?

5207 1. Teacher begins with a group discussion.

5208 a. Teacher asks: What is a Pacific Islander? Who is a Pacific Islander? Is it one
5209 group or many groups?

5210 b. In this lesson, we are going to learn that this broad label is composed of many
5211 groups, and we are going to analyze what has contributed to this label and
5212 what are the outcomes of only relying on this label.

5213 Teacher notes:

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5214  The poverty rate of Pacific Islanders is 20% vs. 12% of the general
5215 population.

5216  Pacific Islanders are half as likely to have a bachelor’s degree in

5217 comparison with 27% for the total population and 49% of Asian
5218 Americans.

5219  Bachelor degree attainment rate is 69.1% for Asian Indians whereas only
5220 9.4% for Samoans.

5221  This data shows there is a large difference between the Pacific Islander
5222 community and the general and Asian American community.

5223  It is important to disaggregate the data to identify the needs of the Pacific
5224 Islander community.

5225  This shows there is a need for more services and programs for the Pacific
5226 Islander community (i.e., to get into and graduate from college).

5227  By lumping Pacific Islanders under Asian Americans, Pacific Islander

5228 issues become invisible.

5229 2. Students read and analyze the following sources:

5230 a. What Census Calls Us: A Historical Timeline

5231 (https://www.pewresearch.org/interactives/what-census-calls-us/; PDF at
5232 https://www.pewresearch.org/wp-content/uploads/2020/02/PH_15.06.11_Mult
5233 iRacial-Timeline.pdf)

5234 b. Excerpt of Community of Contrasts - Executive Summary and Demographics

5235 (5–10)
5236 (https://www.advancingjustice-la.org/sites/default/files/A_Community_of_Cont
5237 rasts_NHPI_US_2014.pdf)

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5238 c. The State of Higher Education in California (https://www.advancingjustice-
5239 la.org/sites/default/files/2015-State-of-Higher-Education_AANHPI2.pdf)

5240 d. Lisa Kahaleole Hall - Which Of These Things Are Not Like The Other (pages
5241 729–733, 736–738) (https://pistudies.weebly.com/resources.html)

5242 3. Teacher will pass out the worksheet “The Disaggregation of Pacific Islander
5243 Data,” which has a number of content questions. Students can work in pairs or in
5244 groups to help each other answer the questions.

5245 4. Before students answer the last question from the worksheet and write their
5246 paragraph, have a class discussion on what they have learned. Ask the question:
5247 How have racial categories impacted Pacific Islanders? Provide one example.
5248 Why is it important to disaggregate census, educational, and demographic data
5249 on the Pacific Islander population?

5250 Extension Assignment:

5251 The handout and paragraph can develop into a larger assignment that uses data
5252 disaggregation to do a report on Pacific Islanders. This report can be an infographic or
5253 in essay form. This can also lead in a Youth Participatory Action Research project that
5254 provides students an opportunity to do more research on Pacific Islander communities.
5255 This could consist of interviews and oral histories. This could potentially add to the
5256 growing research on Pacific Islanders.

5257 Day Three: Contemporary Pacific Islander Experiences

5258 What are the contemporary experiences of Pacific Islanders in the United States? How
5259 do they use storytelling to share about these experiences and reframe dominant
5260 narratives about Pacific Islanders?

5261 1. Students will draw two images, side by side, showing: 1) How they think the
5262 world/society views them; and 2) Who they really are. Students will share and
5263 explain their drawings.

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5264 2. Teacher hands out an excerpt of “Our Sea of Islands” by Epeli Hau’ofa
5265 (https://savageminds.org/wp-content/image-upload/our-sea-of-islands-epeli-
5266 hauofa.pdf) (pages 6–11), and after student finish they participate in a think, pair,
5267 share to answer:

5268 a. How does Hau’ofa discuss the perspectives of the Pacific as islands in a
5269 far sea versus Oceania as our sea of islands?

5270 b. Teacher facilitates class discussion to tie in mapping, race, genealogy,

5271 and the importance of storytelling.

5272 3. Students will review the following narratives to read/hear examples of Pacific
5273 peoples stories on contemporary issues of land displacement, climate change
5274 and movements for independence.

5275 a. Standing Above the Clouds (https://www.youtube.com/watch?

5276 v=peDRsxYaF1U)––short documentary

5277 b. Frontline Truths by the Pacific Climate Warriors (https://350.org/frontline-

5278 truths/)––first person narratives of Climate Justice Warriors

5279 c. The Question of Guam (http://webtv.un.org/search/fourth-committee-3rd-

5280 meeting-general-assembly-72nd-session/5595945643001/?
5281 term=&lan=english&cat=4th%20Committee&page=9)––United Nations
5282 testimony (Testimony is shared in this video from 2:48:13-2:52:02)

5283 i. Discussion: What stood out to you about these stories? Why is it
5284 important to learn about Pacific experiences by listening to/reading
5285 the stories of Pacific peoples?

5286 4. Students will create “I Am” poems to share:

5287 a. For each of the items, write 3–5 things that answer each item about you.
5288 Use the list to create a poem which repeats the line, “I am from…”
5289 followed by your lists. Be creative.
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280
5290 i. Items that were important to you growing up or had significance in your
5291 upbringing

5292 ii. Events that changed your life

5293 iii. Names of relatives and/or community members, especially ones that
5294 link you to your past

5295 iv. Names of food and dishes that are always at family and/or community
5296 gatherings

5297 v. Places important to you

5298 vi. Sayings and beliefs important to you

5299 Assessment, Application, Action, and Reflection:

5300 Assessment: The summative assessment has three parts in this lesson. Part 1: An
5301 essay on the impact on American expansion on the immigration of Pacific Islanders.
5302 Part 2: Data analysis infographic. Part 3: “I Am” poem. These three parts come together
5303 to both build the analytical skills of the students and also provide direct opportunities for
5304 them to connect to the lesson.

5305 Application: Students will apply the ethnic studies principles to their essay, data
5306 analysis, and poems.

5307 Action: Students can do a number of things with what they learned. First, they can use
5308 the material to analyze immigration policy that is important today. The teacher can
5309 include an extension activity that can compare Pacific Islander immigration with
5310 immigration of other Asian American groups. These immigration patterns and trends
5311 can be connected back to American expansion and imperialism. Another option is
5312 having students choose another racialized group and compare their experiences to
5313 Pacific Islanders. The teacher could also have students apply the content and skills of
5314 this lesson to develop a more robust Youth Participatory Action Research Project to
5315 learn more about Pacific Islanders by conducting interviews or collecting oral histories

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5316 with community members. This could contribute to the growing research and literature
5317 on Pacific Islanders.

5318 Reflection: Students will use the “I Am From” poems to reflect on how the lesson on
5319 Pacific Islanders connects to their own lives.

5320 Materials and Resources:

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5321 Day 1 Worksheets:

5322 Name: Period: Date:

5323 PACIFIC ISLANDERS IN THE US

5324 Learning Target(s):

5325  Identify varying experiences of Pacific Islanders in relation to the United States.
5326  Analyze differences and similarities between Pacific Islander experiences and
5327 history.
5328  Explore the relationships between colonialism, citizenship, and identity.

5329 Essential Question:

5330 1. Who are Pacific Islanders in the United States?

5331 2. What is their history with immigration and settlement?

5332 Directions: Read the three descriptions about US American involvement in the following
5333 islands below. For each island nation, you will watch a short video. While watching, you
5334 will write down explicit details/facts from the video. After, you will work with your group
5335 to write a collective response.

5336 1. HAWAI’I – US Citizenship

5337 Hawai’i was colonized by Euro-American capitalists and missionaries in the eighteenth
5338 and nineteenth centuries. In 1893 Americans invaded, overthrew Indigenous peoples,
5339 and secured an all-white planter oligarchy in place of reigning ali’i, Queen Lili’uokalani –
5340 which led to annexation in 1898. This included dispossession of the Hawaiian
5341 government, lands, and citizenship that colonized Indigenous Hawaiians.

5342 Video: Act of War – produced by PBS Hawai’i (Write 7–10 explicit details)

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5343 2. MARSHALL ISLANDS – Compact Free Association

5344 In 1946, The United States started testing nuclear bombs in the Marshall Islands under
5345 the codename Operation Crossroads. To clear the way for the tests, the US Navy
5346 negotiated with leaders of Bikini Atoll to move 167 residents east to Rongerik Atoll-a
5347 move that Bikinians understood as temporary and believed would be “for the good of
5348 mankind.” When Rongerik’s food supply proved insufficient to support the population,
5349 the US relocated the Bikinians to Kwajalein Atoll and finally to Kile Island. On Kile,
5350 Bikinians faced numerous challenges including insufficient food supplies, lack of fishing
5351 grounds, drought, typhoons, dependence on canned food supplied by the US
5352 Department of Agriculture, and accompanying health problems (e.g., high blood
5353 pressure and diabetes).

5354 Video: Anointed by Kathy Jetnil-Kijiner (Write 5–7 explicit details)

5355 3. AMERICAN SAMOA – US Nationals

5356 In the 1890s, Germany, the United Kingdom, and the United States were locked in a
5357 dispute over who should have control over the Samoan islands. In 1899, these
5358 countries came to an agreement in which the Germans had influence in the western
5359 islands, and the US would maintain influence in the eastern islands. The US Navy
5360 wanted to utilize Pago Pago Harbor as a coaling site for their ships, which also became
5361 key during World War II.

5362 Video: Omai Fa’atasi by Takashi Fujii w/Pacific Islander Communications (Write 7–10
5363 explicit details)

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5364 PART B: Analysis

5365 In your group, share your notes from each of the videos. Using your notes from the
5366 lecture and videos, discuss and write a collective response explaining US American
5367 influence in the Pacific, on a separate lined sheet of paper.

5368 **Remember to use a proper heading and include all member names.

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5369 Day 2 Worksheets:

5370 Name: Period: Date:

5371 THE DISAGGREGATION OF PACIFIC ISLANDER DATA

5372 Learning Target(s):

5373  Identify varying experiences of Pacific Islanders in relation to the United States.
5374  Analyze differences and similarities between Pacific Islander experiences &
5375 history.
5376  Explore the relationships between colonialism, citizenship, and identity.

5377 Essential Question:

5378 1. What systems, structures, and events have contributed to the racialization of
5379 Pacific Islanders in the US?
5380 2. Why is it important to disaggregate census, educational, and demographic data
5381 on the Pacific Islander population?

5382 Directions: Using the four different readings discussed and analyzed in class, answer
5383 the following questions about disaggregating Pacific Islander data. Answer in complete
5384 sentences.

5385 1. How has the Census changed over time?

5386 2. How do these sources define Pacific Islanders?

5387 3. List ALL the Pacific Islander ethnicities.

5388 4. List three important data points for Pacific Islanders

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5389 5. What does this data tell us about race and Pacific Islanders?

5390 Part B:

5391 Write a paragraph using the evidence from the sources you have read and analyzed.
5392 Answer the following questions: 1) How have racial categories impacted Pacific
5393 Islanders? Provide at least one example. 2) Why is it important to disaggregate census,
5394 educational, and demographic data on the Pacific Islander population?

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5395 Long Description Text for Graphic:

5396 US Immigration Status by Pacific Island of Birth

5397 US Citizens
5398 (Guam, Hawai’i [US state], & Commonwealth of the Northern Mariana Islands)

5399  Live & work in the US legally

5400  Qualify for public benefits (e.g., health care)

5401  Vote in elections

5402  Eligible to serve in US military

5403 COMPACT OF FREE ASSOCIATION MIGRANTS

5404 (Federated States of Micronesia, Republic of the Marshall Islands & Republic of Palau)

5405  Live & work in the US legally

5406  Labeled “nonimmigrants” but are not considered citizens or nationals

5407  Not eligible for most federal benefits, some US states may provide limited
5408 benefits

5409  Eligible to serve in US military

5410 US NATIONALS
5411 (American Samoa)

5412  Live & work in the US legally

5413  Similar to other immigrants, must obtain citizenship to obtain full benefits

5414  Qualify for most federal benefits, some state or local benefits

5415  Cannot vote when living in states

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288
5416  Eligible to serve in US military

5417 IMMIGRANTS FROM ISLANDS WITHOUT US ASSOCIATION

5418 (Papua New Guinea, Tonga, Samoa, Tokelau, Kiribati, & others)

5419  Not citizens or nationals

5420  Must apply for legal permanent resident status to work & live in the US legally,
5421 similar to other immigrants

5422  Must wait five years to apply for public benefits

5423  Cannot vote or serve in US military

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289
5424 Sample Lesson 24: South Asian Americans in the United States

5425 Theme: History and Movement

5426 Disciplinary Area: Asian American and Pacific Islander Studies

5427 Day 1: South Asian Americans in the United States

5428 Time: 45 Minutes

5429 Essential Questions:

5430  How does history shape present-day attitudes towards South Asian Americans?

5431  What are the challenges faced by immigrants (and their children and
5432 grandchildren)?

5433  How do we make our society more inclusive?

5434 Lesson Objectives (Students will be able to…):

5435  define key terms related to bullying and xenophobia;

5436  understand the historical migration of South Asians to the United States; and

5437  explore instances of discrimination and xenophobia at the individual, community

5438 and policy-level.

5439 Materials and Resources:

5440 1. Handout on “Who are South Asian Americans?” (one page, one copy per
5441 student)

5442 2. Glossary Handout (one page, one copy per student)

5443 3. Printouts of Images (11 pages, one image per group)

5444 4. Short Timeline of South Asian Americans in the US handout (two pages, one

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290
5445 copy for each student)

5446 5. Chart paper with a timeline from 1870s to the present (this can also be
5447 written on a blackboard or white board as long as it’s large enough for the
5448 images to be posted).

5449 6. Post-its and pens/markers

5450 Main Activity (30 minutes)

5451 1. Make sure that a timeline from the 1850s to the present is drawn (or a
5452 clothesline can be hung with dates dangling and clothespins for students to
5453 attach their images) somewhere in the room with room for students to
5454 hang/stick their images on.

5455 2. Divide students into 11 groups (ideally of no more than 2–3 students per group).

5456 3. Distribute the Timeline of South Asian Americans in the US (one per student)
5457 and the images (one per group).

5458 4. Ask students to discuss their image and utilize any terms from the glossary that
5459 apply to the example and situation given. Students can apply post-its with
5460 keywords that apply to their historical image on the bottom of the page or if
5461 using a clothesline, on the back of the printed image.

5462 5. After students have discussed their image, have them look at the timeline
5463 of South Asian Americans in the US and decide where on the timeline their
5464 image goes.

5465 6. Once all images are lined up, have students read out chronologically the
5466 historical timeline of events and examine the images. [Variations: students can
5467 line up with their images and read out chronologically. Students can do a silent
5468 gallery walk to read about the images and look at the historical timeline.]

5469 Discussion/Closing (15 minutes)

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5470 1. Pose the question: What did you learn in today’s lesson that you didn’t know
5471 before?

5472 2. What things can lead to a rise in xenophobia (historically or in the present)?

5473 3. How can tolerance be promoted?

5474 Homework:

5475 Ask students to investigate their migration stories using the worksheet enclosed.

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5476 1885

5477

5478 A memento of the Dean's reception, held October 10, 1885; Photograph of
5479 Anandabai Joshee, Kei Okami, and Tabat M. Islambooly, students from the
5480 Woman's Medical College of Pennsylvania taken in 1885 (left). Gurubai Karmarker
5481 (from India) graduated from Women's Medical College of Pennsylvania in 1892
5482 (right). (1885;1892) From Drexel University College of Medicine, Philadelphia, PA.

5483 With international ships and missionary societies, people from India began visiting
5484 the United States as early as the late 1700s. In the late 1800s, international students
5485 from India attended the Women’s Medical College of Pennsylvania, such as the
5486 women pictured above.

5487 Image #1 courtesy of the Legacy Center Archives, Drexel University College of
5488 Medicine, Philadelphia. “Students posing for photo,” photo# ahc1_003

5489 Image #2 courtesy of the Legacy Center Archives, Drexel University College of
5490 Medicine, Philadelphia. “Gurubai Karmarker,” photo# ahc_1520

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5491 1912

5492

5493 The first Gurudwara (Sikh Temple) in the United States was established in 1912 in
5494 Stockton, California. Immigrants from India, usually men and generally from the region
5495 of Punjab, came to the United States to study, work on the Pacific & Eastern Railroad
5496 as construction workers, in lumberyards, or in agriculture. By 1910, 5,000 men had
5497 migrated to the West Coast of the United States from colonial India.

5498 Many early immigrants were not able to bring family members to the United States with
5499 them, and few women were allowed to migrate, so many migrants inter-married with
5500 other groups, such as European Americans, Mexican Americans, or other Asian
5501 Americans. The PBS film, Roots in the Sand, documents the history of this community.

5502 “Exterior photograph of the Stockton Gurdwara." January 1916. The Hindusthanee
5503 Student. Courtesy of South Asian American Digital Archive.
5504 (http://www.saadigitalarchive.org/item/20121224X1186).
Page 256 of 439
294
5505 1917

5506

5507 In February 1917, during World War I, the US Congress passed the Immigration Act of
5508 1917 (also known as the Asiatic Barred Zone Act). Although President Woodrow
5509 Wilson previously vetoed it in 1916, the congressional majority overrode the President’s
5510 veto. The act added people originating from the Asiatic Barred Zone (see above) to the
5511 list of people who were considered “undesirable” for immigration to the US; the list also
5512 included: “homosexuals”, “idiots”, “feeble-minded persons”, "criminals", “epileptics”,
5513 “insane persons”, “alcoholics,” “professional beggars”, all persons “mentally or
5514 physically defective”, “polygamists,” and “anarchists.”

5515 The Chinese Exclusion Act of 1882 had barred Chinese from entering the US, and the
5516 1917 legislation expanded the categories to the entire Asian region. The rising
5517 “nativism” and “xenophobia” in the US led to the passage of the Act in prohibiting
5518 immigration of certain groups. Congress repealed the Chinese Exclusion Act in 1943
5519 and the Luce-Cellar Act of 1946 ended discrimination against Asian Indians and
5520 Filipinos, who were accorded the right to naturalization, allowed a quota of 100
5521 immigrants per year. The Immigration and Nationality Act of 1952, known as the
5522 McCarran-Walter Act allowed other Asian groups (Japanese, Korean, and others) to
5523 become naturalized US citizens.

5524 Accessed from:

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295
5525 http://en.wikipedia.org/wiki/File:Asiatic_Barred_Zone.png

Page 258 of 439

296
5526 1918

5527

5528 Bhagat Singh Thind at Camp Lewis. Photograph dated November 18, 1918, of
5529 Bhagat Singh Thind with his battalion at Camp Lewis, Washington. His unit was called
5530 Washington Company No. 2, Development Battalion No. 1, 166th Depot Brigade. From
5531 the South Asian American Digital Archive, donated by David Thind.

5532 Bhagat Singh Thind (who lived from 1892 to 1967) was born in Punjab, India and
5533 came to the US to study in 1913. He was enlisted to join the US military during World
5534 War I (in 1918). He was first granted US citizenship because his military service in
5535 1918, but it was revoked four days later because citizenship was only available at the
5536 time for “free white men.” Later, Thind brought a case to the Supreme Court (in 1923)
5537 arguing the immigrants from India to the US should be allowed to be naturalized
5538 citizens. The Supreme Court disagreed since only commonly understood “Caucasian”
5539 immigrants were eligible to become citizens. Thind finally became a citizen in 1936. He
5540 went on to study spirituality and lecture extensively in the US.

5541 “Bhagat Singh at Camp Lewis” November 18, 1918. Courtesy of South Asian
5542 American Digital Archive. With Permission from Donor David Thind.
5543 (http://www.saadigitalarchive.org/item/20110802;264)
Page 259 of 439
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5544 1937

5545

5546 “East India Store Section,” Honolulu Advertiser, Hawaii (1937), From South Asian
5547 American Digital Archive, from the collection of the Watumull Family, donated by Indru
5548 Watumull

5549 Description: This four-page advertisement insert from the June 3, 1937, edition of the
5550 Honolulu Advertiser, marking the opening of the Watumull Building on 1162 Fort Street.
5551 Includes several short articles about G.J. Watumull and J. Watumull, advertisements for
5552 the stores, products, and boutiques housed in the building, as well as photographs of
5553 the East India Store interior and its employees.

5554 “East India Store Section,” Honolulu Advertiser (1937). Courtesy of South Asian
5555 American Digital Archive.
5556 With Permission from Watamull Family.
5557 (http://www.saadigitalarchive.org/item/20110722;249)

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5558 1961

5559

5560 Congressional Coffee Hour at the White House with President John F.
5561 Kennedy, May 18, 1961.
5562 From Left to Right: Congressmen Dalip Singh Saund (California), Congressman
5563 Harold C. Ostertag (New York); Congressman James A. Haley (Florida); President John
5564 F. Kennedy; Congressman Frank W. Boykin (Alabama); Congressman Harold T.
5565 Johnson (California); Congressman John W. Byrnes (Wisconsin). Photographer Robert
5566 Knudsen. From J.F. Kennedy Presidential Library & Museum.

5567 Dalip Singh Saund (who lived from 1899 to 1973) was the first Asian-American
5568 member of the US House of Representatives (Congress). He served as the
5569 Congressman from the 29th District of California from 1957;1963. He was born in
5570 Punjab, India while it was under British rule and migrated to the United States (via Ellis
5571 Island) in 1920 and pursued his Masters and Doctoral degrees at the University of
5572 California, Berkeley. He campaigned for the rights of South Asian immigrants in the
5573 United States. After the Luce-Celler Act was signed into law by then-President Harry
5574 Truman in 1946 (allowing for people from India and the Philippines to become
5575 naturalized US citizens), Saund could become a US citizen, and later, successfully ran
Page 261 of 439
299
5576 for national office.

5577 Photograph No. KNX17834, “President John F. Kennedy at

5578 Congressional Coffee Hour,” May 18, 1961. John F. Kennedy
5579 Presidential Library and Museum.

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300
5580 1965

5581

5582 President Lyndon B. Johnson signing the 1965 Immigration Act with Vice President
5583 Hubert Humphrey and Senator Edward (Ted) Kennedy greeting the President. Source:
5584 LBJ Library and Museum, Photo credit: Yoichi Okamoto.

5585 In 1965, President Lyndon B. Johnson signed the Immigration Act of 1965, which
5586 changed US immigration policy. Previously, immigrants from Asia and Africa were
5587 allowed into the United States in very small numbers (even if they were highly educated
5588 or had family living in the US). The Act of 1965 was signed in front of the Statue of
5589 Liberty, on Liberty Island, and reflected the Civil Rights movement’s gains for racial
5590 equality. US immigration policies had been severely discriminatory given decades of
5591 exclusion of non-European immigrants.

5592 Departing from the previous system of country-based quotas, US immigration after 1965
5593 has focused on the skills that immigrants bring and reunification of families (immigrants
5594 sponsoring their families to join them in the United States).

5595 Image from the LBJ Library Archive

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301
5596 1987

5597
5598 Long Description Text for Graphic:

5599 2010 Hate Crimes: Behind the Bias

5600 Motivation percentages of the 6,624 single bias incidents in 2010.

5601 Race: 57.3 percent

5602 Religion: 20.0 percent

5603 Sexual Orientation: 19.3 percent

5604 Ethnicity/National Origin: 12.8 percent

5605 Disability: 0.6 percent

5606 In 1987, a 30-year-old immigrant from India who worked in a bank, Navroze Mody, was
5607 brutally beaten to death by a group of teenagers who called themselves “Dotbusters.”
5608 This group was active in New Jersey, where a large South Asian immigrant community
5609 is concentrated, and they had been harassing immigrants from South Asia for months.
5610 A month before Mody’s killing, Dotbusters (referring to the bindi that Hindu women wear
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302
5611 on their foreheads for religious purposes), sent a letter to a local newspaper. Part of
5612 their letter read:

5613 "I'm writing about your article during July about the abuse of Indian People. Well I'm
5614 here to state the other side. I hate them, if you had to live near them you would also. We
5615 are an organization called dot busters. We have been around for 2 years. We will go to
5616 any extreme to get Indians to move out of Jersey City. If I'm walking down the street and
5617 I see a Hindu and the setting is right, I will hit him or her. We plan some of our most
5618 extreme attacks such as breaking windows, breaking car windows, and crashing family
5619 parties. … They are a week race physically and mentally. We are going to continue our
5620 way. We will never be stopped."

5621 In Jersey City, after Mody’s death, another person of South Asian descent was
5622 assaulted by three men with baseball bats. Laws against hate crimes have been in
5623 existence in New Jersey though incidents still continue.

5624 Information sourced from Pluralism.org and from the FBI hate crimes statistics.

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5625 2011

5626

5627

5628 The federal government has ordered Hamtramck to print election ballots and other
5629 materials in the Bangla language. By Charles Sercombe.

5630 Here’s more proof that Hamtramck’s Bengali community is a major voting bloc. The
5631 federal government is now requiring the city to print all election material, including
5632 ballots and candidate nominating petitions, in the Bangla language as well as in English.

5633 That’s because, according to the US Census, the Bangladeshi community is sizeable
5634 enough to warrant separate ballots. The agency said it used a variety of data to
5635 determine this mandate, but just what exactly the decision was based on was not
5636 immediately known.

5637 Hamtramck is not alone in being ordered to print separate ballots. Some 248 voting
5638 districts across the country have been told to print up separate ballots for their dominant
5639 ethnic group. City Clerk Ed Norris said the mandate will mean an additional cost to the

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5640 city, but he did not know how much more elections will now run.

5641 He said there is not enough time to ready ballots for the Bengali community for the
5642 Nov. 8 General Election. The next election after the November election is the
5643 Republican Primary on Feb. 28. Norris said he’s not sure if the additional ballots will be
5644 ready by then, either.

5645 “We’re going to try to comply the best we can, as soon as we can,” he said. Part of the
5646 problem in getting ballots ready is finding both a reliable translation service, and a
5647 printer that has the proper font for the Bangla language. Another issue to figure out is
5648 who is responsible for preparing and paying for the separate ballots when elections are
5649 under the jurisdiction of the county or state.

5650 Not all elections are solely city elections. Norris said trying to coordinate this mandate
5651 with county and state officials is another hurdle to jump. In the online social network site
5652 Facebook, there has been criticism of this mandate. There are some who believe that if
5653 you are a citizen and are eligible to vote, you should be able to understand the English
5654 language. But the Voting Rights Act of 2006 mandates special language ballots for
5655 there is a significant ethnic presence in a community. Norris said that there is no appeal
5656 option to challenge the mandate.

5657 Norris added that the city has already provided some election material in Polish, Arabic
5658 and Bangla.

5659 2011 Article Accessed and Reprinted with permission from the Hamtramck Review

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5660 Post-2001

5661

5662 New York Neighbors is an inter-faith organization that uses the symbols of Judaism,
5663 Christianity, and Islam to show how people of different backgrounds can get along.

5664 In the weeks following the attacks on 9/11/2001, there were significant increases to bias
5665 incidents aimed at persons believed to be of Middle Eastern or South Asian descent.
5666 Many groups came together to unite against extremism, and to understand individuals
5667 from different backgrounds in order to make sure that unfair laws and practices don’t
5668 result in discriminatory treatment. One organization included the New York Neighbors.
5669 An inter-faith coalition of over 130 groups in New York City that strive to “defend the
5670 constitutional and American values of religious freedom, diversity and equality while
5671 fighting against anti-Muslim bigotry and discrimination against our neighbors no matter
5672 what their national origin or religion.

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5673 2012

5674
5675 On Sunday August 5, 2012, an armed gunman entered a Gurudwara (Sikh house of
5676 worship) in Oak Creek, Wisconsin and opened fire on innocent people praying in their
5677 house of worship. Six people were killed (Seeta Singh and Parkash Singh who were
5678 responsible for official duties and leading services at the Gurudwara; Ranjit Singh;
5679 Satwant Singh Kaleka, president of the Gurudwara committee; and Subegh Singh and
5680 Parmjit Kaur, members of the Gurudwara community). Two other worshippers were
5681 injured. A police officer fatally shot the gunman, Wade Michael Page, aged 40. Wade
5682 Michael Page is reported to have been affiliated with white supremacist and hate groups
5683 and was on the watchlist of organizations that track hate crimes like the Southern
5684 Poverty Law Center.

5685 After the shooting, President Obama released a statement that, “At this difficult time, the
5686 people of Oak Creek must know that the American people have them in our thoughts
5687 and prayers, and our hearts go out to the families and friends of those who were killed
5688 and wounded. My Administration will provide whatever support is necessary to the
5689 officials who are responding to this tragic shooting and moving forward with an
5690 investigation. As we mourn this loss which took place at a house of worship, we are
5691 reminded how much our country has been enriched by Sikhs, who are a part of our
5692 broader American family.”

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5693 White House Statement from the Whitehouse blog August 8, 2012, and map adapted
5694 from Wikipedia: http://en.wikipedia.org/wiki/File:USA_Wisconsin_location_map.svg

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5695 Glossary

5696 Ally: Someone who acts to help an individual of a group targeted by bullying or
5697 discrimination. Allies can help by standing up on behalf of (and together with) the victim,
5698 or advocating for changes in attitudes or policies.

5699 Bigotry: Intolerance or inability to stand those people who have different opinions or
5700 backgrounds.

5701 Empathy: The ability to understand someone else’s feelings, challenges, or problems.
5702 Empathy for another’s difficult situation should ideally lead to some action to help
5703 address that situation or its causes.

5704 Harassment: Any type of repeated or persistent behavior that is unwanted, unwelcome
5705 and causes emotional distress in the person it is directed at. It is typically motivated by
5706 gender, race, religion, national origin etc.

5707 Institutionalized racism: A system, policy, or agency that discriminates based on race
5708 or ethnic origin through its policies or practices.

5709 Islamophobia: Irrational fear and strong dislike of anyone who is, or appears to be,
5710 Muslim.

5711 Micro-aggressions: Interactions between people of different races, genders, cultures,

5712 or sexual orientations where one person exhibits non-physical aggression. Micro-
5713 aggressions can be intentional or unintentional but they convey hostility, discrimination,
5714 and attitudes of superiority.

5715 Nativism: Literally refers to the practice of favoring the interests of those of a particular
5716 place over immigrants. In the 1900s, nativist policies in the United States made
5717 immigration policies restrictive to non-European countries.

5718 Naturalized Citizen: Someone born in one country that becomes a citizen of another
5719 country. In the US, there are three ways people become citizens: (1) Jus Sanguinis
5720 (Right of Blood) in which case if one parent is a US citizen, then the child is also entitled

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5721 to US citizenship, even if s/he is born outside the US; (2) Jus Soli (right of birthplace) in
5722 which case if a person is born in the US, they are granted citizenship; (3) through
5723 naturalization in which case, after living in the US for multiple years, a person must
5724 apply for citizenship and complete a citizenship test.

5725 Prejudice: Negative feelings and stereotyped attitudes towards members of a different
5726 group. Prejudice or negative prejudgments can be based on race, religion, nationality,
5727 economic status, sexual orientation, gender, age, or other factors.

5728 Refugee: Someone who is outside of the country where they are from or have lived
5729 because s/he has been targeted, harassed or persecuted because of her/his race,
5730 religion, sexual orientation, political beliefs, etc. Refugees are often seeking asylum in
5731 other countries.

5732 Second Generation: This term refers to the US-born children of immigrant parents.
5733 Second-generation children and youth sometimes face discrimination because of their
5734 appearances or religion even though they are Americans.

5735 Solidarity: Demonstrating unity or cooperation to work with others who may or may not
5736 share the same interests or challenges. Being an ally and working in solidarity go hand
5737 in hand together.

5738 Tolerance: The ability to be fair and open to people or beliefs that are different than
5739 oneself. Being tolerant means being free from prejudice and bigotry.

5740 Xenophobia: A strong and unreasonable hatred of people who are from other
5741 countries, or other ideas and things that are foreign.

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5742 Who are South Asian Americans?

5743 Population of South Asians in the US (density)

5744 According to the 2010 Census, approximately 4.3 million South Asians live in the USA.
5745 South Asian Americans trace their origins to Afghanistan, Bangladesh, Bhutan, India,
5746 Nepal, Pakistan, Sri Lanka, and the Maldives. Some were born there, while others
5747 are descended from immigrants from these nations.

5748 The community also includes double migrants—members of diasporic communities in

5749 the Caribbean (Guyana, Jamaica, Suriname, and Trinidad & Tobago), Africa (Kenya,
5750 South Africa, Tanzania, Uganda, Zanzibar), Canada, Europe, the Middle East, and the
5751 Pacific Rim (Fiji, Indonesia, Malaysia, and Singapore) who have subsequently migrated
5752 to the US.

5753 The South Asian American community is diverse not just in terms of national origin, but
5754 also in terms of ethnicity, religion, and language. South Asian Americans practice
5755 Buddhism, Christianity, Hinduism, Jainism, Judaism, Islam, Sikhism, and
5756 Zoroastrianism; others have no faith. The most common languages spoken by South
5757 Asians in the United States, other than English, include Bengali, Gujarati, Hindi,
5758 Punjabi, Telugu, and Urdu.

5759 South Asians are also diverse in terms of immigration and socioeconomic status. While
5760 many are citizens or permanent residents, thousands live here on short-term work visas
5761 or are undocumented. With respect to employment, there are notable concentrations of
5762 South Asians in tech and the health professions, in education, and in service work, taxi
5763 work, domestic work, and the hotel and restaurant industry.

5764 Adapted from South Asian Americans Leading Together (SAALT)’s factsheets and
5765 from the curriculum “In the Face of Xenophobia: Lessons to Address the Bullying of
5766 South Asian American Youth” (2013) available online at: http://saalt.org/wp-
5767 content/uploads/2013/06/InTheFaceOfXenophobia-Final-11.4.2013.pdf.

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5768 Short Timeline of South Asian Americans in the US

5769 [Key moments in US & world history are also presented in brackets]

5770 1838:
5771 By 1838 approximately 25,000 Indian laborers have been transported as indentured
5772 workers to the British sugar colony of Mauritius. By 1917 more than 3.5 million South
5773 Asians will have been transported to European colonies in Africa, Caribbean, and the
5774 Pacific as indentured “coolies,” often undertaking harsh work once performed by
5775 slaves for a “penny a day” as historians have noted. [Slavery was abolished
5776 throughout the British Empire in 1834 and in the US in 1865)

5777 1880s & 1890s:

5778 Approximately 2,000 South Asians are residing in the US On the West Coast many
5779 are farmworkers from the Punjab region who are members of the Sikh faith. Others
5780 are students. [The modern nations of India, Bangladesh, Pakistan, Sri Lanka, and
5781 Burma were all part of the British Empire from the mid-nineteenth century to the late
5782 1940s.]

5783 1907–1908:
5784 The Asian Exclusion League, an anti-immigrant nativist group, opposes immigration
5785 from Asia and sparks violent race riots against South Asians in Washington, California,
5786 and Oregon in order to drive out “cheap labor.” The Bureau of Naturalization issues
5787 directives to dissuade citizenship applications from “Hindoos” (a derogatory term
5788 inaccurately applied to all South Asians; of the early migrants, 85% were Sikh, about
5789 13% Muslim, and only 2% Hindus).

5790 1912–1913:
5791 Sikh migrants build the first Gurudwara (Sikh house of worship) in the US in Stockton,
5792 California in 1912. Founders of the Gurudwara were also founders of the Ghadar
5793 Party in 1913. Ghadar leaders galvanized a cross-class community of laborers and
5794 students to fight the British by connecting colonialism to the racist conditions of labor
5795 and life they experienced in the US. As the Ghadar Party expanded, it established

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5796 official headquarters in San Francisco. Its leaders attracted the attention of the British
5797 government, who recruited US immigration officials to keep tabs on Indian
5798 nationalists in America, to limit the growing strength of Ghadar’s revolutionary aims.

5799 1917:
5800 Immigration Act of 1917 defines a geographic “barred zone” in the Asia-Pacific
5801 (including South Asia) from which no immigrants can come to the US [World War I
5802 lasts from 1914 to 1918]

5803 1920:
5804 State Alien land laws prohibit transfer and ownership of land to noncitizens; as a
5805 consequence Indian farmers lose over 120,000 acres in California. In the following
5806 years, over 3,000 Indians return to their homeland due to xenophobic pressures.
5807 Migrants still come to the US as traders or merchants through port cities such as New
5808 Orleans or New York, and some settle in African American or Puerto Rican
5809 communities. [Women in the US are granted the right to vote in 1920]

5810 1923:
5811 In the US v. Bhagat Singh Thind decision, the US Supreme Court found that Asian
5812 Indians are ineligible for US citizenship because they are not white. [In 1924, US
5813 Pres. Calvin Coolidge signs the Snyder Act giving Native Americans US citizenship,
5814 but many states still denied them the right to vote until 1948.]

5815 1946:
5816 The Luce-Celler Act grants right of naturalization and small immigration quotas to
5817 Asian Indians and Filipinos, including a national quota of 100 per year for immigrants
5818 from India. [World War II lasts from 1939 to 1945.]

5819 1957:
5820 Dalip Singh Saund, an Indian American from Imperial Valley, California, is elected to
5821 the US House of Representatives and serves from 1957 to 1963. South Asian
5822 Americans number more than 12,000. [In 1955, the Montgomery Bus Boycott starts in
5823 Alabama. In 1956, the Supreme Court declares segregation on buses to be illegal.]

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5824 1965:
5825 The Immigration and Nationality Act, which removes quotas for Asian immigrants,
5826 triggers the second wave of South Asian immigration. [1965: President Lyndon B.
5827 Johnson signs the Voting Rights Act.]

5828 1966-1977:
5829 Eighty-three percent of South Asians enter the United States under employment
5830 visas, including 20,000 scientists, 40,000 engineers, and 25,000 medical doctors.
5831 Most have been educated at great public expense in their nations of origin.

5832 1987:
5833 In Hoboken, New Jersey, Navroze Mody is beaten to death by “Dotbusters”–a violent
5834 hate group active in the state. South Asian Americans number more than 200,000 in
5835 the United States. [1989 marks the fall of the Berlin Wall and the beginning of the end
5836 of the Cold War.]

5837 1990:
5838 Third wave of South Asian immigrants begins, including H1-B visa holders (many
5839 working in high tech), students, and working class families.

5840 2000:
5841 Hamtramck, Michigan is the first jurisdiction to provide language assistance in a
5842 South Asian language––Bengali––to voters following a lawsuit by the Department
5843 of Justice.

5844 September 11–17, 2001:

5845 Attacks against the World Trade Center and the Pentagon take place on
5846 September 11, 2001. In the week following 9/11, there are 645 reports of bias
5847 incidents aimed at persons perceived to be of Middle Eastern or South Asian descent.
5848 South Asians Balbir Singh Sodhi of Arizona, Waqar Hasan of Texas, and Vasudev
5849 Patel of Texas are all killed in post-9/11 hate crimes. Harassment and threats make
5850 up more than two-thirds of all reported bias incidents.

5851 September 2001–February 2002:

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5852 The US government detains without charge about 1,100 individuals (many from India
5853 and Pakistan). Many are denied access to counsel and undergo secret hearings.
5854 Many are detained for months on end; others are deported with no evidence ever
5855 presented of terrorist activity.

5856 2002:
5857 The FBI reports that after 9/11, reports of violence against Muslims rose by 1600%.
5858 Nineteen people are murdered in hate crimes prompted by the events of 9/11.

5859 2002:
5860 The Special Registration (NSEERS) program requires men and boys––ages 16 and
5861 older––from 25 Asian and African countries (24 of them predominantly Muslim,
5862 including Pakistan and Bangladesh), to report to their local immigration office for
5863 fingerprinting and interrogation. Over 93,000 people register throughout the country.
5864 None are ever charged with any terrorist related activity. More than 13,000 people
5865 were placed in deportation proceedings, while thousands more voluntarily leave the
5866 country.

5867 2005:
5868 Piyush Bobby Jindal becomes the second South Asian American member of
5869 Congress. Many South Asians are elected to state office. [In 2007, Jindal becomes
5870 the first ever South Asian American state governor (Louisiana). Nikki Haley becomes
5871 the second in 2011 (South Carolina). Haley later becomes the US Ambassador to the
5872 United Nations under Donald Trump (2016)]

5873 2012:
5874 Wade Michael Page, a white supremacist, walks in and opened fire during services at
5875 a Sikh gurdwara in Oak Creek, Wisconsin, killing six and wounding four. Page
5876 subsequently commits suicide after police arrived on the scene. The shooting is
5877 labeled an act of “domestic terrorism.”

5878 2012/2013:
5879 According to the 2010 US Census, there are 4.3 million people of South Asian

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5880 descent in the United States. In 2012, Ami Bera from California becomes the third
5881 Indian American to be elected to the US House of Representatives.

5882 2015:
5883 The assault of Sureshbhai Patel occurred on February 6, 2015. Patel, a 57-year-old
5884 Indian national who was visiting his son in Madison, Alabama, US, was seriously
5885 injured after being detained by three police officers in a residential neighborhood
5886 responding to a call from a neighbor that there was a “skinny black man” walking
5887 around the predominately white neighborhood. There is video footage of the officer
5888 slamming Patel to the ground. He had to be hospitalized and is partially paralyzed as a
5889 result of the injuries. The police officer (Eric Parker) was at first fired due to
5890 international uproar, but then reinstated in 2016, and was later acquitted of all charges.

5891 2016–2019:
5892 After the November 2016 election of Donald Trump, hate crimes have skyrocketed
5893 across the US. Islamophobia and xenophobia targeting anyone with brown-skin have
5894 resulted in many deaths and injuries. In February 2017, two men originally from India
5895 chatted after work at a bar in Kansas. Asking them about their legal status and yelling
5896 at them to “get out of my country,” Adam Purinton opened fire, killing Srinivas
5897 Kuchibhotla and wounding his friend Alok Madasani as well as Ian Grillot who was at
5898 the bar and tried to help the men who were being attacked.

5899 2020/2021:
5900 Kamala Devi Harris, a Black and South Asian Senator, becomes the first woman of
5901 color nominated to a major party’s ticket as Vice-President. She is sworn in as Vice-
5902 President in January 2021.

5903 Adapted from “South Asians in the US: A Social Justice Timeline,” developed by
5904 SAALT

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5905 Migration Worksheet

5906 Use this worksheet to find out as much information as possible about how your family
5907 came to the United States. If your ancestors are Native American, find out any stories
5908 of migration within the US over the past few centuries. It is hard to pinpoint many
5909 historical dates, but just get as much information as you can to share with classmates.

5910 What can you find out about the first person in your family (on either or both sides)
5911 who migrated to the US? Around what year did that migration take place?

5912 Any additional details?

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5913 Feel free to affix copies of any photos or documents you can find to the
5914 back of this sheet.

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5915 Day 2: South Asians and Xenophobic Violence

5916 Time: 60 minutes

5917 Essential Questions:

5918  What turns xenophobia into violence?

5919 Lesson Objectives (Students will be able to…):

5920  understand the Oak Creek tragedy in historical context; and

5921  build empathy.

5922 Materials Needed:

5923 1. Handout 1: BBC Article

5924 2. Handout 2: Graphic Organizer (optional)

5925 3. Handout 3: Oak Creek Testimony

5926 4. Projector or smart board for YouTube viewing

5927 Performance tasks

5928 Understanding and Situating the Oak Creek Tragedy

5929 Activity (3 min)

5930 1. Connect students to the activity from the previous Lesson where they
5931 represented their own migration story and the xenophobia their families may
5932 have faced and also to the South Asians in America timeline that they walked
5933 through for the previous Lesson.

5934 Part I: Opening Activity (15 min)

5935 Before beginning the lesson, the teacher should warn students that this lesson contains

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5936 details and stories from a recent mass shooting.

5937 Direction for Students:

5938 1. Today, we will examine the treatment of South Asians and Muslims in America.
5939 We will begin class by reading and reacting to a current event. In the fall of
5940 2012, a white supremacist opened fire in a Gurudwara (Sikh house of worship),
5941 and killed seven innocent people. As you read this article, pay attention to what
5942 happened and why it happened. Use the headings to take note of the key ideas
5943 the author wants to illustrate, and also pay attention to how you are feeling.
5944 Annotate the article as you read for key ideas and your reactions. Draw on
5945 information you learned in the previous two lessons as you respond to the text.

5946 Instructions for Facilitator/Teacher:

5947 When implementing this lesson, teachers should take care to ensure that students
5948 do not conflate Islam with terrorism. Questions 3-4 in this section have been added
5949 to address this point.

5950 1. Give students 7–10 minutes to read and react to the article and follow with a
5951 facilitated discussion. After reading the article, the teacher should provide time
5952 for comment and reflection to help the student process the traumatic events.

5953  Handout 1: BBC News Article

5954  Handout 2: Graphic Organizer (optional)

5955 2. Guiding Questions for Discussion: What are your reactions to this article?
5956 What do you see happening here? Why do you think this happened? How do
5957 you see xenophobia and racism at play?

5958 3. What is problematic about the following statement in the article which makes
5959 reference to mistaken identity and negative stereotypes? ‘Members of the
5960 community have been attacked in the past by assailants mistaking them for
5961 Muslims.’ Why should Islam not be conflated with terrorism? What challenges
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5962 occur when people who are Muslim, or perceived to be Muslim are targeted
5963 with Islamophobic sentiment?

5964 4. Compare the above statement from the article with the following one from
5965 Harpreet Singh Saini’s testimony. ‘So many have asked Sikhs to simply blame
5966 Muslims for attacks against our community or just say “We are not Muslim.”
5967 But we won’t blame anyone else. An attack on one of us is an attack on all of
5968 us’. Why do you think many Sikhs refrain from using the phrase ‘we are not
5969 Muslim’?

5970 Part II: Historicize Oak Creek – 9/11 Connections (15 minutes)

5971 1. If a student doesn’t mention this, highlight that a key idea the article mentions
5972 is that this is not the first of these kinds of incidents. Twenty years ago, after
5973 the World Trade Center attack on 9/11, Muslims, Sikhs, South Asians, and
5974 Arab Americans became targets of xenophobic harassment and attack.

5975 2. Guiding Questions:

5976  What do you know about 9/11?

5977  What knowledge do you have of what happened to members of the

5978 Muslim, Sikh, South Asian, and Arab American communities after 9/11?

5979  Why do you think this happened?

5980 3. Use a T-chart/graphic organizer to capture student responses.

5981  Key Understanding:

5982 o After 9/11, Muslims, Sikhs, South Asians, and Arab Americans
5983 have experienced increased incidents of racial profiling,
5984 harassment, discrimination, bullying, and hate crimes.

5985 4. Have students watch the opening sequence of the documentary Divided We

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5986 Fall (0–4:30) https://www.youtube.com/watch?v=d22ZuUbgZeg. Frame the
5987 viewing by telling students that you will now watch a segment of a film that
5988 captures the aftermath of 9/11 faced by Muslims, Sikhs, South Asians, and
5989 Arab Americans. Tell students to record their reactions.

5990 5. Discussion: What are your thoughts regarding the connections between the
5991 Oak Creek tragedy and post-9/11 aftermath?

5992 Part III. Building Empathy: Oak Creek Testimony and Response Letter (25 min)

5993 1. Bring students back to the Oak Creek tragedy by suggesting that hearing
5994 people’s testimonies and narratives deepens our understandings. Tell students
5995 that you will now read a testimony from the Oak Creek tragedy.

5996 2. Engage in a shared reading of the Oak Creek testimony (Teacher reads aloud,
5997 students follow along).

5998  Handout 3: Oak Creek Testimony

5999 3. Ask students to reread the Oak Creek testimony independently, and respond
6000 by writing a letter to Harpreet. As they read the Oak Creek testimony again,
6001 guide them to capture their emotional reactions, and think about what they
6002 would like to share with teenagers who share Harpreet’s religious background.

6003 4. Before the end of the class period, ask if any student would like to share any
6004 excerpts from their letter. Ask students: How did it feel to write the letter?

6005 If useful, share with the students this infographic prepared by the Sikh Coalition (based
6006 in New York): Who are the Sikhs?
6007 http://sikhcoalition.org/images/education_resources/whoarethesikhs_national_web.pdf

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6008

6009 US and Canada

6010 6 August 2012

6011 Last updated at 09:21 ET https://www.bbc.com/news/world-us-canada-19143281

6012 Sikhs express shock after shootings at Wisconsin temple

6013 Sikhs living in the United States have expressed their shock and fear after a
6014 shooting at a temple in Wisconsin on Sunday which left seven people dead.

6015 Some community members could not believe what happened. Others said they had
6016 feared such attacks since 9/11.

6017 A gunman entered the Sikh temple on Sunday morning and opened fire, killing six
6018 people and injuring a policeman.

6019 The suspect has been named as Wade Michael Page, a 40-year-old army veteran, in
6020 US media reports.

6021 But his identity has not been independently confirmed to the BBC.

6022 A vigil for the victims was held in nearby Milwaukee as police searched the suspect's
6023 home.

6024 FBI and bomb squad officers have surrounded the property of the alleged gunman in
6025 Cudahy, about 2.5 miles (4km) north of the Wisconsin Sikh Temple, and evacuated
6026 local residents.

6027 In total, seven people died in the attack in Oak Creek, a suburb of Milwaukee, including
6028 the gunman. A police officer and two other men were critically injured.

6029 Indian Prime Minister Manmohan Singh, who is himself a Sikh, said he was "deeply
6030 shocked and saddened" by the attack.

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6031 "That this senseless act of violence should be targeted at a place of religious worship is
6032 particularly painful," Mr Singh said in a statement.

6033 Muslim confusion

6034 Officials have not yet identified the gunman or a possible motive, but Sikh organisations
6035 in the US say the community has been vulnerable since the 9/11 attacks.

6036 "This is something we have been fearing since 9/11, that this kind of incident will take
6037 place," said Rajwant Singh, chairman of the Washington-based Sikh Council on
6038 Religion and Education.

6039 "It was a matter of time because there's so much ignorance and people confuse us [as]
6040 being members of Taliban or belonging to [Osama] bin Laden," he told Associated
6041 Press.

6042 "We never thought this could happen to our community," Devendar Nagra, 48, told
6043 Associated Press. "We never did anything wrong to anyone."

6044 Sikhism hails from the Indian subcontinent, and observant Sikhs wear turbans.
6045 Members of the community have been attacked in the past by assailants mistaking
6046 them for Muslims.

6047 "That turban has tragically marked us as automatically suspect, perpetually foreign and
6048 potentially terrorists," Valarie Kaur, a filmmaker based in the US who has chronicled
6049 attacks on Sikhs, told AP.

6050 Several hundred people turned up to an impromptu candlelit vigil in Milwaukee on

6051 Sunday evening for the victims. Cab driver and Oak Creek resident Kashif Afridi went to
6052 the temple after he heard about the attack.

6053 "When the shooting happened, I was at home watching the news. I went straight out
6054 and drove to the temple. There were lots of police and the area was closed off.

6055 "The press was already there and there were lots of people from the Sikh community. I

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6056 spoke to one girl who was in the temple when the shooting happened.

6057 "She said when the shooting started, everyone panicked. People were running around
6058 trying to hide. She said she lost her uncle.

6059 "People here are in a state of a shock. This is a very small and peaceful place, you
6060 would never imagine this kind of attack could happen here. Nobody can believe it.

6061 "Lots of people have gathered in the area. People just stop by to express their
6062 sympathies."

6063 'Terrorist-type incident'

6064 There are an estimated 2,500–3,000 Sikh families in and around the city worshipping at
6065 two gurdwaras, or temples, including the Wisconsin Sikh Temple.

6066 Lakhwinder Singh, a member of the congregation there, told Reuters that two of the
6067 victims were believed to be the president of the temple and a priest.

6068 "It will take a long time to heal. We're hurt very badly," he said.

6069 President Barack Obama expressed his condolences with victims of the attack, which
6070 comes just over two weeks after a gun massacre left 12 people dead at a Colorado
6071 cinema.

6072 "As we mourn this loss which took place at a house of worship, we are reminded how
6073 much our country has been enriched by Sikhs, who are a part of our broader American
6074 family."

6075 The US embassy in India said it was "deeply saddened by the senseless loss of lives
6076 and injuries" caused by the shooting.

6077 "Our hearts, thoughts, and prayers go out to the victims and their families," a statement
6078 said.

6079 "The United States takes very seriously the responsibility to respect and protect people

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6080 of all faiths. Religious freedom and religious tolerance are fundamental pillars of US
6081 society."

6082 Local politician Mark Honadel called the attack "craziness".

6083 The state representative told CNN: "Unfortunately, when this type of stuff hits your area,
6084 you say to yourself, 'why?' But in today's society, I don't think there's any place that's
6085 free from idiots."

6086 Police have described it as a "domestic terrorist-type incident". The FBI are taking over
6087 the criminal investigation.

6088 There was believed to be only one attacker, with eyewitness reports suggesting it was a
6089 white male.

6090 BBC Article: “Sikhs express shock after shootings at Wisconsin temple”

6091 Information from the Article

6092 My Reactions

6093 Testimony before the US Senate of Harpreet Singh Saini (age 18) [Survivor of the Oak
6094 Creek Shooting]

6095 Subcommittee on the Constitution, Civil Rights and Human Rights Committee on the
6096 Judiciary on “Hate Crimes and the Threat of Domestic Extremism”

6097 September 19, 2012 (excerpts)

6098 My name is Harpreet Singh Saini. I am here because my mother was murdered in an
6099 act of hate 45 days ago. I am here on behalf of all the children who lost parents or
6100 grandparents during the massacre in Oak Creek, Wisconsin. A little over a month ago, I
6101 never imagined I’d be here. I never imagined that anyone outside of Oak Creek would
6102 know my name. Or my mother’s name. Paramjit Kaur Saini.

6103 As we all know, on Sunday, August 5, 2012, a white supremacist fueled by hatred
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6104 walked into our local Gurdwara with a loaded gun. He killed my mother, Paramjit Kaur,
6105 while she was sitting for morning prayers. He shot and killed five more men – all of them
6106 were fathers, all had turbans like me. And now people know all our names: Sita Singh.
6107 Ranjit Singh. Prakash Singh. Suvegh Singh. Satwant Singh Kaleka.

6108 This was not supposed to be our American story. This was not my mother’s dream. My
6109 mother and father brought Kamal and me to America in 2004. I was only 10 years-old.
6110 Like many other immigrants, they wanted us to have a better life, a better education.
6111 More options. In the land of the free. In the land of diversity.

6112 It was a Tuesday, 2 days after our mother was killed, that my brother Kamal and I ate
6113 the leftovers of the last meal she had made for us. We ate her last rotis – which are a
6114 type of South Asian flatbread. She had made the rotis from scratch the night before she
6115 died. Along with the last bite of our food that Tuesday…came the realization that this
6116 was the last meal, made by the hands of our mother, that we will ever eat in our lifetime.
6117 My mother was a brilliant woman, a reasonable woman. Everyone knew she was smart,
6118 but she never had the chance to get a formal education.

6119 She couldn’t. As a hard-working immigrant, she had to work long hours to feed her
6120 family, to get her sons educated, and help us achieve our American dreams. This was
6121 more important to her than anything else.

6122 Senators, my mother was our biggest fan, our biggest supporter. She was always there
6123 for us, she always had a smile on her face. But now she’s gone. Because of a man who
6124 hated her because she wasn’t his color? His religion? I just had my first day of college.
6125 And my mother wasn’t there to send me off. She won’t be there for my graduation. She
6126 won’t be there on my wedding day. She won’t be there to meet her grandchildren. I want
6127 to tell the gunman who took her from me: You may have been full of hate, but my
6128 mother was full of love. She was an American. And this was not our American dream.

6129 We ache for our loved ones. We have lost so much. But I want people to know that our
6130 heads are held high. We also know that we are not alone. Tens of thousands of people
6131 sent us letters, attended vigils, and gave us their support – Oak Creek’s Mayor and

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6132 Police Chief, Wisconsin’s Governor, the President and the First Lady. All their support
6133 also gave me the strength to come here today.

6134 Senators, I came here today to ask the government to give my mother the dignity of
6135 being a statistic. The FBI does not track hate crimes against Sikhs. My mother and
6136 those shot that day will not even count on a federal form. We cannot solve a problem
6137 we refuse to recognize.

6138 Senators, I also ask that the government pursue domestic terrorists with the same vigor
6139 as attackers from abroad. The man who killed my mother was on the watch lists of
6140 public interest groups. I believe the government could have tracked him long before he
6141 went on a shooting spree.

6142 Finally, Senators, I ask that you stand up for us. As lawmakers and leaders, you have
6143 the power to shape public opinion. Your words carry weight. When others scapegoat or
6144 demean people because of who they are, use your power to say that is wrong.

6145 So many have asked Sikhs to simply blame Muslims for attacks against our community
6146 or just say “We are not Muslim.” But we won’t blame anyone else. An attack on one of
6147 us is an attack on all of us.

6148 I also want to be a part of the solution. That’s why I want to be a law enforcement officer
6149 like Lt. Brian Murphy, who saved so many lives on August 5, 2012. I want to protect
6150 other people from what happened to my mother. I want to combat hate – not just
6151 against Sikhs but against all people.

6152 Senators, I know what happened at Oak Creek was not an isolated incident. I fear it
6153 may happen again if we don’t stand up and do something.

6154 I don’t want anyone to suffer what we have suffered. I want to build a world where all
6155 people can live, work, and worship in America in peace.

6156 Because you see, despite everything, I still believe in the American dream. In my
6157 mother’s memory, I ask that you stand up for it with me. Today. And in the days to

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6158 come.

6159 Accessed and excerpted from full testimony available at:

6160 https://www.judiciary.senate.gov/imo/media/doc/9-19-12SainiTestimony.pdf

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6161 Day 3: South Asian Americans: Past and Present

6162 Time: 60 minutes

6163 Essential Question:

6164 How can examining historical manifestations of xenophobia and racism help us
6165 understand present forms of bias-based bullying?

6166 Lesson Objectives (Students will be able to…):

6167  examine historical roots of xenophobia against Muslims, Sikhs, South Asians,
6168 and Arab Americans in America; and

6169  compare past occurrences with modern day forms of bias-based bullying.

6170 Materials Needed:

6171 1. Background Information handout

6172 2. Past & Present sets

6173 3. Graphic Organizer

6174 Performance Tasks: Connecting the past to the present

6175 Before beginning the lesson, the teacher should warn students that this lesson
6176 describes acts of violence that led to death. Time for process and reflection should be
6177 given to students because each of the sets can be traumatic for some students.

6178 Activity: (5 min)

6179 Connect students to the previous lesson in which they developed an understanding that
6180 the Oak Creek tragedy was not a new phenomenon. Rather hate crimes against
6181 Muslims, Sikhs, South Asians, and Arab Americans have significantly increased after
6182 the attacks on the World Trade Center. Tell students that today, they will further
6183 historicize this and understand how xenophobia is most often linked to what is

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6184 happening in the political landscape.

6185 Quick Write (5 mins)

6186  Ask students to recall when the earliest South Asians came to the United States.
6187 Draw upon the timeline.

6188  Prompts: What you think early arrivers might have experienced? What leads you
6189 to make these inferences?

6190 Part I: Background Information (10 min)

6191 Instructions for Facilitator/Teacher:

6192 For the main activity for this lesson, students will be working in groups in order to
6193 compare the harassment of South Asians and Muslims in the past and present. In the
6194 next 10 minutes, you will provide students with background knowledge to set them up
6195 effectively for their independent work. As a class you can read through Handout 1
6196 which provides a brief synopsis of each historical occurrence that students will examine.
6197 You may want to include visual media that can be accessed below:

6198 1907 Bellingham Riots:

6199 http://depts.washington.edu/civilr/bham_intro.htm;
6200 http://depts.washington.edu/civilr/bham_film.htm

6201 The Persian Gulf War: http://www.pbs.org/wgbh/pages/frontline/gulf/

6202 Dotbusters: http://www.youtube.com/watch?v=X1tG6mwjOtM (begin at 0:42)

6203 Part II: Small Group Work (25 min)

6204 Break students into three larger groups and then create sub-groups of 3–4 students.
6205 Before you break students into groups, discuss terms:

6206 Microaggressions: contemporary form of racism––invisible, unintentional, and

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6207 subtle in nature; usually outside the level of conscious awareness but which
6208 cumulatively and over time creates a uncomfortable or hostile environment for
6209 the victim

6210 Bullying: verbal, physical, or psychological acts of intimidation where there is

6211 an imbalance of power

6212 Harassment: systemic and/or continued unwanted actions, including threats

6213 and demands, often based upon race, sex, religion, gender, etc.

6214 Hate crimes: acts of violence against individuals, groups, places of worship,
6215 etc., typically motivated by some form of prejudice.

6216 Ask students to independently read their set of events (Handout 2). Thereafter, they
6217 should work together to complete the graphic organizer (Handout 3) (this could be
6218 completed using chart paper as well). Students will summarize each event and identify
6219 whether the occurrence is an example of microaggression, bullying, or hate crime. Next,
6220 they will analyze the language used to describe Muslims, Sikhs, South Asians, and Arab
6221 Americans either by perpetrators or by media sources in each excerpt. Finally, they will
6222 use guiding questions to synthesize the exercise and compare and contrast the
6223 xenophobic and racist treatment of the past and present. Students should prepare a
6224 quick three-minute presentation for the class on their event set.

6225 Note: You may want to model or use guided practice for the first set to give students an
6226 example of the type of thinking they will need to do.

6227 Part III: Whole Class Share (15 min)

6228 After each group shares, debrief the comparison of the past/present and discuss why
6229 the analysis of historical forms of xenophobic/racist phenomena is significant.

6230  Guiding Questions:

6231 o What did you realize as you read about the Bellingham Riots, the hate
6232 crimes that occurred during the Persian Gulf War, and the Dotbusters?
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6233 o Why do you think the events of the past occurred? What was happening
6234 between the United States and other countries during this time that
6235 influenced those events?

6236 o What about present day occurrences?

6237 o What was similar to the present day forms of harassment? What was
6238 different?

6239 o What can be done?

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6240 South Asians Past and Present––Background Information 1907

6241 Bellingham Riots

6242 “Located in the northwest corner of Washington State, just shy of the Canadian border,
6243 Bellingham boomed in the early 20th century as a center of extractive industries like
6244 mining, fishing and timber. Workers from all over the world arrived in Bellingham looking
6245 for jobs, including a sizable number from Asia.

6246 In the early 1900s, Asian immigrants numbered in the hundreds and were a substantial
6247 presence in Bellingham, sustaining small communities with their own restaurants, pool
6248 halls and barbershops. Yet, due to sustained campaigns of racism and exclusion, little
6249 to nothing of these communities remains in the city today. By 1950, city census
6250 numbers reported a mere eight individuals of Asian ancestry.

6251 The most visible manifestation of these campaigns was the riot of 1907. A group of
6252 South Asian migrant workers arrived in Bellingham in 1906, employed mostly in the
6253 city's lumber mills.

6254 Immediately, white labor leaders demanded the South Asian workers be expelled from
6255 the city, claiming the newcomers took jobs away from white workers and drove down
6256 wages.”

6257 Information excerpted from http://depts.washington.edu/civilr/bham_intro.htm

6258 Dotbusters: Anti-Indian Hate Group in New Jersey

6259 In the fall of 1987, an anti-Indian hate group formed in New York and New Jersey that
6260 committed their crimes in Jersey City. Hate crimes included burglary, vandalism, and
6261 assault to murder. While the violence seemed to be aimed at the Hindu community,
6262 where the wearing of the bindi is most common, it is believed that the Dotbusters
6263 actions were based on racial grounds, aimed at South Asian immigrants.

6264 See https://www.nytimes.com/1987/10/12/nyregion/in-jersey-city-indians-

6265 protest-violence.html
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6266 Hate Crimes During the Persian Gulf War

6267 The Persian Gulf War against Iraq was led by the United States, backed by a UN
6268 Coalition of 34 nations, and followed Iraq’s invasion of Kuwait. This conflict led to an
6269 eruption of hate crimes against Arabs and Muslims, and other ethnic communities
6270 perceived to be Middle Eastern in the United States.

6271 Information excerpted from: http://www.pbs.org/wgbh/pages/frontline/gulf/ and

6272 http://www.hrw.org/sites/default/files/reports/usa1102.pdf

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6273 Xenophobic Racism Against South Asians and Muslims in the United States: Past and
6274 Present

6275 Set #1

6276 Event #1: 1907

6277

6278 Description:
6279 On September 4, 1907, 500 white working class men in Bellingham, Washington
6280 attacked South Asian millworkers and their families. Within ten days the entire South
6281 Asian population departed town.

6282 It should be noted that the use of the term 'Hindu' in this article is inaccurate and
6283 actually refers to Sikhs. 'Hindu' or ‘Hindoo’ was a common label in Canada and the U.S.
6284 for all South Asians, though most early 20th century immigrants from India were Sikhs
6285 from the Punjab region. (See
6286 https://www.bellinghamherald.com/news/local/article22195713.html)

6287 The Sikh Coalition’s teacher resources about the Bellingham Riots provide greater
6288 detail about the Sikh community specifically being targeted, and can supplement this
6289 source. (https://www.sikhcoalition.org/get-involved/resources-for-educators/middle-high-
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6290 school-resources/bellingham-riots-resources/).

6291 Morning Reveille September 6, 1907, p. 4 (Editorial)

6292 The Hindus Have Left Us.

6293 While any good citizen must be unalterably opposed to the means employed, the result
6294 of the crusade against the Hindus cannot but cause a general and intense satisfaction.
6295 The school kids, who made up the greater portion of the mob that put the heathen out of
6296 business, should, of course, be spanked and sent to bed and the hoodlums should go to
6297 jail, but the fact that the fear instilled into the hearts of the Hindus induced them to
6298 return to the land which owes them protection [note: reference here is to Canada] is a
6299 cause for rejoicing. Two wrongs never make a right, it is true, and such riotous
6300 demonstrations are to be discouraged and prevented, but the departure of the Hindus
6301 will leave no regret.

6302 From every standpoint it is most undesirable that these Asians should be permitted to
6303 remain in the United States. They are repulsive in appearance and disgusting in their
6304 manners. They are said to be without shame and, while no charges of immorality are
6305 brought against them, their actions and customs are so different from ours that there
6306 can never be tolerance of them. They contribute nothing to the growth and up-building
6307 of the city as the result of their labors. They work for small wages and do not put their
6308 money into circulation. They build no homes and while they numerically swell the
6309 population, it is of a class that we may well spare. ... They have been working here
6310 because of the labor shortage, but now that they have decamped their places will be
6311 filled by white men. ... There can be no two sides to such a question. The Hindu is a
6312 detriment to the town, while the white man is a distinct advantage.

6313 Information sourced from:

6314 Image: ” The Reveille (September 5, 1907) (Accessed July 18, 2011). Courtesy of the
6315 Asian American Curriculum and Research Project
6316 Article: “The Reveille” The Hindus Have Left Us (September 6, 1907), Seattle Civil
6317 Rights & Labor History Project: http://depts.washington.edu/civilr/bham_news.htm

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6318 Event #2: 2005
6319 “In the fall of 2005, seventh-grader Mandeep Singh’s daily routine included fighting off
6320 classmates who pulled and yanked at his jurdha (the topknot worn by Sikh men) while
6321 calling him “Bin Laden” and “meatball head.” Though Mandeep and the Sikh Coalition
6322 repeatedly complained to his school’s administration, nothing was done to stem the
6323 harassment for almost two years. In February 2005 students hit the seventh-grader
6324 twice on his head, leading to contusions and a severe injury that left Mandeep confined
6325 to bed rest for weeks. Unconvinced that the school could do anything to ensure their
6326 son’s safety, Mandeep’s parents sent him back to his native England to finish his
6327 schooling.”

6328 Information sourced from The Sikh Coalition Website. https://www.sikhcoalition.org/wp-

6329 content/uploads/2016/11/Hatred-In-The-Hallways.pdf

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6330 Set #2

6331 Scenario #1: 1987

6332 In 1987, a 30-year old immigrant from India who worked in a bank, Navroze Mody,
6333 was brutally beaten to death by a group of teenagers who called themselves
6334 “Dotbusters.” This group was active in New Jersey, where a large South Asian
6335 immigrant community is concentrated, and they had been harassing immigrants from
6336 South Asia for months. A month before Mody’s killing, Dotbusters (referring to the
6337 bindi that Hindu women wear on their foreheads for religious purposes), sent a letter to
6338 a local newspaper.

6339 Part of their letter read:

6340 "I'm writing about your article during July about the abuse of Indian People. Well I'm
6341 here to state the other side. I hate them; if you had to live near them you would also.
6342 We are an organization called dot busters. We have been around for 2 years. We will
6343 go to any extreme to get Indians to move out of Jersey City. If I'm walking down the
6344 street and I see a Hindu and the setting is right, I will hit him or her. We plan some of
6345 our most extreme attacks such as breaking windows, breaking car windows, and
6346 crashing family parties. … They are a weak race physically and mentally. We are
6347 going to continue our way. We will never be stopped."

6348 In Jersey City, not long after Mody’s death, another person of South Asian origin
6349 was assaulted by three men with baseball bats. Incidents still continue even though
6350 laws against hate crimes have been instituted in New Jersey.

6351 Scenario #2: 2003

6352 “On November 27, 2003 Metro West reported that an Ashland, Massachusetts
6353 teenager defaced a Hindu temple in Ashland on Halloween. Anthony Picciolo, 17,
6354 was convicted of spray-painting hate messages. Police said Piccioli spray painted
6355 'Sand NRRRRRR beware,' and 'head,' on a rock near the Hindu temple. Police said
6356 'head' was short for 'towel head.' On June 25, 2003 in Boston, an Indian graduate

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6357 student named Saurabh Bhalerao, who was working part time as a pizza
6358 deliveryman, was the target of deplorable abuse. He was robbed, beaten, burned
6359 with cigarettes, stuffed in a trunk and stabbed twice before finally being dumped
6360 along a road. Police suspect that the attackers mistook the Hindu man for a Muslim.
6361 As they were beating him, the attackers supposedly taunted, ‘go back to Iraq.’”

6362 Information sourced from

6363 https://www.tandfonline.com/doi/pdf/10.1300/J500v04n01_08 and
6364 https://archive.is/20130123221104/http://www.fstdt.com/fundies/comments.aspx?
6365 q=48054

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6366 Set #3

6367 Event #1: 1991

6368 Suspicious Fires Probed for Ties to Gulf Tension: Crime: An arson unit studies a West
6369 Los Angeles market blaze and police label the torching of a Sherman Oaks store a likely
6370 hate crime. Owners of both businesses are of Mideast descent

6371 “…The Los Angeles Fire Department, meanwhile, opened an arson investigation into
6372 the other blaze that seriously damaged the Elat Market on West Pico Boulevard and
6373 destroyed an adjoining stationery store and storage area. The fire, which occurred
6374 about 11 p.m. Tuesday, caused an estimated $325,000 damage.

6375 “Because of the situation in the Middle East, we called for an arson unit right away,”
6376 said Assistant Fire Chief Ed Allen. “The market is owned by a gentleman from Iran.”

6377 “The fire had a very good start,” Allen added. “There was a lot of heavy smoke when the
6378 first companies arrived. It very quickly broke through the roof. When that happens, you
6379 take a hard look at it.”

6380 Although the owner, Ray Golbari, said repeatedly he thought the fire was “just an
6381 accident,” some neighbors said it was possible someone had started the fire in the
6382 mistaken belief that Golbari is of Arab, rather than Jewish, descent.

6383 The Elat Market has signs in both Hebrew and Persian script on the front, but Golbari
6384 said the Persian script is sometimes misread as Arabic.

6385 There have been two other suspicious fires in the Pico-Robertson district in recent
6386 weeks. One occurred Dec. 27 at an insurance agency, and another on the night of Jan.
6387 17 at a hot dog stand.

6388 “This is the kind of violence that we have been warning the authorities that the Arab-
6389 American community would be subjected to,” said Nazih Bayda, regional director of the
6390 American-Arab Anti-Discrimination Committee.

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6391 Information sourced from https://www.latimes.com/archives/la-xpm-1991-01-24-mn-
6392 1117-story.html

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6393 Event #2: February 2009

6394 “As an eighth-grade student at Beckendorf Junior High School in Katy, Texas--the
6395 same town where residents infamously held pig races to protest a proposed mosque in
6396 2006 R R Abdul Hamed initially accepted a classmate's explanation that jibes like
6397 "terrorist" and "your family blows things up," were just jokes.

6398 But the teasing continued almost daily, and soon escalated into shoving.

6399 Abdul alerted his teachers, who separated the boys in class, but the bullying
6400 would continue in the hallways. In early February 2009, on the school's track field,
6401 Abdul shoved back.

6402 According to Abdul, the boy left but returned several minutes later and sucker
6403 punched him, knocking him out and breaking his jaw. That was how Abdul's
6404 Palestinian parents first learned about the bullying.

6405 Abdul said school officials made the boy go to anger management counseling. "For
6406 what I went through, that punishment wasn't even close," said Abdul, whose jaw was
6407 wired shut and missed several weeks of school.

6408 Abdul, now a 15-year-old sophomore at Seven Lakes High School where his attacker
6409 also goes, said he's “moved on.”

6410 Information sourced from: https://www.christiancentury.org/article/2011-09/muslim-

6411 teens-push-back-against-911-bullying

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6412 SUMMARIZE!
6413 What’s happening in each event? Which acts are microaggressions, which might be
6414 called bullying, and which are hate crimes?

6415 Event #1

6416 Event #2

6417 ANALYZE!
6418 What terms are used to describe Muslims, Sikhs, South Asians, and/or Arab
6419 Americans in each event?

6420 Event #1

6421 Event #2

6422 SYNTHESIZE!
6423 Why does this matter? What does this show us? How?

6424 Event #1

6425 Event #2

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6426 Sample Lesson 25: Vietnamese American Experiences – The Journey of
6427 Refugees

6428 Theme: History and Movement

6429 1. What does it mean to live on this land? Who may become an American?
6430 What happens when multiple narratives are layered on top of each other?

6431 2. How should societies integrate newcomers? How do newcomers develop a

6432 sense of belonging to the places where they have arrived?

6433 3. How does migration affect the identities of individuals, communities and
6434 nations?

6435 4. How do ideas about who may belong in a nation affect immigration
6436 policy, the lives of immigrants, and host communities?

6437 5. What role have immigrants played in defining notions of democracy?

6438 Disciplinary Area: Asian American and Pacific Islander Studies

6439 Ethnic Studies Values and Principles Alignment: 1, 2, 6

6440 Standards Alignment:

6441 HSS Content Standard 11.11.1: Discuss the reasons for the nation’s changing
6442 immigration policy, with emphasis on how the Immigration Act of 1965 and successor
6443 acts have transformed American society.

6444 CA CCSS for ELA/Literacy: RH.11–12.1, 2, 3, 4, 5, 6, 7; W.11–12.1; SL.11–12.1

6445 Lesson Purpose and Overview:

6446 The lesson focuses on the history, politics, culture, contributions, challenges, and
6447 current status of Vietnamese Americans in the United States.

6448 Overview: Vietnamese Americans play an integral part in shaping the America’s

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6449 multicultural and multilingual transformation. To understand this process, we
6450 must examine the following:

6451  Vietnamese Refugees: Vietnamese refugees arrived in waves from 1975 to 1995.
6452 Some refugees escaped Vietnam in boats while others were repatriated to other
6453 counties. There were estimates of up to two million people escaping by boats and
6454 approximately half of them perished in the high seas. Many faced hunger, thirst,
6455 piracy, or other traumatic experiences during their journeys. Many others who
6456 were not able to flee remained in Vietnam and faced economic hardships,
6457 persecution and re-education camps, and from the totalitarian government led by
6458 the Communist Party. The international community made great efforts to support
6459 these coming waves of refugees but that exhausted around 1995 when it started
6460 to stop accepting these refugees and forced them to return to their homeland. The
6461 boat people saga and the hypervisibility of the plight of refugees forced the US,
6462 and the international community, to negotiate with Vietnam to allow other waves of
6463 Vietnamese leaving through other humanitarian programs under the auspices of
6464 family reunification that particularly targeted former political prisoners, Amerasian
6465 children, and former employees of the US government. Most of the refugees were
6466 accepted for resettlement to sanctuary countries all over the world, and many
6467 resettled in the US. The resettling refugees were first scattered all over the US, but
6468 most of them eventually congregated around the largest concentrations of
6469 Vietnamese communities in Orange County, San Jose, Houston, Virginia, or
6470 Florida.

6471  New Life in America. Most of Vietnamese refugees arrived in America without
6472 any preparation economically, educationally, or culturally. Children were enrolled
6473 in schools at their age level with a new language and education system and limited
6474 support. Adults were either enrolled in adult schools or began new lives with new
6475 job skills or life experiences which were totally different from their normal lives in
6476 Vietnam. Many refugees who settled in the US had no proof of certification of their
6477 trades or professional careers. They worked in manually laborious jobs that did not
6478 require a mastery of the English language. Many Vietnamese children adapted
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6479 well in American schooling, but their parents or adult relatives were less
6480 successful. Overall, they adapted well in their new homeland, but the scars of the
6481 war, life under community rule, boat escapes, and cultural shock upon arrival in
6482 America continued with many of them in varying degrees.

6483  Vietnamese American Success and Contributions. The Vietnamese have been
6484 resettled throughout the US with varying degree of success, and California is
6485 home to many of the largest Vietnamese communities outside of the Vietnam. In
6486 California, there are large Vietnamese American communities in Orange County,
6487 San Jose, Los Angeles, San Diego, San Francisco, and Sacramento. Vietnamese
6488 students make up one of the highest performing groups academically. Vietnamese
6489 Americans have also made large contributions in high-tech businesses, health
6490 care, education, military high-ranking officers, or government officials. Despite
6491 some successes, the Vietnamese American community continues to have some of
6492 the lowest level of education and income and is one of the most linguistically
6493 isolated and Limited English Proficient communities compared to the general
6494 population.

6495 Key Terms and Concepts: Vietnamese Americans, refugees, oral histories

6496 Lesson Objectives (Students will be able to…):

6497  enhance understanding and analyze the refugee experiences of Vietnamese

6498 Americans by engaging in a variety of primary and secondary sources
6499 including, oral histories, books, documentaries, scholarly articles, community
6500 programs and resources;

6501  introduce the distinction between refugees, those who seek political and
6502 economic refuge as a result of the various wars taken place on Vietnam soil, and
6503 immigrants in America seeking opportunity for a better life; and

6504  conduct an interview of someone who is a Vietnamese refugee or listen to

6505 archived interviews of Vietnamese refugees. Students will develop and ask
6506 questions that explore the lived experiences of Vietnamese refugees. Students
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6507 will record and transcribe the interviews. Students analyze the transcription and
6508 create a presentation (using various formats such as PowerPoint, video, paper)
6509 on the experiences of Vietnamese refugees.

6510 Essential Questions:

6511 1. What is the history of Vietnamese Americans in the US?

6512 2. How has the cultural perception of Vietnamese people and Vietnamese
6513 Americans been shaped and framed by mainstream discourse in the US?

6514 3. How did the first-generation Vietnamese refugees’ experiences differ from their
6515 children who were born in the US. How did their refugee status factor into
6516 differing experiences?

6517 4. Why is the Vietnamese American experience important to understand within

6518 the context of Asian American studies and US history? What are the
6519 differences between the refugee and immigrant experience?

6520 Lesson Steps/Activities:

6521 Day 1
6522 1. The teacher begins the lesson by asking students, “Tell me one thing about you
6523 that shapes your experiences and how you see the world.” This provides the
6524 students with the opportunity to hear the various perspectives.

6525 a. Students engage in writing “I am From…” poem. Students write a three-

6526 stanza poem that speaks to their identity, background, experience, and
6527 where they are from. Each line of the poem begins with “I am From…” and
6528 should follow something specific about their life, upbringing, and identity.
6529 Teachers can provide examples. Allow students 10–15 minutes to write
6530 their poem. After everyone has finished writing, students can share their
6531 poems in class throughout this lesson.

6532 2. The teacher tells students that they are going to learn about Vietnamese

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6533 Americans and focus on four essential questions (read essential questions 1–4
6534 aloud).

6535 3. The teacher asks students about what they know about Vietnam and its
6536 relationship to the United States. “What comes to mind when you think of
6537 Vietnam?”

6538 4. The teacher presents some basic information about Vietnamese American history
6539 and Vietnamese Americans via article, poem, PowerPoint, or other presentation
6540 method. Suggested short video clips to share with students are below. Teachers
6541 should note that some materials may be sensitive for some students.

6542 a. American Experience: Last Days in Vietnam Collection – Refugees:

6543 https://ca.pbslearningmedia.org/resource/amex27ldv-soc-flag/last-days-in-
6544 vietnam-refugees/

6545 b. PBS Asian Americans Collection – Southeast Asian Refugees:

6546 https://ca.pbslearningmedia.org/resource/southeast-asian-refugees/
6547 asian-americans/

6548 5. The teacher leads a read aloud of the Quick Fact Sheet about the Vietnamese
6549 Americans in the US. Alternate choral reading––teacher reads one fact, the whole
6550 class reads the next fact, teacher walks around the room as students and teacher
6551 read the facts. Quick Fact Sheet attached.

6552 a. After the watching the videos and reviewing the Quick Fact Sheet, the
6553 teacher asks students to draft a set of questions that they would like to
6554 learn more about the Vietnamese refugees based on the information
6555 provided. Prompting questions may include: “What questions do you
6556 have about the refugee experience? What would you like to know more
6557 about the refugee experiences of Vietnamese Americans? Whose story
6558 is being told? Whose narrative is being left out?” The class writes down
6559 and compiles a list of shared questions.

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6560 For homework, students can conduct research on the outstanding questions.

6561 Day 2 –

6562 1. The teacher begins a deeper discussion about the Vietnamese refugee
6563 experience in the US, focusing on the essential questions. The teacher
6564 then shows additional video clips showcasing the diversity of experiences
6565 for refugees and their families in the United States. Students are also
6566 asked to reflect on how the video clips address how refugees are being
6567 portrayed in the context of racism and discrimination in the US.

6568 a. PBS WQED Specials – Vietnam: Another View:

6569 https://www.pbs.org/video/vietnam-another-view-libeph/

6570 b. PBS Finding Refuge in KC: Hank - https://www.pbs.org/video/hank-tmh9ae/

6571 c. PBS Borders & Heritage – In Washington, a Vietnamese Refugee Lives Life
6572 in Limbo: https://www.pbs.org/video/in-washington-a-vietnamese-refugee-
6573 lives-life-in-limbo-i6nbkp/

6574 2. After the video clips, students engage in a Think, Write, Pair/Share
6575 followed by Group Share exercise, guided by the following questions:

6576 a. How do Vietnamese Americans describe their refugee experience? How do

6577 experiences differ for Vietnamese refugees and their families and children
6578 who were raised in the US?

6579 b. How were/are Vietnamese refugees being perceived by both

6580 Vietnamese Americans and the American public?

6581 c. How was/is the Vietnamese refugee experience being shaped

6582 by racial and discrimination policy and practices in the US?

6583 d. How are the Vietnamese refugee experiences similar to and different
6584 from other immigrant groups?

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6585 Some important things to point out in the discussion:

6586  The wars in Southeast Asia have been framed by a general understanding
6587 in mainstream discourse of the Vietnam War as a proxy war to a global
6588 Cold War between two international superpowers, the United States and the
6589 Soviet Union, as a precursor to discussions surrounding communist/anti-
6590 communist political ideological difference and divide that would exacerbate
6591 the experiences of resettling Vietnamese later.

6592  Many Vietnamese refugees experience loss, trauma, and suffering

6593 as they flee their homeland and seeking political and economic
6594 refuge in a foreign land.

6595  Being caught between two worlds, Vietnamese American are neither
6596 accepted by the country they left behind nor America given their refugee
6597 status, a reminder of the war that America played a role in it.

6598  Vietnamese American community development over the past four

6599 decades––its resettlement from refugee camps to recognized ethnic
6600 enclaves throughout California and the US.

6601  The racial inequalities and discriminatory practices to Asian Americans

6602 and how they negatively impact the Vietnamese community. The COVID-
6603 19 pandemic shed light on the racial and socioeconomic disparities that
6604 communities of color experience (California governor’s remarks about
6605 nail salons as the center of the widespread illness has a negative impact
6606 on the industry and its workers).

6607  Recognize the growth, development, and contributions that many

6608 Vietnamese Americans are making to the shape the diversity of our
6609 America.

6610 Homework/Action/Assessment –

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6611 To demonstrate learning of the material, students can choose between two activities to
6612 complete as a homework assignment. The options are:

6613 1. The teacher provides students with a resource list of various articles and short
6614 books through the perspective of Vietnamese American refugees. Students are to
6615 choose at least three resources and write a 2-page essay answering the reflection
6616 questions below.

6617 a. Book: Being Vietnamese in America (Hay Song “My” Mot Cach Rat “Viet
6618 Nam”) by Nguyen Ha Tran:
6619 http://www.fullerton.edu/nrcal/orderbooks_2020.php

6620 b. Book: The Best We Could Do by Thi Bui: https://www.amazon.com/Best-We-

6621 Could-Do-Illustrated/dp/1419718770

6622 c. Article : Vietnamese American Art and Community Politics: An Engaged

6623 Feminist Perspective by Lan Duong, Isabelle Thuy Pelaud. Journal of Asian
6624 American Studies: https://muse.jhu.edu/article/488126/pdf

6625 d. Article: Toward a Critical Refugee Study: The Vietnamese Refugee Subject
6626 in US Scholarship by Yên Lê Espiritu. Journal of Vietnamese Studies:
6627 https://www.jstor.org/stable/10.1525/vs.2006.1.1-2.410?seq=1

6628 e. Article: April 30 by Viet Thanh Nguyen: https://vietnguyen.info/2016/april-30

6629 f. Article: Our Vietnam War Never Ended by Viet Thanh

6630 Nguyen: https://vietnguyen.info/2015/vietnam-war-
6631 never-ended

6632 g. Article: Author Viet Thanh Nguyen on the struggles of being a refugee in
6633 America by Viet Thanh Nguyen: https://vietnguyen.info/2018/author-viet-
6634 thanh-nguyen-struggles-refugee-america

6635 h. Article: Asian Americans are still caught in the trap of the model minority
6636 stereotype and it creates inequality for all by Viet Thanh Nguyen:
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352
6637 https://vietnguyen.info/2020/asian-americans-are-still-caught-in-the-trap-
6638 of-the-model-minority-stereotype-and-it-creates-inequality-for-all

6639 i. Excerpt: Prologue and Introduction from Nothing Ever Dies: Vietnam and
6640 the Memory of War by Viet Thanh Nguyen

6641 Reflection Questions:

6642  Viet Thanh Nguyen’s book Nothing Ever Dies begins with the statement
6643 that “All wars are fought twice: the first time on the battlefield, the second
6644 time in memory.” – drawing from the chosen articles/books, how might this
6645 make sense for in different ways for the first generation of Vietnamese
6646 refugees and their second-generation Vietnamese American children?

6647  What is it like to be Vietnamese American today?

6648  How is the identity of Vietnamese Americans being shaped? What is

6649 visible and what is invisible?

6650 2. Students conduct oral histories by interviewing Vietnamese refugees using the set
6651 of questions that the class has compiled in Day 1, Activity 5(a) above. Students
6652 can also personalize their project by considering how their personal and/or family
6653 stories connect to Vietnamese American experience and how the Vietnamese
6654 American experience connect to the larger historical narratives and how and why
6655 some narratives have been privileged over others. For students who do not have
6656 personal/family connections, the teacher can prepare ahead of time to help
6657 connect students to Vietnamese American-serving organizations. Lastly, students
6658 may consider how to improve their own community, what constructive actions can
6659 be taken, and whether they provide a model for change for those in other parts of
6660 the state, country, and world.

6661 See: REFUGENE Project “Record Family Stories” Storytelling Kit for oral history
6662 resources in partnership with the Union of North American Vietnamese Student
6663 Associations (UNAVSA): https://refugene.com/pages/refugenexunavsa

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6664 Students will write a 2-page essay answering each of the guiding questions below and
6665 using the evidence from the oral histories collected.

6666 Guiding Questions:

6667 a. How has the refugee experience shaped the identity of Vietnamese
6668 Americans?

6669 b. What are the stories that were told and what remain invisible?

6670 i. Why did some remain invisible? What conversation topics/themes

6671 were more difficult to talk about?

6672 c. What emotions and/or trauma arise from refugees in sharing their
6673 experiences?

6674 d. How do Vietnamese Americans see themselves in relation to other

6675 Asian American communities?

6676 e. What are the hopes and dreams for the next generation of Vietnamese
6677 Americans?

6678 Making Connections to the History–Social Science Framework

6679 Chapter 14 of the framework includes the civil rights movement of the 1960s which
6680 brought attention to the discrimination faced by various ethnic groups after generations
6681 of prejudice, discrimination, and discriminatory policies and practices against
6682 communities of color (Hispanic farm workers, Native, and Blacks protested against the
6683 heavy hand of racism in housing, employment, and educational opportunities).
6684 Following this civil rights movement, California’s diversity increased only after
6685 President Johnson’s immigration act of 1965, opening the door to increasingly large
6686 numbers of immigrants from Asia and Central America (page 297). Students may
6687 analyze the push-and-pull factors that contributed to shifting immigration patterns, but
6688 they should also learn about changes in immigration policy (page 299). Two guiding
6689 questions for this chapter include: 1) What did protests and frustrations expressed

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354
6690 by Californians in the late Cold War Era reveal about the state?; and 2) In what
6691 directions is California growing in the twenty-first century?

6692 Assessment, Application, Action, and Reflection: See above.

6693 Materials and Resources:

6694 1. Video: American Experience: Last Days in Vietnam Collection – Refugees:

6695 https://ca.pbslearningmedia.org/resource/amex27ldv-soc-flag/last-days-in-
6696 vietnamrefugees/
6697 2. Video: PBS Asian Americans Collection - Southeast Asian Refugees:
6698 https://ca.pbslearningmedia.org/resource/southeast-asian-refugees/asian-
6699 americans/
6700 3. Book: Being Vietnamese in America (Hay Song “My” Mot Cach Rat “Viet Nam”) by
6701 Nguyen Ha Tran: http://www.fullerton.edu/nrcal/orderbooks_2020.php
6702 4. Book: The Best We Could Do by Thi Bui
6703 5. Article: Toward a Critical Refugee Study: The Vietnamese Refugee Subject in US
6704 Scholarship by Yên Lê Espiritu. Journal of Vietnamese Studies:
6705 https://www.jstor.org/stable/10.1525/vs.2006.1.1-2.410?seq=1

6706 6. Article: April 30 by Viet Thanh Nguyen: https://vietnguyen.info/2016/april-30

6707 7. Article: Our Vietnam War Never Ended by Viet Thanh Nguyen:
6708 https://vietnguyen.info/2015/vietnam-war-never-ended
6709 8. Article: Author Viet Thanh Nguyen on the struggles of being a refugee in America
6710 by Viet Thanh Nguyen: https://vietnguyen.info/2018/author-viet-thanh-nguyen-
6711 struggles-refugee-america
6712 9. Article: Asian Americans are still caught in the trap of the model minority stereotype
6713 and it creates inequality for all by Viet Thanh Nguyen:
6714 https://vietnguyen.info/2020/asian-americans-are-still-caught-in-the-trap-of-the-
6715 model-minority-stereotype-and-it-creates-inequality-for-all
6716 10. Audio/Podcast: New Books in History – Viet Thanh Nguyen – Nothing Ever Dies:
6717 Vietnam and the Memory of War - https://vietnguyen.info/2020/viet-thanh-nguyen-
6718 nothing-ever-dies-vietnam-and-the-memory-of-war
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6719 11. REFUGENE Project “Record Family Stories” Storytelling Kit for oral history
6720 resources in partnership with the Union of North American Vietnamese Student
6721 Associations (UNAVSA): https://refugene.com/pages/refugenexunavsa

6722 Supplemental Resources:

6723 1. Voices of Vietnamese Boat People by Cargill and Huynh (stories directly from
6724 refugees). Incorporated, Publishers, Mar 1, 2000

6725 2. Hearts of Sorrow by Freeman (stories directly from refugees).

6726 https://www.bookdepository.com/publishers/Stanford-University-Press, Apr 1, 1991

6727 3. The Gangster We Are All Looking For by Le Thi Diem Thuy. Knopf Doubleday
6728 Publishing, Apr 13, 2011

6729 4. Immigrant Acts: On Asian American Cultural Politics by Lisa Lowe. Duke University
6730 Press, Oct 1996

6731 5. When Heaven and Earth Changed Places by Le Ly Hayslip. Plume, 1990

6732 6. I Love Yous are for White People by Lac Su

6733 7. Body Counts: The Vietnam War and Militarized Refuge(es) by Yen Le Espiritu

6734 8. Nothing Ever Dies: Vietnam and the Memory of War by Viet Thanh Nguyen

6735

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6736 Quick Fact Sheet about Vietnamese Americans in the US

6737  Vietnamese Americans (Người Mỹ gốc Việt) make up about half of all overseas
6738 Vietnamese (Người Việt hải ngoại, also known as Việt Kiều) and are the fourth-
6739 largest Asian American ethnic groups after Chinese, Filipino, and Indian
6740 Americans.

6741  The Vietnamese community in the United States was minimal until the South
6742 Vietnamese refugees arrived in the US following the Vietnam War which ended in
6743 1975. Early refugees were refugee boat people who fled political persecution or
6744 sought economic opportunities as a result of US involvement on the war in
6745 Vietnam.

6746  More than half of Vietnamese Americans reside in the two most populous states of
6747 California and Texas, primarily their large urban areas. Orange County, California
6748 is the home to the largest Vietnamese American population outside of Vietnam.

6749  As a relatively recent immigrant group, most Vietnamese Americans are either first
6750 or second generation Americans. As many as one million people five years of age
6751 and older speak Vietnamese at home, making it the fifth-most-spoken language in
6752 the US.

6753  April 30, 1975, marked the fall of Saigon, which ended the Vietnam War,
6754 prompted the first large-scale wave of immigration; many with close ties to
6755 America or the South Vietnam government feared communist reprisals. Most of
6756 the first-wave immigrants were well-educated, financially comfortable, and
6757 proficient in English.

6758  From 1978 to mid-1980s marked the second wave of Vietnamese refugees.
6759 Political and economic instability under the new communist government led
6760 many to escape Vietnam by small, unsafe, crowded fishing boats. The second
6761 wave of refugees were generally lower socioeconomically, as most were peasant
6762 farmers or fishermen, small-town merchants, or former military officials.
6763 Survivors were picked up by foreign ships and brought to asylum camps in
6764 countries that agreed to accept them.

6765  After suffering war and psychological trauma, Vietnamese immigrants had to
6766 adapt to a very different culture. Language was the first barrier Vietnamese
6767 refugees with limited English proficiency had to overcome. Still today, Vietnamese
6768 Americans have the highest rate of Limited English Proficiency compared to
6769 Asian Americans a whole and compared to other racial groups. This adversely
6770 affects many socioeconomic outcomes due to poor language access for
6771 resources and support.

6772  Emotional health is still considered an issue common to many Vietnamese

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6773 refugees.

6774

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6775 Sources/Citations

6776 1. "Southeast Asian Americans State Populations 2010 US Census"

6777 2. 2012 American Community Survey: Selected Population Profile in the United States".
6778 United States Census Bureau

6779 3. "ACS DEMOGRAPHIC AND HOUSING ESTIMATES". United States Census Bureau.

6780 4. "Vietnamese Immigrants in the United States". Migrationpolicy.org. Migration

6781 Information Source. 13 September 2018.

6782 5. Wieder, Rosalie. "Vietnamese American". In Reference Library of Asian America, vol
6783 I, edited by Susan Gall and Irene Natividad, 165-173. Detroit: Gale Research Inc., 1996

6784 6. Bankston, Carl L. "Vietnamese American." In Gale Encyclopedia of Multicultural

6785 America vol 2, edited by Judy Galens, Anna Sheets, and Robyn V. Young, 1393-1407.
6786 Detroit: Gale Research Inc., 1995

6787 7. Nguyen-Hong-Nhiem, Lucy and Joel M. Halpen. "Vietnamese". In American

6788 Immigrant Cultures, vol 2, edited by David Levinson and Melvin Ember, pp. 923-930.
6789 New York: Macmillan Reference USA, 1998

6790 8. Chung, R. C; Bemak, F.; Wong, S. (2000). "Vietnamese refugees' level of distress,
6791 social support, and acculturation: Implications for mental health counseling". Journal of
6792 Mental Health & Counseling (22): 150–161.

6793 9. Jacob L. Vigdor (May 2008). "Measuring Immigrant Assimilation in the United States".
6794 Manhattan Institute. Retrieved 2008-05-18.

6795 10. Gonzalez-Barrera, Ana; Krogstad, Jens Manuel (2018-01-18). "Naturalization rate
6796 among US immigrants up since 2005, with India among the biggest gainers". Pew
6797 Research Center. Retrieved 2018-03-13.

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6798 11. Le, L. K., & Su, P. H. (2016). Vietnamese Americans and Electoral Participation. In
6799 K. L. Kreider & T. J. Baldino (Eds.), Minority Voting in the United States, (pp. 363, 365,
6800 349-368), Santa Barbara: Praeger Press.

12. Countries of Birth for US Immigrants 1960 – Present. Migration Policy Institute.

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6801 Think Write Pair/Share Group Share

6802 Essential Question:

6803 Think for one minute about how the source had details that answered the essential
6804 question.

6805 Write for one minute about the details and facts you can remember from the
6806 source which addresses the essential question.

6807 Pair/Share for one minute per person, share out your thinking and writing
6808 about the essential question using the sources provided. Be ready to share out the
6809 information your partner provided if the teacher calls on you.

6810 Group Share for five to ten minutes. At the end, have the class share out
6811 their information, giving students a chance to present to their peers. information, giving
6812 students a chance to present to their peers.

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6813 Additional Sample Topics

6814 The following list of sample topics is intended to help ethnic studies teachers develop
6815 content for their courses. It is not intended to be exhaustive.

6816  Asian and Pacific Islander Immigration to the United States

6817  The History of Anti-Asian Immigration Policies (Chinese Exclusion Act of 1882,
6818 Gentleman’s Agreement, etc.)

6819  Anti-Asian Violence (e.g., Chinese Massacre of 1871 in Los Angeles, Rock
6820 Springs Massacre, Tacoma Method of removing Chinese in 1885, Galveston Bay
6821 KKK attacks on Vietnamese Fishermen in the 1970s, Stockton school yard
6822 shooting in 1989, etc.)

6823  The Formation of US Asian Enclaves (i.e., Koreatowns, Chinatowns,

6824 Japantowns, Little Saigon, Cambodia Town, Pachappa camp, etc.)

6825  Coolie Labor and The Early Asian American and Pacific Islander Work Force

6826  Yellow Peril and Anti-Asian Sentiment (e.g., Dr. Seuss racist political cartoons
6827 during World War II, William Randolph Hearst’s racist propaganda against Asian
6828 Americans, etc.)

6829  World War II and Japanese Incarceration

6830  The Model Minority Myth

6831  The Asian American and Pacific Islander Movement, Yellow Power, and Asian
6832 American and Pacific Islander Radicalism

6833  Deportations of Cambodian Americans

6834  The Vietnam War and the Southeast Asian Refugee Crisis and Resettlement in
6835 the United States

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6836  Hurricane Katrina: Vietnamese and African Americans unite to get more
6837 resources

6838  Asian Americans and Pacific Islanders and Access to Higher Education

6839  Desi American Cultural Production

6840  Filipino/a/x Americans and the Farm Labor Movement

6841  Asian Americans and Pacific Islanders in California Politics

6842  The Hapa Movement

6843  Pacific Islander Cultures

6844  Asian American and Pacific Islander Feminism

6845  Asian American and Pacific Islander Foodways

6846  Contemporary Asian American and Pacific Islander Youth Movements

6847  Asian American and Pacific Islander Entrepreneurship and Co-operative

6848 Economics

6849  From K-Pop to Kawaii: Asian Popular Culture in the US

6850  Mixed Asian Identities and Colorism

6851  Asian Americans and Pacific Islanders in the Media Challenging Stereotypes
6852 (e.g., Margaret Cho, Awkwafina, Jacqueline Kim, Ken Jeong, Mindy Kaling,
6853 Hasan Minhaj, Ali Wong)

6854  Asian Law Caucus

6855  Asian Women United

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6856  Center for Asian American Media (National Asian American Telecommunications
6857 Association)

6858  Gidra

6859  International Hotel Tenants Association

6860  KDP (Union of Democratic Filipinos) Katipunan ng Demokratikong Pilipino

6861  Kearny Street Workshop

6862  Yellow Brotherhood

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6863 Native American Studies

6864 Sample Lesson 26: This is Indian Land: The Purpose, Politics, and Practice
6865 of Land Acknowledgment

6866 Theme: Identity

6867 Disciplinary Areas: Native American Studies

6868 Ethnic Studies Values and Principles Alignment: 3, 5

6869 Standards Alignment:

6870 CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1; Historical
6871 Research, Evidence, and Point of View 3; Historical Interpretation 4.

6872 Lesson Purpose and Overview:

6873 Students will be introduced to the purpose, politics, and practice of Indigenous land
6874 acknowledgement in order to: show respect for Indigenous peoples and recognize their
6875 enduring relationship to the land, raise awareness about histories that are often
6876 suppressed or forgotten, recognize that colonization is an ongoing process, and to
6877 inspire critically conscious action and reflection. Students will be introduced to the
6878 concept of settler colonialism, and identify counter hegemonic truth telling and
6879 reconciliation efforts.

6880 Key Terms and Concepts: hegemony, counter-hegemony, Indigenous, land

6881 acknowledgement, pre-contact, settler colonialism, genocide, master narrative, counter-
6882 narrative.

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6883 Lesson Objectives (Students will be able to…):

6884 1. recognize Indigenous people’s enduring relationship to the land;

6885 2. analyze histories that are often suppressed or forgotten, and critique ongoing
6886 systems of colonization;

6887 3. collaborate to create, deliver, and propose their own First Nations land
6888 acknowledgement statement as part of a broader historical truth telling
6889 campaign; and

6890 4. understand the environmental issues that affect the Native American traditions
6891 and the fragility of Mother Earth.

6892 Essential Questions:

6893 1. What makes someone a guest? Do you consider people in your community to be
6894 guests? Why or why not?16

6895 2. What does “guests” mean to Native and non-Native communities?

6896 3. What are the Indigenous protocols involved in being a “guest,” and what are our
6897 responsibilities towards our host, Mother Earth? To what extent are our events,
6898 actions benefiting our host, Mother Earth?

6899 Lesson Steps/Activities:

6900 1. Start the lesson by asking the class the following questions and having students
6901 respond to them in small groups. After each group has responded to the

366 16
The use of “guests” throughout this lesson draws on Native American epistemology
367 that places high reverences on land and the environment, and considers all human
368 beings as “guests” on Earth. However, this analogy of “guests” can also be used to
369 discuss settler colonialism and how non-Native people are also “guests” on lands that
370 formerly belonged to Indigenous people. When using the latter analogy, it is important to
371 recognize that some non-Native people, such as African Americans, have more
372 complex histories of forced migration, thus, the notion of “guests” will not always
373 adequately capture the nature of non-Native positionalities on the land.
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6902 questions, have one point person share their group’s discussion with the larger
6903 class.

6904 a. When guests come to your home or neighborhood, what, if anything is

6905 expected to them? As a host, how do you communicate hospitality?

6906 b. When you are a guest in someone’s house or neighborhood, how might
6907 you show respect?

6908 2. Next, have each student write a written response to the following
6909 quotes/prompts:

6910 a. “When the blood in your veins returns to the sea, and the earth in your
6911 bones returns to the ground, perhaps then you will remember that the land
6912 does not belong to YOU, it is YOU that belong to the land.” -Chief Seattle

6913 b. “We all need relationships. I don’t believe in fake relationships, instead I
6914 try to establish genuine relationships everywhere I go. As a guest/visitor,
6915 you do that by being respectful and then this will be
6916 reciprocated...because in the end, we’re only from one place.” -Nipsey
6917 Hussle

6918 3. After providing students with 10–15 minutes to respond to the aforementioned
6919 quotes, ask students to share their writing and thoughts with the larger class.
6920 Below are some key takeaways that should be emphasized as the teacher
6921 facilitates this discussion:

6922 a. Indigenous peoples have had, and continue to have, an enduring

6923 relationship to Mother Earth.

6924 b. We should strive for a genuine and respectful relationships wherever we

6925 go.

6926 4. After discussing the quotes above, have students reflect on one of the lesson’s
6927 essential question:
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6928 a. What are the Indigenous protocols involved in being a “guest” and what
6929 are our responsibilities towards our host Mother Earth?

6930 5. After splitting the class into two groups, have the first group read an excerpt from
6931 An Indigenous People’s History of the United States (http://www.beacon.org/An-
6932 Indigenous-Peoples-History-of-the-United-States-P1164.aspx, click on
6933 “Excerpt”). Meanwhile, have the second group read the introduction from A
6934 Patriot’s History of the United States: From Columbus’s Great Discovery to the
6935 War on Terror (excerpted below). Ask each group to have a discussion
6936 addressing the following prompts and questions after they have finished reading
6937 their assigned text:

6938 a. What are the main arguments? What does the author assume? Do you
6939 agree or disagree?

6940 b. In mixed pairs (one person from each group), compare and contrast the
6941 two authors’ perspectives on how the nation was built and why this
6942 matters.

6943 c. In those same pairs, discuss which perspective you would identify as the
6944 master narrative and why? Which perspective might be the counter
6945 narrative?

6946 6. Create four stations around the room that have copies of the articles and
6947 handouts listed below. Allow students to spend at least five minutes at each
6948 station to review the provided handouts.

6949 a. Station 1: Purpose of Land Acknowledgement: Indigenous Land

6950 Acknowledgement, Explained
6951 (https://www.teenvogue.com/story/indigenous-land-acknowledgement-
6952 explained)

6953 b. Station 2: Politics of Land Acknowledgement: Native Artists Speak: This is

6954 [fill in] Land Artistic Posters (https://usdac.us/nativeland)

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6955 c. Station 3: Practice of Land Acknowledgement: TDSB schools now pay
6956 daily tribute to Indigenous lands they're built on
6957 (https://www.cbc.ca/news/canada/toronto/tdsb-indigenous-land-
6958 1.3773050)

6959 d. After reading and sharing thoughts about the enduring relationship to
6960 Mother Earth, students will explore different tribal creation stories that
6961 demonstrate the importance of the environment and the Native American
6962 people. Students are given Chapter 2 Naming, pp. 28–29 (California
6963 Through Native Eyes; Reclaiming History, William J. Bauer Jr.), to read
6964 before researching a creation story from different local or regional tribes to
6965 review the relationship of the people and the land.

6966 7. After each student has visited all three stations, have students reflect on the
6967 following in pairs:

6968 a. What are First Nations land acknowledgements and why are they done?

6969 b. Should our school begin assembly announcements with a land

6970 acknowledgement? If so, what might this announcement sound like, and
6971 would it be part of a broader historical truth telling campaign?

6972 8. While still in pairs, have students work together to create their own land
6973 acknowledgement statement and poster. Start this activity by having each pair
6974 identify an area in the state that they would like to learn more about, specifically
6975 around the Indigenous people from that area. Have each pair visit https://native-
6976 land.ca/ to research which tribes inhabit the area that they’ve identified, as well
6977 as any traditions, customs, languages, practices, etc.

6978 9. After each pair has finished conducting research on the area of their choosing,
6979 they should begin to draft language to formulate a land acknowledgement
6980 statement. Express that there is no exact template or script, so they will need to
6981 incorporate their research and draw from examples. Be sure to provide students
6982 with an example of your own or the one below:
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6983 a. At minimum, a land acknowledgement should include the following: “We
6984 acknowledge that we are on the traditional land of the … People.”
6985 Beginning with just this simple sentence would be a meaningful
6986 intervention in most US gathering spaces. However, this statement could
6987 also include a recognition of sacred sites, elders, the local environment,
6988 history specific to the tribe, among other topics, to make the statement
6989 more tailored and robust. Below are other examples:

6990 1. Often, statements specifically honor elders:

6991 “I would like to acknowledge that this meeting is being held on the
6992 traditional lands of the … People, and pay my respect to elders both
6993 past and present.”

6994 2. Some allude to the caring, reciprocal relationship with land:

6995 “I want to respectfully acknowledge the … People, who have

6996 stewarded this land throughout the generations.”

6997 3. Acknowledgments may also make explicit mention of the occupied

6998 nature of the territory in which a gathering is taking place:

6999 “We would like to begin by acknowledging that the land on which we
7000 gather is the occupied/unceded/seized territory of the … People.”

7001 “I would like to begin by acknowledging that we are in …, the ancestral

7002 and unceded territory of the … People.

7003 10. After each pair has come up with their land acknowledgement statement and
7004 written it out on a poster board (this can also be decorated), have them share
7005 their statement with the class. Teachers should also consider hosting a larger
7006 event where other students, faculty, parents, and community members can hear
7007 the students present their school land acknowledgement statements for possible
7008 adoption by school community.

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7009 11. To close out the lesson, reiterate the following:

7010 a. Acknowledgment should be approached not as a set of obligatory words

7011 to rush through. These words should be offered with respect, grounded in
7012 authentic reflection, presence, and awareness.

7013 b. Statements of acknowledgment do not have to be confined to spoken

7014 words.

7015 c. Any space presents an opportunity to surface buried truths and priming
7016 our collective culture for deeper truth and reconciliation efforts.

7017 Assessment, Application, Action, and Reflection:

7018  Students will conduct research on different Native American tribes and draft a
7019 land acknowledgement statement and corresponding poster.

7020 Materials and Resources:

7021  Honor Native Land Guide

7022 (https://drive.google.com/file/d/0B_CAyH4WUfQXTXo3MjZHRC00ajg/view?
7023 usp=sharing)

7024  Native Artists Posters on Land Acknowledgement (https://usdac.us/nativeland)

7025  “Indigenous land acknowledgement explained”

7026 (https://www.teenvogue.com/story/indigenous-land-acknowledgement-explained)

7027  Map of Native Lands (https://native-land.ca/)

7028  “What does it mean to acknowledge the past?”

7029 (https://www.nytimes.com/2016/12/31/opinion/sunday/what-does-it-mean-to-
7030 acknowledge-the-past.html)

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7031  “America Before Columbus”
7032 (https://www.westada.org/cms/lib8/ID01904074/Centricity/Domain/2437/America
7033 %20Before%20Columbus.pdf)

7034  Interactive Time-Lapse Map of the Conquest of America

7035 (http://www.slate.com/blogs/the_vault/2014/06/17/interactive_map_loss_of_india
7036 n_land.html)

7037  An Indigenous Peoples' History of the United States (http://www.beacon.org/An-

7038 Indigenous-Peoples-History-of-the-United-States-P1164.aspx)

7039  A Patriot’s History of the United States (see excerpt below)

7040  TDSB schools now pay daily tribute to Indigenous lands they're built on
7041 (https://www.cbc.ca/news/canada/toronto/tdsb-indigenous-land-1.3773050)

7042  Article: “Beyond Territorial Acknowledgements”

7043 (https://apihtawikosisan.com/2016/09/beyond-territorial-acknowledgments/)

7044 Excerpt from the Introduction of A Patriot’s History of the United States: From
7045 Columbus’s Great Discovery to the War on Terror by Larry Schweikart and Michael
7046 Allen (New York: Penguin Group, 2004)

7047 Is America’s past a tale of racism, sexism, and bigotry? Is it the story of the conquest
7048 and rape of a continent? Is US history the story of white slave owners who perverted the
7049 electoral process for their own interests? Did America start with Columbus’s killing all
7050 the Indians, leap to Jim Crow laws and Rockefeller crushing the workers, then finally
7051 save itself with Franklin Roosevelt’s New Deal? The answers, of course, are no, no, no,
7052 and NO.

7053 One might never know this, however, by looking at almost any mainstream US history
7054 textbook. Having taught American history in one form or another for close to sixty years
7055 between us, we are aware that, unfortunately, many students are berated with tales of
7056 the Founders as self-interested politicians and slaveholders, of the icons of American

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7057 industry as robber-baron oppressors, and of every American foreign policy initiative as
7058 imperialistic and insensitive. At least Howard Zinn’s A People’s History of the United
7059 States honestly represents its Marxist biases in the title!

7060 What is most amazing and refreshing is that the past usually speaks for itself. The
7061 evidence is there for telling the great story of the American past honestly—with flaws,
7062 absolutely; with shortcomings, most definitely. But we think that an honest evaluation of
7063 the history of the United States must begin and end with the recognition that, compared
7064 to any other nation, America’s past is a bright and shining light. America was, and is, the
7065 city on the hill, the fountain of hope, the beacon of liberty. We utterly reject “My country
7066 right or wrong”—what scholar wouldn’t? But in the last thirty years, academics have
7067 taken an equally destructive approach: “My country, always wrong!” We reject that too.

7068 Instead, we remain convinced that if the story of America’s past is told fairly, the result
7069 cannot be anything but a deepened patriotism, a sense of awe at the obstacles
7070 overcome, the passion invested, the blood and tears spilled, and the nation that was
7071 built. An honest review of America’s past would note, among other observations, that
7072 the same Founders who owned slaves instituted numerous ways—political and
7073 intellectual—to ensure that slavery could not survive; that the concern over not just
7074 property rights, but all rights, so infused American life that laws often followed the
7075 practices of the common folk, rather than dictated to them; that even when the United
7076 States used her military power for dubious reasons, the ultimate result was to liberate
7077 people and bring a higher standard of living than before; that time and again America’s
7078 leaders have willingly shared power with those who had none, whether they were
7079 citizens of territories, former slaves, or disenfranchised women. And we could go on.

7080 The reason so many academics miss the real history of America is that they assume
7081 that ideas don’t matter and that there is no such thing as virtue. They could not be more
7082 wrong. When John D. Rockefeller said, “The common man must have kerosene and he
7083 must have it cheap,” Rockefeller was already a wealthy man with no more to gain.
7084 When Grover Cleveland vetoed an insignificant seed corn bill, he knew it would hurt him

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7085 politically, and that he would only win condemnation from the press and the people—but
7086 the Constitution did not permit it, and he refused.

7087 Consider the scene more than two hundred years ago when President John Adams—
7088 just voted out of office by the hated Republicans of Thomas Jefferson—mounted a
7089 carriage and left Washington even before the inauguration. There was no armed
7090 struggle. Not a musket ball was fired, nor a political opponent hanged. No Federalists
7091 marched with guns or knives in the streets. There was no guillotine. And just four years
7092 before that, in 1796, Adams had taken part in an equally momentous event when he
7093 won a razor-thin close election over Jefferson and, because of Senate rules, had to
7094 count his own contested ballots. When he came to the contested Georgia ballot, the
7095 great Massachusetts revolutionary, the “Duke of Braintree,” stopped counting. He sat
7096 down for a moment to allow Jefferson or his associates to make a challenge, and when
7097 he did not, Adams finished the tally, becoming president. Jefferson told confidants that
7098 he thought the ballots were indeed in dispute, but he would not wreck the country over a
7099 few pieces of paper. As Adams took the oath of office, he thought he heard Washington
7100 say, “I am fairly out and you are fairly in! See which of us will be the happiest!”1 So
7101 much for protecting his own interests! Washington stepped down freely and
7102 enthusiastically, not at bayonet point. He walked away from power, as nearly each and
7103 every American president has done since.

7104 These giants knew that their actions of character mattered far more to the nation they
7105 were creating than mere temporary political positions. The ideas they fought for together
7106 in 1776 and debated in 1787 were paramount. And that is what American history is truly
7107 about—ideas. Ideas such as “All men are created equal”; the United States is the “last,
7108 best hope” of earth; and America “is great, because it is good.”

7109 Honor counted to founding patriots like Adams, Jefferson, Washington, and then later,
7110 Lincoln and Teddy Roosevelt. Character counted. Property was also important; no
7111 denying that, because with property came liberty. But virtue came first. Even J. P.
7112 Morgan, the epitome of the so-called robber baron, insisted that “the first thing is
7113 character…before money or anything else. Money cannot buy it.”

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7114 It is not surprising, then, that so many left-wing historians miss the boat (and miss it,
7115 and miss it, and miss it to the point where they need a ferry schedule). They fail to
7116 understand what every colonial settler and every western pioneer understood: character
7117 was tied to liberty, and liberty to property. All three were needed for success, but
7118 character was the prerequisite because it put the law behind property agreements, and
7119 it set responsibility right next to liberty. And the surest way to ensure the presence of
7120 good character was to keep God at the center of one’s life, community, and ultimately,
7121 nation. “Separation of church and state” meant freedom to worship, not freedom from
7122 worship. It went back to that link between liberty and responsibility, and no one could be
7123 taken seriously who was not responsible to God. “Where the Spirit of the Lord is, there
7124 is liberty.” They believed those words.

7125 As colonies became independent and as the nation grew, these ideas permeated the
7126 fabric of the founding documents. Despite pits of corruption that have pockmarked
7127 federal and state politics—some of them quite deep—and despite abuses of civil rights
7128 that were shocking, to say the least, the concept was deeply imbedded that only a
7129 virtuous nation could achieve the lofty goals set by the Founders. Over the long haul,
7130 the Republic required virtuous leaders to prosper.

7131 Yet virtue and character alone were not enough. It took competence, skill, and talent to
7132 build a nation. That’s where property came in: with secure property rights, people from
7133 all over the globe flocked to America’s shores. With secure property rights, anyone
7134 could become successful, from an immigrant Jew like Lionel Cohen and his famous
7135 Lionel toy trains to an Austrian bodybuilder-turned-millionaire actor and governor like
7136 Arnold Schwarzenegger. Carnegie arrived penniless; Ford’s company went broke; and
7137 Lee Iacocca had to eat crow on national TV for his company’s mistakes. Secure
7138 property rights not only made it possible for them all to succeed but, more important,
7139 established a climate of competition that rewarded skill, talent, and risk taking.

7140 Political skill was essential too. From 1850 to 1860 the United States was nearly rent in
7141 half by inept leaders, whereas an integrity vacuum nearly destroyed American foreign
7142 policy and shattered the economy in the decades of the 1960s and early 1970s. Moral,

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7143 even pious, men have taken the nation to the brink of collapse because they lacked
7144 skill, and some of the most skilled politicians in the world—Henry Clay, Richard Nixon,
7145 Bill Clinton—left legacies of frustration and corruption because their abilities were never
7146 wedded to character.

7147 Throughout much of the twentieth century, there was a subtle and, at times, obvious
7148 campaign to separate virtue from talent, to divide character from success. The latest in
7149 this line of attack is the emphasis on diversity—that somehow merely having different
7150 skin shades or national origins makes America special. But it was not the color of the
7151 skin of people who came here that made them special, it was the content of their
7152 character. America remains a beacon of liberty, not merely because its institutions have
7153 generally remained strong, its citizens free, and its attitudes tolerant, but because it,
7154 among most of the developed world, still cries out as a nation, “Character counts.”
7155 Personal liberties in America are genuine because of the character of honest judges
7156 and attorneys who, for the most part, still make up the judiciary, and because of the
7157 personal integrity of large numbers of local, state, and national lawmakers.

7158 No society is free from corruption. The difference is that in America, corruption is viewed
7159 as the exception, not the rule. And when light is shown on it, corruption is viciously
7160 attacked. Freedom still attracts people to the fountain of hope that is America, but
7161 freedom alone is not enough. Without responsibility and virtue, freedom becomes a
7162 soggy anarchy, an incomplete licentiousness. This is what has made Americans
7163 different: their fusion of freedom and integrity endows Americans with their sense of
7164 right, often when no other nation in the world shares their perception.

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7165 Sample Lesson 27: Develop or Preserve? The Shellmound Sacred Site
7166 Struggle

7167 Theme: Social Movements and Equity

7168 Disciplinary Area: Native American Studies

7169 Ethnic Studies Values and Principles Alignment: 2, 3

7170 Standards Alignment:

7171 CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 4; Historical
7172 Research, Evidence, and Point of View 1, 2, 4; Historical Interpretation 1, 5.

7173 CA CCSS for ELA/Literacy: RH.9–10.1, 4, 6, 9; WHST. 9–10.1, 4, 5, 6, 7

7174 CA ELD Standards: ELD PI.9–10. 1, 2, 3, 6, 9, 10, 11

7175 Lesson Purpose and Overview:

7176 This lesson exposes students to a highly contentious and ongoing debate around Native
7177 American sacred sites. Students will be introduced to the history of the Ohlone people,
7178 the significance of shellmounds and ongoing protests that have been organized to
7179 protect sacred sites. Students will engage sources that both support the preservation of
7180 these sites and those that are in favor of development. Finally, students will develop a
7181 persuasive essay where they are able to offer their own opinion on the issue supported
7182 by primary and secondary source research.

7183 Key Terms and Concepts: marginalization, sacred sites, shellmounds, preservation,
7184 repatriation

7185 Lesson Objectives (Students will be able to…):

7186 1. learn about the significance of shellmounds and sacred sites for Native
7187 Americans, specifically for the Ohlone people; and

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7188 2. analyze how redevelopment and gentrification further settler colonial practices
7189 and violate the sovereignty of Indigenous lands and sacred sites.

7190 Essential Questions:

7191 1. Should Indigenous lands and sacred sites be saved and protected? If so, what
7192 are the challenges in doing so?

7193 2. Who should determine what happens to Indigenous lands and sacred sites?

7194 3. What should be done to reclaim and restore sacred lands?

7195 4. What laws protect modern cemeteries and why aren’t ancient cemeteries given
7196 the same protections? What happens to the burials?

7197 Lesson Steps/Activities:

7198 *Lesson Note: This lesson focuses on the San Francisco Bay Area, but can be adapted
7199 to highlight a number of sacred sites that are currently or have been a space of
7200 contention. For example, a similar lesson on the Puvungna burial site located at
7201 California State University, Long Beach or the Standing Rock Movement, would also
7202 introduce students to contemporary debates and struggles regarding the use of sacred
7203 lands.

7204 Day 1

7205 1. Begin with a community building activity (5–10 minutes). A sample list of
7206 community building activities is provided in chapter 5.

7207 2. Engage the class by asking how many students have shopped or visited the
7208 movie theater at the Emeryville Bay Street Mall. While students briefly discuss
7209 their experiences at Bay Street Mall, project a current image of the mall next to a
7210 1924 image of the Emeryville Shellmound.

7211 3. Explain to the students that the second image depicts what parts of Berkeley and
7212 Emeryville looked like prior to development, specifically noting that the Bay Street

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7213 Mall was constructed atop of one of the largest shellmound sites in the area.
7214 Mention that shellmounds often served as burial grounds and sacred sites where
7215 Ohlone people would meet for rituals and traditions thousands of years before
7216 the formation of the United States. Point out that there was once over 400
7217 shellmounds all around the San Francisco Bay Area, making the region part of
7218 the Ohlone people’s sacred geography.

7219 4. As a class, read aloud a local news article, “Emeryville: Filmmaker tells story of
7220 forgotten Indian burial ground disrupted by quest for retail.” After reading the
7221 article, screen two short videos, “A New Vision for the West Berkeley
7222 Shellmound” and “The Shellmound: Berkeley’s Native Monument.” Prior to
7223 screening the videos, remind students to be attentive and take notes.

7224 5. After screening the videos, ask students to define the following terms in their own
7225 words: shellmound, monument, sacred geography, burial grounds, development,
7226 and repatriation, using context clues from the sources they recently read and
7227 watched. After taking five minutes to define the terms on their own, have
7228 students talk through each term aloud.

7229 Day 2

7230 1. After reviewing the previous day’s discussion, divide the class into four groups
7231 and ask them to respond to the following questions:

7232 a. What is the significance of shellmounds and land in the

7233 Berkeley/Emeryville area to the Ohlone people?

7234 b. Why are the West Berkeley and Bay Street sites highly sought after by
7235 non-Native American groups?

7236 c. How does the struggle for shellmounds intersect with environmental
7237 issues in the region?

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7238 d. Do you think places where shellmounds are or once stood should be
7239 preserved?

7240 e. Are there any sacred or historical sites that members in your community
7241 and/or family revere? If so, please share with the group.

7242 2. After allowing the groups to discuss the five reflection questions for fifteen to
7243 twenty minutes, provide a few minutes for the class to come together and debrief
7244 what was discussed in groups.

7245 Day 3

7246 1. Continue the third day of class by introducing a new assignment. Have students
7247 conduct research on both sides (the position of the Ohlone people and those in
7248 support of further developing the area) of the Berkeley/Emeryville Shellmound
7249 struggle and write a persuasive essay in response to the essential question
7250 based on the evidence they have gathered, class discussions, and their own
7251 observations and insights. The persuasive essay should be assigned as
7252 homework; however, students should be provided ample time in class over the
7253 next three days to conduct research, draft an outline and thesis statement, and
7254 have their work peer reviewed.

7255 2. For additional guidance, collaborate with an English language arts teacher to
7256 create a grading rubric for the persuasive essay (or ask to use an existing rubric),
7257 compile a brief list of recommended sources, and let students know that their
7258 essays must include the following:

7259 a. Your persuasive essay must be five paragraphs (introduction, three body
7260 paragraphs, and a conclusion), be typed in 12 point Times New Roman
7261 font, and include a bibliography listing at least four sources (scholarly and
7262 credible) in MLA format.

7263 b. Your persuasive essay must have a well-conceived thesis statement that
7264 includes your three major talking points/arguments.

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7265 c. Each of your talking points/arguments must be supported with evidence.

7266 d. Your essay should be well organized and include rhetorical devices.

7267 3. After a week, students should submit their persuasive essays in class. Provide
7268 each student with a 3x5 index card where they are tasked with writing down their
7269 three talking points/arguments. After everyone has finished filling out their index
7270 card, have students form groups of 3 – 5 students. Group members should take
7271 turns sharing their talking points. When all students have shared, they should
7272 collectively decide what their three or four strongest points are, create a thesis
7273 statement based on those points, and select one group representative to share
7274 their points with the class. Group members should help their representative write
7275 a short (two to three-minute) explanation that includes a thesis statement and
7276 their key points.

7277 Making Connections to the History–Social Science Framework:

7278 Chapter 16 of the framework discusses a number of civil rights movements that were
7279 created in response to political, economic, and social discrimination. Teachers can build
7280 upon the example of the struggle to preserve the shellmound sites and have students
7281 compare that to some of the other movements referenced in the framework, such as the
7282 1969–1971 occupation of Alcatraz or the American Indian Movement’s 1972–73
7283 standoff at Wounded Knee in South Dakota. This lesson can also be connected to the
7284 Social Movements and Student Civic Engagement lesson.

7285 Assessment, Application, Action, and Reflection:

7286  Students will conduct research on Native American sacred lands. They will
7287 analyze the positions of both the Ohlone people and developers in the ongoing
7288 movement around sacred sites.

7289  Students will write a five paragraph essay detailing the significance of these sites
7290 as well as the social, cultural, and environmental impact of development on and

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7291 near sacred sites. They will also present their research findings and arguments to
7292 the class.

7293 Materials and Resources:

7294  West Berkeley Shellmound Website. Includes articles, history and visuals
7295 https://shellmound.org/

7296  “Beyond Recognition” Documentary explores the struggle to preserve Native

7297 American and Ohlone culture and homeland in the ever shifting Bay Area,
7298 https://underexposedfilms.com/beyond-recognition

7299  Sororea Te Land Trust, First Urban Indigenous Land Trust in the Country
7300 Website. Lisjan (Ohlone) History and current work in the Bay Area.
7301 https://sogoreate-landtrust.org/lisjan-history-and-territory/

7302  “A New Vision for the West Berkeley Shellmound”

7303 https://www.youtube.com/watch?v=QZoapMtyRsA

7304  “The Shellmound: Berkeley’s Native Monument”

7305 https://www.youtube.com/watch?v=YL4LaCkEnNE

7306  “Emeryville: Filmmaker tells story of forgotten Indian burial ground disrupted by
7307 quest for retail” https://www.sfgate.com/bayarea/article/Emeryville-Filmmaker-
7308 tells-story-of-forgotten-2690138.php#ixzz15O32O3N7

7309  Sacred Land Film Project Website https://sacredland.org/

7310  The Phoebe A. Hearst Museum of Anthropology “San Francisco Bay

7311 Shellmounds” Website https://hearstmuseum.berkeley.edu

7312  “There Were Once More Than 425 Shellmounds in the Bay Area. Where Did
7313 They Go?” (article and audio interview)
7314 https://www.kqed.org/news/11704679/there-were-once-more-than-425-
7315 shellmounds-in-the-bay-area-where-did-they-go

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7316  Nelson, N.C. “Shellmounds of the San Francisco Bay Region”
7317 http://digitalassets.lib.berkeley.edu/anthpubs/ucb/text/ucp007-006-007.pdf

7318  “Shellmound” – Documentary produced by Andres Cediel – UC Berkeley

7319 Graduate School of Journalism. About the Emeryville Shellmound and Mall.
7320 https://www.newday.com/film/shellmound

7321  Indian People Organizing for Change

7322 http://ipocshellmoundwalk.homestead.com/index.html

7323  An Indigenous People’s History of the United States. By Roxanne Dunbar-Ortiz

7324  California through Native Eyes: Reclaiming History. By William J. Bauer Jr.

7325  Films: Beyond Recognition and In the White Man’s Image

7326  A Cross of Thorns. By Elias Castillo https://eliasacastillo.net/

7327  An American Genocide. By Benjamin Madley

7328

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7329 Sample Lesson 28: Native American Mascots

7330 Theme: Identity

7331 Disciplinary Area: Native American Studies

7332 Ethnic Studies Values and Principles Alignment: 1–6

7333 Standards Alignment:

7334 CA CCSS for ELA/Literacy: RH.11–12.1, 2, 7; WHST.11–12.1, 4

7335 Lesson Purpose and Overview: Students will examine past and present historical
7336 portrayals of Native American iconography and culture used as mascots for major US
7337 sports teams. Students will explore and discuss how mascots can be viewed as
7338 negative or prideful. Students will have an opportunity to read and analyze various
7339 articles and sources on the topic and determine if the use of Native American mascots
7340 should be continued or banned.

7341 Key Terms and Concepts: Stereotypes, Colonialism, Disenfranchisement, Hegemony

7342 Lesson Objectives (Students will be able to…):

7343 1. understand the historical context of Native American iconography and symbolism
7344 used in American sports and popular culture;

7345 2. compare and contrast differing arguments around the debate on the use of
7346 Native American iconography and symbolism within American sports; and

7347 3. analyze why some sports teams have opted to change their mascots and/or
7348 nicknames from Native American figures, and why others have not. Students will
7349 document potential social, economic, legislative, and historic factors that have
7350 contributed to these decisions.

7351 Essential Questions:

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7352 1. How have Native Americans in the US historically been portrayed by non-
7353 Indigenous peoples?

7354 2. How has the use of Native American iconography, imagery, and culture by non-
7355 Indigenous peoples impacted Native Americans today?

7356 3. Should sports teams continue to use these mascots? Use evidence from the
7357 texts and documents you have analyzed to support your claim.

7358 Lesson Steps/Activities:

7359 Day 1

7360 1. Show internet search engine public images of American Indians. How might
7361 these images portray public opinion of American Indians?

7362 2. Introduce the lesson by writing the following on the board: “Why are Native
7363 American mascots considered offensive by some but considered prideful to
7364 others?” Have students respond to this question on a sheet of paper. After
7365 completing their written responses, have each student share their work with a
7366 neighbor. After allowing about three to five minutes for the pairs to share, have a
7367 whole class discussion responding to the question.

7368 3. Ask two students to come to the board and list sports teams that use Native
7369 American imagery, iconography, or cultural traits as part of their mascots, team
7370 names, or nicknames. Below is a sample list just in case students struggle to
7371 identify some teams:

7372 a. Atlanta Braves

7373 b. Kansas City Chiefs

7374 c. The former Washington Redskins

7375 d. Florida State Seminoles

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7376 e. Chicago Blackhawks

7377 f. Cleveland Indians

7378 g. San Diego State Aztecs

7379

7380 4. After drafting the list, project some images of the mascots, logos, etc. on the
7381 other side of the board. Feel free to use some of the images provided above.
7382 Again, ask students if they find the images to be disrespectful.

7383 5. Ask students if they are aware of the Washington Redskins name change. Ask
7384 students to share what they have heard about the decision to rename the team,
7385 including the reasons for the change, how people responded to the change, and
7386 what events preceded and coincided with the decision (for example, BLM, the
7387 decision to remove Confederate statues, the decision to remove statues of
7388 Christopher Columbus and the push to rename the city of Columbus, Ohio, as
7389 well as other relevant events). If time permits, a news clip, article, or headlines
7390 can be shown to students.

7391 6. After projecting the images, show the following video clips of the Florida State
7392 Seminoles pre-game ceremony performed by Chief Osceola Renegade, as well
7393 as a clip of the Kansas City Chiefs and Atlanta Braves Tomahawk chop. Ask that
7394 student take notes on the videos and reflect on the earlier questions.

7395 a. Florida State Seminoles: https://www.youtube.com/watch?

7396 v=J20wsKNV0NI

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7397 b. Kansas City Chiefs Tomahawk chop: https://www.youtube.com/watch?
7398 v=N4P6z_DTHf8

7399 c. Atlanta Braves Tomahawk chop: https://www.youtube.com/watch?

7400 v=2bN7f4AlaGM

7401 7. Hand out a copy of the NPR article “Are You Ready for Some Controversy?” and
7402 have students read it in class. Ask students to also respond to the following
7403 questions:

7404 a. What do those who refuse to say the name “Redskin” call the team?

7405 b. What media outlets have protested the use of the name Redskins?

7406 c. When was the term “Redskin” first recorded, and whom was it used by?
7407 Why was it used?

7408 d. How did Earl Edmonds’ book, “Redskins Rime” portray Native Americans
7409 and the name Redskin?

7410 e. What did the Washington Redskins owner say about the possibility of
7411 changing the name?

7412 8. Provide students with two additional NPR articles “After Mounting Pressure,
7413 Washington's NFL Franchise Drops Its Team Name” and “Washington NFL
7414 Team's Sponsor FedEx Formally Asks For Team Name Change,” and have
7415 students respond to the following questions. If there is not enough time in class,
7416 this can be assigned for homework.

7417 a. How long after the first article was the second article written? The third
7418 article?

7419 b. What events took place during that time? What prompted the decision to
7420 change the name? How have attitudes about the name changed over
7421 time?

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7422 Day 2

7423 1. Start the second day of the lesson by asking students to pull out their homework.
7424 Ask the student to discuss their answers with a neighbor. After about five minutes
7425 of discussion be sure to collect the homework assignment.

7426 2. First play commercial “Proud to Be”- https://www.youtube.com/watch?v=mR-

7427 tbOxlhvE. Next, play “Redskins is a Powerful Name”-
7428 https://www.youtube.com/watch?v=40SFqadRTQ0

7429 3. Ask students to identify the differences between these two videos. Discuss in
7430 pairs and later as a whole class. Also ask students, “Is there a difference
7431 between what Chief Osceola Renegade does at the beginning of Florida State
7432 University’s games versus what occurs at the Kansas City Chiefs and Atlanta
7433 Braves games?

7434 4. If time permits, have student research the Florida State University’s relationship
7435 with the Seminole tribe. This can also be assigned as homework. As a starting
7436 point, have students review the website listed below:

7437 a. Seminole Tribe of Florida Website- https://www.semtribe.com/stof

7438 b. “Relationship with the Seminole Tribe of Florida”-

7439 https://unicomm.fsu.edu/messages/relationship-seminole-tribe-florida/

7440 c. National Congress of Indian Americans. “Anti-Defamation & Mascots”-

7441 http://www.ncai.org/policy-issues/community-and-culture/anti-defamation-
7442 mascots

7443 Day 3

7444 1. Start the day by having students report back what they learned from the
7445 homework assignment to the whole class.

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7446 2. Show images of mascots from Indian Schools like Haskell University and
7447 Sherman Indian High School. Students are asked to use the information given in
7448 Day 2 to analyze and write in letter form why these mascots are acceptable or
7449 not acceptable.

7450 3. Ask students if there are any sports teams that have removed/retired Native
7451 American mascots or names. If students are unable to respond to the question,
7452 emphasize that the following teams and/or institutions have removed or retired
7453 the use Native American imagery from their sports teams marketing: Stanford
7454 University, the University of Illinois, the Golden State Warriors, the University of
7455 Oklahoma, Marquette University, Marquette University, Dartmouth College,
7456 Syracuse University, Coachella Valley High School, and Fremont High School in
7457 Sunnyvale. Provide some images of the retired mascots for additional reference.
7458 Two examples are included below.

7459

7460 4. Show an excerpt of the film “In Whose Honor”- https://www.youtube.com/watch?

7461 v=8lUF95ThI7s

7462 5. After watching the film, have students complete the handout provided below.

7463 6. After completing the handout, have students share their answers with each other
7464 in pairs.

7465 7. Students will go beyond sports to evaluate the use of other American Indian
7466 images in popular culture. Show images of products that use native American

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7467 imagery, and Halloween costumes. Students write an essay providing their
7468 critical analysis of the use of these images.

7469 Making Connections to the History–Social Science Framework and the California Arts
7470 Education Framework:

7471 The History–Social Science Framework (chapter 20) and the California Arts Framework
7472 (chapter 7) both include a discussion of culturally responsive teaching/pedagogy. These
7473 sections could add insight to this lesson, which is about how cultural symbols can be
7474 appropriated by an outside culture without regard for the potential impact upon those
7475 affected by that appropriation.

7476 Possible discussion questions that you can use to explore this topic include:

7477  How has your culture been portrayed in the US media? How is that similar or
7478 different to the portrayal of Native Americans?

7479  How has the use of your culture’s iconography, imagery, and culture impacted your
7480 community/culture?

7481  How can we combat the perpetuation of stereotypes and cultural appropriation in
7482 today’s media?

7483 Assessment, Application, Action, and Reflection:

7484  Students will conduct research on the history of Native American iconography,
7485 culture, and imagery being used in the marketing of US sports teams.

7486  Students will engage in class dialogue and debate around Native American tribes
7487 using or allowing use of their tribe as a mascot. This can take the form of a
7488 Socratic seminar where the teacher asks open-ended questions and invites
7489 students to react to their peers’ responses. Students should be given questions
7490 and relevant resources ahead of time to allow them to prepare relevant notes to
7491 support the discussion. The teacher should reiterate that the focus of the
7492 discussion should be the discussion of ideas and evidence. This can also be
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7493 done using philosophical chairs or a fishbowl discussion to allow students to work
7494 in pairs or groups.

7495  Students will have several opportunities to reflect on the differing positions of
7496 Native American tribes related to this topic.

7497  Students will analyze and evaluate the impact of Native American imagery
7498 beyond sports in a five paragraph essay on social, economic, legislative, and
7499 historic factors.

7500 Materials and Resources:

7501  “Anti-Defamation & Mascots”- http://www.ncai.org/policy-issues/community-and-

7502 culture/anti-defamation-mascots

7503  “Sports Teams That Retired Native American Mascots, Nicknames”-

7504 https://www.sportingnews.com/us/baseball/list/washington-redskins-native-
7505 american-mascot-controversies-history/1wmax2elthrth1kvstmdeyre65

7506  “Redskins Is a Powerful Name”- https://www.youtube.com/watch?

7507 v=40SFqadRTQ0

7508  National Congress of American Indians. “Proud to Be (Mascots)”-

7509 https://www.youtube.com/watch?v=mR-tbOxlhvE

7510  “The Final Chop at Turner Field”- https://www.youtube.com/watch?

7511 v=2bN7f4AlaGM

7512  “Kansas City Chiefs Tomahawk Chop- Loudest Crowd in the World (Guinness
7513 World Record).”- https://www.youtube.com/watch?v=N4P6z_DTHf8

7514  “FSU Football Chief Osceola Renegade at Doak Tomahawk Chop”-

7515 https://www.youtube.com/watch?v=J20wsKNV0NI

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7516  “Are You Ready For Some Controversy? The History of ‘Redskin’-
7517 https://www.npr.org/sections/codeswitch/2013/09/09/220654611/are-you-ready-
7518 for-some-controversy-the-history-of-redskin

7519  “Washington NFL Team's Sponsor FedEx Formally Asks For Team Name
7520 Change” - https://www.npr.org/sections/live-updates-protests-for-racial-justice/
7521 2020/07/02/886984796/washington-nfl-teams-sponsor-fedex-formally-asks-for-
7522 team-name-change#:~:text=Live%20Sessions-,Washington%20NFL%20Team's
7523 %20Sponsor%20FedEx%20Formally%20Asks%20For%20Team%20Name,they
7524 %20change%20the%20team%20name.%22

7525  “After Mounting Pressure, Washington's NFL Franchise Drops Its Team Name” -
7526 https://www.npr.org/sections/live-updates-protests-for-racial-justice/
7527 2020/07/13/890359987/after-mounting-pressure-washingtons-nfl-franchise-
7528 drops-its-team-name

7529  “Relationship with the Seminole Tribe of Florida”-

7530 http://unicomm.fsu.edu/messages/relationship-seminole-tribe-florida/

7531  “Two Years Later, Effect of California Racial Mascots Act Looks Diminished”-
7532 https://www.dailycal.org/2017/10/09/two-years-later-effect-california-racial-
7533 mascots-act-looks-diminished/

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7534 “In Whose Honor” Video Questions
7535 This documentary profiles Charlene Teeters, a Native American activist who tries to
7536 educate the University of Illinois community about the negative impact of the “Chief
7537 Illiniwek” mascot, which is an inaccurate, stereotypical portrayal of a Native American.

7538 1. Why is Charlene Teeters Upset?

7539 2. Why does she find the use of Native American iconography and imagery in
7540 mascots offensive?

7541 3. What forms of resistance does she use against the university?

7542 4. What is the reaction from the community?

7543 5. What is the university’s response to Charlene’s protest?

7544 6. What resolution is made?

7545 7. What is your opinion of the university’s use of the mascot?

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7546 Additional Sample Topics

7547 The following list of sample topics is intended to help ethnic studies teachers develop
7548 content for their courses. It is not intended to be exhaustive.

7549  Five Phases- American Indian History

7550 o Pre-Contact- Creation Stories

7551 o Contact- Benevolent to Confrontational

7552 o Reservations- Governmental Patrilineage

7553 o Termination- Political Genocide

7554 o Self Determination- Indian Definition

7555  Pre-contact Native American knowledge, epistemologies, and culture

7556  Cahokia Pyramids Cliff Dwellings

7557  Settler Colonialism and Land Removal

7558  Land acknowledgement and the recognition of the different regions (California
7559 Region, Plains, Northeast, Northwest, Southwest, Southeast)

7560  The Doctrine of Discovery and Manifest Destiny 17

7561  The History and Implications of Broken Treaties

7562  The Enslavement of California Native Americans during the Mission Period and
7563 the Gold Rush

7564  Symbolism of Regalia Worn at Pow Wows.

17
402 The Doctrine of Discovery is a papal policy created in Europe that gave the right to
403 Europeans to take the land of non-Christians around the world.
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7565  Destruction of the Ecology, Sacredness of Nature, and traditional ecological
7566 knowledge (TEK)

7567  The Medicine Wheel

7568  The Peace and Dignity Journeys

7569  The Prophecy of the Eagle and the Condor

7570  Genocide Against Native Americans

7571  American Indian Religious Freedom Act

7572  Native American Graves Protection and Reparation Act

7573  Forced Assimilation and American Indian Boarding Schools

7574  Native American Foodways and Seed Protection

7575  The Contributions of Native Americans During World War II

7576  The American Indian Movement (AIM)

7577  Native American Cultural Retention

7578  The Occupation of Alcatraz

7579  The Struggle for and Separation of Native American Sacred Lands

7580  Native Americans and the Environmental Justice Movement

7581  Contemporary Debates on the Appropriation of Native American Culture

7582  Native American Identity and Federal Recognitions

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7583  Native American Literature and Folklore

7584  The Native American Oral Tradition

7585  Identification of Contemporary Debates on Claiming Indigeneity and Blood

7586 Quantum Restrictions

7587  Life on Reservations and Rancherias, and Forced Urban Relocation

7588  Native American Intergenerational Health Disparities and Healing

7589  Native American Feminism

7590  Eighteen California Treaties that were Unratified

7591  Native American Mascot Controversy in Mainstream Sports

7592 Potential California Tribes to Cover18:

7593  Cahuilla

7594  Chumash

7595  Hupa

7596  Kumeyaay

7597  Maidu

7598  Ohlone

7599  Patwin Wintun

7600  Shoshone

7601  Winnemen Wintu

406 It is recommended that teachers do an intensive research on local Indigenous groups
18

407 and their current status.

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7602  Tataviam

7603  Tongva

7604  Tuolume Band Me-Wuk

7605  Wiwok

7606  Yurok

7607  When developing lessons for Native American studies, it may be helpful to
7608 include a timeline of major events for the tribe(s) being studied. It is important
7609 that educators work together with local tribal organizations to gather accurate
7610 and relevant information specific to their tribe-specific timeline. A sample timeline
7611 courtesy of the North Fork Rancheria of Mono Indians of California can be found
7612 at https://www.northforkrancheria-nsn.gov/our-people/history/timeline/.

7613  The Smithsonian National Museum of the American Indian provides resources
7614 for educators who wish to engage students in Native American studies. In
7615 addition to the Dialogue Toolkit for Educators, the Smithsonian offers the Native
7616 Knowledge 360 Education Initiative: Transforming teaching and learning about
7617 Native Americans which provides teacher support and resources, virtual field
7618 trips for students, and professional development. https://americanindian.si.edu/.

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7619 Affirming Identity
7620 While raising the voices and experiences of the four core groups, ethnic studies is not
7621 intended to silence other voices. Many students have experienced some type of
7622 othering, whether individually or collectively with their community. Intersectional
7623 identities heighten the possibility that different elements of one’s identity will make such
7624 experiences even more likely.

7625 You may have students in your class who do not identify with the groups at the core of
7626 the ethnic studies curriculum. The lessons here can help you provide identity-affirming
7627 moments in your class and help students connect their own identities and experiences
7628 with the themes of the course. These lessons do not replace the core curriculum, but
7629 provide avenues to enter and expand upon the themes in the core curriculum. In
7630 particular, these lessons provide the students opportunities to

7631  explore parallel experiences and connections between populations;

7632  look for commonalities and related strengths across groups;

7633  identify points of contact between groups, including tension points and
7634 resolutions; and

7635  allow all students to see their own identity affirmed such that the curriculum can
7636 move away from a sense of competition between groups and towards
7637 compassion for each other.

7638 As an example, the lesson “Armenian Migration Stories and Oral History” presents a
7639 window into one particular community’s story of living in diaspora, while also serving as
7640 a mirror for considering migration experienced by others. The Armenian community in
7641 California grew over the course of the twentieth century as thousands of Armenians fled
7642 violence in their home country. The Hamidian massacres, the Armenian genocide
7643 during World War I, the escape from Soviet rule of Armenia, and other conflicts
7644 launched multiple waves of immigration to the United States. This serves as a reminder
7645 that even within a community that may seem similar from the outside, there can be
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7646 many differences. Someone who migrated from communist Armenia may have a very
7647 different mindset than someone whose family has lived in the United States for a
7648 century. Interviewing elders in a community––in this lesson and at other points within
7649 ethnic studies––allows history to be told by those who both experienced marginalization
7650 (in their country of origin and in the United States) and acted as agents of change for
7651 their own life. Who tells history matters.

7652 Exploring and Embracing Your Own Community

7653 To fully support the growth and learning of all of California’s students, it is necessary for
7654 schools to engage their communities in the process of building and strengthening
7655 connections across the ethnic groups they serve. An ethnic studies curriculum is just
7656 one component of this work. The entire educational program should promote this
7657 endeavor, even while the social studies bear particular responsibility for helping
7658 students develop a deep understanding of the community’s history—within the context
7659 of state, national, and world histories—and the legacy of the past. Beyond classrooms,
7660 there is an opportunity for adult learning that engages whole faculties and the
7661 community at large. This wider engagement strengthens the community restoration
7662 noted in chapter 1.

7663 Some of the ways students can be involved in exploring their own community include:

7664  Oral History: The best resources for learning about a community are often the
7665 people who live there. By bringing voices from the community into the classroom,
7666 teachers can help ensure that students’ identities are affirmed and the
7667 community’s stories are told.

7668  Cultural Institutions: Cultural organizations in your community play a key role in
7669 raising up the histories and contributions of the groups who live there. They also
7670 highlight those interactions between groups that have shaped the character of
7671 the community.

7672  Memorials: Memorials, monuments, and murals are key markers of a

7673 community’s identity and history. They offer students opportunities to analyze
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7674 critically whose voices are shared and whose history is acknowledged, and to
7675 identify opportunities for giving voice to additional stories and histories within the
7676 community.

7677 These lessons support educators in differentiating their instruction in order to reflect the
7678 diversity of Californians, and the diversity of their own classrooms. When integrating
7679 these lessons, students from all backgrounds have the opportunity to recognize their
7680 role as agents of change.

7681 Complicating Single Stories

7682 These lessons provide opportunities for students to reflect explicitly on unnoticed or
7683 unintended marginalization and the increase in stereotyping during times of heightened
7684 fear. As students become civic actors, they have an opportunity to challenge
7685 misperceptions which contribute to oppression for any. This begins with challenging our
7686 own misperceptions, as noted in Author Chimamanda Ngozi Adichie’s thought-
7687 provoking TED Talk, “The Danger of a Single Story.” (See related lesson:
7688 https://www.facinghistory.org/resource-library/standing-democracy/transcending-single-
7689 stories)

7690 Deborah Tannen, psychologist, has noted, “We all know we are unique individuals, but
7691 we tend to see others as representatives of groups. It’s a natural tendency, since we
7692 must see the world in patterns in order to make sense of it; we wouldn’t be able to deal
7693 with the daily onslaught of people and objects if we couldn’t predict a lot about them and
7694 feel that we know who and what they are. But this natural and useful ability to see
7695 patterns of similarity has unfortunate consequences. It is offensive to reduce an
7696 individual to a category, and it is also misleading.” This tendency towards patterns can
7697 lead to a single narrative about groups which are not our own. Ethnic studies provides a
7698 space to challenge that single narrative and fosters the space for all members of society
7699 to define their own identities rather than be defined by others.

7700 For example, “Arab American” can refer to individuals with roots in 22 Arab countries.
7701 These countries are located across land stretching roughly from northern Africa through

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7702 western Asia, which in itself suggests a far greater range of diversity than a single
7703 experience. Contrary to popular representation, not all Muslims are Arabs, and not all
7704 Arabs––or Arab Americans––are Muslim. Many Arab countries include Christian
7705 communities, and some have also had Jewish communities. Arabs have migrated to the
7706 United States for a variety of reasons, including economic need, educational
7707 opportunity, political conflict, and even war. Like many groups in the United States, the
7708 demographics of Arab Americans has shifted over time and continues to be fluid in
7709 nature. Also like many groups, the misperceptions about Arab Americans is often
7710 exacerbated by representation in the media which focuses on single stories. The lesson
7711 “Introduction to Arab American Studies” presents resources to guide students through
7712 discussions of the immigrant experiences of Arab Americans.

7713 The lesson “Jewish Americans: Identity, Intersectionality, and Complicating Ideas of
7714 Race” provides another example for complicating single stories. Jewish Americans are
7715 connected through many ties, and yet each identity is a unique combination of facets. In
7716 this lesson, the single story is challenged by presenting experiences and perspectives
7717 from diverse voices who all identify with being Jewish American.

7718 Sharing a Wide Picture of Democratic Participation

7719 These lessons include narratives that emphasize the contributions of diverse individuals
7720 in shaping US democratic life. It is important for students to see the widest range of
7721 individual backgrounds as well as forms of engagement to recognize the contributions
7722 already made to our democracy by different groups. Sometimes we look to the national
7723 stage for representation, but Californians can also look to local government and
7724 community leaders for examples of how individuals from many different backgrounds
7725 can and have already engaged in our democracy.

7726 One example of this comes from the Sikh community. Sikh have lived in California for
7727 over a century and have served as civic leaders at local, state, and national levels. The
7728 first Sikh place of worship in the United States was established in Stockton, California,
7729 and California is now home to the largest Sikh population in the United States
7730 (approximately 250,000 with 74 Sikh houses of worship). The first-ever Asian and the
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7731 first Indian to be elected to the United States Congress (1957–1963) was Dalip Singh
7732 Saund, who was Sikh. His civic leadership set an example and opened doors not just
7733 for the Sikh community, but for others as well. The lesson “The Sikh-American
7734 Community in California” provides more detail.

7735 Widening Our Universe of Obligation

7736 These lessons draw out another crucial opportunity for all students: to examine closely
7737 those moments in our history that cause increased fear in society and are often
7738 accompanied by heightened distrust of others, increased “othering” treatment, and even
7739 the violent targeting of individuals based on the identities they are perceived to hold. In
7740 many cases, these events exacerbate or make more visible historical divisions between
7741 groups. We have seen such behavior in times of war, following the September 11
7742 terrorist attacks, and during the COVID pandemic. Such targeting leaves entire groups
7743 vulnerable, and in some cases has led to mass violence including ethnic cleansing and
7744 genocide.

7745 Within high school classrooms, students should be expected to explore this level of
7746 exclusion and violent targeting at a number of points. These are historical periods to use
7747 in reference during ethnic studies as well, and will include:

7748  The Armenian Genocide during World War I

7749  The Holocaust during World War II

7750  The incarceration of Japanese Americans in California and across the nation
7751 during World War II

7752  The increased targeting of Muslims and others perceived to be different after the
7753 9/11 terrorist attacks

7754 The lesson “Antisemitism and Jewish Middle Eastern-American” provides one example
7755 for looking into how long-lasting division and misperceptions become exacerbated in
7756 particular moments. Antisemitism is an ancient hatred that has persisted for centuries. It

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7757 is also a contemporary hatred and form of prejudice, and reported incidents of
7758 antisemitism are increasing around the world and in California. One of the things seen
7759 through history is that antisemitism has been fluid in shape––sometimes taking the form
7760 of religious targeting, at other times defined around ethnic or racial arguments. It has
7761 also been interwoven at times with white nationalism and other forms of prejudice and
7762 discrimination.

7763 In conjunction with these lessons, teachers might consider introducing their students to
7764 the concept of “universe of obligation” to help them better understand and discuss how
7765 societies define who is protected and who is not. Sociologist Helen Fein coined this
7766 term to describe the group of individuals within a society “toward whom obligations are
7767 owed, to whom rules apply, and whose injuries call for amends.” In other words, a
7768 society’s universe of obligation includes those people that society believes deserve
7769 respect and whose rights it believes are worthy of protection.

7770 A society’s universe of obligation can change. History has shown that in times of fear
7771 and uncertainty—such as war, economic depression, or pandemic—a society’s universe
7772 of obligation often narrows. Widely shared beliefs and attitudes about such social
7773 categories as religion, gender, and race also influence which people a society protects
7774 and which people it does not.

7775 Although Fein conceived of “universe of obligation” to describe the way nations
7776 determine membership, we might also refer to an individual’s universe of obligation to
7777 describe the circle of other individuals that a person feels a responsibility to care for and
7778 protect. Applying this concept to individuals gives us the opportunity to recognize the
7779 internalized hierarchies that influence how we think about and respond to the needs of
7780 others. While it is neither practical nor possible that one’s universe of obligation could
7781 include everyone equally, acknowledging the way we think about and prioritize our
7782 obligations toward others can help us act in a more thoughtful, compassionate manner.

7783 The “universe of obligation” concept offers a powerful lens through which students can
7784 examine both their individual beliefs and actions as well as the systems and structures
7785 in our society that indicate who belongs and who does not, and how these thoughts
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7786 change over time. The concept also lays the foundation for discussions about how
7787 students can use their own agency to help widen the circle of people who are included,
7788 respected, and protected in our society.

7789 Seeking Models of Interethnic Bridge-building

7790 As ethnic studies students explore social movements and equity, it is valuable to share
7791 examples of interethnic initiatives in which individuals from different groups have worked
7792 together for change. Depending on the history, interests, concerns, and demographics
7793 of your class and community, here are a few additional examples to add to those in the
7794 model curriculum:

7795  When the Mendez v. Westminster case challenged school segregation in

7796 California, amicus curiae briefs in support of Mendez were submitted by the
7797 American Civil Liberties Union, the National Lawyers Guild, the Japanese
7798 American Citizens League, the American Jewish Congress, and the National
7799 Association for the Advancement of Colored People.

7800  When his Japanese American friends were incarcerated during World War II,
7801 Mexican American high school student Ralph Lazo entered the camps with them.

7802  Black Civil Rights leaders provided critical support for the Asian American civil
7803 rights movement after the killing of Vincent Chin.

7804  Cesar Chavez and Dolores Huerta are perhaps the best-known names
7805 associated with The United Farmworkers movement, but Larry Itliong and Nagi
7806 Daifullah mobilized participation from Filipino and Arab-American communities,
7807 respectively, which contributed to the impact for a common goal.

7808  As the genocide in Darfur became visible globally, Armenians were one of the
7809 groups particularly vocal in advocating for action.

7810  In 2017, as talk increased about a “Muslim ban,” many Japanese Americans
7811 mobilized to actively oppose it and increase education on civil rights.

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7812 Social movements present a complicated history, with spaces of more singular
7813 advocacy living side-by-side with collaboration. These examples are not intended to
7814 replace the presence and importance of civil rights movements dedicated to single
7815 groups. However, as we move forward as a diverse state, these examples can provide
7816 models for how to work together for change that benefits all. Such interethnic
7817 collaboration towards a shared purpose is, after all, crucial to strengthening democracy
7818 in the United States.

7819 These lessons support educators in differentiating their instruction in order to reflect the
7820 diversity of Californians, and the diversity of their own classrooms. When integrating
7821 these lessons, students from all backgrounds have the opportunity to recognize their
7822 role as agents of change.

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7823 Sample Lesson 29: The Sikh-American Community in California

7824 Theme: History and Movement

7825 Disciplinary Area: Asian American and Pacific Islander Studies

7826 Ethnic Studies Values and Principles Alignment: 1, 2, 3

7827 Standards Alignment:

7828 HSS Framework alignment

7829 ● Chapter 7: Grade 4, California: A Changing State

7830 ● Chapter 11: Grade 7, World History and Geography: Medieval and Early
7831 Modern Times

7832 ● Chapter 12: Grade 8, United States History and Geography: Growth and
7833 Conflict

7834 Lesson Purpose and Overview:

7835 This lesson introduces students to the history of Sikh immigration to the United States
7836 West Coast, patterns of settlement, and how the Sikh community has responded to the
7837 challenges and opportunities they have encountered in California over time. This
7838 lesson plan can be used at any time immigration is being discussed but is designed to
7839 explore the history of Sikh contributions to California.

7840 Key Terms and Concepts: assimilation, integration, stereotype, identity, racism,
7841 religion, culture, migration, diaspora, farming, industry, economy

7842 Lesson Objectives (Students will be able to…):

7843 Students will be able to understand Sikh identity, Sikh migration to California, and Sikh
7844 contributions to California’s history through articles and videos.

7845 They will have opportunities to address essential and compelling questions through

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7846 tasks such as creating lists, graphics, writing paragraphs, and conducting arguments
7847 with evidence from featured historical and contemporary sources.

7848 Essential Questions:

7849 1. What is Sikhism?

7850 2. How did Sikhs immigrate to California?

7851 3. How did Sikhs shape Californian history?

7852 Lesson Steps/Activities:

7853 This lesson has been structured into three parts to address the three essential
7854 questions. It is expected to take 4–5 40-minute class periods but can be adapted as
7855 necessary.

7856 1. What is Sikhism?

7857 The first essential question has students understanding the fundamental beliefs and
7858 practices of the Sikh religion. The formative performance task asks students to list the
7859 important tenets of Sikhism using featured sources.

7860 The featured sources for this question are two short video clips from CNN’s show
7861 United Shades of America with W. Kamau Bell and an informational chapter about
7862 Sikhism from the National Council for the Social Studies. Featured Source A
7863 (https://vimeo.com/353626143/c26f27df57) is a video clip (4 minutes and 40 seconds)
7864 featuring an introduction to Sikhism. Featured Source B
7865 (https://vimeo.com/353627296/95fa5d6961) is also a video clip (3 minutes and
7866 8 seconds) on the Sikh turban. Featured Source C
7867 (https://www.sikhcoalition.org/resources/national-council-social-studies-chapter-
7868 teaching-sikhism/) is a short chapter about Sikhism from the National Council for the
7869 Social Studies bulletin, Teaching About Religion in the Social Studies Classroom.

7870 Formative Performance Task: Make a list of the important tenets of Sikhism.

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419
7871 2. How did Sikhs immigrate to California?

7872 For this question, students create a graphic that shows how Sikhs immigrated to
7873 America noting the contextual factors that impacted the community using featured
7874 sources.

7875 Featured Source A (https://vimeo.com/353627855/cfddb57f00) is another short video

7876 segment from CNN’s United Shades of America with W. Kamau Bell. The clip
7877 discusses farming and Sikh immigration to the United States. Featured Source B
7878 (http://www.sikhcoalition.org/wp-content/uploads/2020/03/CA-Essential-Question-2-
7879 SourceB.pdf) is a world map of Punjab, India, illustrating the route Sikhs took to the
7880 United States. Featured Source C
7881 (https://www.sikhcoalition.org/wp-content/uploads/2020/11/punjabi-sikh-mexican-
7882 american-community-history.pdf) is a newspaper article from The Washington Post by
7883 Benjamin Gottlieb (2012) entitled, Punjabi Sikh-Mexican American community fading
7884 into history. Featured Source D
7885 (http://www.sikhcoalition.org/wp-content/uploads/2020/03/CA-Essential-Question-2-
7886 SourceD.pdf) is a speech by Bruce La Brack (2011) entitled, A Century of Sikhs in
7887 California.

7888 Formative Performance Task: Create a graphic that shows how Sikhs immigrated to
7889 California noting the contextual factors that impacted the community.

7890 3. How did Sikhs shape Californian history?

7891 This question asks students to write a paragraph about one of the featured case
7892 studies focusing on how that example shaped an aspect of American history.

7893 Featured Sources A–C are case studies on the following: Dr. Narinder Singh Kapany
7894 (https://thepositiveindian.wordpress.com/2015/04/16/dr-narinder-kapany-the-man-who-
7895 bent-light/), Dalip Singh Saund
7896 (http://www.sikhcoalition.org/wp-content/uploads/2020/03/CA-Essential-Question-3-
7897 SourceB.pdf), and the AB1964 policy (https://hyphenmagazine.com/blog/2012/08/what-
7898 unity-looks-ab-1964) . Together, these sources focus on three unique and compelling
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7899 stories of how the Sikh community has shaped American history.

7900 Formative Performance Task: Write a paragraph about one of the case studies and
7901 how that example shaped an aspect of Californian history.

7902 Summative performance task:

7903 Argument

7904 How have Sikh Americans responded to the challenges and opportunities in California?
7905 Construct an argument (e.g., detailed outline, poster, essay) that discusses this
7906 compelling question using specific claims and relevant evidence from the historical and
7907 contemporary sources.

7908 Taking informed action

7909 ● Assessment: Examine how CNN’s United Shades of America show on

7910 the Sikh community in Northern California’s attempts to raise awareness
7911 about Sikhism.

7912 ● Application: Discuss how using popular media and pop culture may shape
7913 attitudes towards Sikhs.

7914 ● Action and Reflection: Determine how you might help the Sikh community
7915 with their campaign.

7916 Assessment, Application, Action and Reflection:

7917 Integrated into lesson plan and summative performance task.

7918 Materials and Resources:

7919 Sources for Essential Question 1: Source A: Video, United Shades of America, W.
7920 Kamau Bell, Introduction to Sikhism segment
7921 (https://vimeo.com/353626143/c26f27df57); Source B: Video, United Shades of
7922 America, W. Kamau Bell, Sikh turban segment
7923 (https://vimeo.com/353627296/95fa5d6961); Source C: Chapter about Sikhism
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421
7924 (https://www.sikhcoalition.org/resources/national-council-social-studies-chapter-
7925 teaching-sikhism/) from NCSS publication.

7926 Sources for Essential Question 2: Source A: Video, United Shades of America, W.
7927 Kamau Bell, Farming and immigration segment
7928 (https://vimeo.com/353627855/cfddb57f00); Source B: World Map of the Punjab and
7929 route to United States (http://www.sikhcoalition.org/wp-content/uploads/2020/03/CA-
7930 Essential-Question-2-SourceB.pdf); Source C: Article, Punjabi Sikh-Mexican American
7931 community fading into history
7932 (https://www.sikhcoalition.org/wp-content/uploads/2020/11/punjabi-sikh-mexican-
7933 american-community-history.pdf) (2012) by Benjamin Gottlieb; Source D: Speech, A
7934 Century of Sikhs in California
7935 (http://www.sikhcoalition.org/wp-content/uploads/2020/03/CA-Essential-Question-2-
7936 SourceD.pdf) (2011) by Bruce La Brack.

7937 Sources for Essential Question 3: Source A: Case Study, Dr. Narinder Singh Kapany
7938 (https://thepositiveindian.wordpress.com/2015/04/16/dr-narinder-kapany-the-man-who-
7939 bent-light/); Source B: Case Study, Dalip Singh Saund
7940 (http://www.sikhcoalition.org/wp-content/uploads/2020/03/CA-Essential-Question-3-
7941 SourceB.pdf); Source C: Case Study, AB1964 policy
7942 (https://hyphenmagazine.com/blog/2012/08/what-unity-looks-ab-1964).

7943

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7944 Sample Lesson 30: Antisemitism and Jewish Middle Eastern-Americans

7945 Theme: Identity

7946 Disciplinary Area: Asian American and Pacific Islander Studies

7947 Ethnic Studies Values and Principles Alignment: 1, 3, 4, 6

7948 Standards Alignment:

7949 CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1; Historical
7950 Interpretation 1, 3, 4

7951 CCSS ELA/Literacy: W.9–10.7 10.4; CCSS ELA/Literacy: W.11–12.7; CCSS

7952 ELA/Literacy: W.11–12.8; CCSS ELA/Literacy: W.11–12.9

7953 Lesson Purpose and Overview:

7954 This lesson introduces students to antisemitism and its manifestations through the lens
7955 of Jewish Middle Eastern Americans, also known as Mizrahi and Sephardic Jews,
7956 whose contemporary history is defined by recent struggles as targets of discrimination,
7957 prejudice and hate crimes in the United States and globally. Students will analyze and
7958 research narratives, primary, and secondary sources about Mizrahi Jews. The source
7959 analysis contextualizes the experience of Jewish Middle Eastern Americans within the
7960 larger framework of systems of power (economic, political, social).

7961 Key Terms and Concepts: Mizrahi, antisemitism, indigeneity, ethnicity, prejudice,
7962 refugees, diaspora, immigration, intersectionality

7963 Lesson Objectives (Students will be able to...):

7964 1. develop an understanding of Jewish Middle Eastern Americans (who are also
7965 referred to as Arab Jews, Mizrahi Jews, Sephardic Jews, and Persian Jews) and
7966 differentiate the various identities, nationalities, and subethnicities that make up
7967 the Jewish American community;

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423
7968 2. develop an understanding of contemporary antisemitism and identify how the
7969 Jewish Middle Eastern American community today is impacted by prejudice and
7970 discrimination against them, as intersectional refugees, immigrants, and
7971 racialized Jewish Americans; and

7972 3. students will construct a visual, written, and oral summary of antisemitism in the
7973 United States using multiple written and digital texts.

7974 Essential Questions:

7975  Who are Jewish Americans? Who are Jews of Middle Eastern descent?

7976  What is antisemitism? What are the manifestations of antisemitism as

7977 experienced by intersectional, Jewish Middle Eastern Americans?

7978  What new possibilities can students imagine and actions can they take to
7979 address antisemitism?

7980 Lesson Steps/Activities:

7981 Day One: Antisemitism and Jewish Ethnic Diversity

7982 Introduce the lesson by posting the words “Antisemitism” and “Jewish Americans” to
7983 engage students in a discussion of who Jewish Americans are and about the
7984 discrimination that they face.

7985 1. Begin by asking students what is antisemitism and who are Jewish Americans?
7986 Write their responses on the board under the columns of Antisemitism and
7987 Jewish Americans. After responses have been written on the board list the
7988 various subethnic groups under the Jewish American column such as
7989 Ashkenazi/Eastern European, Mizrahi & Sephardic/Middle Eastern and North
7990 African, Iranian/Persian, Israeli, Ethiopian, Russian, and Latinx.

7991 2. Tell students “that following expulsions by the Babylonians in 586 BCE and the
7992 Romans in 70 CE from the land of Israel, many indigenous Jews established new
7993 homes in the Middle East and beyond forming the Jewish diaspora. In a Jewish
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7994 historical context, the term diaspora refers to Jews living outside of Israel. More
7995 broadly, the term diaspora refers to ethnic or religious populations that are
7996 dispersed from modern-day Israel. Today, Jews are a racially and ethnically
7997 diverse group that continues to face antisemitism in the United States and in
7998 countries around the world.

7999 Tell the students that today “they are going to delve deeper into the experience of
8000 discrimination, hate, and violence against Jewish Middle Eastern Americans at
8001 present while imagining a response to it. Explain to students that since the
8002 1940s, one-million Jewish refugees from the Middle East, who are also known as
8003 Mizrahi and Sephardic Jews, fled antisemitic persecution to countries around the
8004 world.

8005 Today, the US has a population of an estimated 900,000 Jews who descend
8006 from Mizrahi and Sephardic Jewish refugees from the Middle East including an
8007 estimated 250,000 – 300,000 in California. Individuals in these communities have
8008 intersectional identities as a result of experiencing prejudice and discrimination
8009 as Jewish Americans, as Middle Eastern refugees and immigrants, and some as
8010 people of color.”

8011 Today and for homework, the students will explore primary and secondary
8012 sources to understand antisemitism as it is experienced by Jewish Middle
8013 Eastern Americans in the US.

8014 3. Provide Handout A and read it together.

8015 4. Distribute Handout B to each student in groups of six. These graphic organizers
8016 have hyperlinks for all the sources but students will need to take notes in a
8017 notebook. If computers are available, students can use them to read material and
8018 watch videos. Within groups, students can work in elbow pairs to complete one
8019 or two sources on the graphic organizer.

8020 5. Explain the columns of the graphic organizer and provide a small amount of
8021 context for the sources (e.g., highlighting primary or secondary sources,
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8022 identifying narratives, and including a review of secondary sources like credible
8023 news articles, scholarly research, interviews, statistics, informational videos,
8024 etc.).

8025 6. Provide students with class time to work on the assignment. They should also
8026 work on the assignment as homework.

8027 a. For individual student assessments, each student is required to hand in

8028 their graphic organizer notes in the form of an essay.

8029 7. As follow up, teachers should facilitate a discussion about antisemitism

8030 experienced by Jewish Middle Eastern Americans utilizing the following
8031 questions:

8032 a. How have the intersectional identities of Jewish Middle Eastern Americans
8033 resulted in multiple experiences of discrimination? How have other ethnic
8034 groups experienced similar forms of discrimination?

8035 b. What is the effect of hateful images and speech? Do images and words
8036 reflect existing attitudes or create them?

8037 c. How is antisemitism similar to or different from other forms of group

8038 hatred?

8039 d. What can we do to make a difference?

8040 Assessment, Application, Action, and Reflection:

8041 1. Students will conduct research on antisemitism (past and present) of Mizrahi
8042 Jews in the United States through primary and secondary sources.

8043 2. Students will write a five-paragraph essay detailing the impacts of antisemitism
8044 and linking them to past and present events. Students are encouraged to
8045 imagine new possibilities to combat antisemitism by developing potential
8046 responses to it.

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8047 Materials and Resources:

8048 Day One:

8049 HANDOUT A––Definition of antisemitism

8050 HANDOUT B––Graphic Organizer (note all sources are also hyperlinked)

8051  Naar, Devin. “The Myth of Jewish Immigration.” Jewish in Seattle Magazine, 29
8052 Aug. 2018 https://mag.jewishinseattle.org/community/2018/08/the-myth-of-
8053 jewish-immigration

8054  Samuel, Sigal. “For Sephardic and Mizrahi Jews, Whiteness Was a Fragile
8055 Identity Long Before Trump.” Forward, 6 Dec. 2016
8056 https://forward.com/opinion/356271/for-sephardic-and-mizrahi-jews-whiteness-
8057 was-a-fragile-identity-long-before/

8058  Melamed, Karmel. “We survived Khomeini, we’ll survive this attack on Nessah.”
8059 The Times of Israel, 16 Dec. 2019. https://blogs.timesofisrael.com/we-survived-
8060 khomeini-well-survive-this-attack-on-nessah-synagogue/

8061  Ellis, Emma Grey. “The Internet Protocols of the Elders of Zion.” Wired, 12 Mar.
8062 2017 https://www.wired.com/2017/03/internet-protocols-elders-zion/

8063  Facing History and Ourselves, Antisemitism on UC College Campuses

8064 https://www.facinghistory.org/standing-up-hatred-intolerance/antisemitism-us-
8065 campuses

8066  Los Angeles County Commission on Human Rights, 2018 Hate Crime Report,
8067 https://hrc.lacounty.gov/wp-content/uploads/2019/09/2018-Hate-Crime-
8068 Report.pdf. Please note that this resource contains explicit language that will
8069 need to be redacted or contextualized for students.

8070 Videos Options to Screen

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8071  CNN, Has antisemitism returned with a vengeance?
8072 https://www.youtube.com/watch?v=jJQ3x9YDiYE

8073 Podcast

8074  UCLA, Then and Now. Are Jews White? A Conversation on Race, Erasure, and
8075 Sephardic History with Devin Naar

8076 https://www.buzzsprout.com/952522/5280526-are-jews-white-a-conversation-on-
8077 race-erasure-and-sephardic-history-with-devin-naar

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8078 HANDOUT A: Defining Antisemitism

8079 History: Antisemitism as a form of racism

8080 In the late 1800s, many European and American scientists continued to divide
8081 humankind into smaller and smaller “races.” One of these was the “Semitic race,” which
8082 they used to categorize Jews. The term antisemitism was coined by German Wilhelm
8083 Marr, who published a pamphlet in 1878 titled “The Victory of Judaism over
8084 Germandom.” Filled with lies and myths about Jews, Marr’s pamphlet argued that Jews
8085 were more than a distinct “race.” They were dangerous and alien, intent on maliciously
8086 destroying German society.

8087 Historian Deborah Dwork explains that, “The move from anti-Judaism—against the
8088 religion—to antisemitism with this notion of ‘race’ was only possible when Europeans
8089 conceived of the idea of race. And once they had conceived of the idea of race in the
8090 19th century, Wilhelm Marr had the notion that Jews constituted a ‘race.’ And thus,
8091 antisemitism can be seen as a form of racism.” https://www.facinghistory.org/resource-
8092 library/teaching-holocaust-and-human-behavior/roots-and-impact-antisemitis

8093 Modern Definitions of Antisemitism

8094 According to the Anti-Defamation League (ADL), the world’s leading organization
8095 committed to stopping the defamation of the Jewish people antisemitism is, “The belief
8096 or behavior hostile toward Jews just because they are Jewish. It may take the form of
8097 religious teachings that proclaim the inferiority of Jews, for instance, or political efforts to
8098 isolate, oppress, or otherwise injure them. It may also include prejudiced or stereotyped
8099 views about Jews.”

8100 According to the International Holocaust Remembrance Alliance (IHRA), the only
8101 intergovernmental organization mandated to focus solely on Holocaust-related issues,
8102 “Antisemitism is a certain perception of Jews, which may be expressed as hatred
8103 toward Jews. Rhetorical and physical manifestations of antisemitism are directed toward
8104 Jewish or non-Jewish individuals and/or their property, toward Jewish community
8105 institutions and religious facilities.”
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8106 HANDOUT B: Graphic Organizer

8107 Use the graphic organizer below to gather pertinent information from the articles. Each
8108 student is required to take notes and write a five-paragraph essay. Your essay could
8109 provide information on the historical background, factors that led to antisemitism, impact
8110 of antisemitism, and what resolutions/responses have been or could be created to
8111 combat antisemitism. Use your binders to take notes!

Article Source Historical Factors Effects/ Response,

(primary or Background, Leading to Impact of Advocacy,
secondary) Summary antisemitism antisemitism Resolution

https:// [fill in] [fill in] [fill in] [fill in] [fill in]
mag.jewishinseattle.org/
community/2018/08/the-
myth-of-jewish-
immigration

https://forward.com/ [fill in] [fill in] [fill in] [fill in] [fill in]
opinion/356271/for-
sephardic-and-mizrahi-
jews-whiteness-was-a-
fragile-identity-long-
before/

https:// [fill in] [fill in] [fill in] [fill in] [fill in]
blogs.timesofisrael.com/
we-survived-khomeini-
well-survive-this-attack-
on-nessah-synagogue/

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 Article Source Historical Factors Effects/ Response,
(primary or Background, Leading to Impact of Advocacy,
secondary) Summary antisemitism antisemitism Resolution

https://www.wired.com/ [fill in] [fill in] [fill in] [fill in] [fill in]
2017/03/internet-
protocols-elders-zion/

https:// [fill in] [fill in] [fill in] [fill in] [fill in]
www.facinghistory.org/
standing-up-hatred-
intolerance/
antisemitism-us-
campuses

2018 LA Hate Crimes [fill in] [fill in] [fill in] [fill in] [fill in]
(Read pages 34–37)

8112

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8113 Sample Lesson 31: Jewish Americans: Identity, Intersectionality, and
8114 Complicating Ideas of Race

8115 Theme: Identity

8116 Disciplinary Area: General Ethnic Studies

8117 Ethnic Studies Values and Principles Alignment: 1, 2, 4, 5

8118 Standards Alignment:

8119 CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 2, 4; Historical
8120 Research, Evidence, and Point of View 2, 4; Historical Interpretation 1, 2, 3

8121 CA CCSS for ELA/Literacy: RH.9–10. 1, 2, 3, 4, 6, 9, 10; WHST.9–10. 2, 4, 7; SL.9–

8122 10.1, 2, 3, 4

8123 CA ELD Standards: ELD.PI.9–10. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12

8124 Lesson Purpose and Overview:

8125 This lesson examines the diversity of the Jewish American community and what unites
8126 it. Learning about Jewish diversity illustrates the concept of intersectionality, the idea
8127 that people have different overlapping identities (visible and invisible) and that the
8128 unique combination of identities shape individuals’ experiences. While individual identity
8129 is personal, Jewish Americans are connected through ties of history, culture, language,
8130 religion, ancestry, celebrations, communal and familial traditions, common values, and a
8131 sense of a common ethnic peoplehood.

8132 By examining perceptions of Jews, the lesson will address how conceptions of race and
8133 labels change over time and place (racial formation), adding another lens to the study of
8134 race. The lesson explains some of the challenging experiences of Jewish Americans,
8135 including: prejudice, discrimination, antisemitism, racialization, hate crimes, Holocaust
8136 denial, and targeting by white supremacists. Jews have also experienced acculturation
8137 and assimilation, with associated benefits and losses.

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8138 Jewish Americans’ many positive experiences include cultural retention through
8139 celebration of Jewish traditions, strong communities and sense of belonging, and
8140 contributions to many spheres of life. Jewish tradition and communal experiences of
8141 persecution and the Holocaust have led to a widespread commitment among Jews to
8142 pursue justice and equity for all people, and a vigilance against rising antisemitism.
8143 Jews are a distinct ethnic group connected by rich traditions, thousands of years of
8144 history, ancestry, language, and religion.

8145 Key Terms and Concepts: antisemitism, white supremacy, conditional whiteness,
8146 identity, intersectionality, racial formation, racialization, Jews of color, Mizrachi,
8147 Sephardi, Ashkenazi

8148 Lesson Objectives (Students will be able to…):

8149 1. explain how identities are composed of visible and invisible attributes, and are
8150 intersectional and multifaceted;

8151 2. learn about diversity within the Jewish American ethnic community;

8152 3. understand the varied intersectional identities of Jewish Americans and how
8153 Jews see themselves; and

8154 4. identify the range of Jewish American experiences in relation to race and racial
8155 hierarchies over time, and how Jews are seen by others.

8156 Essential Questions:

8157 1. How do visible and invisible components make up each person’s unique
8158 identity?

8159 2. How does the concept of intersectionality help us understand Jewish American
8160 experiences?

8161 3. How do conceptions of race change over time and place? What is racialization?

8162 4. How does the diversity of Jewish Americans deepen our understanding of the

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8163 concepts of race and ethnicity?

8164 Lesson Steps/Activities:

8165 Diversity of Jewish Americans: Identity and Intersectionality

8166 1. Iceberg of Identity Activity for Students - Only a small part of an iceberg is
8167 visible above the waterline, while most of the iceberg’s mass lies below the
8168 waterline and is invisible. Share an image of an iceberg, or a blank copy of the
8169 iceberg of identity worksheet. Tell students that some parts of identity are visible
8170 to others, while other parts of identity are invisible to others.

8171 Distribute two blank copies of the Iceberg of Identity worksheet handout.

8172 Using one blank copy of the Iceberg of Identity worksheet, ask students to write
8173 in categories of identity that are:

8174  usually visible to others above the water line, in the top third.

8175  sometimes visible, and sometimes invisible close to the waterline.

8176  usually invisible to others in the bottom third of the iceberg.

8177 Teachers may give the option to add examples of these categories, either about
8178 a hypothetical student or about themselves. Emphasize this is optional, and there
8179 is no need to disclose private information unless they are comfortable sharing.

8180 Refer students to the Iceberg of Identity Categories list below. Suggest they add
8181 at least three visible and three invisible examples from these categories to the
8182 first Iceberg of Identity worksheet:

8183 a. Gender

8184 b. Race

8185 c. Ethnic appearance

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8186 d. Visible religious signs (head coverings, kippah, yarmulke, hijab, turban;
8187 tzitzit (Jewish ritual fringes); cross, kirpan, Star of David, other)

8188 e. Age (child, middle schooler, teen, young adult, middle age, elderly, etc.)

8189 f. Body type

8190 g. Ability/Disability

8191 h. Sexuality

8192 i. Clothing (casual, formal, brands, ethnic clothing)

8193 j. Language(s) (accent, second language, regional dialect, formality of

8194 speech)

8195 k. Religion/ level of religious practice/ spirituality/ philosophy

8196 l. Family’s national origin/ immigrant/ refugee/ forced migration

8197 m. Nationality/ citizenship

8198 n. Violence, trauma, or Intergenerational trauma

8199 o. Activity, passion, or a job that’s an important part of identity

8200 p. Other cultural or group or family aspect of identity

8201 2. Explain the concept of intersectionality. Intersectionality is the idea that people
8202 have different overlapping identities and that the unique combination of identities
8203 shape individuals’ experiences and how a person is perceived and treated by
8204 others.

8205 3. Give students the second blank Ice Iceberg of Identity worksheet and ask them
8206 to note down as many aspects of identity of the speaker in the video as they can
8207 as they watch it.

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8208 4. Watch one or two short videos:

8209 a. “Diverse Jewish Voices: Jonah,” Jonah Tobin, Be'chol Lashon, 4/17/2019.
8210 (3:08): https://www.youtube.com/watch?
8211 v=YXT4EvGcoUg&feature=youtu.be This is a three-minute video about a
8212 13-year-old African American Jewish teen on his bar mitzvah and Jewish
8213 community.

8214 b. Michael J. Twitty, “Kosher/Soul Black-Jewish Identity Cooking,”

8215 11/10/2016, Green World, Elon University, minutes 00:59 to 4:23.
8216 https://www.youtube.com/embed/_iUQcouIXk8?
8217 start=59&end=263&controls=0 This is a three-minute excerpt from a one-
8218 hour video of Jewish African American food historian Michael Twitty,
8219 author of The Cooking Gene, on his intersectional identity, being a Jewish
8220 gay African American, and about Jews of color. It’s an excerpt from a
8221 video on Jewish and African American food and identity.

8222 5. To conclude the Iceberg activities above, ask the class to share their thoughts on
8223 how visible and invisible identities shape personal and communal identity.

8224 6. Ask students to read the Fact Sheet on Jewish American Diversity.

8225 7. Ask students the following questions:

8226 a. In what ways is the Jewish American community diverse? (race and
8227 physical appearance, language, food and cultural traditions, religious
8228 observance, origins, ethnic subgroup, etc.)

8229 b. What bonds all Jewish Americans together despite other cultural, racial, or
8230 ethnic differences? (shared Jewish history, values, sacred texts, religious
8231 rituals, traditions, celebrations, culture, ancestry, sense of peoplehood,
8232 etc.)

8233 8. Divide students into small groups and assign each group to read two to three

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8234 brief excerpts from I Am Jewish: Personal Reflections Inspired by the Last
8235 Words of Daniel Pearl.

8236 9. Questions for students on the excerpts on personal and communal identity:

8237 a. Ask students to highlight or underline one key sentence or phrase for each
8238 excerpt to share with the class.

8239 b. What elements of their identity does the author stress? (culture, family,
8240 ancestry, history, religion, social justice, community, etc.)

8241 c. Why do Jewish Americans not fit neatly into racial and religious
8242 categories?

8243 d. Ask students to share one word that jumps out on what being Jewish
8244 means to the writers, and the teacher will compile them in a shared visual
8245 medium.

8246 Jewish Americans and Complicating Ideas of Race

8247 10. The teacher leads a read aloud of the Fact Sheet on Jewish Americans and
8248 Complicating Ideas of Race, including Key Word Definitions on racialization,
8249 conditional whiteness, racial formation, antisemitism, and white supremacy.

8250 11. Questions for students:

8251 a. What is racialization? What is racial formation? What is a racial hierarchy?

8252 b. When and how have Jews been racialized as non-white?

8253 c. What is conditional whiteness?

8254 d. When, how, and which Jews have experienced conditional whiteness?
8255 What benefits and losses might people experience when whiteness is
8256 conditional?

8257 e. Why do people acculturate or assimilate? What does a member of an

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8258 ethnic group gain from assimilation? What does a member of an ethnic
8259 group lose from assimilation?

8260 f. How did the Holocaust shift Jewish Americans' position in American
8261 society?

8262 g. Can you determine someone’s membership in a racial group based only
8263 on external appearance? Referring to the Fact Sheet or reflecting on your
8264 own knowledge of racial groups, what other factors go into racial identity?

8265 h. Based on what we have learned about changes in how Jews as a whole
8266 have been racially categorized, what conclusions can we draw about race
8267 as a social construct?

8268 Assessment, Application, Action, and Reflection:

8269 Have students reflect and answer the following questions to conclude the lesson:

8270 a. Ask students to choose one aspect of their own identity, and write a one
8271 paragraph reflection on why that aspect of their identity is important to them.
8272 Please complete: “I am (choose an aspect of identity) because …, and it is
8273 important to me because ….”

8274 b. In what ways is the Jewish American ethnic group diverse? What bonds Jews
8275 together across this diversity?

8276 c. What have we learned about the changeability of racial classifications and
8277 hierarchies? How does this complicate or help us understand race more broadly?

8278 Materials and Resources:

8279 ● Two copies of the Iceberg of Identity worksheet

8280 ● Video: “Diverse Jewish Voices: Jonah,” Jonah Tobin, Be'chol Lashon, 4/17/2019,
8281 (3:08): https://www.youtube.com/watch?v=YXT4EvGcoUg&feature=youtu.be

8282 ● Video: Michael J. Twitty, “Kosher/Soul Black-Jewish Identity Cooking,”

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8283 11/10/2016, Green World, Elon University, minutes 00:59 to 4:23.
8284 https://www.youtube.com/embed/_iUQcouIXk8?start=59&end=263&controls=0

8285 ● Fact Sheet on Jewish Americans and Complicating Ideas of Race

8286 ● Excerpts from I Am Jewish: Personal Reflections Inspired by the Last Words of
8287 Daniel Pearl. Edited by Ruth Pearl and Judea Pearl. Woodstock, VT: Jewish
8288 Lights Publishing, 2004.

8289 ● Fact Sheet on Jewish American Diversity and Complicating Ideas of Race

8290 • Key Word Definitions

8291 Ethnic Studies Outcomes

8292 Students will:

8293 1. Recognize intersectionality and understand how it is related to identity;

8294 understand how intersectionality is related to systemic discrimination racism,
8295 ethnic bigotry, discrimination, and marginalization. (Outcome 5)

8296 2. Develop a better understanding of other people, cultures, and ethnic groups.
8297 (Outcome 4)

8298 3. Further self-understanding by asking what ethnicity and heritage mean, and to
8299 what extent can identity change over time. (Outcome 3)

8300

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8301 Fact Sheet on Jewish American Diversity

8302 ● Jewish Americans have come to the United States from all over the world, and have
8303 brought a rich variety of different Jewish cultural traditions with them.

8304 ● The Jewish people originated about 3,000 years ago in Southwest Asia, in the land
8305 of Israel.

8306 ● Jews do not fit neatly into predefined categories and meet the criteria for being both
8307 a religious group and an ethnic group.

8308 ● Jews are a distinct ethnic group connected by rich traditions, thousands of years of
8309 history, ancestry, language, and religion. Jewish American ethnic identity may be
8310 expressed through food, language, holidays, celebrations, expressions of
8311 peoplehood, remembrances of historical and ancestral experiences, connections to
8312 the land of Israel, a commitment to social justice, and cultural elements such as
8313 music, literature, art, philosophy that are also part of Jewish life.

8314 ● There are several major Jewish ethnic subgroups:

8315 ○ Mizrachi Jews are racially diverse Arabic- and Farsi-speaking Jews indigenous to
8316 the Middle East and North Africa for over 2,500 years.

8317 ○ Sephardic Jews are originally Judeo-Spanish or Ladino-speaking Jews expelled

8318 from Spain and Portugal to North Africa and the Ottoman Empire beginning with
8319 Spain’s expulsion in 1492.

8320 ○ Ethiopian Jews are Amharic-speaking Jews originally from Ethiopia.

8321 ○ Ashkenazi Jews are or were Yiddish-speaking Eastern and Central European
8322 Jews.

8323 ● Major languages and literature of Jewish expression include English, Hebrew,
8324 Arabic, Yiddish, Ladino, and Farsi. Hebrew, the language of Jewish scripture, is
8325 often a lingua franca that has united different Jewish ethnic subgroups. The physical

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8326 appearance of Jewish Americans is very diverse, and can skin color can range from
8327 light skinned to dark skinned, and includes Middle Eastern Jews, African American
8328 Jews, Asian American Jews, Latino/a/x Jews, and Native American Jews. Jewish
8329 families include multiracial households and there are diverse appearances both
8330 within families and within communities.

8331 ● The majority of Jewish Americans emigrated from Eastern Europe, and while their
8332 racial appearance often reflects this, there is a range of physical appearances,
8333 reflecting the movement of Jews over time and place.

8334 ● For many Jews with light skin, Jewish identity is primary, but they may be viewed as
8335 white by others. Therefore, Jews often experience a divergence between internal
8336 identity and external classification.

8337 ● Other Jewish Americans or their families emigrated from the Middle East (Iran, Iraq,
8338 Israel, Lebanon, Syria, Turkey, Yemen), North Africa (Egypt, Libya, Tunisia, Algeria,
8339 Morocco), East Africa (Ethiopia), Central Asia (Bukharan Jews from Uzbekistan and
8340 Tajikistan) and are of Mizrachi and Sephardic heritage.

8341 ● American Judaism has a range of religious denominations, including Reform,

8342 Reconstructionist, Conservative, and Orthodox, with a range of observances and
8343 practices. At the same time, Jews are united by shared sacred texts, like the Torah,
8344 by celebrations, traditions, and a feeling of connection to other Jews around the
8345 world.

8346 ● American Jews have a wide range of opinions and beliefs about what it means to be
8347 Jewish and how Jewish identity is defined.

8348 ● Across Jewish denominations, ancestry marks a person as Jewish regardless of the
8349 individual’s personal level of religious observance. Traditionally, a person was
8350 considered Jewish if born to a Jewish mother. Reform Jews among others consider
8351 a person with a Jewish father to also be Jewish.

8352 ● Jews consider a person who converts to Judaism, without Jewish ancestry, to be as

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8353 Jewish as any other Jew.

8354 ● Jews are part of the Jewish American community by birth, adoption, marriage, and
8355 by throwing their lot in with the Jewish people through conversion, or being part of a
8356 Jewish family.

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8357 Reflections on Jewish American Identity

8358 Excerpts from I Am Jewish: Personal Reflections Inspired by the Last Words of Daniel
8359 Pearl. Edited by Ruth Pearl and Judea Pearl. Woodstock, VT: Jewish Lights Publishing,
8360 2004. Daniel Pearl’s parents asked a diverse range of Jews to reflect on what being
8361 Jewish means to them in memory of Pearl, an American journalist for the Wall Street
8362 Journal, raised in California, murdered in Pakistan by terrorists for being Jewish soon
8363 after 9/11. Pearl’s last words were: “My father is Jewish, my mother is Jewish, I am
8364 Jewish.”

8365 1. Rabbi Angela Warnick Buchdahl is an Asian American Rabbi ordained by Hebrew
8366 Union College. She spent her college summers working as head song leader at Camp
8367 Swig, a Reform Jewish camp in Saratoga, California.

8368 “My father is a Jew and my mother is a Korean Buddhist. As the child of a mother who
8369 carried her own distinct ethnic and cultural traditions—and wore them on her face—I
8370 internalized the belief that I can never be “fully Jewish" because I could never be
8371 “purely" Jewish. My daily reminders included strangers’ comments “Funny you don't
8372 look Jewish”), other Jews’ challenges to my halakhic [Jewish law] status, and every look
8373 in the mirror.

8374 Jewish identity is not solely a religious identification, but also a cultural and ethnic
8375 marker. While we have been a “mixed multitude” since Biblical times, over the centuries
8376 the idea of a Jewish race became popularized. After all, Jews have their own language,
8377 foods, even genetic diseases. But what does the Jewish “race” mean to you if you are
8378 Black and Jewish? Or Arab and Jewish? Or even German and Jewish, for that matter?
8379 How should Jewish identity be understood, given that Am Yisrael [people of Israel]
8380 reflects the faces of so many nations?

8381 Years ago... I called my mother to declare that I no longer wanted to be Jewish. I did not
8382 look Jewish. I did not carry a Jewish name, and I no longer wanted the heavy burden of
8383 having to explain and prove myself every time I entered a new Jewish community. My
8384 Buddhist mother's response was profoundly simple: “Is that possible?” At that moment I

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8385 realized I could no sooner stop being a Jew than I can stop being Korean, or female, or
8386 me. Judaism might not be my “race” but it is an internal identification as indestructible
8387 as my DNA.

8388 Jewish identity remains a complicated and controversial issue in the Jewish community.
8389 Ultimately, Judaism cannot be about race, but must be a way of walking in this world
8390 that transcends racial lines. Only then will the “mixed multitude” truly be Am Yisrael.”
8391 (pages 19-20)

8392 2. Naim Dangoor was a leader of Iraqi Jewry outside Iraq.

8393 “When I was a young boy a teacher at school asked me, “Why are you a Jew?” I,
8394 with all the practicality of youth replied, because I was born one!”

8395 There is, however, something in this sentiment that rings truer than one might think
8396 Judaism is a birthright, a glorious gift from one's forefathers of faith, culture, and
8397 heritage.

8398 For me, it is this: my strong Babylonian heritage, the heritage that Daniel Pearl also
8399 shared, his mother having been born in Baghdad, that makes me so proud to be a Jew.
8400 Babylonia was one of the main birthplaces of the Jewish people, from where Abraham
8401 emerged as a founder, and later from where the Babylonian Talmud, forming the
8402 framework for Rabbinic Judaism, was created. Its glorious Jewish intellectual eminence
8403 fanned out across the known world for more than a thousand years. Currently the
8404 descendants of this tradition are spread throughout the globe.” (pages 97–98)

8405 3. Julius Lester was an African American civil rights activist, writer, and professor at
8406 the University of Massachusetts, Amherst.

8407 “It is the particular responsibility of the Jew to suffuse history with holiness. This is not
8408 something that, done once, is done for all time. It must be done every day, for every
8409 day a Jew must choose anew the responsibility of holiness.

8410 To be holy is to be apart from, the Torah teaches us. We must be apart to possess

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8411 our unique identity as a people. We must be apart to offer the world those aspects of
8412 the holy which God put into our keeping.

8413 There is a paradox: The world needs us to be apart as Jews, though it may be loath to
8414 acknowledge it. It does not need us to be just another ethnic group. It does not need us
8415 to dissolve our particularity into an undifferentiated and colorless mass.

8416 The world needs us to assume the difficult task of living as Jews and to do as Jews
8417 have sought to do through the ages past — merge past and present and future into
8418 a Holy Now.

8419 We do this by becoming a continuous bracha [blessing] — a blessing of joy that refuses
8420 to be suppressed or destroyed despite what others have said and done, despite what
8421 others say and do. To be a Jew is to be a bracha of laughter expressing our surprise,
8422 delight, and wonder in creation and our place in it as Jews. We are called to be a
8423 bracha of unending love because to be a Jew is to be in love — with a God, a people,
8424 and a land. To be a Jew is to live that love —boldly, defiantly, joyously —to become
8425 that love and live with the fluidity of a melody understood in the silence of the soul.

8426 To be a Jew is to be a love song — to the God of our people — and to the world.”
8427 (page 144)

8428 4. Norman Lear is a writer, producer, and social activist.

8429 “I identify with everything in life as a Jew. The Jewish contribution over the centuries
8430 to literature, art, science, theater, music, philosophy, the humanities, public policy, and
8431 the field of philanthropy awes me and fills me with pride and inspiration. As to
8432 Judaism, the religion: I love the congregation and find myself less interested in the
8433 ritual. If that describes me to others as a “cultural Jew,” I have failed. My description,
8434 as I feel it, would be: total Jew.” (page 34)

8435 5. Douglas Rushkoff is a writer, journalist, and professor of media studies.

8436 “Jews are not a tribe but an amalgamation of tribes around a single premise that

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8437 human beings have a role. Judaism dared to make human beings responsible for this
8438 realm. Instead of depending on the gods for food and protection, we decided to enact
8439 God, ourselves, and to depend on one another.

8440 So out of the death cults of Mitzrayim [Egypt] came a repudiation of idolatry and a way
8441 of living that celebrated life itself. To say “l’chaim [to life]” was new, revolutionary, even
8442 naughty. It overturned sacred truths in favor of living sacred living.

8443 …

8444 It's important to me that those, who throughout our history, have attacked the Jews on
8445 the basis of blood not be allowed to redefine our indescribable process or our
8446 internally evolving civilization. We are attacked for our refusal to accept the
8447 boundaries, yet sometimes we incorporate these very attacks into our thinking and
8448 beliefs.

8449 It was Pharaoh who first used the term Am Yisrael [People of Israel] in Torah, fearing a
8450 people who might replicate like bugs and not support him in a war. It was the Spanish of
8451 the Inquisition who invented the notion of Jewish blood, looking for a new reason to
8452 murder those who had converted to Catholicism. It was Hitler, via Jung, who spread the
8453 idea of a Jewish “genetic memory” capable of instilling an uncooperative nature in even
8454 those with partial Jewish ancestry. And it was Danny Pearl’s killers who defined his
8455 Judaism as a sin of birth.

8456 I refuse these definitions.

8457 Yes, our parents pass our Judaism on to us, but not through their race, blood, or genes
8458 — it is through their teaching, their love, and their spirit. Judaism is not bestowed; it is
8459 enacted. Judaism is not a boundary; it is the force that breaks down boundaries. And
8460 Judaism is the refusal to let anyone tell us otherwise.” (pages 90–91)

8461 6. Senator Joe Lieberman is a former U.S. Senator from Connecticut from 1989 to
8462 2013, and a Vice-Presidential candidate in 2000.

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8463 “What does being Jewish mean to me to me? To me, being Jewish means having help
8464 in answering life's most fundamental questions. How did I come to this place? And, now
8465 that I am here, how should I live?

8466 My faith, which has anchored my life, begins with a joyful gratitude that there is a God
8467 who created the universe and then, because He continued to care for what He created,
8468 gave us laws and values to order and improve our lives. God also gave us a purpose
8469 and a destiny —to do justice and to protect, indeed to perfect, the human community
8470 and natural environment.

8471 Being Jewish in America also means feeling a special love for this country, which has
8472 provided such unprecedented freedom and opportunity to the millions who have come
8473 and lived here. My parents raised me to believe that I did not have to mute my religious
8474 faith or ethnic identity to be a good American, that, on the contrary, America invites all
8475 its people to be what they are and believe what they wish....

8476 Jews around the world and all who love freedom— the freedom to think, to speak, to
8477 write, to question, to pray—will hold Daniel [Pearl] near to our hearts, and from his
8478 courage we will draw internal light and strength.” (pages 107-108)

8479 7. Senator Dianne Feinstein is the senior US Senator from California since 1992.

8480 “I was born during the Holocaust. If I had lived in Russia or Poland — the birthplaces of
8481 my grandparents — I probably would not be alive today, and I certainly wouldn't have
8482 had the opportunities afforded to me here. When I think of the six million people who
8483 were murdered, and the horrors that can take hold of a society, it reinforces my
8484 commitment to social justice and progress, principles that have always been central to
8485 Jewish history and tradition.

8486 For those of us who hold elected office, governing in this complex country can often be
8487 difficult. My experience is that bigotry and prejudice in diverse societies ultimately
8488 leads to some form of violence, and we must be constantly vigilant against this. Our
8489 Jewish culture is one that values tolerance with an enduring spirit of democracy. If I've
8490 learned anything from the past and from my heritage, it's that it takes all of us who
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8491 cherish beauty and humankind to be mindful and respectful of one another. Every day
8492 we’re called upon to put aside our animosities, to search together for common ground,
8493 and to settle differences before they fester and become problems.

8494 Despite terrible events, so deeply etched in their souls, Jews continue to be taught to
8495 do their part in repairing the world. That is why I've dedicated my life to the pursuit of
8496 justice; sought equality for the underdog; and fought for the rights of every person
8497 regardless of their race, creed, color, sex, or sexual orientation, to live a safe, good
8498 life. For me that's what it means to be a Jew, and every day I rededicate myself to that
8499 ideal.” (pages 228–229)

8500 8. Rabbi Eric H. Yoffie is President Emeritus of the Union for Reform Judaism
8501 who focuses on interfaith relations and social justice.

8502 “I am Jewish. This means, above all else, that I was present at Sinai and that when the
8503 Torah was given on that mountain, my DNA was to be found in the crowd…

8504 A people is usually defined by race, origin, language, territorial or statehood, and none
8505 of these categories is an obvious common denominator for the worldwide Jewish
8506 people. Peoplehood is a puzzling concept for modern Jews, particularly the younger
8507 ones, who often cannot understand what connects them to other Jews in Moscow,
8508 Buenos Aires, and Tel Aviv. But I am convinced, to the depth of my being, that Jewish
8509 destiny is a collective destiny… It is the covenant at Sinai that links all Jews, including
8510 non-observant ones, in a bond of shared responsibility. And if we hope to strengthen
8511 the unity and interdependence of the Jewish people, we will have to revive the religious
8512 ideas on which these notions are based.” (pages 114–115)

8513 9. Justice Ruth Bader Ginsburg was a Justice of the U. S. Supreme Court from
8514 1993 to 2020 and advocate for women’s rights.

8515 “I say who I am in certain visible signs. The command from Deuteronomy appears in
8516 artworks, in Hebrew letters, on three walls and a table in my chambers. “Zedek, zedek,
8517 tirdof,” Justice, Justice shalt thou pursue,” these artworks proclaim; they are ever-
8518 present reminders to me what judges must do “that they may thrive.” There is also a
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8519 large silver mezuzah [Torah verses in a small case] on my door post…

8520 I am a judge, born, raised, and proud of being a Jew. The demand for justice runs
8521 through the entirety of Jewish history and Jewish tradition. I hope, in all the years I
8522 have the good fortune to serve on the bench of the Supreme Court of the United
8523 States, I will have the strength and courage to remain steadfast in the service of that
8524 demand.” (pages 201–202)

8525 10. Kerri Strug is an Olympic Gold medalist in gymnastics.

8526 “I have heard the same question over and over since I received my gold medal in
8527 gymnastics on the Olympic Podium. “You’re Jewish?” people ask me in a surprised
8528 tone. Perhaps it is my appearance or the stereotype that Jews and sports don't mix
8529 that makes my Jewish heritage so unexpected. I think about the attributes that helped
8530 me reach that podium: perseverance when faced with pain, years of patience and
8531 hope in an uncertain future, and a belief and devotion to something greater than
8532 myself. It makes it hard for me to believe that I did not look Jewish up there on the
8533 podium. In my mind those are the attributes that have defined Jews throughout
8534 history.” (page 98)

8535 11. Sarah Rosenbaum is 15 years old from Southern California.

8536 “When I say that I am Jewish, I am identifying myself as part of a tradition, connected to
8537 our foremothers and fathers, and carrying on to the future a culture, a religion, a way of
8538 life. I feel pride and am overwhelmed with joy when I declare that I am part of this
8539 incredible people, our people Israel.” (page 54)

8540

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8541 Fact Sheet on Jewish Americans and Complicating Ideas of Race

8542 ● The first Jews to arrive in 1654 to what became the United States were Sephardic
8543 Portuguese Jews from Brazil, who fled the Portuguese expulsion and inquisition.

8544 ● In US immigration and naturalization law from 1898 to 1941, Jews were categorized
8545 as part of the “Hebrew race.” This racialization deemed Jews as non-white.

8546 ● A large wave of Jewish immigrants came to the US from Eastern Europe between
8547 1880 and 1924. White supremacist prejudice against Jews and Catholics from
8548 Eastern and Southern Europe motivated the passing of the Johnson-Reed
8549 Immigration Act of 1924, greatly restricting Jewish immigration through 1965.

8550 ● In addition to targeting African Americans, the white supremacist racism of the Ku
8551 Klux Klan (KKK) deemed Jews as non-white, a separate and lesser race that was a
8552 threat to American “racial purity,” and targeted Jews, such as with exclusionary
8553 immigration legislation and intimidation in large marches on Washington, D.C.

8554 ● For the first half of the twentieth century, Jews were usually not considered white in
8555 the US racial formation.

8556 ● From the 1880s, through the 1960s, antisemitic employment discrimination with
8557 overt and covert “no Jews allowed” notices often led Jews to enter new industries
8558 with less discrimination. Housing covenants prohibited Jews or “Hebrews” from
8559 purchasing houses in many areas. Elite universities also had quotas, limiting the
8560 number of Jews who could attend them until the early 1960s.

8561 ● In the 1920s and 1930s, anti-Jewish conspiracy theories (later used in Nazi
8562 propaganda) were openly distributed in the US, for example by Henry Ford’s
8563 newspaper (The Dearborn Independent) and Father Edward Coughlin’s radio show.

8564 ● Drawing upon white supremacist ideas about Jews and pseudoscientific eugenics
8565 “theories,” Nazi racial theories deemed Jews a separate non-white race
8566 (racialization), and the lowest race in their racial hierarchy, leading to the genocide

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8567 of the Holocaust.

8568 ● In the 1930s, growing anti-Jewish prejudice in the US led to the US government’s
8569 refusal of entry to Jewish refugees from Nazi Germany until 1944 after millions were
8570 already murdered.

8571 ● Jews often changed Jewish sounding names to avoid discrimination, to assimilate,
8572 or for reasons of internalized oppression. Starting with immigrants, and common with
8573 actors, this practice of name-changing continues to the present day.

8574 ● In the decades after the Holocaust, American attitudes toward Jews gradually
8575 changed, and overt anti-Jewish discrimination decreased. Descendants of light-
8576 skinned Jewish immigrants were able to acculturate or assimilate which brought
8577 gains and losses.

8578 ○ Acculturation refers to the adoption of many of the practices and values of the
8579 majority or dominant culture while still retaining a connection to one’s culture of
8580 origin, or a balance between cultures.

8581 ○ Assimilation is a process by which a minority group or culture comes to resemble

8582 that of the majority culture.

8583 ● Assimilation allowed the children of Jewish immigrants to change their position on
8584 the racial hierarchy from their immigrant parents, though they remained vulnerable to
8585 antisemitism. Assimilation also brought loss of community, identity, and cultural
8586 traditions and practices.

8587 ● While anti-Jewish prejudice became less socially accepted over time, antisemitism
8588 persisted and persists in various forms today.

8589 ● White supremacists continue to racialize Jews as non-white. This was evident when
8590 the Unite the Right March in Charlottesville chanted “The Jews will not replace us”
8591 with “us” referring to white Americans. See
8592 https://www.washingtonpost.com/news/acts-of-faith/wp/2017/08/14/jews-will-not-

Page 402 of 439

452
8593 replace-us-why-white-supremacists-go-after-jews/

8594 ● Jewish institutions continue to be targets of hate crimes, including synagogue

8595 shootings in Poway, CA in 2019, and Pittsburgh, PA in 2018.

8596 ● In different contexts, an individual may have very different experiences.

8597 ○ Light-skinned Jews may experience the benefits of conditional whiteness on the
8598 basis of their appearance, for example, safer encounters with law enforcement,
8599 and also experience antisemitic prejudice and discrimination on the basis of their
8600 Jewishness from both extremes of the political spectrum.

8601 ○ Jews of color, like all communities of color, face systemic racism, and also face
8602 antisemitic prejudice and discrimination on the basis of their Jewishness.

8603 ● Jews of all skin colors who are visibly Jewish, from their appearance, name, self-
8604 identification, or religious clothing or symbols, e.g., a Star of David necklace,
8605 experience more overt antisemitism.

8606

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8607 Key Word Definitions

8608 racialization - When a group becomes categorized as a stigmatized group, and that
8609 group is seen as a separate race by another dominant group. 19

8610 conditional whiteness - When a person or group can gain the benefits of whiteness by
8611 dropping ethnic markers of difference or assertions of belonging to a separate group.
8612 The word conditional is significant as whiteness may be bestowed on light-skinned
8613 members of a community (Jewish, Arab, Latina/o/x, or Native Americans, etc.) on the
8614 condition that individuals assimilate and lose their religious or ethnic distinctiveness.

8615 racial formation - Racial formation is the combination of 1) a socially constructed

8616 system of racial definitions and 2) hierarchies that can vary and change in different
8617 times and places. Assignment to racial categories can change over time and place, and
8618 a group can become racialized.20

8619 antisemitism - Hatred, discrimination, fear, and prejudice against Jews based on
8620 stereotypes and myths.

8621 white supremacy - The belief that white people are a superior race and should
8622 dominate society. White supremacists target other racial and ethnic groups, such as
8623 African Americans and Jews, who they view as inferior.21

454 19
See Daniel Martinez HoSang, and Oneka LaBennett “Racialization,” Keywords for
455 American Cultural Studies, Second Edition. NY: NYU Press, 2014, p. 212.
456 https://keywords.nyupress.org/american-cultural-studies/essay/racialization/
457 20
See Michael Omi and Howard Winant. Racial Formation in the United States. 3rd
458 Edition. New York: Routledge and Kegan Paul, 2014.
459 21
“White Supremacy,” Lexico, https://www.lexico.com/en/definition/white_supremacy
Page 404 of 439
460
8624 Sample Lesson 32: An Introduction to Arab American Studies

8625 Theme: Identity

8626 Disciplinary Area: Asian American and Pacific Islander Studies

8627 Ethnic Studies Values and Principles Alignment: 1, 2, 5, 6

8628 Standards Alignment:

8629 CA CCSS for ELA/Literacy: RH.11–12.1; RH 11–12.2; RH.11–12.7; RH.11–12.9;

8630 RST.11–12.2; WHST.11–12.2.b; WHST.11–12.4; WHST.11–12.7; WHST.11–12.9

8631 Lesson Purpose and Overview:

8632 From entrepreneurs and innovators to politicians and entertainers, Arab Americans
8633 have formed an integral part of American society for centuries. Despite this, American
8634 media, government, and education often put forth biased and inaccurate stereotypes of
8635 Arab Americans. This lesson asks students to critically interrogate these biased
8636 stereotypes and to listen to the authentic voices of Arab Americans.

8637 With an estimated 3.5 million people who trace their ancestry to 22 different Arab
8638 countries, Arab Americans are one of the most diverse ethnic groups in the United
8639 States with many different lived experiences, customs, and beliefs. 22 This lesson
8640 introduces students to the diversity of experiences of Arab Americans, with a focus on
8641 humanizing members of this population to combat the monolithic stereotypes that
8642 students often encounter elsewhere.

8643 Part One of this lesson features an overview of the Arab region, the history of Arab
8644 immigration to the United States, and current Arab American demographics. Part Two
8645 introduces students to the origins of dominant narratives about Arab Americans and the
8646 impact of these stereotypes. Finally, Part Three highlights the voices and contributions
8647 of Arab Americans and invites students to explore strategies for combating bias.
22
461 Pierre Tristam, “Arab Americans Are a Growing Electoral Force in Swing States,”
462 ThoughtCo, April 14, 2019, https://www.thoughtco.com/arab-americans-in-the-united-
463 states-2353696.
Page 405 of 439
464
8648 Because this lesson covers a large amount of content, educators should consider
8649 spreading the lesson across several class periods to allow sufficient time for class
8650 discussion and reflection.

8651 While the term “Arab” used to only refer to those whose native language is Arabic, the
8652 definition of Arab has broadened as more Arab Americans consider English as their first
8653 language. Today, Arabs are primarily defined as individuals who trace their ancestry to
8654 one or more of the 22 Arab countries (see map below). While these 22 countries have
8655 majority Arab populations, they are also incredibly diverse and include other ethnic
8656 groups, such as Kurds, Imazighen, and Persians.

8657

8658

8659

8660 The first wave of Arab immigration to the United States began in 1880 as significant
8661 Christian populations from modern-day Syria and Lebanon came to the United States to

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465
8662 pursue new economic opportunities and to flee war in their homelands. 23 From 1880-
8663 1920, more than 95,000 Arabs moved to the United States and began lives as
8664 merchants or small business owners. The second wave of Arab immigration occurred
8665 after World War II and included mostly urban, highly educated Christians and Muslims.
8666 The third wave of Arab immigration began in the 1970s when the United States lifted
8667 many of its restrictive immigration laws.24 Since 2000, many Arab immigrants and
8668 refugees, particularly from Iraq, Syria, Lebanon, the Palestinian Territories, Egypt and
8669 Somalia, have come to the United States to escape political instability and/or to seek
8670 new economic and educational opportunities. 25

8671 Today’s Arab American population is one of the most diverse and fastest growing
8672 diasporic groups in the United States. Although the majority of Arabs worldwide are
8673 Muslim, the majority of Arab Americans are Christian. Almost 95% of Arab Americans
8674 live in urban areas, with California, Michigan, and New York having the highest Arab
8675 American populations.26 The average income of Arab Americans is 22% higher than the
8676 national average, and over 40% percent of Arab Americans have obtained at least a
8677 college degree compared to the national average of 34%. 27

8678 Despite the diversity and long history of Arab Americans in the United States, American
8679 media, governmental institutions, and educational sources often put forth harmful and
8680 inaccurate stereotypes of Arab men as violent and un-American, and Arab women as

23
466 Mattea Cumoletti and Jeanne Batalova, “Middle Eastern and North African
467 Immigrants in the United States” (Migration Policy Institute, January 10, 2018),
468 https://www.migrationpolicy.org/article/middle-eastern-and-north-african-immigrants-
469 united-states-2016.
24
470 “Arab American Immigration,” Reclaiming Identity: Dismantling Arab Stereotypes
471 (Arab American National Museum, 2011), http://arabstereotypes.org/who-are-arab-
472 americans/arab-american-immigration.
25
473 Randa Kayyali, Arab Americans: History, Culture & Contributions (Dearborn, MI: Arab
474 American National Museum, 2019), 6.
26
475 “AMEMSA Fact Sheet” (Asian Americans/Pacific Islanders in Philanthropy, November
476 2011), https://aapip.org/sites/default/files/incubation/files/amemsa20fact20sheet.pdf.
27
477 “Demographics,” Arab American Stories (Arab American National Museum), accessed
478 February 3, 2021, http://www.arabamericanstories.org/arab-americans/demographics/.
Page 407 of 439
479
8681 oppressed and submissive.28 For example, Professor Jack Shaheen studied over 900
8682 American films and found that 95% of the films presented Arabs as “heartless, brutal,
8683 [or] uncivilized.”29

8684 These negative and inaccurate stereotypes stem from the colonial era and are referred
8685 to by scholars as “Orientalist ideas.” Professor Edward Said, a pioneer in the field of
8686 Middle Eastern and Arab American studies, coined the term “Orientalism” to describe
8687 the pervasive Western (European and American) tradition of prejudiced interpretations
8688 of the East (particularly the Middle East), shaped by the attitudes of European
8689 imperialism in the 18th and 19th centuries. 30 Said argued that colonial figures defined
8690 the Arab world in opposition to the West and characterized its people as barbaric and
8691 uncivilized to justify the colonization and subjugation of Arab populations. 31 Said and
8692 others argue that this legacy has persisted through the present day because it allows
8693 Western countries to assert themselves as superior to the Arab countries over whom
8694 they seek to exert power.32

8695 These negative stereotypes have a tangible impact on Arab Americans every day. 33
8696 Hate crimes against Arab Americans and those perceived to be Arab or Muslim rose by

28
480 Randa Kayyali, Arab Americans: History, Culture & Contributions (Dearborn, MI: Arab
481 American National Museum, 2019), 18-19.
29
482 Jack G Shaheen, “Reel Bad Arabs: How Hollywood Vilifies a People,” The ANNALS
483 of the American Academy of Political and Social Science 588, no. 1 (2003): 171–93.
30
484 Susan Douglass, “Orientalism,” Slideshow retrieved from https://www.google.com/url?
485 q=https://drive.google.com/file/d/1Q11ZRpqYyUt1U5-J0CMHcR8TdGqatalv/view?usp
486 %3Dsharing&sa=D&source=editors&ust=1612366714453000&usg=AOvVaw1xnV-
487 azwGad2qO5fO1CIBl.
31
488 “What is Orientalism?,” Reclaiming Identity: Dismantling Arab Stereotypes (Arab
489 American National Museum), accessed February 3, 2021,
490 http://arabstereotypes.org/why-stereotypes/what-orientalism.
32
491 Tayyab Mahmud, “Colonialism and Modern Constructions of Race: A Preliminary
492 Inquiry,” no. 53 (1999), https://digitalcommons.law.seattleu.edu/faculty/501
33
493 For more information on the lived experiences of Arab Americans after September 11,
494 2001, consider the book How Does It Feel to Be a Problem? Being Young and Arab in
495 America by Moustafa Bayoumi.
Page 408 of 439
496
8697 1700% in 2001.34 Arab American youth in particular have reported feeling “afraid,
8698 unsafe, and insecure” at school because of prejudiced rhetoric and actions by their
8699 peers and school officials.35 It is also important to note that not only Arabs are impacted
8700 by anti-Arab bias. Often members of other ethnic minority groups from the Middle East
8701 and other Asian regions, including Kurds, Imazighen, Persians, Sikhs, and South
8702 Asians, are targeted because they are mistakenly perceived to be Arab.

8703 Despite these challenges, Arab Americans have continued to persist and succeed in
8704 their careers, education, and daily lives. Arab Americans are central figures in fields as
8705 diverse as science, technology, politics, and entertainment. Many organizations have
8706 dedicated their attention to improving the lives of Arab Americans through educational
8707 efforts and social justice campaigns. By elevating the voices and lived experiences of
8708 Arab Americans, educators can combat the widespread stereotypes and contribute to
8709 the humanization and appreciation of our fellow Americans.

8710 Lesson Objectives:

8711  Students will be able to explain the long history and diversity Arab Americans
8712 communities across the United States.

8713  Students will be able to develop their media literacy skills by recognizing and
8714 critiquing stereotypes of Arab Americans in popular culture.

8715  Students will be able to explain Arab American contributions and

8716 accomplishments in the face of adversity.

8717 Essential Questions:

8718 1. Who are Arab Americans and what factors shape their lived experiences?

8719 2. Where do dominant stereotypes about Arab Americans come from and what can
34
497 “'We Are Not the Enemy': Hate Crimes Against Arabs, Muslims, and Those Perceived
498 to Be Arab or Muslim after September 11,” Human Rights Watch, November 14, 2002,
499 https://www.hrw.org/report/2002/11/14/we-are-not-enemy/hate-crimes-against-arabs-
500 muslimsand-those-perceived-be-arab-or.
35
501
Page 409 of 439
502
8720 we do to improve them?

8721 3. How have Arab Americans demonstrated resilience and success in the face of
8722 adversity?

8723 Key Terms and Concepts: Arab, Arab American, Arabic, diaspora, Orientalism,
8724 stereotype, xenophobia

8725 Lesson Steps/Activities:

8726 1. Pre-Class Homework - Background Information

8727 In preparation for the first class, provide each student with a copy of the Know,
8728 Wonder, Learn (KWL) Worksheet. Under the “Something I Know” column, ask
8729 students to write down 2-3 bullet points on facts they know about Arab
8730 Americans. Under the “Something I Wonder” column, ask students to write down
8731 questions they have about Arab Americans or ideas they want to explore in
8732 class. Students will revisit the KWL worksheet at the end of the lesson.

8733 Next, assign the Introduction and Chapter 1 (pages 1-15) of the short book Arab
8734 Americans: History, Culture, and Contributions for homework to be completed
8735 before the first class period dedicated to this lesson. The book provides an
8736 overview of the history and demographic background of Arab Americans. The
8737 book is available for free download through the Arab American National
8738 Museum’s website (see hyperlink above).

8739 2. Main Activity Part 1 - Arab American Identity and History

8740 Pass out the student version of the worksheet “True or False: Facts about Arab
8741 Americans.” As a class, read out each of the statements and ask students to
8742 write down whether they think each statement is true or false. After students
8743 have written down their answers, read off the correct answers from the teacher
8744 version of the worksheet.

8745 Next, pass out a copy of the article “Arab American Stories: History” and the

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503
8746 corresponding worksheet Arab Immigration Timeline. Divide the class into groups
8747 of 3-4 students and ask students to read the article together, which discusses the
8748 history of Arab immigration to the United States. As they read, students should
8749 take notes on the worksheet.

8750 If time permits, ask students to read an interview with Mary Juma, an Arab
8751 American who immigrated to North Dakota from Syria in the 19th century. The
8752 interview focuses on her experience in the United States and humanizes the
8753 immigration process.

8754 3. Discussion Part 1

8755 Use the Part 1 Discussion Questions to guide students through a 10-15 minute
8756 class discussion about what they learned from the podcast and article.

8757 4. Main Activity Part 2 - The History and Impact of Stereotypes

8758 Show the following clips (00:00-03:06 and 47:23-48:23) of the documentary Reel
8759 Bad Arabs: How Hollywood Vilifies a People, which discusses Hollywood’s long
8760 history of portraying negative stereotypes about Arabs. Distribute a copy of the
8761 Cornell Notes worksheet and ask students to take notes as they watch. Note: We
8762 do not recommend showing other clips of the film due to images of violence and
8763 nudity. The suggested clips (00:00-03:06 and 47:23-48:23) have been carefully
8764 selected to feature the central arguments of Dr. Jack Shaheen and to avoid
8765 inappropriate scenes.

8766 Once students have had the opportunity to identify and reflect upon dominant
8767 stereotypes about Arabs in Hollywood, show the short video about Orientalism,
8768 which explains the origins of these biased depictions of Arabs. Provide the “What
8769 is Orientalism?” Worksheet and ask students to take notes as they watch. We
8770 recommend pausing the video at one-minute intervals to give students time to
8771 ask clarifying questions and take notes since the material is dense. You may
8772 want to ask a student to volunteer to summarize each one-minute interval to
8773 ensure students have grasped the main arguments.
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8774 5. Discussion Part 2

8775 Divide the class into groups of 4-5 students and ask each group to discuss the
8776 following questions:

8777 1. Where do stereotypes about Arabs come from?

8778 2. What is Orientalism?

8779 3. How do negative stereotypes impact Arab Americans?

8780 Next, bring the class back together and use the Part 2 Discussion Questions to
8781 guide students through a 15-20 minute reflective discussion.

8782 6. Main Activity Part 3 - Highlighting the Voices of Arab Americans

8783 Choose 1-2 episodes from Arab American Stories to show to the class. These
8784 episodes feature diverse Arab American individuals discussing their own
8785 experiences, successes, and challenges. We recommend the following episodes:

8786 ■ Episode 2: Bridge Builders

8787 ■ Episode 10: Civic Leaders

8788 ■ Episode 13: A New Generation

8789 7. Discussion Part 3

8790 Use this discussion to ask students to collectively brainstorm strategies to

8791 combat bias and discrimination against Arab Americans. Use the Part 3
8792 Discussion Questions to guide the conversation.

8793 8. Reflection

8794 Dedicate the last 10-15 minutes of class to leading a reflective discussion about
8795 the main takeaways from the lesson and any questions students may still have.
8796 Revisit the KWL worksheet that students completed at the beginning of the
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505
8797 lesson and ask students to spend five minutes to write 4–5 facts they learned
8798 under the “Something I Learned” column.

8799 9. Extension Activities - Consider these ideas for further student exploration:

8800 ○ Ask students to independently research Arab American advocacy

8801 organizations in their communities. For community engagement activities,
8802 consider encouraging students to reach out to these organizations to
8803 interview them about their efforts, inquire about volunteer opportunities, or
8804 write about the achievements of these groups.

8805 ○ Ask students to conduct research on the issue of Arab American

8806 representation on the U.S. Census.

8807 Discussion Questions

8808 Part 1: Arab American Identity and History

8809 1. What is one fact that surprised you?

8810 2. How did your understanding of Arab Americans change?

8811 3. How would you describe Arab Americans to your friends or family?

8812 4. What questions do you still have?

8813 Part 2: The History and Impact of Stereotypes

8814 1. Other than popular culture and the media, where else do you find stereotypes?

8815 2. Why do stereotypes from the colonial era still exist today?

8816 3. How do you think stereotypes impact Arab American youth in particular?

8817 4. What questions do you still have?

8818 Part 3: Highlighting the Voices of Arab Americans

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506
8819 1. Where can we find accurate, unbiased information about Arabs and Arab
8820 Americans?

8821 2. What types of advocacy or social justice efforts do you know of that work to
8822 combat prejudice?

8823 3. How can you as an individual become involved in combating prejudice?

8824 4. How can we as a community become involved in combating prejudice?

8825 Homework

8826 Educators may choose to assign one or more of the following homework assignments.

8827 ● Option 1: Choose one of the projects from the Arab American National
8828 Museum’s “Counter-Narratives: Importance of Positive Images”
8829 (https://drive.google.com/file/d/1s6e4y5JxJ5DnjBF-sD1KzJ4HtC0eDJkg/view)
8830 worksheet to complete at home. These projects ask students to independently
8831 research and create multimedia presentations about Arab American
8832 contributions. This activity reinforces students’ understanding of the integral role
8833 of Arab Americans in US culture, politics, innovation, and other fields.

8834 ● Option 2: Listen to the NPR podcast “Being Young and Arab in Post-Sept. 11
8835 America” (https://www.npr.org/2008/09/16/94494559/being-young-and-arab-in-
8836 post-sept-11-america). In the podcast, Moustafa Bayoumi discusses his book,
8837 How Does It Feel to Be a Problem? Being Young and Arab in America, which
8838 highlights the lived experiences of young Arab Americans after 9/11.

8839 ● Option 3: Choose an Arab American that has made a significant contribution to
8840 American history, technology, or culture. Students can use the episodes in Main
8841 Activity Part 3 as a starting place. Additional significant figures can be located on
8842 websites such as www.biography.com.

8843 ● Option 4: Develop an individualized “commitment to personal action” plan that

8844 builds off of the list of strategies to combat bias and discrimination against Arab
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507
8845 Americans that students brainstormed in the Part Three Discussion. In this
8846 commitment, students will commit to using what they learned in class to help
8847 combat prejudice and improve perceptions of Arab Americans. Ideas for their
8848 action plan could include:

8849 ○ Volunteer at an Arab American organization

8850 ○ Visit an Arab American cultural center to learn more about Arab history
8851 and culture

8852 ○ Create a video, poster, or podcast educating their community about Arab
8853 American

8854 ○ Develop a social media campaign to raise awareness about bias against
8855 Arab Americans

8856 Assessment, Application, Action, and Reflection:

8857 Refer to steps 2-8 of the In-Class Activities section.

8858 Materials and Resources:

8859  Arab American National Museum: Arab Americans: History, Culture, and
8860 Contributions:
8861 https://arabamericanmuseum.org/wp-content/uploads/2020/03/Arab-
8862 Americans.pdf

8863  Arab American Stories: History: http://www.arabamericanstories.org/arab-

8864 americans/history/

8865  WPA Interview with Mary Juma, 19th Century Syrian Immigrant in North Dakota:
8866 https://bridgingcultures-muslimjourneys.org/items/show/85

8867  Reel Bad Arabs: How Hollywood Vilifies a People (00:00-03:06 and 47:23-48:23)

8868  An Introduction to Edward Said's Orientalism- A Macat Sociology Analysis:

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508
8869 https://www.youtube.com/watch?v=bZiyXEF1Aas

8870  Detroit Public TV: Arab American Stories

8871 ○ Episode 2, Bridge Builders: https://www.youtube.com/watch?

8872 v=XYekSbnTmG4

8873 ○ Episode 10, Civic Leaders: https://www.youtube.com/watch?

8874 v=WzL4ImGY13g

8875 ○ Episode 13, A New Generation: https://www.youtube.com/watch?

8876 v=t9ARHJdHPAU

8877  Worksheet, Arab American National Museum, “Counter-Narratives: Importance

8878 of Positive Images”: https://drive.google.com/file/d/1s6e4y5JxJ5DnjBF-
8879 sD1KzJ4HtC0eDJkg/view

8880  NPR podcast “Being Young and Arab in Post-Sept. 11 America”:

8881 https://www.npr.org/2008/09/16/94494559/being-young-and-arab-in-post-sept-
8882 11-america

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509
8883 KWL Worksheet

8884
8885 Reel Bad Arabs: How Hollywood Vilifies a People Cornell Notesheet

8886 Topic: Name:

8887 Class:
8888 Source: Period:
8889 Date:

8890 Questions Notes

8891 (00:00-03:06)

8892 According to Dr. Jack Shaheen, Hollywood portrays

8893 Arabs as…

8894 Jack Shaheen studied more than … films.

8895 These negative stereotypes rob Arabs of their …

8896 Where did we inherit these stereotypes from?

8897 (47:23-48:23)

8898 Why is Jack Shaheen optimistic about the future?

8899 What should we do when we see anyone being

8900 vilified?

8901 Summary

8902
Page 419 of 439
510
8903 True or False: Facts about Arab Americans (Student Version)

8904 Read the following statements and mark which ones you think are true and which ones
8905 are false.

8906 1. Most Arab Americans are Muslim.

8907 2. All Arab Americans speak Arabic.

8908 3. Arab Americans are integral parts of US culture, economics, and politics.

8909 4. California has the largest population of Arab Americans.

8910 5. Arab Americans have a higher average income than the national average.

8911 6. ‘Arab American’ is an official minority group listed on the U.S. Census.

8912 7. Arab Americans are very well educated.

8913 8. All Arab American women wear hijabs (head scarves).

8914 9. Arab American food includes dishes like mansaf, hummus, tabouleh, and
8915 shawarma.

8916 10. Many Arab Americans consider family incredibly important.

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8917 Adapted from the Arab American National Museum’s Ten Things You Should Know
8918 about Arab Americans
8919 https://podcasts.apple.com/us/podcast/museum-podcast/id496559339?
8920 i=1000109739723

8921

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8922 True or False: Facts about Arab Americans (Teacher Version)

8923 1. Most Arab Americans are Muslim.

8924 FALSE. Approximately 50–60% of the Arab American population is Christian. The
8925 first Arab immigrants to the United States were mostly Christians from modern-day
8926 Lebanon and Syria. More recently, more Arab Muslims have immigrated to the
8927 United States from countries like Iraq, Somalia, and Egypt.

8928 2. All Arab Americans speak Arabic.

8929 FALSE. While many Arab Americans speak Arabic as their first language, some
8930 Arab American families have lived in the United States for generations and in many
8931 cases, don’t speak Arabic.

8932 3. Arab Americans are integral parts of US culture, economics, and politics.

8933 TRUE. For generations, Arab Americans have made strides in all facets of American
8934 society. Famous Arab Americans include Salma Hayek (actress), Ramy Youssef
8935 (actor), Steve Jobs (co-founder of Apple), Khalil Gibran (writer and poet), Ilhan Omar
8936 (U.S. Congresswoman), and Robert Saleh (head coach of the NY Jets).

8937 4. California has the largest population of Arab Americans.

8938 TRUE. California is home to an estimated 400,000 Arab Americans. Other states
8939 with large Arab American populations include Michigan, New York, Illinois, and
8940 Texas.

8941 5. Arab Americans have a higher average income than the national average.

8942 TRUE. The average income of Arab Americans is 22% higher than the national
8943 average.

8944 6. ‘Arab American’ is an official minority group listed on the U.S. Census.

8945 FALSE. The U.S. Census does not yet recognize Arab Americans as an official

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8946 minority group in the United States. According to the Census, Arab Americans are
8947 considered white, but many do not self-identify as white. For years, there has been a
8948 push by Arab American groups to have the U.S. Census recognize Arab Americans
8949 as a racial minority.

8950 7. Arab Americans are very well educated.

8951 TRUE. Compared to the national average, twice as many Arab Americans earn
8952 graduate degrees. Over 40% of Arab Americans have at least a college degree,
8953 compared to the national average of 34%. Arab Americans go on to use these
8954 degrees in fields as diverse as medicine, technology, law, and politics.

8955 8. All Arab American women wear hijabs (head scarves).

8956 FALSE. Although some Arab Muslim American women choose to wear the hijab as
8957 part of their faith, many women do not. The decision to wear a scarf is made on an
8958 individual or family basis.

8959 9. Arab American food includes dishes like mansaf, hummus, and tabouleh.

8960 TRUE. Arab American food is rich with spices and savory flavors. Arab Americans
8961 who trace their roots to different parts of the Arab region share different types of
8962 food. Mansaf, hummus, tabouleh are well-known Levantine (Lebanese, Palestinian,
8963 Jordanian, Syrian) dishes. Notable Egyptian dishes include koshari (lentils, pasta,
8964 chickpeas, and onions) and foul mudammas (fava bean stew). Somali food includes
8965 sambusas (fried pastries with meat and vegetables) and anjero (sourdough
8966 flatbread).

8967 10. Many Arab Americans consider family incredibly important.

8968 TRUE. Family is often considered the foundation of Arab American cultures. Arab
8969 American families often include extended relatives who gather together for
8970 celebrations and to support one another. For newer Arab immigrants to the United
8971 States, the family unit has provided a way to preserve cultural and religious

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8972 traditions.

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8973 “What is Orientalism?” Worksheet

8974 Take notes as you watch the video “An Introduction to Edward Said's Orientalism- A
8975 Macat Sociology Analysis.”

8976 Word Bank

8977 Orient – Edward Said’s term for Asia, particularly the Middle East

8978 Enigmatic – mysterious

8979 Romanticizing – describing something in an idealized on unrealistic way

8980 Raucous – making a disturbingly loud noise

8981 Deviate – to differ from

8982 Domineering – asserting one’s power over another in an arrogant way

8983 Dubious – of questionable value

8984 Deduce – come to a conclusion by reasoning

8985 Patronizing – treating someone as if you are better than them

8986 1. In Edward Said’s 1978 book Orientalism, he argued:

8987 2. According to Said, because Western scholars could not understand Eastern
8988 cultures, they portrayed the Orient as:

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8989 3. Finish the sentence: “Said believed the West thought....”

8990 4. Why did Said argue that Western scholarship was political?

8991 5. Stereotyping became a justification for…

8992 6. Edward Said’s book became the foundational text for…

8993 7. The term ‘Orientalism’ describes…

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8994 Sample Lesson 33: Armenian Migration Stories and Oral History

8995 Theme: History and Movement

8996 Disciplinary Area: General Ethnic Studies

8997 Ethnic Studies Values and Principles Alignment: 1, 3, 6

8998 Standards Alignment:

8999 CA HSS Analysis Skills (9–12): Historical Interpretation 1

9000 CA CCSS for ELA/Literacy: RH.9–10.1, 3, 8, 10; WHST.9–10.2, 4, 6, 7, SL.9–10.1, 4, 5,

9001 6

9002 CA ELD Standards: ELD.PI.9–10.1, 5, 9, 10a

9003 Lesson Purpose and Overview:

9004 As part of a larger unit on migration and oral history, this lesson guides students to
9005 explore the role of oral histories in historiography, with a particular focus on Armenian
9006 personal stories. The goal of this lesson is to understand the history of Armenian
9007 migration to the US and delve deeply into the Armenian-American experience. This
9008 lesson uses the voices of Armenian women, men, girls, and boys through oral histories,
9009 to create an understanding of the nuances and experiences of the Armenian-American
9010 Community.

9011 The students will learn about how Armenian migration stories connect to their local
9012 history.

9013 Key Terms and Concepts: oral history, Armenian migration, interviewing, archive,
9014 memory

9015 Lesson Objectives (Students will be able to…):

9016 1. evaluate perspectives on history making and historiography through the lens of
9017 oral history;

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9018 2. watch, listen to, and conduct oral history interviews, transcribe narratives,
9019 develop research questions, and build upon interpersonal communication skill;
9020 and

9021 3. better understand the diversity of experiences of Armenian-Americans by

9022 synthesizing and analyzing oral history sources.

9023 Essential Questions:

9024 1. What is the significance of oral history in the construction of minority histories in
9025 the US?

9026 2. What is the history of Armenian immigration to the US?

9027 3. How did various cohorts and generations of Armenian immigrants’ experiences
9028 differ from each other and that of their children who were born in the US?

9029 Lesson Steps/Activities:

9030 Part I: What is Oral History?

9031 1. Ask students to write down a response to the question: What is history? This
9032 could be in one word, quick responses, or a paragraph response to a writing
9033 prompt. Have students share responses in a class discussion. See where
9034 students have similar ideas about what defines history.

9035 2. Follow up questions: How do we know what happened in the past? Who writes
9036 history?

9037 a. There are many ways we know about what happened in the past (journals,
9038 objects, legal documents, photos, letters). Discuss the students’ answers
9039 and how they relate to what we know about the past.

9040 b. Point out that historians look at a lot of different topics when they study
9041 history. They might study politics, wars, big national events, important

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9042 things we might see on the news. But, historians also study the everyday
9043 lives and activities of “regular” people.

9044 c. For upper high school grades and college students, the discussion can
9045 focus on historiography and notions of what makes good, proper history.

9046 3. All of these ways we know what happened in the past are considered primary
9047 sources. Where do you usually go if you want to learn something? (common
9048 answers: books, internet, Wikipedia)

9049 4. These are all considered secondary sources. Primary sources are first-hand
9050 accounts of an event or moment in time and are in their original form. Secondary
9051 sources are books or articles that use a variety of primary sources to provide
9052 commentary on an event, but these are created by people who do not have first-
9053 hand knowledge of the event.

9054 5. Have students do some basic research using key search terms such as
9055 Armenian-Americans, Armenians in America, Armenians in California, Armenians
9056 in Los Angeles, etc.

9057 a. Look at scope of various existing resources for documenting Armenian

9058 communities worldwide and California in particular.

9059 b. Divide students into groups and assign each group one of the following
9060 categories to explore.

9061 c. Each group should discuss and report on what each of these resources
9062 brings to the study of Armenian-Americans and also what each resource
9063 may lack. Questions of sample size, representation, depth, disciplinary
9064 lens, scope, date of publication, geography, and more can be addressed
9065 in this discussion.

9066 i. Academic Books:

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9067  Anny Bakalian: Armenian-Americans: From Being to Feeling
9068 American, 1992

9069 Based on the results of an extensive mail questionnaire survey, in-

9070 depth interviews, and participant observation of communal
9071 gatherings by sociologist Anny Bakalian, this book analyzes the
9072 individual and collective struggles of Armenian-Americans to
9073 perpetuate their Armenian legacy while actively seeking new
9074 pathways to the American Dream.

9075  Robert Mirak: Torn Between Two Lands: Armenians in America,

9076 1890 to World War I, 1983

9077 This first comprehensive study of the Armenian American

9078 community examines the rich background, the patterns of migration
9079 and settlement in the New World, the complex economic and social
9080 adjustments, the family life, and the religious and political
9081 institutions of the newcomers.

9082 ii. Scholarly Articles:

9083  But Why Glendale? A History of Armenian Immigration to Southern

9084 California, 2019

9085 Despite its many contributions to Los Angeles, the internally

9086 complex community of Armenian Angelenos remains enigmatically
9087 absent from academic print. As a result, its history remains untold.
9088 While Armenians live throughout Southern California, the greatest
9089 concentration exists in Glendale, where Armenians make up a
9090 demographic majority (approximately 40 percent of the population)
9091 and have done much to reconfigure this homogenous, sleepy,
9092 sundown town of the 1950s into an ethnically diverse and
9093 economically booming urban center. This article presents a brief

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9094 history of Armenian immigration to Southern California and
9095 attempts to explain why Glendale has become the world's most
9096 demographically concentrated Armenian diasporic hub. It does so
9097 by situating the history of Glendale's Armenian community in a
9098 complex matrix of international, national, and local events.

9099 https://www.researchgate.net/publication/
9100 320432482_But_Why_Glendale_A_History_of_Armenian_Immigrati
9101 on_to_Southern_California

9102 iii. Food Journalism:

9103  Liana Aghajanian: In L.A., Armenians’ Disparate Food Traditions

9104 Live Side by Side

9105 A food journalist looks at the various components that make up part
9106 of the modern Armenian food lexicon in Los Angeles. In fact, in
9107 order to understand the ancient, diverse, and often tragic history of
9108 Armenians, one can start by looking at the food they eat. But this
9109 story isn’t an easy one. It’s complex, reflecting the frequency with
9110 which Armenians have had to remake their lives as refugees or
9111 immigrants in foreign lands.

9112 Armenians have been conquered over millennia by the Byzantines,

9113 Romans, Turks, Persians, and Russians. They have also been
9114 displaced across the world because of war, revolution, and
9115 genocide. Because of this, Armenians are not made up of one
9116 place, but of many. Nowhere is this more apparent than in their
9117 cuisine, and in no American city is this better reflected than Los
9118 Angeles. It is here where these fragmented histories merge and
9119 blend, where Armenians have managed not only to find some
9120 permanence but to use food as a way to showcase and unify their
9121 diverse and scattered nation.

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9122 https://www.eater.com/a/mofad-city-guides/la-armenian-history

9123 iv. Demographic Studies:

9124  James P. Allen and Eugene Turner: The Ethnic quilt: Population
9125 Diversity in Southern California, 1997

9126 A demographic study of the various ethnic groups in Southern

9127 California, including Armenians, using maps, census data, and
9128 economic patterns.

9129 v. Literary Works and Non-Fiction Memoirs:

9130  Peter Balakian: Black Dog of Fate: A Memoir, 2009

9131 Nonfiction memoir about an Armenian-American family and a

9132 young man’s transformation into adulthood.

9133  William Saroyan: My Name is Aram

9134 This collection of tales chronicles the various ventures of Aram

9135 Garoghlanian, a boy of Armenian descent growing up in Fresno,
9136 California.

9137 vi. Archives:

9138  Project Save – Armenian Photograph Archives, Preserving

9139 Armenian History Through Photographs from 1860 to the present,
9140 over 45,000 historical photos. https://www.projectsave.org/

9141  Digital Archives – Houshamadyan – A digital archive created to

9142 reconstruct and preserve the memory of Armenian life in the
9143 Ottoman Empire through research.
9144 https://www.houshamadyan.org/home.html

9145 vii. Museums:

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9146  William Saroyan House Museum – A museum built in the house of
9147 Pulitzer Prize, Oscar-winning, Armenian-American writer William
9148 Saroyan. https://saroyanhouse.com/

9149 viii. Podcasts:

9150  Armenian Enough – Armenian Enough is about life and identity in

9151 the Armenian diaspora.
9152 https://podcasts.apple.com/us/podcast/armenian-enough/id143686
9153 0100

9154 6. One way we know about the past is by doing oral history. What is oral history?

9155 Oral history is the systematic collection of living people's testimony about their
9156 own experiences. Oral history is not folklore, gossip, hearsay, or rumor. Oral
9157 historians attempt to verify their findings, analyze them, and place them in an
9158 accurate historical context. Oral historians are also concerned with storage of
9159 their findings for use by later scholars.

9160 As an example, teacher leads students to look at the USC Institute of Armenian
9161 Studies Displaced Persons Documentation Project, which documents the
9162 community of Armenians-Americans that formed during and after WWII, through
9163 oral histories. Students can take a look at the photos, historical overview, and
9164 sample oral history testimonies.

9165 https://armenian.usc.edu/displaced-persons-documentation-project/

9166 Part II: Why is oral history important? How does it add to history?

9167 7. Discuss as a class why oral history is important. Emphasize that it is important to
9168 understand people’s stories and their experiences related to an event. We all
9169 have stories to tell, stories we have lived from the inside out. We give our
9170 experiences an order. We organize the memories of our lives into stories. Oral
9171 history listens to these stories. Historians currently recognize that everyday

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9172 memories of everyday people, not just the rich and famous, have historical
9173 importance. If we do not collect and preserve those memories, then one day they
9174 will disappear forever.

9175 8. Oral history accounts add the life to the facts. And they give voice to people,
9176 regular people, who often aren’t involved in writing history.

9177 9. Review publicly available segments from the #MyArmenianStory archive and
9178 follow up with the following questions: After reviewing the example, why do
9179 you think oral history is important? How does it add to historical accounts?
9180 Do you understand the facts differently after listening to the oral history
9181 account? Sometimes statistics and numbers are difficult to relate to. But we
9182 might be able to relate to an account of someone’s life as told in their own words.

9183 a. Compilation #MyArmenianStory oral history submissions

9184 https://www.youtube.com/watch?v=14FKrw7Dep4

9185 *More segments of individual oral histories will be available on the USC
9186 Institute of Armenian Studies page by January 2021 at
9187 https://armenian.usc.edu/myarmenianstory/

9188 b. Segment of Oral History from Displaced Persons Documentation Project

9189 https://youtu.be/bnKcIOhwnP8

9190 Students can use this map from The Ethnic Quilt demographic study to
9191 look at Armenian settlement patterns in Southern California. They can
9192 compare the visual data from the map to the details from the oral history
9193 accounts.

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9194

9195 Part III: Doing Oral History

9196 10. Explain to the class that they will be conducting some of their own oral histories
9197 to learn about the Armenian experience.

9198 11. Advise students to think of the person they wish to interview. The teacher can
9199 provide a list of Armenian organizations, institutions, and community centers
9200 students can utilize. This will serve the dual purpose of familiarizing students with
9201 the Armenian presence in California while helping them find an interview subject.

9202 a. USC Institute of Armenian Studies

9203 3518 Trousdale Parkway

9204 CPA 351, MC 0043, Los Angeles, CA 90089

9205 213-821-3943
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9206 b. Armenian Society of Los Angeles

9207 117 S. Louise St., Glendale CA 91205

9208 818-241-1073

9209 c. Tekeyan Cultural Association

9210 1901 N. Allen Ave., Altadena CA 91001

9211 626-296-1806

9212 d. Armenian General Benevolent Union (AGBU)

9213 1720 Fulton St., Fresno CA 93721

9214 e. Ararat Home

9215 15105 Mission Hills Road., Mission Hills CA 91345

9216 818-365-3000

9217 f. Unified Young Armenians

9218 1110 Sonora Ave. Unit 106, Glendale CA 91205

9219 818-857-5892

9220 g. Homenetmen Western U.S.A.

9221 2324 Colorado, Los Angeles CA 90041

9222 323-344-4300

9223 12. Have the student determine what they hope to discover about the person’s life. In
9224 preparation for the interview, the student should research the following:

9225 a. Historical and significant events

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9226 b. Social and economic conditions

9227 c. Culture and other interesting information about the time

9228 d. Appropriate linguistic skills based on which language(s) they’ll be

9229 conducting the interview

9230 13. Have students review the #MyArmenianStory Guidelines, Interview Guides,
9231 and FAQs from the USC Institute of Armenian Studies #MyArmenianStory
9232 project in detail. https://armenian.usc.edu/myarmenianstory/.

9233 14. Review best practices in interviewing; watch/listen to several sample oral
9234 history recordings; conduct mock interviews in class.

9235 15. Students should set up an appointment with the interviewee. They should be
9236 prepared with recording equipment and the question guides.

9237 16. Students can ask the interviewee if they have any letters, photographs, or objects
9238 that they would like to share and use these for their final product in class.

9239 17. Students may be asked to transcribe the interview. The process of transcription
9240 offers new insights on the content in a written medium.

9241 Part IV: Analysis and Reflection

9242 18. Students are given a choice in the creative medium (interpretive paper,
9243 PowerPoint presentation, newspaper article, digital history videos, podcast,
9244 portfolio, etc.) with which they would like to present their findings and analysis of
9245 their interview. The analysis may focus on:

9246 a. A summary of their findings

9247 b. What were some of the most interesting things they learned

9248 c. What they found out that was surprising

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9249 d. What the stories of the interviewee tell us about a certain time period or
9250 event

9251 i. Perhaps discuss how what they learned from the interview conflicts
9252 with what they know or what they have learned about in school

9253 e. Further questions they would ask if they could go back to learn more and
9254 clarify some points

9255 f. After the whole class presents their findings, you may want to discuss
9256 and reflect on some themes, such as

9257 a. the constant movement and migration;

9258 b. the process of adaptation and integration;

9259 c. the common threads and unique elements of the various interviews;

9260 d. intersectionality of identities; and

9261 e. the value of oral histories as primary resources.

9262 19. Students should carry out a series of reflections throughout the process at
9263 various stages. The reflections can cover sociocultural, sociolinguistic, and
9264 historical observations. For example, students can journal about their
9265 expectations before the interview, the experience during the interview, and how
9266 their oral history interview reflected or changed their thinking about central
9267 themes. Encourage students to compare and contrast themes, perspectives, and
9268 experiences based on the oral history projects.

9269 20. Share students’ oral history projects with the larger school community by
9270 organizing an oral history viewing/listening event.

9271 Assessment, Application, Action, and Reflection:

9272 See Steps 18-21 above.

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9273 Materials and Resources:

9274 ● Oral History Association, How Do I Engage Students in Oral History Projects?:
9275 http://www.oralhistory.org/how-do-i-engage-students-in-oral-history-projects/

9276 ● USC Institute of Armenian Studies #MyArmenianStory Oral History Project

9277 https://armenian.usc.edu/myarmenianstory/

California Department of Education, March 2021

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