California Ethnic Studies Model Curriculum, Full and Final

1 Ethnic Studies Model Curriculum
2 Third Field Review Draft with Recommended Edits

3 March 2021
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6 Preface

8Contents
9Ethnic Studies Model Curriculum Preface.........................................................................1
10 The Model Curriculum....................................................................................................3
11 Legislation..................................................................................................................3
12 Focus on Four Foundational Disciplines....................................................................5
13 State Board of Education Guidelines.........................................................................6
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14The Model Curriculum
15Legislation
16Assembly Bill 2016, Chapter 327 of the Statutes of 2016, added Section 51226.7 to the
17Education Code, which directs the Instructional Quality Commission (IQC) to develop,
18and the State Board of Education (SBE) to adopt, a model curriculum in ethnic studies.
19Consistent with the legislation this document will: (1) offer support for the inclusion of
20ethnic studies as either a stand-alone elective, or to be integrated into existing history–
21social science and English language arts courses; (2) be written in language that is
22inclusive and supportive of multiple users, including teachers (single and multiple-
23subject), support staff, administrators, and the community, and encourage cultural
24understanding of how different groups have struggled and worked together, highlighting
25core ethnic studies concepts such as equality and equity, justice, race 1 and racism2,
21 Race: There are multiple definitions of race. One is that race is the idea that the
3human species is divided into distinct groups on the basis of inherited physical and
4behavioral differences. Genetic studies in the late 20th century refuted the existence of
5biogenetically distinct races, and scholars now argue that “races” are cultural
6interventions [inventions] reflecting specific attitudes and beliefs that were imposed on
7different populations in the wake of western European conquests beginning in the 15th
8century. Race, Human, Encyclopedia Britannica, Audrey Smedley, July 28, 2020
9https://www.britannica.com/topic/race-human, accessed 9/1/2020.
10Within the field of ethnic studies, 'race' is defined as "a (neo)colonial social construction.
11It is viewed as a “master category” based upon a Eurocentric biological fallacy that is
12central to inequitable power relations in society. As a social and historical construct, the
13idea of race is primarily filtered through physical traits (phenotype), including
14pigmentation (skin color) and other physical features; where people's ancestral origins
15are from (precolonial geographic ancestry); cultural traits; and sometimes economic
16class. Since race produces material impacts, it also produces racial consciousness and
17facilitates the process of racialization and racial projects, including both the oppositional
18projects of racism/colorism/anti-Blackness/anti-Indigeneity and anti-racism/racial justice.
19The People of Color Power movements that emerged in the 1960s (“Black Power, Red
20Power, Brown Power, Yellow Power”) are key examples of how race has also been
21embraced and leveraged in the resistance against racism; they are the movements that
22Ethnic Studies rose from. In the United States today, races very broadly break down as
23people of color (POC) and white people.” Cuauhtin, R. T., Zavala, M., Sleeter, C., & Au,
24W. (Eds.). (2019). Rethinking Ethnic Studies (1st edition). Milwaukee, OR: Rethinking
25Schools.
262 Racism: a belief that race is the primary determinant of human traits and capacities
27and that racial differences produce an inherent superiority of a particular race.
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26ethnicity3 and bigotry, indigeneity, etc., (3) the model curriculum shall be written as a
27guide to allow school districts to adapt their courses to reflect the pupil demographics in
28their communities, (4) include course outlines that offer a thematic approach to ethnic
29studies with concepts that provide space for educators to build in examples and case
30studies from diverse backgrounds; (5) include course outlines that have been approved
31by the University of California and California State University as having met the “A–G”
32requirements for college readiness, in addition to sample lesson plans, curricula,
33primary source documents, pedagogical and professional development resources and
34tools, current research on the field, among other materials; and (6) be developed with
35the guidance of classroom teachers, college/university ethnic studies faculty and
36experts, representatives from local educational agencies, and representation from
37native peoples of the land where any course is taught, and the racial/ethnic populations
38referenced directly, where possible.
39Focus on Four Foundational Disciplines
40The Ethnic Studies Model Curriculum will focus on the traditional ethnic studies first
41established in California higher education which has been characterized by four
42foundational disciplines: African American, Chicana/o/x and Latina/o/x, Native
43American, and Asian American and Pacific Islander studies. 4 The focus on the
44experiences of these four disciplines provides an opportunity for students to learn of the
45histories, cultures, struggles, and contributions to American society of these historically
46marginalized peoples which have often been untold in US history courses. Given
47California’s diversity, the California Department of Education understands and knows
48that each community has its own ethnic make-up and each demographic group has its
49own unique history, struggles, and contributions to our state. Therefore, under the
50direction of State Superintendent of Public Instruction Tony Thurmond and the guidance
51of the IQC, this model curriculum has been written to include information on the
52foundational disciplines in ethnic studies, and affords local educational agencies the
53flexibility to adapt the curriculum to address the demographics and diversity of the
293 Ethnicity: an identity marker based on ancestry, including nationality, lands/territory,

30regional culture, religion, language, history, tradition, etc., that comprise a social group.
314 For notes on disciplinary naming, please see chapter 3.
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54classroom. The adaptations should center on deepening or augmenting, rather than
55scaling down any of the four disciplines.
56This model curriculum is a step toward rectifying omission of the experiences and
57cultures of communities within California. Ethnic studies courses address
58institutionalized systems of advantage, and address the causes of racism and other
59forms of bigotry including, but not limited to, anti-Blackness, anti-Indigeneity,
60xenophobia, antisemitism, and Islamophobia within our culture and governmental
61policies. Educators can create and utilize lessons rooted in the four foundational
62disciplines alongside the sample key themes of (1) Identity, (2) History and Movement,
63(3) Systems of Power, and (4) Social Movements and Equity to make connections to the
64experiences of all students.
65School curricula must not only provide content knowledge, but must also equip students
66with the tools to promote understanding as community members in a changing
67democratic society.
68When schools help students acquire a social consciousness, i.e., a conscious

69awareness of being part of an interrelated community of others, they are better
70equipped to contribute to the public good and help strengthen democratic institutions.
71The role of our public schools to promote understanding and appreciation of its diverse
72population must be an essential part of the curriculum offered to every student.
73Ethnic studies instruction should be a fundamental component of California public

74education in the twenty-first century. The Ethnic Studies Model Curriculum helps build
75the capacity for every young Californian to develop a social consciousness and
76knowledge that will contribute to the public good and, as a result, strengthen
77democracy.
78State Board of Education Guidelines
79In 2018, the SBE approved Ethnic Studies Model Curriculum Guidelines based on AB
802016. The following guidelines are based on requirements in the authorizing statute
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81(Assembly Bill 2016, Chapter 327 of the Statutes of 2016), feedback collected from the
82public at the webinar held on January 9, 2018, and other public comment.
831. Statutory Requirements
84The Ethnic Studies Model Curriculum must reflect the requirements in the authorizing
85statute as well as other legal requirements for curriculum in California. These include,
86but are not necessarily limited to, the following topics:
87● The model curriculum shall be written as a guide to allow school districts to adapt
88 their courses to reflect the pupil demographics in their communities.
89● The model curriculum shall include examples of courses offered by local educational
90 agencies that have been approved as meeting the A–G admissions requirements of
91 the University of California and the California State University, including, to the
92 extent possible, course outlines for those courses.
93● The model curriculum must meet federal accessibility requirements pursuant to
94 Section 508 of the United States Workforce Rehabilitation Act. Content that cannot
95 be made accessible may not be included in the document.
962. General Principles. The Ethnic Studies Model Curriculum shall:
97  Include accurate information based on current and confirmed research;

98  When appropriate, be consistent with the content and instructional shifts in the
99 2016 History–Social Science Framework, in particular the emphasis upon
100 student-based inquiry in instruction;
101  Promote the values of civic engagement and civic responsibility;
102  Align to the Literacy Standards for History/Social Studies within the California
103 Common Core State Standards for English Language Arts and Literacy in
104 History/Social Studies, Science, and Technical Subjects, as appropriate;
105  Promote self and collective empowerment;
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106  Be written in language that is inclusive and supportive of multiple users, including
107 teachers (single and multiple-subject), support staff, administrators, and the
108 community;
109  Encourage cultural understanding of how different groups have struggled and
110 worked together, highlighting core ethnic studies concepts such as equality,
111 justice, race, ethnicity, indigeneity, etc.;
112  Include information on the ethnic studies movement, specifically the Third World
113 Liberation Front (TWLF), and its significance in the establishment of ethnic
114 studies as a discipline and work in promoting diversity and inclusion within higher
115 education;
116  Promote critical thinking and rigorous analysis of history, systems of oppression,
117 and the status quo in an effort to generate discussions on futurity, and imagine
118 new possibilities.
1193. Course Outlines. The Ethnic Studies Model Curriculum shall:
120  Include course outlines that offer a thematic approach to ethnic studies with
121 concepts that provide space for educators to build in examples and case studies
122 from diverse backgrounds;
123  Include course outlines that allow for ethnic studies to be taught as a stand-alone
124 elective or integrated into an existing course (e.g., sociology, English language
125 arts, and history);
126  Include course outlines that allow for local, state-specific, national, and global
127 inquiry into ethnic studies;
128  Have the capability to engage multiple languages and genealogies;
129  Engage a range of disciplines beyond traditional history and social sciences,
130 including but not limited to: visual and performing arts, English language arts,
131 economics, biology, gender and sexuality studies, etc.
1324. Audience. The Ethnic Studies Model Curriculum shall:
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133  Be sensitive to the needs of all grade levels and incorporated disciplines,
134 providing balance and guidance to the field;
135  Engage pedagogies that allow for student and community responsiveness,
136 validate students’ lived experience, and address social-emotional development;
137  Be inclusive, creating space for all students regardless of race, ethnicity, class,
138 gender, sexuality, or citizenship, to learn different perspectives.
1395. Administrative and Teacher Support. The Ethnic Studies Model Curriculum shall:
140  Be easy to use both for teachers with educational backgrounds in ethnic studies,
141 and those without such experience;
142  Provide resources on professional development opportunities;
143  Provide information for district and school administrators to support the Ethnic
144 Studies Model Curriculum and instruction;
145  Provide examples of different methods of instruction and pedagogical
146 approaches;
147  Provide support for a collaborative teaching model that encourages teachers to
148 work with colleagues across disciplines, further highlighting the interdisciplinarity
149 of ethnic studies;
150  Provide support for the use of technology and multimedia resources during
151 instruction;
152  Include access to resources for instruction (e.g., lesson plans, curricula, primary
153 source documents, and other resources) that are currently being used by
154 districts.
155This model curriculum should not be seen as exhaustive, but rather a guidance
156document to pair with existing SBE-adopted content standards and curriculum
157frameworks, including the History–Social Science Content Standards
158(https://www.cde.ca.gov/be/st/ss/) and the History–Social Science Framework
159(https://www.cde.ca.gov/ci/hs/cf/hssframework.asp), the California Common Core State
160Standards in English Language Arts and Literacy in History/Social Studies, Science,
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161and Technical Subjects (https://www.cde.ca.gov/be/st/ss/), the English Language
162Arts/English Language Development Framework
163(https://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp), and the California English
164Language Development Standards (https://www.cde.ca.gov/be/st/ss/). The History–
165Social Science Framework in particular provides support for the implementation of
166ethnic studies, including a brief outline of a ninth-grade elective course in the field, and
167the document overall emphasizes key principles and outcomes of ethnic studies
168teaching and learning, such as diversity, inclusion, challenging systems of inequality,
169and support for student civic engagement.
170 California Department of Education, March 2021Ethnic

Studies Model Curriculum
172 March 2021
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175 Chapter 1: Introduction and Overview
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177 Contents
178Ethnic Studies Model Curriculum Chapter 1: Introduction and Overview.........................1
179 Why Teach Ethnic Studies in a K–12 Environment?.....................................................3
180 Defining Ethnic Studies..............................................................................................4
181 The History of Ethnic Studies.....................................................................................6
182 The Benefits of Ethnic Studies...................................................................................9
183 How Do You Teach Ethnic Studies in a K–12 Environment?......................................11
184 Guiding Values and Principles of Ethnic Studies.........................................................12
185 Eight Outcomes of K–12 Ethnic Studies Teaching......................................................14
186 The Ethnic Studies Model Curriculum for K–12 Education......................................20
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187Why Teach Ethnic Studies in a K–12 Environment?
188Ethnic studies is for all students. The model curriculum focuses on the four ethnic
189groups that are at the core of the ethnic studies field. At the same time, this coursework,
190through its overarching study of the process and impact of the marginalization resulting
191from systems of power, is relevant and important for students of all backgrounds. By
192affirming the identities and contributions of marginalized groups in our society, ethnic
193studies helps students see themselves and each other as part of the narrative of the
194United States. Importantly, this helps students see themselves as active agents in the
195interethnic bridge-building process we call American life.
196Ethnic studies helps bring students and communities together. This does not mean
197glossing over differences, avoiding difficult issues, or resorting to clichés about how we
198are all basically alike. It should do so by simultaneously doing three things:
199(1) addressing racialized experiences and ethnic differences as real and unique;
200(2) building greater understanding and communication across ethnic differences; and
201(3) revealing underlying commonalities that can bind by bringing individuals and groups
202together. Ethnic studies is designed to benefit all students. Ethnic studies scholar,
203Christine Sleeter, posits, “rather than being divisive, ethnic studies helps students to
204bridge differences that already exist in experiences and perspectives,” highlighting that
205division is antithetical to ethnic studies. Her study of the research on ethnic studies
206outcomes found that instruction that includes diversity experiences and a specific focus
207on racism and other forms of bigotry has a positive impact such as “democracy
208outcomes” and higher-level thinking.5
209Additionally, research summarized by Sleeter and Miguel Zavala shows that culturally
210meaningful and relevant curriculum such as an ethnic studies course, which helps
211students develop the skillsets to engage in critical conversations about race, can have a
212positive impact on students’ engagement in education and their achievement. The
213research shows that ethnic studies helps “foster cross-cultural understanding among
395 Christine Sleeter, The Academic and Social Value of Ethnic Studies A Research
40Review (Washington, D.C.: National Education Association, 2011), 16–19,
41https://files.eric.ed.gov/fulltext/ED521869.pdf (accessed February 22, 2021).
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214students of color and white students, and aids students in valuing their own cultural
215identity while appreciating the differences around them.” 6 Research also shows that
216curricula that teach directly about racism have a stronger impact than curricula that
217portray diverse groups but ignore racism. Students that become more engaged in
218school through courses like ethnic studies are more likely to graduate and feel more
219personally empowered. By asking students to examine and reflect on the history,
220struggles, and contributions of diverse groups within the context of racism and bigotry,
221ethnic studies can foster the importance of equity and justice.
222Ethnic studies requires a commitment among its teachers to personal and professional
223development, deep content knowledge, social-emotional learning, safe and healthy
224classroom management practices, and instructional strategies that develop higher-order
225thinking skills in children. It requires a commitment from the school community—
226parents, administrators, elected officials, and nonprofit partners—to support an ethnic
227studies program even when it challenges conventional ideals or prompts difficult
228conversations.
229This model curriculum, therefore, is provided as only a small piece of a much larger set
230of resources necessary for a successful ethnic studies program.
231Defining Ethnic Studies

232The History Social–Science Framework for California Public Schools: Kindergarten
233through Grade Twelve defines ethnic studies in the following passages:
234 “Ethnic studies is an interdisciplinary field of study that encompasses many

235 subject areas including history, literature, economics, sociology, anthropology,
236 and political science. It emerged to both address content considered missing
237 from traditional curriculum and to encourage critical engagement.”
436 Christine Sleeter and Miguel Zavala, What the Research Says About Ethnic Studies,
44reprinted from Transformative Ethnic Studies in Schools: Curriculum, Pedagogy, and
45Research (New York: Teachers College Press, 2020), https://www.nea.org/resource-
46library/what-research-says-about-ethnic-studies (accessed March 4, 2021).
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238 “As a field, ethnic studies seeks to empower all students to engage socially and
239 politically and to think critically about the world around them. It is important for
240 ethnic studies courses to document the experiences of people of color in order
241 for students to construct counter-narratives and develop a more complex
242 understanding of the human experience. Through these studies, students should
243 develop respect for cultural diversity and see the advantages of inclusion.”
244 “Because of the interdisciplinary nature of this field, ethnic studies courses may
245 take several forms. However, central to any ethnic studies course is the historic
246 struggle of communities of color, taking into account the intersectionality of
247 identity (gender, class, sexuality, among others), to challenge racism,
248 discrimination, and oppression and interrogate the systems that continue to
249 perpetuate inequality.”
250At its core, the field of ethnic studies is the interdisciplinary study of race, ethnicity, and
251Indigeneity, with an emphasis on the experiences of people of color in the United
252States. People or person of color is a term used primarily in the United States and is
253meant to be inclusive among non-white groups, emphasizing common experiences of
254racism. The field also addresses the concept of intersectionality, which recognizes that
255people have different overlapping identities, for example, a transgender Latina or a
256Jewish African American. These intersecting identities shape individuals’ experiences of
257racism and bigotry. The field critically grapples with the various power structures and
258forms of oppression that continue to have social, emotional, cultural, economic, and
259political impacts. It also deals with the often-overlooked contributions to many areas of
260government, politics, the arts, medicine, economics, etc., made by people of color and
261provides examples of how collective social action can lead to a more equitable and just
262society in positive ways.
263Beyond providing an important history of groups underrepresented in traditional

264accounts and an analysis of oppression and power, ethnic studies offers a dynamic
265inquiry-based approach to the study of Native People and communities of color that
266encourages utilizing transnational and comparative frameworks. Thus, the themes and
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267topics discussed within the field are boundless, such as a study of Mexican American
268texts, the implications of war and imperialism on Southeast Asian refugees, African
269American social movements and modes of resistance, and Native American/Indigenous
270cultural retentions, to name a few.
271Furthermore, considering that European American-centered history and cultures are

272already robustly taught in the school curriculum, ethnic studies presents an opportunity
273for more inclusive and diverse histories and cultures to be highlighted and studied in a
274manner that is meaningful and can be transformative for all students. Ethnic studies
275provides students with crucial interpersonal communication strategies, cultural
276competency, and equity driven skills (such as how to effectively listen to others, give
277people in need a voice, use shared power, be able to empathize, select
278relevant/effective change strategies, get feedback from those they are trying to help,
279know how to deliberate, know how to organize and build coalitions) and positive ways of
280expressing collective and collaborative power that are integral to effective and
281responsive civic engagement and collegiality, especially in a society that is rapidly
282diversifying.
283The History of Ethnic Studies in California

284The history and genealogy of ethnic studies can be traced back to the activism and
285intellectual thought of pioneers such as W.E.B. DuBois, Mary McLeod Bethune, Grace
286Lee Boggs, Rodolfo Acuña, Carter G. Woodson, Carlos Bulosan, Vine Deloria Jr., and
287Gloria Anzaldúa. These scholars argued that the histories, perspectives, and
288contributions of those on the social, political, and economic margins—African
289Americans, Asian Americans and Pacific Islanders, Chicanx/Latinx, and Native
290Americans—be included in mainstream history (as well as other traditional disciplines)
291to be able to better understand the past, envision new possibilities, and celebrate the
292nation’s wealth of diversity.
293By 1968, this call was crystallized as Black Student Union members at San Francisco
294State College (now San Francisco State University) began organizing around the issue.
295Soon after, they were joined by other students, culminating with a student strike.
296Inspired by youth activism and organizing in the Civil Rights, Black Liberation, American
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297Indian, Chicano, Asian American, labor, and anti-Vietnam war movements, students at
298San Francisco State College embarked on a strike (November 6, 1968–March 20, 1969)
299demanding: (1) equal access to public education, (2) an increase in faculty of color, and
300(3) “a new curriculum that would embrace the history of all people, including ethnic
301minorities.”7 Led by the Third World Liberation Front (TWLF)—a coalition of students
302from the campus’ Black Student Union, Latin American Student Organization (LASO),
303the Intercollegiate Chinese for Social Action (ICSA), the Mexican American Student
304Confederation, the Philippine American Collegiate Endeavor (PACE), La Raza, the
305Native American Students Organization, and Asian American Political Alliance (AAPA)
306—students refused to attend classes for five months until administrators met their
307demands.
308At University of California (UC) Berkeley in the spring of 1968, the Afro-American
309Students Union (AASU) proposed a Black Studies program. 8 The administration
310consistently stalled negotiations and kept deleting elements of AASU’s proposal––
311particularly the crucial community component. AASU was joined by the Mexican-
312American Student Confederation (MASC), the Asian American Political Alliance (AAPA)
313and the Native American Student Union (NASU) to form the Third World Liberation
314Front at Berkeley. They expanded the Black Studies program to an autonomous Third
315World College to be comprised of Departments of Asian Studies, Black Studies,
316Chicano Studies, Native American Studies, and “any other Third World studies
317programs as they are developed and presented.” Demands also included widespread
318recruitment of Third World9 students and hiring of Third World people in positions of
319power in every department and discipline, from Admissions to Finances. Third World
320control--self-determination involving students and communities––was to oversee all
321aspects of the Third World College and programs.
507 Denize Springer, "Campus Commemorates 1968 Student-Led Strike," SF State News,
51last modified September 22, 2008, http://www.sfsu.edu/news/2008/fall/8.html (accessed
52July 23, 2020).
538 The language in the next four paragraphs was provided by eight members of the public
54who identified themselves as members of the TWLF and submitted identical suggested
55edits as public comment.
569 This term was used by contemporaries in the movement to refer to people of color.
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322When UC rejected the TWLF demands, the Third World Strike began the longest and
323bloodiest strike in UC history––from January to March 1969. The Administration and
324State of California violently opposed the TWLF to the point where Governor Ronald
325Reagan declared “a state of extreme emergency” at Berkeley, with unprecedented
326constant sweeps and teargassing by combined forces of not only the campus police but
327six East Bay police forces, the Alameda County Sheriff’s deputies, the Highway Patrol,
328and even the National Guard. Despite being forbidden from having any sound system or
329holding mass rallies and the threat of “immediate suspension” for protesting, TWLF
330strikers showed up in force every day and organized growing multinational support both
331within the campus and around the country.
332The first ethnic studies entity in the US was won at Berkeley on March 7, 1969, when
333UC approved an Ethnic Studies Department that would evolve into a College. Thus it
334was also the first department hosting African American Studies (originally Black
335Studies), Chicana/o and Latina/o Studies (originally called Chicano Studies), Native
336American Studies, and Asian American Studies (originally called Asian Studies) in the
337country. After AAPA had formed in May 1968––originating the term and concept of
338Asian American––SFSU’s TWLF later broadened their original demand for separate
339Filipino Studies and Chinese American Studies to Asian American Studies.
340On March 20, 1969, the first college of ethnic studies was established at San Francisco
341State University. Students were now able to take courses devoted to foregrounding the
342perspectives, histories, and cultures of African Americans, Asian Americans and Pacific
343Islanders, Chicana/o/x/, Latina/o/x, and Native Americans. In early 1969, students at the
344University of California, Berkeley successfully launched a strike that resulted in the
345creation of the first ethnic studies department in the country. Meanwhile, at the other
346end of the state, as early as 1968 students at California State University, Los Angeles
347and California State University, Northridge were establishing Chicano Studies and Black
348Studies departments. Soon, college students across the nation began calling for the
349establishment of ethnic studies courses, departments, and degree programs. Over 50
350years after the strikes at San Francisco State College and UC Berkeley, ethnic studies
351is now a vibrant discipline with multiple academic journals, associations, national and
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352international conferences, undergraduate and graduate degree programs, and
353thousands of scholars and educators contributing to the field’s complexity and vitality.
354Since the student movements of the 1960s, ethnic studies proponents have fought for
355the inclusion of ethnic studies across public schools at the K–12 level and higher
356education. Over the last 10 years this movement has gained substantial traction at the
357local level as numerous California public school districts have either passed their own
358ethnic studies graduation requirements or are implementing ethnic studies courses.
359At the state level, the California State Legislature has drafted and voted on several bills
360to help bolster support for ethnic studies implementation at the K–12 level, including
361Assembly Bill 2016 (https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?
362bill_id=201520160AB2016), which authorized the development of this document.
363The Benefits of Ethnic Studies

364In a 2011 report for the National Education Association entitled The Academic and
365Social Value of Ethnic Studies, Christine Sleeter stated that:
366 There is considerable research evidence that well-designed and well-taught

367 ethnic studies curricula have positive academic and social outcomes for
368 students. Curricula are designed and taught somewhat differently depending on
369 the ethnic composition of the class or school and the subsequent experiences
370 students bring, but both students of color and white students have been found to
371 benefit from ethnic studies.10
372As the demographics continue to shift in California to an increasingly diverse population

373—for example, with Chicana/o/x and Latina/o/x students comprising a majority in our
374public schools and students of two or more races comprising the fastest growing
375demographic group—there is a legitimate need to address the academic and social
376needs of such a population. All students should be better equipped with the knowledge
377and skills to successfully navigate our increasingly diverse society. 11 Ethnic studies
5910 Christine Sleeter, The Academic and Social Value of Ethnic Studies, p. viii.
6011 California Department of Education, 2018–2019 Enrollment by Ethnicity and Grade
61(Sacramento, CA: California Department of Education, n.d.),
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378provides the space for all students and teachers to begin having these conversations.
379Furthermore, ethnic studies scholars and classroom teachers have established through
380research that courses in the field have:
381  Helped students develop a strong sense of identity 12
382  Contributed to students’ sense of agency and academic motivation 13
383  Helped students discover their historical and ancestral origins
384  Reduced stereotype threat14
385  Aided in the social-emotional wellness of students
386  Increased youth civic engagement and community responsiveness 15
387  Provided students with skills and language to critically analyze, respond, and
388 speak out on social issues
389  Increased critical thinking, problem solving, collaboration, and interpersonal

390 communication skills
391  Led to an increase in attendance16
392  Led to an increase in standardized test scores 17
63https://dq.cde.ca.gov/dataquest/dqcensus/EnrEthGrd.aspx?
64cds=00&agglevel=state&year=2018-19 (accessed July 23, 2020).
6512 Sleeter, C. and Zavala, M., Transformative Ethnic Studies in Schools (New York:
66Teachers College Press, 2020).
6713 Christine Sleeter, The Academic and Social Value of Ethnic Studies, 9.
6814 See: Claude Steele and Joshua Aronson, "Stereotype threat and the test performance
69of academically successful African Americans," in The Black-White Test Score Gap, ed.
70Christopher Jencks and Meredith Phillips (Washington, DC, US: Brookings Institution
71Press, 1998).
7215 Christine Sleeter, The Academic and Social Value of Ethnic Studies, 14.
7316 Julio Cammarota, "A Social Justice Approach to Achievement: Guiding Latina/o
74Students Toward Educational Attainment With a Challenging, Socially Relevant
75Curriculum," Equity & Excellence in Education 40, no. 1 (February 7, 2017).
7617 Ibid.
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393  Led to an increase in GPA, especially in math and science 18
394  Led to an increase in graduation and college enrollment rates 19
395  Introduced students to college level academic frameworks, theories, terms, and
396 research methods
397  Helped foster a classroom environment of trust between students and teachers,
398 enabling them to discuss contentious issues and topics, as well as current
399 events
400  Strengthened social and cultural awareness
401How Do You Teach Ethnic Studies in a K–12 Environment?
402At the college and university level, Ethnic Studies and related courses are sometimes
403taught from a specific political point of view. In K–12 education it is imperative that
404students are exposed to multiple perspectives, taught to think critically and form their
405own opinions.20 Ethnic studies highlights the importance of untold stories, and
406emphasizes the danger of a single story. In The Danger of a Single Story, Nigerian
407writer Chimamanda Ngozi Adichie argues that reducing people to a single story creates
408stereotypes and denies their humanity. Each ethnic community has its own unique
409history, struggles, and contributions, and these are to be taught, understood, and
410celebrated as ethnic studies focuses on US culture and history from the perspective of
411marginalized groups. In addition, diversity and diverse perspectives within an ethnic
412group should also be taught to avoid reducing a group to a single story. In order to do
413this, teachers should trust students’ intellect and teach them to think critically,
414understand different and competing perspectives and narratives, and encourage them
7818 Thomas S. Dee and Emily K. Penner, "The Causal Effects of Cultural Relevance,"
79American Educational Research Journal, vol 54(1) (February 1, 2017)
80https://www.nber.org/papers/w21865 (accessed December 31, 2019).
8119 Ibid.
8220 Source: 2017 the Los Angeles Unified School District (LAUSD) Multidisciplinary Ethnic
83Studies Advisory Team, “Elements of a Balanced Curriculum,”
84https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/226/Balance
85%202017.pdf
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415to form their own opinions. Care should be taken to ensure that (1) teachers present
416topics from multiple points of view and represent diverse stories and opinions within
417groups (staying within the realm of inclusion and humanizing discourse), (2) teaching
418resources represent a range of different perspectives, and (3) lessons are structured so
419students examine materials from multiple perspectives and come to their own
420conclusions.21
421Guiding Values and Principles of Ethnic Studies
422Given the range and complexity of the field, it is important to identify the key values of
423ethnic studies as a means to offer guidance for the development of ethnic studies
424courses, teaching, and learning. The foundational values of ethnic studies are housed in
425the conceptual model of the “double helix” which interweaves holistic humanization and
426critical consciousness.22 Humanization includes the values of love, respect, hope, and
427solidarity, which are based on celebration of community cultural wealth. 23 The values
428rooted in humanization and critical consciousness are the guiding values each ethnic
429studies lesson should include. Ethnic studies courses, teaching, and learning are
430intended to
431 1. cultivate empathy, community actualization, cultural perpetuity 24, self-worth, self-
432 determination, and the holistic well-being of all participants, especially Native
433 People/s and Black, Indigenous, and People of Color (BIPOC);
434 2. celebrate and honor Native People/s of the land and communities of Black,
435 Indigenous, and People of Color by providing a space to share their stories of
436 success, community collaboration, and solidarity, along with their intellectual and
437 cultural wealth;
8721 Chimamanda Ngozi Adichie, TED Talk, October 7, 2009:

88https://www.youtube.com/watch?v=D9Ihs241zeg.
8922 Cuauhtin, R. Tolteka, Miguel Zavala, Christine Sleeter, and Wayne Au, eds.
90Rethinking Ethnic Studies. Milwaukee, WI: Rethinking Schools, 2018.
9123 Tara Yosso, 2005. “Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth”, in Race, Ethnicity and Education, 8(1), 69–91.
9224 An understanding that a culture’s important teachings will live on.
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438 3. center and place high value on the pre-colonial, ancestral knowledge 25,
439 narratives, and communal experiences of Native People/s and people of color
440 and groups that are typically marginalized in society;
441 4. critique empire-building in history and its relationship to white supremacy, racism
442 and other forms of power and oppression26;
443 5. challenge racist, bigoted, discriminatory, imperialist/colonial 27 beliefs and
444 practices on multiple levels28; and
445 6. connect ourselves to past and contemporary social movements that struggle for
446 social justice and an equitable and democratic society; and conceptualize,
447 imagine, and build new possibilities for a post-racist, post-systemic racism
448 society that promotes collective narratives of transformative resistance, critical
449 hope, and radical healing.29
450Eight Outcomes of K–12 Ethnic Studies Teaching 30
451The following eight essential outcomes for ethnic studies teaching and learning are
452offered to assist with K–12 implementation of ethnic studies:
453(1) Pursuit of justice and equity––Ethnic studies did not arise in a vacuum. It arose
454with the intent of giving voice to stories long silenced, including stories of injustice,
455marginalization, and discrimination, as well as stories of those who became part of our
456nation in different ways, such as through slavery, conquest, colonization, and
457immigration. Ethnic studies should address those experiences, including systemic
9425 As well as indigenous, diasporic, and familial

9526 Such as, but not limited to, patriarchy, cisheteropatriarchy, exploitative economic
96systems, ableism, ageism, anthropocentrism, xenophobia, misogyny, antisemitism, anti-
97blackness, anti-indigeneity, Islamophobia, and transphobia
9827 and hegemonic
9928 Ideological, institutional, interpersonal, and internalized
10029 Eunice Ho, UCLA Teacher Education Program Ethnic Studies Cohort, Class of 2019,
101summarizing the work of R. Tolteka Cuauhtin, “The Ethnic Studies Framework: A
102Holistic Overview,” 72-75, in Cuauhtin, R. Tolteka, Miguel Zavala, Christine Sleeter, and
103Wayne Au, eds. Rethinking Ethnic Studies. Milwaukee, WI: Rethinking Schools, 2018.”
10430 This section was adapted from Carlos E. Cortés, “High School Ethnic Studies
105Graduation Requirement, State of California, Suggested Basic Curriculum Principles,”
106essay dated June 26, 2020.
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458racism31, with both honesty and nuance, drawing upon multiple perspectives. Ethnic
459studies should also examine individual and collective efforts to challenge and overcome
460inequality and discriminatory treatment.
461The exploration of injustice and inequality should not merely unearth the past. It should
462also create a better understanding of dissimilar and unequal ethnic trajectories in order
463to strive for a future of greater equity and inclusivity. In the pursuit of justice and
464equality, ethnic studies should help students comprehend the various manifestations of
465racism and other forms of ethnic bigotry, discrimination, and marginalization. It should
466also help students understand the processes of social change and the role that they can
467play individually and collectively in challenging these inequity-producing forces, such as
468systemic racism.
469(2) Working toward greater inclusivity––The ethnic studies movement arose because
470of historical exclusion and pursued greater inclusion. California ethnic studies should
471emphasize educational equity by being inclusive of all students, regardless of their
472backgrounds. This means incorporating the experiences and contributions of a broad
473range of ethnic groups, while particularly clarifying the role of race and ethnicity in the
474history of California and the United States. Yet, due to curricular time constraints,
475difficult choices will have to be made at the district and classroom level. While ethnic
476studies should address ethnicity in the broadest sense, it should devote special
477emphasis to the foundational disciplines while making connections to the varying
478experiences of all students.
479(3) Furthering self-understanding––Through ethnic studies, students will gain a

480deeper understanding of their own identities, ancestral roots, and knowledge of self.
481Ethnic studies will help students better exercise their agency and become stronger self-
482advocates as well as allies and advocates for the rights and welfare of others.
10831 Systemic racism: the systemic normalization or legalization of racism and

109discrimination. This often emerges via the unequal and inequitable distribution of
110resources, power, and opportunity. Systemic racism is also referred to as institutional
111and/or structural racism.
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483Not every student has a strong sense of ethnic identity. However, all students have an
484ethnic heritage (or heritages) rooted in the histories of their ancestors. Building from the
485concept of student-based inquiry, ethnic studies should provide an opportunity for all
486students to examine their own ethnic heritages. Increasing numbers of students have
487multiple ethnic heritages.
488For example, this search can involve the exploration of students’ own family histories.
489Through oral histories of family members and, where available, the use of family
490records, students can develop a better understanding of their place and the place of
491their ancestors in the ethnic trajectory of California and the United States. For students
492with non-English-speaking family members, this would also provide an opportunity to
493develop research skills in multiple languages. However, educators should be sensitive
494to student and family privacy, while also recognizing that factors like adoption, divorce,
495legal status, and lack of access to family information may complicate this assignment for
496some students.
497(4) Developing a better understanding of others––The essential and complementary

498flip-side of self-understanding is the understanding of others. Ethnic studies should not
499only help students explore their own backgrounds. It should also help build bridges of
500intergroup understanding.
501This interethnic bridge-building can be furthered in various ways. Obviously, it can be

502enhanced by exposing students to a wide variety of voices, stories, experiences, and
503perspectives through materials featuring people of myriad ethnic backgrounds. But
504bridge-building can also occur through the classroom sharing of students’ personal
505stories and family histories. In this way students can simultaneously learn to understand
506ethnic differences while also identifying underlying commonalities and personal
507challenges.
508With mutual respect and dignity being emphasized, students will develop an awareness
509of and an appreciation for the complexity of diversity and how it continues to shape the
510American experience. Additionally, students will learn how to transform their
511appreciation of diversity into action that aims to build community and solidarity.
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512(5) Recognizing intersectionality––Ethnic studies focuses on the role of race and
513ethnicity. However, these are not the sole forces affecting personal identity, group
514identification, and the course of human experience. People, including students, are not
515only members of racial and ethnic groups. They also belong to many other types of
516social groups. These groups may be based on such factors as sex, religion, class,
517ability/disability, age, sexual orientation, gender identity, citizenship status,
518socioeconomic status, and language use.
519For each individual, these multiple social categories converge in a unique way. That
520confluence of identities is sometimes called intersectionality. Those myriad categories
521influence, but do not necessarily determine, one’s life trajectory. They also may
522influence how a person is perceived and treated by others, including both by individuals
523and by institutions. The inequitable institutional treatment of certain racial and ethnic
524groups is sometimes referred to as systemic racism.
525To some degree, each person’s individuality and identity are the result of
526intersectionality. The lens of intersectionality helps both to explore the richness of
527human experience and to highlight the variations that exist within ethnic diversity. By
528highlighting intragroup variations, intersectionality can also help challenge group
529stereotyping and polarization.
530(6) Promoting self-empowerment for civic engagement––Ethnic studies should help

531students become more engaged locally and develop into effective civic participants and
532stronger social justice advocates, better able to contribute to constructive social change.
533It can also help students make relevant connections between current resistance
534movements and those in the past, and to imagine new possibilities for a more just
535society. The promotion of empowerment through ethnic studies can occur in various
536ways. It can help students become more astute in critically analyzing documents,
537historical events, and multiple perspectives. It can help students learn to discuss difficult
538or controversial issues, particularly when race and ethnicity are important factors. It can
539help students learn to present their ideas in strong, compelling, clear and precise
540academic language. It can help students assess various strategies for bringing about
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541change. It can provide students with opportunities to experiment with different change
542strategies, while evaluating the strengths and limitations of each approach. In short,
543through ethnic studies students can develop civic participation skills, a greater sense of
544self-empowerment, and a deeper commitment to life-long civic engagement in the
545cause of greater community and equity.
546(7) Supporting a community focus––Ethnic studies in all California districts should

547address the basic contours of national and statewide ethnic experiences. This includes
548major events and phenomena that have shaped our diverse ethnic trajectories.
549However, individual school districts may also choose to enrich their approach to ethnic
550studies by also devoting special attention to ethnic groups that have been significantly
551present in their own communities.
552By shaping ethnic studies to include a focus on local ethnic groups, districts can
553enhance learning opportunities through student-based inquiry into the local community.
554Such research can draw on multiple sources, such as local records, census material,
555survey results, memoirs, and media coverage. It can also involve oral history, providing
556voice for members of different ethnic communities and allowing students to engage
557multiple ethnic perspectives. This local focus can also create additional opportunities for
558civic engagement, such as working with city government or presenting to school boards.
559(8) Developing interpersonal communication––Achieving the preceding principles

560will require one additional capability: effective communication. Particularly considering
561California’s extensive diversity, ethnic studies should help build effective communication
562across ethnic differences. This includes the ability to meet, discuss, and analyze
563sometimes controversial topics and issues that garner multiple diverse points of view. In
564other words, students should learn to participate in difficult dialogues. Further, students
565participating in ethnic studies will be equipped to analyze and critique contemporary
566issues and systems of power that impact their lived experiences and respective
567communities. They will engage in meaningful activities and assignments that encourage
568them to challenge the status quo and reimagine their futures.
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569Ethnic studies should help students learn to value and appreciate differences and each
570other’s lived experiences as valuable assets in our diverse society in order to
571communicate more effectively and constructively with students of different backgrounds.
572It should help them communicate and interact with empathy, appreciation,
573empowerment, and clarity, to interact with curiosity, to listen empathically without
574judgment, and to critically consider new ideas and perspectives. It should also
575encourage students to value and respect each other’s position in light of new evidence
576and compelling insights. Students should not seek to dominate in conversations, but
577rather practice a model of engagement which places a greater priority on listening,
578seeking to understand before seeking to persuade.
579Even the concepts of “race” and “ethnicity” present challenges. What do they mean?
580How do they relate to each other? How were concepts of race, like “whiteness” and
581“blackness” constructed? How has our understanding of race and ethnicity changed
582over time? How are race and ethnicity as group identities reflected in public documents,
583such as the US Census and most formal applications? How do these group identifiers
584impact social connection and division? Ethnic studies should help students address
585these and other fundamental issues that complicate intergroup communication and
586understanding.
587By operating on the basis of these eight principles, statewide ethnic studies can become
588a venue for developing a deeper understanding of the opportunities and challenges that
589come with ethnic diversity. It should advance the cause of equity and inclusivity,
590challenge systemic racism, foster self-understanding, build intergroup and intragroup
591bridges, enhance civic engagement, and further a sense of human commonality. In this
592way, ethnic studies can help build stronger communities, a more equitably inclusive
593state, and a more just nation.
594The following guidelines should inform the development of ethnic studies courses,
595whether they treat one group or several and whether they are integrated into other
596content areas (e.g. African American Literature, Chicano history) or stand alone:
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597● In K–12 education it is imperative that students are exposed to multiple
598 perspectives, taught to think critically, and form their own opinions.
599● Curriculum, resources, and materials should include a balance of topics, authors,
600 and concepts, including primary and secondary sources that represent multiple, and
601 sometimes distinctive, points of view or perspectives.
602● Students should actively seek to understand, analyze and articulate multiple points
603 of view, perspectives and cultures.
604● The instruction, material, or discussion must be appropriate to the age and maturity
605 level of the students, and be a fair, balanced, and humanizing academic
606 presentation of various points of view consistent with accepted standards of
607 professional responsibility, rather than advocacy, personal opinion, bias or
608 partisanship.
609The Ethnic Studies Model Curriculum for K–12 Education

610Ethnic studies incorporates purposeful academic language and terminology, including
611intentional respellings32, to challenge various forms of oppression and marginalization.
612These language conventions are not foregrounded in this model curriculum for those
613just beginning familiarity with ethnic studies; however, educators should note that such
614conventions continue to grow and are common within ethnic studies classes,
615communities, and scholarship.
616The Ethnic Studies Model Curriculum serves as a guide to school districts that would
617like to either develop and implement stand-alone courses or integrate the concepts and
618principles of ethnic studies into current social science or English language arts courses.
619It is divided into chapters and appendices:
620  Chapter 2 provides guidance to district and site administrators on teacher,

621 student, and community involvement in the development of these courses.
11732 Such as “herstory” or “hxrstory” to challenge what appears to be a gendered stem in

118history.
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622  Chapter 3 provides instructional guidance for veteran and new teachers of ethnic
623 studies content.
624  Chapter 4 provides a collection of guiding questions, sample lessons and topics
625 for ethnic studies courses.
626  Chapter 5 provides links to instructional resources to assist educators in
627 facilitating conversations about race, racism, bigotry, and the experiences of
628 diverse Americans.
629  Chapter 6 provides examples of courses approved by the University of California
630 Office of the President as meeting A–G requirements. 33
California Department of Education, March 2021
631
12033 A bibliography and resources to assist local school districts and help inform their
121discussions on ethnic studies will be available following the editing and design of the
122model curriculum.
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634 March 2021
635 Page 29 of 896

637 Chapter 2: District Implementation Guidance
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639Contents
640Ethnic Studies Model Curriculum Chapter 2: District Implementation Guidance..............1
641 Key Considerations for District and Site Administrators................................................3
642 Guide to Developing a Local Curriculum with Ethnic Studies Principles.......................8
643 Integrating Stakeholders and Community....................................................................11
644 Selecting Existing Curricula and Instructional Materials..............................................11
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645Key Considerations for District and Site Administrators
646While effective teaching of ethnic studies is paramount, a supportive district and site
647leadership is just as important to the efficacy of the work. District and site administrators
648should also work to develop their understandings of ethnic studies instruction and
649pedagogies. Below are ways districts can work to best support the development and
650implementation of a kindergarten through grade twelve (K–12) ethnic studies program,
651whether it utilizes a stand-alone, integrated or a thematic approach:
652  Ensure that district and site administration support the development of the
653 program, and that the local governing board is fully briefed on the project. District
654 support is critical to the successful implementation of any new instructional
655 program.
656  Develop a definition of what ethnic studies means to your district. The purpose
657 statement in the “Developing an Ethnic Studies Pedagogy for K–12 Education”
658 section in chapter 3 notes the importance of connecting the local district and
659 community needs to the historical field of study.
660  Ensure alignment of the district course(s) to state and local policy, district
661 resources, and community needs. Determine the type of program that is being
662 implemented. Is this a semester or year-long course or set of courses? Will the
663 course be a standalone ethnic studies course, or will an existing course be
664 modified to incorporate ethnic studies content, skills, and principles? Which
665 department or departments will house ethnic studies, or will it become its own
666 department? Will an ethnic studies professional learning community be formed to
667 include teachers from multiple disciplines and academic backgrounds? What is
668 the history of race relations in this community? How have demographic or
669 economic changes impacted the community? Is there a vibrant ethnic
670 community, past or present? As you make these determinations, you may also
671 consider how many courses are going to be offered, existing courses that offer
672 opportunities to teach ethnic studies content and lessons, the expectations for
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673 student enrollment, how the program will be accommodated within local facilities,
674 and how many teachers will be needed.
675  Consider the local history, demographics, and particular needs of your
676 district/site’s students and their respective communities, including recognition of
677 the Indigenous Peoples wherever a course is being taught. Administrators should
678 consider conducting research on the cultural values, traditions, Indigeneity, and
679 histories of the diverse populations represented in our society as well as those
680 represented in local schools, as it is important for students to learn about those
681 different from themselves who may not be represented in their communities even
682 as they are learning about the sources of local diversity. Evaluate the
683 demographic makeup of the district. What is the ethnic breakdown of the student
684 population? Does the district have large numbers of linguistically diverse
685 students? What countries and regions of the world are they from? Students who
686 experience poverty? How can this program serve our students? How can the
687 value of and empathy for other marginalized groups be fostered when student
688 populations are homogenous and/or haven’t been explicitly or formally exposed
689 to concepts of race and ethnicity? This research can be done by delving into
690 reported student data, consulting student families and community stakeholders
691 about pressing issues and concerns facing these communities, or even inviting
692 scholars specialized in the history of the communities represented in the district.
693 Community organizations, city or county agencies, libraries, and universities may
694 be consulted for data and historical information about a community.
695  Develop a clear funding model that includes the resources available for the
696 program and how those resources will be allocated (e.g., teacher training,
697 classrooms, administrative support, purchase of instructional materials).
698  Be grounded and well-versed in the purpose and impact of ethnic studies. Similar
699 to ethnic studies educators, administrators should also familiarize themselves
700 with research on the efficacy of K–12 ethnic studies—from developing strong
701 cultural and academic identity, building academic skills within elementary,
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702 middle, and high school teachers to facilitating civic engagement with a service
703 and problem-solving orientation. Again, the bibliography included in this
704 document can be used as a starting point. Furthermore, administrators should
705 work to weave the purpose, benefits, principles, and impact of ethnic studies into
706 the fabric of the school, and as a means to partner with parents and the broader
707 community. Administrators should familiarize themselves with the ethnic studies
708 guiding values and outcomes outlined in chapter 1, and keep them in mind as
709 they implement an ethnic studies program.
710  Ensure that students receive appropriate and non-discriminatory instruction and
711 materials. Ensure that district guidelines, professional development, syllabi,
712 classroom instructional materials, and other contents of a locally developed
713 ethnic studies course meet requirements for presenting potentially controversial
714 issues in K–12 public school classrooms. While developing instruction and
715 materials, school districts and local education agencies should ensure that
716 instruction and materials are appropriate for use with pupils of all races, religions,
717 genders, sexual orientations, and diverse ethnic and cultural backgrounds, pupils
718 with disabilities, and English learners; do not reflect or promote, directly or
719 indirectly, any bias, bigotry, or discrimination against any person or group of
720 persons on the basis of any category protected by Section 220 of the Education
721 Code; and do not teach or promote religious doctrine.
722  Ensure fair, balanced, and humanizing pedagogy. Ensure that pedagogy must
723 support that, in the investigation, presentation and interpretation of facts and
724 ideas within the prescribed course of study, teachers shall be free to examine,
725 present and responsibly discuss various points of view in an atmosphere of open
726 inquiry, provided that the instruction, material, or discussion is appropriate to the
727 age and maturity level of the students; is a fair, balanced, and humanizing
728 academic presentation of various points of view consistent with accepted
729 standards of professional responsibility, rather than advocacy, personal opinion,
730 bias or partisanship (adapted from the United Teachers – Los Angeles/Los
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731 Angeles Unified School District Contract 2014-2017, Article XXV Academic
732 Freedom and responsibility, 1.0 Lesson Content). 34
733  Identify teachers who are willing and committed to invest in developing an ethnic
734 studies curriculum and pedagogy. Administrators should work within the district
735 and site departments to identify teachers with backgrounds in ethnic studies or
736 strong interest in teaching in the area, who will be involved in the development
737 and implementation of the program. It is especially important to establish
738 connections between the new program and existing offerings in history–social
739 science and English/language arts. Additionally, ethnic studies can be integrated
740 into existing courses in addition to, or instead of, creating a standalone ethnic
741 studies course. Teachers and departments should be provided time to
742 incorporate ethnic studies content and principles into existing curricula and be
743 provided with access to professional development as appropriate. Conducting
744 inner-district outreach campaigns, and exploring the possibility of developing
745 ethnic studies teachers from the ranks of paraprofessionals and other support
746 staff, are just two ways administrators can work to recruit and develop ethnic
747 studies teachers. Additionally, administrators can work with local teacher
748 education programs and university ethnic studies departments to actively recruit
749 and develop a pipeline for individuals interested in teaching ethnic studies.
750  Develop, implement, monitor, and evaluate instructional support. In order for
751 teachers to provide a robust ethnic studies learning experience they should be
752 engaged in continual professional development and supported by their site and
753 district administrators who are working in tandem with students and community.
754 Administrators should consider creating a department or distinct lane of work
755 specifically dedicated to developing, implementing, monitoring, and evaluating
756 ethnic studies instructional materials and professional development (preferably
757 differentiated professional development trainings specifically based on varying
12934 2017 the Los Angeles Unified School District (LAUSD) Multidisciplinary Ethnic Studies
130Advisory Team, “Elements of a Balanced Curriculum,”
132%202017.pdf.
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758 levels of ethnic studies content knowledge). Administrators can develop their own
759 models of ethnic studies professional development and/or instructional materials
760 by consulting other districts with well-established ethnic studies departments and
761 teachers. It is imperative to consider the number of teachers who currently have
762 experience in this subject area and those who will need additional support and
763 professional development prior to implementation. Administrators can draw upon
764 the expertise of scholars and other stakeholders to help create this tailored
765 training. It is important that administrators seek advisors from multiple
766 communities who are aligned with the model curriculum and the State Board
767 Guidelines, and who are well versed in K–12 education.
768  Tribal Consultation: Conduct Tribal consultation with California Native American
769 Tribes and Tribal organizations in the development of and prior to the
770 implementation of their local ethnic studies programs, and include consultation
771 with Native American and Indigenous organizations in their district, as well as
772 with Native American scholars and educators.
773  Consult with other districts, higher education institutions, and relevant community
774 organizations that have implemented ethnic studies programs at the high school
775 level to see if there are other models and resources that can be adapted to the
776 local program, and ensure a balance of advisors from multiple communities.
777 Chapter 6 contains a selection of course descriptions from various districts
778 across the state; listings of other courses can be found at the University of
779 California’s A–G Course Management Portal at https://hs-articulation.ucop.edu/.
780  Consult with the local county office of education. Your local county office of
781 education may provide consultation, resources, and/or professional development
782 activities to support the development and implementation of the ethnic studies
783 program.
784  Develop a comprehensive strategic plan for implementation, including an initial

785 pilot that will enable the district to gather data about what works and doesn’t work
786 about the new program. One option is to pilot a semester course and then
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787 expand it to a full-year course or even a set of courses as capacity is developed
788 within the district. Utilize a subcommittee, preferably including the teachers who
789 will be teaching the course(s), to select instructional materials for the pilot.
790 Alternatively, the course could be piloted by modifying an existing course so that
791 it is taught using an ethnic studies lens. Conduct the pilot, providing frequent
792 opportunities for participating teachers to collaborate and provide feedback both
793 to each other and to district and site administration. Finally, provide opportunities
794 for students to provide feedback and use assessment tools to quantify the areas
795 that need improvement. The district may utilize the pilot as an opportunity to
796 develop new lessons, resources, activities, and assessments that can be used in
797 the program moving forward.
798  Use longitudinal student data to determine student outcomes and assess the
799 effectiveness of the new program over time, and continue teacher professional
800 development to strengthen content knowledge and ensure a smooth transition of
801 new teachers into the program.
802Guide to Developing a Local Curriculum with Ethnic Studies
803Principles
804When developing a local curriculum, the first step is to assemble a team to do the work.
805These team members should have appropriate professional training on curriculum
806development. Teachers with an ethnic studies background who will be implementing the
807curriculum should take the lead on this process, but it should also include teachers from
808other content areas. Ethnic studies is by its very nature interdisciplinary, and ethnic
809studies teachers can collaborate with history–social science teachers, teachers in
810language arts, visual and performing arts, and other subjects as well. This collaboration
811will help to ensure that the curriculum is aligned to the skill expectations in the state’s
812history–social science and language arts content standards, but beyond that it can help
813to ensure that the concepts and principles of ethnic studies are present throughout the
814curriculum and are not just limited to the ethnic studies classroom. For example, the
815pursuit of justice and equity is not only something that students practice in the
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816classroom, but a skill that they develop for use in later life as citizens and proponents for
817social change. Schools and administrators should also develop a process for evaluation
818of courses developed and supported through high-quality ethnic studies professional
819learning.
820Administrative support is also essential to the successful implementation of a new

821curriculum, as teacher training and other opportunities for professional learning should
822be incorporated into the curriculum plan. This will help ensure that future teachers will
823be equipped with the necessary skills, content knowledge, and critical mindsets and be
824able to refine the curriculum long after its initial development. It should also be
825acknowledged that there will be districts that may be undertaking this process for the
826first time without experienced teachers who are trained in ethnic studies content and
827pedagogy. In those cases, it will be particularly important for administrators to support
828their teachers in order to ensure that they are sufficiently prepared to implement a
829successful ethnic studies program. Further, following the development and adoption
830process in the school district, having a process in place to include opportunities for the
831continual development and refinement of the curriculum after its initial development is
832beneficial.
833It is also important to engage students and the community in the curriculum
834development process. Student participation during the curriculum development process
835is integral to the effectiveness of ethnic studies curriculum. That participation should
836begin at the school level.
837In order to develop a curriculum that is culturally and community relevant and
838responsive, teachers and administrators need to be familiar with both their student
839population and their communities. Chapter 1 of this model curriculum stresses the
840importance of these connections in order to accomplish the goals of ethnic studies in
841the classroom. The team developing the curriculum must not consider their work
842complete because they have developed a curriculum that addresses the
843races/ethnicities on a demographic report. They must seek to understand how the lived
844experiences of their student population affect the knowledge and attitudes that they
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845bring to the classroom and that students have just as much to bring to the table for
846mutual learning. With that knowledge in hand, it will be easier to develop a curriculum
847that engages students as peer learners and with mutual understanding and
848appreciation.
849The curriculum frameworks adopted by the State Board of Education (SBE) contain
850information that can guide teachers and administrators in the development of a local
851curriculum. In particular, the History–Social Science Framework and the English
852Language Arts/English Language Development Framework contain useful guidance for
853current or potential teachers of ethnic studies. Both frameworks contain chapters on
854assessment that include specific direction on how to use formative and summative
855assessments to plan and implement an instructional program. They also include
856chapters on access and equity that emphasize the importance of designing curriculum
857to support all students, including those who have special needs. One approach for how
858to differentiate instruction to address those needs is Universal Design for Learning
859(UDL), a set of strategies for planning instruction and presenting content that enables
860students to access and use disciplinary knowledge in a variety of ways that address
861their needs, assets, and strengths.35 Finally, the frameworks include chapters on
862instructional strategies and professional learning that provide guidance for both
863teachers and administrators in planning, implementing, and supporting an inquiry-based
864instructional program that supports student engagement with the curriculum.
865The History–Social Science Framework is of particular importance and should be

866considered an essential companion document to this model curriculum for current and
867prospective ethnic studies teachers. The framework was organized around four key
868instructional shifts: inquiry, literacy, content, and citizenship. These shifts are strongly
869aligned with the core principles of ethnic studies as a discipline. The framework contains
870a suggested elective course in ethnic studies designed to be used as a history–social
13735 UDL is discussed on pages 540–543 of the History–Social Science Framework and
138pages 910–913 of the English Language Arts/English Language Development
139Framework. UDL is just one of a number of universal access strategies present in both
140frameworks.
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871science elective in grade nine.36 This model curriculum obviously goes into much more
872detail, but the framework relies upon a similar instructional approach, presenting
873essential questions to direct student inquiry, classroom examples, and suggestions for
874ways that students can participate in service learning or activism in their school or local
875community.
876Integrating Stakeholders and Community
877With the field of ethnic studies being born out of a grassroots community movement,
878community partnership and accountability are central to its identity. By design, ethnic
879studies seeks to be community accountable and responsive. Districts and sites
880considering offering ethnic studies should include students, families, and other
881public/community institutions (museums, community art spaces, local non-profits
882relevant to the field, grassroots/community advocacy organizations, etc.) in those plans
883and discussions to ensure that the particular histories, aspirations, struggles, and
884achievement of the communities present in classrooms are reflected in the course. One
885option would be to create a steering committee that could include district teachers and
886administrators, students, parents, and members of community and advocacy
887organizations that are active in the district area. Provide multiple opportunities for the
888public to provide comment on the proposed program during the development process.
889Student participation in service-learning activities may serve as a way of confirming
890community support and addressing concerns during the implementation of the program.
891Selecting Existing Curricula and Instructional Materials
892Local educational agencies (LEAs) have a great deal of flexibility when it comes to the
893selection of instructional materials for use in their schools. Education Code Section
89460000(c) states that it is the responsibility of an LEA’s governing board to establish
895courses of study and to select the appropriate instructional materials for those courses.
896While there is a state-level process by which the SBE adopts instructional materials,
897that process only applies to kindergarten through grade eight materials and LEAs are
898not required to purchase from the state list. High school materials, including materials
14236 History–Social Science Framework, Chapter 14, pp. 310–314.
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899for ethnic studies, are adopted at the local level by the LEA governing board (Education
900Code Section 60400).
901LEAs are required to adopt materials that meet certain requirements in code, such as
902the requirement that instructional materials “accurately portray the cultural and racial
903diversity of our society” (Education Code Section 60040). However, the process by
904which materials are selected at the local level varies significantly. Most LEAs have
905policies that govern this process. Typically, the process begins when a local selection
906committee is chosen. Education Code Section 60002 states that, “Each district board
907shall provide for substantial teacher involvement in the selection of instructional
908materials and shall promote the involvement of parents and other members of the
909community in the selection of instructional materials.” But how exactly that involvement
910is carried out depends on the LEA. Another way to honor the principles of ethnic studies
911is to have students be involved in this process as well, either through direct involvement
912in district policy development or through community outreach to engage others in the
913selection process.
914Governing boards should make these decisions through an open and public process
915that provides for public input and teacher leadership throughout the process. It is
916important that all steps related to the development of a local curriculum, including the
917selection of materials, are transparent and involve all stakeholders in the community.
918This process can be time-consuming and difficult, but it is the best way to ensure that
919the materials used are high quality and support effective instruction and student
920learning.
921The SBE has adopted a policy document that provides a set of guidelines for piloting
922textbooks and instructional materials.37 While focused on kindergarten through grade
923eight, much of the guidance in the document applies to the selection of materials for the
924secondary grades as well. These guidelines include tasks such as the creation of a
14437 “Guidelines for Piloting Textbooks and Instructional Materials,” State Board of
145Education Policy 01-15 (January 2015),
146https://www.cde.ca.gov/ci/cr/cf/documents/impilotingguidelines.doc (Accessed July 23,
1472020).
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925representative selection committee, the definition and prioritization of evaluation criteria,
926and establishing a pilot process to determine which available materials best meet local
927needs. The curriculum frameworks adopted by the SBE also include criteria for the
928selection of instructional materials that can be used by LEAs as a model. 38
929For example, the Criteria for Evaluating Instructional Materials in the California History–
930Social Science Framework states that, “Materials include the study of issues and
931historical and social science debates. Students are presented with different
932perspectives and come to understand the importance of reasoned debate and reliable
933evidence, recognizing that people in a democratic society have the right to disagree.” 39
934In addition, districts and LEAs should keep in mind Section 60044 of the California
935Education Code that schools may not use instructional materials that contain “any
936matter reflecting adversely upon persons on the basis of race or ethnicity, gender,
937religion, disability, nationality, or sexual orientation, occupation.” 40
938An example of guidelines written by a district on how to implement ethnic studies is

939“Elements of a Balanced Curriculum, adopted by the Los Angeles Unified School
940District (LAUSD) Multidisciplinary Ethnic Studies Advisory Team in 2017. 41 When
941districts and LEAs create their own guidelines for teaching ethnic studies in their district,
942this may serve as a model guideline. LAUSD gathered many district stakeholder groups,
943found language to summarize how to address balanced pedagogy and instructional
944materials, and address student and teacher needs in support of teaching ethnic studies.
14938 See chapter 23 of the History–Social Science Framework for California Public School,
150and chapter 12 of the English Language Arts/English Language Development
151Framework for California Public Schools.
15239 See History–Social Science Framework for California Public Schools, p.182, Criteria
153for Evaluating Instructional Materials, item 7. Accessed 9/22/2020.
15440 California Education Code 60044.
155http://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?
156lawCode=EDC&sectionNum=60044 accessed 9/22/2020.
15741 See “Elements of a Balanced Curriculum,” adopted by the Los Angeles Unified School
158District (LAUSD) Multidisciplinary Ethnic Studies Advisory Team in 2017.
160%202017.pdf. Accessed 9/22/2020.
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945
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948 March 2021
949 Page 43 of 896

951 Chapter 3: Instructional Guidance for K–12 Education
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953Contents
954Ethnic Studies Model Curriculum Chapter 3: Instructional Guidance for K–12 Education
955...........................................................................................................................................1
956 Developing an Ethnic Studies Pedagogy for K–12 Education.......................................4
957 Purpose......................................................................................................................4
958 Identity........................................................................................................................5
959 Content and Skills.......................................................................................................7
960 Context.......................................................................................................................8
961 Methods......................................................................................................................8
962 Inquiry.........................................................................................................................9
963 Democratizing the Classroom and Citizenship........................................................10
964 Reinforcing Literacy..................................................................................................11
965 In-Class Community Building...................................................................................13
966 Approaches to Ethnic Studies......................................................................................17
967 Useful Theory, Pedagogy, and Research................................................................18
968 Ethnic Studies Content.............................................................................................18
969 Academic Skill Development....................................................................................19
970 Stand-Alone Courses...............................................................................................19
971 African American Studies.........................................................................................20
972 Chicana/o/x and Latina/o/x Studies..........................................................................22
973 Asian American and Pacific Islander Studies...........................................................23
974 Native American Studies..........................................................................................24
975 Integrating Ethnic Studies into Existing Courses.....................................................26
976 Thematic/Comparative Race and Ethnic Studies Approach....................................27
977 Grade Level..............................................................................................................28
978 Introduction to Ethnic Studies......................................................................................30
979 Introduction to Ethnic Studies Course Outline.........................................................31
980 Sample Theme #1: Identity......................................................................................34
981 Sample Theme #2: History and Movement..............................................................35
982 Sample Theme #3: Systems of Power.....................................................................39
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983 Sample Theme #4: Social Movements and Equity..................................................40
984 Sample Lesson and Unit Plan Templates....................................................................42
985 Table: Sample Lesson Template.............................................................................43
986 Table: Sample Unit Plan Template..........................................................................48
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987Developing an Ethnic Studies Pedagogy for K–12 Education
988Ethnic studies teaching is grounded in the belief that education can be a tool for
989transformation, social, economic, and political change, and liberation. 42 Central to an
990ethnic studies pedagogy is the goal to develop students to be able to effectively and
991powerfully read, write, speak, and think critically and engage in school in meaningful
992ways. To achieve these goals, ethnic studies educators should consider the following
993five elements as part of their pedagogical practice: purpose, identity, content and skills,
994context, and methods. Teaching ethnic studies necessitates that educators consider the
995purpose of ethnic studies, the context in which the course is being taught, and even a
996reflection on how the educator’s identity and potential biases impact their understanding
997of and outlook on the world.
998Purpose
999It is essential that ethnic studies educators first reflect upon the purpose of the field, and
1000the specific course at hand, before arriving at their pedagogical approach. Historically,
1001the educational and academic purpose of ethnic studies has centered on three core
1002concepts: access, relevance, and community.43
1003  Access- Ethnic studies provides all students the opportunity to engage with
1004 ethnic studies materials and content within their classrooms. They will be
1005 exposed to a diverse curriculum and rich teaching that is both meaningful and
1006 supportive.
1007  Relevance- Ethnic studies provides students with an education that is both
1008 culturally and community relevant, and draws extensively from the lived
1009 experiences and material realities of each individual student.
1010  Community- Ethnic studies teaching and learning is meant to serve as a bridge
1011 between educational spaces/institutions and community. Thus, encouraging
1012 students to apply their knowledge to practice being agents of change, social
16642 Paulo Freire, Pedagogy of the Oppressed (New York, NY: Bloomsbury, 2000), 71.
16743Allyson Tintiangco-Cubales et al., "Toward an Ethnic Studies Pedagogy: Implications
168for K–12 Schools from the Research," The Urban Review 47, no. 1 (March 12, 2015).
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1013 justice organizers and advocates, and engaged citizens at the local, state, and
1014 national levels.
1015Reflecting on these concepts at the onset will ensure that ethnic studies educators are
1016creating content and a pedagogical praxis that is grounded in both the field’s purpose
1017and aforementioned values and outcomes. Dawn Mabalon provides the following
1018essential questions that guide the purpose of ethnic studies: (1) Who am I? (2) Who is
1019my family and community? (3) What can I do to bring positive change to my community
1020and world?
1021Identity
1022Before embarking on lesson planning for an ethnic studies course, it is important that
1023ethnic studies educators are aware of how their own identities, implicit biases, and
1024cultural awareness may impact ethnic studies teaching and learning. It is important to
1025recognize that all teachers, whatever their backgrounds, have strong knowledge of their
1026own personal and cultural experiences and knowledge to gain about the historical and
1027current lived experiences of other groups. With much of the field focusing on issues
1028related to race and identity, teachers, especially those with limited ethnic studies
1029knowledge, should engage in activities that allow them to unpack their own identities,
1030privilege, marginalization, lived experiences, and understanding and experience of race,
1031culture, and social justice while they are also learning about the experiences of others.
1032For teachers who may feel especially concerned with teaching ethnic studies, leading
1033ethnic studies scholars highly recommend that they work through assignments like
1034critical autobiography, critical storytelling, critical life history, or keeping a subjectivity
1035journal, to begin the process of “constructively situating oneself in relationship to Ethnic
1036Studies”.44
1037Additionally, unlike traditional fields, ethnic studies often requires both students and
1038educators to be vulnerable with each other given the range of topics discussed
1039throughout the course. Thus, educators should work to build community within their
1040classrooms, be comfortable with sharing pieces of their own identities and lived
1041experience, and be equipped to holistically navigate and respond to students’ concerns,
17044 Tintiangco-Cubales et al., "Toward an Ethnic Studies Pedagogy," pp. 118–120.
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1042discussions, and emotions. Educators should view student-lived experiences as assets
1043and understand that they themselves may not always have the answers, and therefore
1044should seek opportunities to learn from their students and create room for teachable
1045moments.
1046This is also true when incorporating literature in an ethnic studies course. Students
1047need to see themselves represented as empowered individuals and experience a
1048diverse range of complex stories to help them understand themselves, as individuals
1049and as members of group identity, and the lived experiences of others different from
1050them. Studies have shown that large majorities of books published for children and
1051young adults feature white characters.45 When characters of color or other marginalized
1052groups, such as LGBTQ+46, do appear, they are often portrayed as stereotypes or exist
1053at the fringes of the story. Scholar and author Ebony Elizabeth Thomas warns that this
1054exclusion is creating an “imagination gap” where children are growing up without
1055experiencing what Dr. Rudine Sims Bishop described as the “windows, mirrors, and
1056doors” of literature:
1057 Literature transforms human experience and reflects it back to us, and in that
1058 reflection, we can see our own lives and experiences as part of the larger human
1059 experience. Reading, then, becomes a means of self-affirmation, and readers
1060 often seek their mirrors in books. Literature transforms human experience and
1061 reflects it back to us, and in that reflection, we can see our own lives and
1062 experiences as part of the larger human experience. 47
17245 Data on books by and about people of color and from First/Native Nations published
173for children and teens compiled by the Cooperative Children’s Book Center, School of
174Education, University of Wisconsin-Madison.
175https://ccbc.education.wisc.edu/books/pcstats.asp (Accessed March 30, 2020).
17646 The usage of LGBTQ+ throughout this document is intended to represent an inclusive
177and ever-changing spectrum and understanding of identities. Historically, the acronym
178included lesbian, gay, bisexual, and transgender but has continued to expand to include
179queer, questioning, intersex, asexual, allies, and alternative identities (LGBTQQIAA), as
180well as expanding concepts that may fall under this umbrella term in the future.
18147 Sims Bishop, R. (1990). “Mirrors, windows, and sliding glass doors.” Perspectives,
1821(3), ix–xi.
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1063By choosing texts that provide protagonists and heroes in multiple cultural contexts and
1064by centering the voices that have been traditionally marginalized or excluded from the
1065curriculum and applying a critical lens to texts, teachers provide opportunities to develop
1066students’ critical literacy skills, while also allowing them to see themselves in the
1067literature they read and expand the range of stories that they have about others in the
1068world.
1069Content and Skills

1070With ethnic studies drawing on a range of academic disciplines from history and
1071performing arts to sociology and literature, students should be introduced to an array of
1072academically rigorous content and skills that are simultaneously grounded in the
1073contributions, lived experiences, and histories of people of color. Students should be
1074exposed to a variety of primary and secondary sources, learn how to process multiple
1075and often competing sources of information, form and defend their own evidence-based
1076analyses, and understand how to appropriately contextualize and evaluate sources of
1077information by bringing them into conversation with other texts, significant events,
1078people, theories, and ideas.
1079For additional support on identifying a multitude of sources that can be used in the
1080classroom, ethnic studies educators should consult the sample lessons in chapter 4, the
1081suggested resources in chapter 5, and the University of California ethnic studies course
1082outlines that are included in chapter 6 of this document, collaborate with other teachers
1083at their sites, and engage materials that can be found at local and community archives
1084and libraries, especially those housed by the University of California, California State
1085University, and local community colleges.
1086Context
1087Beyond content, it is important that ethnic studies educators are knowledgeable of the
1088context in which the course is being taught. Here are some dynamics an ethnic studies
1089educator might consider, followed by some ideas to address them:
1090 ● Is the course being taught in a district where parents or community members are
1091 unfamiliar with the field?
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1092 ● Is the course being taught in a school with a widening opportunity gap?
1093 ● How comfortable and/or experienced are students with explicitly discussing race
1094 and ethnicity?
1095 ● Is the course being taught during a moment where racial tensions at the local
1096 and national level are beginning to impact students?
1097These are just a few of the contextual factors that ethnic studies educators must
1098consider as they develop their pedagogical practice.
1099While being aware of these dynamics is important, working to address them within the
1100course is also key. For example, an ethnic studies educator might create a lesson
1101around education inequality and the opportunity gap that gets students to reflect upon
1102the many factors that have contributed to disparate student success across racial and
1103class lines. Students could analyze “student success,” “college readiness,” and
1104standardized test data from their district or others across the state, read case studies
1105that identify some of the community assets that contribute to student success, and
1106reflect upon their own experiences, drawing connections to collected data or scholarly
1107analyses, if any. A critical part of the context of ethnic studies is being aware of and
1108anticipating for when negative emotions and/or traumas arise from students in dealing
1109with potentially difficult content or materials––having training with this and resources of
1110further support (including school site counselors when needed), is key.
1111Methods
1112There are various methods or pedagogical approaches that ethnic studies educators
1113should consider, from culturally/community relevant and responsive pedagogy to the
1114important instructional shifts described in the California History–Social Science
1115Framework and the English Language Arts/English Language Development
1116Framework.
1117Inquiry
1118An inquiry-based approach to ethnic studies invites students to become active
1119participants in the learning process. Students are encouraged to pose questions,
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1120investigate and explore academic content, and research and theorize solutions to
1121problems that have and continue to generate inequities and racial tensions. This
1122approach is inherently student-centered and helps democratize the classroom by
1123allowing students to help pursue their own questions and shape their education. Thus,
1124the role of a teacher in an inquiry-based classroom is more of a facilitator who helps
1125students formulate questions, conduct research, and come to their own
1126conclusions/solutions. Researchers found that this approach has yielded student
1127achievement gains/narrowed the opportunity gap (especially amongst historically
1128marginalized students), increased proficiency amongst English language learners, and
1129provides a framework for teachers that might not share the same identities of their
1130students to best engage underrepresented students. 48 This approach of ensuring that
1131students critically investigate and interrogate content is paramount to ethnic studies
1132courses.
1133In practice, a teacher employing an inquiry-based approach to ethnic studies might

1134frame a course description around a question like—how have race and ethnicity been
1135constructed in the United States, and how have they changed over time? While broad,
1136this question allows for students to be able to enter the course from various points. This
1137approach encourages the use of lessons grounded in research and academic content.
1138Getting students to engage primary sources, develop youth-participatory action
1139research projects, or create service-learning projects are just a few examples of how an
1140inquiry-based approach encourages students to become actors within the learning
1141process.
1142Democratizing the Classroom and Citizenship

1143Ethnic studies educators democratize their classrooms by creating a learning
1144environment where both students and teachers are equal active participants in co-
1145constructing knowledge. This enables students to be recognized and valued as
18648 Center for Inspired Teaching, Inspired Issue Brief: Inquiry-Based Teaching
187(Washington, D.C.: Center for Inspired Teaching, 2008), https://inspiredteaching.org/wp-
188content/uploads/impact-research-briefs-inquiry-based-teaching.pdf (accessed July 23,
1892020).
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1146knowledge producers alongside their educators, while simultaneously placing an
1147emphasis on the development of democratic values and collegiality.
1148This approach to ethnic studies teaching is also echoed in the California History–Social
1149Science Framework which underscores one of the four important instructional shifts––
1150citizenship, which is needed to prepare all members of American society, regardless of
1151citizenship status, to become civically engaged in our democratic society. Having
1152students research a challenge facing their community; engagement with local elected
1153officials, advocates, and community members; structured debate; simulations of
1154government; or service learning are all citizenship-oriented skills that are best
1155developed in a classroom where students are able to exercise their agency.
1156Furthermore, these types of activities are appropriate for an ethnic studies course as
1157they provide a lens for students to identify institutional/structural inequities, advocate for
1158change at the local, state, and national levels, and to engage in healthy debate and
1159dialogue with their peers.
1160It will often be appropriate for ethnic studies courses to include a community
1161engagement project that allows for students to use their knowledge and voice to affect
1162social transformation in their community. Teachers can utilize programs that assist
1163students in collecting data, identifying issues, root causes and implementing a plan to
1164better their environment. For example, if students decide they want to advocate for
1165increasing the number of polling places within historically underrepresented
1166communities in their city, they can develop arguments in favor and then plan a meeting
1167with their county registrar of voters. To be convincing, they must do in-depth research
1168on how other counties have achieved this change, demographic data, leading
1169counterarguments, past voting data, etc. and then plan their speeches. This experience
1170can be powerful and transformational in that it instills a sense of civic efficacy and
1171empowerment in youth that they will carry on throughout their lives.
1172This emphasis on citizenship within the pedagogy provides students with a keen sense
1173of ethics, respect, and appreciation for all people, regardless of ethnicity, nationality,
1174gender, sexual orientation, ability, religion, and beliefs. By democratizing the classroom,
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1175educators are allowing multiple entry points for students to discuss ethnic studies
1176theories like, intersectionality—an analytic framework coined by Black feminist legal
1177scholar, Kimberlé Crenshaw, that captures how multiple identities (race, class, religion,
1178gender, sexuality, ability, etc.) overlap or intersect, creating unique experiences,
1179especially for those navigating multiple marginalized or oppressed identities. 49
1180Intersectionality helps students better understand the nuances around identity, and
1181provides them with skills to be able to engage and advocate for/with communities on the
1182margins of the margins. Further, it helps those with privilege at different intersections
1183recognize their societal advantages in these areas, and build solidarity with oppressed
1184groups.
1185Reinforcing Literacy
1186Ethnic studies, like all areas within the social sciences, is a literate discipline. Not only
1187should students learn the skills necessary to access informational, scholarly, and literary
1188texts, they should also be exposed to literary texts from authors of color. Moreover, they
1189should be able to think critically and analytically, and express themselves through
1190strong verbal and written communication. These skills are integral to students’ ability to
1191grasp and master content, engage in inquiry, and be active and well-informed
1192participants in society. The specific grade-level skills that students should develop are
1193described in the History–Social Science Content Standards, specifically the Historical
1194and Social Sciences Analysis Skills, and in the California Common Core State
1195Standards for English Language Arts and Literacy, including the writing and reading
1196standards for history/social studies.
1197To further develop students’ literacy skills, ethnic studies educators should consider
1198including literature or other language arts-based texts into their courses, which also
1199speak to some of the principles of ethnic studies. Examples include poems, plays, or
1200literature, like the writings of Langston Hughes and Zora Neale Hurston, or dramas
1201produced by El Teatro Campesino. These texts allow for teachers to discuss the literary,
1202poetic, and theatrical devices of these works, while simultaneously highlighting the
19249 Kimberlé Crenshaw, "Demarginalizing the Intersection of Race and Sex: A Black
193Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics,"
194University of Chicago Legal Forum: Vol. 1989: Issue 1, Article 8.
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1203history of the Harlem Renaissance, or the dramas and cultural production of the
1204Chicano and United Farm Workers movements. The infusion of more ethnic studies-
1205based texts also allows for students of color to see themselves reflected in the
1206curriculum, and for students to develop a mindset based on their exposure to multiple
1207ethnicities in their curriculum that all people are valued, and should be represented in
1208other contexts, too.
1209Making Connections to the History–Social Science Framework and the English

1210Language Arts/English Language Development (ELA/ELD) Framework:
1211These two curriculum frameworks contain an extensive lesson example that shows how
1212teachers can work with colleagues across disciplines to address a common topic. In this
1213case, the example is how a language arts teacher and history–social science teacher
1214collaborate to teach the novel Things Fall Apart, addressing both language arts and
1215history–social science standards in their instruction (the example begins on page 338 in
1216the History–Social Science Framework, and page 744 of the ELA/ELD Framework).
1217Ethnic studies educators should also consider how they can collaborate with their peers
1218to integrate ethnic studies instruction with content in other areas. Depending on which
1219grade level the ethnic studies course is being offered, the ethnic studies educator can
1220include a literary selection that connects to the content students are studying in their
1221history–social science classroom, or work with the language arts teacher on lessons
1222that address grade-level standards in reading or writing.
1223Culturally/Community Relevant and Responsive- Ethnic studies educators should be

1224sure that their pedagogy is both community and culturally relevant. Beyond teaching
1225content that is diverse, having an understanding of the various cultural backgrounds of
1226students, being aware of pertinent cultural norms and nuances, and acknowledging and
1227valuing student lived experiences as important assets and resources to collective
1228learning, are also important to ethnic studies teaching and learning. 50 While much of
19650 While often conflated, it should be noted that an ethnic studies pedagogy is not the
197same as culturally/community relevant and responsive pedagogy. The latter is but a
198facet of ethnic studies pedagogy.
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1229being able to develop a culturally-responsive pedagogy is about the relationships
1230teachers build with their students, operating from a holistic and motivational space,
1231tailoring lessons and assignments to speak to the needs and cultural experiences of
1232students and staying abreast of research, trends, and issues that speak to the various
1233cultures of students is also key.51 Furthermore, ethnic studies educators should stay
1234abreast of challenges impacting their students’ communities, and leverage ethnic
1235studies courses to implement and spur discussions, assignments, and community-
1236engaged projects around those issues and/or topics. 52 Additional guidance can be found
1237at the CDE’s Culturally Relevant Pedagogy and Culturally Sustaining Pedagogy web
1238pages at https://www.cde.ca.gov/pd/ee/culturalrelevantpedagogy.asp and
1239https://www.cde.ca.gov/pd/ee/culturallysustainingped.asp respectively.
1240In-Class Community Building

1241Given the unique and often sensitive material and discussions that may unfold in an
1242ethnic studies course, being able to establish trust and building community within the
1243classroom are essential. Thus, it is imperative for ethnic studies educators to develop a
1244pedagogy and classroom that (1) sees the humanity and value in each individual
1245student; (2) recognizes that each student has their own wealth of experiences and
1246knowledge that will shape their worldviews and values, and diverse viewpoints are
1247respected; (3) is grounded in academic rigor, but also tends to the socioemotional
1248development of students; (4) encourages students to engage each other with respect,
1249trust, love, and accountability; and (5) is a space where learning is democratized and
1250students are centered through an inquiry-based process that nurtures the student voice
1251and honors different styles of learning.
1252Ethnic studies educators are encouraged to establish community agreements or

1253classroom norms in collaboration with their students where empathetic listening is
20051 Ibid.
20152 For More on Community/Culturally Relevant and Responsive Pedagogies see: Gloria
202Ladson-Billings, "Toward a Theory of Culturally Relevant Pedagogy." American
203Educational Research Journal 32, no. 3 (Autumn 1995): 465–91; R. Tolteka Cuauhtin,
204Miguel Zavala, Christine Sleeter, and Wayne Au, eds. Rethinking Ethnic Studies
205(Williston, VT: Rethinking Schools, 2019); bell hooks. Teaching to Transgress:
206Education as the Practice of Freedom (New York, NY: Routledge, 1994).
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1254prioritized and conflicting views are valued as opportunities for deeper learning,
1255incorporate community building activities into lessons, and create time for regular
1256reflection and debrief. Incorporating these recommendations can assist in building a
1257welcoming environment where students are able to rigorously and intimately engage
1258ethnic studies and build upon existing interpersonal communication and collaboration
1259skills.
1260Educators today have a tremendous responsibility to students: teaching content,

1261cultivating their social–emotional skills, and preparing them to be informed and active
1262global citizens. “In reflective classrooms, students’ knowledge is constructed rather than
1263passively absorbed. Students are prompted to join with teachers in posing problems to
1264foster ‘critical consciousness’ (Freire, 1994). In reflective classrooms, teaching and
1265learning are conceived as social endeavors in which a healthy exchange of ideas is
1266welcome. Students are encouraged to engage in dialogue within a community of
1267learners, to look deeply, to question underlying assumptions, and to discern underlying
1268values being presented. Students are encouraged to voice their own opinions and to
1269actively listen to others, to treat different students and different perspectives with
1270patience and respect, and to recognize that there are always more perspectives and
1271more to learn. Learning in these contexts nurtures students’ humility as well as
1272confidence - humility because they come to see that they have no ‘corner’ on the truth,
1273and confidence because they know their opinion will still be taken seriously.” 53
1274Building “safe,” “democratic,” “empowering” classrooms is both art and science. Skilled
1275teachers use a variety of techniques to create a sense of trust and openness; to
1276encourage students to speak and listen to each other; to make space and time for silent
1277reflection; to offer multiple avenues for participation and learning; and to help students
1278appreciate the points of view, talents, and contributions of less vocal members.
20853 Betty Bardige and Dennis Barr, "Case Study: Facing History and Ourselves," in
209Handbook of Prosocial Education, vol. 2., edited by Philip M. Brown, Michael W.
210Corrigan, and Ann Higgins-D’Alessandro (Rowman & Littlefield Publishers, Inc., 2012),
211p. 672.
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1279Facilitating thoughtful, respectful, and generative discussions of controversial issues
1280can be especially challenging in classrooms where students bring a diversity of social,
1281personal, cultural, and academic backgrounds, mindsets, and experiences to the
1282conversation. Yet the richness of these discussions and their importance for future
1283citizenship drives many teachers whose classes are relatively homogeneous to seek out
1284opportunities for their students to engage with counterparts of different backgrounds.
1285It is equally challenging to consistently facilitate honest or insightful dialogue in

1286classrooms where there is a greater degree of social, personal, economic, and/or
1287political homogeneity. By prioritizing student-centered approaches and utilizing a wide
1288variety of discussion protocols, teachers can provide opportunities for students to
1289engage critically in the gray areas of controversial topics with peers who may share
1290similar viewpoints.
1291What do teachers need in order to effectively engage students in productive

1292conversations and learning activities around difficult and important issues? Simply put:
1293  Sufficient understanding of the subject matter to provide basic context and select
1294 a set of authentic and varied readings, coupled with genuine curiosity and an
1295 awareness of the limitations of their knowledge
1296  Knowledge of their students’ backgrounds and the ability to elicit students’
1297 questions and perspectives; monitor their understanding; push them to think
1298 critically; and help them appreciate the insights, wisdom, and moral courage of
1299 themselves and others
1300  A map of anticipated challenges––and a set of strategies, supports, and mentors

1301 that they can turn to when students’ confusion, lack of engagement,
1302 misconceptions, prejudices, or hurtful comments and behavior prove challenging
1303  Awareness and active monitoring of their own thinking and learning and access
1304 to other adults who can join them in the inquiry, help them to articulate their
1305 questions and insights, and further stimulate their thinking
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1306  Careful attention to their own political viewpoints and potential biases, to ensure
1307 students are empowered to form their own opinions rather than simply adopting
1308 the views of the teacher or particular educational materials
1309To become effective educators, teachers first need the time and opportunity to reflect
1310together with colleagues. Providing professional development seminars and workshops
1311which specifically create time for teachers to be learners allows them to explore core
1312concepts and to deepen their understanding of the history they intend to teach while
1313simultaneously exploring their own identity, the way their identity has affected and been
1314affected by their experiences, and how their identity influences their perspective and the
1315way they are seen by others, including their students. In community with other
1316educators, teachers gain insight from others’ experiences and perspectives and build
1317relationships for ongoing exploration which may be useful as they then create reflective
1318communities for their students. There is a wide range of existing activities that teachers
1319can use to support community building in their classrooms. Please see chapter 5 for
1320lesson resources including community building activity examples.
1321Approaches to Ethnic Studies
1322The History–Social Science Framework for California Public Schools: Kindergarten

1323through Grade Twelve offers the following guidance for schools and educators on the
1324teaching of ethnic studies focusing on two essential questions:
1325  How have race and ethnicity been constructed in the United States, and how
1326 have they changed over time?
1327  How do race and ethnicity continue to shape the United States and contemporary
1328 issues?
1329When the discipline was first founded, “ethnic studies” was (and still is) deployed as an
1330umbrella term/field that was designed to be inclusive of four core fields—African
1331American Studies, Asian American and Pacific Islander Studies, Chicana/o/x and
1332Latina/o/x Studies, and Native American Studies. While each core field addresses the
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1333specific histories, and social, cultural, economic, and political experiences of people
1334from said group, they often overlap in their approach, the types of methods and theories
1335that are engaged, and through discussion of shared/collective struggles. The
1336approaches found in these examples can also be applied to the study of other diverse
1337groups based on race, ethnicity, gender, sexual orientation, religion, beliefs, and other
1338identifiers that help to affirm a student’s sense of self.
1339With such disciplinary diversity, ethnic studies has been approached utilizing various
1340instructional formats at the K–12 level. The most common are stand-alone core field
1341courses, thematic/comparative race and ethnic studies courses, and the integration of
1342ethnic studies content into existing content.
1343Like all successful instruction, teaching ethnic studies requires effective preparation,
1344depth of knowledge, belief in students as capable learners, as well as strong
1345institutional support. Drawing on lessons from San Francisco Unified School District’s
1346effort to build its ethnic studies program, districts are encouraged to support their
1347teachers’ development in three key areas:
1348Useful Theory, Pedagogy, and Research

1349Teachers and administrators should begin with a careful, deliberate analysis of their
1350own personal identities, backgrounds, knowledge base, and biases. They should
1351familiarize themselves with current scholarly research around ethnic studies instruction,
1352such as critically and culturally/community relevant and responsive pedagogies, critical
1353race theory, and intersectionality, which are key theoretical frameworks and pedagogies
1354that can be used in ethnic studies research and instruction. Engagement with theory
1355and scholarly research can help strengthen educators’ ability to distinguish between
1356root causes and symptoms, dispel myth from fact, and address the importance of
1357discussing and addressing lasting issues caused by systemic inequities. Attention
1358should also be given to trauma-informed and healing-informed educational practices 54.
1359The bibliography for this document can be used as a springboard. However, it is
21554 See the CDE’s Supporting Resilience in Schools web page at

216https://www.cde.ca.gov/ls/cg/mh/resilientschools.asp for more information about dealing
217with trauma in school settings.
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1360strongly encouraged that both educators and administrators consult ethnic studies
1361coordinators at the district level and county level, professional development offered by
1362ethnic studies classroom teachers, county offices of education, faculty at institutions of
1363higher education, relevant community resources, and other support providers. These
1364diverse sources, contacts, and institutions can help educators and administrators stay
1365abreast of useful theory, research, and content knowledge that can be leveraged in the
1366classroom and/or professional development. Administrators can ensure that
1367implementation of such learning is aligned with this model curriculum, the State Board
1368Guidelines, and California’s Education Code.
1369Ethnic Studies Content

1370In Ronald Takaki’s seminal text, A Different Mirror: A History of Multicultural America, he
1371articulates the need for a new “looking glass” from which our society must gaze. He
1372argues that within our national narrative all communities must be able to see
1373themselves. Thus, it is vital for teachers to engage a multitude of stories, narratives,
1374sources, and contributions of everyone in America so that all students can see
1375themselves as part and parcel of the grand American narrative.
1376Teachers should engage various texts and perspectives when teaching ethnic studies;
1377be open to learning from their students; consider allowing students to offer suggested
1378texts or sources that may speak to the specificities of their individual identities; and in
1379addition to consulting other teachers, ethnic studies coordinators, and higher education
1380faculty, draw on other instructional materials approved by the State Board of Education
1381(SBE), as well as resources provided by other public institutions like local museums,
1382archives, and libraries.
1383Academic Skill Development

1384Any meaningful education must equip students with the necessary tools to engage and
1385invest in their own learning. Reading, writing, speaking, listening, and collaboration are
1386all critical to student success and foundational to the principles of ethnic studies. During
1387lesson planning, ethnic studies educators should reflect upon different ways (exercises,
1388homework assignments, service-learning projects, etc.) to get students to engage in
1389ethnic studies content while rigorously developing academic skills. With fewer K–12
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1390instructional materials available for implementing ethnic studies, as compared to
1391traditional fields, it is imperative that teachers collaborate with each other to develop
1392new units, lessons, and other instructional materials. School administrators can support
1393this collaboration by allotting time within professional development days or during
1394department meetings.
1395Teacher development in these key areas can help ensure that students in ethnic studies
1396courses will develop a firm grasp of the field, as well as key social and academic
1397literacies that equip them to meaningfully participate as confident and engaged citizens.
1398Stand-Alone Courses
1399This section includes an overview of sample courses that districts can use as guidance
1400for creating their own ethnic studies courses with engaging lessons that connect with
1401the demographics in their communities. Stand-alone courses provide students the
1402opportunity to delve into content relevant to specific core fields and allow teachers to
1403develop robust and focused curriculum. Overall, this approach to ethnic studies
1404provides some of the most concentrated and comprehensive spaces for learning about
1405a particular area within an ethnic studies core field.
1406The sample course overviews below address the original ethnic studies disciplines.
1407When stand-alone ethnic studies courses were initially developed at the college level,
1408they represented four core people of color groups: Black/African American Studies,
1409Latina/o/x Chicano/a/x Studies, Native American Studies, and Asian American and
1410Pacific Islander Studies. The use of these four groups as an umbrella for a myriad of
1411ethnically and culturally diverse representations was replicated when courses in ethnic
1412studies were developed at the high school level. It is important to note that there are
1413groups that are sometimes addressed under the broadly defined umbrella of those core
1414groups. For example, Arab Americans have sometimes been covered within the study
1415of Asian American and Pacific Islander Studies. There is a range of sample UC, A–G-
1416approved course outlines in chapter 6 which include a variety of communities that
1417represent the rich diversity of California. A list of suggested significant events and
1418individuals that can be included, as well as, sample lessons that are aligned to the
1419ethnic studies principles from chapter 1 and the state-adopted content standards in
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1420history–social science, English language arts, and English language development, are
1421available in chapter 4.
1422African American Studies

1423The study of people of African descent has taken on various academic field names,
1424including Afro-American Studies, African American Studies, Africana Diaspora Studies,
1425Pan African Studies, Black Studies, and Africana Studies, to name a few. While they all
1426cover the contributions, histories, cultures, politics, and socialization of people of African
1427descent, naming often differs as a way denote an emphasis on particular political
1428background or ideological approach; to express that this iteration of the field will be
1429African-centered or focus on people of African descent in the Americas; and some
1430names are no longer used simply due to the evolution of the field and shifting identity
1431markers. For example, Afro-American Studies dates back to the late 1960s and is
1432mostly no longer used. The name was largely replaced with Black Studies in response
1433to the Black Power movement. Ethnic Studies educators and administrators are
1434encouraged to consider student demographics, needs, interests, and current events
1435when crafting a course or lesson, as this may help determine what will be most useful
1436for the class. For example, if you are teaching a class with a large number of first
1437generation students of African ancestry, perhaps an Africana or African Diaspora
1438Studies approach would be most beneficial.
1439An African American Studies course can be designed to be an introduction to the study
1440of people of African descent in the United States, while drawing connections to Africa
1441and the African diaspora. Students explore the history, cultures, struggles, and politics
1442of African Americans as part of the African diaspora across time. This course contends
1443with how race, gender, and class shape life in the United States for people of African
1444descent, while simultaneously introducing students to new frameworks like Afrofuturism.
1445Ultimately, this course considers the development of Black identity in the United States
1446and explores the importance African Americans played in the formation of the United
1447States, the oppression they faced, the exploitation of Black labor, and the continued
1448fight for liberation.
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1449This course can provide the opportunity for students to explore Black American
1450contributions and learn about Black excellence in all areas of American history by
1451exploring the African American and African Diaspora experience, from the precolonial
1452ancestral roots in Africa to the trans-Atlantic slave trade and enslaved people's uprisings
1453in the antebellum South to the rich contributions in literature by Maya Angelou, Toni
1454Morrison, and W.E.B. Du Bois, entrepreneurs including Madam CJ Walker, one of the
1455founders of the African American hair care and cosmetics industry, inventors, such as
1456George Carruthers, an astrophysicist who created the ultraviolet camera/spectrograph,
1457Otis Boykin, who invented electrical resistors used in computing, missile guidance, and
1458pacemakers, Philip Reid, who helped construct the national Capitol and Statue of
1459Freedom, and music artists including Nina Simone, B.B. King, and KRS-1, who have
1460contributed to the landscape of music's influence on culture. This class is designed to
1461engage various themes, time periods, genres and cultures along the spectrum of
1462Blackness.
1463Chicana/o/x and Latina/o/x Studies

1464The study of people of Latinx descent has taken on various academic field names,
1465including: Raza Studies, Chicano Studies, Chicana/o Studies, Latina/o Studies, Central
1466American Studies, Chican@/Latin@ Studies, Chicanx/Latinx Studies, and Xicanx/Latinx
1467Studies, to name a few. While they all cover the contributions, histories, cultures,
1468politics, and socialization of people from Mesoamerica, South America, the Caribbean,
1469and the United States Southwest, naming often differs as a way to denote an emphasis
1470on a particular experience and language evolution. For example, Chicano derived fields
1471focused on the experiences of Mexican Americans and grew out of student activism that
1472called for the creation of a field that addressed the history, contributions, injustices, and
1473historical oppression of primarily Mexican Americans. Today, Chicano as an identity and
1474the field of Chicano/a/x/ Studies has been broadened to include a range of Latinx
1475backgrounds and experiences. Embracing the term Chicano may communicate
1476embracing the inherent activism and social justice leanings of this field of study. As
1477another example, the use of “@” was popularized during the early 2000s as a way to
1478include both genders and as a nod to the burgeoning digital age. The recent use of “x”
1479is done for two purposes. The first “x” in Xicanx replaces the “ch” because the sound
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1480produced by “x” is much more in line with the Náhuatl language and Indigenous
1481etymologies. The second “x” renders the term gender-neutral and more inclusive of all
1482identities.
1483A Chicana/o/x and Latina/o/x course can explore the complexities of the Indigenous,
1484mestizo, and Afro-mestizo populations from Latin America (the Americas and
1485Caribbean) that have been grouped in the United States under the demographic label of
1486Latino/a, and more recently, Latinx. Latinx populations come from different countries
1487with varying languages and dialects, customs, and cultural practices. The common
1488experiences that unite these diverse populations are their Indigenous and African
1489roots/identities, the experience and ancestral memories of European colonization,
1490cultural practices, US imperialism, migration, resistance, and colonial languages (i.e.,
1491Spanish and Portuguese).
1492Furthermore, this course can offer an introductory study of Chicana/o/x in the

1493contemporary United States, focusing primarily on history, roots, migration, education,
1494politics, and art as they relate to the Chicana/o/x experience. More specifically, this
1495course also introduces the concept and terminology of Chicano/a, Xicanx, or Latinx as
1496an evolving political and social identity. Lastly, students cover the birth of the 1960s
1497Chicano Movement as well as more contemporary social movements that have sought
1498to highlight the experiences of Chicana/o/x and Latina/o/x people.
1499This course can delve into a wealth of topics that have defined the Chicana/o/x and
1500Latina/o/x experience ranging from Indigeneity, the European invasion of the Americas,
1501colonial independence movements, migration to the United States, identity formation,
1502culture, social movements, resistance to exploitative labor practices, and contributions
1503to social systems, knowledge, and culture in the Americas. Through interactive lectures,
1504readings, class activities, writing prompts, collaborative group projects, presentations,
1505and discussions, students in this course can examine the cultural formation and
1506transformation of Chicana/o/x and Latina/o/x communities, the role of women in shaping
1507Chicana/o/x and Latina/o/x culture, Chicana/o/x muralism by José Clemente Orozco,
1508Diego Rivera, and David Alfaros Siqueiros, rich literature by Gloria Evangelina
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1509Anzaldúa, Sandra Cisneros, and Rudolfo Anaya, inventors such as Guillermo González
1510Camarena, whose invention introduced the world to color television, Mexican
1511immigrants in American culture, and much more.
1512Asian American and Pacific Islander Studies

1513The study of people of Asian descent in the United States has taken on various
1514academic field names, including Asian American Studies and Asian American and
1515Pacific Islander Studies. Additionally, various subfields have emerged out of Asian
1516American Studies as a means of including groups that have been historically
1517marginalized and understudied within the field. Arab American Studies, Southeast Asian
1518Studies, Filipina/o/x Studies, and Pacific Islander Studies are just a few. Ethnic studies
1519educators and administrators are also encouraged to consider student demographics,
1520needs, interests, and current events when crafting a course or lesson, as this may help
1521determine what framework will be most useful for the class.
1522An Asian American and Pacific Islander Studies course can be designed to be an
1523introduction to the socio-political construction of Asian American and Pacific Islander
1524identity in the United States. Students can explore the diverse history, cultures,
1525struggles, and politics of Asian Americans and Pacific Islanders as part of the larger
1526Asian diasporas. Asian Americans and Pacific Islanders come from many different
1527countries with varying languages, dialects, customs, and cultural practices. This field of
1528study contends with how the history and experiences of migration, resettlement, and
1529exclusion have intersected with race, gender, and class to shape life in the United
1530States for people of Asian descent. Teachers may want to consider beginning with a
1531lesson plan that addresses Asian Americans and the Model Minority Myth in a
1532foundational course to introduce Asian American and Pacific Islander Studies. This
1533approach can help students understand the racial formation and racialization of Asian
1534Americans and Pacific Islanders, and can guide teachers on how to build inclusive
1535courses on a pan-ethnic identity. Ultimately, this course considers how different Asian
1536and Pacific Islander heritages are reflected in collective and distinctive identities,
1537cultures, and politics.
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1538This course can explore a broad range of topics and events pertaining to the range of
1539Asian American and Pacific Islander experiences, and examine their contributions to the
1540state and U.S. throughout history. Topics may include: immigration, intergenerational
1541conflict, the myth of the model minority, the incarceration of Japanese Americans during
1542World War II, U.S. Supreme Court Case Lau v. Nichols regarding the right to an equal
1543education, colonialism and imperialism in the Pacific, and the unique experiences of
1544communities living in the U.S. with familial ties to countries and regions in East Asia,
1545Southeast Asian, South Asia, and West Asia.
1546Native American Studies

1547The study of Native and Indigenous people has taken on various academic field names,
1548including, American Indian Studies, Native American Studies, and Indigenous Studies.
1549While they all cover the histories, contributions, politics, and cultures of Indigenous
1550peoples, the specific academic field names are often used to denote specific groups.
1551While American Indian and Native American Studies refer to the study of Indigenous
1552peoples in the Americas, Indigenous Studies takes a more global approach and is used
1553to discuss Indigenous and aboriginal people beyond the US. While Mexican Americans
1554and Latina/o/x Americans have native ancestry, their Indigenous histories are
1555addressed in the Chicana/o/x and Latina/o/x course outline.
1556Courses of study in this field can explore the complexity and diversity of Native
1557American experiences from the pre-contact era to the present, highlighting key concepts
1558like Indigeneity, settler colonialism, environmental justice, cultural retention, cultural
1559hegemony, imperialism, genocide, language groups, language revitalization, self-
1560determination, land acknowledgement, and tribal sovereignty. The course can provide
1561students with a comprehensive understanding of how the role of imperialism, settler
1562colonialism, decolonization, and genocide, both cultural and physical, of North American
1563Native Americans contributed to the formation of the United States. Students are
1564exposed to the history and major political, social, and cultural achievements of various
1565Native American tribes, their resilience and continuance into the present and future.
1566Overall, students have an opportunity to critically engage readings, materials, and
1567sources from Indigenous perspectives.
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1568The course can have key goals such as: (1) foreground the rich history of sovereign and
1569autonomous Native American tribes; (2) delve into the implications of genocide and
1570forced land removal on Native American populations; (3) grapple with the cultural and
1571ideological similarities and differences amongst various tribes in and outside of the
1572California region. Students identify salient values, traditions, and customs relevant to
1573California-based Native American populations; (4) highlight major periods of resistance
1574and social activism, like the American Indian Movement (AIM), and recent movements
1575around the Emeryville Shellmounds and the Dakota Access Pipeline; and (5) foster
1576relationships with the California Native American tribal nation(s) of the land where the
1577course is being taught.
1578Integrating Ethnic Studies into Existing Courses

1579While an increasing number of districts across the state have worked to develop and
1580implement ethnic studies courses, there are still many districts that have not offered the
1581course for a multitude of reasons (e.g., budgetary and other infrastructural constraints,
1582lack of instructional resources and curriculum support, and course demands
1583experienced by high school students seeking to complete a-g and other college and
1584career pathway requirements). Consequently, many educators have worked diligently to
1585include ethnic studies concepts, terms, and topics into existing courses. It is not
1586uncommon to see ethnic studies integrated into history–social science courses,
1587including US history, world history, economics, psychology, social studies, and
1588geography. There are also cases of ethnic studies being included in visual and
1589performing arts, mathematics, science, English language arts, and other subject areas.
1590For example, a geography teacher might develop a unit or lesson around urban
1591geography, where students can delve into key concepts like environmental racism and
1592ecological justice, and focus on the experiences of people of color in those spaces.
1593Students could draw on local news stories, primary sources like housing and city
1594planning maps, archived oral history interviews from current and past residents of the
1595area, and literary texts that speak to the experiences of people of color in urban spaces
1596like Sandra Cisneros’ House on Mango Street, Lorraine Hansberry’s A Raisin in the
1597Sun, and the poetry of Janice Mirikitani.
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1598This approach ensures that the intersectional lens that ethnic studies provides is salient
1599and manifests within various subject areas. Moreover, this approach further enriches
1600traditional subject areas by including a range of perspectives that can further elucidate
1601the overall course content.
1602The Cultural Proficiency Continuum for History–Social Science, based on the work of
1603Geneva Gay, Randall Lindsey, Stephanie Graham and others, provides an example of
1604how ethnic studies can be integrated into history–social science courses. It asks
1605important questions about the content and curriculum materials we use in classrooms.
1606The selection of curriculum content and resources may be intentional or unintentional
1607but are worthy of analysis if we are intent on providing a culturally proficient curriculum
1608for students. In the teaching of history, as described in the History–Social Science
1609Framework for California Public Schools, as a story well told, we need to ask ourselves,
1610whose story are we telling? Which perspectives are shared? What message or agenda
1611is delivered? The Continuum can be found at
1612https://www.lacoe.edu/Portals/0/Curriculum-Instruction/HSS/HSS%20Cultural
1613%20Proficiency%20Continuum%20FINAL.pdf?ver=2020-09-08-142513-047.
1614Thematic/Comparative Race and Ethnic Studies Approach

1615Increasingly, ethnic studies curricula combine comparative and thematic approaches.
1616The combination of these approaches offer valuable opportunities for students to learn
1617about the similarities as well as differences experienced by two or more groups. In
1618addition, a comparative, thematic course or lesson plan gives teachers the option to
1619include a variety of group experiences over time. Teachers will often identify key themes
1620and concepts within the field that can be used to investigate the histories, contributions,
1621and struggles of multiple groups, both individually and collectively. Identity, colonialism,
1622systems of power, and social justice are just a few of the many concepts and themes
1623that can be engaged within an ethnic studies course employing this approach. In doing
1624so, teachers are able to provide a space for multiple perspectives and narratives to be
1625included in units and lessons simultaneously. This approach also encourages students
1626to make links across racial and ethnic lines, and foregrounds the development of allies
1627—who will act on the behalf of the harmed group in order to make change––and
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1628solidarity building. Additionally, students are able to engage readings and materials from
1629multiple fields, thus exposing them to new ideas and perspectives that they may not
1630have encountered in a stand-alone ethnic studies course. As noted previously, teachers
1631and administrators should consider their local student and community demographics
1632when building the content of their courses.
1633Another way to engage this approach is by using themes to delve into several core
1634ethnic studies areas independently. For example, during a 16-week semester,
1635educators can divide the course up evenly, with approximately four weeks dedicated to
1636the study of different core fields, and a salient focus on particular themes across all the
1637core fields.
1638Overall, the thematic and comparative approaches often stress the importance of
1639identifying shared struggles, building unity, and developing intercultural communication
1640and competence.
1641Grade Level
1642Ethnic studies has primarily been taught at the college/university and high school (ninth
1643through twelfth grade) levels. However, some districts have offered courses for grades
1644six through eight, and at the K–5 level ethnic studies may be included as a stand-alone
1645unit or further integrated into the curriculum, adding balance through an ethnic studies
1646lens. Understanding how race and ethnicity impacts society should be an essential core
1647component of every students’ K–12 education experience. The Ethnic Studies Model
1648Curriculum has been developed for educators teaching grades nine through twelve, and
1649in alignment with the University of California and California State University System “A–
1650G” subject requirements. Adjusting assignments, modes of assessment and readings,
1651as well as pedagogical approach, are most important to consider when modifying the
1652model curriculum to be developmentally appropriate and fit a specific grade level.
1653From a history–social science perspective, students may study the history and culture of
1654a single, historically racialized group in the United States. Examples may include a
1655course on African American, Asian American and Pacific Islander, Native American, or
1656Chicana/o and Latina/o history.
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1657Coursework could also focus on an in-depth comparative study of the history, politics,
1658culture, contributions, challenges, and current status of two or more racial or ethnic
1659groups in the United States. A course or unit could, for example, concentrate on how
1660these groups experienced the process of racial and ethnic formation in a variety of
1661contexts and how these categories changed over time. The relationship between global
1662events and an ethnic or racial group’s experience could be another area of study. In this
1663vein, students could study how World War II drew African Americans from the South to
1664California cities like Oakland and Los Angeles, how the Iranian Revolution and its
1665aftermath affected Iranian immigrants in the United States, or how Armenian Americans
1666mobilized to urge the U.S. government to formally acknowledge the Armenian
1667Genocide. Many peoples came to the United States fleeing oppression, war, or
1668genocide, including those listed above and others such as Assyrians and Jews.
1669Alternatively, a class could focus in on the local community and examine the
1670interactions and coalition-building among a number of ethnic and/or racial groups. In
1671ethnic studies coursework, students will become aware of the constant themes of social
1672justice and responsibility, while recognizing these are defined differently over time.
1673As identity and the use of power are central to ethnic studies courses, instructors should
1674reflect critically on their own perspective and personal histories as well as engage
1675students as co-investigators in the inquiry process. A wide range of sources (e.g.,
1676literature, court cases, government files, memoirs, art, music, oral histories) and
1677elements of popular culture can be utilized to better understand the experiences of
1678historically disenfranchised groups—such as Native Americans, African Americans,
1679Chicana/o and Latina/o, and Asian Americans and Pacific Islanders. At the same time,
1680students should be made aware of how the different media have changed over time and
1681how that has shaped the depiction of the different groups.
1682Models of instruction should be student centered. For example, students could develop
1683research questions based on their lived experiences in order to critically study their
1684communities. Reading and studying multiple perspectives, participating in community
1685partnerships, collecting oral histories, completing service-learning projects, or
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1686developing youth-participatory action research projects can all serve as effective
1687instructional approaches for these studies.
1688Teachers can organize their instruction around a variety of themes, such as the
1689movement to create ethnic studies courses in high schools and universities; personal
1690explorations of students’ racial, ethnic, cultural, and national identities; the history of
1691racial construction, both domestically and internationally; and the influence of the media
1692on the framing and formation of identity. Students can investigate the history of the
1693experience of various ethnic groups in the United States, as well as the diversity of
1694these experiences based on race, gender, and sexuality, among other identities.
1695To study these themes, students can consider a variety of investigative questions,
1696including large, overarching questions about the definitions of ethnic studies as a field of
1697inquiry, economic and social class in American society, social justice, social
1698responsibility, civic rights and responsibilities, and social change. They can ask how
1699race has been constructed in the United States and other parts of the world. They can
1700investigate the relationship between race, gender, sexuality, social class, and economic
1701and political power. They can explore the nature of citizenship by asking how various
1702groups have become American and examining cross-racial and inter-ethnic interactions
1703among Indigenous, immigrants (forced or voluntary), migrants, people of color, and
1704working people. They can investigate the legacies of social movements and historic
1705struggles against injustice in California, the Southwest, and the United States as a
1706whole and study how different social movements for people of color, women, and
1707LGBTQ+ communities have mutually informed each other.
1708Students can also personalize their study by considering how their personal and/or
1709family stories connect to the larger historical narratives and how and why some
1710narratives have been privileged over others. Lastly, students may consider how to
1711improve their own community, what constructive actions can be taken, and how they
1712can provide a model for change for those in other parts of the state, country, and world.
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1713Introduction to Ethnic Studies
1714This section contains a sample course outline for a general Introduction to Ethnic
1715Studies course utilizing a thematic approach. Districts can use this outline as guidance
1716for creating their own ethnic studies courses that reflect the student demographics in
1717their communities.
1718The thematic course draws from the four core disciplines that were the original basis of
1719ethnic studies in California and provides opportunities for educators to utilize the themes
1720to make connections to their classroom demographics. These disciplines have
1721continued to evolve and change over time. African American Studies has had various
1722academic names but focuses on the experiences of people of African descent in the
1723United States, while drawing connections to Africa and the African diaspora.
1724Chicana/o/x and Latina/o/x Studies covers the contributions, histories, cultures, politics,
1725and socialization of people from Mesoamerica, South America, the Caribbean, and the
1726United States Southwest. Asian American and Pacific Islander Studies has grown to
1727incorporate various subfields as a means of including groups that have been historically
1728marginalized and under studied within the field, such as Arab American Studies and
1729Jewish American Studies. Finally, Native American Studies covers the histories,
1730contributions, politics, and cultures of Indigenous people in the Americas. While the
1731Ethnic Studies Model Curriculum does not endorse any particular field or subfield over
1732another, ethnic studies educators and administrators are encouraged to consider
1733student demographics, needs, interests, and current events when crafting a course or
1734lesson, as this may help determine what content framework will be most useful for the
1735class.
1736Introduction to Ethnic Studies Course Outline

1737Course Overview: This course is designed to help students develop an intersectional
1738and global understanding of the impact of race and racism, ethnicity, and culture in the
1739shaping of individuals and communities in the United States. They will learn about the
1740interlocking systems of oppression and privilege that impact all people. Students will be
1741exposed to a multitude of histories, perspectives, and cultures with the goal of students
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1742being able to build critical analytical and intercultural communication skills; develop an
1743understanding of geo-historical and cultural knowledge and contributions; foster
1744humanism and collaboration across lines of difference; learn the value and strength in
1745diversity; develop a rigorous historical understanding of the development of racial and
1746ethnic identities in the United States; and engage in civic action, community service,
1747and/or community education to bring positive change that helps build a future society
1748free of racism and other forms of bigotry associated with white supremacy, white
1749nationalism, and institutional racism55.
1750Course Content: Given the interdisciplinary nature of ethnic studies, students will be
1751exposed to many subject areas, including, but not limited to, history, geography,
1752literature, sociology, anthropology, and visual arts.
1753The use of a thematic approach to teaching ethnic studies is incredibly generative as

1754students are able to consider an array of inquiry-based questions—from more
1755overarching questions around racial formation and their own ancestral legacies, to more
1756focused inquiries that may address issues in their communities, like a public health
1757inequity that is manifesting in ways that are racially or economically discriminatory.
1758Themes also allow students to delve into various perspectives simultaneously, where
1759they are able to draw connections across racial and ethnic groups.
1760Throughout the course, each unit and lesson plan should be founded on the guiding
1761values and principles of ethnic studies as described in chapter 1:
1762 1. Cultivate empathy, community actualization, cultural perpetuity, self-worth, self-

1764 People/s and Black, Indigenous, and people of color (BIPOC)
1765 2. Celebrate and honor Native People/s of the land and communities of Black,
1766 Indigenous, and people of color by providing a space to share their stories of
23255 Institutional racism: the systemic normalization or legalization of racism and
233discrimination. This often emerges via the unequal and inequitable distribution of
234resources, power, and opportunity. Institutional racism is also referred to as systemic
235and/or structural racism. Some examples including segregation in schools, redlining by
236banks and government agencies, etc.
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1767 success, community collaboration, and solidarity, along with their intellectual and
1768 cultural wealth
1769 3. Center and place high value on the pre-colonial, ancestral knowledge, narratives,
1770 and communal experiences of Native People/s and people of color and groups
1771 that are typically marginalized in society
1772 4. Critique empire-building in history and its relationship to white supremacy, racism
1773 and other forms of power and oppression
1774 5. Challenge racist, bigoted, discriminatory, imperialist/colonial beliefs and practices

1775 on multiple levels
1776 6. Connect ourselves to past and contemporary social movements that struggle for
1777 social justice and an equitable and democratic society; and conceptualize,
1778 imagine, and build new possibilities for a post-racist, post-systemic racism
1779 society that promotes collective narratives of transformative resistance, critical
1780 hope, and radical healing
1781Further, they should support and develop the key outcomes of
1782 1. pursuit of justice and equity;

1783 2. working toward greater inclusivity;
1784 3. furthering self-understanding;
1785 4. developing a better understanding of others;
1786 5. recognizing intersectionality;
1787 6. promoting self-empowerment for civic engagement;
1788 7. supporting a community focus; and
1789 8. developing interpersonal communication.
1790Some ethnic studies teachers begin lessons by acknowledging that they are on native
1791land, and honor the specific Indigenous peoples who are the original caretakers and
1792have had a close relationship to that land in the past and present. Each sample theme
1793below includes sample lessons located in chapter 4. They are designed to show how a
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1794teacher might cover a particular portion of a theme. Please note that these lessons are
1795meant to serve as examples for how teachers can organize a course around these
1796central themes. They are not exhaustive, nor do they constitute a scope and sequence
1797or full curriculum. Teachers and administrators are encouraged to address themes and
1798specific content that are reflective of the demographics of their communities. Many of
1799the sample lessons provided in chapter 4 can be adapted to tell the stories of other
1800groups. Further, many of the lessons could be used to support an alternate theme. For
1801example, the Redlining Lesson located in the Systems of Power theme, also fits within
1802the theme of History and Movement.
1803Sample Theme #1: Identity

1804 1. What factors shape our identities? What parts of our identities do we choose for
1805 ourselves? What parts are determined for us by others, by society, or by chance?
1806 2. What dilemmas arise when others view us differently than we view ourselves?
1807 3. How do our identities influence our choices and the choices available to us?
1808 4. What factors influence our identity, and in turn, the choices we make?
1809 5. How is identity shaped and reshaped by our specific circumstances?
1810Identity is a key theme for adolescents. As one text notes, “Adolescence is, by
1811definition, a time of transition, when young people begin to take their places as
1812responsible and participating members of their communities. As young people weigh
1813their future choices, they wrestle with issues of loyalty and belief. The adolescent’s
1814central developmental questions are ‘Who am I?’ ‘Do I matter?’ and ‘How can I make a
1815difference?’ They seek people and paths that are worthy of their loyalty and
1816commitment, challenge hypocrisy, and bring passion and new perspectives to
1817enterprises that capture their imaginations and engage their involvement.” 56
1818Adolescence brings with it new abilities to think abstractly and meta-cognitively, so this
1819exploration of identity is developmentally responsive. The high-engagement reflection
23956 Bardige and Barr, p. 666.

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1820on ourselves, who we are, who we relate to, how we relate to others, how we are
1821perceived by others, and how our identity influences our perspective, choices, and
1822impact, builds schema for a more sophisticated understanding of agency, belonging,
1823and community and for deep ethical reflection. It also provides an initial basis for delving
1824into the tension between the universal and particular—understanding and drawing out
1825universal lessons on human behavior while respecting the integrity of particular
1826moments and experiences.
1827Our society—through its particular culture, customs, institutions, and more—provides us

1828with the labels we use to categorize the people we encounter. These labels are based
1829on beliefs about race, ethnicity, religion, gender, sexual orientation, economic class, and
1830more. Sometimes our beliefs about these categories are so strong that they prevent us
1831from seeing the unique identities of others. Sometimes these beliefs also make us feel
1832suspicion, fear, or hatred toward some members of our society. Other times, especially
1833when we are able to get to know a person, we are able to see past labels and, perhaps,
1834find common ground and value and appreciate differences. Some examples of topics
1835that could be used to explore questions of identity are the "model minority” myth and its
1836historic and contemporary implications for Asian Americans and Pacific Islanders, the
1837experiences of Arab Americans and the rise of Islamophobia and discrimination against
1838Sikhs in the aftermath of 9/11 and the War on Terror, the recent rise in antisemitic
1839violence, hatred, and rhetoric, and the way that Native Americans have challenged the
1840use of native iconography and dress for mascots on college campuses and professional
1841sports leagues.
1842Sample Theme #2: History and Movement

1843 1. What does it mean to live on this land? Who may become an American? What
1844 happens when multiple narratives are layered on top of each other?
1845 2. How should societies integrate newcomers? How do newcomers develop a

1846 sense of belonging to the places where they have arrived?
1847 3. How does migration affect the identities of individuals, communities and nations?
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1848 4. How do ideas or narratives about who may belong in a nation affect immigration
1849 policy, the lives of immigrants, and host communities?
1850 5. What role have immigrants played in defining notions of democracy?
1851Another theme that this course could focus on is an in-depth study of the migration of
1852various people of color to California. Within this theme of history and movement,
1853teachers will develop and facilitate instructional opportunities for students to explore
1854intense migration periods like:
1855  The Second Great Migration (1940–1970) – The mass exodus of African
1856 Americans from the rural South to urban cities across the Northeast, Midwest,
1857 and West. Students could focus on the World War II era, in particular port cities
1858 like Los Angeles, Oakland, San Francisco, and Richmond, whose African
1859 American populations skyrocketed with the increase of job opportunities to
1860 support the maritime, munitions, and other military industries. Teachers can
1861 discuss how this period of migration reshaped urban cities in California; grapple
1862 with how the influx of African American migrants impacted racial politics and
1863 dynamics in the state; and highlight the major contributions African Americans
1864 made to the political, socioeconomic, and cultural life of the state.
1865  Southeast Asian Refugee Crisis – Students can discuss the implications of the
1866 Vietnam War on Vietnamese, Cambodian, Hmong, Iu-Mien, and Laotian
1867 populations into the 1970s and 1980s, and how experiences from the Vietnam
1868 War continue to affect Southeast Asian Americans today. Beyond learning about
1869 the war, the fall of Saigon, the era of the Khmer Rouge, and other significant
1870 events of this period, students can also delve into the experiences of Southeast
1871 Asian immigrants, the racial enclaves they created in California (Sacramento,
1872 Long Beach, and Fresno are just a few cities with vibrant Southeast Asian
1873 refugee communities), their contributions, and ongoing struggles.
1874  Native American Removal – Students will be able to discuss early settlers and
1875 the US government’s often fraught engagement with Native American tribes
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1876 dating back to the eighteenth century. Sample topics and events include:
1877 California Indian history, the Indian Removal Act of 1830, forced relocation, the
1878 creation of Reservations, broken treaties, and the enacting of genocide against
1879 Native American peoples. Overall, these topics will provide students with a better
1880 understanding of the struggles many Native American tribes endured, while also
1881 connecting those struggles to western expansion, manifest destiny, and the
1882 establishment of the contiguous US.
1883  Migrants and Refugees from Latin America – Students can discuss the growing
1884 number of refugees from Central America, beginning with refugees from El
1885 Salvador, Guatemala, Honduras, Mexico, and Nicaragua in the late 1970s.
1886 Beyond learning about US intervention in the region, students can explore the
1887 experience of recent refugees in California, for example the mass exodus of
1888 Salvadorans fleeing the war-torn country during the 1980s, later settling in
1889 California in large numbers. These latest refugees can be considered along with
1890 the Indigenous Latinx community in the United States (such as the Zapotec,
1891 Maya, Nahua, Lenca, Quechua), which have faced historic loss of lands and
1892 rights. Related topics include the 1910 Great Mexican Migration, the Great
1893 Depression, Mexican repatriation, the Bracero Program, and Operation Wetback.
1894 Additionally, students should delve into the migration of Central American, Latin
1895 American, and Caribbean populations. This history can help students better
1896 contextualize current controversial discussions on immigration. Further, students
1897 can learn how California and the Southwest were part of Mexico from 1810–1848
1898 (see map of Disturnell).
1899  Populations Displaced by War and Genocide – Students can conduct studies of
1900 how other populations affected by war or genocide have migrated to the United
1901 States. Historical examples include the population of Armenian Americans that
1902 settled in California in the aftermath of the Armenian Genocide, the effect that
1903 World War II and the Holocaust had upon the American Jewish population, and
1904 the Southeast Asian Refugee Crisis. A more contemporary study could be based
1905 on the migration of Iranians, Iraqis, Syrians, Afghans, along with other refugees
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1906 from the Middle East to California and the United States as a result of the recent
1907 wars in that region. Topics can include the experiences of the members of these
1908 groups and the political shifts and reactions that each event prompted within the
1909 United States. The CDE’s Model Curriculum for Human Rights and Genocide
1910 (2002) is a useful resource on these topics
1911 (https://www.cde.ca.gov/ci/hs/im/documents/modelcurrichrgenoc.pdf).
1912  South Asian Immigration – Students can explore South Asian immigration to
1913 California. The challenges and opportunities faced by South Asian immigrants to
1914 California will allow students to learn about socio-economic issues, identity,
1915 religion, culture, racism, immigration reform and legislation, and political
1916 contributions to anti-imperial and anti-colonial movements. For example, the
1917 1800s progressing to the early twentieth century saw waves of workers on the
1918 Western Pacific Railroad in 1910 and former soldiers who had served in the
1919 British colonial army in East Asia. Legislation such as United States vs. Bhagat
1920 Singh Thind (1923) and the US Immigration and Nationality Act (1965) affected
1921 South Asian immigration significantly. The contributions of Dalip Singh Saund to
1922 politics opened doors for minority communities to rise above prejudice and
1923 racism when he became the first-ever Asian, the first Indian, and the first Sikh to
1924 be elected to the United States Congress (1957–1963). The founding of Stockton
1925 Gurdwara, the first-ever Sikh place of worship in the United States in 1912,
1926 served as a focal point for immigrants across communities and was linked to the
1927 founding of the Gadar Party, which opposed British rule in India.
1928In addition to learning more about the history of migration from these various
1929perspectives, teachers can help facilitate discussions on xenophobia and anti-immigrant
1930sentiment, while emphasizing the nation’s history of being a home for immigrants, the
1931merit-based promises offered by a capitalist economy, and the value of having a diverse
1932citizenry.
1933Making Connections to the History–Social Science Framework
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1934Chapter 14 of the framework includes an outline of an elective ethnic studies course.
1935This course outline includes a classroom example (page 313) where students engage in
1936an oral history project about their community. This example includes discussion of
1937redlining and other policies that resulted in “white flight” and the concentration of
1938communities of color into certain neighborhoods.
1939Teachers can expand upon the classroom example, and connect it to the themes
1940described in this model curriculum.
1941Sample Theme #3: Systems of Power

1942 1. What is the relationship between the individual and society?
1943 2. How does society divide people into groups?
1944 3. What is the relationship between individual power and collective power?
1945 4. How do social systems influence the choices we make?
1946 5. What are the implications for a society when it categorizes people into a social
1947 hierarchy?
1948Another theme that can be covered in this type of ethnic studies course is systems of
1949power. Teachers can introduce the theme by defining and providing examples of
1950systems of power, which can include exploitative economic systems and social systems
1951like patriarchy. These are structures that have the capacity to control circumstances
1952within economic, political, and/or social–cultural contexts. These systems are often
1953controlled by those in power and go on to determine how society is organized and
1954functions.
1955In introducing this theme, teachers should consider taking one system of power, like
1956sexism and patriarchy, and offering perspectives across the various ethnic groups.
1957Discussions of systems of power should include both the struggles that come with being
1958entangled and impacted by these systems, but also resistance to them. Systems of
1959power can be analyzed using the four “I”s of oppression (ideology, institutional,
1960interpersonal, and internalized).
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1961Building on the theme of sexism and patriarchy, teachers can concentrate on the
1962various ways in which women and femmes of color have been oppressed and how they
1963have resisted. Alternatively, this section can include a discussion on how women of
1964color resisted and elevated women’s rights issues (e.g., adequate reproductive health
1965care and equal pay) via social movements (e.g., the second wave feminist and #Metoo
1966movements), the creation of their own organizations, through writings (literature, poems,
1967and scholarly works), and other mediums.
1968Further, in addressing this theme, systems of power, teachers may plan a lesson that
1969addresses U.S. housing inequality, including issues of redlining and racial housing
1970covenants.
1971Making Connections to the English Language Arts/English Language Development

1972Framework:
1973Chapter 7 of the framework includes a snapshot activity entitled, “Investigating

1974Language, Culture, and Society: Linguistic Autobiographies” (page 726). This lesson
1975example has students reflect on their own histories of using language in different
1976contexts, and reflects a number of the ethnic studies themes described in this model
1977curriculum. This could be a useful lesson to explore the ways that language is utilized
1978as a system of power.
1979Sample Theme #4: Social Movements and Equity

1980 1. How have social movements addressed different kinds of discrimination or
1981 oppression? What debates and dilemmas remain unresolved?
1982 2. What debates and dilemmas from past historical moments remain unresolved?
1983 Why? 
1984 3. What does equity entail? What is the difference between equality and equity?
1985 Why does this matter?
1986 4. How can one make a difference in the community?
1987 5. What skills and tools are needed to create change in society?
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1988Another theme that this course could explore is the multitude of effective social
1989movements communities have initiated and sustained in response to oppression and
1990systems of power. Teachers can develop and facilitate instructional opportunities for
1991students to explore major social movements like:
1992  The Civil Rights Movement
1993  The Farm Workers Movement
1994  Japanese American Redress and Reparations
1995  Black Lives Matter
1996  Mni Wiconi57 Water is Life: No Dakota Access Pipeline at Standing Rock
1997  Local Indigenous social movements such as language revitalization, cultural

1998 renewal, dam removal, environmental advocacy, etc. Current Land Back
1999 movements, such as the transfer of Wiyot Land back to Wiyot Tribe by the city of
2000 Eureka as one example
2001In addition to learning more about the history of social movements and the gains
2002achieved through solidarity, activism, civil disobedience, and participation in the
2003democratic process, teachers can help facilitate discussions on resistance to
2004oppression, the broad support these movements mobilized, and their lasting impacts of
2005the change. The teacher can also introduce situations where young people engaged in
2006protest against injustice, such as the lunch counter sit-ins during the Civil Rights
2007Movement or the 1968 East Los Angeles student walkouts to advocate for improved
2008educational opportunities and protest racial discrimination.
2009Making Connections to the History–Social Science Framework:
24757 Mni Wiconi, or “water is life,” originates from the Sioux tribe located in the Midwestern
248states of North Dakota, South Dakota, Wisconsin, and Minnesota. The term is from the
249Lakota language.
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2010Chapter 16 of the framework discusses a number of civil rights movements that were
2011created in response to political, economic, and social discrimination. Teachers can build
2012upon the example of the struggle to preserve the San Francisco Bay Area shellmound
2013sites of the Ohlone people and have students compare that to some of the other
2014movements referenced in the framework, such as the 1969–1971 occupation of Alcatraz
2015or the American Indian Movement’s 1972–73 standoff at Wounded Knee in South
2016Dakota. This lesson can also be connected to the Social Movements and Student Civic
2017Engagement lesson in chapter 4.
2018Sample Lesson and Unit Plan Templates
2019Two sample templates for developing an ethnic studies curriculum are provided below.
2020The first contains both general concepts that are common to other content areas and
2021some specific areas that are specific to ethnic studies. A discussion of the specific
2022components of this template follows.
2023The second is a unit plan template that allows teachers to curate a more dynamic,
2024responsive, and relevant learning experience. This tool is meant to serve as the bridge
2025between a larger course overview, which maps out the overall year’s (or semester’s)
2026scope and sequence, and the day-to-day lesson plans, which provide detailed teacher
2027moves and preparation specific to a lesson.58
25158 Other frameworks for developing ethnic studies lessons exist online. For example,
252Christine Sleeter has produced a Teaching Works article that describes a curriculum
253planning framework focused on ethnic studies content that is culturally responsive to the
254lived experience of students, and a book that elaborates on the framework and offers
255examples. See Christine Sleeter, Designing Lessons and Lesson Sequences with a
256Focus on Ethnic Studies or Culturally Responsive Curriculum (University of Michigan:
257Teaching Works, 2017),
258http://www.teachingworks.org/images/files/TeachingWorks_Sleeter.pdf (accessed June
2591, 2020), and Christine Sleeter and Judith Flores Carmona, Unstandardizing
260Curriculum: Multicultural teaching in the standards-based classroom (New York:
261Teachers College Press, 2017).
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2028Table: Sample Lesson Template
2029
2030 Lesson Title and Grade Level(s): Add title of the lesson and grade level.
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2031 Ethnic Studies Values and Principles Alignment: Each lesson should draw from
2032 and be informed by the ethnic studies values and principles described in chapter 1.
2033 Standards Alignment: Lessons should be aligned to the academic content

2034 standards adopted by the SBE. In the History–Social Science Content Standards for
2035 California Public Schools, grade nine is reserved as an elective year. Therefore,
2036 most ethnic studies courses that are offered as electives will not align to specific
2037 grade-level history–social science content standards. However, teachers may want
2038 to show alignment to standards in the grade eleven United States History and
2039 Geography course or the grade twelve Principles of American Democracy course as
2040 a way of demonstrating how ethnic studies content connect to other history–social
2041 science disciplines. However, the history–social science standards also include a set
2042 of Historical and Social Sciences Analysis skills for grades nine through twelve.
2043 These skills, organized under the headers of Chronological and Spatial Thinking,
2044 Historical Research, Evidence, and Point of View, and Historical Interpretation, do
2045 connect directly with the objectives of a rigorous ethnic studies course.
2046 Other standards that could be addressed are the California Common Core State
2047 Standards for English Language Arts and Literacy in History/Social Studies,
2048 Science, and Technical Subjects (CCSS for ELA/Literacy) and the California English
2049 Language Development Standards (CA ELD Standards). The CCSS for
2050 ELA/Literacy include grade-level expectations for student skill development in
2051 reading, writing, speaking and listening, and language, with an expectation on the
2052 skills needed to prepare students for college and careers. In particular, the writing
2053 and reading expectations for students in ethnic studies courses should align strongly
2054 with the expectations in the CCSS for ELA/Literacy. The CA ELD Standards provide
2055 progressions across the grade levels for students at the emerging, expanding, and
2056 bridging levels of English language acquisition.
2057 Lesson Purpose and Overview: Each lesson should have a brief narrative
2058 overview of the lesson and its purpose. This narrative should describe how the
2059 lesson is connected to the broader unit, describe the specific concept(s) and/or
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2060 topic(s) that students will engage, and begin to highlight some of the texts (i.e.,
2061 primary and scholarly sources) that students will delve into. The purpose of this
2062 section is to provide a clear description on how the lesson topic connects to skill
2063 development, and to provide a glimpse into the overall lesson.
2064 Key Terms and Concepts: The lesson outline should also have a list of the critical
2065 academic vocabulary specific to ethnic studies that students will learn over the
2066 course of instruction. These terms and concepts should connect directly to the
2067 lesson topic.
2068 Lesson Objectives: The lesson objectives identify what the desired takeaways are
2069 from the lesson. In other words, when the lesson is concluded, a student should
2070 have gained an understanding of the lesson content and be able to demonstrate that
2071 knowledge using specific skills. It is essential that lesson objectives to be written with
2072 active verbs based on cognitive demand (example: students will be able to infer the
2073 imperialist motives of Columbus using his journals).
2074 Essential Questions: The use of essential or guiding questions is an approach that
2075 was used within the History–Social Science Framework to support student inquiry.
2076 Framing instruction around questions of significance allows students to have choice
2077 and agency to develop and engage with their content knowledge in greater depth.
2078 This approach transforms students into active learners, as they are able to conduct
2079 research and evaluate sources in an effort to develop a claim about the question.
2080 Lesson Steps/Activities: The steps in the lesson should be clear and discrete. In
2081 addition to more conventional lesson activities, teachers should consider including a
2082 cultural energizer and/or community building activity at the start of each lesson. They
2083 can include traditional icebreakers that involve movement, music, and games, and
2084 community-unity chants. The class can also begin with silent reflection on a question
2085 related to the lesson, followed by small group sharing, and culminating with a larger
2086 class wide discussion. Energizers or community builders should typically take no
2087 more than 10–15 minutes, depending on the activity. If done well, the
2088 energizer/community builder will pique student interest in the lesson; generate
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2089 energy and enthusiasm for learning; and facilitate connection between students, the
2090 teacher, and the larger community.
2091 Another activity to consider at the end of the lesson is a community reflection. This
2092 activity concludes the lesson with a meaningful reflection of student experience as it
2093 pertains to the objectives of the day. Teachers can facilitate this portion in various
2094 ways. For example, teachers can ask students to complete a silent, pen-to-paper
2095 response to a prompt. Teachers should create prompts that encourage students to
2096 reflect upon learnings and challenges, outstanding questions, connections to prior
2097 learning, and so on. The key to this portion of the lesson is that it be used to
2098 meaningfully review key takeaways, clarify misunderstandings, answer questions,
2099 generate questions, and connect to the larger purpose of the course.
2100 Assessment, Application, Action, and Reflection: Instruction cannot be known to

2101 be effective if the teacher is unable to determine if the students have mastered the
2102 content. Furthermore, students should be able to apply skills and knowledge learned
2103 to solve problems. Therefore, it is important to include both formative and summative
2104 assessment within the lesson plan. Formative assessment takes place during
2105 instruction and allows the teacher to modify that instruction to assist learning.
2106 Summative assessments measure student achievement or progress toward mastery
2107 of the content, may take place at the end of a lesson, unit, or term, and may take the
2108 form of a performative task.
2109 Materials and Resources: The selection of materials and resources can be difficult.
2110 At the very least, there needs to be sufficient resources for students to conduct the
2111 lesson activities, address the essential questions, and achieve the lesson objectives.
2112 However, it should be noted that students can be self-directed to share their lived
2113 experiences and conduct research to identify more resources for inclusion and
2114 further investigation. There is certainly a range of primary and secondary sources
2115 that can accomplish these goals. But teachers need to be aware of some concerns
2116 when selecting resources. Online resources are plentiful, but have to be approached
2117 with caution. Links often expire, and while the content is usually available
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2118 somewhere else, it can at times be difficult to find the new location. A web page that
2119 hosts a resource may also have content or links that can take students to sites that
2120 are inappropriate or offensive.
2121 That particular issue is less present in print materials, but those materials also need
2122 to be reviewed carefully. The Education Code has requirements for social content
2123 that prohibit districts from adopting instructional materials that include advertising or
2124 contain content that demeans, stereotypes, or patronizes various specified groups. 59
2125 There are also potential copyright issues when using sources that are not within the
2126 public domain. For these reasons, local educational agencies (LEAs) may wish to
2127 focus on resources that are not commercial in nature, or websites that are from
2128 *.gov, *.edu, or, in some cases, *.org domains. When commercial products, such as
2129 a textbook or DVD, are used, LEAs should make sure that those materials are or
2130 have been properly vetted through state requirements and the local selection
2131 process for instructional materials (see below).
2132 Ethnic Studies Outcomes: Each lesson should address one or more of the
2133 outcomes described in chapter 1.
26759 More information about these requirements can be found in the State Board of
268Education’s Standards for Evaluating Instructional Materials for Social Content, 2013
269Edition. Available at https://www.cde.ca.gov/ci/cr/cf/lc.asp (Accessed July 23, 2020).
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2134Table: Sample Unit Plan Template
2135
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2136
2137 Summative Assessments/Performance Tasks:
2138 Identify when the summative assessment(s) will be given and indicate where it will
2139 be administered in the appropriate week. What will students know and be able to do
2140 at the end of the unit? Plan backwards from your summative assessment(s), keeping
2141 in mind what students will need to be successful.
2142 Unit Overview: A general summary of what students will study, and why, during the
2143 unit, including concepts, content, and skills. Places the unit within the context of a
2144 yearly (or semester long) course of study.
2145 Unit Enduring Understandings: An Enduring Understanding is a statement that

2146 summarizes important ideas and core processes that are central to a discipline and
2147 have lasting value beyond the classroom.
2148 Essential Questions: An Essential Question is an overarching question that

2149 provides focus and engages students. Framing instruction around questions of
2150 significance allows students to develop their content knowledge in greater depth.
2151 Unit Planning/Description of Week: Provide a brief overview of what students will
2152 be engaging for the week.
2153 Standards Alignment: Units should be aligned to the academic content standards
2154 adopted by the SBE.
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2155 Learning Experiences and Instructional Sequence: Identify and sequence the
2156 daily and/or weekly instructional experiences and best practices that will allow
2157 students to meet the student learning outcomes independently. Allows instructor to
2158 consider and plan an engaging learning experience for students, including
2159 appropriate activities, differentiation and best practices, for all students.
2160 Student Learning Outcomes and Formative Assessments: Describes how

2161 students will demonstrate what they know and are able to do related to the unit
2162 outcomes. Formative assessments are ongoing and allow teachers to monitor
2163 learning and build student capacity towards the unit’s summative assessment.
2164 Engagement and Activity Tracker: This tool allows teachers to keep the diverse
2165 learning community in mind while planning. In ethnic studies, it is paramount that
2166 energizers, engaging multimodal activities, and a multiplicity of student tasks are
2167 utilized throughout the learning experience. Teachers can use this section to rate
2168 both their lessons and instructional sequence for the unit and ensure that moments
2169 tending toward the static and less active, are followed by periods of dynamic activity,
2170 and that moments of intensive, individual, silent and sustained reading or writing are
2171 followed by collective discussion and multimodal exercise.
2172 Summative Assessments/Performance Tasks: These should be administered at

2173 the end of each unit. They assess understanding, knowledge, and skills. Summative
2174 assessments can be in the form of a culminating writing assignment, a class
2175 publication, the delivery of an oral presentation, etc. They should also address the
2176 essential questions. And finally, they should provide students opportunity to
2177 demonstrate agency in a real-world context.

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2180 March 2021
2181 Page 92 of 896

2183 Chapter 4: Sample Lessons and Topics
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2185Contents
2186Ethnic Studies Model Curriculum Chapter 4: Sample Lessons and Topics 1
2187 Fostering Democratic Classrooms 5
2188 General Ethnic Studies 10
2189 Sample Lesson 1: Migration Stories and Oral History 10
2190 Sample Lesson 2: Social Movements and Student Civic Engagement 15
2191 Sample Lesson 3: Youth-led Participatory Action Research (YPAR) 22
2192 Sample Lesson 4: Introducing Narratives 25
2193 Sample Lesson 5: Introducing Dominant Narratives 31
2194 African American Studies 40
2195 Sample Lesson 6: Classical Africa and Other Major Civilizations 40
2196 Sample Lesson 7: US Housing Inequality: Redlining and Racial Housing Covenants
2197 45
2198 Sample Lesson 8: An Introduction to African American Innovators 55
2199 Sample Lesson 9: #BlackLivesMatter and Social Change 71
2200 Sample Lesson 10: Afrofuturism: Reimagining Black Futures and Science Fiction
2201 75
2202 Additional Sample Topics 84
2203 Chicana/o/x and Latina/o/x Studies 86
2204 Sample Lesson 11: Salvadoran American Migration and Collective Resistance
2205 86
2206 Sample Lesson 12: US Undocumented Immigrants from Mexico and Beyond:
2207 Mojada: A Medea in Los Angeles 103
2208 Sample Lesson 13: The East L.A. Blowouts: An Anchor to the Chicano Movement
2209 110
2211 Asian American and Pacific Islander Studies 119
2212 Sample Lesson 14: Asian Americans and Pacific Islanders and the Model Minority
2213 Myth 119
2214 Sample Lesson 15: Cambodian Americans––Deportation Breaking Families Apart
2215 131
2216 Sample Lesson 16: Chinese Railroad Workers 149
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2217 Sample Lesson 17: Little Manila, Filipino Laborers, and the United Farm Workers
2218 (UFW) 156
2219 Sample Lesson 18: Hmong Americans—Community, Struggle, Voice 166
2220 Sample Lesson 19: Indian Americans: Creating Community and Establishing an
2221 Identity in California 177
2222 Sample Lesson 20: The Japanese American Incarceration Experience through
2223 Poetry and Spoken Word––A Focus on Literary Analysis and Historical Significance
2224 186
2225 Sample Lesson 21: Korean American Experiences and Interethnic Relations 213
2226 Sample Lesson 22: The Immigrant Experience of Lao Americans 227
2227 Sample Lesson 23: Historical and Contemporary Experiences of Pacific Islanders
2228 in the United States 233
2229 Sample Lesson 24: South Asian Americans in the United States 251
2230 Sample Lesson 25: Vietnamese American Experiences – The Journey of Refugees
2231 305
2233 Native American Studies325
2234 Sample Lesson 26: This is Indian Land: The Purpose, Politics, and Practice of Land
2235 Acknowledgment 325
2236 Sample Lesson 27: Develop or Preserve? The Shellmound Sacred Site Struggle
2237 337
2238 Sample Lesson 28: Native American Mascots 344
2240 Affirming Identity 358
2241 Exploring and Embracing Your Own Community 359
2242 Complicating Single Stories 360
2243 Sharing a Wide Picture of Democratic Participation 361
2244 Widening Our Universe of Obligation 362
2245 Seeking Models of Interethnic Bridge-building 364
2246 Sample Lesson 29: The Sikh-American Community in California 366
2247 Sample Lesson 30: Antisemitism and Jewish Middle Eastern-Americans 371
2248 Sample Lesson 31: Jewish Americans: Identity, Intersectionality, and Complicating
2249 Ideas of Race 380
2250 Sample Lesson 32: An Introduction to Arab American Studies 403
2251 Sample Lesson 33: Armenian Migration Stories and Oral History 425
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2252
2253Note: Throughout, this chapter links to various materials and resources for local
2254educational agencies' and educators' consideration. Some of these materials may
2255espouse the particular author's/publisher's own political views, and some others are
2256situated within a broader website or library. The SBE, IQC and CDE do not endorse all
2257of the espoused views or materials found elsewhere within the broader sites. Local
2258agencies and educators should review all content for appropriateness with respect to
2259use in classrooms.
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2260Ethnic studies is for all students. The model curriculum focuses on the four ethnic
2261groups that are at the core of the ethnic studies field. At the same time, this coursework,
2262through its overarching study of the process and impact of the marginalization resulting
2263from systems of power, is relevant and important for students of all backgrounds. By
2264affirming the identities and contributions of marginalized groups in our society, ethnic
2265studies helps students see themselves and each other as part of the narrative of the
2266United States. Importantly, this helps students see themselves as active agents in the
2267interethnic bridge-building process we call American life.
2268This chapter provides specific lesson plans to support educators as they explore the
2269four primary themes of the model curriculum:
2270  Identity
2271  History and Movement
2272  Systems of Power
2273  Social Movements and Equity
2274As this progression of themes suggests, in ethnic studies it is crucial to focus not only
2275on understanding oppression and fostering compassion, but also on recognizing
2276advances in ways that promote student agency. This begins with each teacher seeing
2277the assets and strengths every student brings to the classroom. Students should leave
2278an ethnic studies class knowing their choices matter and compelled to think carefully
2279about the decisions they make, realizing that their choices will ultimately shape the
2280world.
2281Fostering Democratic Classrooms
2282One way for ethnic studies teachers to ensure that their courses affirm and value the
2283identities of all of their students is to engage in the process of fostering democratic and
2284empowering classroom learning communities. In such classrooms, students whose
2285voices have not been heard can grow in understanding and agency, while students from
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2286the diversity of social, personal, and academic backgrounds that live together in
2287California are able to participate in the conversation from their personal and community
2288perspectives. Such a learning environment provides a powerful foundation and model
2289for students’ future civic participation.
2290Ethnic studies teachers cultivate in their students the skills and dispositions for effective
2291civic participation by using teaching techniques that create a sense of trust and
2292openness, encourage students to speak and listen to each other, make space and time
2293for silent reflection, offer multiple avenues for participation and learning, and help
2294students appreciate the points of view, talents, and contributions of all members.
2295By prioritizing student-centered approaches and using a wide variety of discussion

2296protocols, teachers can provide opportunities for students to engage critically in the gray
2297areas of controversial topics, delving into the nuance and complexity of human history.
2298These techniques and strategies are equally important in classrooms where there is
2299relative social, personal, and/or political homogeneity, which present their own
2300challenges in facilitating honest dialogue. Many teachers of such classes also seek out
2301opportunities for their students to engage with counterparts of very different
2302backgrounds. These lessons will help.
2303The following sample lessons are aligned to the ethnic studies values, principles, and
2304outcomes from chapter 1 and the state-adopted content standards in history–social
2305science, English language arts and literacy, and English language development. As a
2306reminder, the values and principles are:
2307 1. cultivate empathy, community actualization, cultural perpetuity, self-worth, self-

2309 People/s and Black Indigenous People of Color (BIPOC);
2310 2. celebrate and honor Native People/s of the land and communities of Black
2311 Indigenous People of Color by providing a space to share their stories of success,
2312 community collaboration, and solidarity, along with their intellectual and cultural
2313 wealth;
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2314 3. center and place high value on the pre-colonial, ancestral knowledge, narratives,
2315 and communal experiences of Native People/s and people of color and groups that
2316 are typically marginalized in society; 
2317 4. critique empire-building in history and its relationship to white supremacy, racism
2318 and other forms of power and oppression;
2319 5. challenge racist, bigoted, discriminatory, imperialist/colonial beliefs and practices

2320 on multiple levels;
2321 6. connect ourselves to past and contemporary social movements that struggle for
2322 social justice and an equitable and democratic society; and conceptualize, imagine,
2323 and build new possibilities for a post-racist, post-systemic racism society that
2324 promotes collective narratives of transformative resistance, critical hope, and radical
2325 healing.
2326The lessons are sorted by disciplinary area and categorized around the sample themes
2327(Identity, System of Power, Social Movements and Equity, and History and Movement)
2328described in chapter 3, although many of the lessons fit with more than one theme. And
2329while each lesson is placed within one or more disciplinary areas of ethnic studies,
2330many can be adapted to include additional groups and/or disciplinary areas.
2331Each of the sample lessons provided in this chapter is organized around a number of
2332essential questions that guide and direct student inquiry. Here are some additional
2333questions that can guide exploration of the guiding themes from chapter 1. These
2334questions are intended to help spark discussion and student reflection, and are not an
2335exhaustive list.
2336Guiding Outcome 1: Pursuit of Justice and Equity
2337 1. What is justice? What is injustice? How do people’s cultures, experiences, and
2338 histories influence how they understand and apply these terms?
2339 2. What is equity? How is equity different from equality?
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2340 3. How have individual and collective efforts challenged and overcome inequality
2341 and discriminatory treatment?
2342 4. How can individuals or groups of people overcome and dismantle systemic
2343 discrimination and marginalization, including systemic racism?
2344Guiding Outcome 2: Working Toward Greater Inclusivity
2345 1. What does it mean to be inclusive? How is inclusivity achieved? What barriers to
2346 inclusivity exist?
2347 2. What does it mean to be marginalized? What does that look like? What does that
2348 feel like?
2349 3. Whose voices or perspectives have been historically emphasized when studying
2350 this topic/event? Whose voices or perspectives have been historically silenced or
2351 marginalized?
2352 4. How have those groups attempted to make themselves heard? To what extent
2353 have these attempts been successful?
2354Guiding Outcome 3: Furthering Self-Understanding
2355 1. What does ethnicity mean? What does race mean? What is the difference
2356 between ethnicity and race?
2357 2. How are our identities formed? To what extent can a person’s identity change
2358 over time? To what extent do our own upbringing and culture instill bias?
2359 3. How much control do we have over our own identities? What external factors
2360 influence our identities?
2361Guiding Outcome 4: Developing a Better Understanding of Others
2362 1. How do we develop a better understanding of other people, cultures, and ethnic
2363 groups? Why is this important?
2364 2. What does it mean to show respect for others? What does that look like?
2365 3. What do we need to be able to do to hear perspectives and experiences that are
2366 different from ours? How do we effectively engage with opposing or unfamiliar
2367 views as part of exercising civil discourse?
2368Guiding Outcome 5: Recognizing Intersectionality
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2369 1. What is intersectionality? Why is it important to recognize and understand
2370 intersectionality?
2371 2. Beyond ethnicity, what other kinds of social groups exist? How are these social
2372 groups formed and defined?
2373 3. How is intersectionality related to identity?
2374 4. How is intersectionality related to systemic discrimination, racism, and
2375 marginalization?
2376Guiding Outcome 6: Promoting Self-Empowerment for Civic Engagement
2377 1. What is civic engagement? What does civic engagement look like?
2378 2. How can civic engagement lead to or contribute to social change?
2379Guiding Outcome 7: Supporting a Community Focus
2380 1. How have different ethnic groups contributed to your community?

2381 2. How has the ethnic makeup of your community changed over time?
2382 3. Which groups have been historically marginalized or discriminated against in
2383 your community? To what extent has the treatment and experiences of those
2384 groups changed over time?
2385 4. To what extent have members of your community tried to achieve social or
2386 political change? To what extent were they successful?
2387Guiding Outcome 8: Developing Interpersonal Communication
2388 1. How do we communicate with others? To what extent do our cultural contexts
2389 affect the way we communicate? To what extent does our audience affect the
2390 way we communicate?
2391 2. What are some strategies for effectively and respectfully discussing difficult,
2392 sensitive, or controversial topics?
2393 3. In what ways are discussions and debates similar? In what ways are they
2394 different? What purposes do these two methods of communication serve?
2395 4. How can we model and foster empathetic listening skills?
2396
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2397General Ethnic Studies
2398Sample Lesson 1: Migration Stories and Oral History

2399Theme: History and Movement
2400Disciplinary Area: General Ethnic Studies
2401Ethnic Studies Values and Principles Alignment: 1, 3, 6
2402Standards Alignment:
2403CA HSS Analysis Skills (9–12): Historical Interpretation 1
2404CA CCSS for ELA/Literacy: RH.9–10.1, 3, 8, 10; WHST.9–10.2, 4, 6, 7, SL.9–10.1, 4, 5,

24056
2406CA ELD Standards: ELD.PI.9–10.1, 5, 9, 10a
2407Lesson Purpose and Overview:

2408As part of a larger unit on migration, this lesson guides students to explore their
2409personal stories around how migration has impacted their families. The students will
2410learn about how their own family migration stories connect to their local history.
2411Key Terms and Concepts: oral history, migration, interviewing, archive, memory
2412Lesson Objectives (Students will be able to…):

2413 1. Conduct oral history interviews, transcribe narratives, develop research
2414 questions, and build upon interpersonal communication skills
2415 2. Learn from each other by being exposed to the unique migration stories of their
2416 peers
2417 3. Strengthen their public speaking skills through interviewing and presenting their
2418 research findings.
2419Essential Questions:
2420 1. How does your family and/or community’s story connect to your local history?
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2421Lesson Steps/Activities:
2422 1. Develop an electronic visual presentation for the lesson opening that highlights
2423 several major waves of migration (both voluntary and forced). The slides should
2424 also include data on migration to the local community and racial and ethnic
2425 demographics.
2426 2. Introduce the oral history project to the students by letting them know that they
2427 will have an opportunity to learn more about their family’s and/or community’s
2428 migration histories. Task each student with interviewing one family member
2429 (preferably an elder) and one community member. The interviews will focus on
2430 the interviewee’s migration stories, childhood, and memory of the city. The
2431 interviews should also seek opinions on how changes in policy, institutions, and
2432 community attitudes could (have) improve(d) the interviewee's experience. You
2433 may want to show a clip of an interview from a digital oral history archive (see
2434 recommended sources for examples) to provide students an example. Teachers
2435 should be sensitive to varying family dynamics and have alternative assignments
2436 or activities for students that may have difficulty identifying a family member.
2437 3. After introducing the project, provide an overview of the mechanics of oral
2438 history. Discuss the types of equipment and materials students will need (an
2439 audio or video recording device or application, and field notebook); help students
2440 come up with questions, discussing the differences between closed and open-
2441 ended questions; and begin to introduce transcribing.
2442 4. During the next few class sessions, allow students to engage in peer-
2443 interviewing. Students should conduct mini oral history interviews (no more than
2444 seven to ten minutes) with each other. After each interview, give students time to
2445 reflect on the interviewing process, what they learned, memory, and storytelling.
2446 Using the “think, pair, share” method, have students write their own reactions to
2447 the interviewing process on a sheet of paper, then have them share it with a
2448 peer, and finally to the larger class. Alternatively, students can add their ideas to
2449 a whole-group virtual discussion board, write their ideas on a slip of paper as an
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2450 exit ticket or as a warm up to prepare students for a whole-class discussion at
2451 the beginning of the next class period.
2452  If students have access to headsets and computers in the classroom or

2453 nearby, they can use the remaining time to practice transcribing their mini-oral
2454 history interviews. After two to three mock oral history interviews with their
2455 peers, students should be prepared to carry out their own full interviews with
2456 a family elder and community member.
2457 5. For the overall project, students should be expected to conduct a thirty-minute
2458 oral history interview with their interviewees, and transcribe at least one
2459 interview. This is given as a homework assignment and should be completed
2460 over two weeks. Students are also encouraged to ask their interviewees for
2461 copies of old pictures, images of relics that hold some significant meaning or
2462 value to them, and/or other primary sources that speak to their migration story.
2463 6. After completing the interview and transcribing, students take excerpts from the
2464 interview, as well as pictures or other primary sources they may have from their
2465 interviewee, and create a three to five minute presentation (either a video,
2466 electronic visual presentation, Prezi, or poster board) discussing their
2467 interviewee’s migration story, connection to the city, and a brief reflection on their
2468 experience conducting the interview. Students are allotted three days to work on
2469 their presentations in class and as a homework assignment. Students are given
2470 an opportunity to practice their presentations with peer to peer and peer to small
2471 group sessions before their presentation to the whole class.
2472 7. Before students begin their presentations, teachers should review or establish
2473 norms about presenting and audience expectations. During the presentations,
2474 students in the audience should be active listeners, taking notes, and asking
2475 follow-up questions at the end of each presentation. Presenters should use this
2476 time to demonstrate their public speaking skills—maintaining eye contact, using
2477 “the speaker’s triangle,” and avoiding reading slides or poster boards.
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2478 8. As part of the culmination of this project, using these guiding questions students
2479 make the broader connection of all migration stories represented in the
2480 classroom.
2481  How are our migration stories similar?
2482  How are they different?
2483  How does knowing the shared migration stories of your peers impact how we
2484 relate to one another?
2485 9. After completing the assignment, teachers and students can share the projects
2486 with the broader student body, their families, and communities by posting them
2487 on a class/school website, displaying poster boards around the class, or by
2488 coordinating a community presentation event.
2489Assessment, Application, Action, and Reflection:

2490  Peer assessments are used to help students refine their oral history
2491 presentations prior to presenting them to the class. The teacher should visit the
2492 practice groups and provide constructive feedback to students who are having
2493 difficulty with the assignment.
2494  During the student presentations, the teacher can evaluate the students’
2495 presentation skills in the context of the grade-level expectations in the CA CCSS
2496 for ELA/Literacy, especially the standards for Speaking and Listening.
2497  Teachers can use the students’ graphic organizers to determine how effectively
2498 they have absorbed the key concepts and connections from the student
2499 presenters.
2500Materials and Resources:

2501  Oral History Association, How Do I Engage Students in Oral History Projects?:
2502 http://www.oralhistory.org/how-do-i-engage-students-in-oral-history-projects/
2503  Online Archive of California: https://oac.cdlib.org/
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2504  SNCC (The Student Non-Violent Coordinating Committee) Digital Gateway:
2505 https://snccdigital.org/resources/digital-primary-sources/
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2506Sample Lesson 2: Social Movements and Student Civic Engagement
2507Theme: Social Movements and Equity
2511CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1; Historical
2512Interpretation 1, 3, 4
2513CA CCSS for ELA/Literacy: RH.9–10.1, 2, 3, 8; WHST.9–10. 1, 2, 4, 7
2514CA ELD Standards: ELD.PI.9–10.1, 2, 6a, 6c, 11

2516This primary source analysis assignment turns students into researchers, while
2517simultaneously allowing the students to orient themselves with the history of the Ethnic
2518Studies Movement, and contemporary social movements.
2519The purpose of the lesson is for students to learn, analyze and discuss current social
2520movements happening both in the United States and abroad. By learning about past
2521and present social movements students will learn first-hand how communities of color
2522have resisted and fought for their human rights and self-determination.
2523Key Terms and Concepts: social movement, The Third World Liberation Front, solidarity

2525 1. Conduct a primary source analysis in relation to social movements and the
2526 development of ethnic studies
2527 2. Consider how social movements emerge, understand tactics employed, and
2528 identify their overall contributions/impact to society
2529 3. Engage in critical analysis, learn to decipher credible and non-credible sources,
2530 further develop public speaking skills, and work collaboratively
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2532 1. What causes social movements?
2533 2. What strategies and tactics are most effective within social movements? What
2534 gives rise to the proposals and demands of social movements?
2535 3. What impact have past and present social movements had on society? Why
2536 might people have different responses to social movements? What social
2537 movements exist today?
2539 1. Begin the lesson by defining what social movements are and how they start.
2540 Introduce the history of the Ethnic Studies Movement and the Third World
2541 Liberation Front (TWLF) strike to students. Include in the introduction/overview
2542 pictures and brief video clips of San Francisco State College students protesting.
2543 Throughout the overview, highlight that the Ethnic Studies Movement was
2544 successful due to unity and solidarity building, as well as drawing on momentum
2545 from other movements that were happening simultaneously, like, the Black
2546 Power, American Indian, Anti-war, Asian American, Chicano, United Farm
2547 Workers, and Women’s Liberation movements. Acknowledge the pros and cons
2548 of any movement discussed.

2550Chapter 16 of the framework includes an extensive section on the Civil Rights
2551Movement and other movements that fought for social change (beginning on page 414).
2552As part of their research for this ethnic studies lesson, teachers may also ask students
2553to reflect upon past movements and how these modern-day social movements build
2554upon the accomplishments and limitations of those who came before.
2555 2. Divide students into pairs, providing each group with two primary source
2556 documents including:
2557 a. The original demands of the TWLF
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2558 b. Student proposals for Black, Asian American, Chicano, and Native
2559 American studies
2560 c. Images from the strike
2561 d. Speeches and correspondence written by San Francisco State College

2562 administrators concerning the TWLF strike
2563 e. Student and Black Panther Party newspaper clippings featuring articles
2564 about the TWLF strike
2565 3. Introduce each of the materials, providing a small amount of context, and a brief
2566 overview of what is a primary source. Instruct each pair to read each document
2567 carefully, conduct additional research to better contextualize and situate the
2568 source within the history of this period, and to complete a primary source
2569 analysis worksheet for each source (see below).
2570 4. Provide students with class time to work on this assignment. They should also
2571 have an opportunity to work on the assignment as homework.
2572 5. After completing the primary source worksheet, each group is paired with another
2573 group where they share their primary source analyses with each other. The
2574 groups are also tasked with finding themes, commonalities, connections or
2575 discrepancies/conflicts between their four sources while exploring their
2576 perspective and points of view.
2577 6. Ask each group to write on a large piece of paper/poster board what they
2578 believed were the key tactics/strategies, vision, and goals of the TWLF
2579 movement based on their research findings. They can also decorate the poster
2580 board with pictures, a copy of their primary source, and other materials.
2581 7. While still in groups of four, assign each group a contemporary social movement.
2582 Alternatively, the students can work with the teacher to select the movement that
2583 they wish to research.
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2584 8. Let each group of four know that they are now responsible for completing the two
2585 previous assignments (primary source analysis and poster board) with their new
2586 social movement. Students are to identify two primary sources on the movement,
2587 conduct research (including a review of secondary sources like credible news
2588 articles, scholarly research, interviews, informational videos, etc.), and complete
2589 the primary source analysis worksheet. They are also to complete a poster board
2590 displaying the goals, vision, and tactics/strategies of their assigned contemporary
2591 social movement.
2592 9. At the end of the unit, each group presents their poster board and social
2593 movement to their peers. After all group presentations have been completed,
2594 students will have an opportunity to have a class discussion around the impact of
2595 social movements. The class will ultimately return back to the original guiding
2596 questions for the lesson.
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2597Source Analysis Worksheet
2598What Kind of Source? (Circle All that Apply)
2599Letter Chart
2600Photo Legal document (city ordinance, legislation, etc.)
2601Newspaper article Diary
2602Speech Oral history interview
2603Photograph Artistic piece (poem, song, poster, etc.)
2604Press Release Event flyer
2605Report Identification document
2606Other:
2607Describe your source (is it handwritten or typed? In color or black and white? Who is the
2608author or creator? How long is it? What do you see?)
2609Identifying the Source
2610 1. Is it a primary or secondary source?
2611 2. Who wrote/created the source?
2612 3. Who is the audience?
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2613 4. When and where is it from?
2614Making Sense of the Source
2615 1. What is the purpose of the source?
2616 2. What was happening at the time in history when this source was created?
2617 Provide historical context.
2618 3. What did you learn from this source?
2619 4. What other documents or historical evidence will you use to gain a deeper
2620 understanding of this event or topic?
2621 5. What does this source tell you about the Ethnic Studies Movement and Third
2622 World Liberation Front Strike?
2623 6. How does this source relate to current movements for equity?
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2625  Peer assessments are used to help students refine their primary source
2626 worksheets and poster boards prior to presenting them to the class. The teacher
2627 should visit the groups and provide constructive feedback to students who are
2628 having difficulty with the assignment.
2629  During the student presentations, the teacher can evaluate the students’
2630 presentation skills in the context of the grade-level expectations in the CA CCSS
2631 for ELA/Literacy, especially the standards for Speaking and Listening.
2632  Teachers can use the completed poster boards and the final discussion session
2633 to determine how effectively the students have absorbed the key concepts and
2634 connections from the lesson.

2636  For Primary Sources on the Third World Liberation Front
2637 o University of California, Berkeley Third World Liberation Front Archive

2638 (includes oral histories, bibliography of sources, access to dissertations on
2639 the topic, primary sources and archived materials, etc.):
2640 http://guides.lib.berkeley.edu/twlf
2641  For Information on Contemporary Social Movements:
2642 o #BlackLivesMatter/The Movement for Black Lives
2643  The Standing Rock Movement
2644 o National Geographic Article, “These are the Defiant ‘Water Protectors’ of
2645 Standing Rock”: https://news.nationalgeographic.com/2017/01/tribes-
2646 standing-rock-dakota-access-pipeline-advancement/
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2647Sample Lesson 3: Youth-led Participatory Action Research (YPAR)
2649Disciplinary Area: All disciplinary areas
2650Youth-led Participatory Action Research
2651Getting students to engage primary sources, develop youth-participatory action

2652research (Youth-led Participatory Action Research [YPAR)) projects, or create service-
2653learning projects are just a few examples of how an inquiry-based approach encourages
2654students to become engaged actors within the learning process. Youth Participatory
2655Action Research provides young people with opportunities to study social problems
2656affecting their lives and then determine actions to rectify these problems. (Dimitriadis
26572008). Students will take what they learned in earlier units to do a college preparatory
2658research project that utilizes sound methodology to study a problem identified, for its
2659culminating unit. This YPAR project has a guided process that allows the students then
2660to use their research to develop an action plan to address the problems that they have
2661studied.
2662A course can utilize an ethnic studies framework based on the goal of deepening
2663students’ understanding of both the past and the present through continual reflection on
2664the interaction between the two. Students learn to shift analytical lenses between their
2665personal lives and the larger social and historical context that has created the
2666environment within which they live. This process deepens students’ understanding of
2667themselves by grounding it in history and it deepens their appreciation of history by
2668connecting it to their contemporary lives.
2669This dynamic can be demonstrated with a specific focus on a particular subgroup, such
2670as Asian Americans. Each unit is constructed to build upon the previous unit. Each unit
2671draws from primary documents, students’ personal experiences, community and/or
2672family members’ experiences, and scholarly essays. Each of these sources come
2673together to value knowledge that goes beyond what is published in history textbooks.
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2674The culminating project for the course also requires students to employ both their
2675personal, contemporary analytical lens and their historical analytical lens. Students work
2676in teams to develop lessons based on the content of their Ethnic Studies course and
2677teach the lessons to students at middle and/or elementary schools in their communities.
2678Lesson development emphasizes the connections that the high school students must
2679find between the historical material and the lives of the middle school students in order
2680to assure the success of the lessons. Student writing is the principal form of assessment
2681in this course. Short in-class or homework writing assignments provide formative
2682assessment of daily activities, and the collection of writing assignments outlined above
2683provides a summative assessment for each unit.
2684In addition, oral presentations are used to assess student learning, as in Unit 1 (sharing
2685the document box), Unit 3 (performance of a five-minute play), Unit 4 (teaching project),
2686Unit 6 (oral history project). Most units include a project by which student work is
2687assessed. Unit 4 features a teaching project. Students should be taking what they
2688learned in the first semester (Units 1–3) and develop a lesson plan on a specific topic
2689within the subgroup focus. They will teach the lesson plan to a nearby middle or
2690elementary school. They will be taught how to do the research to develop a well-
2691structured lesson plan with interactive exercises that will engage the students in the
2692class that they are teaching in. The lesson plan must draw from the concepts presented
2693in Units 1–3. This becomes that major assessment for semester 1.
2694Ultimately, the main assessment will be the outcome of the Youth Participatory Action
2695Research Project where both writing and oral skills will be tested. Students will take
2696what they learned in Units 1–7 to do a college preparatory research project that utilizes
2697sound methodology to study a problem in the identified subgroup community. This
2698YPAR project has a guided process that allows the students then use their research to
2699develop an action plan to address the problems that they studied. The writing
2700assignments described below are produced through a writer’s workshop process that
2701includes structured brainstorming activities, multiple drafts, peer editing, and publication
2702within the classroom or school.
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2703The following shows how each term in YPAR is operationalized.
2704YOUTH: Young people between the ages of 14 and 24.
2705PARTICIPATORY: All participants, including youth, are seen as experts who all have
2706important experiences and knowledge.
2707ACTION: The goal is to use what youth research to develop a plan of action toward
2708bettering their communities.
2709RESEARCH: A systematic investigation of a problem facing youth.
2710This course implements culturally and community responsive pedagogy by focusing on

2711marginalized histories that are often neglected in mainstream history courses and
2712connecting them to community issues that need to be addressed. Gay (2000) defines
2713culturally responsive teaching as using the cultural knowledge, prior experiences, and
2714performance styles of diverse students to make learning more appropriate and effective
2715for them; it teaches to and through the strengths of these students. Gay (2000) also
2716describes culturally responsive teaching as having these characteristics:
2717Culturally Responsive Pedagogy Course Implementation:
2718  It acknowledges the legitimacy of the cultural heritages of different ethnic groups,
2719 both as legacies that affect students' dispositions, attitudes, and approaches to
2720 learning and as worthy content to be taught in the formal curriculum.
2721  The course would look at the diversity amongst one marginalized subgroup but
2722 also the collective experiences impacted by racism. This is evidenced to the use
2723 of primary sources.
2724  It builds bridges of meaningfulness between home and school experiences as

2725 well as between academic abstractions and lived sociocultural realities.
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2726Sample Lesson 4: Introducing Narratives
2727Theme: Systems of Power
2729To understand dominant narratives about ethnic groups, students must first grasp
2730the concept of a narrative. A narrative is an account of an event or series of events,
2731usually in the form of a story.
2732The story that is told shapes how a person views, or forms an opinion about, the
2733event behind the story.
2734Consider how “conservative” and “liberal” news outlets, for example, often cover the
2735same event but tell completely different stories about it. Depending on which news
2736outlet you read/watch/listen to, you will form an opinion about an event that will vary
2737slightly or greatly from one news outlet to the next. This is because the story that is
2738being told will vary depending on who is telling the story and how they interpret the
2739event. The story told will differ from one source to another in what different
2740storytellers choose to highlight and in whom and what they include and whom and
2741what they leave out.
2742This lesson introduces students to how narratives are formed about events or a
2743people by probing the sources of narratives in two ways: a) identifying who the
2744storyteller is, their prior or preconceived knowledge of the event or person, the
2745assumptions they make, and their personal biases; and b) how different storytellers
2746have interpreted the events or people they’re talking about in what they’ve selected to
2747feature and highlight in the story and what they’ve chosen to leave out.
2748Lesson Objective (Students will be able to...):

2749 ● identify sources of narratives;
2750 ● articulate how narratives are shaped by who is telling the story;
2751 ● explain how what’s featured and left out in a story produces an interpretation;
2752 and
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2753 ● critically evaluate the sources of narratives they come across in their own lives.
2754Key Concepts and Vocabulary:
2755 ● Narrative (an account of an event or series of events, usually in the form of a
2756 story)
2757 ● Bias (an attitude of favor or disfavor toward something or someone)
2758 ● Opinion (a view or judgment formed about something or someone)
2759 ● Perspective (point of view; a particular attitude toward something or someone)
2760 ● Preconceptions (opinions formed prior to actual knowledge or experience)
2761 ● Assumptions (a thing that is accepted as true or as certain to happen, without

2762 proof)
2763Materials:
2764 ● Reflection Worksheet for homework (p. 4)
2765Preparation:
2766 ● Tailor a list of discussion questions for class.
2767 ● Make copies of the Reflection Worksheet for homework (one per student).
2768In-Class Activities:
27691. Activate Prior Knowledge––Write the following questions on the board and ask
2770 students to write down their answers independently. Explain to students that you
2771 will revisit their answers to these questions at the end of class.
2772 ● What does the word “narrative” mean to you?
2773 ● Where do we get information from?
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2774 ● How do we form opinions about events or a people?
2775 ● Do other people’s opinions in narratives influence our behavior?
27762. Comparing Narratives Partner Activity––Pair each student with a classmate.

2777 Within each pair, one student will write an autobiography and the other student will
2778 write a biography of their partner. Give the pairs 15 minutes to write independently.
2779 Once students are done writing, ask each partner to read what they wrote to their
2780 partner. Write the following questions on the board, and ask the pairs to discuss
2781 among themselves:
2782 ● How do the two narratives differ? What is similar about them?
2783 ● What information did the autobiographer choose to highlight about

2784 themselves? What information did their partner highlight?
2785 ● Which biography is more reliable? Can either be seen as an “objective

2786 source”?
27873. Class Discussion about Activity––Bring the class back together and lead a
2788 discussion about their answers to the questions they discussed in their pairs. Use
2789 this activity to open a class discussion about how narratives are shaped by the
2790 assumptions and biases of the author. Explain that the narratives we read or hear
2791 on a daily basis also shape our viewpoints, so we have to be careful to examine
2792 authors’ motivations, underlying assumptions, and bias. Explain to students that
2793 narratives also influence our perceptions of members of different ethnic groups.
2794 Some discussion questions might include:
2795 ● Where do we encounter narratives about other people?
2796 ● What role do prior knowledge, preconceptions, or bias play in shaping

2797 someone’s narrative about other people?
2798 ● How do narratives shape our opinions and affect our behavior towards
2799 others?
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2800 ● What are some examples of narratives about you? How would your parents
2801 or guardians talk about you? How would your siblings, your friends, your
2802 teachers? And why would their narratives about you be different from each
2803 other? And does it influence how they behave towards you?
28044. Revisit Introductory Activity––Ask students to revisit the “Activating Prior

2805 Knowledge” questions that they answered at the beginning of class. Based on what
2806 they learned today, answer the questions again. How has their understanding of
2807 narrative changed? What questions are they left with? What do they want to learn
2808 more about?
2809Homework:
28101. Reflect on Lesson’s Takeaways––Students answer the questions on the

2811 Reflection handout on page 4 to help them consolidate and reflect upon what
2812 they learned in this lesson.
2813Additional Resources:
2814 ● Equality and Human Rights Commission, “Lesson 11 – Influencing

2815 Attitudes” – https://www.equalityhumanrights.com/en/secondary-education-
2816 resources/lesson-plan-ideas/lesson-11-influencing-attitudes
2817 ● UC Berkeley Greater Good Magazine, “How to Avoid Picking Up Prejudice

2818 from the Media” –
2819 https://greatergood.berkeley.edu/article/item/how_to_avoid_picking_up_prej
2820 udice_from_media
2821 ● Fairness & Accuracy in Reporting, “How to Detect Bias in News Media” –
2822 https://fair.org/take-action-now/media-activism-kit/how-to-detect-bias-in-
2823 news-media/
2824 ● Civic Online Reasoning, “News Versus Opinions,” “Who’s Behind the
2825 Information?”, “What’s the Evidence?,” “What do Other Sources Say?”
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2826 “How to Find Better Information Online,” and “Civic Online Reasoning,”
2827 https://cor.stanford.edu/curriculum/
2828 ● Center for Media Literacy, “Questions/ Tips: Media

2829 Deconstruction/Construction Framework”
2830 http://www.medialit.org/sites/default/files/QTIPS%20CHART_1_0.pdf
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2831Reflection Worksheet
2832Please answer each question in two or three sentences. [The suggested answers
2833should, of course, be omitted in the worksheet given to the students.]
28341. Where do we encounter narratives that shape our opinions?

2835 (everywhere, from the people around us to the news to television.)
28362. How does an author’s underlying assumptions shape their narrative?

2837 (It shapes how they interpret information that they’re writing about.)
28383. Why is it important to know the author’s assumptions, preconceptions or

2839 biases in the narrative?
2840 (It helps us understand where they’re coming from and whether we agree with them
2841 or not.)
28424. How do authors demonstrate their opinions in narratives?

2843 (by the choices they make in what they highlight in the story and what voices they
2844 choose to feature)
28455. What questions do you still have about narratives?

2846 (Students will ask: if all narrative is biased, how do I get to the truth of an event or a
2847 group of people?)
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2848Sample Lesson 5: Introducing Dominant Narratives
2851This lesson is modeled on the University of Michigan’s Inclusive Teaching Collaborative

2852(ITC) (https://sites.lsa.umich.edu/inclusive-teaching/) discussion guide on Dominant
2853Narratives (https://sites.lsa.umich.edu/inclusive-teaching/sample-activities/dominant-
2854narratives/). According to the ITC, a dominant narrative is “an explanation or story that
2855is told in service of the dominant social group’s interests and ideologies. It usually
2856achieves dominance through repetition, the apparent authority of the speaker (often
2857accorded to speakers who represent the dominant social groups), and the silencing of
2858alternative accounts. Because dominant narratives are so normalized through their
2859repetition and authority, they have the illusion of being objective and apolitical, when in
2860fact they are neither.”60 This lesson plan is designed to teach students how to identify
2861and critically evaluate dominant narratives they encounter in their daily lives. This
2862lesson plan also addresses the role of power in perpetuating dominant narratives and
2863determining who benefits from or is harmed by the persistence of these narratives.

2865 ● identify examples of dominant narratives;
2866 ● critically interrogate authoritative sources of information;
2867 ● recognize bias in dominant narratives;
2868 ● question whose voices are missing from dominant narratives and why; and
2869 ● articulate how dominant narratives benefit dominant groups and harm oppressed
2870 groups.
2871Key Concepts and Vocabulary:
2872 ● Dominant Narrative (an explanation or story that is told in service of the dominant
60
304 “Dominant Narratives,” Inclusive Teaching Collaborative (University of Michigan),
305accessed September 6, 2020, https://sites.lsa.umich.edu/inclusive-teaching/sample-
306activities/dominant-narratives/
307
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2873 social group’s interests and ideologies)
2874 ● Power (political or social authority)
2875 ● Authority (the power or ability to make rules and influence others)
2876 ● Oppression (unjust treatment of and control over an individual or group)
2877 ● Normalization (making something conform to, or reducing something to a norm or
2878 standard)
2879Materials:
2880 ● Chimamanda Ngozi Adichie’s Ted Talk “The Danger of a Single Story”
2881 (https://sites.lsa.umich.edu/inclusive-teaching/sample-activities/dominant-
2882 narratives/)
2883 ● “What is a Dominant Narrative?” handout (page 6)
2884 ● Note-taking sheet for class discussion (page 7)
2885Preparation:
2886 ● Make copies of “What is a Dominant Narrative?” handout (one per student)
2887 ● Make copies of note-taking sheet (one per student)
2888 ● Visit WordClouds (https://www.wordclouds.com/) to prepare for the in-class
2889 introductory activity
2890In-Class Activities:
2891 1. Activate Prior Knowledge––Begin by writing the words “Dominant Narrative”

2892 on the whiteboard. Ask students to say what words or phrases come to their
2893 mind when they hear the term “dominant narrative.” Using WordClouds
2894 (https://www.wordclouds.com/), create a word cloud based on the students’
2895 answers. You will create another word cloud at the end of the class to compare
2896 how students' understanding of dominant narratives has progressed through
2897 the lesson.
2898 2. Show Chimamanda Ngozi Adichie’s Ted Talk “The Danger of a Single
2899 Story”
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2900 (https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_singl
2901 e_story?language=en&t-261411)––This Ted Talk further explores the
2902 concept of dominant narratives by explaining the damaging effects of being
2903 exposed to only one powerful narrative. This video will help students to
2904 recognize one-sided perspectives, missing voices, and bias in the dominant
2905 narratives they encounter about ethnic groups.
2906 3. Class Discussion about Narrative, Perspective, and Power––Lead a class

2907 discussion based on the main takeaways from Adichie’s Ted Talk to help
2908 students understand the importance of critically engaging with and interrogating
2909 the dominant narratives they come across in their daily lives.
2910 4. Class Discussion on Confronting Dominant Narratives––Write an example

2911 of a contemporary dominant narrative on the whiteboard. Some examples
2912 could include:
2913 ○ “America is a land of equal opportunity. If someone does not succeed,

2914 it is because they did not try hard enough.”
2915 ○ “South and Central American migrants come to the United States to
2916 get free public benefits and take American jobs.”
2917 5. (Note: you may also want to ask students to brainstorm examples of dominant
2918 narratives that they have heard of, but only do so if you believe your students
2919 have the appropriate maturity to do this). Some of these examples may be
2920 uncomfortable for students. As the class facilitator, try to create an accepting
2921 environment where students feel “comfortable being uncomfortable” but never
2922 feel unsafe or triggered. Students are exposed to dominant narratives like the
2923 ones above in many different settings of their lives, so the goal of this lesson is
2924 to help students explicitly identify these narratives in order to confront them. In
2925 other words, students must recognize and understand dominant narratives
2926 before they can contribute to changing them.
2927 Lead a class discussion around the example you wrote on the board. Guiding
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2928 questions may include:
2929 ● Have you ever heard this narrative? If so, where?

2930 ● Whom does this narrative serve? (or who benefits from this narrative?)
2931 ● Whom does this narrative harm?
2932 ● What assumptions are being made?
2933 ● What stereotypes are being used?
2934 ● Whose perspective is represented by this narrative?
2935 ● What narratives or perspectives is it trying to silence?
2936 ● Why do you suppose this narrative has power?
2937 ● What is your personal reaction to this narrative?
2938 ● How has this narrative impacted you? Do you benefit from it? Does it
2939 harm you?
2940 ● How have you participated in or resisted this narrative?
2941 6. Group Break-Out Reading––Provide each student with a copy of the “What is
2942 a Dominant Narrative?” article and the note-taking sheet. Explain that this
2943 article will help students deepen their understanding of how dominant
2944 narratives function and why they are so persistent. Divide the class into groups
2945 of three or four students. Ask the students to read the article with their group
2946 members and take notes on the provided note-taking sheet.
2947 7. Reflective Discussion––After students have finished reading and taking

2948 notes, bring the class back together to lead a reflective discussion about the
2949 main takeaways from the article and from the earlier class discussion. Guiding
2950 questions may include:
2951 ● How has your understanding of dominant narratives changed?

2952 ● How do dominant narratives benefit dominant groups?
2953 ● How do dominant narratives harm oppressed groups?
2954 ● What are some ways we can challenge dominant narratives?
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2955 ● What questions do you still have? What more would you like to
2956 learn about dominant narratives?
2957 8. Reflective Activity––Now that students have a better understanding of

2958 dominant narratives, ask students to say what words or phrases come to their
2959 mind when they hear the term “dominant narrative.” Using WordClouds
2960 (https://www.wordclouds.com/), create a word cloud based on the students’
2961 answers. Compare this word cloud with the one created at the beginning of
2962 class to help students visualize how their understanding of dominant narratives
2963 has progressed through the lesson.
2964Homework:
2965 1. Create a Reference Guide––Ask students to create a reference guide for

2966 how to evaluate the various narratives they encounter in their lives. Students
2967 should use this homework assignment to design a plan for how to determine a
2968 narrative’s reliability, motivation, and bias. If students need inspiration, refer
2969 them to the Lateral Reading (https://cor.stanford.edu/curriculum/lessons/intro-
2970 to-lateral-reading/?cuid=teaching-lateral-reading) technique or to the
2971 discussion questions presented in class.
2973 ● University of Michigan’s Inclusive Teaching Collaborative, “Dominant

2974 Narratives” – https://sites.lsa.umich.edu/inclusive-teaching/sample-
2975 activities/dominant-narratives/
2976 ● Reclaim Philadelphia, “What is a Dominant Narrative?” by Kelly Morton –
2977 https://www.reclaimphiladelphia.org/blog/2019/2/11/what-is-a-dominant-
2978 narrative
2979 ● Teaching Tolerance, “Shifting Out of Neutral” by Jonathan Gold –
2980 http://www.tolerance.org/sites/default/files/general/TT52_Shifting%20Out%20of
2981 %20Neutral.pdf
2982 ● Teaching Tolerance, “The Danger of a Single Story” by
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2983 Jonathan Gold – https://www.tolerance.org/magazine/the-
2984 danger-of-a-single-story
2985 ● Culturally Responsive Teaching & the Brain, “The First Six Weeks--Create a
2986 Counter Narrative” by Zaretta Hammond – https://crtandthebrain.com/the-first-
2987 six-weeks_create-a-counter-narrative/
2988 ● Journal of Language & Literacy Education, “Disrupting the Dominant Narrative:
2989 Beginning English Teachers’ Use of Young Adult Literature and Culturally
2990 Responsive Pedagogy” by Elsie Lindy Olan & Kia Jane Richmond –
2991 http://jolle.coe.uga.edu/wp-content/uploads/2017/11/Olan_JoLLE2017.pdf
2992 ● Facing History and Ourselves, “Teaching with The 1619 Project in Ethnic
2993 Studies” by Kimberly Young – https://lanetwork.facinghistory.org/teaching-
2994 with-the-1619-project-in-ethnic-studies
2995 ● Opportunity Agenda, “Vision, Values, and Voice: A Communications
2996 Toolkit” https://www.opportunityagenda.org/sites/default/files/2019-
2997 05/2019.05.06%20Toolkit%20Without%20Comic%20Book.pdf
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2998What is a Dominant Narrative?
2999 Every day we encounter narratives that shape the way we view the world around
3000 us. The narratives we hear or read every day on the news or in movies and books
3001 often represent the voices or perspectives of a society’s dominant group. These
3002 narratives therefore often portray information in a way that is meant to serve the
3003 dominant social group’s interests. These narratives are called “dominant
3004 narratives.”
3005 Dominant narratives “achieve dominance through repetition, the apparent

3006 authority of the speaker (often accorded to speakers who represent the
3007 dominant social groups), and the silencing of alternative accounts.” 61 Dominant
3008 narratives are normalized by being presented as objective facts.
3009 According to Kelly Morton, an activist from Philadelphia, “narratives around

3010 gender roles, body types, power, family, immigration, age, ability are all around
3011 us. They repeat to us who is dangerous, who is a hard worker, who is lazy, who
3012 is attractive, who deserves power. Even if we become aware of them and resist
3013 them, the world around us is still playing them on loop and holding us to those
3014 narratives.”62
3015 Even though everyday people’s experiences often contradict the information
3016 dominant narratives tell us, dominant narratives are so powerful because they
3017 are repeated with the clout of authority that comes with a mainstream source.
3018 Think of the American government: many Americans see the government as a
3019 credible source of information, so when a governmental official tells us
3020 something, we tend to believe it. This information is often presented as apolitical,
3021 objective truth, but often governmental officials have motivations for telling us
3022 certain information or framing a policy in a certain light.
31461 “Dominant Narratives,” Inclusive Teaching Collaborative (University of Michigan),

315accessed September 6, 2020, https://sites.lsa.umich.edu/inclusive-teaching/sample-
316activities/dominant-narratives/.
31762 Kelly Morton, “What Is a Dominant Narrative?” Reclaim Philadelphia, February 11,
3182019, https://www.reclaimphiladelphia.org/blog/2019/2/11/what-is-a-dominant-narrative .
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3023 For example, the harmful “War on Drugs” campaign began in the 1970s. The
3024 government framed this initiative as an attempt to create law and order and
3025 combat a drug epidemic by increasing prison sentences for drug-related
3026 offenses.63 The dominant narrative of the “War on Drugs” was that drug dealers
3027 and users were causing violence, poverty, and addiction in cities across the
3028 country. In actuality, this narrative was used to justify disproportionate arrests of
3029 communities of color, even though Blacks and Whites use drugs at similar rates.
3030 These discriminatory policies were meant to perpetuate racialized social
3031 control.64
3032 Dominant narratives in the United States often target non-White ethnic groups who
3033 face oppression at the hands of the dominant social group. We must constantly be
3034 vigilant when we read the news, study our textbooks, watch movies, or listen to
3035 politicians. Dominant narratives are so pervasive because they are everywhere
3036 and are repeated by the illusion of authority that comes with mainstream media,
3037 educational, and governmental sources. When we encounter dominant narratives,
3038 we must always ask “what is the motivation behind this narrative?” and “whose
3039 voice or voices am I missing?”
32063 Betsy Pearl, “Ending the War on Drugs: By the Numbers,” Center for American
321Progress, June 27, 2018, https://www.americanprogress.org/issues/criminal-
322justice/reports/2018/06/27/452819/ending-war-drugs- numbers/.
32364 “Parallels Between Mass Incarceration and Jim Crow,” Teaching Tolerance (Southern
324Poverty Law Center), accessed September 7, 2020,
325https://www.tolerance.org/classroom-resources/tolerance-lessons/parallels- between-
326mass-incarceration-and-jim-crow.
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3040“What is a Dominant Narrative?” Note-taking Sheet
30411. What is a dominant narrative?
30422. Whom do dominant narratives serve?
30433. How do dominant narratives achieve their dominance? (If you aren’t familiar with
3044 the term “normalize,” look up a definition.)
30454. Where do we often find dominant narratives?
30465. What should we do when we encounter dominant narratives?
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3047African American Studies
3048Sample Lesson 6: Classical Africa and Other Major Civilizations

3049Theme: Identity
3050Disciplinary Area: African American Studies
3051Ethnic Studies Values and Principles Alignment: 1, 2, 3 ,4
3053HSS 10.4
3054CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking: 1, 2, 3; Historical
3055Research, Evidence, and Point of View: 4 Historical Interpretation 4; Historical
3056Interpretation: 3, 4
3057CA CCSS for ELA/Literacy: SL9–10.4, SL.9–10.5, SL11–12.4, SL11–12.5
3058CA ELD Standards: 1.1, 1.2, 1.5, 1.10

3060Students will explore the classical African backgrounds of African Americans, perhaps
3061giving them the first information about the origin of African civilization. They will examine
3062the beginning of writing, mathematics, architecture, and medicine in the Nile Valley
3063civilization, specifically Kemet, Nubia, and Axum. Students will also be introduced to
3064other major African civilizations such as ancient Ghana, Mali, Songhay, Yoruba, Kongo
3065and Zimbabwe. Students will conduct research on numerous topics surrounding the
3066emergence of cultural forms, musical and dance, philosophies, political organization,
3067and art and philosophy in the Nile Valley cluster of civilizations as well as the West and
3068Southern African civilizations. Students will be exposed to African philosophers such as
3069Ptahhotep, Imhotep, Akhenaten, and Merikare. Among the themes of this course will be
3070the origin of the universe, that is, the creation myths from ancient Kemet, the ethical
3071concept of Maat as an African cultural concept and its use as a philosophy underpinning
3072social development. Maat represents balance, truth, harmony, and justice. Female and
3073male roles in across ancient African society were based on the principles of Maat.
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3074Women have played central leadership roles in classical African civilization. Students
3075will be asked to think about how the people of Axum built stelae as examples of
3076historical memory.
3077Key Terms and Concepts: civilization, culture, philosophy, architecture, Maat, Nile
3078Valley

3080 1. understand the importance of culture to African values and beliefs;
3081 2. develop an understanding and analyze the classical history of African people;
3082 3. identify how African classical cultures set the models for future civilizations in
3083 terms of philosophy, architecture, medicine, spirituality, and mathematics; and
3084 4 understand the relationship to Africa of all people and the nature of world
3085 development from an African perspective which challenges the particular racial
3086 constructions of enslavement, colonialization, and imposition on African women,
3087 men and children. Thus, students will be able to deconstruct racial imaginations
3088 regarding their common humanity.
3090 1. What were the antecedents to the Classical African civilizations? Use references
3091 to archaeological creations such as Inzalo Y’Langa, or Adam’s Calendar, as a
3092 point of departure to examine the ancient past of Africa.
3093 2. How did Africans in the Americas and many in Africa lose sight of their contact
3094 with their own classical past? How was it erased, distorted, and colonized?
3095 3. What is the point of today’s modern African Americans making links to their
3096 African cultural past?
3098 1. To access this lesson, have the students think of something in today’s society
3099 that came from Africa. Prompt them with the Washington monument (show
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3100 image if possible) then show image of the obelisks of Egypt and Ethiopia
3101 (Aksum, also spelled Axum). Use the pyramid on the back of the dollar bill to let
3102 them know it is an African architectural design. Think of other connections, the
3103 calendar, and the 24-hour day.
3104 2. Begin the lesson by discussing why Inzalo Y’Langa, popularly named Adam’s
3105 Calendar, is called the oldest human made structure in the world? Show on the
3106 map where it is located in southern Africa and point out that even if it is not more
3107 than 100,000 years old as suggested, it is still older than the Great Pyramid on
3108 the same continent and Stonehenge in England.
3109 3. From the map of Africa point to the Nile Valley and explain the fact that the Nile
3110 River, the earth’s longest flows through only one continent, Africa. Explain to the
3111 students that the Nile River runs down to the Mediterranean from the up in the
3112 interior of Africa around Uganda and Rwanda, almost touching the other great
3113 river of Africa, the Congo.
3114 4. Engage students in a study of the history of the Sahara Desert, the world’s
3115 largest, showing how it was not always a massive desert and that humans in the
3116 past had occupied it for thousands of years.
3117 5. Divide the students into three groups and assign each group a civilization to
3118 report on (e.g., Kemet, Nubia, Axum). Each group is responsible for researching
3119 the following:
3120 a. Describe the region where the civilization is located by stating on what
3121 continent it is found, its chronology, that is, when was it developed, its major
3122 contributions that could be considered permanent, and identify the people
3123 who may have been influenced in language, customs, and traditions by this
3124 civilization.
3125 b. Allow the students to choose one of these cultures—Yoruba, Zimbabwe, or

3126 Asante—and ask them to write a two-page narrative of the history of the
3127 people.
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3128 c. What were the borders, as far as scholars are concerned, of these
3129 civilizations? What other kingdoms, empires, or nations were connected to
3130 them?
3131 d. Show evidences of the impact of these civilizations in contemporary life in the
3132 United States that might be invisible to most people. Do you see pyramids
3133 anywhere? For example, the American dollar has a pyramid on it. Anywhere
3134 else? What does the Washington monument look like when you think of
3135 ancient Axum or Kemet?

3137 Students will research examples of American and European museums with African
3138 art. Have students write about the Boston Museum’s Nubian collection, the Brooklyn
3139 Museum’s Egyptian collection, and the UCLA’s African Art collection.
3140 Students will complete their own collages of photos and information they have
3141 learned from reading materials and will be asked to divide into three groups where
3142 some students will be producers-designers, others will be writers of the script, and
3143 others class presenters of the information.

3145Print Sources:
3146Asante, Molefi Kete, The History of Africa.3rd edition. New York: Routledge, 2019.
3147Asante, Molefi Kete, Classical Africa. Saddle Brook, NJ. Peoples Education Holdings.
3148Asante, Molefi Kete. Egyptian Philosophers. Chicago: African American Images, 2011.
3149Brophy, Thomas, and Robert Bauval, Black Genesis
3150Videos:
3151Senegal: https://www.youtube.com/watch?v=9o7S0l7Q76w
3152Adam’s Calendar: https://www.youtube.com/watch?v=NH1wgwe6udo
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3153Ancient Egypt: https://www.youtube.com/watch?
3154v=hO1tzmi1V5g&list=PL9HP4__K2t69XXOkGHvWeaJY75AWeSnBl&index=99
3155Kush: https://youtu.be/CwaP1kyAqqo
3156Nubia: https://www.youtube.com/watch?v=WEQP-q4zQ9A
3157Axum: https://youtu.be/ad-k2nwJGZw?t=79
3158Yoruba: https://www.youtube.com/watch?v=g-fMG1XTZzs
3159Asante: https://www.youtube.com/watch?v=5RKNMLn3zcA
3160Great Zimbabwe: https://www.youtube.com/watch?v=CdKD4-fVnyE
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3161Sample Lesson 7: US Housing Inequality: Redlining and Racial Housing
3162Covenants
3165Ethnic Studies Values and Principles Alignment: 4, 6
3167CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1, 3, 4; Historical
3168Interpretation 1, 2, 3, 5
3169CA CCSS for ELA/Literacy: RH.9–10.1, 2, 4, 7; WHST.9–10. 6, 7

3172This lesson introduces students to the process of purchasing a home, while addressing
3173the history of US housing discrimination. Students will learn about redlining, racial
3174covenants, and better understand why African Americans, as well as other racial and
3175religious minorities, have faced housing discrimination and have historically settled in
3176certain neighborhoods, whether voluntarily or involuntarily. Additionally, students will be
3177able to better contextualize the state’s current housing crisis. With regards to skills,
3178students will analyze primary source documents like original house deeds, conduct
3179research (including locating US census data), and write a brief research essay or
3180complete a presentation on their key findings.
3181Key Terms and Concepts: segregation, racial housing covenants, gentrification,

3182redlining

3184 1. draw connections between what they learned from the lesson overview, A Raisin
3185 in the Sun, and their own narratives, highlighting the overarching theme of
3186 housing inequality;
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3187 2. understand how housing inequality has manifest in the form of institutional racism
3188 through racial housing covenants, redlining, and other forms of legalized
3189 segregation;
3190 3. engage and comprehend contemporary language being used to describe the
3191 current housing crisis and the history of racial housing segregation (i.e.,
3192 gentrification, resegregation, and redlining); and
3193 4. analyze Lorraine Hansberry’s play, A Raisin in the Sun, identifying key themes as
3194 they relate to housing discrimination, and become familiar with the use of
3195 dramatic devices in written plays.
3197 1. How are wealth and housing inequality connected?
3198 2. How is housing discrimination and segregation a form of institutional racism?
3200 1. Introduce the lesson by posting the definition of “racial housing covenants” and
3201 “redlining” to engage students in a discussion on the housing conditions African
3202 Americans often encounter in urban cities, both in the past and currently.
3203 2. Provide an abbreviated walk-through of how to purchase a home (identifying a

3204 realtor, finding a lender, mentioning the Federal Housing Administration and loan
3205 underwriters, etc.). See videos in resources section for more context.
3206 a. Request for students to research and find evidence of how African
3207 Americans have historically been subjected to housing discrimination. If
3208 necessary, provide the examples of the Federal Housing Administration’s
3209 refusal to underwrite loans for African Americans looking to purchase
3210 property in white neighborhoods through 1968, and the California Rumford
3211 Fair Housing Act (1963–1968) as back up information. Furthermore,
3212 request for more contemporary examples of housing discrimination
3213 against African Americans. Provide backup information on the
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3214 disproportionate provision of poor quality housing loans (subprime) to
3215 African Americans (which ultimately resulted in many African American
3216 families losing their homes during the 2008 economic crash and
3217 recession), if needed (the use of primary sources such as digital maps are
3218 suggested for this part of the lesson).
3219 3. Consider using Lorraine Hansberry’s A Raisin in the Sun as a supporting text.
3220 Have students read Act II Scene III. Following the in-class reading, ask students
3221 to reflect on Mr. Lindner’s character and how he is connected to the larger
3222 discussion of housing inequality. How is Mr. Lindner aiding in housing
3223 discrimination?
3224 4. After completing A Raisin in the Sun, continue to build on this lesson by
3225 introducing students to “Mapping Inequality” and “T-Races,” two digital mapping
3226 websites that include primary sources on redlining and racial housing covenants
3227 in the US. Then provide students with an overview of the two websites,
3228 highlighting the various features and resources.
3229 5. For the culminating activity, assign students into pairs where they are tasked with
3230 delving into the “Mapping Inequality” and “T-Races” archives. After identifying a
3231 California city (must be a city that is on the T-RACES digital archive) that each
3232 pair would like to study, they should be tasked with completing the following over
3233 two weeks:
3234 a. Describe how race factors into the makeup of the city being studied.
3235 b. Identify any racial housing covenants for the city being studied.
3236 c. List any barriers that may have limited African Americans from living in
3237 certain neighborhoods within the city.
3238 d. Identify areas where African Americans were encouraged to live or where
3239 they were able to create racial enclaves.
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3240 e. Identify current US Census data and housing maps on how the
3241 city/neighborhoods look now, specifically noting racial demographics.

3243Chapter 14 of the framework includes an outline of an elective ethnic studies course.
3244This course outline includes a classroom example (page 313) where students engage in
3245an oral history project about their community. This example includes discussion of
3246redlining and other policies that resulted in “white flight” and the concentration of
3247communities of color into certain neighborhoods.
3248Teachers can expand upon the current lesson by using this example, and connecting it
3249to the themes described in this model curriculum.

3251 Students will conduct research (identifying primary sources) on the history of
3252 housing discrimination and redlining across California cities, some of the housing
3253 issues today, and how different ethnic groups are impacted.
3254 Students will write a standard four-paragraph essay or 5–7 minute oral presentation
3255 on their research findings.
3256 Have students reflect on how this history of housing discrimination has (or has not)
3257 impacted their own families’ housing options and livelihoods.
3258 Students will share their research findings with an audience such as, family,
3259 community members, online, elected officials, etc.

3261 A Raisin in the Sun by Lorraine Hansberry
3262 Mapping Inequality: https://dsl.richmond.edu/panorama/redlining/#loc=5/39.105/-

3263 94.583andopacity=0.8
3264 T-RACES Archive: http://salt.umd.edu/T-RACES/
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3265 The Case of Dorothy J. Mulkey: https://www.kcet.org/shows/lost-la/how-one-oc-
3266 woman-took-her-fight-for-fair-housing-all-the-way-to-the-supreme-court-and
3267Race – The Power of an Illusion: https://www.pbs.org/race/000_General/000_00-

3268Home.htm Vignette
3269A Raisin in the Sun by Lorraine Hansberry
3270Act II Scene Three
3271Man in a business suit holding his hat and a briefcase in his hand and consulting a
3272small piece of paper)
3273MAN Uh—how do you do, miss. I am looking for a Mrs.—(He looks at the slip of paper)
3274Mrs. Lena Younger? (He stops short, struck dumb at the sight of the oblivious WALTER
3275and RUTH)
3276BENEATHA (Smoothing her hair with slight embarrassment) Oh—yes, that’s my

3277mother. Excuse me (She closes the door and turns to quiet the other two) Ruth! Brother!
3278(Enunciating precisely but soundlessly: “There’s a white man at the door!” They stop
3279dancing, RUTH cuts off the phonograph, BENEATHA opens the door. The man casts a
3280curious quick glance at all of them) Uh—come in please.
3281MAN (Coming in) Thank you.
3282BENEATHA My mother isn’t here just now. Is it business?
3283MAN Yes … well, of a sort.
3284WALTER (Freely, the Man of the House) Have a seat. I’m Mrs. Younger’s son. I look
3285after most of her business matters. (RUTH and BENEATHA exchange amused glances)
3286MAN (Regarding WALTER, and sitting) Well—My name is Karl Lindner …
3287WALTER (Stretching out his hand) Walter Younger. This is my wife—(RUTH nods
3288politely)—and my sister.
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3289LINDNER How do you do.
3290WALTER (Amiably, as he sits himself easily on a chair, leaning forward on his knees
3291with interest and looking expectantly into the newcomer’s face) What can we do for you,
3292Mr. Lindner!
3293LINDNER (Some minor shuffling of the hat and briefcase on his knees) Well—I am a
3294representative of the Clybourne Park Improvement Association—
3295WALTER (Pointing) Why don’t you sit your things on the floor?
3296LINDNER Oh—yes. Thank you. (He slides the briefcase and hat under the chair) And
3297as I was saying—I am from the Clybourne Park Improvement Association and we have
3298had it brought to our attention at the last meeting that you people—or at least your
3299mother—has bought a piece of residential property at—(He digs for the slip of paper
3300again)—four o six Clybourne Street …
3301WALTER That’s right. Care for something to drink? Ruth, get Mr. Lindner a beer.
3302LINDNER (Upset for some reason) Oh—no, really. I mean thank you very much, but no
3303thank you.
3304RUTH (Innocently) Some coffee?
3305LINDNER Thank you, nothing at all. (BENEATHA is watching the man carefully)
3306LINDNER Well, I don’t know how much you folks know about our organization. (He is a
3307gentle man; thoughtful and somewhat labored in his manner) It is one of these
3308community organizations set up to look after—oh, you know, things like block upkeep
3309and special projects and we also have what we call our New Neighbors Orientation
3310Committee …
3311BENEATHA (Drily) Yes—and what do they do?
3312LINDNER (Turning a little to her and then returning the main force to WALTER) Well—
3313it’s what you might call a sort of welcoming committee, I guess. I mean they, we—I’m
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3314the chairman of the committee—go around and see the new people who move into the
3315neighborhood and sort of give them the lowdown on the way we do things out in
3316Clybourne Park.
3317BENEATHA (With appreciation of the two meanings, which escape RUTH and
3318WALTER) Un-huh.
3319LINDNER And we also have the category of what the association calls—(He looks
3320elsewhere)—uh—special community problems …
3321BENEATHA Yes—and what are some of those?
3322WALTER Girl, let the man talk.
3323LINDNER (With understated relief) Thank you. I would sort of like to explain this thing in
3324my own way. I mean I want to explain to you in a certain way.
3325WALTER Go ahead.
3326LINDNER Yes. Well. I’m going to try to get right to the point. I’m sure we’ll all appreciate
3327that in the long run.
3328BENEATHA Yes.
3329WALTER Be still now!
3330LINDNER Well—
3331RUTH (Still innocently) Would you like another chair—you don’t look comfortable.
3332LINDNER (More frustrated than annoyed) No, thank you very much. Please. Well—to
3333get right to the point I—(A great breath, and he is off at last) I am sure you people must
3334be aware of some of the incidents which have happened in various parts of the city
3335when colored people have moved into certain areas—(BENEATHA exhales heavily and
3336starts tossing a piece of fruit up and down in the air) Well—because we have what I
3337think is going to be a unique type of organization in American community life—not only
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3338do we deplore that kind of thing—but we are trying to do something about it.
3339(BENEATHA stops tossing and turns with a new and quizzical interest to the man) We
3340feel— (gaining confidence in his mission because of the interest in the faces of the
3341people he is talking to)—we feel that most of the trouble in this world, when you come
3342right down to it—(He hits his knee for emphasis)—most of the trouble exists because
3343people just don’t sit down and talk to each other.
3344RUTH (Nodding as she might in church, pleased with the remark) You can say that
3345again, mister.
3346LINDNER (More encouraged by such affirmation) That we don’t try hard enough in this
3347world to understand the other fellow’s problem. The other guy’s point of view.
3348RUTH Now that’s right. (BENEATHA and WALTER merely watch and listen with
3349genuine interest)
3350LINDNER Yes—that’s the way we feel out in Clybourne Park. And that’s why I was
3351elected to come here this afternoon and talk to you people. Friendly like, you know, the
3352way people should talk to each other and see if we couldn’t find some way to work this
3353thing out. As I say, the whole business is a matter of caring about the other fellow.
3354Anybody can see that you are a nice family of folks, hard working and honest I’m sure.
3355(BENEATHA frowns slightly, quizzically, her head tilted regarding him) Today everybody
3356knows what it means to be on the outside of something. And of course, there is always
3357somebody who is out to take advantage of people who don’t always understand.
3358WALTER What do you mean?
3359LINDNER Well—you see our community is made up of people who’ve worked hard as
3360the dickens for years to build up that little community. They’re not rich and fancy people;
3361just hard-working, honest people who don’t really have much but those little homes and
3362a dream of the kind of community they want to raise their children in. Now, I don’t say
3363we are perfect and there is a lot wrong in some of the things they want. But you’ve got
3364to admit that a man, right or wrong, has the right to want to have the neighborhood he
3365lives in a certain kind of way. And at the moment the overwhelming majority of our
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3366people out there feel that people get along better, take more of a common interest in the
3367life of the community, when they share a common background. I want you to believe me
3368when I tell you that race prejudice simply doesn’t enter into it. It is a matter of the people
3369of Clybourne Park believing, rightly or wrongly, as I say, that for the happiness of all
3370concerned that our Negro families are happier when they live in their own communities.
3371BENEATHA (With a grand and bitter gesture) This, friends, is the Welcoming
3372Committee!
3373WALTER (Dumbfounded, looking at LINDNER) IS this what you came marching all the
3374way over here to tell us?
3375LINDNER Well, now we’ve been having a fine conversation. I hope you’ll hear me all
3376the way through.
3377WALTER (Tightly) Go ahead, man.
3378LINDNER You see—in the face of all the things I have said, we are prepared to make
3379your family a very generous offer …
3380BENEATHA Thirty pieces and not a coin less!
3381WALTER Yeah?
3382LINDNER (Putting on his glasses and drawing a form out of the briefcase) Our
3383association is prepared, through the collective effort of our people, to buy the house
3384from you at a financial gain to your family.
3385RUTH Lord have mercy, ain’t this the living gall!
3386WALTER All right, you through?
3387LINDNER Well, I want to give you the exact terms of the financial arrangement—
3388WALTER We don’t want to hear no exact terms of no arrangements. I want to know if

3389you got any more to tell us ’bout getting together?
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3390LINDNER (Taking off his glasses) Well—I don’t suppose that you feel …
3391WALTER Never mind how I feel—you got any more to say ’bout how people ought to sit
3392down and talk to each other? … Get out of my house, man. (He turns his back and
3393walks to the door)
3394LINDNER (Looking around at the hostile faces and reaching and assembling his hat
3395and briefcase) Well—I don’t understand why you people are reacting this way. What do
3396you think you are going to gain by moving into a neighborhood where you just aren’t
3397wanted and where some elements—well—people can get awful worked up when they
3398feel that their whole way of life and everything they’ve ever worked for is threatened.
3399WALTER Get out.
3400LINDNER (At the door, holding a small card) Well—I’m sorry it went like this.
3401WALTER Get out.
3402LINDNER (Almost sadly regarding WALTER) You just can’t force people to change their
3403hearts, son. (He turns and put his card on a table and exits. WALTER pushes the door
3404to with stinging hatred, and stands looking at it. RUTH just sits and BENEATHA just
3405stands.
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3406Sample Lesson 8: An Introduction to African American Innovators
3407Theme: Identity
3409Ethnic Studies Values and Principles Alignment: 1, 2, 3 ,4
3411HSS 10.3, 11.5, 11.10, 12.4
3412CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking: 2; Historical
3413Research, Evidence, and Point of View: 4; Historical Interpretation: 4
3414CA CCSS for ELA/Literacy: SL9–10.4, SL.0–10.5, SL11–12.4, SL.11–12.5
3415CA ELD Standards: 1.1, 1.2, 1.5, 1.10

3417This lesson guides students to explore some of the African American contributions to
3418the United States. Students will be introduced to and explore the contributions of African
3419Americans in science, technology, engineering and mathematics (STEM), literature and
3420journalism, education, government and business/entrepreneurship.
3421Key Terms and Concepts: technology, science, innovation, space, journalism, literature
3422and literary genres, armed forces, government, business, entrepreneurship, ingenuity,
3423segregation, economic advancement, Harlem Renaissance, Jim Crow

3425 1. develop research questions in order to conduct exploratory research into
3426 historical events and figures;
3427 2. interpret historical narratives in order to develop a more robust understanding of

3428 historical events and figures;
3429 3. learn from each other by presenting the histories and contributions of African
3430 Americans that are often unknown or often untold. Explain the role African
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3431 Americans have played in the advancement of the science, technology and other
3432 areas in the American society;
3433 4. strengthen their public speaking skills through presenting their research findings;
3434 5. build upon interpersonal communication skills in order to adequately receive and
3435 convey information; and
3436 6. compile research and information in order to create a visual presentation or

3437 display of a historical event or figure.
3439 1. What contributions have African Americans made to the United States, and how
3440 has society benefited from them?
3441 2. Why are some of these contributions not widely known?
3442 3. How can these contributions be given greater recognition in society today?
3444Part 1: Research Presentation
3445 1. Develop an electronic visual presentation for the lesson opening that shows
3446 images of various contributions in the five areas of science and mathematics,
3447 literature and journalism, education, government, and business/entrepreneurship.
3448 The presentation ends with the quote: “There is nothing new in the world except
3449 the history you do not know.” Harry S. Truman 33rd President of the United
3450 States. As students view the presentation invite them to write down what they
3451 know and what they want to know about the images.
3452 2. Introduce the lesson by asking students what they believe all of these things
3453 have in common. This should be a class conversation.
3454 3. Present the five stations of African American contributions, being sure to connect
3455 them with the images and discussions from steps 1 and 2.
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3456 4. Invite students to explore the five stations in the in-person or virtual classroom
3457 and view the introductory resources on each topic. As students view the
3458 introductory resources, they write down their learnings as well as their
3459 wonderings and identify one station further research.
3460 5. Students should find additional sources of information on their topic of choice to
3461 conduct further research.
3462 6. After students have completed their exploration of the different stations, they
3463 should compose a written response to the three essential questions that includes
3464 information they have learned from the lesson. Students should be encouraged
3465 to identify possible topics or areas of focus for further research in their
3466 responses. Time permitting, students can share these responses in small groups
3467 or with a partner.
3468Part 2: Museum Curation
3469 1. Review the five stations that were discussed in Part 1. Then ask students to
3470 briefly discuss Essential Questions 1–3.
3471 2. After the discussion, transition to discussing the value of museums as a way to
3472 bring the contributions of African Americans to the broader society. Provide
3473 examples of the African American Museum in DC and other museums or public
3474 displays in the local or surrounding areas. Also provide some examples of digital
3475 museum exhibits for local and national collections.
3476 3. Introduce the project: museum curation. Each student will be creating a museum
3477 exhibit based on one historical figure or contribution from the stations that they
3478 explored previously. Instruct students to look for primary and secondary sources
3479 that can teach them more about their subject. These sources could be texts or
3480 oral histories found in the available databases. Students can also interview
3481 experts to gather more information. Interviews can be conducted in person or
3482 remotely.
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3483 4. After introducing the project and providing examples of museum exhibits, provide
3484 an overview of the expectations for the research and presentations. Discuss the
3485 types of equipment and materials students will need; help students understand
3486 the difference between secondary and primary sources.
3487 5. Allow the use of the next few class periods for students to conduct further
3488 research. Assist students with narrowing or broadening their research topic
3489 based on the amount of available information available on their topic of choice.
3490 a. Students may use relevant resources that they discovered during the first
3491 part of this lesson.
3492 b. For more rigor, students can be required to have a specific number of
3493 primary sources and secondary sources.
3494 6. Once students have completed their research, ask students to create their own
3495 museum exhibit complete with pictures and artifacts related to their topic. The
3496 resources that they collected should be used as source materials for their exhibit.
3497 a. The exhibit should have at least one picture of the subject and a written
3498 description of the exhibit.
3499 7. Students will develop a presentation to describe their learnings from their station
3500 and their historical even or figure. Each presentation should be no more than two
3501 minutes in length.
3502 a. Students will be the curators of their own classroom museum. The
3503 classroom should be arranged in stations where corresponding exhibits
3504 will be displayed.
3505 b. Alternate display for distance learning: Students will create a one-slide
3506 PowerPoint display which will be displayed via the “share screen” option of
3507 the distance learning platform.
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3508 8. After presentations are completed, the teacher facilitates the discussion of the
3509 essential questions.

3511Assessment:
3512  Peer assessments of preliminary research can be used to help students refine or
3513 focus their research for the museum curation project.
3514  The teacher should evaluate students’ research based on grade-level

3515 expectations in the history–social science content standards. Students can be
3516 assessed on their ability to: pose relevant research questions, compare
3517 documentary sources, differentiate between primary and secondary sources, and
3518 vet potential resources for credibility, validity, and bias.
3519  The teacher can use students’ museum exhibit to assess how well students
3520 synthesized their research and applied it to their displays and presentations.
3521  The teacher should evaluate students’ presentation skills based on grade-level
3522 expectations in the CA CCSS for ELA/Literacy standards.
3523Application, Action, and Reflection:
3524  Students will conduct research on the station of their choosing using appropriate
3525 grade-level skills as outlined in the history–social science content standards and
3526 recommended by the History–Social Science Framework.
3527  Students will create and present museum exhibits to demonstrate their abilities to
3528 conduct a grade-level appropriate synthesis of research and orally convey
3529 information learned.
3530  The teacher should provide an opportunity for students to reflect on the essential
3531 questions either as a whole group or in small groups or breakout sessions. The
3532 teacher may choose to guide students through the reflection process prior to
3533 letting the students engage in the reflection of the essential questions.
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3535Note: The lists contained in these resources are in no way exhaustive. They should be
3536used as an initial suggestion of possible events or historical figures that can be
3537expanded and modified to meet the needs of individual classrooms. Students are
3538encouraged to find others not on these lists.
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3539Station 1: Science, Technology, and Mathematics
3540Station Purpose and Overview:
3541Students will discover the amazing history of African American inventors, designers,
3542and scientists who have contributed to the making of the contemporary American
3543society. Students will learn about the use of African creative strategies during the period
3544of enslavement and the burst of inventions that occurred at the end of the nineteenth
3545and early twentieth centuries. Numerous inventors who had not been recognized during
3546the enslavement for their innovations became known as designers and creators of
3547useful objects and processes for a modern society. It is not striking that a people who
3548had been responsible for so much of the daily operations of farms, plantation houses,
3549mechanical systems, and construction would now emerge from the shadows as some of
3550the creators of the most common elements used in our work. Students will be able to
3551understand how and why the agricultural worker or the mechanic would be inclined to
3552create innovation. Consequently, this lesson will pave the way for the student to see
3553how integral the inventions, innovations, and scientific work of African Americans are to
3554everyday life.
3555NOTE: This is in no way an exhaustive list. Teachers are encouraged to add to this list,
3556and students are encouraged to research any innovator of their choice including those
3557not listed here.
3558Invite students to watch one or more these introductory videos:
3559Five African American Inventors that changed the World:

3560https://www.youtube.com/watch?v=vOKnOW7CLNQ
356119th Century Black Discoveries (video): https://blackhistoryintwominutes.com/19th-

3562century-black-discoveries/
3563Awesome Inventions by African Americans https://www.youtube.com/watch?

3564v=56AwEjXzh-U
3565Videos are not exhaustive.

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3566Students then explore African American innovators such as the following:
3567Scientists and Inventors, such as those found in the following links:
3568The A-Z List of Black Inventors: https://interestingengineering.com/the-a-z-list-of-black-

3569inventors
3570Famous African American Women in STEM: https://napequity.org/resources/famous-

3571african-american-women-stem/
357216 Black STEM innovators who have defined our modern world:
3573https://www.idtech.com/blog/black-stem-innovators-who-defined-modern-world
3574People of Color in STEM: Black: https://guides.tricolib.brynmawr.edu/c.php?

3575g=285559&p=1901689
3576Black Explorers (video): https://blackhistoryintwominutes.com/black-explorers/
3577African Americans at NASA, such as those found in the following links:
3578NASA’s African-American Astronauts:

3579https://www.nasa.gov/sites/default/files/atoms/files/african_american_astronauts_fs.pdf
3580NASA Figures: https://www.blackhistory.mit.edu/story/nasa-figures
3581'Black In Space' Explores NASA's Small Steps and Giant Leaps Toward Equality:
3582https://www.npr.org/2020/03/01/810798435/black-in-space-explores-nasa-s-small-
3583steps-and-giant-leaps-toward-equality
3584African American Doctors, such as those found in the following links:
3585California Academy of Sciences Library: African American Scientists Bibliography:

3586http://researcharchive.calacademy.org/research/library/biodiv/biblio/Africansci-
3587update.htm
3588Black Scientists Timeline: https://www.asbmb.org/getmedia/6d7cc98e-3d30-4c57-9bbc-

3589edb5f7f31a57/asbmb-history-black-scientists.pdf
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3590Other African American scientific contributions such as the following:
3591The Disturbing History of African-Americans and Medical Research Goes Beyond

3592Henrietta Lacks: https://time.com/4746297/henrietta-lacks-movie-history-research-
3593oprah/
3594Resources:
3595James Haskin and Otha R. Sullivan, African American Women Scientists and Inventors
3596Keith C. Holmes, Black Inventors: Crafting Over 200 Years of Success, 2008
3597Inventors and scientists: https://www.youtube.com/watch?v=glZpu0xMSuM
3598Station 2: Literature, Journalism, and the Arts
3600Students will explore the intellectual, journalistic, and artistic achievements of African
3601Americans throughout history. Students will engage in the works of icons of the Harlem
3602Renaissance as well as those who came before and more contemporary innovators.
3606Invite students to watch the introductory video on the Harlem Renaissance:
3607History Brief: The Harlem Renaissance: https://youtu.be/90PTxdsqfsA
3608Introduction to the Harlem Renaissance: Students will explore the vibrant artistic and
3609intellectual life brought to New York and other northeastern American cities by African
3610Americans fleeing the South in a large and massive migration to the North and away
3611from the brutality of the post-Reconstruction era. At the same time, Africans from the
3612African continent, South America, and every Caribbean island entered New York’s
3613Manhattan Island’s northern section, and it, Harlem, became the liveliest gathering
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3614place of African ideas on the earth. Politicians, novelists, musicians, artists, newspaper
3615publishers, business people, dancers, choreographers, lawyers, playwrights, and poets
3616assembled in the parlors, salons, and stately houses in uptown New York to revive and
3617remake the Black tradition. Students will learn how the Great Migration changed the
3618way African Americans saw themselves and the way others saw them. The book, The
3619New Negro, by Alain Locke, a Philadelphian, is often called the work that began the
3620Harlem Renaissance. Although the literary aspect of the Harlem Renaissance is the
3621most noted and known by virtue of the writers who articulated the ideas of African
3622Americans who resisted segregation, discrimination, and second-class citizenship.
3623Students explore African American writers, journalists, and artists.
3624Journalists such as those found in the following links:
3625Black Press Comprehensive Timeline:

3626https://www.pbs.org/blackpress/timeline/timeline.html
3627Black Press: Past and Present: https://niemanreports.org/articles/the-black-press-past-

3628and-present/
3629The Black Press: From Freedom’s Journal to The Crisis, Ebony & Jet (video):
3630https://blackhistoryintwominutes.com/the-black-press-from-freedom-journal-thecrisis-
3631ebony-jet-magazine/
3632Authors such as those found in the following links:
3633African American literature: a timeline: http://www.culturalfront.org/2016/11/african-

3634american-literature-timeline.html
3635Musicians such as those found in the following links:
3636The Birth of Jazz: https://blackhistoryintwominutes.com/the-birth-of-jazz/
3637African American Music History Timeline: https://www.encyclopedia.com/history/news-

3638wires-white-papers-and-books/history-african-american-music
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3639Notable African American Musicians: https://nafme.org/my-classroom/black-history-
3640month/notable-african-american-musicians/
3642 Henry Louis Gates, Jr., Harlem Renaissance Lives
3643 Nathan Huggins, Harlem Renaissance
3644 James Weldon, Johnson. Black Manhattan
3645 Alain Locke, The New Negro
3646 Steven Watson, Harlem Renaissance: Hub of African-American Culture
3647Station 3: Education
3649Students will explore the history making individuals and institutions that shaped
3650education for African American students and beyond. Historical Black colleges and
3651universities will highlight the tremendous gains made by African Americans whose
3652access to education was severely restricted and even forbidden for centuries. Students
3653will also learn the history and the evolution of the US educational system including
3654precedent-setting legislation as it pertains to equal access as well as the struggles of
3655African American students who fought for their right to education.
3659Invite students to listen to the podcast and watch the introductory video:
3660Brown v. Board of Education Podcast: https://www.uscourts.gov/about-federal-

3661courts/educational-resources/supreme-court-landmarks/brown-v-board-education-
3662podcast
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3663African American Higher Education: https://youtu.be/-iyZYTcWQN4
3664Students explore the history and contributions of African Americans to education.
3665Have students research and identify outstanding African educators such as Booker T.
3666Washington, Mary McLeod Bethune, and Octavius Catto. What historically Black
3667colleges are they associated with in history?
3668Historically Black Colleges and Universities (as told by documentaries such as):
3669Timeline of Historically Black Colleges and Universities: https://hbcufirst.com/hbcu-

3670history-timeline
3671Tell Them We Are Rising: The Story of Historically Black Colleges and Universities:
3672https://www.pbs.org/video/tell-them-we-are-rising-the-story-of-black-colleges-and-uni-
3673cheqjr/
3674African American Higher Education (video): https://youtu.be/-iyZYTcWQN4
3675Pioneers in African American Education such as those found in the following links:
3676Important Milestones in African American Education:

3677https://www.sutori.com/story/important-milestones-in-african-american-education--
36789BBnQqqWj81u6e4opQFpRDAD
3679Key Events in Black Higher Education: https://www.jbhe.com/chronology/
3680Booker T. Washington – Mini Biography: https://www.biography.com/video/booker-t-

3681washington-mini-biography-11188803909
3682Station 4: Government, Military, and Civics
3683Station Purpose and Overview
3684Students will explore the contributions that African Americans have made to U.S
3685legislation, governmental institutions, and the armed forces from the early days of the
3686republic to present day.
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3687Movements like the Civil Rights Movement are responsible for the passage of major
3688legislation such as the Voting Rights act and the Civil Rights act. Additionally, scholars
3689have identified more than 1,500 African American office holders during the
3690Reconstruction Era (1863–1877) who have helped to shape government and provide
3691representation for African Americans. By the year 2020, there had been 162 African
3692American Americans in Congress, or as delegates from the US territories and the
3693District of Columbia. This station will also highlight the various accomplishments of
3694African American military leaders and units such as the Harlem Hellfighters and office
3695holders.
3699Invite students to watch this introductory video:
3700African Americans in Congress in the 19th Century: https://www.youtube.com/watch?

3701v=IS_qWkgPBeo&feature=youtu.be
3702It may be helpful to frame the discussion around this topic. Facing History and
3703Ourselves provides sample lessons and resources that may help with this:
3704https://www.facinghistory.org/sites/default/files/publications/The_Reconstruction_Era_a
3705nd_the_Fragility_of_Democracy.pdf
3706Students explore African Americans in US Government, such as the following

3707examples:
3709and students are encouraged to research any government of their choice including
3710those not listed here.
3711African Americans in Office such as those found in the following links:
3712Major African American Office Holders Since 1641: https://www.blackpast.org/special-

3713features/major-african-american-office-holders/
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3714Black Legislators: https://libguides.franklinpierce.edu/black-history/black-legislators
3715The Black Congressman of Reconstruction: Death of Representation:

3716https://www.mobituaries.com/the-podcast/the-black-congressmen-of-reconstruction-
3717death-of-representation/
3718African Americans in the White House Timeline:

3719https://www.whitehousehistory.org/african-americans-in-the-white-house-timeline
3720Black Americans in Congress: https://history.house.gov/Exhibitions-and-

3721Publications/BAIC/Black-Americans-in-Congress/
3722Moments in History, Thurgood Marshall: https://youtu.be/kAZdZFa3OkI
3723African Americans in the Armed Forces such as those found in the following links:
3724Tuskegee airmen:
3725https://www.youtube.com/watch?v=pp3_7Yo2xFw
3726https://www.youtube.com/watch?v=zv4HtBaKKXs
3727African Americans in the US Army: https://www.army.mil/africanamericans/timeline.html
3728African Americans in the US Armed Forces:

3729https://www.battlefields.org/learn/articles/african-americans-armed-forces-timeline
3730African Americans in the US Army: Profiles of Bravery:

3731https://www.army.mil/africanamericans/profiles.html
3732The History of Allensworth, California (1908– ): https://www.blackpast.org/african-

3733american-history/history-allensworth-california-1908/
3734African American social movements and civic engagement such as those found in the
3735following links:
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3736Eyes on the Prize: America’s Civil Rights Movement PBS series:
3737https://www.facinghistory.org/books-borrowing/eyes-prize-americas-civil-rights-
3738movement
3739Eyes on the Prize: America’s Civil Rights Movement 1954-1985 accompanying lessons:
3740https://www.facinghistory.org/resource-library/eyes-prize-americas-civil-rights-
3741movement
3742The Reconstruction Era and the Fragility of Democracy, Section 4:

3743https://www.facinghistory.org/sites/default/files/publications/The_Reconstruction_Era_a
3744nd_the_Fragility_of_Democracy.pdf
3745Station 5: Business and Entrepreneurship
3747Students will explore African American business innovators and entrepreneurs as well
3748as successful African American business ventures such as those found in Tulsa,
3749Oklahoma’s Black Wall Street. Students will be introduced to well know figures such as
3750Oprah Winfrey and lesser known figures like Annie Malone.
3754Invite students to view the introductory video: The Rise of African-American

3755Entrepreneurs in America (https://youtu.be/kJjPEBCfBFQ)
3756Students explore and research African American businesspersons, entrepreneurs, and

3757related historical events such as those found in the following links:
3758Black In Business: Celebrating The Legacy Of Black Entrepreneurship:

3759https://www.forbes.com/sites/ruthumoh/2020/02/03/celebrating-black-history-month-
37602020/?_sm_au_=iVVqVW5T1TNQnjnFMRtVGK34F24MF#1243ba362b45
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3761Black Wall Street and Its Legacy in America: https://youtu.be/IK1f94J6JdI
3762Black Excellist: Most Powerful Black CEOs in Corporate America:

3763https://www.youtube.com/watch?v=z0Bc3DzqjsY
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3764Sample Lesson 9: #BlackLivesMatter and Social Change
3767Ethnic Studies Values and Principles Alignment: 1, 2, 4, 6
3770Research, Evidence, and Point of View 1, 2
3771CA CCSS for ELA/Literacy: RH.9–10.1, 2, 3, 4, 6, 7, 9; WHST.9–10.2, 4, 5, 6, 7
3772CA ELD Standards: ELD.PI.9–10.1, 2, 3, 4, 5, 6, 10

3774Students will be exposed to contemporary discussions around policing in the US,
3775specifically police brutality cases where unarmed African Americans have been killed.
3776They will conduct research on various incidents, deciphering between reputable and
3777scholarly sources versus those with particular political bents. Students will also begin to
3778think about how they would respond if an incident took place in their community.
3779Students will have the opportunity, via the social change projects, to describe what tools
3780and/or tactics of resistance they would use. With regards to skills, students will learn
3781how to develop their own informational videos, conduct research, and work
3782collaboratively.
3783Key Terms and Concepts: racial profiling, oppression, police brutality, social
3784movements, resistance

3786 1. develop an understanding and analyze the effectiveness of #BlackLivesMatter
3787 and the broader Movement for Black Lives (M4BL), specifically delving into the
3788 movement’s structure, key organizations, and tactics/actions used to respond to
3789 incidents of police brutality; and
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3790 2. identify how African Americans have historically been disproportionately
3791 impacted by racial profiling and police brutality in the US
3793 1. Why, how, and when did #blacklivesmatter and the Movement for Black Lives
3794 emerge?
3795 2. What can be done to help those impacted by police brutality and racial profiling?
3797 1. Begin the lesson by discussing a recent incident in your community where an
3798 African American has been subjected to racial profiling or police brutality. If you
3799 are unable to find a specific incident that took place in your community, highlight
3800 a national incident.
3801 2. Link this incident to the broader Movement for Black Lives. Be sure to provide
3802 some context on the movement, including its history, organizations associated
3803 with the movement, key activists and leaders, the Movement for Black Lives
3804 policy platform, tactics, and key incidents the movement has responded to.
3805 3. After completing the reading and discussion, provide an overview of the
3806 Movement for Black Lives for students, detailing key shootings, defining and
3807 framing terms (i.e., riot vs. rebellion, antiblackness, state sanctioned violence,
3808 etc.), highlighting the narratives of Black women and LGBTQIA identifying people
3809 that have been impacted by police brutality, and providing various examples of
3810 the tactics of resistance used by activists and organizers within the movement.
3811 4. In groups of four, students select an issue relating to the justice system that has
3812 been a focal point within the Black movement. Each group is responsible for
3813 researching the following:
3814 a. Describe the issue and the surrounding details.
3815 b. What are the arguments? Present all sides.
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3816 c. Investigate the underlying context: Research the root causes of the issue.
3817 d. What is the legal context surrounding the issue? (e.g., stand your ground,
3818 stop and frisk, noise ordinance, police officers bill of rights, cash bail
3819 system, 3-Strikes laws, prison abolition, the death penalty, etc.)?
3820 e. What was/has been the community’s response? Were there any protests
3821 or direct actions? If so, what types of tactics did activists employ?
3822 f. What organizations are working to address this issue?
3823 g. What social changes, political changes, or policy changes occurred or are
3824 being proposed to address the underlying issue??
3825 5. Students are encouraged to identify sources online (including looking at social
3826 media posts or hashtags that feature the name of the person they are studying),
3827 examine scholarly books and articles, and even contact non-profits or grassroots
3828 organizations that may be organizing around the case that they were assigned.
3829 Stress the importance of students being able to identify credible first-person
3830 sources.
3831 6. As a second component of this lesson, each student (individually) is tasked with
3832 responding to the last question required for their project, “what can you do to help
3833 support those impacted by police brutality?” In response, students must come up
3834 with an idea/plan of how they would help advocate for change in their
3835 communities if an issue around police brutality were to arise. Please note that
3836 this exercise is to explore the possible actions of advocacy for social justice and
3837 social change. Students should not be encouraged to place themselves or others
3838 in a situation that could lead to physical conflict.
3839 7. Students should be provided an additional week to produce their individual

3840 “social change” projects, whether it be drawing a protest poster or drafting a plan
3841 to organize a direct action.
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3843 Students will research issues surrounding the impact of the justice system on African
3844 American communities and respond to key questions.
3845 Students will complete an action-oriented “social change” assignment where they
3846 are expected to consider how they would respond if an incident of police brutality
3847 occurred in their community.

3849 Teaching Tolerance’s “Bringing Black Lives Matter into the Classroom Part II”:
3850 https://www.tolerance.org/magazine/summer-2017/bringing-black-lives-matter-into-
3851 the-classroom-part-ii
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3852Sample Lesson 10: Afrofuturism: Reimagining Black Futures and Science
3853Fiction
3854Theme: Identity, Systems of Power
3858CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1, 2, 4; Historical
3859Interpretation 1, 2, 4.
3860CA CCSS for ELA/Literacy: RH. 9–10. 1, 2, 3, 4, 5, 6, 9; WHST.9–10. 4, 5, 7, 8, 9, 10
3861CA ELD Standards: ELD. PI. 9–10. 1, 2, 3, 5, 6, 7, 8, 11, 12.

3863Afrofuturism serves as a framework to better understand the growing popularity of Black
3864science fiction and how the genre is being used to reimagine Black life. It is also a
3865cultural aesthetic that incorporates technoculture and the supernatural while explicitly
3866centering people of African descent. More recently artists, musicians, filmmakers, and
3867writers—including Octavia Butler, Janelle Monae, Ryan Coogler, The Movement for
3868Black Lives, Roxane Gay, Tananarive Due, and Nalo Hopkinson, to name a few—have
3869drawn from this analytic framework and aesthetic as an inspiration for their own
3870projects. While their work often features Black life suspended in space or utilizing
3871imagined technologies, Afrofuturism also calls upon authors and artists to reimagine
3872Black life beyond the status quo and to explore the infinite possibilities of the world of
3873tomorrow. Increasingly, activists have used the framework to reimagine a world void of
3874oppression and exploitative systems of power.
3875This lesson is designed to introduce students to the analytic framework and aesthetic of
3876Afrofuturism through literature, science fiction, art, music, and theoretical texts. By
3877engaging Afrofuturism, students will be able to better understand how authors and
3878artists are using literature, music, film, and other modes of cultural production to
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3879describe Black experiences and theorize new possibilities. More specifically, students
3880will be able to identify and engage social and political critiques that manifest in
3881Afrofuturist texts. With regards to skills, students will primarily gain experience with the
3882qualitative method of cultural analysis. Drawing on various cultural texts, students will
3883analyze the various ways in which Afrofuturist themes manifest and articulate how they
3884act (or do not) as social and/or cultural critiques; are indicative of cultural phenomena,
3885practices, ideologies, and/or trends; or are used to make an intervention and state
3886something entirely new. With an emphasis on developing analytical skills, students will
3887also gain more experience with conducting research, evaluating primary and secondary
3888source materials, practicing “close reading” and expository and creative writing.
3889Lesson Note: While this lesson has been developed with a focus on Black experiences
3890and futures, it should also be noted that Chicana futurism, Latinx futurism, and Desi
3891futurism (which refers to the forward-looking or future-focused mediums that relate to
3892South Asian culture including literature, music, art, film, and visual and performing arts)
3893are also budding fields and genres. Thus, this lesson can be adapted for other ethnic
3894experiences with the inclusion of appropriate source materials.
3895Key Terms and Concepts: Afrofuturism, reimagine, science fiction (sci-fi), time, space,
3896aesthetic

3898 1. identify and analyze Afrofuturism as it manifests within various forms of art and
3899 cultural production, including literature, music, comic books, and film;
3900 2. understand how systems of power and history are being reimagined through the
3901 lens of Afrofuturism;
3902 3. discern how authors and artists use literary and poetic devices and technology
3903 within Afrofuturist texts; and
3904 4. develop and reflect on new strategies, policies, and systems of power that
3905 address current social, economic, and political issues.
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3907 1. What is Afrofuturism?
3908 2. What does it mean to reimagine life beyond the status quo?
3909 3. What is the role of art and cultural production?
3910 4. How does Afrofuturist art and cultural production serve as a critique of history,
3911 the status quo, and systems of power?
3913Day 1
3914 1. Introduce the lesson by asking students to pull out a sheet of paper and write
3915 what they believe Afrofuturism is. Give students up to five minutes to complete
3916 this quick writing exercise.
3917 2. After everyone has had an opportunity to reflect on the prompt, have students
3918 share their responses with a partner/neighbor or two first, then aloud.
3919 3. Following this discussion, provide each student with an article on Afrofuturism
3920 (options in resources below). Break the students into groups of four and have
3921 each group read the text amongst themselves. Let the students know that they
3922 should make annotations as they read, noting keywords, themes, quotes that
3923 stand out, and terms that they may not be familiar with.
3924 4. After each group has finished reading the excerpt, task them with writing a quick
3925 summary (no more than three sentences) of how the author frames Afrofuturism.
3926 Ask them to discuss how the excerpt echoes, differs, or builds upon what they
3927 wrote in their quick writing exercise.
3928 5. Have the groups share some of their takeaways and summaries of the article
3929 with the entire class. Also use this time to define any terms that students may
3930 have been unfamiliar with.
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3931 a. Potential Terms to Define:
3932 i. Subaltern––the term is primarily used to describe people socially

3933 and politically marginalized within society; those who are deemed
3934 powerless, especially within colonial territories.
3935 ii. Pulp––the term has historically been used to describe early
3936 magazines that were printed on low quality paper made from wood
3937 pulp. However, the term has been used more broadly to describe
3938 works of art and literature (e.g., fiction, music, zines, etc.) that often
3939 included sensational material, short-fiction works, and what was
3940 often viewed as “low-quality literature.” Pulp fiction and other works
3941 are often seen as the predecessors of superhero comic books.
3942 iii. Speculative fiction––is a broad artistic genre that is defined by its
3943 inclusion of supernatural, futuristic, and dystopian elements.
3944 Speculative fiction includes the genres of: science fiction, fantasy,
3945 horror, fairytales, superhero fiction, and more.
3946 iv. Appropriate/appropriation––to take elements of something for one’s

3947 own use, often without permission.
3948 v. Antebellum––refers to the period in the United States prior to the

3949 Civil War.
3950Day 2
3951 1. Start the second day by discussing the diversity of Afrofuturism. Coined in the
3952 1990s, Afrofuturism is a cultural aesthetic, philosophy of science, and philosophy
3953 of history that explores the developing intersection of African diaspora culture
3954 with technology. It is grounded in the belief of a better future for African
3955 Americans and aims to connect those from the Black diaspora with their African
3956 ancestry.
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3957 Show students that Afrofuturism can be found in artwork, literature, fashion, film,
3958 and music as well by providing students with a sampling of classroom and age
3959 appropriate Afrofuturistic examples of the teacher’s choosing.
3960 Afrofuturism is often marked visually with African iconology like the use of
3961 Adinkra symbols or Ancient Egyptian artifacts (i.e., ankh, eyes of Horus,
3962 pyramids, etc.). Sun Ra, Earth, Wind, and Fire, George Clinton, and Parliament-
3963 Funkadelic were well known for incorporating such symbolism into their music
3964 and album art. Also present in the aesthetic repertoire of Afrofuturism is a bright
3965 and diverse color palette, mysticism, extraordinary abilities and powers, and
3966 technology and technoculture. Steampunk also has found its place in the
3967 Afrofuturistic aesthetic. More contemporary artists like Missy Elliot, Beyonce and
3968 Jay-Z, Kamasi Washington, and Janelle Monae are known for incorporating such
3969 elements in their music videos. The Studio Museum in Harlem showcased
3970 Afrofuturistic artwork in some of their exhibits as well. The Ford Theater
3971 production of “The Wiz” fused these elements into a classic retelling of “The
3972 Wizard of Oz.” Additionally, writers such as W.E.B DuBois and Octavia Butler
3973 explore Afrofuturism in their works.
3974 Afrofuturism is intriguing because of its visual aesthetic, but its purpose is much
3975 bolder. By design, it is intended to challenge the status quo by reimagining and
3976 confronting everyday challenges that African Americans face. Topics like racism,
3977 disenfranchisement, social inequality, and the pursuit of justice often find a home
3978 in Afrofuturistic works. Characters like Luke Cage explore the alternate
3979 possibilities for African Americans men—in this case by imagining an African
3980 American man impervious to bullets. Others, like the fictional country of
3981 “Wakanda,” in “Black Panther,” imagine a society where Africans or African
3982 Americans are economically, technologically, and socially advanced.
3983 Essentially, Afrofuturism is a vehicle through which artists, writers, musicians,

3984 film makers, fashion designers, and others express their frustrations with the
3985 current condition of African Americans in society and posit a new theory of what
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3986 could be, what could have been, and what will be if these issues are addressed
3987 and resolved. While a utopian society without social injustice and racism may
3988 seem like a dream, it is one the contributors to this genre are willing to aspire to
3989 and work towards through their own contributions in the Afrofuturistic space.
3990 2. Engage students in a discussion around what is and is not Afrofuturism grounded
3991 in contemporary examples that students may be familiar with.
3992 a. Guide the students through features like settings, characters, and other
3993 literary devices and elements of Afrofuturism.
3994 i. Option: Utilize the recent film and comic books Black Panther.
3995 ii. Option: Teachers can also select a podcast, text, short story, or
3996 novel.
3997 3. Break the students into groups and ask them to brainstorm other elements that
3998 may be found in Afrofuturism.
3999 4. Once students have had a chance to discuss some ideas, ask them to imagine
4000 an Afrofuturistic setting in which a story may take place.
4001 a. Using butcher paper or large post-it paper, students will write down their
4002 ideas.
4003 5. Ask student groups to share their settings with the class and explain why they
4004 chose the details that they did.
4005Day 3
4006 1. As a class, revisit the texts from Day 2 and begin to discuss how the texts draw
4007 on Afrofuturism. If possible, bring in copies of comic books, short stories, and
4008 zines.
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4009 2. After discussing the cultural texts for 10–15 minutes, let the students know that
4010 they will create their own cultural text that engages Afrofuturism and/or
4011 reimagines their own community’s future.
4012 3. Select a short story, poem, or song lyrics for students to read, and guide them
4013 through a discussion of the elements of Afrofuturism.
4014 4. Introduce the assignment by telling students that they have the option of creating
4015 a zine, comic book, short story, or poem that incorporates what they’ve learned
4016 about Afrofuturism, specifically drawing on the overall aesthetic and analytical
4017 framework. They will also need to write a one-page artists’ statement describing
4018 their work and rationale. It is highly recommended that teachers create their own
4019 rubrics for this assignment and distribute them to students at the onset.
4020 5. To start this project, have students spend the remainder of the class drafting an
4021 outline of their project and researching other Afrofuturist art that might serve as a
4022 source of inspiration. Be sure to remind students to consider how they want to
4023 develop the project. For example, will they create a digital or hard-copy zine or
4024 comic book?
4025 6. For homework, have students complete their outlines.
4026Day 4
4027 1. Start class by showcasing what art materials students will have access to (i.e.,
4028 markers, construction paper, cardstock, color pencils, rulers, felt tip pens,
4029 graphics software, etc.) in order to complete their project.
4030 2. After students have completed their projects, dedicate a final class day for
4031 sharing and reflection. Have each student place their work on display around the
4032 classroom. Allow students to walk around and examine their peer’s projects for
4033 15–20 minutes.
4034 3. After perusing the projects on display, have each student briefly present their
4035 artists’ statement aloud to the entire class.
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4036 4. Students then prepare a brief reflection on their key takeaways from the lesson
4037 overall as well as their experience creating Afrofuturist inspired projects and
4038 viewing the creations of their classmates.

4040  Students will complete a pre and post written reflection on their understanding of
4041 Afrofuturism.
4042  Students will analyze cultural texts.
4043  Students will actively think about how Afrofuturism is being engaged as an
4044 analytic framework for reimagining systems of power.
4045  Students will complete a culminating project where they are responsible for
4046 creating a cultural text that engages Afrofuturism.

4048Examples of materials that can be used in this lesson are provided below. There is a
4049growing body of online resources and instructional materials available for teachers
4050interested in teaching this topic. As with all materials, local educational agencies should
4051consider content carefully for the appropriateness of their classrooms.
4052  Chicago Public Media. Podcast. Prologue (0 to 8:52 minutes): This is American
4053 Life. https://www.thisamericanlife.org/623/we-are-in-the-future-2017. Neil
4054 Drumming, August 18, 2017.
4055  It’s not just Black Panther. Afrofuturism is having a moment. Time Magazine
4056 article 2018. https://time.com/5246675/black-panther-afrofuturism/.
4057  Strong, Myron T and Chaplin K. Afrofuturism and Black Panther 2019.
4058 https://journals.sagepub.com/doi/full/10.1177/1536504219854725.
4059  Afrofuturism gains new momentum as artists reclaim black history”- CBS This
4060 Morning news clip and interview with author Tomi Adeymi.
4061 https://www.youtube.com/watch?v=bmEShkZaxuY.
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4062  PBSVideo: Afrofuturism: From Books to Blockbusters, It’s Lit
4063 https://www.youtube.com/watch?v=YI1xmwqGEBw.
4064  “Why should you read sci-fi superstar Octavia E. Butler?” TED-Ed video.
4065 https://www.youtube.com/watch?v=X6YI8lsjJJA.
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4066Additional Sample Topics
4067The following list of sample topics is intended to help ethnic studies teachers develop
4068content for their courses. It is not intended to be exhaustive; however, it should be
4069instructive as to the pedagogical approach that allows African agency to be at the center
4070of any discourse or lesson about African American people.
4071  Emergence of Humans in Africa
4072  Classical Africa
4073  Great African Empires and Kingdoms: Ghana, Mali, Songhay, Zimbabwe, Kongo,
4074 Asante, and Yoruba
4075  The European Slave Trade (Portuguese, British, Dutch, French, Italian, Spanish,
4076 German, Swedish etc.) and the New African Diaspora
4077  The African Presence in the Americas: Brazil, Mexico, Colombia, and the
4078 Caribbean
4079  Modes of Resistance to Enslavement
4080  African American Philosophy and Philosophers
4081  African Americans in the West
4082  African Americans and Progressive Politics
4083  The NAACP and the Anti-Lynching Movement
4084  The Harlem Renaissance and the Blues and Jazz Tradition
4085  Literary Contributions
4086  The Great Migration and Blacks in the West during the World War II Era
4087  African Americans React to Mass Incarceration
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4088  Contemporary Immigration from the African World
4089  African Americans and the Military
4090  Approaches and Accomplishments of the Civil Rights and Black Power
4091 Movements
4092  Black Women Respond to Sexism/Racism/Patriarchal Discrimination
4093  Hip Hop: The Movement and Culture
4094  The African American Influence on Sport and Entertainment
4095  African Americans in the City
4096  African American Food, Medicine, Healing, and Spirituality
4097  The Black LGBTQIA Experience
4098  #BlackLivesMatter respond to Police Brutality
4099  African American Political Figures
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4100Chicana/o/x and Latina/o/x Studies
4101Sample Lesson 11: Salvadoran American Migration and Collective

4102Resistance
4104Disciplinary Area: Chicana/o/x and Latina/o/x Studies
4105Ethnic Studies Values and Principles Alignment: 4
4107CA HSS Analysis Skills (9–12): Historical Research, Evidence, and Point of View: 1, 2,
41084; Historical Interpretation: 1, 4
4109CCSS for ELA/Literacy: W.9–10.9; RH.9–10.1; RH.9–10.3; W.11–12.9; RH.11–12.1;

4110RH.11–12.3
4111CA CCSS. ELD Standards: ELD. PI. 1a 1–4; 1b 5–6; 1c 9–12

4113In this lesson students will study how the effects of the Civil War in El Salvador in the
41141980s prompted the initial surge of migration from El Salvador to the United States, and
4115the push and pull factors that have impacted immigration from El Salvador since then.
4116Next, students will research the various immigration policies that have regulated
4117immigration from El Salvador since 1965.
4118Key Terms and Concepts: agency, asylum, citizenship, inequality, migration,

4119naturalization, resilience, war refugee.
4121 ● understand the root causes of the waves of migration from El Salvador to the
4122 United States since the 1980s;
4123 ● identify the major shifts in US immigration policy since 1965, explaining the
4124 events that caused the changes in policies, the groups impacted, the specific
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4125 regulations, the positive and negative effects, and the restrictions or limitations of
4126 the policies;
4127 ● determine the accuracy of commonly held beliefs about immigration by

4128 investigating statistical evidence;
4129 ● analyze the pros and cons of current policies that affect different groups of
4130 immigrants from El Salvador; and
4131 ● apply their understanding of the Four I’s of Oppression to their analysis of the
4132 history and policies of migration in El Salvador.
4134 ● What push and pull factors were responsible for the waves of migration from El
4135 Salvador to the United States since the 1980s?
4136 ● What values and principles guided US immigration policy?
4137 ● How can the United States resolve the current controversies surrounding
4138 immigration policy and detention practices?
4140Day One: Building Background Knowledge: Four I’s of Oppression and Relationship to
4141Salvadoran Migration to the United States
4142In this activity students will be learning about the history and systems of oppression
4143related to the migration of people from El Salvador to the United States. In groups of
4144five, students:
4145 1. Begin the activity with the following guiding question: “Why have people
4146 emigrated from El Salvador to the United States?” Students should
4147 write/pair/share on Four I’s of Oppression: El Salvador Day One Document.
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4148 2. Have students view and comment on the “primary text” image. Which type(s) of
4149 oppression does this text (Primary text-Child’s Drawing, San José Las Flores,
4150 El Salvador) best exemplify? Record the answer(s) on the Four I’s of
4151 Oppression: El Salvador Day One Document. This is where the primary text
4152 can be accessed: “When We Were Young / There Was a War” website
4153 http://www.centralamericanstories.com/characters/yesenia/.
4154 3. Have students watch the documentary “Juan’s Story” from When We Were
4155 Young website: https://www.centralamericanstories.com/characters/juan/. Have
4156 students reflect, analyze, and discuss the main themes and types of
4157 oppression(s) of “Juan’s Story.” Record the type of oppression(s) on Four I’s of
4158 Oppression: El Salvador Day One Document.
4159 4. Distribute one of the five informational texts (links listed at the end of unit under
4160 “Lesson One Materials/Resources) to each student in the small groups of five.
4161 Each student will read and annotate one of the texts for important ideas and
4162 record key ideas in the “Four I’s of Oppression: El Salvador Day One
4163 Document.” When sharing ideas, each group member should teach the other
4164 group members about the content and discuss the type of oppression in their
4165 respective article.
4166 5. Ask students to collaborate to answer the following two discussion questions.
4167 Ask one member from each of the groups to present the group response:
4168 a. What did you appreciate about this lesson?
4169 b. What new insights do you have about immigration to the United States?
4170Day Two: Youth Scholars Teach US Immigration Policy Shifts to the People
4171In this activity, students will investigate how US immigration policies evolved in
4172response to historical events. Small groups will be assigned to research one of five
4173shifts in immigration policy and collaborate to create presentation slides on the new
4174policy.
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4175 1. Distribute the Push and Pull Factors Activity handout to students. Instruct
4176 students to work independently first to rank the factors in terms of which have
4177 historically been the three most significant push and pull factors prompting
4178 immigration to the United States. They must then select the top three most
4179 significant current push and pull factors and explain why they choose those
4180 factors.
4181 2. Once students have determined their rankings, group them in fours and instruct
4182 them to compare their rankings, and to try to come to a consensus on the top
4183 three factors for each as a group. Instruct each group to share their top factors
4184 for each with the class, and then facilitate a short discussion, noting similarities
4185 and differences between each group’s answers while asking probing questions to
4186 get students to support their arguments with evidence.
4187 3. Inform students that they will be learning about how the actual immigration
4188 system determines who is able to immigrate and who isn’t. They will work in
4189 small groups to research one of six immigration policies beginning with the
4190 Immigration and Nationality Act in 1965. Distribute the Immigration
4191 Presentation Assignment Sheet and explain the expectations to students. (For
4192 more background on the racist origins of the Immigration Act of 1924 you can
4193 read with students “DACA, The 1924 Immigration Act, and American Exclusion”
4194 in the Huffington Post, https://www.huffpost.com/entry/daca-the-1924-
4195 immigration-act-and-american-exclusion_b_59b1650ee4b0bef3378cde32).
4196 4. Next, assign students to small groups to research one of the six policies
4197 regulating the American immigration system since 1965.
4198 5. Have students start their research by reading the relevant section of Juan’s story
4199 on the tab marked “US Immigration: A Policy in Flux” to get basic background
4200 overview of their assigned policy
4201 (https://www.centralamericanstories.com/characters/juan/#top). Directions for
4202 which paragraph of “A Policy in Flux” to read for each topic are in parenthesis
4203 behind the topic title on the assignment sheet. Additional links are provided for
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4204 each of the other topics, but students can research additional online resources to
4205 create their presentations.
4206 6. Instruct students to use the Immigration Presentation Assignment Sheet to

4207 prepare the research for presentation on a slide presentation program. Have
4208 students analyze which of the Four I’s of Oppression explain the implementation
4209 of the immigration policy and include it in the slides presentation.
4210 7. Have students refer back to the opening activity and ask which of the factors
4211 determining immigration preference influenced each of the policies. Naturally,
4212 this will lead to a discussion of whether the United States is implementing a fair
4213 and principled immigration policy.
4214 8. Students may investigate how local communities are affected by immigration
4215 policies and what institutions are being used to support current immigration
4216 policies and practices. At the same time, students may examine what resources
4217 are available for those afflicted by current policies.
4219 ● Students will represent their mastery of the lesson objectives via group
4220 presentations based on the knowledge gained from each day’s activities.
4221 ● Students will research various US immigration policies. Students will

4222 demonstrate knowledge of the policies and how they affect immigrants by
4223 preparing a slide presentation.
4225https://www.teachingforchange.org/contact/central-america-teaching
4226Day 1
4227Four I’s of Oppression: El Salvador Day One Document (see day one handout below)
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4228Primary Text: Child’s Drawing, San José Las Flores, El Salvador from “When We Were
4229Young / There Was a War” website.
4230http://www.centralamericanstories.com/characters/yesenia/.
4231Documentary text: “Juan’s Story” from When We Were Young website.

4232https://vimeo.com/191532459
4233Informational Texts
4234  Informational Text #1: The Civil War In El Salvador
4235 Gzesh, Susan. “Central Americans and Asylum Policy in the Reagan Era.”
4236 Migrationpolicy.org, Migration Policy Institute, 2 Mar. 2017,
4237 https://www.migrationpolicy.org/article/central-americans-and-asylum-policy-
4238 reagan-era
4239  Informational Text #2: Family Reunification
4240 Ayala, Edgardo. "BROKEN HOMES, BROKEN FAMILIES." Inter Press Service,
4241 18 Oct. 2009. NewsBank, http://www.ipsnews.net/2009/10/migration-el-salvador-
4242 broken-homes-broken-families/.
4243  Informational Text #3: Lack of Economic Opportunity
4244 "Unhappy anniversary; El Salvador." The Economist, 21 Jan. 2017, p. 28 (US).

4245 General OneFile, https://www.economist.com/the-americas/2017/01/21/el-
4246 salvador-commemorates-25-years-of-peace
4247  Informational Text #4: Natural Disasters
4248 Schmitt, Eric. “Salvadorans Illegally in US Are Given Protected Status.” The New
4249 York Times, The New York Times, 2 Mar. 2001,
4250 www.nytimes.com/2001/03/03/us/salvadorans-illegally-in-us-are-given-protected-
4251 status.html.
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4252  Informational Text #5: Gang Violence
4253 Linthicum, Kate. “Why Tens of Thousands of Kids from El Salvador Continue to
4254 Flee to the United States.” Los Angeles Times, Los Angeles Times, 16 Feb.
4255 2017, www.latimes.com/world/mexico-americas/la-fg-el-salvador-refugees-
4256 20170216-htmlstory.html.
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4257 Four I’s of Oppression: El Salvador Day One (handout)
4258Background knowledge/Guiding Question:
4259“Why have people emigrated from El Salvador to the United States?” Students should
4260write/pair/share.
4261These are the texts we will be using for this lesson:
4262 1. Primary Text: Child’s Drawing, San José Las Flores, El Salvador from “When
4263 We Were Young / There Was a War” website.
4264 2. Documentary text: “Juan’s Story” from When We Were Young website.
4265 3. Informational texts:
4266 a. Informational Text #1: The Civil War In El Salvador Gzesh, Susan.
4267 “Central Americans and Asylum Policy in the Reagan Era.”
4268 Migrationpolicy.org, Migration Policy Institute, 2 Mar. 2017
4269 b. Informational Text #2: Family Reunification Ayala, Edgardo. "BROKEN

4270 HOMES, BROKEN FAMILIES." Inter Press Service, 18 Oct. 2009.
4271 c. Informational Text #3: Lack of Economic Opportunity "Unhappy

4272 anniversary; El Salvador." The Economist, 21 Jan. 2017, p. 28 (US).
4273 General OneFile.
4274 d. Informational Text #4: Natural Disasters Schmitt, Eric. “Salvadorans

4275 Illegally in US Are Given Protected Status.” The New York Times, The
4276 New York Times, 2 Mar. 2001.
4277 e. Informational Text #5: Gang Violence Linthicum, Kate. “Why Tens of
4278 Thousands of Kids from El Salvador Continue to Flee to the United
4279 States.” Los Angeles Times, Los Angeles Times, 16 Feb. 2017.
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4280Instructions: Which texts go with each type of oppression? Write the name of the
4281text 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.
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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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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Interpersonal [student response]

Oppression

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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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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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.
4282
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4283 Day 2
4284 Push and Pull Factors
4285What is a push factor?
4286What were the three most historically significant push factors and what are the three
4287most significant ones now?
4288What is a pull factor?
4289What were the three most historically significant push factors and what are the three
4290most significant ones now?
4291Be prepared to explain your answers.
4292 Proximity of 4303 Wealth of the 4314 Increasing 4325 Religious or racial
4293 country of origin 4304 immigrant 4315 diversity of 4326 persecution in
4294 to US 4316 countries 4327 country of origin
4317 represented in
4295 Natural disaster 4305 Closeness of 4318 US
4296 in country of 4306 political ties

4319 Civil war or 4328 US military or
4297 origin 4307 between US and
4320 violence in 4329 political
4308 country of origin
4321 country of origin 4330 involvement in
4331 country of original
4298 Shares language,4309 Level of education 4332 historically

4322 Special talents or
4299 religion, or 4310 of immigrant 4323 skills to contribute
4300 culture of
4324 to US
4301 majority
4311 Family
4302 population in US
4312 relationships to
4313 citizens of the US
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4333
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4334Immigration Presentation Assignment
4335Purpose: to gather and share accurate information about changes to US immigration

4336policy since 1965 in the form of a presentation. Information to include in an electronic
4337visual presentation:
4338  Title slide with name of policy, date, and an evocative image
4339  One slide that explains the historical events that prompted the policy
4340  One slide that explains the basic regulations of the new policy
4341  One slide that explains who the policy affects and how
4342  One slide with a connection to at least one of The Four I’s of Oppression
4343Topics and Resources
4344Each group should read the short overview of its assigned policy using the tab “A Policy
4345in Flux.” Use the directions next to your topic below to see which paragraph of “A Policy
4346in Flux” to read. Then groups can use the links provided (and others you find) to find
4347information to use in the creation of the slides.
4348Immigration and Nationality Act 1965 (second paragraph of “A Policy in Flux”)
4349 ● https://www.history.com/topics/immigration/us-immigration-since-1965
4350 ● https://www.migrationpolicy.org/article/fifty-years-1965-immigration-and-
4351 nationality-act-continues-reshape-united-states
43521980 Refugee Act (third paragraph of “A Policy in Flux”)
4353  http://www.rcusa.org/history/
4354  https://www.migrationpolicy.org/article/central-americans-and-asylum-policy-
4355 reagan-era/
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4356Immigration Reform and Control Act 1986 (fourth paragraph of “A Policy in Flux”)
4357  https://www.theatlantic.com/notes/2016/05/thirty-years-after-the-immigration-
4358 reform-and-control-act/482364/
4359  https://www.migrationpolicy.org/research/lessons-immigration-reform-and-
4360 control-act-1986
4361Temporary Protective Status (1990) (not covered in “A Policy in Flux”)
4362  https://www.everycrsreport.com/reports/RS20844.html
4363  https://www.americanimmigrationcouncil.org/research/temporary-protected-
4364 status-overview/
4365Illegal Immigration Reform and Immigrant Responsibility Act (1996) (fifth paragraph of
4366“A Policy in Flux”)
4367  http://www.destinyschildren.org/en/timeline/illegal-immigration-reform-and-
4368 immigrant-responsibility-act/.
4369Deferred Action for Childhood Arrivals (2012) (eighth paragraph of “A Policy in Flux”)
4370  https://www.npr.org/2017/09/05/548754723/5-things-you-should-know-about-
4371 daca
4372  https://www.migrationpolicy.org/research/daca-four-participation-deferred-action-
4373 program-and-impacts-recipients
4374
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4375Timeline 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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4376Sample Lesson 12: US Undocumented Immigrants from Mexico and
4377Beyond: Mojada: A Medea in Los Angeles
4383Research, Evidence, and Point of View 1, 2, 4; Historical Interpretation 1 and 4
4384CCSS ELA-LITERACY: RH. 9–10. 2–5, 8; WHST.9–10. 1, 2, 4
4385CA CCSS ELD Standards: ELD. PI. 9–10. 1, 2, 3, 5, 6a, 10

4387The lesson is applicable to many US urban areas but is written specifically about the
4388Los Angeles Boyle Heights area. Some students in urban working-class communities
4389have been impacted by gentrification (the process of upgrading a neighborhood while
4390pushing out working class communities), the growing housing crisis, and being
4391undocumented/DACAmented. Consequently, many families have experienced detention
4392and deportation, while others express growing concerns of being pushed out of their
4393community altogether.
4394This lesson introduces students to the plight of undocumented immigrants, gentrification

4395in the greater Los Angeles area, cultural preservation vs. assimilation, and Greek
4396mythology and tragedy. Students will learn about the use of immigrant laborers for the
4397construction and garment industry; the impact of drug cartels and lack of opportunities
4398in Mexico and how that factors into people’s decision to emigrate; and how
4399contemporary playwrights of color are leveraging ancient literature and theatre to
4400discuss modern-day issues.
4401Key Terms and Concepts: colonialism, cultural preservation, assimilation, gentrification,

4402undocumented, patriarchy, machismo, barrios
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4404 1. develop an understanding about the process of migration, assimilation, cultural
4405 preservation, and gentrification;
4406 2. engage key English language arts content, such as literary and dramatic devices;
4407 and
4408 3. explain how organizing and advocacy counteract institutional racism as it relates
4409 to housing and immigration.
4411 1. What is gentrification and why is it disproportionately impacting communities of
4412 color? What are the short and long term effects on communities of color?
4413 2. How and why were barrios created? How did it influence the identity and
4414 experiences of the communities living there?
4415 3. Why do Indigenous populations from Mexico and Latin America migrate to the
4416 US? What are the push and pull factors? To what extent has migration been a
4417 positive/negative experience for these populations?
44191. Begin the lesson by posting the definition to bruja, chisme, curandera, El Guaco,
4420 migra, mojada, and Náhuatl65 on the board. Provide definitions of multiculturalism
4421 and assimilation or provide time for students to research these topics. Discuss the
4422 similarities and differences between the two. Also provide a compare and contrast
4423 chart of the ancient Greek playwright, Euripides, and the contemporary Xicanx
4424 playwright Luis Alfaro—author of Mojada: A Medea in Los Angeles. In this
39465 Bruja: witch; Chisme: a rumor, a piece of gossip. Chismosa/o: a gossiper; Curandera:
395healer; El Guaco: migrating falcon of the Americas. Often referred to as a laughing
396falcon because of its call. It is an ophiophagous (snake-eating) bird; Migra: immigration
397police; Mojada: offensive term used for a Mexican who enters the United States without
398documents; Náhuatl: is an Uto-Aztecan language, which is widespread from Idaho to
399Central America and from the Rocky Mountains to the Pacific Ocean. Náhuatl
400specifically refers to the language spoken by many tribes from South-Eastern Mexico to
401parts of Central America. It translates to an agreeable, pleasing and clear sound.
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4425 introduction, thoroughly cover the tenets of Greek mythology and tragedy, the
4426 traditional roles of women in Ancient Greece, the garment industry in Los Angeles,
4427 the use of immigrant labor to construct the edifices of gentrification development,
4428 and drug cartels in the Mexican state of Michoacán.
4429 a. If available, consult with the English Department of your site to collaborate on
4430 a reader’s theatre approach to the play Mojada: A Medea in Los Angeles.
4431 Students could be provided time to engage the play in both classes.
44322. Following the in-class readings, ask the students to reflect on the characters and
4433 their relationship to immigration, gentrification and cultural preservation vs.
4434 assimilation. Later divide students into small groups where they are tasked with
4435 responding to the following questions. The questions can be divided equally per
4436 group, or the teacher can choose to focus on some of them as time allows.
4437 a. Have students take 5–10 minutes to research online the definition of tragic
4438 hero. After completing this task, ask the students to respond to the following
4439 questions: (1) To what extent does Medea fit the definition of a tragic hero?
4440 (2) What is her tragic flaw? (3) What does Medea learn from her journey?
4441 (4) What does the audience learn from her journey?
4442 b. At the beginning of the play, Tita says that being in the United States is
4443 Hason’s dream. What is his dream? How do Medea and Acan fit into his
4444 dream? What is Medea’s dream?
4445 c. Refer to your research on multiculturalism vs. assimilation. Which characters

4446 are able to assimilate to living in the United States? What are the benefits for
4447 characters that are able to assimilate? Which characters are not able to?
4448 What is the cost of their inability to assimilate? Which characters are able to
4449 be in the United States and still maintain their native culture?
4450 d. Have students find Michoacán and Boyle Heights using print or electronic
4451 maps. How is the physical environment of Michoacán different from that of
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4452 Boyle Heights? Why can’t Medea leave her yard? What role does Medea’s
4453 environment play in her inability to assimilate?
4454 e. In what ways are Medea and her family in exile? How does immigration and
4455 specifically the idea of exile help the audience understand Medea’s journey in
4456 the play?
4457 f. What abilities does Medea possess that keep her connected to her Mexican
4458 culture? In what ways does this connection conflict with Hason and Acan’s
4459 desires to fit in and become “American”?
4460 g. What is Hason willing to do to achieve success in the United States? Does he
4461 make those choices for his family or for personal fulfillment? What are the
4462 consequences of his ambition?
4463 h. In what way does the assault Medea experienced during her journey affect
4464 her ability to adjust and thrive in the United States? When accosted by the
4465 soldiers at the border why does Medea sacrifice herself? How does Medea’s
4466 sacrifice affect her relationship with Hason?
4467 i. Compare and contrast Medea, Armida, and Josefina. What were their
4468 journeys to get to the United States? How does each react to being in a new
4469 country? In what ways does each woman’s choices bring them success?
4470 What is the cost of some of their choices?
4471 j. Refer to your research on and discussion of multiculturalism and assimilation.

4472 What comparisons do Medea, Tita, Josefina, and Armida make between
4473 Mexico and United States? In what ways is the love of their culture and
4474 Mexican way of life seen as anti-American and by whom? How does each
4475 character reconcile the division they experience between old and new worlds,
4476 if at all?
4477 k. In what ways is Euripides’ Medea hindered by a male-dominant society? In

4478 what ways is Alfaro’s Medea hindered by a male-dominant society? How do
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4479 Tita, Josefina, and Armida work with or against their gender roles to survive
4480 and achieve success? In what ways is Hason privileged by these traditional
4481 gender roles? In what ways is he hindered by traditional expectations?
4482 l. In what ways is Acan torn between the old world of his mother and the new
4483 world his father has decided to embrace? In what ways does he contribute to
4484 Medea taking vengeance?
4485 m. How does the revelation of Medea’s circumstances in Mexico and the reason
4486 for leaving heighten the stakes surrounding the eviction from her apartment?
4487 What is Medea running from and why? What does her past tell us about her
4488 in the present?
4489 n. Why does Medea refer to herself as a mojada or wetback with Armida? In
4490 what ways does she believe she is a mojada? In what ways does she not?
4491 What is the significance of the title, Mojada: A Relocation of Medea?
4492 o. What events contribute to Medea taking vengeance on Hason and Armida? In
4493 what ways does the story of Medea’s life in Michoacán contribute to her killing
4494 Armida and Acan? Why does Medea kill Acan?
4495 p. Who has betrayed Medea in Mexico and in the US, and in what ways? What
4496 effect do these betrayals have on her? How do the betrayals contribute to her
4497 actions at the end of the play?
4498 q. Refer to on the definition of el guaco provided at the beginning of the lesson.
4499 In what ways is Medea like el guaco? What becomes of Medea at the end of
4500 the play? What could her final transformation symbolize?
4501 r. If you are seeing Julius Caesar, compare and contrast what Brutus and
4502 Medea want to pass on to the next generation versus Hason and Caesar. In
4503 what ways is violence a part of the legacies of Brutus and Medea? In what
4504 ways is it a part of Hason and Caesar’s legacies? How do Hason and Caesar
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4505 contribute to their own downfalls? What other actions could Brutus have taken
4506 toward Caesar and Medea toward Hason?
45073. Have students demonstrate their knowledge by developing and delivering a brief
4508 presentation that highlights the concepts learned from the play to current topics of
4509 immigration and gentrification in their respective communities.
4510Making Connections to the History–Social Science Framework and the English

4511Language Arts/English Language Development (ELA/ELD) Framework:
4512These two curriculum frameworks contain an extensive lesson example that shows how
4513teachers can work with colleagues across disciplines to address a common topic. In this
4514case, the example is how a language arts teacher and history–social science teacher
4515collaborate to teach the novel Things Fall Apart, addressing both language arts and
4516history–social science standards in their instruction (the example begins on page 338 in
4517the History–Social Science Framework, and page 744 of the ELA/ELD Framework).
4518Ethnic studies educators should also consider how they can collaborate with their peers
4519to integrate ethnic studies instruction with content in other areas. Depending on which
4520grade level the ethnic studies course is being offered, the ethnic studies educator can
4521include a literary selection that connects to the content students are studying in their
4522history–social science classroom, or work with the language arts teacher on lessons
4523that address grade-level standards in reading or writing.

4525  Students will work in groups to analyze and discuss the text while responding to
4526 the provided questions.
4527  Students deliver a presentation to an authentic audience that connects the play
4528 to experiences in their communities.

4530  Mojada: A Medea in Los Angeles, a play by Luis Alfaro
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4531Sample Lesson 13: The East L.A. Blowouts: An Anchor to the Chicano
4532Movement
4537CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1-3; Historical
4539CA CCSS for ELA/Literacy: RH. 9–10. 2, 3, 4; WHST. 9–10. 4, 8, 9
4540CA ELD Standards: ELD. PI. 9–10. 1, 2, 5, 6a, 9

4542This lesson will introduce students to the East Los Angeles Student blowouts (or
4543walkouts) of 1968 and the Chicano Movement. They will have an opportunity to explore
4544the range of student response to discrimination and injustices that were manifesting in
4545public education. At the onset, students will engage in critical dialogue and inquiry about
4546early Chicana/o/x youth and social movements, and conclude the lesson by drawing
4547connections to current injustices and issues confronting Chicana/o/x and Latina/o/x
4548Americans in schools.

4550 1. gain a better understanding of root causes of protests and uprisings; and
4551 2. articulate the history of the East Los Angeles student blowouts and the Chicano
4552 Movement, with a focus on key leaders, movement demands, and outcomes.
4554 1. How did the students from East Los Angeles respond to discrimination and
4555 injustice within the educational system, and to what extent did it lead to change?
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4556 2. How were the East Los Angeles blowouts and the broader Chicano Movement
4557 connected to the same root causes?
4558 3. How is transformative social change possible when working within existing
4559 institutions, like the public school system?
4560 4. What is the role of education and who should have the power to shape what is
4561 taught?
4563 1. Open the class by displaying the following excerpt from the Los Angeles Times
4564 article, “East L.A., 1968: ‘Walkout!’ The day high school students helped ignite
4565 the Chicano power movement:
4566 “LOS ANGELES — Teachers at Garfield High School were winding down
4567 classes before lunch. Then they heard the startling sound of people running the
4568 halls, pounding on classroom doors. ‘Walkout’ they were shouting. ‘Walkout!’
4569 Students left classrooms and gathered in front of the school entrance. They held
4570 their clenched fists high. ‘Viva la revolución!’ they called out. ‘Education, not
4571 eradication!’
4572 It was just past noon on a sunny Tuesday, March 5, 1968 — the day a revolution
4573 began for Mexican-Americans, people whose families came to the United States
4574 from Mexico.”
4575 2. Proceed to ask students why they think students at Garfield were shouting
4576 “Walkout,” and what do the phrases “Viva la revolución!” and “Education, not
4577 eradication!” mean? In pairs, students discuss the above questions, later sharing
4578 their thoughts with the entire class. Following discussion, provide definitions for
4579 the following terms: protest, eradication, revolución, uprising, Chicano, Brown
4580 Berets, and unrest. Then instruct students to read, “East L.A. 1968: ‘Walkout!’
4581 The day high school students helped ignite the Chicano power movement”.
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4582 3. After giving students about 15 minutes to read the article and discuss their
4583 immediate reactions in think, pair, and share formats, proceed to write down any
4584 questions students may have about the article on the board and respond to them.
4585 a. To supplement the article, play a short video clip on the youth movement,
4586 “The 1968 student walkout that galvanized a national movement for
4587 Chicano rights.”
4588 4. Following the screening, lead a discussion about how the students experienced
4589 police aggression and were even targeted with federal charges for “invoking
4590 riots.” Be sure to emphasize that the students were resilient and persisted in
4591 other forms of protest by organizing their peers and parents, and attending
4592 school board meetings where they presented a list of demands.
4593 5. Hand each pair a copy of the two primary sources listed below.
4594 “Student Walkout Demands,” proposal drafted by high school students of East
4595 Los Angeles to the Los Angeles Unified School District (LAUSD) Board of
4596 Education
4597 No student or teacher will be reprimanded or suspended for participating in any

4598 efforts which are executed for the purpose of improving or furthering the
4599 educational quality in our schools.
4600 Bilingual-Bi-cultural education will be compulsory for Mexican-Americans in the

4601 Los Angeles City School System where there is a majority of Mexican-American
4602 students. This program will be open to all other students on a voluntary basis.
4603 In-service education programs will be instituted immediately for all staff in order
4604 to teach them the Spanish language and increase their understanding of the
4605 history, traditions, and contributions of the Mexican culture.
4606 All administrators in the elementary and secondary schools in these areas will
4607 become proficient in the Spanish language. Participants are to be compensated
4608 during the training period at not less than $8.80 an hour and upon completion of
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4609 the course will receive in addition to their salary not less than $100.00 a month.
4610 The monies for these programs will come from local funds, state funds and
4611 matching federal funds.
4612 Administrators and teachers who show any form of prejudice toward Mexican or
4613 Mexican-American students, including failure to recognize, understand, and
4614 appreciate Mexican culture and heritage, will be removed from East Los Angeles
4615 schools. This will be decided by a Citizens Review Board selected by the
4616 Educational Issues Committee.
4617 Textbooks and curriculum will be developed to show Mexican and Mexican-
4618 American contribution to the U.S. society and to show the injustices that
4619 Mexicans have suffered as a culture of that society. Textbooks should
4620 concentrate on Mexican folklore rather than English folklore.
4621 All administrators where schools have majority of Mexican-American descent

4622 shall be of Mexican- American descent. If necessary, training programs should
4623 be instituted to provide a cadre of Mexican-American administrators.
4624 Every teacher's ratio of failure per students in his classroom shall be made
4625 available to community groups and students. Any teacher having a particularly
4626 high percentage of the total school dropouts in his classes shall be rated by the
4627 Citizens Review Board composed of the Educational Issues Committee.
4628 “Student Rights,” proposal drafted by high school students of East Los Angeles
4629 to the Board of Education:
4630 Corporal punishment will only be administrated according to State Law.
4631 Teachers and administrators will be rated by the students at the end of each
4632 semester.
4633 Students should have access to any type of literature and should be allowed to
4634 bring it on campus.
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4635 Students who spend time helping teachers shall be given monetary and/or credit
4636 compensation.
4637 Students will be allowed to have guest speakers to club meetings. The only
4638 regulation should be to inform the club sponsor.
4639 Dress and grooming standards will be determined by a group of a) students and
4640 b) parents.
4641 Student body offices shall be open to all students. A high-grade point average
4642 shall not be considered as a pre-requisite to eligibility.
4643 Entrances to all buildings and restrooms should be accessible to all students
4644 during school hours. Security can be enforced by designated students.
4645 Student menus should be Mexican oriented. When Mexican food is served,
4646 mothers from the barrios should come to the school and help supervise the
4647 preparation of the food. These mothers will meet the food handler requirements
4648 of Los Angeles City Schools and they will be compensated for their services.
4649 School janitorial services should be restricted to the employees hired for that
4650 purposes by the school board. Students will [not] be punished by picking up
4651 paper or trash and keeping them out of class.
4652 Only area superintendents can suspend students.
4653 6. After reading the primary source documents, proceed to have the pairs construct
4654 what their own demands would be if they were to organize a presentation to the
4655 Board of Education on flip chart paper. Once the pairs have completed their own
4656 demands, then task the students with responding to the following reflection
4657 questions related to the primary sources listed above:
4658 a. What student demand do you think is the most important, and why?
4659 b. What is one student right you would add to this list?
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4660 c. Which student rights and/or demands do you view as less important, and
4661 why?
4662 d. The East Los Angeles Walkouts were led by students. Do you think they
4663 would've been more effective if they had been led by teachers or other
4664 adults? Why or why not?
4665 e. What do you think happened after the East Los Angeles Walkouts?
4666 f. What is happening in the US currently that relates to the 1968 East Los
4667 Angeles Walkouts?
4668 g. What other youth-led movements have occurred within contemporary US

4669 history?
4670 h. Beyond walkouts, what are other ways students can best advocate for
4671 themselves?
4672 7. Finally, each pair is given the opportunity to present their proposed student
4673 demands and response to question number eight to the entire class.

4675  Students will show understanding of the content by discussing and responding to
4676 the questions provided.
4677  Students will create a presentation of demands on how to improve schools in

4678 their district.

4680  “East L.A., 1968: ‘Walkout!’ The day high school students helped ignite the
4681 Chicano power movement” https://www.latimes.com/nation/la-na-1968-east-la-
4682 walkouts-20180301-htmlstory.html
4683  PBS “Los Angeles Walk Out” https://www.pbs.org/video/latino-americans-los-

4684 angeles-walk-out/
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4685  KCET “East L.A. Blowouts: Walking Out for Justice in the Classrooms (“Student
4686 Demands” and “Student Rights” primary sources are embedded).
4687 https://www.kcet.org/shows/departures/east-la-blowouts-walking-out-for-justice-
4688 in-the-classrooms
4689  Garcia, Mario and Castro, Sal. Blowout!: Sal Castro and The Chicano Struggle
4690 for Educational Justice. Chapel Hill, NC: University of North Carolina Press,
4691 2014.

4694content for their courses. It is not intended to be exhaustive.
4695  Pre-Contact Indigenous Civilizations and Cultures
4696  Doctrine of Discovery and Indigenous Cultures Under the Colonization of the
4697 Americas
4698  The Casta System and Identity Formation
4699  Simon Bolivar and José Martí’s “Nuestra America”
4700  The Map of Disturnell, The Mexican American War and the Treaty of Guadalupe
4701 Hidalgo, 1848
4702  Migration trends to the United States: From the Bracero program to the
4703 Dreamers and the Contemporary Immigrants’ Rights Movement
4704  The Lynching of Mexicans in the Southwest
4705  Mexican Repatriation (1930s) and Operation Wetback (1954)
4706  Chicana/o/x and Latina/o/x Participation in the US Labor Force
4707  Chicana/o/x and Latina/o/x US Military Veterans – GI Forum, LULAC, and

4708 Community Service Organization
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4709  The Lemon Grove Incident (Alvarez v. Lemon Grove), Mendez v. Westminster,
4710 Hernandez v. Texas
4711  Pachuco Culture, the Zoot Suit Riots, and the Sleepy Lagoon Case
4712  The Chicano Movement, the Los Angeles Student Walkouts of 1968, and the
4713 Making of Chicano/a Studies
4714  Chicana/o/x and Latina/o/x in Higher Education, The Plan of Santa Barbara, and
4715 birth of the student organization, Movimiento Estudiantil Chicano de Aztlan
4716 (MEChA)
4717  The United Farm Workers (UFW) movement
4718  Brown Berets and Chicana/o/x cultural nationalism
4719  Chicana/o/x Art, Muralism, and Music
4720  Latinx Foodways
4721  US Interventions in Chile, Guatemala, Nicaragua, El Salvador, and Panama.
4722  The Implications of the North American Free Trade Agreement (NAFTA) and
4723 other Trade Policies on Latina/o/x Communities
4724  The Politics of Fútbol in Chicana/o/x and Latina/o/x Communities
4725  Contemporary Resistance to Ethnic Studies (e.g., Tucson School District)
4726  Chicana Feminism
4727  Afro-Latinidad
4728  La Raza Unida Partido
4729  Bilingual Education Movement
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4730  Barrio Creation (Urban renewal, Housing Act, Federal Highway Act,
4731 Gentrification)
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4732Asian American and Pacific Islander Studies
4733Sample Lesson 14: Asian Americans and Pacific Islanders and the Model
4734Minority Myth
4736Disciplinary Area: Asian American and Pacific Islander Studies
4739CA HSS Analysis Skills (9–12): Historical Research Evidence and Point of View 1–3
4740CA CCSS for ELA/Literacy: RH.9–10.1, 2, 8, 9; WHST.9–10.1A and B; SL.9–10.1A-D,

47419-10.3

4744This three-day lesson introduces students to the complexity of the term “Asian
4745American,” ultimately coming to understand the various ethnic groups and politics
4746associated with the identity marker. Additionally, students will also be exposed to the
4747concept of the model minority myth. This course will provide for students the
4748implications that result when lumping all Asian groups together and labeling them the
4749Model Minority. For example, marginalized groups (i.e., Pacific Islanders, Southeast
4750Asians) suffer from being cut out of programs and resources. It presents a false
4751narrative that Asian Americans and Pacific Islanders (AAPI) have overcome racism and
4752prejudice. It glosses over the violence, harm and legalized racism that AAPIs have
4753endured, i.e., the Chinese massacre in Los Angeles 1871, the annexation of Hawaii,
4754shooting of Southeast Asian school children in Stockton. Furthermore, students will
4755understand how this label for AAPIs becomes a hindrance to expanding democratic
4756structures and support, and worst how it creates a division among the AAPI community
4757and places a wedge between them and other oppressed groups including but not limited
4758to African American, Latinx, and American Indian communities.
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4759Key Terms and Concepts: assimilation, stereotype, identity, model minority myth,
4760racism, anti-Blackness, data disaggregation

4762 1. analyze the misconceptions of the model minority to describe Asian Americans
4763 and Pacific Islanders;
4764 2. differentiate the various identities, nationalities, and ethnicities that make up the
4765 Asian American and Pacific Islander community;
4766 3. learn to analyze statistical data and legislation that directly impacts communities
4767 of color; and
4768 4. actively dispel stereotypes and the model minority myth.
4770 ● What does Asian American mean? And who is Asian American and Pacific
4771 Islander?
4772 ● How has the model minority myth been used to oppress and/or stymie certain
4773 Asian American and Pacific Islander communities?
4774 ● What are the dangers of the model minority myth?
4775 ● What are ways you can dispel the model minority myth?
4777Day 1
47781. Place four large pieces of flip chart paper in each corner of the room along with three
4779 to five markers. Engage the class by asking students What does Asian American
4780 mean? What does Pacific Islander mean?
47812. Before delving too deeply into discussion, divide the class up into four groups. Each
4782 group is assigned to a corner and instructed to take 10 minutes as a group to
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4783 respond to the aforementioned question. Also ask the groups to list the various
4784 ethnic groups that comprise “Asian American and Pacific Islander.”
47853. After about 10 minutes, signal for the groups to stop what they are doing. Allow each
4786 group to share what they discussed with the class. After each group has shared,
4787 provide a definition for Asian American and Pacific Islander and begin listing some of
4788 the various ethnic groups (see below for a sample list).
4789 Sample Ethnic Groups (this list is in no way exhaustive––listed in the order of
4790 population according to the 2010 Census):
4791 Chinese
4792 Filipino
4793 Indian
4794 Vietnamese
4795 Korean
4796 Japanese
4797 Pakistani
4798 Cambodian
4799 Hmong
4800 Thai
4801 Laotian
4802 Bangladeshi
4803 Burmese
4804 Indonesian
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4805 Malaysian
4806 Fijian
4807 Samoan
4808 Hawaiian
4809 Micronesian
4810 Polynesian
4811 Definition of Asian American: The term Asian American was born out of the Asian
4812 American Movement (1968–1975) as a means of identifying people of Asian descent
4813 living in the United States. During the late 1960s, the term was largely seen as
4814 radical and unifying, a rejection of “oriental” and other pejoratives that were
4815 associated with people of Asian descent. The collective coining of the term was an
4816 act of self-naming and self-determination, and aligned with the broader goals of the
4817 Asian American and Pacific Islander movement—equality, justice, and anti-racism.
48184. After sharing the definition and ethnic groups listed above, reiterate that Asian
4819 American and Pacific Islander is a loaded term that encompasses dozens of
4820 different Asian ethnic groups that have settled in the US, with large populations
4821 settling in California.
48225. Ask students if they know what the model minority myth is. If students are able to
4823 answer, move to the article. If not, describe the model minority myth and explain to
4824 the students that they will be examining the effects of racial stereotypes that are
4825 perceived to be positive can in fact be harmful. For example, the teacher can
4826 describe the effects of stereotype threat.
48276. Ask students to read the article “'Model Minority' Myth Again Used As A Racial
4828 Wedge Between Asians And Blacks’ in Code Switch (see link in resource list). Note
4829 that this article references William Petersen’s 1966 New York Times article that
4830 inherently pitted Japanese Americans (arguably Asian Americans more broadly)
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4831 against African Americans, with Petersen identifying the latter group as the “problem
4832 minority.” Following internment, Japanese Americans were able to achieve some
4833 level of social and economic mobility, rendering them the “model minority,” for their
4834 ability to thrive in the face of adversity unlike their African American counterparts.
4835 After reading the NPR piece, explain to students that the Petersen article is first time
4836 the term “model minority” was used (or coined) and marks the beginning of the
4837 stereotyping of Asian Americans as inherently “smart” and “successful”. Ask
4838 students to reflect on the main points of the NPR article and discuss how and why
4839 the model minority myth is used as a wedge group.
48407. Tell students that they will gain an understanding of the diversity of AAPI
4841 communities by exploring statistics on education and poverty. Split the class into
4842 groups of three and instruct half of the groups to review educational data and the
4843 other half economic data.
4844 Education: Guide groups to investigate high school and college graduation rates.
4845 (https://aapidata.com/policy/education/)
4846 Economic: Guide groups to investigate income and poverty among AAPI groups and
4847 with the rest of the U.S. (https://aapidata.com/policy/poverty/)
4848 Each student group will report their findings to the class. Each group will write their
4849 findings for their assigned part on the board or a sheet of poster paper. For example,
4850 one group can describe how Asian American and Pacific Islander groups vary in
4851 terms of reading and math test scores; another group can summarize the
4852 educational attainment of various Pacific Islander groups.
4853For homework, have students answer the following questions. Students can use the
4854resources at the end of the lesson to help them answer the questions. Tell students that
4855each question requires at least two examples/arguments:
4856  How are Asian American and Pacific Islander ethnic groups similar and different
4857 in terms of their education and economic experiences?
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4858  How might the “model minority myth” be an obstacle for advancement for Asian
4859 Americans?
4860  How can the “model minority myth” be used to drive a wedge between Asian
4861 Americans and other communities of color in policies and services.
4862  Knowing that AAPIs are not a monolithic “model minority” and that each ethnic
4863 group fares differently economically and educationally, how might policies
4864 change to be more inclusive of those groups in need in terms of jobs, services,
4865 government funding, employment, small business, education, etc.?
48668. During the second half of class, hand out copies of the law signed by Governor
4867 Brown on September 25, 2016, California Assembly Bill 1726 (Data Collection).
4868 Have students take turns reading the bill aloud popcorn style. After the in-class
4869 reading, provide necessary context on what a bill is, and summarize how bills
4870 become laws. Additionally, define any words or terms students may need support to
4871 understand. In groups, have students discuss the purpose of the bill, impact that it
4872 will have on AAPI communities, and how the legislation helps dispel the model
4873 minority myth.
48749. As homework, ask students to complete a “mini bill analysis” of Assembly Bill 1726
4875 using the worksheet below.
4876Day 2
4877The key method to dispel the model minority myth is by telling the true stories of
4878yourself, your family and your community. By writing down, speaking aloud and sharing
4879your stories, you actively counteract the stereotypes and master narrative developed to
4880pigeon hold Asian American and Pacific Islanders as a monolithic group with one
4881identity, one experience, and one role. No AAPI individual fits the model minority
4882stereotype in all its facets. Take time in your class for students to first Think, Write, and
4883then Share on three questions:
4884 1. What is your ethnic background?
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4885 2. What stereotype is there of your ethnic group that you do not identify with?
4886 Why? Explain in detail with facts about your experience, your background, your
4887 values, your goals, your dreams, your family, your community.
4888 3. How will you actively dispel these stereotypes?

4890Students will read and analyze an article, demographic data, and a legislative
4891document, providing their own informed critiques, opinions, and feedback on the
4892sources. Students will also tell their stories as a way to dispel the harmful stereotypes
4893that the media and society imposes on their ethnic group.

4895“Why Data Matters When It Comes to Asian Americans and Pacific Islanders and
4896Education” Article and videos
4897https://www.nbcnews.com/news/asian-america/why-data-matters-when-it-comes-asian-
4898americans-pacific-islanders-n621196
4899“How Does a Bill Become a Law?” Infographic/Handout
4900https://www.usa.gov/how-laws-are-made
4901Asian Americans Are Still Caught in the Trap of the ‘Model Minority’ Stereotype. And It
4902Creates Inequality for All
4903https://time.com/5859206/anti-asian-racism-america/
4904California Assembly Bill 1726 (Approved by Governor September 25, 2016. Filed with
4905Secretary of State September 25, 2016.)
4906https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201520160AB1726
4907Chow, Kat, 'Model Minority' Myth Again Used As A Racial Wedge Between Asians And
4908Blacks’, Code Switch, April 19, 2017
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4909https://www.npr.org/sections/codeswitch/2017/04/19/524571669/model-minority-myth-
4910again-used-as-a-racial-wedge-between-asians-and-blacks
4911Wu, Ellen. The Color of Success: Asian Americans and the Origins of the Model
4912Minority. Princeton, NJ: Princeton University Press, 2014
4913NPR Education. Asian-Americans are Successful, but No Thanks to Tiger Parenting:

4914https://www.npr.org/2014/05/12/311857049/asian-americans-are-successful-but-no-
4915thanks-to-tiger-parenting
4916PBS LearningMedia. America By the Numbers: Model Minority Myth:

4917https://www.pbs.org/video/america-numbers-model-minority-myth/
4918Adichie, Chimamanda Ngozi. “The Danger of a Single Story”, TEDGlobal 2009:

4919https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story/tr
4920anscript
4921Fuchs, C. (August 22, 2017). Behind the 'Model Minority' Myth: Why the 'Studious
4922Asian' Stereotype Hurts. NBC News. https://www.nbcnews.com/news/asian-
4923america/behind-model-minority-myth-why-studious-asian-stereotype-hurts-n792926
4924AAPI Data: Demographic Data & Policy Research on Asian Americans & Pacific
4925Islander: https://aapidata.com/
4926Asian Americans Advancing Justice Los Angeles – Model Minority Myth Lesson
4927Resources: https://advancingjustice-la.org/what-we-do/curriculum-lesson-plans/asian-
4928americans-k-12-education-curriculum/episode-3-lesson-1
4929National commission of Asian American and Pacific Islander Research in Education.

4930‘iCount: A Data Quality Movement for Asian Americans and Pacific Islanders and Higher
4931Education’, https://aapip.org/sites/default/files/publication/files/2013_icount_report.pdf
4932
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4933Background Information/Context
4934How can being an upstanding American citizen be a double-edged sword? During the
4935post-World War II era and after nearly a hundred years of anti-Asian sentiment and
4936legislation, many Asian Americans hoped to be seen as more American and accepted
4937by American society. They didn’t want to be viewed as a threat to national security like
4938Japanese Americans were when they were imprisoned during WWII. Instead, they
4939wanted to be seen as “good Americans” and desired to assimilate and Americanize,
4940which developed into the idea of the “model minority myth,” recasting Asian Americans
4941as prime examples of representing the quintessential American values of opportunity,
4942meritocracy, and the American Dream. Toy Len Goon, the first ever Asian American
4943named American Mother of the Year in 1952 was an early example of what it meant to
4944be a “model minority.”
4945During the 1960s, as the Civil Rights Movement continued the fight for equality of all
4946Americans, and the federal government invested in social welfare programs such as the
4947War on Poverty and Great Society, the concept of the “model minority” became a
4948stereotype used to pit Asian Americans against other communities of color, particularly
4949Black Americans. News publications ran articles extolling the ways Asian Americans
4950capitalized on the American Dream with their work ethic and emphasis on education. By
4951doing this, it delegitimized centuries of systemic oppression and racist policies that
4952shaped the experiences of Black Americans.
4953This stereotype also hid how Asian Americans were discriminated against based on
4954racist policies, such as being excluded from living in certain neighborhoods and from
4955being fully accepted members of American society. It created a limited perspective on
4956the Asian American community, where they were seen as one monolithic group. In
4957reality, this community has consisted of diverse ethnicities from a variety of countries
4958and cultures, comprising over ten different languages. Thus, socio-economic success
4959was not universal, and praising Asian Americans as a “model minority” called into
4960question the fact that there were many within the community who did not get the
4961services and government assistance they needed.
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4962The “model minority myth” has persisted well after the stereotype developed. Media
4963publications such as Time’s 1987 cover story “Those Asian American Whiz Kids” and
4964articles analyzing the work ethic of Asian Americans in response to Amy Chua’s 2011
4965book, Battle Hymn of the Tiger Mother illustrated that the “model minority myth” is still
4966being perpetuated.
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4967Bill Analysis Worksheet
4968Bill Information (Name, Legislative Year, and Author):
4969What does this bill aim to do? What does it address?
4970What, if any, are the social and/or economic benefits of this bill?
4971Does this bill directly or indirectly impact your community and/or family? If so, how?
4972Do you agree with what this bill seeks to do? Please explain.
4973Beyond legislation, what can be done to address the issue this bill calls attention to?
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4974Sample Lesson 15: Cambodian Americans––Deportation Breaking Families
4975Apart
4978Ethnic Studies Values and Principles Alignment: 1–6
4980HSS Content Standard 10.9.3, 11.9.3, 11.11.7
4981Literacy Standards for History/Social Science: CCSS.ELA-Literacy.RH.9-10.1, RH.9-

498210.2, RH.9-10.3, RH.9-10.6, RH.9-10.7, W.9-10.1, SL.9-10.1

4984Overview: Cambodian Americans, are a sub Asian American group that are
4985experiencing numerous deportations as a result of a repatriation act passed in the
49861990s. This act focuses on deporting Cambodian Americans with felony convictions for
4987petty crimes even after they have served their time. Over 1,000 Cambodian Americans
4988have been deported back to Cambodia to live in a society that is unwelcoming to them
4989and where they often do not have any family or social connections. They are culturally
4990American yet they are barred from ever returning to the US. Many of them have wives
4991and children in the US. These family separations are causing generational trauma to the
4992wives, children and parents. They are forced to live in a “borderland” as they are also
4993not treated as equals in Cambodia. This criminalization of Cambodian male youth
4994mirrors the experiences of Chicana/o/x and Latina/o/x youth with the added Cambodian
4995US repatriation act. Fortunately, there are organizations recognizing this is a human
4996rights issue and are making this issue known.
4997Key Terms and Concepts: Cambodia, Immigration Naturalization Act, US involvement in

4998the Vietnam War, US secret bombing of Cambodia, Pol Pot, Killing Fields, Refugee,
4999Khmer Rouge, Genocide, Trauma
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5001  understand the history of how US involvement in the Vietnam War drew
5002 Cambodia into the conflict;
5003  understand the rise of the Khmer Rouge in Cambodia in the context of war-time
5004 political turmoil and how this violent regime instigated the Killing Fields genocide,
5005 forcing many Cambodians to flee to the US as refugees;
5006  understand the specific issues that Cambodian Americans face, high poverty
5007 rates, high incarceration rates, and high rates of deportations;
5008  understand the school to prison to deportation pipeline affecting Cambodian

5009 American youth; and
5010  understand the impact of these deportations on the Cambodian American

5011 community.
5013 1. What is the history of Cambodian immigration to the US? Why and how did they
5014 come to the US? What are the social and cultural implications of Cambodia’s
5015 turbulent history for Cambodian Americans today?
5016 2. Describe the Cambodian American community today, and in particular the issue
5017 of deportations that they are dealing with.
5018 3. What impact are these deportations having on Cambodian American families and
5019 why are advocacy groups calling it a human rights issue?
5020 4. What are the similarities in experiences faced by the Latinx families dealing with
5021 deportations of family members?
5023Day 1
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5024 1. Ask the question – How many people know where Cambodia is on the world
5025 map? If a student raises their hand, ask them to come point out where it is on a
5026 world map or globe. Also project a picture of the Cambodian Flag on the screen if
5027 you are able.
5028 2. Today we are going to learn about Cambodian Americans, their history of
5029 immigration to the US, and what issues they are facing today. (Read essential
5030 questions 1–4 aloud.)
5031 3. In pairs, bring up the source “Cambodian Americans” http://www.asian-

5032 nation.org/cambodian.shtml#sthash.G7I688Ox.dpbs and answer the questions
5033 on the handout “Cambodian Americans – Immigration and Experience in
5034 America.”
5035 4. Have students work in pairs to answer the questions on the hand out. They can
5036 take turns reading to each other and listening. Turn it in at the end of class.
5037Day 2
5038 1. Jigsaw Export/Home groups – break students into groups of four and number
5039 them 1–4. Tell them they are currently in their home groups, and that each
5040 number is going to become an expert on a source that will give them more
5041 information about the deportation issue within the Cambodian American
5042 community.
5043 2. Before they break into the expert groups – Discuss the deportation issue with
5044 your class, give a short 5–10 minute lecture on why and how are Cambodian
5045 Americans who were born in refugee camps, have green cards, and have lived in
5046 the US the majority of their lives are now at risk of being deported.
5047 Mini Lecture – According to the NPR article, “The U.S. Immigration and
5048 Nationality Act,” outlines how non-US citizens may be deported back to their
5049 country of origin, even if they're in the country legally. "Violation of law" is listed
5050 as a deportable offense.
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5051 The US has been repatriating Cambodian immigrants since 2002, when an
5052 agreement was made between Washington and Phnom Penh that said
5053 Cambodia would accept deportees. That deal fell apart last year, prompting the
5054 Trump administration to impose visa sanctions on some Cambodian officials and
5055 families. The two governments eventually worked out a new agreement in early
5056 2018, and Cambodia began accepting Cambodian nationals, this time in even
5057 greater numbers than before. Many times Cambodian Americans are deported
5058 for a crime they committed when they were young and they did their time, they
5059 move on with their lives, marrying and having kids. As mature husbands and
5060 fathers, they are now being deported for something they thought was a part of
5061 their past and dealt with. (Check for understanding)
5062 3. Expert Groups – Tell them they will be given a source to access online through
5063 their Chromebooks, or teachers can make hard copies and set up video watching
5064 stations and that while they are reading and watching to use critical literacy to
5065 think about the information they are learning. Questions they should think about
5066 while they are analyzing their sources are:
5067 a. What is the legal basis for these deportations?
5068 b. Are these deportations unfair? Why or why not?
5069 c. What effect are these deportations having on the deportees and the
5070 families still living in the U.S?
5071 d. What groups are doing something about the deportations and what are
5072 they doing?
5073 Since they will be the only person reporting back to their homegroup on their source,
5074 they really need to pay attention and take good notes. (All of these directions are on
5075 the two page handout. Make hard copies for every student).
5076 4. Home Groups – Tell students to return to their home groups and report to their
5077 groups their findings from their sources. They take turns from 1–4 presenting
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5078 their facts, quotes, and evidence while the rest of the group takes notes from
5079 listening to the expert. At the end of the time period, all of their quadrants should
5080 be filled out completely.

5082Chapter 15 asks students to learn about how the Cold War impacted Southeast Asian
5083countries and the emergence of human rights concerns for the United States. Chapter
508416 goes further to ask students to analyze the impact and experiences of refugees who
5085fled Southeast Asia after war. Guiding questions from these chapters include: In what
5086directions is California growing in the twenty-first century? How does the life of a new
5087immigrant to the United States today compare with what it was in 1900? How do
5088policies from the second half of the twentieth century compare with those of the early
5089twenty-first century?
5090 5. Assessment –
5091 a. Reflect on your learning:
5092  What effects are these deportations having on the Cambodian

5093 American community?
5094  Why are advocacy groups calling these deportations a human rights
5095 violation?
5096 6. Action:
5097 To show evidence of your learning from this lesson you can choose one of the
5098 two options below:
5099  Write a letter or essay explaining your understanding of these issues based
5100 on your own critical analysis.
5101  Create a public service announcement that educates others about this issue.
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5103Dunst, Charles, “Cambodian Deportees Return to a 'Home' They've Never Known”, The
5104 Atlantic, 16 Jan 2019.
5105 https://www.theatlantic.com/international/archive/2019/01/america-deports-
5106 cambodian-refugees/580393/
5107Couture, Denise, “U.S. Deports Dozens More Cambodian Immigrants, Some For
5108 Decades-Old Crimes”, NPR, 18 Dec 2018.
5109 https://www.npr.org/2018/12/18/677358543/u-s-deports-dozens-more-cambodian-
5110 immigrants-some-for-decades-old-crimes
5111“Deported from U.S., Cambodians fight immigration policy” PBS Newshour, 7 May 2017
5112 https://www.youtube.com/watch?v=AQMuGOXc-i4
5113“Deported: Forced Family Separation (Part 2 of 5) | NBC Asian America”, NBC News,
5114 16 Mar 2017 https://www.youtube.com/watch?v=dULdy78KOLU
5115“Cambodian Americans”, Asian Nation, Asian American History Demographics and

5116 Issues (This article is an edited chapter on the major historical events and
5117 contemporary characteristics of the Cambodian American community, excerpted
5118 from The New Face of Asian Pacific America: Numbers, Diversity, and Change in
5119 the 21st Century, edited by Eric Lai and Dennis Arguelles in conjunction with Asian
5120 Week Magazine and published by the UCLA Asian American Studies Center.)
5121 http://www.asiannation.org/cambodian.shtml#sthash.G7I688Ox.dpbs
5122Sullivan, Meg, “UCLA demographer produces best estimate yet of Cambodia’s death
5123 toll under Pol Pot”, UCLA Newsroom, 16 Apr 2016
5124 https://newsroom.ucla.edu/releases/ucla-demographer-produces-best-estimate-yet-
5125 of-cambodias-death-toll-under-pol-pot
5126Cambodian Americans – Immigration and Experience in America
5127Using the source “Cambodian Americans,” Asian Nation, Asian American History
5128Demographics and Issues (This article is an edited chapter on the major historical
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5129events and contemporary characteristics of the Cambodian American community,
5130excerpted from The New Face of Asian Pacific America: Numbers, Diversity, and
5131Change in the 21st Century edited by Eric Lai and Dennis Arguelles in conjunction with
5132Asian Week Magazine and published by the UCLA Asian American Studies Center.)
5133http://www.asiannation.org/cambodian.shtml#sthash.G7I688Ox.dpbs
5134
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5135Background information:
5136  Key Terms and Concept Definitions:

5137 o Cambodia – Southeast Asian country that got caught in the Vietnam War due
5138 to the secret bombings
5139 o Immigration Naturalization Act – This law defines who can immigrate to the
5140 US and causes for deportation.
5141 o US involvement in the Vietnam War – During the Cold War era, the US
5142 became militarily involved in the Vietnam War to stop the spread of
5143 communism. The war spread to neighboring Southeast Asian countries, like
5144 Cambodia and Laos, causing instability, chaos, death, destruction, and a
5145 refugee crisis.
5146 o US secret bombing of Cambodia – From 1969 to 1973, under the Nixon
5147 administration, the US Air Force secretly dropped bombs in Cambodian near
5148 the border of Vietnam to try to destroy the Ho Chi Minh trails that the Viet
5149 Cong used to travel down to South Vietnam to attack.
5150 o Pol Pot – The communist leader who fought the US backed Cambodian
5151 government who took power and tried to weed out US or western influence
5152 and any specific dissent. In this effort, Pol Pot and the Khmer Rouge carried
5153 out a genocide called the Killing Fields in which 10–30 percent of the
5154 population, or 1.2 million to 2.8 million people, were killed.
5155 o Killing Fields – genocide in which the Cambodian government killed any
5156 person suspected of siding with the US, plus ethnic minorities, dissenters,
5157 educated persons, and eventually many Khmer Rouge leaders and loyal
5158 supporters at all levels.
5159 o Refugee – a person forced to leave their home country for fear of losing their
5160 lives, or of suffering.
5161 o Khmer Rouge – Pol Pot’s political organization that was staffed with youth
5162 and child soldiers.
5163 o Genocide – mass murder of an entire group of people.
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5164 o Trauma – a deeply distressing or disturbing experience that causes negative
5165 psychological effects (i.e., depression, anxiety, etc.).
5166  Refugees from Cambodia were the last large group of refugees to arrive in the
5167 United States following the end of the US war in Southeast Asia. Most were not
5168 able to leave Cambodia until the overthrow of the Pol Pot dictatorship in 1979,
5169 and many had to spend years in Thai refugee camps before they were allowed to
5170 come to the US.
5171  By the time Cambodian refugees finally arrived in the US, some local
5172 communities were facing economic challenges and were even less welcoming to
5173 the Cambodian refugees than they had been to earlier refugee groups.
5174 Government assistance programs were harder to qualify for. Cambodian
5175 refugees were often resettled in some of the most challenging American
5176 neighborhoods with issues of poverty, crime, and violence.
5177  Adults who dealt with post-traumatic stress issues from surviving the Khmer
5178 Rouge genocide, which killed 1.2–2.8 million people, which is 13 percent to 30
5179 percent of the Cambodian population (Heuveline), were not trained in the
5180 detailed steps they needed to take so that they and their children could become
5181 fully naturalized US citizens. Family members at times experienced
5182 discrimination and hatred.
5183  Some young people growing up in rough neighborhoods got involved in youth
5184 gangs and crime. When a young Cambodian refugee was arrested, their parents
5185 were not familiar with the US justice system. The arrested youth were often
5186 advised to take a plea deal and plead guilty sometimes in exchange for a
5187 reduced sentence. In the years after the 9-11-2001 terrorist attack, these young
5188 refugees who had already completed their prison terms, even decades earlier,
5189 faced deportation to Cambodia since they had not become naturalized US
5190 citizens.
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5191  Most of those young people facing deportation do not remember Cambodia as
5192 they had spent most of their lives in the United States. Some of those facing
5193 deportation to Cambodia had never been there––they had been born in Thai
5194 refugee camps. Many of them had already moved on with their lives, gotten jobs,
5195 formed families, had US citizen children, and bought homes. Over 1,000
5196 Cambodian refugees have been deported––the numbers of annual deportations
5197 have decreased and increased under different Presidential Administrations.
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5198Lesson handouts
5199Essential Question: What is the history of Cambodian immigration to the US? Why and
5200how did they come to the US?
5201Leading questions from the reading
5202Connecting to history:
5203 1. What secret actions did the US do to Cambodia from 1969 to 1973?
5204 2. What effect did these actions have on Cambodia politically?
5205 3. Describe how the Khmer Rouge ruled over Vietnam from 1975 to 1979.
5206 4. What effect did the Khmer Rouge have on the Cambodian population?
5207 5. What year did the Khmer Rouge fall? And as a result, how many Cambodian
5208 refugees fled Cambodia?
5209 6. How many Cambodian Refugees were admitted to the US by 1980?
5210 7. Why does the Census data not reflect the true number of Cambodians living in
5211 the US?
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5212 8. What is the poverty rate of Cambodian Americans? Compared to the average US
5213 poverty rate of 13–15%.
5214 9. What is the educational level among Cambodian Americans? Why is it so low?
5215 10. Why do you think there is such a high rate of incarceration of Cambodian young
5216 men? (Think of the conditions they faced in Cambodia and in the US)
5217Write a paragraph describing the Cambodian American community. (Continue on the
5218back of the page when you run out of room.)
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5219Deporting Cambodian Americans––Jigsaw Expert Home Groups Directions
5220Essential Question: What effect are the deportations having on the Cambodian
5221communities?
5222Break into groups of 4, number 1–4, this is your home group. Each # represents an
5223expert group.
5224Your task: Using evidence from the primary and secondary sources provided, become
5225an expert on that source. It may be a video or an article with interviews of Cambodian
5226Americans who have been deported or their families that are affected. You can work in
5227your expert groups to help each other read, listen and analyze the source. Be ready to
5228share out with your home group. Remember you will be the only person in your group
5229that will be an expert on your source, so be thorough and detailed in your notes. If your
5230source is a video, you can play the video several times or pause it to take notes.
5231As you analyze your source, think about these questions:
5232  What is the legal basis for these deportations?
5233  Why are these deportations unfair?
5234  What effect are these deportations having on the deportees and the families still
5235 living in the U.S?
5236  What groups are doing something about the deportations and what are they
5237 doing?
5238Your assigned source:
5239#1s – Article - “Cambodian Deportees Return to a 'Home' They've Never Known”, The
5240Atlantic, 16 Jan 2019.
5241https://www.theatlantic.com/international/archive/2019/01/america-deports-cambodian-
5242refugees/580393/
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5243#2s – Article – “U.S. Deports Dozens More Cambodian Immigrants, Some For Decades-
5244Old Crimes”, NPR, 18 Dec 2018. https://www.npr.org/2018/12/18/677358543/u-s-
5245deports-dozens-more-cambodian-immigrants-some-for-decades-old-crimes
5246#3s – Video – “Deported from U.S., Cambodians fight immigration policy” PBS
5247Newshour, 7 May 2017 https://www.youtube.com/watch?v=AQMuGOXc-i4
5248#4s – Video - Deported: Forced Family Separation (Part 2 of 5) | NBC Asian America,
5249NBC News, 16 Mar 2017 https://www.youtube.com/watch?v=dULdy78KOLU
5250(Use your Chromebooks, iPads, or resource stations to access the source)
5251Expert Groups
5252Take notes in your quadrant on the handout “Deporting Cambodian Americans”. Make
5253sure to note down the author, title, and date of your source. Take down as many notes
5254as you can, which should include names, quotes, and facts.
5255Home Groups
5256Return to your home groups of 1–4. Each number take turns reporting out what they
5257learned from their source citing evidence, facts, and quotes. As you are reporting out,
5258the rest of your group is writing notes in the appropriate quadrants. After everyone has
5259reported out, each person should have a wealth of notes on their sources.
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5260Deporting Cambodian Americans – Jigsaw Expert/Home Groups – Note Taking Sheet
5261
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5262 Quick Fact Sheet on Deportations of Cambodian Americans
5263After escaping the repressive regime of the Khmer Rouge and genocide, Cambodian
5264refugees began immigrating at large into the US after 1979. They were dispersed into
5265various cities and states throughout the US to encourage cultural assimilation. Many
5266were resettled into underserved cities and neighborhoods that did not provide adequate
5267educational, economic, and social support. Without an understanding of the unique
5268needs and circumstances these refugees had endured due to war and genocide
5269trauma, Cambodians were treated like voluntary migrants who were expected to
5270achieve self-sufficiency and assimilate very quickly.
5271  Cambodian Americans experience disparate socio-economic impacts and face

5272 issues with poverty, lack of education, poor mental and physical health, and in
5273 more recent times, deportations back to Cambodia.
5274 o 38% of Cambodians have Limited English Proficiency
5275 o 32% have less than a high school education
5276 o Only 17% have had any type of higher education
5277 o 23% fall under low-income, which 20% of those living in poverty
5278 o The per capita income of Cambodians in California is $16,249
5279  Cambodian refugees and immigrants after 1975 lawfully entered the United
5280 States and were legally resettled into this country. After living in the US for more
5281 than one year, the Immigration and Naturalization Service adjusted their status to
5282 become lawful permanent residents, which also protected them from deportation.
5283  However, the United States criminal justice system went through many changes
5284 in the last few decades, pushing toward a system of mass incarceration in this
5285 country. Specifically in 1996, President Clinton signed the Illegal Immigration
5286 Reform and Immigrant Responsibility Act (IIRIRA) and the Antiterrorism and
5287 Effective Death Penalty Act, which made Southeast Asian Americans and other
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5288 immigrants who have certain criminal convictions now subject to harsh
5289 mandatory detention and automatic deportation laws with very few opportunities
5290 for relief.
5291  Additionally, Cambodia signed a repatriation agreement with the US in 2002.

5292 Deportations increased during the fall of 2017 when the Trump administration
5293 started placing visa sanctions on certain high-level Cambodian government
5294 officials until they start cooperating with US deportation policy. A nationwide
5295 temporary restraining order currently requires Immigration and Customs
5296 Enforcement (ICE) to send written notice to some Cambodians only two weeks
5297 before re-arresting them.
5298  One cannot understand Southeast Asian detentions and deportations without
5299 also discussing how these communities are policed and sentenced. During the
5300 prison boom of the 1990s, the Asian American and Pacific Islander prisoner
5301 population grew by 250%. During this time, Asian juveniles in California were
5302 more than twice as likely to be tried as adults compared to white juveniles who
5303 committed similar crimes. Arrests of AAPI youth in the United States increased
5304 726% from 1977 to 1997. In cities such as Oakland, AAPI youth have had very
5305 high arrest rates: Cambodians with 63 per 1000 and Laotians with 52 per 1000.
5306 Many were advised to accept plea deals for shortened prison time, without being
5307 made aware that these decisions would make them eligible for deportation.
5308  With the 1996 laws, Southeast Asian Americans, which includes Cambodian,
5309 Vietnamese, and Laotian Americans, are 3–4 times more likely to be deported
5310 based on past criminal convictions, than any other immigrant group. Since 1998,
5311 at least 15,000 Southeast Asian Americans have received final orders of
5312 deportation, including over 2,000 orders for deportation to Cambodia, despite
5313 many arriving in the US with refugee status and obtaining a green card.
5314  Many times Cambodian Americans are deported for a crime they committed
5315 when they were young and they did their time, they move on with their lives,
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5316 marrying and having kids. As mature husbands and fathers, they are now being
5317 deported for something they thought was a part of their past and dealt with.
5318Sources:
5319 1. US Census website. US Census. 2011. Retrieved August 17, 2012.
5320 2. Southeast Asian American Journeys: A Snapshot. Southeast Asia Resource

5321 Action Center. 2020.
5322 3. Asian American and Pacific Islanders Behind Bars: Exposing the School to
5323 Prison to Deportation Pipeline. Asian Americans Advancing Justice-LA, Asian
5324 Pacific American Labor Alliance, Asian Prisoner Support Committee, National
5325 Education Association, and Southeast Asia Resource Action Center. 2015.
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5326Sample Lesson 16: Chinese Railroad Workers
5331HSS Analysis Skills (9–12): Historical Research, Evidence, and Point of View 2;
5332Historical Interpretation 1
5333CA CCSS for ELA/Literacy: RH.9–10.1, 2, 6, 9, SL.9–10.1.A, 1.B, 1.C.

5335The contributions of people of color to the development of the economic development
5336and infrastructure of the United States are too often minimized or overlooked. Chinese
5337Americans are Americans and have played a key role in building this country. Had it not
5338been for this work force, one of the greatest engineering feats of the nineteenth century
5339(the first transcontinental railroad and others that followed), would not have been built
5340within the allotted timeline. Asian Americans and Pacific Islanders have played an
5341integral part as active labor organizers and strikers throughout history to fight racism
5342and exploitation. A popular image of the transcontinental railroad meeting at Promontory
5343Summit on May 10, 1869, with no Chinese workers exemplifies the conscious refusal to
5344recognize the contributions of workers.
5345Key Terms and Concepts: systems of power, assimilate, transcontinental, Central

5346Pacific Railroad Company (CPRR), congenial, amassed, worker exploitation

5348 1. understand how Asian Americans and Pacific Islanders have been active labor
5349 organizers and strikers throughout history to fight racism and exploitation;
5350 2. develop an appreciation for the contributions of Chinese Americans to US history

5351 and infrastructure; and
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5352 3. students will develop their speaking skills through a Socratic seminar discussion.
5354 1. How have Asian Americans and Pacific Islanders (AAPI) responded to repressive
5355 conditions in US history?
5356 2. What role have AAPIs played in the labor movement?
5357 3. Why is it important to recognize the contributions of immigrant labor in building

5358 the wealth of the United States?
5359 4. Why is it important to remember the Chinese Railroad Strike?
5361Overview:
5362Day 1 – Transcontinental Railroads and Chinese Immigration
5363Day 2 – Chinese Labor and the Building of the Transcontinental Railroads
5364Day 3 – Commemoration of the Golden Spike
5365Detailed Daily Lesson Procedures
5366Day 1 – Transcontinental Railroads and Chinese Immigration
5367 1. Post the image of a Chinese railroad worker on the screen.

5368 a. Students are asked to estimate when the photo was taken, who is shown
5369 in the photo, and what historical event or events they think are connected
5370 to the photograph.
5371 b. Teacher will ask students what they know about Chinese Americans and
5372 their contributions to the US.
5373 2. Introduce the lesson with the key overarching questions:
5374 a. To what extent did immigrant labor contribute to building the wealth of the
5375 US?
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5376 b. To what extent did those laborers benefit from the wealth they helped
5377 build?
5378 3. Read “The Chinese Experience in 19th Century America – Background for
5379 Teachers” and the “Chinese Railroad Workers in North America Project” at
5380 Stanford University.
5381 a. Have students read in pairs using any reading strategy for the level of the
5382 class (annotation, mark the text, Cornell notes, choral reading, etc.)
5383 b. Respond to Key Questions and answer the questions on the students’
5384 handout (see attached).
5385Day 2 – Chinese Labor and the Building of the Transcontinental Railroads
5386 1. Teacher discusses the answers to the questions students have completed and
5387 asks the questions:
5388 a. To what extent have Chinese Railroad workers been given the appropriate
5389 historical acknowledgement for their contribution to the building of the
5390 railroad system?
5391 b. Have students look up “transcontinental railroad” in the index of their US
5392 History textbook and have them look for text on Chinese laborers.
5393 2. Show on the screen the image of the May 10, 1869, Promontory Summit
5394 celebration.
5395 3. Have students analyze the photograph.
5396 a. Who is featured in the photo? Where and when was the photo taken? Why
5397 was the photo taken?
5398 b. Who is not featured in the photo? Why do you think that is?
5399 4. Show video on YouTube: https://www.youtube.com/watch?v=rQUP8-
5400 DJpMsandt=6s. Tell the students to pay special attention to Connie Young Yu’s
5401 interview from 1:59–2:31. The whole video is 5:31 minutes.
5402 5. Provide students time to reflect on what they have seen in the video by having
5403 students complete a five-minute free-write brainstorm on the following questions:
5404 Based on the interviews in the video, why is it important to recognize the
5405 contributions of Chinese laborers? Why is that recognition meaningful to people
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5406 within the Chinese-American community? How does the exclusion of Chinese
5407 and Chinese-American contributions to the United States, including the railroad,
5408 affect our understanding of history?
5409 6. After students have completed their free-write, have students assemble in pairs
5410 or groups of three. Have students share their responses with one another. When
5411 the discussion begins to wind down, have the class reconvene as a whole group.
5412 Have students share their thoughts and ideas with the whole class.
5413 7. Tell students that this video shows the importance of recognizing the
5414 contributions of Chinese laborers more than one hundred years after the building
5415 of the railroad. Ask students these final questions: How do you think Chinese
5416 laborers and Chinese immigrants were treated at the time? Provide students with
5417 copies of excerpts from David Phillips’ discussion of “The Chinese Question” in
5418 his Letters from California (pages 120-123) and “Enactments So Utterly Un-
5419 American" from Granite Crags by Constance Gordon-Cumming (pages 253-255).
5420 As students read, have them identify the conflicting attitudes towards the
5421 presence of Chinese laborers in California, noting the arguments presented for
5422 the exclusion and inclusion of Chinese laborers.
5423 8. After students have read the document excerpts, explain to students that the
5424 United States passed the Chinese Exclusion Act of 1882. Have students look up
5425 this event in their textbooks and discuss with a partner whether or not they think
5426 the information provided is satisfactory. Have students come up with a list of
5427 questions they have about the Chinese Exclusion Act.
5428Day 3 – Taking Action
5429 Every year on May 10, the Golden Spike Foundation commemorates the coming
5430 together of the Central Pacific and Union Pacific Railroads to create the First
5431 Transcontinental Railroad. Until recently, there has been little to no representation of
5432 the Chinese laborers who built the Central Pacific Railroad.
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5433 1. Show video on YouTube: https://www.youtube.com/watch?v=ttuDlv3bST4, ask
5434 students to focus on the contributions and hardships experienced by Chinese
5435 laborers while building through the Sierras.
5436 2. Split students into groups and have them brainstorm a list of ways that the
5437 Golden Spike Foundation could further recognize the contributions of Chinese
5438 laborers and how they can increase awareness of their contributions. Then,
5439 compose a professional, persuasive letter to the commemoration committee that
5440 explains why the Chinese contributions to the railroad should be recognized and
5441 how that can be achieved. Include concrete information from the resources you
5442 have examined over the course of this lesson, including specific quotes and
5443 examples.
5444 Address your letter to the Golden Spike Foundation, 60 South 600 East, Suite
5445 150, Salt Lake City, Utah 84102.

5447  “150 Years Ago, Chinese Railroad Workers Staged the Era's Largest Labor
5448 Strike”, NBC News, June 21, 2017 https://www.nbcnews.com/news/asian-
5449 america/150-years-ago-chinese-railroad-workers-staged-era-s-largest-n774901
5450  “The Chinese Experience in 19th Century America – Background for Teachers”
5451 http://teachingresources.atlas.illinois.edu/chinese_exp/introduction04.html
5452  Chang, Gordon, Shelley Fishkin, Chinese Railroad Workers in North America
5453 Project at Stanford University, Key Questions
5454 https://web.stanford.edu/group/chineserailroad/cgi-bin/website/
5455  The Chinese Railroad Workers in North America Project Exhibit: This exhibit from
5456 Stanford University contains interviews, historical documents, and artifacts.
5457 https://exhibits.stanford.edu/crrw
5458  Quan, Rick, “CHSA tribute to the Chinese Railroad Workers,” August 11, 2014.
5459 1:59-2:31 (Connie Young Yu describes how Chinese are not recognized at the
5460 100th anniversary of the May 10 Promontory Point Anniversary)
5461 https://www.youtube.com/watch?v=rQUP8-DJpMsandt=6s
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5462  Image of the Celebration of the final golden spike being pounded in to the track
5463 at Promontory Summit where the Union Pacific and Central Pacific railroads met
5464 to create the Transcontinental Railroad. (No Chinese laborers are in the picture)
5465  “Enactments So Utterly Un-American,” from Granite Crags by Constance
5466 Frederica Gordon-Cumming https://www.loc.gov/item/rc01000849/, pages 253-
5467 255.
5468  Letters from California, by David Phillips https://www.loc.gov/item/17024794/,
5469 pages 120-123.
5470  Campling, Laurence (Director). “Work of Giants” (Chinese workers building
5471 tunnel through the Sierras). https://www.youtube.com/watch?v=ttuDlv3bST4
5472 Other sources:
5473  Chew, William R., Nameless Builders of the Transcontinental Railroad, Trafford
5474 Publishing, 2004.
5475  SPICE Lesson: Modules on the Chinese Railroad Workers.
5476 https://spice.fsi.stanford.edu/multimedia/chinese-railroad-workers-north-america-
5477 project
5478  Gordon H. Chang and Shelley Fisher Fishkin, editors, with Hilton Obenzinger and
5479 Roland Hsu, The Chinese and the Iron Road: Building the Transcontinental
5480 Railroad, https://www.sup.org/books/title/?id=29278, Stanford University Press,
5481 2019.
5482  CBS Sunday Morning “Building the Transcontinental Railroad”. This CBS
5483 segment covers the 150th anniversary of the Transcontinental Railroad and
5484 highlights the Chinese labor force. https://www.youtube.com/watch?
5485 v=moDvjW9Z6_I
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5486Handout A
5487Transcontinental Railroad and Chinese Immigration
5488Read “The Chinese Experience in 19th Century America – Background for Teachers,”
5489http://teachingresources.atlas.illinois.edu/chinese_exp/introduction04.html
5490Answer the questions below:
5491 1. When did the Chinese first start emigrating to the US?
5492 2. What were the push factors (conditions in China that pushed Chinese out) for
5493 why Chinese were immigrating to the US in the 1800s?
5494 3. What were the pull factors (conditions in the US the pulled Chinese in)?
5495Use this source to answer the questions below:
5496Read the Key Questions section https://web.stanford.edu/group/chineserailroad/cgi-

5497bin/website (Gordon Chang and Shelley Fishkin, Chinese Railroad Workers in North
5498America Project at Stanford University)
5499 1. Explain why and how Chinese were sought after to come to the US to build the
5500 transcontinental railroad.
5501 2. Describe the types of repression and discrimination Chinese railroad workers
5502 endured under the railroad companies and management.
5503 3. Identify the key details of the Chinese railroad strike that occurred in 1867.
5504 4. Identify the strikers’ demands.
5505 5. To what extent was the strike a success?
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5506Sample Lesson 17: Little Manila, Filipino Laborers, and the United Farm
5507Workers (UFW)
5513Interpretation 1
5514CA CCSS for ELA/Literacy: RH.9–10.1, 4, 5, 9; WHST.9–10.1, 2, 4, 9
5515CA ELD Standards: ELD.PI.9–10.1, 2, 5, 6, 7, 9, 10, 11a.

5517Students will be introduced to the history of the United Farm Workers (UFW), Filipino
5518migration to Stockton, the formation of “Little Manila,” and protest music. Students will
5519be introduced to the organizing and intercultural relations between the Filipino and
5520Mexican farmworkers. Students will also complete a cultural analysis assignment on the
5521topic.
5522Key Terms and Concepts: United Farm Workers (UFW), Pinay and Pinoy, strike, protest
5523music, labor union, intercultural relations

5525 1. understand the history of the UFW and the farm worker movement and how it
5526 brought together both Filipino and Mexican laborers;
5527 2. understand Filipino migration to Stockton, California; and
5528 3. further develop their oral presentation, public speaking, and analysis skills via the
5529 cultural analysis assignment.
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5531 1. How are we taught to view and value labor?
5532 2. How do you build solidarity within social movements?
5533 3. What is the role of art and culture within social movements?
5535Day 1
5536 1. Initiate a class discussion by asking the students: What is one word that
5537 describes hard work? (Ask if any students are currently employed and if so, ask
5538 how many hours a week they work and how much they are making. Are they
5539 earning minimum wage? Do they receive any benefits? How do they feel about
5540 their work conditions? Do they know their rights as workers under federal, state,
5541 and local laws? Are they or their parents members of labor unions?)
5542 2. From the initial discussion, connect the responses to the students to the
5543 experiences of Filipina/x/o farm workers. Using the following points to emphasize
5544 the experiences of Filipina/x/o farm workers:
5545 Farm work is hard work: Farm work is back-breaking and difficult, but it was
5546 work that Filipinas/xes/os and other groups did with great skill, efficiency, pride,
5547 and dignity. It was their labor that greatly contributed to creating incredible wealth
5548 for the state of California in the 20th century and even to this day. There is
5549 nothing wrong with jobs that entail hard work, as long as the workers are laboring
5550 in the best conditions, are well paid and receive benefits, and can collectively
5551 bargain for their wages and working conditions through unions.
5552 Role of the unions: Unions and other forms of organized labor were integral in
5553 ensuring fair wages and working conditions.
5554 Fair wages and working conditions: Fair wages and working conditions are
5555 basic human rights that every worker deserves.
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5556 Right to organize: The right of workers to collectively organize and demand fair
5557 wages and working conditions through labor unions was important to Filipina/o
5558 workers throughout the 20th century. Filipinas/xes/os were key to the farm
5559 worker’s movements of the last century.
5560 3. Ask the students to reflect on what “justice” means to them. On sticky notes or
5561 scrap paper, have each student write a word that represents what justice means
5562 to them. Write out the word “JUSTICE” on the board. Have students walk up to
5563 the board and place their post-its or scrap paper around the word “justice” on the
5564 board. After the students have placed their post-it’s on the board, go over what
5565 they wrote and ask them questions to clarify what they meant. Ask the students,
5566 “Why is there a need for justice?” or “What causes the need for justice?”
5567 4. Play Journey for Justice: The Life of Larry Itliong, read aloud at
5568 https://www.youtube.com/watch?v=jTl17BnAaPk&feature=youtu.be. The class
5569 will listen to the read aloud, and follow along if they have the book.
5570 5. After listening to the read aloud, ask the students to reflect who Larry Itliong is.
5571 On sticky notes or scrap paper, have each student write a word that represents
5572 who Larry Itliong is. Write out the “Larry Itliong” on the board next to the “Justice”
5573 brainstorm. Have students walk up to the board and place their post-it around
5574 “Larry Itliong” on the board. After the students have placed their responses on
5575 the board, go over what they wrote and ask them questions to clarify on what
5576 they meant. Connect some of their responses on the “Justice” brainstorm to the
5577 “Larry Itliong” brainstorm.
5578 6. After connecting the “Larry Itliong” and “Justice” brainstorms, assign each
5579 student or small group of students, an illustration from the book and have them
5580 use the following questions to develop a short analysis essay:
5581 a. What does the image tell us about the experience of Filipino farm
5582 workers?
5583 b. How does the image explain Filipino farm workers “Journey for Justice?”
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5584Day 2
5585 1. Provide an introduction of the farm workers movement, highlighting the work of
5586 Larry Itliong, Philip Vera Cruz, Cesar Chavez, Dolores Huerta, and others, while
5587 foregrounding the goals, tactics, and accomplishments of the movement.
5588 Teachers can refer to the CLIC Project’s Filipino Farm Worker Movement
5589 website: https://californiahss.org/FilipinoContributions.html.
5590 2. Following the introduction, screen the KVIE-produced short film, Little Manila:
5591 Filipinos in California’s Heartland. Before starting the video, tell students that they
5592 are responsible for taking thorough notes (refer to a graphic organizer or note
5593 taking tool) and will be expected to have a discussion around the following
5594 guiding questions:
5595 a. Why was Stockton a popular landing place for Filipino immigrants?
5596 b. What crop did Filipinos primarily harvest in Stockton?
5597 c. How did Filipino farm workers build community and develop a new social
5598 identity in Stockton?
5599 d. How did colonialism shape Filipino immigrants’ impression of the US?
5600 e. What US policies were implemented to limit Filipino immigration? How did
5601 Filipinos in Stockton resist these policies?
5602 f. What were some political and strategic differences of Cesar Chavez and
5603 Larry Itliong?
5604 g. What role did Filipinos play in the formation of the United Farm Workers?
5605 h. How did urban redevelopment aid in the destruction of Little Manila?
5606 3. Provide the following key terms for students to define using context clues from
5607 the film:
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5608 a. Mestizos
5609 b. Anti-miscegenation
5610 c. Race riots
5611 d. Naturalization
5612 e. War brides
5613 f. Pinay and Pinoy
5614 g. Urban redevelopment
5615 h. Labor union
5616 4. Following the film, divide the students into groups of four to five. Each group is
5617 given 20 minutes to read the following excerpt, discuss the film, respond to the
5618 aforementioned guiding questions, and come up with definitions for the terms
5619 listed above.
5620 5. Excerpt from Our Stories in Our Voices “Filipinos and Mexicans for the United
5621 Farm Workers Union” by James Sobredo:
5622 a. By the 1950s and 1960s, the remaining Filipinos in the United States
5623 are now much older. They were also working side-by-side with other
5624 Mexican farm workers. Then in 1965, under the leadership of Larry
5625 Itliong, Filipinos went on strike for better salaries and working
5626 conditions in Delano. Itliong had been a long-time labor union
5627 organizer, but although they won strikes in the past, they had never
5628 been able to gain recognition as a union for farm workers. To make
5629 matters worse, when Filipinos went on strike, Mexican farm workers
5630 were brought in by the farmers to break the strike; in the same way,
5631 when Mexican farm workers went on strike, Filipinos were brought in to
5632 break their strike. Itliong recognized this problem, so he asked Cesar
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5633 Chavez and Dolores Huerta, who had been organizing Mexican farm
5634 workers, to meet with him. Itliong asked Chavez to join the Filipino
5635 grape strike, but Cesar refused because he did not feel that they were
5636 ready. It was Huerta, who had known Itliong when she lived and
5637 worked in Stockton, who convinced Chavez to join the Filipino strike.
5638 Thus, for the first time in history, Filipinos and Mexicans joined forces
5639 and had a unified strike for union recognition and workers’ rights. This
5640 led to the establishment of the United Farm Workers union (UFW),
5641 which brought together the Filipino workers of the Agricultural Workers
5642 Organizing Committee (AWOC) and the Mexican workers of the
5643 National Farm Workers Association (NFWA) in a joint strike.
5644 One of the important labor actions the UFW did to gather support for the
5645 Grape Strike was a 300-mile march from the UFW headquarters in
5646 Delano in the Central Valley to the State Capitol in Sacramento. The
5647 march started on March 17, 1966, when 75 Filipino and Mexican farm
5648 workers started their long trek down from Delano, taking country roads
5649 close to Highway 99, all the way up to Sacramento. They were stopping
5650 and spending the night at small towns along the way, giving speeches,
5651 theater performances, and singing songs. They were following the
5652 tradition of nonviolent protests started by Mahatma Gandhi in India and
5653 Dr. Martin Luther King, Jr. in the South. The march to Sacramento was
5654 very successful. By the time, the Filipinos and Mexicans arrived in
5655 Sacramento, they were now 10,000 marchers strong, and the march
5656 brought more media coverage and national support to the UFW grape
5657 strike...
5658 The connection to the Filipino and Mexican farmworkers remains a

5659 strong thread in the California Assembly. Rob Bonta (Democrat, 18
5660 District) is the first Filipino American Assembly member to be elected to
5661 office. He is the son of Filipino labor union organizers and grew up in
5662 La Paz, in Kern County, in a “trailer just a few hundred yards from
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5663 Cesar Chavez’s home.” His parents were civil rights activists and labor
5664 union organizers who worked with the UFW to organize Filipino and
5665 Mexican farm workers…
5666 6. While students are working in groups, write down the eight key terms on the
5667 white board, leaving plenty room between each. After the time has expired,
5668 signal to students that it is time to come back together. Facilitate a discussion
5669 where students are able to respond to each of the guiding questions aloud.
5670 Finally, ask one member from each group to go to the board. Each student is
5671 assigned a word and is expected to write their definition of the word with their
5672 group’s support. After completing this task, the class talks through each term.
5673 Provide additional information, examples, and support to better clarify and define
5674 the terms.
5675 7. Close with student and community reflection.
5676Day 3
5677 1. Bring to class a carton of strawberries and grapes, several pieces of sugar cane,
5678 and a few asparagus spears. Engage the class by asking how many students
5679 have ever worked on a farm or have grown their own food? Then ask if anyone
5680 knows how the food items brought in are grown and/or harvested? Let students
5681 know that the food items brought in are among some of the most labor-intensive
5682 to harvest, are in high demand, and are largely hand-picked or cut by often
5683 underpaid farm workers. Proceed to display images detailing the process of each
5684 crop being harvested. Be sure to highlight that farm labor is often repetitive and
5685 menial, yet damaging to the body. After completing this overview, allow the
5686 students to eat the food items brought in.
5687 2. After the discussion about harvesting crops, play “Brown-Eyed Children of the
5688 Sun,” a song by Daniel Valdez that was popularized during the United Farm
5689 Workers Movement. After listening to the song, ask students what the song is
5690 about? Allow for about 10 minutes of discussion followed by an overview on
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5691 protest songs and music that were played/sung while Filipino and Mexican
5692 workers toiled the fields and during protests. The overview should foreground the
5693 Filipino contribution in the UFW, like the book Journey for Justice: The Life of
5694 Larry Itliong (https://www.youtube.com/watch?v=jTl17BnAaPk). Then proceed to
5695 describe how protest and work songs provided a unifying message, energized
5696 crowds during rallies and marches, and helped amplify dissent.
5697 3. Following this overview, divide students into pairs. Each pair is then assigned a
5698 protest or work song from the list below (students also have the option to create
5699 their own protest song):
5700 a. “Brown-Eyed Children of the Sun” by Daniel Valdez, Sylvia Galan, and
5701 Pedro Contreras
5702 b. “Huelga En General” / “General Strike” by Luis Valdez
5703 c. “El Esquirol” / “The Scab” by Teatro Campesino
5704 d. No Nos Moverán
5705 e. “Pastures of Plenty” by Woody Guthrie
5706 f. “Solidaridad (Pa) Para Siempre” (Solidarity forever)
5707 g. “Nosotros Venceremos” (We shall overcome)
5708 4. Let the pairs know that they will be responsible for completing a two-page cultural
5709 analysis essay that must address the following steps and prompts:
5710 a. Find the lyrics and an audio recording of your assigned song.
5711 b. Analyze the song and identify three to five key themes or points.
5712 c. What is the purpose and/or meaning of this song?
5713 d. Who is the intended audience?
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5714 e. What types of instruments, sounds, poetic devices, etc., are used?
5715 f. How does this song situate within the history of Filipino farm workers and
5716 the broader United Farm workers’ movement?
5717 5. Allow the pairs to use the remainder of the class period to listen to their songs
5718 and take notes. In addition, students can invite other classes and have a listening
5719 party. Give the students ample time in class for the next two days to work on their
5720 essays. During those days offer writing support, carving out time to help each
5721 pair craft their thesis statement, core arguments, and better structure their
5722 essays overall.
5723 6. On the final day, each pair exchanges their essay with another pair. The pairs
5724 are given 15 minutes to conduct a brief peer review of each essay. After the
5725 review, have a “listening party.” The entire class is given the opportunity to listen
5726 to the various songs. After each song is played, the pair that wrote an essay on
5727 the song and the pair that reviewed the song are able to briefly share their
5728 thoughts and analysis of the cultural text to the class.

5730Students will complete a cultural analysis essay where they are expected to analyze
5731protest songs (or other cultural texts) that were assigned to them in class. Their analysis
5732should include themes that emerged in the songs, connecting them back to the history,
5733struggles, tactics, leaders, and goals of the UFW.

5735  Little Manila: Filipinos in California’s Heartland (short film)
5736 https://www.pbssocal.org/programs/viewfinder/kvie-viewfinder-little-manila-
5737 filipinos-californias-heartland/
5738  Bohulano Mabalon, Dawn. “Little Manila is in the Heart: The Making of the
5739 Filipina/o American Community in Stockton, California. Durham, NC: Duke
5740 University Press, 2013.
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5741  Scharlin, Craig and Lilia V. Villanueva Philip Vera Cruz. “Philip Vera Cruz/A
5742 Personal History of Filipino Immigrants and the Farmworkers Movement”:
5743 University of Washington Press, 2000.
5744  Delano Manongs: Forgotten Heroes of the United Farm Workers Movement
5745 http://www.delanomanongs.com
5746  Dollar A Day, Ten Cents A Dance https://vimeo.com/45513418
5747  “Examining the Impact of Mahatma Gandhi on Social Change Movements” (links
5748 to https://www.hinduamerican.org/wp-content/uploads/2020/05/HAFN_19_050-
5749 GandhiLessonPlan_r4.pdf).
5750  Journey for Justice: The Life of Larry Itliong, by Dawn Mabalon. Read aloud at
5751 https://www.youtube.com/watch?v=jTl17BnAaPk&feature=youtu.be.
5752  Filipinos and the Farm Worker Movement

5753 https://californiahss.org/FilipinoContributions.html
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5754Sample Lesson 18: Hmong Americans—Community, Struggle, Voice
5759HSS Content Standard 11.11.1
5760CA CCSS for ELA/Literacy: RH.9–10.1, 2, 3, 7; W.9–10.1; SL.9–10.1
5762Overview: Hmong Americans are seen as Asian Americans, yet they have a very
5763unique experience and history in the US. The goal of this lesson is to delve deeply into
5764their experience and understand their formation as a community and as a voice within
5765American society. This lesson uses the voices of Hmong women, men, girls, and boys,
5766as well as an article from the Amerasia Journal to create an understanding of the issues
5767and experiences of the Hmong American Community.
5768Key Terms and Concepts: Hmong, oral history, Laos, CIA, Refugee Resettlement Act of
57691980, Asian American, Secret War in Laos, Patriarchy, refugee

5771  better understand the diversity of experiences of Hmong Americans by engaging
5772 a range of primary and secondary sources including, oral histories, poems, and
5773 scholarly articles; and
5774  write their own spoken word piece about their lived experiences. In doing so,
5775 students will gain key skills in how to develop and structure poetry, as well as
5776 techniques for performing.
5778 1. What are the Hmong refugee and resettlement experiences in the US?
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5779 2. How did first generation Hmong immigrants’ experiences differ from their children
5780 who were born in the US? How did gender factor into differing experiences?
5782Day 1––Hmong Immigrant Experience and Hmong Americans
5783 1. The teacher makes a note of telling the class, “If anyone here has experiences or
5784 a personal identity that they feel could help others better understand this content,
5785 feel free, but not required, to add to our discussions.”
5786 2. The teacher tells students that they are going to learn about the Hmong
5787 community in America and focus on two essential questions (read essential
5788 questions 1–2 aloud).
5789 3. The teacher presents some basic information about the Hmong community. The
5790 teacher asks students what type of information would be useful in learning more
5791 about the Hmong community and writes the questions on the white board.
5792 4. The teacher leads a read aloud of the Quick Fact Sheet about the Hmong
5793 community in the US. Alternate choral reading––teacher reads one fact, the
5794 whole class reads the next fact, teacher walks around the room as students and
5795 teacher read the facts. Quick Fact Sheet attached.
5796 5. The teacher asks which of the essential questions have been answered by the
5797 information presented. Go through the questions and answers.
5798 6. The teacher leads a deeper discussion about the Hmong experience in the US,
5799 focusing on the essential questions. The teacher shows a video interview of a
5800 Hmong couple who immigrated to the US. Note that the videos have subtitles
5801 and that students should think about the hardships that these immigrants
5802 endured to get to the U.S as they watch the video. Teachers should tell students
5803 that the following videos can be traumatizing for some. After each video the
5804 teacher can provide students time to process the information they saw through
5805 discussion and reflection that is facilitated by the teacher.
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5806 “Starting Again in the Refugee Camp” is a short documentary about Pang Ge
5807 Yang and Mee Lee. An incredible story of Love, Loss and Hope. At the end of the
5808 Secret War, Pang Ge Yang escapes from Laos into Thailand. Through the harsh
5809 journey through the jungle, Pang Ge's pregnant wife dies, and he is unable to
5810 leave her body for three days. Mee Lee also is fleeing war torn Laos, and her
5811 husband dies during the escape. Mee found herself as a near death, broken
5812 widow in the Thailand refugee camps. After losing everything, a miracle happens
5813 and these two widows find each other and a new reason for life again in each
5814 other. https://www.youtube.com/watch?v=eDWU5zP-B6g (9 mins)
5815 7. As homework, students can conduct research on outstanding questions from the
5816 first activity of the lesson.
5817Day 2––Compare and Contrast of Genders in the Hmong Community
5818 8. The teacher shows two spoken word poems of two teenage Hmong females. As
5819 students watch them, they should think about how these individuals have
5820 developed their identity as being Hmong American. As students watch, they
5821 should consider what it is like to be a young Hmong American woman.
5822 https://www.youtube.com/watch?v=N6XxuyYI6ho
5823 9. After the videos, do a Think, Write, Pair/Share, Group Share exercise: Let
5824 students think about the question you have written on the board (How do these
5825 poets describe their experiences and young Hmong-American women?) for one
5826 minute in silence, then write for two to three minutes, and then share their written
5827 thoughts with a partner.
5828 Some important things to point out in the discussion:
5829  Face challenges of navigating two worlds, with their parents and the
5830 pressures of American society, language barrier with parents, and not fully
5831 accepted into the American society
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5832  The frustration they feel when they are not recognized or identified as
5833 Hmong but rather being called Chinese or from Hong Kong
5834  Living in a patriarchy, family expectations, and family hypocrisies
5835  Feeling like they need more support to succeed in school but failing to
5836 receive that support within the American education system
5837  Feeling proud to be Hmong and a daughter
5838  Learning how to embrace their heritage and culture but at the same time
5839 pursue their dreams of going to college
5840  Developing an identity of their own as proud Hmong Americans
5841 10. Have students read an excerpt from “Criminalization and Second Generation of
5842 Hmong American Boys.” As they read this excerpt, students should think about a
5843 similar question: What have been the general experiences of young Hmong
5844 American men? (pages 113–116, “Criminalization and Second Generation
5845 Hmong American Boys” by Bao Lo.)
5846 a. As students read the article, give them the annotation chart and direct
5847 them to annotate as they read. (Adding a symbol next to a sentence that
5848 corresponds to their thinking or feeling about the text. Annotation sheet
5849 attached.) Tell the students to be ready to answer the question using
5850 evidence from the text.
5851 b. Hold a reflective class discussion: According to the author, Bao Lo, what
5852 have been the general experiences of young Hmong American men?
5853 c. Some important things to point out in the discussion:
5854 i. Similar to young African American and Latino males, young Hmong
5855 males are thought of as gangsters, dropouts, and delinquents by
5856 some law enforcement and authority figures.
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5857 ii. The invisibility of Asian American and Pacific Islander groups
5858 regarding incarceration and criminalization in research and public
5859 policy shows a need to understand it better.
5860 iii. Teachers often treat the dress of baggy clothing, quietness, and
5861 swaggering of the Hmong boys as deviant.
5862 iv. This implicit bias among authority members leads to racial profiling
5863 of Hmong boys and leads to the boys feeling of isolation and
5864 frustration.
5865 v. The criminalization of men and boys of color goes hand in hand
5866 with the decriminalization of white males. As a result, white
5867 criminality is less controlled, surveilled, and punished while Black,
5868 Latino, and Southeast Asian criminality is treated as threatening
5869 and in need of punishment.

5871Chapter 16 of the framework includes a description of the impact of the Vietnam War,
5872including the experiences of refugees. On pages 423–425 there is a classroom example
5873where students study the impact of the war on the United States. You can extend this
5874context to this lesson by asking students to research the following questions:
5875 How did the Vietnam War affect Hmong immigration to the United States?
5876 How the experience of the war affect perceptions of Hmong immigrants?
5877 11. Assessment––To show evidence of what you have learned the teacher can
5878 choose one of two assignments:
5879 a. Write a paragraph of 5–10 sentences answering each essential question

5880 using the evidence from the sources we used, or
5881 b. Write a spoken word poem expressing your identity.
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5883See Step 10 above.

5885“Starting Again in the Refugee Camp” – A short Documentary about Pang Ge Yang and
5886Mee Lee. https://www.youtube.com/watch?v=eDWU5zP-B6g
5887Lo, Bao “Criminalization and Second-Generation Hmong American Boys”, Amerasia

5888Journal 44:2, 113-126. UCLA Asian American Studies Center Press, 2018
5889“Hmong Story 40 Project” (a series of video interviews and documentaries of Hmong

5890refugees and immigrants) https://www.youtube.com/channel/UCZ-
5891kAFGMfquHnAy7lJV5rhg
5892Quick Fact Sheet (below)
5893Think Write Pair/Share Group Share Handout (below)
5894Annotation Chart (below)
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5895 Quick Fact Sheet about the Hmong Community in the US
5896 The Hmong are an ethnic group that lives in the mountains primarily in southern
5897 China, Laos, Burma, northern Vietnam and Thailand. They are a subgroup of the
5898 Miao ethnic group and have more than one dialect within and among the different
5899 Hmong communities.
5900 During the Vietnam War, Laos also experienced a civil war in which three princes
5901 sought control over the Royal Lao government. One of the princes sought support
5902 from the Vietnamese communists, while the other sought support from the US. Both
5903 sides swept in and recruited Hmong to join their military forces.
5904 The most successful was the Royal Lao government, which was backed by the US
5905 Central Intelligence Agency (CIA).
5906 In 1961, 18,000 young Hmong men joined the US-backed armies in the Secret War
5907 in Laos with the promise that the Royal Lao government and the US would take care
5908 of them if Laos fell to the communists.
5909 When Vietnam and Laos fell to the communists in 1973, the Hmong were
5910 persecuted by the communists, causing most to flee their homeland. The majority
5911 crossed the Mekong River and made their way to Thailand to live in refugee camps.
5912 Several families stayed in these camps for years until being processed and either
5913 returned to their home countries or sent to the US.
5914 The US refugee resettlement Act of 1980 brought in over 200,000 Hmong families to
5915 live in cities spread across the US from 1980 to 2000.
5916 Over the years, the Hmong migrated to specific Hmong ethnic enclaves within US
5917 cities within California, Minnesota, and Wisconsin.
5918 From the mid-1980s to 2000s there has been a gradual rise in undergraduate
5919 college enrollment particularly in Minnesota, Wisconsin, and California. This has led
5920 to college courses on Hmong language and Hmong American history and culture.
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5921 Today there are large Hmong communities in Fresno, St. Paul, Minneapolis,
5922 Sacramento, Merced, Milwaukee, Wausau, and Green Bay, with the total population
5923 over 300,000.
5924 The Hmong have played a key role in helping the farm communities grow and
5925 flourish.
5926 The rich Hmong culture includes embroidery, story clothes, ghost stories, and many
5927 rituals.
5928 Although the Hmong fall under the category of Asian American in the US, they
5929 endure one of the highest poverty rates at 37.8% in 2004 among all ethnic groups so
5930 they do not receive the services they need because they have been lumped into the
5931 Asian American group, which is an aggregate of more than 25 ethnic groups that
5932 have diverse histories and experiences in the United States.
5933 The Hmong struggle with the dual identities of being labeled as the Model Minority or
5934 as criminals for the young males.
5935Sources:
5936 “Hmong Timeline.” Minnesota Historical Society, www.mnhs.org/hmong/hmong-

5937 timeline
5938 Her, Vincent K, and Mary Louise Buley-Meissner, Hmong and American From
5939 Refugees to Citizen. Minnesota Historical Society Press. 2012.
5940 Thao, Dee, director. “Searching For Answers: Retracing a Hmong Heritage,”
5941 YouTube, 4 June 2013, www.youtube.com/watch?v=sF6pm6gYfk4.
5942 Xiong, Yang Sao, “An Analysis of Poverty in Hmong America” Diversity in
5943 Diaspora Hmong Americans in the Twenty-First Century, edited by Mark
5944 Edward Pfeifer, Monica Chiu, and Kou Yang University of Hawai‘i Press,
5945 Honolulu, 2012.
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5946 Think Write Pair/Share Group Share
5947Essential Question: …
5948 Think for one minute about how the source had details that answered the
5949 essential question.
5950 Write for one minute about the details and facts you can remember from the
5951 source which addresses the essential question.
5952 Pair/Share for one minute per person, share out your thinking and writing
5953 about the essential question using the sources provided. Be ready to share out the
5954 information your partner provided if the teacher calls on you.
5955 Group Share for 5–10 minutes. At the end, have the class share out their
5956 information, giving students a chance to present to their peers.
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5957 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…
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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5958Sample Lesson 19: Indian Americans: Creating Community and
5959Establishing an Identity in California
5965Interpretation 1
5966CA CCSS for ELA/Literacy: RH.9–10.1, 4, 5, 9; WHST .9–10.1, 2, 4, 9
5967CA ELD Standards: ELD.PI.9–10.1, 2, 5, 6, 7, 9, 10, 11a

5969Indian Americans are thought to be relatively new immigrants to the United States and
5970California, but their story in California starts much further back in history. In the time
5971that they have lived in California, the contributions of Indian Americans to STEM fields
5972and arts and culture encompasses a rich and diverse breadth and depth.
5973Students will be introduced to the history of Indian American migration and will highlight
5974the diversity of the Indian American community with respect to religion and geography.
5975Key Terms and Concepts: Immigration Act, model-minority, Bollywood, media literacy,
5976intercultural relations

5978 1. understand the diversity inherent in the Indian American community with
5979 respect to language, religion, and geography;
5980 2. understand Indian American migration to Northern California;
5981 3. articulate the contributions of Indian Americans to the information

5982 technology and telecommunications lexicon, and the fields of STEM, arts
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5983 and culture; and
5984 4. further develop their oral presentation, public speaking, and analysis skills
5985 via the cultural analysis assignment.
5987 1. What is the history of Indian American migration to the United States, and in
5988 particular, to California?
5989 2. What role did opportunities for education and gender equality play in
5990 decisions to emigrate to California?
5992Day 1
5993 1. Introduce the first group of Indians who landed on Angel Island in the early
5994 1900s, how they settled in Northern California and created a farming
5995 community. Also provide an introduction where a second generation of Indians

5996 who came to the United States in the later 1900s mainly seeking education,
5997 career opportunities and gender equality.
5998 2. Following the introduction, screen a YouTube lesson, “Sikh Pioneers and their
5999 Contributions to California’s History.” Before starting the video, tell students that
6000 they are responsible for taking thorough notes (refer to the graphic organizer or
6001 note taking tool) and will be expected to have a discussion around the following
6002 questions:
6003 a. Why did the first Indian Americans settle in Northern California?
6004 b. What crops did these Indian Americans specialize in?
6005 c. What US laws negatively affected their liberty and freedom?
6006 i. Law of 1913, Foreigners without the option of citizenship
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6007 ii. Immigration Act of 1917, restricting the entry of more Asians into the
6008 country, preventing immigrants from bringing their families
6009 d. How did these laws affect the social changes of these communities?
6010 e. How have current immigration and naturalization laws changed since
6011 1917?
6012 3. Provide the following key terms for students to define using context clues from
6013 the film
6014 f. Punjabi
6015 g. Sikh
6016 h. Immigration Act
6017 i. Naturalization
6018 j. Indian-Mexican marriages
6019 4. Following the video, divide the students into groups of four to five. Each group
6020 is given 20 minutes to read the excerpt below, discuss the video, respond to the
6021 questions like the ones above,
6022 k. The origins of the Punjabi-Mexican community lie in the Imperial Valley
6023 along California’s southern border. Men from India’s Punjab province
6024 stood out from the start among the pioneers who flocked there to work
6025 the newly arable land. Their fortunes, their legal status, and local opinion
6026 of them varied over the years. At first, South Asians could obtain
6027 American citizenship, but later they lost that right. Then not only the
6028 physical landscape but the political landscape and their place in it struck
6029 the Punjabi men as decidedly similar to their status in British India. They
6030 fought hard for their rightful place in society, and particularly for a place
6031 on the land, a very important component of Punjabi identity. The Imperial
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6032 Valley was being transformed from a barren desert to a major center of
6033 agricultural production in California at the time the Punjabis arrived; the
6034 pioneer Anglo settlers there did not easily accept the Punjabis’ claims to
6035 membership in the community they were building. Legal constraints and
6036 social stereotypes based on race and national origin helped determine
6037 the opportunities and working conditions the Punjabis encountered as
6038 they worked alongside others to develop the valley.
6039 5. While students are working in groups, write down the key terms on the white
6040 board, leaving plenty of room between each. After the time has expired, signal
6041 to students that it is time to come back together. Facilitate a discussion where
6042 students are able to respond to each of the guiding questions aloud. Finally,
6043 ask one member from each group to go to the board. Each student is assigned
6044 a word and is expected to write their definition of the word with their group’s
6045 effort. After completing the task, the class talks through each term. Provide
6046 additional information, examples, and support to better clarify and define the
6047 terms.
6048 6. Close with student and community reflection.
6049Day 2
6050 1. Watch excerpt from Episode 1 of Asian Americans “Breaking Ground” about
6051 Bhagat Singh Thind. Additionally, ask students to read an excerpt from “Roots
6052 In the Sand” that discusses the ruling of the Circuit Court of Appeals of United
6053 States v. Bhagat Singh Thind
6054 2. 261 US 204 (1923). Ask the students to pay special attention as to why he was
6055 not considered to be an American citizen.
6056 3. After watching the film, optionally, split the class into smaller groups or stay as
6057 a complete class to discuss the following questions
6058 a. Community Builder/Cultural Energizer: Identifying our biases (5 min)
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6059 i. Ask the question, “how do you (or your family members)
6060 answer the race question on a form? What are the options
6061 listed?”
6062 ii. How is the term “white” defined racially?: (10 min)
6063 b. From US vs Bhagat Singh Thind: The court conceded that Indians were
6064 “Caucasians” and that anthropologists considered them to be of the same
6065 race as white Americans, but argued that “the average man knows
6066 perfectly well that there are unmistakable and profound differences.”
6067 i. What do you think of the argument that courts made about
6068 people from Indian origin? What do you know about people from
6069 Indian origin today?
6070 4. Provide the following key terms and concepts for students to define using
6071 context clues from the film
6072 a. “Caucasian” vs “white”
6073 b. Aryan
6074Additional Material and Resources to support Day 2
6075Pre 1800
6076 Beginning in the 17th century, the East India Company

6077 (https://en.wikipedia.org/wiki/East_India_Company) began bringing indentured
6078 Indian servants to the American colonies.[ 11]
6079 (https://en.wikipedia.org/wiki/Indian_Americans#cite_note-Thakur-11)
6080 The Naturalization Act of 1790

6081 (https://en.wikipedia.org/wiki/Naturalization_Act_of_1790) made Asians ineligible
6082 for citizenship.[12] (https://en.wikipedia.org/wiki/Indian_Americans#cite_note-12)
608319th century
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6084 The first significant wave of Indian immigrants entered the United States in the
6085 19th century. Emigration from India was driven by difficulties facing Indian
6086 farmers, including the challenges posed by the British land tenure system for
6087 small landowners, and by drought and food shortages, which worsened in the
6088 1890s.
6089 At the same time, Canadian steamship companies, acting on behalf of Pacific
6090 coast employers, recruited Sikh farmers with economic opportunities in British
6091 Columbia (https://en.wikipedia.org/wiki/British_Columbia).
6092 Racist attacks in British Columbia, however, prompted Sikhs and new Sikh
6093 immigrants to move down the Pacific Coast to Washington
6094 (https://en.wikipedia.org/wiki/Washington_(state)) and Oregon
6095 (https://en.wikipedia.org/wiki/Oregon), where they worked in lumber mills
6096 (https://en.wikipedia.org/wiki/Lumber_mill) and in the railroad industry.[14]
6097 (https://en.wikipedia.org/wiki/Indian_Americans#cite_note-ReferenceA-14). Many
6098 Punjabi (https://en.wikipedia.org/wiki/Punjabis) Sikhs who settled in California,
6099 around the Yuba City (https://en.wikipedia.org/wiki/Yuba_City) area, formed close
6100 ties with Mexican Americans.[11]
6101 (https://en.wikipedia.org/wiki/Indian_Americans#cite_note-Thakur-11). The
6102 presence of Indian Americans also helped develop interest in Eastern religions in
6103 the US and would result in its influence on American philosophies such as
6104 Transcendentalism (https://en.wikipedia.org/wiki/Transcendentalism).
6105 Swami Vivekananda (https://en.wikipedia.org/wiki/Swami_Vivekananda) arriving

6106 in Chicago at the World's Fair led to the establishment of the Vedanta Society
6107 (https://en.wikipedia.org/wiki/Vedanta_Society).
610820th century
6109 Between 1907 and 1908, Sikhs moved further south to warmer climates in
6110 California, where they were employed by various railroad companies. Some
6111 white Americans, resentful of economic competition and the arrival of people
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6112 from different cultures, responded to Sikh immigration with racism and violent
6113 attacks.[14] (https://en.wikipedia.org/wiki/Indian_Americans#cite_note-
6114 ReferenceA-14)
6115 The Bellingham riots (https://en.wikipedia.org/wiki/Bellingham_riots) in

6116 Bellingham, Washington on September 5, 1907 epitomized the low tolerance in
6117 the US for Indians and Sikhs, who were called “hindoos”
6118 (https://en.wikipedia.org/wiki/Hindoos) by locals.
6119 In the early twentieth century, a range of state and federal laws restricted Indian
6120 immigration and the rights of Indian immigrants in the US. In the 1910s,
6121 American nativist organizations campaigned to end immigration from India,
6122 culminating in the passage of the Barred Zone Act
6123 (https://en.wikipedia.org/wiki/Barred_Zone_Act) in 1917.
6124 In 1913, the Alien Land Act of California prevented Sikhs (in addition to Japanese
6125 and Chinese immigrants) from owning land., it was legal for "brown" races to mix.
6126 Many Indian men, especially Punjabi men, married Hispanic women and Punjabi-
6127 Mexican marriages became a norm in the West.[14]
6128 (https://en.wikipedia.org/wiki/Indian_Americans#cite_note-ReferenceA-14) [16]
6129 (https://en.wikipedia.org/wiki/Indian_Americans#cite_note-
6130 Oxford_University_Press-16)
6131 Bhicaji Balsara (https://en.wikipedia.org/wiki/Bhicaji_Balsara) became the first

6132 known Indian to gain naturalized US citizenship. As a Parsi
6133 (https://en.wikipedia.org/wiki/Parsi), he was considered a "pure member of the
6134 Persian sect" and therefore a "free white person." In 1910, the Circuit Court of
6135 Appeal agreed that Parsis (https://en.wikipedia.org/wiki/Parsis) are classified as
6136 white.[17] (https://en.wikipedia.org/wiki/Indian_Americans#cite_note-auto-17).
6137 Between 1913 and 1923, about 100 Indians were naturalized.
6138 In 1923, the Supreme Court of the United States

6139 (https://en.wikipedia.org/wiki/Supreme_Court_of_the_United_States) ruled in
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6140 United States v. Bhagat Singh Thind
6141 (https://en.wikipedia.org/wiki/United_States_v._Bhagat_Singh_Thind) that
6142 Indians were ineligible for citizenship because they were not "free white
6143 persons".[14] (https://en.wikipedia.org/wiki/Indian_Americans#cite_note-
6144 ReferenceA-14). Over fifty Indians had their citizenship revoked after this
6145 decision, in 1927. However, no other naturalization was permitted after the
6146 ruling, which led to about 3,000 Indians leaving the United States.
6147 1993 and 1994 Sandhu vs Lockheed Missiles and Space Co. (California Superior
6148 Court (1993) and California Sixth District Court of Appeals (1994) (Sandhu had
6149 sued his employer, Lockheed, for discrimination based on race. Lockheed’s
6150 position was that they did not discriminate against Sandhu, a Punjabi Indian,
6151 because he was considered Caucasian (Lockheed argued that the "common
6152 popular understanding that there are three major human races—Caucasoid
6153 (https://en.wikipedia.org/wiki/Caucasian_race), Mongoloid
6154 (https://en.wikipedia.org/wiki/Mongoloid), and Negroid”
6155 (https://en.wikipedia.org/wiki/Negroid). This comes from a nineteenth century
6156 classification of races). In 1993, the court ruled in favor of Lockheed. In 1994, the
6157 Californian Sixth District Court of Appeals overturned that decision and ruled in
6158 favor of Sandhu, stating that Indians were a distinct ethnic group of their own.)
6159 Bhicaji Framji Balsara court case:
6160 Hughey, M.W. (2016). New Tribalisms: The Resurgence of Race and Ethnicity
6161 (https://books.google.com/books?id=alTeCwAAQBAJ&pg=PA135). Main
6162 Trends of the Modern World. Palgrave Macmillan UK. p. 135.
6163 1923 United States vs. Bhagat Singh Thind:
6164 From History Matters: The US Survey Course on the web
6165 Developed by American Social History Project/Center for Media & Learning
6166 (http://historymatters.gmu.edu/), University of New York, and the Center for
6167 History and New Media (https://rrchnm.org/), George Mason University.
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6168 http://historymatters.gmu.edu/d/5076/
6169 PBS Documentary Asian Americans Episode 1 “Breaking Ground”

6170 https://www.pbs.org/weta/asian-americans/episode-guide/
6171 1994 Sandhu vs. Lockheed Missiles and Space Co.

6172 https://law.justia.com/cases/california/court-of-appeal/4th/26/846.html
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6173Sample Lesson 20: The Japanese American Incarceration Experience
6174through Poetry and Spoken Word––A Focus on Literary Analysis and
6175Historical Significance
6176Theme: Identity; Systems of Power
6180CCSS 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–
618110.9; SL.9–10.1; L.9–10.5, RH.9–10.1; RH.9–10.2
6182HSS Content Standards: 11.75, 12.2.1
6184Research, Evidence, and Point of View: 1, 2; Historical Interpretation: 1

6186The unjust and unconstitutional incarceration of Japanese American during World War II
6187is a significant moment in American history with a profound effect on the lives of
6188individuals, a community, and our nation. In the short term, it uprooted Japanese
6189American families and individuals, including immigrants and American citizens, from
6190their homes on the West Coast to be incarcerated in American concentration camps
6191throughout the nation. During this incarceration, Japanese Americans suffered family
6192separation, the loss of homes and businesses, harsh day-to-day living conditions, and
6193the denial of basic civil rights guaranteed in the United States Constitution. After the war
6194the camps were closed, but Japanese Americans continued to grapple with the legacy
6195of that experience and how it impacted their lives as individuals, as families, and as a
6196community. Even though the nation itself eventually apologized for what it had done,
6197marking a turning point for the Japanese Americans, the horrors of incarceration remain
6198and generations of Japanese Americans and the United States still grapple with its
6199legacy.
6200This lesson begins with an overview of the history of the incarceration and the findings
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6201of a 1983 Congressional report that led to an apology issued to the Japanese American
6202community by the United States government. The report concluded the incarceration
6203was an injustice fueled by “race prejudice, war hysteria, and a failure of political
6204leadership.” However, it was not until 2019 when the mass incarceration of Japanese
6205Americans was found to be unconstitutional by the US Supreme Court. Students will
6206then employ the historical analysis skills of working with evidence and historical
6207empathy to investigate how the incarcerees used poetry and other art forms to
6208illuminate the incarceration’s profound impact on their individual and family lives.
6209Students will also investigate contemporary poetry and spoken word pieces that retell
6210the stories of what happened to Japanese Americans during World War II for a new
6211generation, and the import of those stories for us today as we grapple with government
6212policies and rhetoric that echo that dark time in American history.
6213Key Terms and Concepts: Japanese America, Issei, Nisei, Sansei, Yonsei, Executive
6214Order 9066, American concentration camp, Resettlement, Mass incarceration, Redress,
6215Forced eviction, Incarceration camp
6216See Vocabulary Sheet for additional terms.

6218  Use a variety of sources, text, poetry, videos to analyze the basic history of the
6219 Japanese American incarceration.
6220  Analyze and read poetry as a literary form and as a historical source document.
6221  Analyze how the historical context of their World War II incarceration shaped and
6222 continues to shape the perspectives of Japanese Americans.
6224 1. What does the poetry and art produced by Japanese Americans during their
6225 World War II incarceration reveal about the impact of this experience on their
6226 lives as individuals and family members? What is the legacy of these
6227 experiences?
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6228 2. What were the causes that led up to the mass incarceration of all people of
6229 Japanese ancestry during World War II? What was the impact of incarceration in
6230 individuals, communities and the nation?
6231 3. What can we learn from poetry written during the incarceration and written today
6232 about the impact of incarceration on individuals, communities, and the nation?
6233 4. What evidence do you see that supports the argument of incarceration was a
6234 significant moment in history and peoples’ lives?
6236DAY 1 Materials: Slides, note taking paper, pens, Overview handout, timeline,
6237incarceration sites map
6238 1. Community Builder/Cultural Energizer: Students will view a PowerPoint of

6239 photographs and art documenting the mass incarceration of all people of
6240 Japanese ancestry on the West Coast. Teachers may begin the lesson by
6241 modeling how to use an image as a source. After showing the first photo
6242 teachers might share what they noticed and thought about the photo. This would
6243 include:
6244 a. A white woman pointing to a large sign hanging from the roof of the house,
6245 “Japs keep moving--This is a White Man’s Neighborhood.” She has a
6246 stern look. The sign is hostile to Japanese Americans and suggests
6247 racism and prejudice towards them.
6248 b. The caption lets us know the two signs in the window read, "Japs Keep
6249 Out" and "Member Hollywood Protective Association." She really does not
6250 want to have Japanese Americans in her neighborhood.
6251 c. “Member of Hollywood Protective Association” suggests that there was an

6252 organized effort to keep Japanese Americans out. It suggests racism
6253 towards Japanese Americans in that time.
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6254 d. I also noticed that the date on the photo is 1920. That’s two decades
6255 before World War II. Why is it in this slide show about the incarceration of
6256 people of Japanese Ancestry in World War II?
6257 e. Modeling how to work with essential questions (articulated in step 2) by

6258 working with question #1: “What were the causes that led up to the mass
6259 incarceration of all people of Japanese ancestry during World War II?” I’m
6260 theorizing that racism was one reason Japanese Americans were
6261 incarcerated.
6262 f. After modeling, teachers will direct students to silently examine the rest of
6263 the slide show, taking notes on what they see and what questions they
6264 have. Following the slides, students can share their thinking with a partner
6265 before a short class discussion.
6266 2. Teachers will present essential questions and inquiry questions.
6267 3. Students will read then discuss the historic overview and timeline annotating the
6268 overview with overlapping dates from the timeline that reinforce and inform the
6269 arguments framed in the overview, noting questions that the timeline raises. This
6270 gives students the opportunity to begin developing an argument about the
6271 causes and impact of the incarcerations. The two secondary sources provide
6272 historical context that allows students to better understand what they viewed in
6273 the primary source photographs and art created by incarcerees (see step 1).
6274 Students may also consult the map.
6275 4. To close and to prepare for day 2, the class reads aloud the selected poems from
6276 the slideshow. Pause after each poem so the language of the incarcerees
6277 resonates with students. Pausing allows students to experience empathy with the
6278 poets. For each poem, the students should briefly discuss in the context of the
6279 what happened during the removal and incarceration:
6280  What events experiences led the poet to write the poem?
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6281  What does the poem reveal about the impact of the incarceration on
6282 individuals, family, and community?
6283  What words and phrases from in the poem support your response to
6284 question 2?
6285HOMEWORK
6286 Minidoka, an American Concentration Camp
6287 https://www.youtube.com/watch?v=m0xBBXSdONY
6288 View “Kenji” from Fort Minor
6289 www.youtube.com/watch?v=3BJjo0BCbGo
6290NOTE TO TEACHERS AND STUDENTS: to learn more about the constitutional and
6291civil rights related to the mass incarceration go to www.korematsuinstitute.org.
6292DAY 2 Materials: Day 2 student handout, poetry handout, pens, markers, and chart
6293paper.
6294 1. Ten minutes quickwrite (with bullets) to review the basic overview of the
6295 incarceration.
6296 ● Writing prompt: Why were people of Japanese ancestry incarcerated

6297 during World War II? What was the impact of the incarceration on
6298 individuals, families, and the community?
6299 ● Ask students to informally cite their evidence as much as possible (i.e.,
6300 historical overview, timeline, images and art, poems, Manzanar video,
6301 etc.).
6302 ● Have 1–2 students share their writing with the class.
6303 2. Teacher introduces inquiry questions for the day.
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6304 a. “What can we learn from poetry written during the incarceration and
6305 written today about the impact of incarceration on individuals,
6306 communities, and the nation?”
6307 b. “What evidence do you see that supports the argument of incarceration
6308 was a significant moment in history and peoples’ lives?”
6309 o To help students respond to this question have them consider the
6310 following questions that focus on a criteria for identifying historical
6311 significance:66
6312 1. Who was affected by the event? Why was it important to them?
6313 2. Was the experience profound, deeply affecting people’s lives?
6314 3. Did the experience affect many or few people?
6315 4. Was the impact of the event long lasting or only short-lived?
6316 5. Is the event relevant to our understanding of the past and/or

6317 present?
6318 3. Students will dig deep into the historical and contemporary poems and interpret
6319 them to answer the inquiry questions. Teachers will pass out poetry handout and
6320 review directions with class.
6321 4. Directions for Individual Work (10 minutes)
6322 5. Scan the poems, then select 2–3 for focus. Be sure to select poems written while
6323 in camp and a contemporary poem. In the interest of time, this selection could be
6324 made by the teacher, but it could also be made by individual students or small
6325 groups of students. After the poems are selected, place each poem’s number in
48666Adapted from Stephane Levesque, Thinking Historically: Educating Students for the
487Twenty-First Century (Toronto: University of Toronto Press, 2008), 45–52.
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488
6326 the left-hand column of the handout, and then have students respond to the
6327 questions in each of the four columns to the right.
6328 6. Group Work (20 minutes)
6329 Share your poems. Then make a poster––a word drawing using your words and
6330 drawing to show the impact of the incarceration to the Japanese Americans and
6331 the nation. Think about why this experience is significant today. Include lines and
6332 words from both the historical and contemporary poems in the graphic. Your
6333 drawing, lines, and words are your evidence. Have fun! Post and share your
6334 word drawing for a gallery walk.
6335 7. Gallery walk and discussion. If possible, work as a whole group during the gallery
6336 walk. As you look at the posters consider the inquiry questions and discuss how
6337 the posters address them.
6338 8. Final reflection––considering the materials you studied in this lesson, explain why
6339 the incarceration of Japanese Americans during World is a significant moment in
6340 American history and an important story to include in an ethnic studies course?
6341 Teacher may ask students to write a one-page reflection as homework and for
6342 assessment.

6344Chapter 14 of the framework includes a section (pages 294–297) on California’s
6345involvement in World War II and specifically mentions the breach of civil right for
6346Japanese Americans. The chapter highlights using sources including literature, art, and
6347music to understand the experiences of AAPI communities. Two guiding questions for
6348this chapter include:
6349How did World War II impact California?
6350What external forces shape people’s lives and make them who they are?
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6352  Embedded in the lesson: quickwrite, group poster, final reflection

6354  Historic Overview of the Japanese American Incarceration reading handout (see
6355 below)
6356  Chart paper and marking pens
6357  Poetry handout (see below)
6358  Day 2 student handout (see below)
6359  Fact Sheet/timeline/terms -- JANM pre-visit resources

6360 (http://media.janm.org/education/resources/JANM-PreVisit-Resources-timeline-
6361 vocabulary.pdf)
6362  PowerPoint of Japanese Incarceration photos, art, and historic poems (separate
6363 file provided with this lesson)
6364  Map of American Concentration Sites

6365 (https://www.nps.gov/CRMjournal/Summer2004/images/article1A.jpg)
6366  Two student poster samples (see below)
6367  Resources and Materials
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6368 Historical Overview of the Japanese American Incarceration
6369 Between 1942 and 1945, the US government forced more than 120,000
6370Japanese Americans from their homes, farms, schools, jobs, and businesses, in
6371violation of their constitutional civil rights and liberties. Within hours after the attack by
6372the imperial forces of Japan on Pearl Harbor, Hawaii on December 7, 1941, Japanese
6373community leaders, language school instructors, Buddhist and Shinto priests were
6374rounded up as “enemy aliens.” The United States soon entered World War II. Three
6375decades of anti-Japanese prejudice culminated into hate and suspicion. All people of
6376Japanese descent in Hawaii and the West Coast were looked upon as saboteurs, spies,
6377and as scapegoats for the attack in Hawaii.
6378 On the West Coast, in the aftermath a hysteria of fear against Japanese
6379Americans as "the enemy within" was created by inflammatory journalism, pressure
6380groups, agricultural interests, politicians, and the US Army. This suspicion of Japanese
6381Americans quickly led to cries for their expulsion. On February 19, 1942, President
6382Franklin D. Roosevelt signed Executive Order 9066, which called for the mass exclusion
6383and incarceration of all Japanese Americans from the West Coast--where the majority
6384of Japanese Americans lived, outside of Hawaii.
6385 Mass exclusion and incarceration of Japanese Americans began in March 1942.
6386Some communities like Terminal Island were given only 48 hours notice. During the first
6387phase, incarcerees were transported on trains and buses under military guard to the
6388hastily prepared temporary detention centers.
6389 Twelve temporary detention centers were in California and one was in Oregon.
6390They were set up on race tracks, fairgrounds, or livestock pavilions. Detainees were
6391housed in horse stalls or windowless shacks that were crowded and lacked sufficient
6392ventilation, electricity, and sanitation facilities. Food was often spoiled. There was a
6393shortage of food and medicine. The War Relocation Authority, or WRA, was established
6394to administer the centers.
6395 The second phase began midsummer and involved moving approximately 500
6396incarcerees daily from the temporary detention centers to permanent concentration
6397camps. These camps were located in remote, uninhabitable areas in the interior of the
6398US. In the desert camps, daytime temperatures often reached 100 degrees or more.
6399Sub-zero winters were common in the northern camps.
6400 Japanese Americans filed lawsuits to stop the mass incarceration, but the
6401wartime courts supported military necessity. The US Supreme Court ruled in
6402Hirabayashi v US, Yasui v US, and Korematsu v US that the denial of civil liberties
6403based on military necessity. In a later ruling in Endo v. US, the Supreme Court decided
6404in 1945 that a loyal citizen could no longer be detained, but not until the war was
6405winding down. Tule Lake camp closed in 1946.
6406 The American concentration camps were surrounded by barbed wire and guard
6407towers. Armed guards patrolled the perimeter and were instructed to shoot anyone
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6408attempting to leave. The barracks consisted of tar paper over two-by-sixes and no
6409insulation. Many families were assigned to one barracks and lived together with no
6410privacy. Meals were taken communally in mess halls and required a long wait in line. A
6411demonstration in Manzanar over the theft of food by personnel led to violence in which
6412two died and many were injured. The attempt at screening for loyalty and registering
6413inmates for military induction with the WRA's questionnaire "Application for Leave
6414Clearance," was conducted in a manner fraught with such confusion and distrust that
6415violence broke out at both California camps.
6416 Through the incarceration program, the Japanese Americans suffered greatly.
6417They first endured the shock of realizing they could not return to their communities, but
6418imprisoned behind barbed wire without due process without charges, hearings, or a trial.
6419They lost their homes and businesses. Their education and careers were interrupted
6420and their possessions lost. Many lost sons who fought for the country that imprisoned
6421their parents. They suffered the loss of faith in the government and the humiliation of
6422being confined as ‘enemy aliens’ and prisoners in their own country.
6423 Many young Japanese American men fought for the United States while their
6424families were imprisoned. The segregated, all-Japanese American 100th Battalion
6425/442nd Regimental Combat Team that fought in Europe and became the most highly
6426decorated unit for its size and length of service in US military history, is one example of
6427this irony. Other Japanese Americans also served secretly and with distinction in the
6428Military Intelligence Service in the Pacific theater, becoming America’s “secret weapon.”
6429 Throughout World War II, not a single incident of espionage or sabotage was
6430found to be committed by Japanese Americans. Japanese Americans living in Hawaii
6431were spared en masse removal because of the logistical difficulty of transporting a third
6432of the state's population to the mainland. With their numbers exceeding the entire
6433Japanese population on the mainland, Japanese Americans in Hawaii proved an
6434essential part of the state's labor force and defense.
6435 On December 17, 1944, President Roosevelt announced the end of the exclusion
6436of Japanese Americans from the West Coast, thus allowing the return home of the
6437incarcerees. Resettlement after incarceration was difficult, especially since prejudice still
6438ran high on the West Coast. Many Issei (first generation Japanese Americans) never
6439regained their losses, living out their lives in poverty and poor health.
6440 On July 31, 1980, Congress established the Commission on Wartime Relocation
6441and Internment of Civilians (CWRIC) to investigate causes of the Executive Order 9066.
6442The Commission concluded: "the promulgation of Executive Order 9066 was not
6443justified by military necessity and the decisions which followed from it-detention, ending
6444detention, and ending exclusion-were not driven by analysis of military conditions. The
6445broad historical causes which shaped these decisions were race prejudice, war
6446hysteria, and a failure of political leadership."
6447 In October 1983, in response to a petition for a writ of error Coram Nobis by Fred
6448Korematsu, the Federal District Court of San Francisco vacated his 1942 federal
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6449conviction based on new evidence that revealed the government knowledge about
6450unconstitutional race-based rationale behind military necessity, and intentionally
6451covered it up all the way up to the Supreme Court.
6452 After two decades of civic engagement and public advocacy, a petition for
6453redress was won, an incredible milestone in American constitutional history. On August
645410, 1988, President Ronald Reagan signed into law The Civil Liberties Act of 1988,
6455which offered an apology on behalf of the nation, and monetary restitution to the former
6456incarcerees still living. Nearly half of those who had been imprisoned died before the bill
6457was signed and monetary compensation was issued. Created by the passage of the
6458Civil Liberties Act of 1988, was the federal Civil Liberties Public Education Fund to
6459educate the public on the issues surrounding the wartime incarceration of individuals of
6460Japanese descent, and to publish and distribute the hearings, findings, and
6461recommendations of the Commission. After its expiration, in 1998, the California
6462legislature passed a bill for the California Civil Liberties Public Education Program,
6463which would support the development of educational resources about WWII
6464incarceration and the importance of protecting civil liberties, even in times of national
6465crisis.
6466 National Japanese American Historical Society
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493
6467Handout: The Power of Primary Source Poetry
6468Inquiry Questions:
6469What can we learn of the experience of Japanese American incarcerees from poetry?
6470How can poetry be a primary source?
6471You will work in a group. First individually scan the poems then read a poem or several
6472short poems (15 minutes). Be sure to read poems written while in camp and
6473contemporary poems. Consider what events the writer experienced that would have led
6474them to write the poem. What led you to this conclusion? How does the poet seem to
6475feel about the event? What key words and phrases led you to this conclusion? Write
6476down the line or phrase (or word) that you find most powerful. What do you like about
6477that line or phrase? What question does the poem prompt you to ask? (either about the
6478poet, life in general)
67
6479Poetry Written in American Concentration Camps by People of Japanese Ancestry
6480Haiku and Senyo
6481In this desolate field

6482Where only weeds have grown
6483For millions of years,
6484We mournfully bury
6485Three comrades
6486Who died in vain.
6487Sojin Takei
6488When the war is over

6489And after we are gone
6490Who will visit
6491This lonely grave in the wild
6492Where my friend lies buried?
6493Keiho Soga
6494There is no fence
6495High up in the sky.
6496The evening crows
6497Fly up and disappear
6498Into the endless horizon
6499Sojin Takei
49467 Nakano & Nakano. et al.

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495
6500Two Poems by Toyo Suyemoto Kawakami68
6501Barracks Home
6502This is our barracks, squatting on the ground,
6503Tar papered shacks, partitioned into rooms
6504By sheetrock walls, transmitting every sound
6505Of neighbor’s gossip or the sweep of brooms
6506The open door welcomes the refugees,
6507And now at least there is no need to roam
6508Afar: here space enlarges memories
6509Beyond the bounds of camp and this new home.
6510The floor is carpeted with dust, wind-borne
6511Dry alkali, patterned with insect feet,
6512What peace can such a place as this impart?
6513We can but sense, bewildered and forlorn,
6514That time, disrupted by the war from neat
6515Routines, must now adjust within the heart.
6516Gain
6517I sought to seed the barren earth
6518And make wild beauty take
6519Firm root, but how could I have known
6520The waiting long would shake
6521Me inwardly, until I dared

6522Not say what would be gain
6523From such untimely planting, or
6524What flower worth the pain?
6525That Damned Fence69

6526They’ve sunk the posts deep into the ground
6527They’ve strung out wires all the way around.
6528With machine gun nests just over there,
6529And sentries and soldiers everywhere.
6530We’re trapped like rats in a wired cage,
6531To fret and fume with impotent rage;
49668 https://japaneseinternmentmemories.wordpress.com/2012/02/10/tojo-suyemoto-
497kawakami-internment-poetry/
49869 https://japaneseinternmentmemories.wordpress.com/category/japanese-internement-
499poetry/
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6532Yonder whispers the lure of the night,
6533But that DAMNED FENCE assails our sight.
6534They’ve sunk the posts deep into the ground
6535They’ve strung out wires all the way around.
6536With machine gun nests just over there,
6537And sentries and soldiers everywhere.
6538We’re trapped like rats in a wired cage,
6539To fret and fume with impotent rage;
6540Yonder whispers the lure of the night,
6541But that DAMNED FENCE assails our sight.
6542We seek the softness of the midnight air,
6543But that DAMNED FENCE in the floodlight glare
6544Awakens unrest in our nocturnal quest,
6545And mockingly laughs with vicious jest.
6546With nowhere to go and nothing to do,
6547We feed terrible, lonesome, and blue:
6548That DAMNED FENCE is driving us crazy,
6549Destroying our youth and making us lazy.
6550Imprisoned in here for a long, long time,
6551We know we’re punished–though we’ve committed no crime,
6552Our thoughts are gloomy and enthusiasm damp,
6553To be locked up in a concentration camp.
6554Loyalty we know, and patriotism we feel,
6555To sacrifice our utmost was our ideal,
6556To fight for our country, and die, perhaps;
6557But we’re here because we happen to be Japs.
6558We all love life, and our country best,
6559Our misfortune to be here in the west,
6560To keep us penned behind that DAMNED FENCE,
6561Is someone’s notion of NATIONAL DEFENCE!
6562 Anonymous
6563
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6564Children’s Poetry70
6565Be Like the Cactus

6566Let not harsh tongues, that wag
6567in vain,
6568Discourage you. In spite of
6569pain,
6570Be like the cactus, which through
6571rain,
6572And storm, and thunder, can
6573remain.
6574 Kimi Nagata
6575Plate in hand,
6576I stand in line,
6577Losing my resolve
6578to hide my tears
6579I see my mother

6580In the aged woman who comes
6581And I yield to her
6582My place in line
6583Four months have passed

6584And at last I learn
6585To call this horse stall
6586My family’s home
6587 Yukari
50270 https://japaneseinternmentmemories.wordpress.com/category/japanese-internement-
503poetry/
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504
6588Contemporary Poems and Spoken Word
6589"Kenji"71
6590 (Spoken word poem: www.youtube.com/watch?v=3BJjo0BCbGo)
6591My father came from Japan in 1905

6592He was 15 when he immigrated from Japan
6593He worked until he was able to buy respect and build a store
6594Let me tell you the story in the form of a dream,
6595I don't know why I have to tell it but I know what it means,
6596Close your eyes, just picture the scene,
6597As I paint it for you, it was World War II,
6598When this man named Kenji woke up,
6599Ken was not a soldier,
6600He was just a man with a family who owned a store in LA,
6601That day, he crawled out of bed like he always did,
6602Bacon and eggs with wife and kids,
6603He lived on the second floor of a little store he ran,
6604He moved to LA from Japan,
6605They called him 'Immigrant,'
6606In Japanese, he'd say he was called "Issei,"
6607That meant 'First Generation In The United States,'
6608When everybody was afraid of the Germans, afraid of the Japs,
6609But most of all afraid of a homeland attack,
6610And that morning when Ken went out on the doormat,
6611His world went black 'cause,
6612Right there; front page news,
6613Three weeks before 1942,
6614"Pearl Harbour's Been Bombed And The Japs Are Comin',"
6615Pictures of soldiers dyin' and runnin',
6616Ken knew what it would lead to,
6617Just like he guessed, the President said,
6618"The evil Japanese in our home country will be locked away,"
6619They gave Ken, a couple of days,
6620To get his whole life packed in two bags,
6621Just two bags, couldn't even pack his clothes,
6622Some folks didn't even have a suitcase, to pack anything in,
6623So two trash bags is all they gave them,
50571 https://www.azlyrics.com/lyrics/fortminor/kenji.html
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6624When the kids asked mom "Where are we goin'?"
6625Nobody even knew what to say to them,
6626Ken didn't wanna lie, he said "The US is lookin' for spies,
6627So we have to live in a place called Manzanar,
6628Where a lot of Japanese people are,"
6629Stop it don't look at the gunmen,
6630You don't wanna get the soldiers wonderin',
6631If you gonna run or not,
6632'Cause if you run then you might get shot,
6633Other than that try not to think about it,
6634Try not to worry 'bout it; bein' so crowded,
6635Someday we'll get out, someday, someday.
6636As soon as war broke out
6637The F.B.I. came and they just come to the house and
6638"You have to come"
6639"All the Japanese have to go"
6640They took Mr. Ni
6641People didn't understand
6642Why did they have to take him?
6643Because he's an innocent laborer
6644So now they're in a town with soldiers surroundin' them,
6645Every day, every night look down at them,
6646From watch towers up on the wall,
6647Ken couldn't really hate them at all;
6648They were just doin' their job and,
6649He wasn't gonna make any problems,
6650He had a little garden with vegetables and fruits that,
6651He gave to the troops in a basket his wife made,
6652But in the back of his mind, he wanted his families life saved,
6653Prisoners of war in their own damn country,
6654What for?
6655Time passed in the prison town,
6656He wondered if they would live it down, if and when they were free,
6657The only way out was joinin' the army,
6658And supposedly, some men went out for the army, signed on,
6659And ended up flyin' to Japan with a bomb,
6660That 15 kilotonne blast, put an end to the war pretty fast,
6661Two cities were blown to bits; the end of the war came quick,
6662Ken got out, big hopes of a normal life, with his kids and his wife,
6663But, when they got back to their home,
6664What they saw made them feel so alone,
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6665These people had trashed every room,
6666Smashed in the windows and bashed in the doors,
6667Written on the walls and the floor,
6668"Japs not welcome anymore."
6669And Kenji dropped both of his bags at his sides and just stood outside,
6670He, looked at his wife without words to say,
6671She looked back at him wiping tears away,
6672And, said "Someday we'll be OK, someday,"
6673Now the names have been changed, but the story's true,
6674My family was locked up back in '42,
6675My family was there it was dark and damp,
6676And they called it an internment camp
6677When we first got back from camp... uh
6678It was... pretty... pretty bad
6679I, I remember my husband said
6680"Are we gonna stay 'til last?"
6681Then my husband died before they close the camp.
6682 Mike Shinoda
6683SILENCE...NO MORE 72
6684Silence, forty years of silence

6685Forty years of anger, pain, helplessness
6686Shackled in the hearts of Issei, Nisei, Kibei.*
6687Many died in silence

6688Some by their own hands
6689Some by others.
6690Today
6691The survivors Stood tall, strong, proud
6692Issei, Nisei, Kibei, all vowed
6693No more enryo, giri, gaman
6694Shattering the silence.
6695Today
6696the survivors
6697Cried out redress, restitution, reparations
6698for a father detained in five
50872 Funabiki, Kiku

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6699prisoner-of-war camps in America
6700for the crime of being Japanese
6701and joined his loved ones
6702in yet another barbed wire compound
6703then returned home to die at seventy-three
6704in San Francisco***
6705for a mother whose demons drove her

6706to hammer her infant to death
6707now skipping merrily after butterflies
6708in the snow
6709for a brother, honor student,

6710star athlete, Purple Heart veteran
6711now alone in a sleazy Seattle hotel room
6712sitting on the edge of a cot rocking, rocking
6713for
6714a girl of fourteen
6715mother to the Japanese American children
6716in Petersburg
6717orphaned by the FBI seizure
6718of all Japanese adults
6719now agonizing in guilt
6720at having detoured the jailhouse
6721too ashamed at the sight of her father
6722waving desperately to her
6723for
6724a baby whose whimpers
6725were silenced forever
6726in a camp hospital
6727the Caucasian doctor who never came
6728was a father of a son killed
6729in the Pacific
6730Silence
6731Silence, no more
6732...no more
6733Kiku Funabiki
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6734We Came Back for You 73
6735We came back for you because…we know mass incarceration.
6736We came back for you because…we know family separation.
6737We came back for you because…we know deportation.
6738Because…we know barbed wire.
6739Because…we know indefinite detention.
6740We came back for you because…we care.
6741Some say, “It’s not our fight, it’s not the same.”
6742But we say incarceration of innocent people is inhumane,
6743we say mothers and children are not to blame.
6744Back in 1942, we disappeared.
6745Empty chairs in the classroom,
6746empty homes, shops, and farms.
6747America turned their backs on us.
6748No one marched, no one protested,
6749there were no petitions, there was no outrage.
6750Silence filled the empty spaces of our invisibility.
6751Silence was the scourge of our trauma.
6752Silence filled our hearts, our homes, our community so…
6753We came back to let you know that we will not forget you.
6754We came back to drum our message loud and clear.
6755We came back to hang paper cranes of hope and caring.
6756We didn’t know there would be a healing for us.

6757We didn’t know that you would cry listening to our stories.
6758We didn’t know that the power of our shared voices
6759would be like shards ripping away the scabs of silence.
6760We didn’t know that the small act of folding a paper crane
6761would speak to so many people in our community.
6762In protest we chanted, we raised our fists,

6763we sang in Spanish, “De colores.”
6764We held hands,
6765we sang in Japanese, “Kutsu ga Naru.”
6766We sang for our grandmothers and grandfathers,
6767We sang for our mothers and fathers,
6768And we sang for you.
6769And in return you reached into your brown paper bag
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6770and tied a string bracelet to my wrist,
6771You pushed a tortilla through the chain-link fence,
6772You welcomed us wearing ties and hats,
6773You even saved a rock from the old swimming pool,
6774placed it in my hand, saying
6775You had been waiting years for me to come back.
6776Your big brown eyes stared up at me as tears welled up in mine.
6777Little child, you are me. I am you.
6778We will not forget you.
6779We will not be silent.
6780We will come back for you.
6781And we will bring others until you are free!
6782 Satsuki Ina
6783Bibliography
6784Fort Minor - Kenji Lyrics | AZLyrics.com.
6785https://www.azlyrics.com/lyrics/fortminor/kenji.html.
6786Funabiki, K. Silence No More by Kiku Funabiki.

6787http://online.sfsu.edu/jaintern/silencenomore.html.
6788Ina, S., & Staff, L. R. (2019, November 25). We Will Come Back for You. Lion's Roar.
6789https://www.lionsroar.com/we-will-come-back-for-you/.
6790Internment Poetry – Japanese-American Internment Memories. Japanese.

6791https://japaneseinternmentmemories.wordpress.com/category/japanese-internement-
6792poetry/.
6793Nakano, J., & Nakano, K. (1984). Poets Behind Barbed Wire Tanka Poems. Bamboo
6794Ridge.
6795Victoria. (2012, April 2). Tojo Suyemoto Kawakami Internment Poetry. Japanese.
6796https://japaneseinternmentmemories.wordpress.com/2012/02/10/tojo-suyemoto-
6797kawakami-internment-poetry/.
6798
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6799Day 2 - Handout
6800I. Quickwrite: Using what you learned yesterday write a brief response to the following
6801 questions.
6802 Why were people of Japanese ancestry incarcerated during World War II? What was
6803 the impact of the incarceration on individuals, families, and the community?
6804 Which sources of information viewed and read yesterday most informed your
6805 response? Identify specific images, dates and events, words and statements, and
6806 poems.
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6807II. Returning to the poetry
6808 Poems to Consider -

6809 Identify by number
6810What events experiences led the poet to write the poem?
6811What does the poem reveal about the impact of the incarceration on individuals, family,
6812and community?
6813What words and phrases from the poem support your response to question 2?
6814What else do you want to say about this poem and what it reveals about the
6815incarceration of Japanese Americans during World War II?
6816Final reflection - Considering the materials you studied in this lesson and the criteria for
6817establishing historical significance, write a brief response to the following question.
6818Why is the incarceration of Japanese Americans during World a significant moment in

6819American history and an important story to include in an ethnic studies course?
6820
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6821Student Sample 1
6822
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6823Student Sample 2
6824
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6825RESOURCES and MATERIALS
6826Angel Island Immigration Station (AIIS) – Japanese
6827 www.aiisf.org
6828Asian American Curriculum Project (AACP)
6829 https://asianamericanbooks.com/
6830Densho: Japanese American Legacy Project
6831 www.densho.org
6832Go For Broke National Education Center (GFBNEC)
6833 www.goforbroke.org
6834Japanese American Museum of Oregon (JAMO)
6835 www.oregonnikkei.org
6836Japanese American Museum of San Jose (JAMsj)
6837 www.jamsj.org
6838Japanese American National Museum (JANM)
6839 www.janm.org
6840 Timeline of Japanese American History and Vocabulary List:
6841 http://media.janm.org/education/resources/JANM-PreVisit-Resources-timeline-
6842 vocabulary.pdf
6843Fred T. Korematsu Institute (KI)
6844 www.korematsuinstitute.org
6845National Japanese American Historical Society (NJAHS)
6846 www.njahs.org
6847PBS Learning Media
6848 www.ca.pbslearningmedia.org/collection/korematsu-institute-collection/
6849 www.ca.pbslearningmedia.org/collection/japanese-american-incarceration/
6850Smithsonian Asian Pacific American Center
6851 https://smithsonianapa.org/
6852Smithsonian American History Museum
6853 www.americanhistory.si.edu
6854 www.americanhistory.si.edu/exhibitions/righting-wrong-japanese-americans-and-
6855 world-war-ii
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6856Sample Lesson 21: Korean American Experiences and Interethnic
6857Relations
6862HSS Content Standard 11.11.1
6863CA CCSS for ELA/Literacy: RH.9–10.1, 2, 3, 7; W.9–10.1; SL.9–10.1
6865Overview: Koreatown in Los Angeles is a transnational enclave whose formation and

6866development are an integral part of America’s multicultural history. The heart of Korean
6867America is in Koreatown Los Angeles. Koreatown was a central hotspot of violence
6868during the 1992 Los Angeles Civil Unrest/Uprising, and Korean Americans were thrust
6869onto the national and international scenes where they were scapegoated, marginalized,
6870and discriminated against. The media inflamed the so called Black-Korean conflict at
6871the time, exposed the deep seeded interethnic issues plaguing inner-city communities.
6872The shooting of Latasha Harlins on March 16, 1991, happened about two weeks after
6873the beating of African American citizen Rodney King. The murder of Harlins by liquor
6874store owner Soon Ja Du stirred the interethnic conflict between Korean Americans and
6875African Americans. The case went to court, and Du received a light sentence and no jail
6876time. The African American community was outraged, and tensions mounted between
6877the two communities. Interethnic relations and conflicts, racism, and police brutality
6878against African Americans fanned the flames of unrest in 1992. When the not-guilty
6879verdicts of the police officers involved in the case of the beating of African American
6880citizen Rodney King came back, inner-city community residents rose up and protested.
6881Today, the 1992 L.A. Civil Unrest/Uprising resonates strongly with communities of color
6882whose voices are being channeled through the Black Lives Matter movement. Studying
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519
6883the 1992 L.A. Civil Unrest/Uprising provides a framework for students to understand and
6884apply to current events. The manufactured interethnic conflict between Korean
6885Americans and African Americans created by the racially systemic lack of resources,
6886coupled with the socioeconomic issues and police brutality issues, are relevant to this
6887day. The interethnic, socioeconomic, and police brutality issues that African Americans
6888protested about in 1992 are the same issues the BLM movement is fighting against
6889now. Thus, it is important to include such a major event in ethnic studies curriculum
6890because the 1992 L.A. Civil Unrest/Uprising is a perfect case study in the field and is
6891applicable to current events. In the aftermath of the uprising, the Korean American
6892community transformed and became visible by exercising their political, social, and
6893community voices.
6894The goal of this lesson is to provide an overview of the historic, ethnic, political, and
6895sociocultural background of Koreatown to understand the formation of the Korean
6896American community as we know it today. The goal is also to introduce concepts in
6897interethnic relations/studies through the lens of Korean Americans during the 1992 L.A.
6898Civil Unrest/Uprising and contextualize this with current events. The lesson uses the
6899voices of Korean Americans, articles, textbooks, documentaries, and interviews. 74
6900Key Terms and Concepts: Korean Americans, oral history, Koreatown, 1992 L.A. Civil
6901Unrest/Uprising, 1965 Immigration Act, Los Angeles, Interethnic Relations.

6903  better understand the diverse experiences of Korean Americans by engaging a
6904 range of primary and secondary sources including, oral histories, textbooks,
6905 documentaries, and scholarly articles;
6906  introduce concepts in interethnic relations/studies through the lens of the so-
6907 called Black-Korean conflict and contextualize this with current events; and
6908  conduct an interview of someone who was there during the L.A. Civil
6909 Unrest/Uprising or who is Korean American. Students will develop and ask
52074 In addition to this lesson, teachers can also discuss the causes of events in Los
521Angeles during 1992 and African American experiences during this tremulous time.
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6910 questions that explore the lived experiences of the subject being interviewed.
6911 Students will transcribe the interview and write a short essay on what they
6912 learned about the Korean American community through the interview. In doing
6913 so, students will gain key skills in how to develop and structure interviews,
6914 transcriptions, and essays.
6916 1. What is the history of Koreatown and its formation?
6917 2. How did the 1992 Los Angeles Civil Unrest/Uprising effect and transform the
6918 Korean American community?
6919 3. Why is the Korean American experience important to understand within the
6920 context of Asian American studies and US history?
6922 1. The teacher makes a note of telling the class, “If anyone here has experiences or
6923 knows someone with experiences that they feel could help others better
6924 understand this content, feel free to add to our discussions.”
6925 2. The teacher tells students that they are going to learn about Korean Americans
6926 and focus on three essential questions (read essential questions 1–3 aloud).
6927 3. The teacher presents some basic information about Korean American history and
6928 identity via PowerPoint or other presentation method. The teacher asks students
6929 if they have questions about Korean Americans and writes them on the white
6930 board. Arirang (documentary on Korean American history by Tom Coffman)
6931 https://www.youtube.com/watch?v=jELVFvva720&feature=youtu.be.
6932 4. The teacher leads a read aloud of the Quick Fact Sheet about the Korean
6933 American community in the US. Alternate choral reading––teacher reads one
6934 fact, the whole class reads the next fact, teacher walks around the room as
6935 students and teacher read the facts. Quick Fact Sheet attached.
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523
6936 5. The teacher and students discuss the quick facts and determine which of the
6937 essential questions were answered by the information presented. Go through the
6938 questions and answers together.
6939 The teacher leads a deeper discussion about the Korean American experience in
6940 the US, focusing on the essential questions. The teacher shows a short history
6941 video about the Korean American community. The teacher notes that the
6942 students should think about the hardships and difficulties immigrants experienced
6943 coming to the US. The teacher also asks students to take note of how the film
6944 addresses racism and discrimination. In the Korean American community, the
6945 Los Angeles civil unrest/uprising is remembered as Sa-i-gu (April 29 in Korean).
6946 For the Korean American community, Sa-i-gu is known as its most important
6947 historical event, a “turning point,” “watershed event,” or “wake-up call.” Sa-i-gu
6948 profoundly altered the Korean American discourse, igniting debates and dialogue
6949 in search of new directions. Many believe that as Los Angeles burned, the
6950 Korean American was born––or reborn––on April 29, 1992. The riot served as a
6951 catalyst to critically examine what it meant to be Korean American in relation to
6952 multicultural politics and race, economics and ideology.
6953 6. “Footsteps of Korean Americans” a short documentary about the experiences of

6954 Koreans in the United States gives a concise overview of when, how, why,
6955 Koreans came to America. The film also identifies major moments in Korean
6956 American history that helped define the United States and also discusses the
6957 1992 L.A. Civil Unrest/Uprising, racism, marginalization, and discrimination. The
6958 film also touches on the so-called Black-Korean conflict that was fueled by
6959 negative media coverage and the lack of economic resources brought on by
6960 systemic racial redlining and understanding. The documentary’s narrative shows
6961 the development of the Korean American community within the context of race
6962 relations in the United States. The film ends on a positive note with an overview
6963 of how Korean Americans are facing and dealing with the racial divide in the US
6964 and at the same time learning to deal with its newfound identity. The teacher
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6965 should warn students that some images in the video could be disturbing:
6966 https://www.youtube.com/watch?v=PGtOtB-5yuQ (37 minutes).
6967 7. The teacher shows two to three videos from the Korean American Oral Histories
6968 Archive hosted by the YOK Center, UC Riverside. The videos are of Korean
6969 Americans who talk about their lives and experiences in the United States. As
6970 students watch them, they should think about how these individuals have
6971 developed their identity as being Korean American within the context of race and
6972 identity. http://kaoralhistories-yokcenter.weebly.com. Some suggestions of which
6973 oral histories to show include: Ralph Ahn; Cindy Ryu; Julie Ha; Philip Yu.
6974 8. After the videos, do a Think, Write, Pair/Share, Group Share exercise: Let
6975 students think about this question: How do these Korean Americans describe
6976 their experiences and how racism and discrimination effected their lives? Ask
6977 students to think for about a minute quietly then have them write for two to three
6978 minutes on their own. Afterward, students will be paired and asked to share their
6979 thoughts with a partner. Students can be put into breakout sessions for online
6980 courses or paired in class at random for in person teaching.
6981 Some important things to point out in the discussion:
6982  Being caught between two worlds, Korean Americans (immigrants) feel
6983 the pressures and the divide in the US along racial lines, especially as
6984 they enter small businesses and inner-city communities
6985  Koreatown’s development over the century; its evolution from small
6986 unknown community to a recognized ethnic enclave
6987  The racial inequalities and mistreatment of Korean Americans during the
6988 1992 L.A. Civil Unrest/Uprising and the historic nature of this scenario and
6989 how it applies to other Asian American communities
6990  The racial and socioeconomic disparities that exist in the United States for
6991 minority communities including Asian Americans, African Americans, etc.
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6992  Learning how Korean Americans embraced their new host society and
6993 became visible after the 1992 L.A. Civil Unrest/Uprising and how
6994 Koreatown emerged from the ashes of the violence and became a hotspot
6995 for culture, food, and all things Korean in America
6996  Developing an identity of their own as proud Korean Americans
6997 9. Have students read an excerpt from “Memoir of a Cashier: Korean Americans,
6998 Racism, and Riots.” As they read this excerpt, students should think about a
6999 similar question: What it is like to be a young Korean American during the
7000 tumultuous 1990s and during the 1992 L.A. Civil Unrest/Uprising? (pages 57–62,
7001 “Memoir of a Cashier: Korean Americans, Racism, and Riots” by Carol Park.)
7002 a. As students read the excerpt, give them the annotation chart and direct
7003 them to annotate as they read. (Adding a symbol next to a sentence that
7004 corresponds to their thinking or feeling about the text. Annotation sheet
7005 attached.) Tell the students to be ready to answer the question using
7006 evidence from the text.
7007 b. Hold a reflective class discussion: According to the author, Carol Park,
7008 what was the Black-Korean conflict?
7009 c. Some important things to point out in the discussion:
7010 i. Similar to other minorities, Korean Americans were marginalized

7011 and discriminated against throughout US history.
7012 ii. The invisibility and categorization off Asian American and Pacific
7013 Islander groups as model minorities needs to be recognized and
7014 discussed.
7015 iii. Korean American history is important and should be taught about
7016 because of pivotal moments like the 1992 L.A. Civil
7017 Unrest/Uprising.
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7019Chapter 14 of the framework includes a section (pages 297–299) on California’s
7020involvement in the civil rights movement during the 1960s and discrimination as well as
7021modern immigration, and the state’s post-1965 Immigration Act demographics. The
7022chapter asks two essential questions where the Korean American experience and the
7023L.A. Civil Unrest/Uprising could fit in under the Asian American studies curriculum:
7024 What did protests and frustrations expressed by Californians in the late Cold War
7025 Era reveal about the state?
7026 In what directions is California growing in the twenty-first century?
7027 10. Assessment––to show evidence of what you have learned the teacher can
7028 choose one of two assignments:
7029 a. Write 1–3 paragraphs of 5–10 sentences answering each essential

7030 question using the evidence from the sources we used, or
7031 b. Discussion group exercise where students collectively write a paper about
7032 the Korean American experience and answering the two essential
7033 questions. Each student can be paired with one other student or there can
7034 be groups of three. Each student in the group writes one paragraph.

7036See Step 10 above.

7038“Footsteps of Korean Americans” - A short Documentary Korean American history,
7039identity, and the L.A. Civil unrest as well as current issues.
7040https://www.youtube.com/watch?v=PGtOtB-5yuQ.
7041Park, Carol, “Memoir of a Cashier: Korean Americans, Racism, and Riots,” Young Oak
7042Kim Center for Korean American Studies, UC Riverside. 2017. Pages 57–62.
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7043“Korean American Oral Histories Project” (a series of video interviews and
7044documentaries of Korean Americans in the United States discussing their immigrant
7045experiences, the L.A. Civil unrest, and more) https://kaoralhistories-
7046yokcenter.weebly.com/.
7047Legacy Project: Preserving the collective history of Korean Americans.

7048https://koreanamericanstory.org/legacy-project/.
7049Interview with Angela Oh, a civil-rights attorney. https://m.youtube.com/watch?

7050v=NM8Xpee9bdg.
7051Angela Oh’s Views on L.A. Riots, Five Years Out. https://charactermedia.com/koream-

7052archive-angela-ohs-views-on-l-a-riots-five-years-out/.
7053Quick Fact Sheet (below)
7054Think Write Pair/Share Group Share Handout (below)
7055Annotation Chart (below)
7056Additional resources for teaching Korean American studies can be found at

7057https://www.caeducatorstogether.org/groups/ethnic-studies-statewide-group. These
7058resources include lessons on Colonel Young Oak Kim, Dosan Anh Chang Ho, the
7059Korean independence movement, Dr. Sammy Lee, and Korean pop culture in the
7060United States.
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7061Quick Fact Sheet about the Koreans in the US
7062  The Korean American population is about 1.8 million today. The heart of Korean
7063 America resides in Los Angeles where Koreatown flourishes amid a diverse
7064 demographic. Official Korean immigration to the United States began on
7065 January 13, 1903, with the arrival of 102 Koreans in Hawaii.
7066  In March 1920, Korean Americans establish the Willows Korean Aviation
7067 School/Corps in Willows, Northern California. The school is considered the origin
7068 of the Korean Air Force today. Many Korean Americans donated to start the
7069 school, including Kim Chong-lim. He was the first Korean American millionaire.
7070  On April 12, 1960, Alfred Song is elected to the city council of Monterrey Park.
7071 He later becomes the first Korean American admitted to the California Bar and
7072 the first Asian American to be elected to the California State Legislature.
7073  On October 3, 1965, the Hart-Celler Act of 1965 opens the door for immigration
7074 in the United States. Koreans emigrate to America and the population of Koreans
7075 grows from 69,150 in 1970 to 354,953 in 1980 and 798,849 by 1990.
7076  On April 29, 1992, the Los Angeles Civil Unrest/Uprising erupt, and Koreatown is
7077 burned, looted, and businesses are destroyed. Korean Americans are left to fend
7078 for themselves and are marginalized and scapegoated by media. The moment in
7079 US history is also considered the birth of the Korean American identity as we
7080 know it today.
7081  On November 4, 1992, Jay Kim is elected to the US House of Representatives

7082 and becomes the first Korean American to be elected to the United States
7083 Congress.
7084  On September 14, 1994, Korean American actor Margaret Cho’s sitcom All-
7085 American Girl premiers on ABC and is the first network sitcom to feature a
7086 predominantly Asian American cast.
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7087  Korean American Day is declared by the US government in 2005.
7088  In 2015 David Ryu becomes the first Korean America elected to the Los Angeles
7089 City Council.
7090  During the 2018 Winter Olympic Games, Korean American Chloe Kim becomes
7091 the youngest woman to win an Olympic Gold medal in snowboarding at the
7092 games in PyeongChang, South Korea.
7093  During the February 2020 Oscars, Parasite wins awards for Best Picture,
7094 Directing, International Feature Film, and Writing, making it the first foreign
7095 language film and Korean film to win such honors.
7096Sources:
7097 Chang, Edward T. A Concise History of Korean Americans” In Mary Connor,

7098 Teaching East Asia: Korea Lessons and Resources for K-12 Classrooms.
7099 Los Angeles, California: National Korean Studies Seminar and Korean
7100 Cultural Center Los Angeles, 2017: 249–256.
7101 Chang, Edward T and Jeannette Diaz-Veizades, Ethnic Peace in the American
7102 City: Building Community in Los Angeles and Beyond. New York: New York
7103 University Press, 1999.
7104 Chang, Edward and Carol Park, Korean Americans: A Concise History. Korea
7105 University Press. 2019.
7106 Patterson, Wayne, The Korean Frontier in America. University of Hawaii Press.
7107 1994.
7108 Park, Root, director. “Footsteps of Korean Americans,” YouTube, 23 May 2019,
7109 https://www.youtube.com/watch?v=PGtOtB-5yuQ.
7110 Park, Carol K., Memoir of a Cashier: Korean Americans, Racism and Riots.
7111 Young Oak Kim Center for Korean American Studies at UC Riverside.
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7112 Jennings, Tom, director. “The Lost Tapes: L.A. Riots,” Smithsonian Channel, 16
7113 April 2017, https://www.youtube.com/watch?v=jK88wmL1EZk.
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7115Essential Question: (See sample essential questions from the Making Connections to
7116the History–Social Science Framework above).
7117 Think for one minute about how the source had details that answered the
7118 essential question.
7120 source which addresses the essential question.
7122 about the essential question using the sources provided. Be ready to share out the
7123 information your partner provided if the teacher calls on you.
7124 Group Share for 5–10 minutes. At the end, have the class share out their
7125information, giving students a chance to present to their peers.
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7126 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 with I disagree with the author’s statement that…

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…
0 Ideas/sections you connect with This section reminded me of…
What this reminds you of I can connect with what the author said because…
This experience connects with my own experience

in that…
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7127Sample Lesson 22: The Immigrant Experience of Lao Americans
7132 ● HSS Content Standard 11.11
7133 ● CA CCSS for ELA/Literacy: RH.9–10.1, 2, 3, 7; WHST.9–10.2, 4, 5; SL.9–10.1

7135Students will discuss the reasons for the changing immigration policies of the United
7136States, with emphasis on how the Immigration Act of 1965 and successive acts
7137transformed American society with focus on the unique challenges confronting Lao
7138American immigrants and the different groups among them (i.e., Lao, Hmong, Iu-Mien,
7139Akha, etc.).
7140Students will learn how the lesser-known immigrants from Laos contributed to greater
7141diversity in American society since the middle of the twentieth century.
7142Key Terms and Concepts (ties into larger unit key terms but may also include terms
7143specific to the lesson):
7144The evolving US immigration policies since 1965, their effects on Lao Americans to their
7145contributions to the diversity of the population of the United States of America, refugee.
7146Lesson Objectives: (“Students will be able to…”):

7147 1. discuss the reasons for the nation’s changing immigration policy, with
7148 emphasis on how the Immigration Act of 1965 and successive acts have
7149 transformed American society;
7150 2. understand the unique challenges confronting Lao American immigrants and
7151 the different groups among them (i.e., Lao, Hmong, Iu-Mien, Akha, etc.);
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7152 3. examine the origins and stages of Lao American immigration and their effects on
7153 Lao Americans;
7154 4. learn how the lesser-known immigrants from Laos contributed to greater diversity
7155 in American society since the middle of the twentieth century; and
7156 5. Understand how the Vietnam War changed US immigration policy since 1975.
7158 1. Which period of US policy immigration did your family arrive in the United States?
7159 How has that policy supported/unsupported your family?
7160 2. How has the immigration policies of 1975 and 1980 benefited the United States?
7161 3. What current policies exist to support the original intentions of the United States
7162 as a country that receives all whom are oppressed?
7164 1. Instructor opens the class by giving a brief lecture on the following: At the end of
7165 the Vietnam War, the Royal Lao Government was overthrown by the Pathet Lao
7166 in a communist revolution. Lao politically aligned individuals or families with the
7167 USA were allowed entry to the United States with the passage of the Indochina
7168 Migration and Refugee Assistance Act in 1975. The Refugee Act of 1980
7169 authorized further Lao refugee migration to the US. Between 1975 and 1992 with
7170 over 230,000 (up to 400,000 by some estimates) Lao, Hmong, Khmu, Iu-Mien,
7171 Tai-Dam, Tai Lue, Lua, Akha, Lahu and other ethnic communities from Laos
7172 immigrated to the US, especially to California, Wisconsin, Minnesota, and Texas.
7173 2. The instructor then shows a short film clip on the Lao immigrant experience (‘The
7174 Betrayal’).
7175 3. Classroom
7176 a. Individual students read packet materials in class to prepare for student
7177 presentations and discussion comparing and contrasting experiences of
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7178 Lao immigrants, independently organizing information in note-taking guide
7179 while viewing video and reading, identifying and evaluating sources in
7180 each media format. (Model writing down points on organizer)
7181 b. Small Group: Students assigned to one memoir/oral history account

7182 assemble in individual groups. Students discuss the main ideas and
7183 details of the memoir/oral history. They then create a visual display/poster
7184 that communicates the immigrant experience (e.g., isolate one quotation
7185 for presentation). (Instructor will demonstrate before small group
7186 discussion.)
7187 c. Large Group: The class holds a discussion on Immigrant Experience of

7188 Lao Americans. Each student shares their response to the discussion.
7189 Students compare and contrast the unique and common/general aspects
7190 of each memoir/oral history account.
7191 4. Homework: Students write an essay or letter describing their critical analysis
7192 and their opinion of how federal/state/local government policy should be
7193 changed to better aid new immigrants in their integration to American society.
7194 This may include, student’s opinion, of the US government role in assisting
7195 migrants from Laos stemming from US involvement in the war in Laos.

7197 ● Ability to accurately present facts from the videos and readings as support for
7198 their opinion on the war
7199 ● Clearly express their position on the war during debate and small group
7200 discussion.
7201 ● Ability to correctly identify its influence on US foreign policy.

7203Materials
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7204 ● Video [time-stamp] to be shown to class: “The Betrayal” (Nerakhoon)
7205 ● Packet:
7206 ○ Thavisouk Phrasavath, Stepped Out of the Womb: A Memoir of a

7207 journey to the land where the sun falls (Lao Century Media, 2010)
7208 Chapter 6 ‘Coming To America’
7209 ○ Joanna Scott, Indochina’s Refugees: Oral Histories from Laos,

7210 Cambodia and Vietnam (MacFarland Publishing, 1989) Laos: Land of
7211 the Seminar Camps; Khamsamong Somvong: Not so wonderful was that
7212 time
7213 ○ Kao Kalia Yang, The Late Homecomer: A Hmong Family Memoir
7214 (Minneapolis: Coffee House Press, 2008) Chapter 8: Before the Babies
7215 ● Writing prompt: homework
7216Resources
7217General works:
7218 ● Hein, Jeremy, From Vietnam, Laos, and Cambodia: A Refugee Experience in
7219 the United States (New York: Simon & Schuster Macmillan, 1995)
7220 ● Lee, Jonathan X. and the Center for Lao Studies, Laotians in the San
7221 Francisco Bay Area (Arcadia Publishing, 2012)
7222 ● Robinson, W.C., Terms of Refuge: The Indochinese Exodus and the
7223 International Response (London: Zed Books, 1998)
7224Lao Immigrant Memoirs:
7225 ● Bounsang Khamkeo, I little Slave: A Prison Memoir from Communist Laos
7226 (Eastern Washington University Press, 2007). Interview:
7227 https://www.youtube.com/watch?v=R24i9IIqg20
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7228 ● Kao Kalia Yang, The Late Homecomer: A Hmong Family Memoir (Minneapolis:
7229 Coffee House Press, 2008)
7230 ● Kao Kalia Yang, The Song Poet: A Memoir of My Father (New York:
7231 Metropolitan Books, 2016)
7232 ● Joanna Scott, Indochina’s Refugees: Oral Histories from Laos, Cambodia and
7233 Vietnam (MacFarland Publishing, 1989)
7234 ● Nakhonkham Bouphanouvong, Sixteen Years in the Land of Death: Revolution

7235 and Reeducation in Laos (Bangkok: White Lotus Press, 2004)
7236 ● Sucheng Chan, ed., Hmong Means Free: Life in Laos and America
7237 (Philadelphia: Temple University Press, 1994)
7238 ● Thavisouk Phrasavath, Stepped Out of the Womb: A Memoir of a journey to the
7239 land where the sun falls (Lao Century Media, 2010)
7240Documentary Film
7241 ● The Betrayal (Nerakhoon) Written and directed by Ellen Kuras and Thavisouk
7242 Phrasavath
7243Ethnic Studies Outcomes:
7244 ● The student will expand on previous lesson(s) covering the US foreign policy
7245 during the Cold War, including the Vietnam War and the US Civil Rights
7246 movement, including the anti-war movement.
7247 ● Recognizing the Laotian American refugee experiences, their unbreakable spirit
7248 through survival and resilience with visibility, acknowledgment, and celebration
7249 through Ethnic Studies provides Southeast Asian American youth and their
7250 colleagues with an understanding around a subject that is historically
7251 overlooked.
7252
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7253Sample Lesson 23: Historical and Contemporary Experiences of Pacific
7254Islanders in the United States
7255Theme: History and Movement, Identity
7259HSS Content Standards: 11.4.2
7260CA CCSS for ELA/Literacy: RH.9–10.1, 2, 3, 6, 7; W.9–10.1; SL.9–10.1, SL.11–12.4.

7262This lesson is designed to be an introduction to the study of people of Pacific Islander
7263descent in the United States, while drawing connections to the Pacific Islands and the
7264Pacific Island diaspora more broadly. Pacific Islanders in the United States are often left
7265out of conversations about communities of color in America. The purpose of this lesson
7266is to understand the ways in which American expansion in the Pacific since the 1800s
7267has grown and created a variety of issues among growing Pacific Islander communities
7268in Oceania and in the US today. This lesson will use geography, data disaggregation,
7269and narratives to explore the US experiences of Pacific Islanders from Guam, American
7270Samoa, Palau, Marshall Islands, Fiji, Samoa, and Tonga. This lesson is designed to be
7271an introduction to the study of Pacific Islander migrations to the continental United
7272States, including the history, culture, and politics of Hawai'i and US Pacific territories.
7273Key Terms and Concepts: Pacific Islanders, race, annexation, migration, militarization,
7274citizenship, Oceania, Melanesia, Micronesia, Polynesia, data disaggregation, Census

7276 1. identify varying experiences of Pacific Islanders in relation to the United States;
7277 2. analyze differences and similarities between Pacific Islander experiences and
7278 history; and
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7279 3. explore the relationships between colonialism, citizenship, and identity.
7281 1. Who are Pacific Islanders in the United States? What is their history with
7282 immigration and settlement?
7283 2. What systems, structures, and events have contributed to the racialization of
7284 Pacific Islanders in the US? Why is it important to disaggregate census,
7285 educational, and demographic data to understand the Pacific Islander
7286 population?
7287 3. What are the contemporary experiences of Pacific Islanders in the United
7288 States? How do they respond to discrimination and displacement?
7290Day One: Pacific Islander Immigration to the US.
7291Who are Pacific Islanders in the United States? What is their history with immigration
7292and settlement?
7293 1. Students will write down seven words that describe their identity that will be
7294 shared later in the lesson.
7295 2. Teacher displays an example of a world map.
7296 3. Teacher will lead a discussion by asking the following questions, writing down
7297 student responses:
7298 a. What are maps and what do they tell us?
7299 b. Who and what gets left out of understanding people through maps?
7300 c. What do maps tell us about who created them?
7301 Teacher notes: ex: borders, boundaries, difference, power, etc.
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7302 4. Students will answer the question, “How might maps connect to the seven words
7303 you chose?,” on a piece of paper and then share out to class.
7304 5. Teacher shares examples of maps of the Pacific Islands and explains:
7305 a. The Pacific includes 1200 distinct cultural groups among 7–10 million people
7306 living in and around the world’s largest and oldest ocean, in some of the
7307 world’s most vulnerable and precious ecosystems. These groups maintain
7308 their respective cultural, political, familial knowledge systems under
7309 categories known as Melanesia, Micronesia, and Polynesia
7310 (http://asiapacific.anu.edu.au/mapsonline/sites/default/files/styles/cartogis_70
7311 0x700/public/maps/bitmap/standard/2019/06/00-341_Micro%2CMela%2C
7312 %20Polynesia.png?itok=0aGPnngd). However, when encountering the US,
7313 they are defined by their relationships with maps, borders, and American
7314 empire in the Pacific.
7315 Teacher notes:
7316  Melanesia: Papua New Guinea, the Solomon Islands, Vanuatu, New
7317 Caledonia, and Fiji
7318  Micronesia: Guam, Mariana Islands, the Federated States of

7319 Micronesia (Yap, Chuuk, Pohnpei, Kosrae), Kiribati, Nauru, Marshall
7320 Islands, and Palau
7321  Polynesia: Hawaiian Islands, Samoa, American Samoa, Tonga,

7322 Tuvalu, Tokelau, Wallis and Futuna, the Cook Islands, French
7323 Polynesia, Niue, Easter Island, Pitcairn, Norfolk, and New Zealand
7324 6. Teacher displays and explains the “U.S. Immigration Status by Pacific Island
7325 Birth” infographic, which shows the varying US immigration statuses of Pacific
7326 Islanders that continue to shift over time.
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7327 7. Students will share observations of the graphic, while answering the following
7328 question: “What do you immediately recognize about the different statuses?”
7329
7330Source: Empowering Pacific Islander Communities. “Native Hawaiian & Pacific

7331Islanders: A Community of Contrasts in the United States.” Policy Report, Los Angeles,
7332CA, 2014. Long description of South Pacific map.
7333 8. Teacher passes out a worksheet and explains each short write up prior to
7334 viewing each video, while students follow along.
7335 a. US Citizens: Hawai’i
7336 i. Hawai’i was colonized by Euro-American capitalists and missionaries in

7337 the eighteenth and nineteenth centuries. In 1893 Americans invaded,
7338 overthrew Indigenous peoples, and secured an all-white planter oligarchy
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7339 in place of reigning ali'i (nobility), Queen Lili'uokalani, which led to
7340 annexation in 1898. This included dispossession of the Hawaiian
7341 government, lands, and citizenship that colonized Indigenous Hawaiians.
7342 ii. Students watch a clip of Act of War (21:45-36:25)

7343 (https://www.youtube.com/watch?v=yBmrPH1sNqg&t=2917s) and write
7344 down 7–10 explicit details/facts from the video. Teachers can also provide
7345 the full documentary online for the students to watch outside of class.
7346 b. Compact of Free Association: Marshall Islands
7347 i. In 1946, the United States started testing nuclear bombs in the Marshall
7348 Islands under the codename Operation Crossroads. To clear the way for
7349 the tests, the US Navy negotiated with leaders of Bikini Atoll to move 167
7350 residents east to Rongerik Atoll—a move that Bikinians understood as
7351 temporary and believed would be “for the good of mankind.” When
7352 Rongerik’s food supply proved insufficient to support the population, the
7353 US relocated the Bikinians to Kwajalein Atoll and finally to Kile Island. On
7354 Kile, Bikinians faced numerous challenges including insufficient food
7355 supplies, lack of fishing grounds, drought, typhoons, dependence on
7356 canned food supplied by the US Department of Agriculture, and
7357 accompanying health problems (e.g., high blood pressure and diabetes).
7358 ii. Students watch Kathy Jetnil-Kijiner - Anointed (0:00-6:08)

7359 (https://www.youtube.com/watch?v=hEVpExaY2Fs) and write down 5–7
7360 explicit details/facts from the video.
7361 c. US Nationals: American Samoa
7362 i. In the 1890s, Germany, the United Kingdom, and the United States were
7363 locked in a dispute over who should have control over the Samoan
7364 islands. In 1899, these countries came to an agreement where the
7365 Germans had influence in the western islands, and the US would maintain
7366 influence in the eastern islands. The US Navy wanted to utilize Pago Pago
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7367 Harbor as a coaling site for their ships, which also became key during
7368 World War II until the closing of the base in 1951.
7369 ii. Teachers can have students watch the first 10 minutes of the 1978 film
7370 Omai Fa'atasi by Takashi Fuji and write down 7–10 explicit details/facts
7371 from the video.
7372 9. Using examples from the lecture and videos, students will work in groups to
7373 complete the worksheet and provide an analysis of American influence in the
7374 Pacific.
7375 10. As a class, each group will share their reflections and answers to: What does this
7376 tell us about “American expansion” in the Pacific? How might this impact
7377 migration to the US?
7378Extension Assignment:
7379Teachers can assign an essay that utilizes the information on the worksheet to write
7380about the impact of American expansion on the Pacific Islanders.
7381Day Two: Analyzing Racialization of Pacific Islanders through Data
7382What systems, structures, and events have contributed to the racialization of Pacific
7383Islanders in the US? Why is it important to disaggregate census, educational, and
7384demographic data on the Pacific Islander population?
7385 1. Teacher begins with a group discussion.
7386 a. Teacher asks: What is a Pacific Islander? Who is a Pacific Islander? Is it one
7387 group or many groups?
7388 b. In this lesson, we are going to learn that this broad label is composed of many
7389 groups, and we are going to analyze what has contributed to this label and
7390 what are the outcomes of only relying on this label.
7391 Teacher notes:
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7392  The poverty rate of Pacific Islanders is 20% vs. 12% of the general
7393 population.
7394  Pacific Islanders are half as likely to have a bachelor’s degree in

7395 comparison with 27% for the total population and 49% of Asian
7396 Americans.
7397  Bachelor degree attainment rate is 69.1% for Asian Indians whereas only
7398 9.4% for Samoans.
7399  This data shows there is a large difference between the Pacific Islander
7400 community and the general and Asian American community.
7401  It is important to disaggregate the data to identify the needs of the Pacific
7402 Islander community.
7403  This shows there is a need for more services and programs for the Pacific
7404 Islander community (i.e., to get into and graduate from college).
7405  By lumping Pacific Islanders under Asian Americans, Pacific Islander

7406 issues become invisible.
7407 2. Students read and analyze the following sources:
7408 a. What Census Calls Us: A Historical Timeline

7409 (https://www.pewresearch.org/interactives/what-census-calls-us/ ; PDF at
7410 https://www.pewresearch.org/wp-
7411 content/uploads/2020/02/PH_15.06.11_MultiRacial-Timeline.pdf)
7412 b. Excerpt of Community of Contrasts - Executive Summary and Demographics

7413 (5–10) (https://www.advancingjustice-
7414 la.org/sites/default/files/A_Community_of_Contrasts_NHPI_US_2014.pdf)
7415 c. The State of Higher Education in California (https://www.advancingjustice-

7416 la.org/sites/default/files/2015-State-of-Higher-Education_AANHPI2.pdf)
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7417 d. Lisa Kahaleole Hall - Which Of These Things Are Not Like The Other (pages
7418 729–733, 736–738) (https://pistudies.weebly.com/resources.html)
7419 3. Teacher will pass out the worksheet “The Disaggregation of Pacific Islander
7420 Data,” which has a number of content questions. Students can work in pairs or in
7421 groups to help each other answer the questions.
7422 4. Before students answer the last question from the worksheet and write their
7423 paragraph, have a class discussion on what they have learned. Ask the question:
7424 How have racial categories impacted Pacific Islanders? Provide one example.
7425 Why is it important to disaggregate census, educational, and demographic data
7426 on the Pacific Islander population?
7427Extension Assignment:
7428The handout and paragraph can develop into a larger assignment that uses data
7429disaggregation to do a report on Pacific Islanders. This report can be an infographic or
7430in essay form. This can also lead in a Youth Participatory Action Research project that
7431provides students an opportunity to do more research on Pacific Islander communities.
7432This could consist of interviews and oral histories. This could potentially add to the
7433growing research on Pacific Islanders.
7434Day Three: Contemporary Pacific Islander Experiences
7435What are the contemporary experiences of Pacific Islanders in the United States? How
7436do they use storytelling to share about these experiences and reframe dominant
7437narratives about Pacific Islanders?
7438 1. Students will draw two images, side by side, showing: 1) How they think the
7439 world/society views them; and 2) Who they really are. Students will share and
7440 explain their drawings.
7441 2. Teacher hands out an excerpt of “Our Sea of Islands” by Epeli Hau’ofa
7442 (https://savageminds.org/wp-content/image-upload/our-sea-of-islands-epeli-
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7443 hauofa.pdf) (pages 6–11), and after student finish they participate in a think, pair,
7444 share to answer:
7445 a. How does Hau’ofa discuss the perspectives of the Pacific as islands in a
7446 far sea versus Oceania as our sea of islands?
7447 b. Teacher facilitates class discussion to tie in mapping, race, genealogy,

7448 and the importance of storytelling.
7449 3. Students will review the following narratives to read/hear examples of Pacific
7450 peoples stories on contemporary issues of land displacement, climate change
7451 and movements for independence.
7452 a. Standing Above the Clouds (https://www.youtube.com/watch?

7453 v=peDRsxYaF1U)––short documentary
7454 b. Frontline Truths by the Pacific Climate Warriors (https://350.org/frontline-

7455 truths/)––first person narratives of Climate Justice Warriors
7456 c. The Question of Guam (http://webtv.un.org/search/fourth-committee-3rd-

7457 meeting-general-assembly-72nd-session/5595945643001/?
7458 term=&lan=english&cat=4th%20Committee&page=9)––United Nations
7459 testimony (Testimony is shared in this video from 2:48:13-2:52:02)
7460 i. Discussion: What stood out to you about these stories? Why is it
7461 important to learn about Pacific experiences by listening to/reading
7462 the stories of Pacific peoples?
7463 4. Students will create “I Am” poems to share:
7464 a. For each of the items, write 3–5 things that answer each item about you.
7465 Use the list to create a poem which repeats the line, “I am from…”
7466 followed by your lists. Be creative.
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7467 i. Items that were important to you growing up or had significance in your
7468 upbringing
7469 ii. Events that changed your life
7470 iii. Names of relatives and/or community members, especially ones that
7471 link you to your past
7472 iv. Names of food and dishes that are always at family and/or community
7473 gatherings
7474 v. Places important to you
7475 vi. Sayings and beliefs important to you

7477Assessment: The summative assessment has three parts in this lesson. Part 1: An
7478essay on the impact on American expansion on the immigration of Pacific Islanders.
7479Part 2: Data analysis infographic. Part 3: “I Am” poem. These three parts come together
7480to both build the analytical skills of the students and also provide direct opportunities for
7481them to connect to the lesson.
7482Application: Students will apply the ethnic studies principles to their essay, data
7483analysis, and poems.
7484Action: Students can do a number of things with what they learned. First, they can use
7485the material to analyze immigration policy that is important today. The teacher can
7486include an extension activity that can compare Pacific Islander immigration with
7487immigration of other Asian American groups. These immigration patterns and trends
7488can be connected back to American expansion and imperialism. Another option is
7489having students choose another racialized group and compare their experiences to
7490Pacific Islanders. The teacher could also have students apply the content and skills of
7491this lesson to develop a more robust Youth Participatory Action Research Project to
7492learn more about Pacific Islanders by conducting interviews or collecting oral histories
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7493with community members. This could contribute to the growing research and literature
7494on Pacific Islanders.
7495Reflection: Students will use the “I Am From” poems to reflect on how the lesson on
7496Pacific Islanders connects to their own lives.
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7498Day 1 Worksheets:
7499Name: Period: Date:
7500 PACIFIC ISLANDERS IN THE US
7501Learning Target(s):
7502  Identify varying experiences of Pacific Islanders in relation to the United States.
7503  Analyze differences and similarities between Pacific Islander experiences and
7504 history.
7505  Explore the relationships between colonialism, citizenship, and identity.
7506Essential Question:
7507 1. Who are Pacific Islanders in the United States?

7508 2. What is their history with immigration and settlement?
7509Directions: Read the three descriptions about US American involvement in the following
7510islands below. For each island nation, you will watch a short video. While watching, you
7511will write down explicit details/facts from the video. After, you will work with your group
7512to write a collective response.
75131. HAWAI’I – US Citizenship
7514Hawai’i was colonized by Euro-American capitalists and missionaries in the eighteenth

7515and nineteenth centuries. In 1893 Americans invaded, overthrew Indigenous peoples,
7516and secured an all-white planter oligarchy in place of reigning ali’i, Queen Lili’uokalani –
7517which led to annexation in 1898. This included dispossession of the Hawaiian
7518government, lands, and citizenship that colonized Indigenous Hawaiians.
7519Video: Act of War – produced by PBS Hawai’i (Write 7–10 explicit details)
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75202. MARSHALL ISLANDS – Compact Free Association
7521In 1946, The United States started testing nuclear bombs in the Marshall Islands under
7522the codename Operation Crossroads. To clear the way for the tests, the US Navy
7523negotiated with leaders of Bikini Atoll to move 167 residents east to Rongerik Atoll-a
7524move that Bikinians understood as temporary and believed would be “for the good of
7525mankind.” When Rongerik’s food supply proved insufficient to support the population,
7526the US relocated the Bikinians to Kwajalein Atoll and finally to Kile Island. On Kile,
7527Bikinians faced numerous challenges including insufficient food supplies, lack of fishing
7528grounds, drought, typhoons, dependence on canned food supplied by the US
7529Department of Agriculture, and accompanying health problems (e.g., high blood
7530pressure and diabetes).
7531Video: Anointed by Kathy Jetnil-Kijiner (Write 5–7 explicit details)
75323. AMERICAN SAMOA – US Nationals
7533In the 1890s, Germany, the United Kingdom, and the United States were locked in a
7534dispute over who should have control over the Samoan islands. In 1899, these
7535countries came to an agreement in which the Germans had influence in the western
7536islands, and the US would maintain influence in the eastern islands. The US Navy
7537wanted to utilize Pago Pago Harbor as a coaling site for their ships, which also became
7538key during World War II.
7539Video: Omai Fa’atasi by Takashi Fujii w/Pacific Islander Communications (Write 7–10
7540explicit details)
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7541PART B: Analysis
7542In your group, share your notes from each of the videos. Using your notes from the
7543lecture and videos, discuss and write a collective response explaining US American
7544influence in the Pacific, on a separate lined sheet of paper.
7545**Remember to use a proper heading and include all member names.
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7546Day 2 Worksheets:
7547Name: Period: Date:
7548 THE DISAGGREGATION OF PACIFIC ISLANDER DATA
7549Learning Target(s):
7550  Identify varying experiences of Pacific Islanders in relation to the United States.
7551  Analyze differences and similarities between Pacific Islander experiences &
7552 history.
7553  Explore the relationships between colonialism, citizenship, and identity.
7555 1. What systems, structures, and events have contributed to the racialization of
7556 Pacific Islanders in the US?
7557 2. Why is it important to disaggregate census, educational, and demographic data
7558 on the Pacific Islander population?
7559Directions: Using the four different readings discussed and analyzed in class, answer
7560the following questions about disaggregating Pacific Islander data. Answer in complete
7561sentences.
75621. How has the Census changed over time?
75632. How do these sources define Pacific Islanders?
75643. List ALL the Pacific Islander ethnicities.
75654. List three important data points for Pacific Islanders
75665. What does this data tell us about race and Pacific Islanders?
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7567Part B:
7568Write a paragraph using the evidence from the sources you have read and analyzed.
7569Answer the following questions: 1) How have racial categories impacted Pacific
7570Islanders? Provide at least one example. 2) Why is it important to disaggregate census,
7571educational, and demographic data on the Pacific Islander population?
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554
7572Long Description Text for Graphic:
7573US Immigration Status by Pacific Island of Birth
7574US Citizens
7575(Guam, Hawai’i [US state], & Commonwealth of the Northern Mariana Islands)
7576  Live & work in the US legally
7577  Qualify for public benefits (e.g., health care)
7578  Vote in elections
7579  Eligible to serve in US military
7580COMPACT OF FREE ASSOCIATION MIGRANTS

7581(Federated States of Micronesia, Republic of the Marshall Islands & Republic of Palau)
7583  Labeled “nonimmigrants” but are not considered citizens or nationals
7584  Not eligible for most federal benefits, some US states may provide limited
7585 benefits
7587US NATIONALS
7588(American Samoa)
7590  Similar to other immigrants, must obtain citizenship to obtain full benefits
7591  Qualify for most federal benefits, some state or local benefits
7592  Cannot vote when living in states
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555
7594IMMIGRANTS FROM ISLANDS WITHOUT US ASSOCIATION

7595(Papua New Guinea, Tonga, Samoa, Tokelau, Kiribati, & others)
7596  Not citizens or nationals
7597  Must apply for legal permanent resident status to work & live in the US legally,
7598 similar to other immigrants
7599  Must wait five years to apply for public benefits
7600  Cannot vote or serve in US military
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556
7601Sample Lesson 24: South Asian Americans in the United States
7604Day 1: South Asian Americans in the United States
7605Time: 45 Minutes
7607  How does history shape present-day attitudes towards South Asian Americans?
7608  What are the challenges faced by immigrants (and their children and
7609 grandchildren)?
7610  How do we make our society more inclusive?

7612  define key terms related to bullying and xenophobia;
7613  understand the historical migration of South Asians to the United States; and
7614  explore instances of discrimination and xenophobia at the individual, community

7615 and policy-level.

7617 1. Handout on “Who are South Asian Americans?” (one page, one copy per
7618 student)
7619 2. Glossary Handout (one page, one copy per student)
7620 3. Printouts of Images (11 pages, one image per group)
7621 4. Short Timeline of South Asian Americans in the US handout (two pages, one
7622 copy for each student)
7623 5. Chart paper with a timeline from 1870s to the present (this can also be
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557
7624 written on a blackboard or white board as long as it’s large enough for the
7625 images to be posted).
7626 6. Post-its and pens/markers
7627Main Activity (30 minutes)
7628 1. Make sure that a timeline from the 1850s to the present is drawn (or a
7629 clothesline can be hung with dates dangling and clothespins for students to
7630 attach their images) somewhere in the room with room for students to
7631 hang/stick their images on.
7632 2. Divide students into 11 groups (ideally of no more than 2–3 students per group).
7633 3. Distribute the Timeline of South Asian Americans in the US (one per student)
7634 and the images (one per group).
7635 4. Ask students to discuss their image and utilize any terms from the glossary that
7636 apply to the example and situation given. Students can apply post-its with
7637 keywords that apply to their historical image on the bottom of the page or if
7638 using a clothesline, on the back of the printed image.
7639 5. After students have discussed their image, have them look at the timeline
7640 of South Asian Americans in the US and decide where on the timeline their
7641 image goes.
7642 6. Once all images are lined up, have students read out chronologically the
7643 historical timeline of events and examine the images. [Variations: students can
7644 line up with their images and read out chronologically. Students can do a silent
7645 gallery walk to read about the images and look at the historical timeline.]
7646Discussion/Closing (15 minutes)
7647 1. Pose the question: What did you learn in today’s lesson that you didn’t know
7648 before?
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558
7649 2. What things can lead to a rise in xenophobia (historically or in the present)?
7650 3. How can tolerance be promoted?
7651Homework:
7652Ask students to investigate their migration stories using the worksheet enclosed.
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559
76531885
7654
7655 A memento of the Dean's reception, held October 10, 1885; Photograph of
7656 Anandabai Joshee, Kei Okami, and Tabat M. Islambooly, students from the
7657 Woman's Medical College of Pennsylvania taken in 1885 (left). Gurubai Karmarker
7658 (from India) graduated from Women's Medical College of Pennsylvania in 1892
7659 (right). (1885;1892) From Drexel University College of Medicine, Philadelphia, PA.
7660 With international ships and missionary societies, people from India began visiting
7661 the United States as early as the late 1700s. In the late 1800s, international students
7662 from India attended the Women’s Medical College of Pennsylvania, such as the
7663 women pictured above.
7664 Image #1 courtesy of the Legacy Center Archives, Drexel University College of
7665 Medicine, Philadelphia. “Students posing for photo,” photo# ahc1_003
7666 Image #2 courtesy of the Legacy Center Archives, Drexel University College of
7667 Medicine, Philadelphia. “Gurubai Karmarker,” photo# ahc_1520
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560
7668 1912
7669
7670The first Gurudwara (Sikh Temple) in the United States was established in 1912 in
7671Stockton, California. Immigrants from India, usually men and generally from the region
7672of Punjab, came to the United States to study, work on the Pacific & Eastern Railroad
7673as construction workers, in lumberyards, or in agriculture. By 1910, 5,000 men had
7674migrated to the West Coast of the United States from colonial India.
7675Many early immigrants were not able to bring family members to the United States with
7676them, and few women were allowed to migrate, so many migrants inter-married with
7677other groups, such as European Americans, Mexican Americans, or other Asian
7678Americans. The PBS film, Roots in the Sand, documents the history of this community.
7679 “Exterior photograph of the Stockton Gurdwara." January 1916. The Hindusthanee
7680 Student. Courtesy of South Asian American Digital Archive.
7681 (http://www.saadigitalarchive.org/item/20121224X1186).
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561
76821917
7683
7684In February 1917, during World War I, the US Congress passed the Immigration Act of
76851917 (also known as the Asiatic Barred Zone Act). Although President Woodrow
7686Wilson previously vetoed it in 1916, the congressional majority overrode the President’s
7687veto. The act added people originating from the Asiatic Barred Zone (see above) to the
7688list of people who were considered “undesirable” for immigration to the US; the list also
7689included: “homosexuals”, “idiots”, “feeble-minded persons”, "criminals", “epileptics”,
7690“insane persons”, “alcoholics,” “professional beggars”, all persons “mentally or
7691physically defective”, “polygamists,” and “anarchists.”
7692The Chinese Exclusion Act of 1882 had barred Chinese from entering the US, and the
76931917 legislation expanded the categories to the entire Asian region. The rising
7694“nativism” and “xenophobia” in the US led to the passage of the Act in prohibiting
7695immigration of certain groups. Congress repealed the Chinese Exclusion Act in 1943
7696and the Luce-Cellar Act of 1946 ended discrimination against Asian Indians and
7697Filipinos, who were accorded the right to naturalization, allowed a quota of 100
7698immigrants per year. The Immigration and Nationality Act of 1952, known as the
7699McCarran-Walter Act allowed other Asian groups (Japanese, Korean, and others) to
7700become naturalized US citizens.
7701 Accessed from:
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7702 http://en.wikipedia.org/wiki/File:Asiatic_Barred_Zone.png
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563
77031918
7704
7705Bhagat Singh Thind at Camp Lewis. Photograph dated November 18, 1918, of
7706Bhagat Singh Thind with his battalion at Camp Lewis, Washington. His unit was called
7707Washington Company No. 2, Development Battalion No. 1, 166th Depot Brigade. From
7708the South Asian American Digital Archive, donated by David Thind.
7709Bhagat Singh Thind (who lived from 1892 to 1967) was born in Punjab, India and
7710came to the US to study in 1913. He was enlisted to join the US military during World
7711War I (in 1918). He was first granted US citizenship because his military service in
77121918, but it was revoked four days later because citizenship was only available at the
7713time for “free white men.” Later, Thind brought a case to the Supreme Court (in 1923)
7714arguing the immigrants from India to the US should be allowed to be naturalized
7715citizens. The Supreme Court disagreed since only commonly understood “Caucasian”
7716immigrants were eligible to become citizens. Thind finally became a citizen in 1936. He
7717went on to study spirituality and lecture extensively in the US.
7718 “Bhagat Singh at Camp Lewis” November 18, 1918. Courtesy of South Asian
7719 American Digital Archive. With Permission from Donor David Thind.
7720 (http://www.saadigitalarchive.org/item/20110802;264)
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564
77211937
7722
7723“East India Store Section,” Honolulu Advertiser, Hawaii (1937), From South Asian
7724American Digital Archive, from the collection of the Watumull Family, donated by Indru
7725Watumull
7726Description: This four-page advertisement insert from the June 3, 1937, edition of the
7727Honolulu Advertiser, marking the opening of the Watumull Building on 1162 Fort Street.
7728Includes several short articles about G.J. Watumull and J. Watumull, advertisements for
7729the stores, products, and boutiques housed in the building, as well as photographs of
7730the East India Store interior and its employees.
7731 “East India Store Section,” Honolulu Advertiser (1937). Courtesy of South Asian
7732 American Digital Archive.
7733 With Permission from Watamull Family.
7734 (http://www.saadigitalarchive.org/item/20110722;249)
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565
77351961
7736
7737 Congressional Coffee Hour at the White House with President John F.
7738Kennedy, May 18, 1961.
7739From Left to Right: Congressmen Dalip Singh Saund (California), Congressman
7740Harold C. Ostertag (New York); Congressman James A. Haley (Florida); President John
7741F. Kennedy; Congressman Frank W. Boykin (Alabama); Congressman Harold T.
7742Johnson (California); Congressman John W. Byrnes (Wisconsin). Photographer Robert
7743Knudsen. From J.F. Kennedy Presidential Library & Museum.
7744Dalip Singh Saund (who lived from 1899 to 1973) was the first Asian-American
7745member of the US House of Representatives (Congress). He served as the
7746Congressman from the 29th District of California from 1957;1963. He was born in
7747Punjab, India while it was under British rule and migrated to the United States (via Ellis
7748Island) in 1920 and pursued his Masters and Doctoral degrees at the University of
7749California, Berkeley. He campaigned for the rights of South Asian immigrants in the
7750United States. After the Luce-Celler Act was signed into law by then-President Harry
7751Truman in 1946 (allowing for people from India and the Philippines to become
7752naturalized US citizens), Saund could become a US citizen, and later, successfully ran
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566
7753for national office.
7754 Photograph No. KNX17834, “President John F. Kennedy at

7755 Congressional Coffee Hour,” May 18, 1961. John F. Kennedy
7756 Presidential Library and Museum.
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567
77571965
7758
7759President Lyndon B. Johnson signing the 1965 Immigration Act with Vice President
7760Hubert Humphrey and Senator Edward (Ted) Kennedy greeting the President. Source:
7761LBJ Library and Museum, Photo credit: Yoichi Okamoto.
7762In 1965, President Lyndon B. Johnson signed the Immigration Act of 1965, which
7763changed US immigration policy. Previously, immigrants from Asia and Africa were
7764allowed into the United States in very small numbers (even if they were highly educated
7765or had family living in the US). The Act of 1965 was signed in front of the Statue of
7766Liberty, on Liberty Island, and reflected the Civil Rights movement’s gains for racial
7767equality. US immigration policies had been severely discriminatory given decades of
7768exclusion of non-European immigrants.
7769Departing from the previous system of country-based quotas, US immigration after 1965
7770has focused on the skills that immigrants bring and reunification of families (immigrants
7771sponsoring their families to join them in the United States).
7772 Image from the LBJ Library Archive
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568
77731987
7774
7775Long Description Text for Graphic:

77762010 Hate Crimes: Behind the Bias
7777Motivation percentages of the 6,624 single bias incidents in 2010.
7778Race: 57.3 percent
7779Religion: 20.0 percent
7780Sexual Orientation: 19.3 percent
7781Ethnicity/National Origin: 12.8 percent
7782Disability: 0.6 percent
7783In 1987, a 30-year-old immigrant from India who worked in a bank, Navroze Mody, was
7784brutally beaten to death by a group of teenagers who called themselves “Dotbusters.”
7785This group was active in New Jersey, where a large South Asian immigrant community
7786is concentrated, and they had been harassing immigrants from South Asia for months.
7787A month before Mody’s killing, Dotbusters (referring to the bindi that Hindu women wear
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569
7788on their foreheads for religious purposes), sent a letter to a local newspaper. Part of
7789their letter read:
7790"I'm writing about your article during July about the abuse of Indian People. Well I'm
7791here to state the other side. I hate them, if you had to live near them you would also. We
7792are an organization called dot busters. We have been around for 2 years. We will go to
7793any extreme to get Indians to move out of Jersey City. If I'm walking down the street and
7794I see a Hindu and the setting is right, I will hit him or her. We plan some of our most
7795extreme attacks such as breaking windows, breaking car windows, and crashing family
7796parties. … They are a week race physically and mentally. We are going to continue our
7797way. We will never be stopped."
7798In Jersey City, after Mody’s death, another person of South Asian descent was
7799assaulted by three men with baseball bats. Laws against hate crimes have been in
7800existence in New Jersey though incidents still continue.
7801 Information sourced from Pluralism.org and from the FBI hate crimes statistics.
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78022011
7803
7804
7805The federal government has ordered Hamtramck to print election ballots and other
7806materials in the Bangla language. By Charles Sercombe.
7807Here’s more proof that Hamtramck’s Bengali community is a major voting bloc. The
7808federal government is now requiring the city to print all election material, including
7809ballots and candidate nominating petitions, in the Bangla language as well as in English.
7810That’s because, according to the US Census, the Bangladeshi community is sizeable

7811enough to warrant separate ballots. The agency said it used a variety of data to
7812determine this mandate, but just what exactly the decision was based on was not
7813immediately known.
7814Hamtramck is not alone in being ordered to print separate ballots. Some 248 voting
7815districts across the country have been told to print up separate ballots for their dominant
7816ethnic group. City Clerk Ed Norris said the mandate will mean an additional cost to the
7817city, but he did not know how much more elections will now run.
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571
7818He said there is not enough time to ready ballots for the Bengali community for the
7819Nov. 8 General Election. The next election after the November election is the
7820Republican Primary on Feb. 28. Norris said he’s not sure if the additional ballots will be
7821ready by then, either.
7822“We’re going to try to comply the best we can, as soon as we can,” he said. Part of the
7823problem in getting ballots ready is finding both a reliable translation service, and a
7824printer that has the proper font for the Bangla language. Another issue to figure out is
7825who is responsible for preparing and paying for the separate ballots when elections are
7826under the jurisdiction of the county or state.
7827Not all elections are solely city elections. Norris said trying to coordinate this mandate
7828with county and state officials is another hurdle to jump. In the online social network site
7829Facebook, there has been criticism of this mandate. There are some who believe that if
7830you are a citizen and are eligible to vote, you should be able to understand the English
7831language. But the Voting Rights Act of 2006 mandates special language ballots for
7832there is a significant ethnic presence in a community. Norris said that there is no appeal
7833option to challenge the mandate.
7834Norris added that the city has already provided some election material in Polish, Arabic
7835and Bangla.
78362011 Article Accessed and Reprinted with permission from the Hamtramck Review
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7837Post-2001
7838
7839New York Neighbors is an inter-faith organization that uses the symbols of Judaism,
7840Christianity, and Islam to show how people of different backgrounds can get along.
7841In the weeks following the attacks on 9/11/2001, there were significant increases to bias
7842incidents aimed at persons believed to be of Middle Eastern or South Asian descent.
7843Many groups came together to unite against extremism, and to understand individuals
7844from different backgrounds in order to make sure that unfair laws and practices don’t
7845result in discriminatory treatment. One organization included the New York Neighbors.
7846An inter-faith coalition of over 130 groups in New York City that strive to “defend the
7847constitutional and American values of religious freedom, diversity and equality while
7848fighting against anti-Muslim bigotry and discrimination against our neighbors no matter
7849what their national origin or religion.
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573
78502012
7851
7852On Sunday August 5, 2012, an armed gunman entered a Gurudwara (Sikh house of
7853worship) in Oak Creek, Wisconsin and opened fire on innocent people praying in their
7854house of worship. Six people were killed (Seeta Singh and Parkash Singh who were
7855responsible for official duties and leading services at the Gurudwara; Ranjit Singh;
7856Satwant Singh Kaleka, president of the Gurudwara committee; and Subegh Singh and
7857Parmjit Kaur, members of the Gurudwara community). Two other worshippers were
7858injured. A police officer fatally shot the gunman, Wade Michael Page, aged 40. Wade
7859Michael Page is reported to have been affiliated with white supremacist and hate groups
7860and was on the watchlist of organizations that track hate crimes like the Southern
7861Poverty Law Center.
7862After the shooting, President Obama released a statement that, “At this difficult time, the
7863people of Oak Creek must know that the American people have them in our thoughts
7864and prayers, and our hearts go out to the families and friends of those who were killed
7865and wounded. My Administration will provide whatever support is necessary to the
7866officials who are responding to this tragic shooting and moving forward with an
7867investigation. As we mourn this loss which took place at a house of worship, we are
7868reminded how much our country has been enriched by Sikhs, who are a part of our
7869broader American family.”
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574
7870White House Statement from the Whitehouse blog August 8, 2012, and map adapted
7871from Wikipedia: http://en.wikipedia.org/wiki/File:USA_Wisconsin_location_map.svg
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7872Glossary
7873Ally: Someone who acts to help an individual of a group targeted by bullying or
7874discrimination. Allies can help by standing up on behalf of (and together with) the victim,
7875or advocating for changes in attitudes or policies.
7876Bigotry: Intolerance or inability to stand those people who have different opinions or
7877backgrounds.
7878Empathy: The ability to understand someone else’s feelings, challenges, or problems.

7879Empathy for another’s difficult situation should ideally lead to some action to help
7880address that situation or its causes.
7881Harassment: Any type of repeated or persistent behavior that is unwanted, unwelcome

7882and causes emotional distress in the person it is directed at. It is typically motivated by
7883gender, race, religion, national origin etc.
7884Institutionalized racism: A system, policy, or agency that discriminates based on race

7885or ethnic origin through its policies or practices.
7886Islamophobia: Irrational fear and strong dislike of anyone who is, or appears to be,
7887Muslim.
7888Micro-aggressions: Interactions between people of different races, genders, cultures,

7889or sexual orientations where one person exhibits non-physical aggression. Micro-
7890aggressions can be intentional or unintentional but they convey hostility, discrimination,
7891and attitudes of superiority.
7892Nativism: Literally refers to the practice of favoring the interests of those of a particular
7893place over immigrants. In the 1900s, nativist policies in the United States made
7894immigration policies restrictive to non-European countries.
7895Naturalized Citizen: Someone born in one country that becomes a citizen of another
7896country. In the US, there are three ways people become citizens: (1) Jus Sanguinis
7897(Right of Blood) in which case if one parent is a US citizen, then the child is also entitled
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576
7898to US citizenship, even if s/he is born outside the US; (2) Jus Soli (right of birthplace) in
7899which case if a person is born in the US, they are granted citizenship; (3) through
7900naturalization in which case, after living in the US for multiple years, a person must
7901apply for citizenship and complete a citizenship test.
7902Prejudice: Negative feelings and stereotyped attitudes towards members of a different

7903group. Prejudice or negative prejudgments can be based on race, religion, nationality,
7904economic status, sexual orientation, gender, age, or other factors.
7905Refugee: Someone who is outside of the country where they are from or have lived
7906because s/he has been targeted, harassed or persecuted because of her/his race,
7907religion, sexual orientation, political beliefs, etc. Refugees are often seeking asylum in
7908other countries.
7909Second Generation: This term refers to the US-born children of immigrant parents.
7910Second-generation children and youth sometimes face discrimination because of their
7911appearances or religion even though they are Americans.
7912Solidarity: Demonstrating unity or cooperation to work with others who may or may not
7913share the same interests or challenges. Being an ally and working in solidarity go hand
7914in hand together.
7915Tolerance: The ability to be fair and open to people or beliefs that are different than
7916oneself. Being tolerant means being free from prejudice and bigotry.
7917Xenophobia: A strong and unreasonable hatred of people who are from other
7918countries, or other ideas and things that are foreign.
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7919Who are South Asian Americans?
7920Population of South Asians in the US (density)
7921According to the 2010 Census, approximately 4.3 million South Asians live in the USA.
7922South Asian Americans trace their origins to Afghanistan, Bangladesh, Bhutan, India,
7923Nepal, Pakistan, Sri Lanka, and the Maldives. Some were born there, while others
7924are descended from immigrants from these nations.
7925The community also includes double migrants—members of diasporic communities in

7926the Caribbean (Guyana, Jamaica, Suriname, and Trinidad & Tobago), Africa (Kenya,
7927South Africa, Tanzania, Uganda, Zanzibar), Canada, Europe, the Middle East, and the
7928Pacific Rim (Fiji, Indonesia, Malaysia, and Singapore) who have subsequently migrated
7929to the US.
7930The South Asian American community is diverse not just in terms of national origin, but
7931also in terms of ethnicity, religion, and language. South Asian Americans practice
7932Buddhism, Christianity, Hinduism, Jainism, Judaism, Islam, Sikhism, and
7933Zoroastrianism; others have no faith. The most common languages spoken by South
7934Asians in the United States, other than English, include Bengali, Gujarati, Hindi,
7935Punjabi, Telugu, and Urdu.
7936South Asians are also diverse in terms of immigration and socioeconomic status. While
7937many are citizens or permanent residents, thousands live here on short-term work visas
7938or are undocumented. With respect to employment, there are notable concentrations of
7939South Asians in tech and the health professions, in education, and in service work, taxi
7940work, domestic work, and the hotel and restaurant industry.
7941Adapted from South Asian Americans Leading Together (SAALT)’s factsheets and
7942from the curriculum “In the Face of Xenophobia: Lessons to Address the Bullying of
7943South Asian American Youth” (2013) available online at: http://saalt.org/wp-
7944content/uploads/2013/06/InTheFaceOfXenophobia-Final-11.4.2013.pdf.
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578
7945 Short Timeline of South Asian Americans in the US
7946 [Key moments in US & world history are also presented in brackets]
7947 1838:
7948 By 1838 approximately 25,000 Indian laborers have been transported as indentured
7949 workers to the British sugar colony of Mauritius. By 1917 more than 3.5 million South
7950 Asians will have been transported to European colonies in Africa, Caribbean, and the
7951 Pacific as indentured “coolies,” often undertaking harsh work once performed by
7952 slaves for a “penny a day” as historians have noted. [Slavery was abolished
7953 throughout the British Empire in 1834 and in the US in 1865)
7954 1880s & 1890s:

7955 Approximately 2,000 South Asians are residing in the US On the West Coast many
7956 are farmworkers from the Punjab region who are members of the Sikh faith. Others
7957 are students. [The modern nations of India, Bangladesh, Pakistan, Sri Lanka, and
7958 Burma were all part of the British Empire from the mid-nineteenth century to the late
7959 1940s.]
7960 1907–1908:
7961 The Asian Exclusion League, an anti-immigrant nativist group, opposes immigration
7962 from Asia and sparks violent race riots against South Asians in Washington, California,
7963 and Oregon in order to drive out “cheap labor.” The Bureau of Naturalization issues
7964 directives to dissuade citizenship applications from “Hindoos” (a derogatory term
7965 inaccurately applied to all South Asians; of the early migrants, 85% were Sikh, about
7966 13% Muslim, and only 2% Hindus).
7967 1912–1913:
7968 Sikh migrants build the first Gurudwara (Sikh house of worship) in the US in Stockton,
7969 California in 1912. Founders of the Gurudwara were also founders of the Ghadar
7970 Party in 1913. Ghadar leaders galvanized a cross-class community of laborers and
7971 students to fight the British by connecting colonialism to the racist conditions of labor
7972 and life they experienced in the US. As the Ghadar Party expanded, it established
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579
7973 official headquarters in San Francisco. Its leaders attracted the attention of the British
7974 government, who recruited US immigration officials to keep tabs on Indian
7975 nationalists in America, to limit the growing strength of Ghadar’s revolutionary aims.
7976 1917:
7977 Immigration Act of 1917 defines a geographic “barred zone” in the Asia-Pacific
7978 (including South Asia) from which no immigrants can come to the US [World War I
7979 lasts from 1914 to 1918]
7980 1920:
7981 State Alien land laws prohibit transfer and ownership of land to noncitizens; as a
7982 consequence Indian farmers lose over 120,000 acres in California. In the following
7983 years, over 3,000 Indians return to their homeland due to xenophobic pressures.
7984 Migrants still come to the US as traders or merchants through port cities such as New
7985 Orleans or New York, and some settle in African American or Puerto Rican
7986 communities. [Women in the US are granted the right to vote in 1920]
7987 1923:
7988 In the US v. Bhagat Singh Thind decision, the US Supreme Court found that Asian
7989 Indians are ineligible for US citizenship because they are not white. [In 1924, US
7990 Pres. Calvin Coolidge signs the Snyder Act giving Native Americans US citizenship,
7991 but many states still denied them the right to vote until 1948.]
7992 1946:
7993 The Luce-Celler Act grants right of naturalization and small immigration quotas to
7994 Asian Indians and Filipinos, including a national quota of 100 per year for immigrants
7995 from India. [World War II lasts from 1939 to 1945.]
7996 1957:
7997 Dalip Singh Saund, an Indian American from Imperial Valley, California, is elected to
7998 the US House of Representatives and serves from 1957 to 1963. South Asian
7999 Americans number more than 12,000. [In 1955, the Montgomery Bus Boycott starts
8000 in Alabama. In 1956, the Supreme Court declares segregation on buses to be illegal.]
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8001 1965:
8002 The Immigration and Nationality Act, which removes quotas for Asian immigrants,
8003 triggers the second wave of South Asian immigration. [1965: President Lyndon B.
8004 Johnson signs the Voting Rights Act.]
8005 1966-1977:
8006 Eighty-three percent of South Asians enter the United States under employment
8007 visas, including 20,000 scientists, 40,000 engineers, and 25,000 medical doctors.
8008 Most have been educated at great public expense in their nations of origin.
8009 1987:
8010 In Hoboken, New Jersey, Navroze Mody is beaten to death by “Dotbusters”–a violent
8011 hate group active in the state. South Asian Americans number more than 200,000 in
8012 the United States. [1989 marks the fall of the Berlin Wall and the beginning of the end
8013 of the Cold War.]
8014 1990:
8015 Third wave of South Asian immigrants begins, including H1-B visa holders (many
8016 working in high tech), students, and working class families.
8017 2000:
8018 Hamtramck, Michigan is the first jurisdiction to provide language assistance in a
8019 South Asian language––Bengali––to voters following a lawsuit by the Department
8020 of Justice.
8021 September 11–17, 2001:

8022 Attacks against the World Trade Center and the Pentagon take place on
8023 September 11, 2001. In the week following 9/11, there are 645 reports of bias
8024 incidents aimed at persons perceived to be of Middle Eastern or South Asian descent.
8025 South Asians Balbir Singh Sodhi of Arizona, Waqar Hasan of Texas, and Vasudev
8026 Patel of Texas are all killed in post-9/11 hate crimes. Harassment and threats make
8027 up more than two-thirds of all reported bias incidents.
8028 September 2001–February 2002:
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8029 The US government detains without charge about 1,100 individuals (many from India
8030 and Pakistan). Many are denied access to counsel and undergo secret hearings.
8031 Many are detained for months on end; others are deported with no evidence ever
8032 presented of terrorist activity.
8033 2002:
8034 The FBI reports that after 9/11, reports of violence against Muslims rose by 1600%.
8035 Nineteen people are murdered in hate crimes prompted by the events of 9/11.
8036 2002:
8037 The Special Registration (NSEERS) program requires men and boys––ages 16 and
8038 older––from 25 Asian and African countries (24 of them predominantly Muslim,
8039 including Pakistan and Bangladesh), to report to their local immigration office for
8040 fingerprinting and interrogation. Over 93,000 people register throughout the country.
8041 None are ever charged with any terrorist related activity. More than 13,000 people
8042 were placed in deportation proceedings, while thousands more voluntarily leave the
8043 country.
8044 2005:
8045 Piyush Bobby Jindal becomes the second South Asian American member of
8046 Congress. Many South Asians are elected to state office. [In 2007, Jindal becomes
8047 the first ever South Asian American state governor (Louisiana). Nikki Haley becomes
8048 the second in 2011 (South Carolina). Haley later becomes the US Ambassador to the
8049 United Nations under Donald Trump (2016)]
8050 2012:
8051 Wade Michael Page, a white supremacist, walks in and opened fire during services at
8052 a Sikh gurdwara in Oak Creek, Wisconsin, killing six and wounding four. Page
8053 subsequently commits suicide after police arrived on the scene. The shooting is
8054 labeled an act of “domestic terrorism.”
8055 2012/2013:
8056 According to the 2010 US Census, there are 4.3 million people of South Asian
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8057 descent in the United States. In 2012, Ami Bera from California becomes the third
8058 Indian American to be elected to the US House of Representatives.
8059 2015:
8060 The assault of Sureshbhai Patel occurred on February 6, 2015. Patel, a 57-year-old
8061 Indian national who was visiting his son in Madison, Alabama, US, was seriously
8062 injured after being detained by three police officers in a residential neighborhood
8063 responding to a call from a neighbor that there was a “skinny black man” walking
8064 around the predominately white neighborhood. There is video footage of the officer
8065 slamming Patel to the ground. He had to be hospitalized and is partially paralyzed as a
8066 result of the injuries. The police officer (Eric Parker) was at first fired due to
8067 international uproar, but then reinstated in 2016, and was later acquitted of all charges.
8068 2016–2019:
8069 After the November 2016 election of Donald Trump, hate crimes have skyrocketed
8070 across the US. Islamophobia and xenophobia targeting anyone with brown-skin have
8071 resulted in many deaths and injuries. In February 2017, two men originally from India
8072 chatted after work at a bar in Kansas. Asking them about their legal status and yelling
8073 at them to “get out of my country,” Adam Purinton opened fire, killing Srinivas
8074 Kuchibhotla and wounding his friend Alok Madasani as well as Ian Grillot who was at
8075 the bar and tried to help the men who were being attacked.
8076 2020/2021:
8077 Kamala Devi Harris, a Black and South Asian Senator, becomes the first woman of
8078 color nominated to a major party’s ticket as Vice-President. She is sworn in as Vice-
8079 President in January 2021.
8080 Adapted from “South Asians in the US: A Social Justice Timeline,” developed by
8081 SAALT
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8082 Migration Worksheet
8083 Use this worksheet to find out as much information as possible about how your family
8084 came to the United States. If your ancestors are Native American, find out any stories
8085 of migration within the US over the past few centuries. It is hard to pinpoint many
8086 historical dates, but just get as much information as you can to share with classmates.
8087 What can you find out about the first person in your family (on either or both sides)
8088 who migrated to the US? Around what year did that migration take place?
8089 Any additional details?
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8090 Feel free to affix copies of any photos or documents you can find to the
8091 back of this sheet.
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8092Day 2: South Asians and Xenophobic Violence
8093Time: 60 minutes
8095  What turns xenophobia into violence?

8097  understand the Oak Creek tragedy in historical context; and
8098  build empathy.
8099Materials Needed:
8100 1. Handout 1: BBC Article
8101 2. Handout 2: Graphic Organizer (optional)
8102 3. Handout 3: Oak Creek Testimony
8103 4. Projector or smart board for YouTube viewing
8104Performance tasks
8105Understanding and Situating the Oak Creek Tragedy
8106Activity (3 min)
8107 1. Connect students to the activity from the previous Lesson where they
8108 represented their own migration story and the xenophobia their families may
8109 have faced and also to the South Asians in America timeline that they walked
8110 through for the previous Lesson.
8111Part I: Opening Activity (15 min)
8112Before beginning the lesson, the teacher should warn students that this lesson contains
8113details and stories from a recent mass shooting.
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8114Direction for Students:
8115 1. Today, we will examine the treatment of South Asians and Muslims in America.
8116 We will begin class by reading and reacting to a current event. In the fall of
8117 2012, a white supremacist opened fire in a Gurudwara (Sikh house of worship),
8118 and killed seven innocent people. As you read this article, pay attention to what
8119 happened and why it happened. Use the headings to take note of the key ideas
8120 the author wants to illustrate, and also pay attention to how you are feeling.
8121 Annotate the article as you read for key ideas and your reactions. Draw on
8122 information you learned in the previous two lessons as you respond to the text.
8123Instructions for Facilitator/Teacher:
8124When implementing this lesson, teachers should take care to ensure that students
8125do not conflate Islam with terrorism. Questions 3-4 in this section have been added
8126to address this point.
8127 1. Give students 7–10 minutes to read and react to the article and follow with a
8128 facilitated discussion. After reading the article, the teacher should provide time
8129 for comment and reflection to help the student process the traumatic events.
8130  Handout 1: BBC News Article
8131  Handout 2: Graphic Organizer (optional)
8132 2. Guiding Questions for Discussion: What are your reactions to this article?
8133 What do you see happening here? Why do you think this happened? How do
8134 you see xenophobia and racism at play?
8135 3. What is problematic about the following statement in the article which makes
8136 reference to mistaken identity and negative stereotypes? ‘Members of the
8137 community have been attacked in the past by assailants mistaking them for
8138 Muslims.’ Why should Islam not be conflated with terrorism? What challenges
8139 occur when people who are Muslim, or perceived to be Muslim are targeted
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8140 with Islamophobic sentiment?
8141 4. Compare the above statement from the article with the following one from
8142 Harpreet Singh Saini’s testimony. ‘So many have asked Sikhs to simply blame
8143 Muslims for attacks against our community or just say “We are not Muslim.”
8144 But we won’t blame anyone else. An attack on one of us is an attack on all of
8145 us’. Why do you think many Sikhs refrain from using the phrase ‘we are not
8146 Muslim’?
8147Part II: Historicize Oak Creek – 9/11 Connections (15 minutes)
8148 1. If a student doesn’t mention this, highlight that a key idea the article mentions
8149 is that this is not the first of these kinds of incidents. Twenty years ago, after
8150 the World Trade Center attack on 9/11, Muslims, Sikhs, South Asians, and
8151 Arab Americans became targets of xenophobic harassment and attack.
8152 2. Guiding Questions:
8153  What do you know about 9/11?
8154  What knowledge do you have of what happened to members of the

8155 Muslim, Sikh, South Asian, and Arab American communities after 9/11?
8156  Why do you think this happened?
8157 3. Use a T-chart/graphic organizer to capture student responses.
8158  Key Understanding:
8159 o After 9/11, Muslims, Sikhs, South Asians, and Arab Americans
8160 have experienced increased incidents of racial profiling,
8161 harassment, discrimination, bullying, and hate crimes.
8162 4. Have students watch the opening sequence of the documentary Divided We
8163 Fall (0–4:30) https://www.youtube.com/watch?v=d22ZuUbgZeg. Frame the
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8164 viewing by telling students that you will now watch a segment of a film that
8165 captures the aftermath of 9/11 faced by Muslims, Sikhs, South Asians, and
8166 Arab Americans. Tell students to record their reactions.
8167 5. Discussion: What are your thoughts regarding the connections between the
8168 Oak Creek tragedy and post-9/11 aftermath?
8169Part III. Building Empathy: Oak Creek Testimony and Response Letter (25 min)
8170 1. Bring students back to the Oak Creek tragedy by suggesting that hearing
8171 people’s testimonies and narratives deepens our understandings. Tell students
8172 that you will now read a testimony from the Oak Creek tragedy.
8173 2. Engage in a shared reading of the Oak Creek testimony (Teacher reads aloud,
8174 students follow along).
8175  Handout 3: Oak Creek Testimony
8176 3. Ask students to reread the Oak Creek testimony independently, and respond
8177 by writing a letter to Harpreet. As they read the Oak Creek testimony again,
8178 guide them to capture their emotional reactions, and think about what they
8179 would like to share with teenagers who share Harpreet’s religious background.
8180 4. Before the end of the class period, ask if any student would like to share any
8181 excerpts from their letter. Ask students: How did it feel to write the letter?
8182If useful, share with the students this infographic prepared by the Sikh Coalition (based
8183in New York): Who are the Sikhs?
8184http://sikhcoalition.org/images/education_resources/whoarethesikhs_national_web.pdf
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8185
8186US and Canada
81876 August 2012
8188Last updated at 09:21 ET https://www.bbc.com/news/world-us-canada-19143281
8189Sikhs express shock after shootings at Wisconsin temple
8190Sikhs living in the United States have expressed their shock and fear after a
8191shooting at a temple in Wisconsin on Sunday which left seven people dead.
8192Some community members could not believe what happened. Others said they had
8193feared such attacks since 9/11.
8194A gunman entered the Sikh temple on Sunday morning and opened fire, killing six
8195people and injuring a policeman.
8196The suspect has been named as Wade Michael Page, a 40-year-old army veteran, in
8197US media reports.
8198But his identity has not been independently confirmed to the BBC.
8199A vigil for the victims was held in nearby Milwaukee as police searched the suspect's
8200home.
8201FBI and bomb squad officers have surrounded the property of the alleged gunman in
8202Cudahy, about 2.5 miles (4km) north of the Wisconsin Sikh Temple, and evacuated
8203local residents.
8204In total, seven people died in the attack in Oak Creek, a suburb of Milwaukee, including
8205the gunman. A police officer and two other men were critically injured.
8206Indian Prime Minister Manmohan Singh, who is himself a Sikh, said he was "deeply
8207shocked and saddened" by the attack.
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8208"That this senseless act of violence should be targeted at a place of religious worship is
8209particularly painful," Mr Singh said in a statement.
8210Muslim confusion
8211Officials have not yet identified the gunman or a possible motive, but Sikh organisations
8212in the US say the community has been vulnerable since the 9/11 attacks.
8213"This is something we have been fearing since 9/11, that this kind of incident will take
8214place," said Rajwant Singh, chairman of the Washington-based Sikh Council on
8215Religion and Education.
8216"It was a matter of time because there's so much ignorance and people confuse us [as]
8217being members of Taliban or belonging to [Osama] bin Laden," he told Associated
8218Press.
8219"We never thought this could happen to our community," Devendar Nagra, 48, told
8220Associated Press. "We never did anything wrong to anyone."
8221Sikhism hails from the Indian subcontinent, and observant Sikhs wear turbans.
8222Members of the community have been attacked in the past by assailants mistaking
8223them for Muslims.
8224"That turban has tragically marked us as automatically suspect, perpetually foreign and
8225potentially terrorists," Valarie Kaur, a filmmaker based in the US who has chronicled
8226attacks on Sikhs, told AP.
8227Several hundred people turned up to an impromptu candlelit vigil in Milwaukee on

8228Sunday evening for the victims. Cab driver and Oak Creek resident Kashif Afridi went to
8229the temple after he heard about the attack.
8230"When the shooting happened, I was at home watching the news. I went straight out
8231and drove to the temple. There were lots of police and the area was closed off.
8232"The press was already there and there were lots of people from the Sikh community. I
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8233spoke to one girl who was in the temple when the shooting happened.
8234"She said when the shooting started, everyone panicked. People were running around
8235trying to hide. She said she lost her uncle.
8236"People here are in a state of a shock. This is a very small and peaceful place, you
8237would never imagine this kind of attack could happen here. Nobody can believe it.
8238"Lots of people have gathered in the area. People just stop by to express their
8239sympathies."
8240'Terrorist-type incident'
8241There are an estimated 2,500–3,000 Sikh families in and around the city worshipping at
8242two gurdwaras, or temples, including the Wisconsin Sikh Temple.
8243Lakhwinder Singh, a member of the congregation there, told Reuters that two of the
8244victims were believed to be the president of the temple and a priest.
8245"It will take a long time to heal. We're hurt very badly," he said.
8246President Barack Obama expressed his condolences with victims of the attack, which
8247comes just over two weeks after a gun massacre left 12 people dead at a Colorado
8248cinema.
8249"As we mourn this loss which took place at a house of worship, we are reminded how
8250much our country has been enriched by Sikhs, who are a part of our broader American
8251family."
8252The US embassy in India said it was "deeply saddened by the senseless loss of lives
8253and injuries" caused by the shooting.
8254"Our hearts, thoughts, and prayers go out to the victims and their families," a statement
8255said.
8256"The United States takes very seriously the responsibility to respect and protect people
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8257of all faiths. Religious freedom and religious tolerance are fundamental pillars of US
8258society."
8259Local politician Mark Honadel called the attack "craziness".
8260The state representative told CNN: "Unfortunately, when this type of stuff hits your area,
8261you say to yourself, 'why?' But in today's society, I don't think there's any place that's
8262free from idiots."
8263Police have described it as a "domestic terrorist-type incident". The FBI are taking over
8264the criminal investigation.
8265There was believed to be only one attacker, with eyewitness reports suggesting it was a
8266white male.
8267BBC Article: “Sikhs express shock after shootings at Wisconsin temple”
8268Information from the Article
8269My Reactions
8270Testimony before the US Senate of Harpreet Singh Saini (age 18) [Survivor of the Oak
8271Creek Shooting]
8272Subcommittee on the Constitution, Civil Rights and Human Rights Committee on the
8273Judiciary on “Hate Crimes and the Threat of Domestic Extremism”
8274September 19, 2012 (excerpts)
8275My name is Harpreet Singh Saini. I am here because my mother was murdered in an
8276act of hate 45 days ago. I am here on behalf of all the children who lost parents or
8277grandparents during the massacre in Oak Creek, Wisconsin. A little over a month ago, I
8278never imagined I’d be here. I never imagined that anyone outside of Oak Creek would
8279know my name. Or my mother’s name. Paramjit Kaur Saini.
8280As we all know, on Sunday, August 5, 2012, a white supremacist fueled by hatred
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8281walked into our local Gurdwara with a loaded gun. He killed my mother, Paramjit Kaur,
8282while she was sitting for morning prayers. He shot and killed five more men – all of them
8283were fathers, all had turbans like me. And now people know all our names: Sita Singh.
8284Ranjit Singh. Prakash Singh. Suvegh Singh. Satwant Singh Kaleka.
8285This was not supposed to be our American story. This was not my mother’s dream. My
8286mother and father brought Kamal and me to America in 2004. I was only 10 years-old.
8287Like many other immigrants, they wanted us to have a better life, a better education.
8288More options. In the land of the free. In the land of diversity.
8289It was a Tuesday, 2 days after our mother was killed, that my brother Kamal and I ate
8290the leftovers of the last meal she had made for us. We ate her last rotis – which are a
8291type of South Asian flatbread. She had made the rotis from scratch the night before she
8292died. Along with the last bite of our food that Tuesday…came the realization that this
8293was the last meal, made by the hands of our mother, that we will ever eat in our lifetime.
8294My mother was a brilliant woman, a reasonable woman. Everyone knew she was smart,
8295but she never had the chance to get a formal education.
8296She couldn’t. As a hard-working immigrant, she had to work long hours to feed her
8297family, to get her sons educated, and help us achieve our American dreams. This was
8298more important to her than anything else.
8299Senators, my mother was our biggest fan, our biggest supporter. She was always there
8300for us, she always had a smile on her face. But now she’s gone. Because of a man who
8301hated her because she wasn’t his color? His religion? I just had my first day of college.
8302And my mother wasn’t there to send me off. She won’t be there for my graduation. She
8303won’t be there on my wedding day. She won’t be there to meet her grandchildren. I want
8304to tell the gunman who took her from me: You may have been full of hate, but my
8305mother was full of love. She was an American. And this was not our American dream.
8306We ache for our loved ones. We have lost so much. But I want people to know that our
8307heads are held high. We also know that we are not alone. Tens of thousands of people
8308sent us letters, attended vigils, and gave us their support – Oak Creek’s Mayor and
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8309Police Chief, Wisconsin’s Governor, the President and the First Lady. All their support
8310also gave me the strength to come here today.
8311Senators, I came here today to ask the government to give my mother the dignity of
8312being a statistic. The FBI does not track hate crimes against Sikhs. My mother and
8313those shot that day will not even count on a federal form. We cannot solve a problem
8314we refuse to recognize.
8315Senators, I also ask that the government pursue domestic terrorists with the same vigor
8316as attackers from abroad. The man who killed my mother was on the watch lists of
8317public interest groups. I believe the government could have tracked him long before he
8318went on a shooting spree.
8319Finally, Senators, I ask that you stand up for us. As lawmakers and leaders, you have
8320the power to shape public opinion. Your words carry weight. When others scapegoat or
8321demean people because of who they are, use your power to say that is wrong.
8322So many have asked Sikhs to simply blame Muslims for attacks against our community
8323or just say “We are not Muslim.” But we won’t blame anyone else. An attack on one of
8324us is an attack on all of us.
8325I also want to be a part of the solution. That’s why I want to be a law enforcement officer
8326like Lt. Brian Murphy, who saved so many lives on August 5, 2012. I want to protect
8327other people from what happened to my mother. I want to combat hate – not just
8328against Sikhs but against all people.
8329Senators, I know what happened at Oak Creek was not an isolated incident. I fear it
8330may happen again if we don’t stand up and do something.
8331I don’t want anyone to suffer what we have suffered. I want to build a world where all
8332people can live, work, and worship in America in peace.
8333Because you see, despite everything, I still believe in the American dream. In my
8334mother’s memory, I ask that you stand up for it with me. Today. And in the days to
8335come.
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8336Accessed and excerpted from full testimony available at:
8337https://www.judiciary.senate.gov/imo/media/doc/9-19-12SainiTestimony.pdf
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8338Day 3: South Asian Americans: Past and Present
8339Time: 60 minutes
8341How can examining historical manifestations of xenophobia and racism help us
8342understand present forms of bias-based bullying?

8344  examine historical roots of xenophobia against Muslims, Sikhs, South Asians,
8345 and Arab Americans in America; and
8346  compare past occurrences with modern day forms of bias-based bullying.
8347Materials Needed:
8348 1. Background Information handout
8349 2. Past & Present sets
8350 3. Graphic Organizer
8351Performance Tasks: Connecting the past to the present
8352Before beginning the lesson, the teacher should warn students that this lesson
8353describes acts of violence that led to death. Time for process and reflection should be
8354given to students because each of the sets can be traumatic for some students.
8355Activity: (5 min)
8356Connect students to the previous lesson in which they developed an understanding that
8357the Oak Creek tragedy was not a new phenomenon. Rather hate crimes against
8358Muslims, Sikhs, South Asians, and Arab Americans have significantly increased after
8359the attacks on the World Trade Center. Tell students that today, they will further
8360historicize this and understand how xenophobia is most often linked to what is
8361happening in the political landscape.
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8362Quick Write (5 mins)
8363  Ask students to recall when the earliest South Asians came to the United States.
8364 Draw upon the timeline.
8365  Prompts: What you think early arrivers might have experienced? What leads you
8366 to make these inferences?
8367Part I: Background Information (10 min)
8368Instructions for Facilitator/Teacher:
8369For the main activity for this lesson, students will be working in groups in order to
8370compare the harassment of South Asians and Muslims in the past and present. In the
8371next 10 minutes, you will provide students with background knowledge to set them up
8372effectively for their independent work. As a class you can read through Handout 1
8373which provides a brief synopsis of each historical occurrence that students will examine.
8374You may want to include visual media that can be accessed below:
83751907 Bellingham Riots:
8376http://depts.washington.edu/civilr/bham_intro.htm;
8377http://depts.washington.edu/civilr/bham_film.htm
8378The Persian Gulf War: http://www.pbs.org/wgbh/pages/frontline/gulf/
8379Dotbusters: http://www.youtube.com/watch?v=X1tG6mwjOtM (begin at 0:42)
8380Part II: Small Group Work (25 min)
8381Break students into three larger groups and then create sub-groups of 3–4 students.
8382Before you break students into groups, discuss terms:
8383 Microaggressions: contemporary form of racism––invisible, unintentional, and

8384 subtle in nature; usually outside the level of conscious awareness but which
8385 cumulatively and over time creates a uncomfortable or hostile environment for
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8386 the victim
8387 Bullying: verbal, physical, or psychological acts of intimidation where there is

8388 an imbalance of power
8389 Harassment: systemic and/or continued unwanted actions, including threats

8390 and demands, often based upon race, sex, religion, gender, etc.
8391 Hate crimes: acts of violence against individuals, groups, places of worship,
8392 etc., typically motivated by some form of prejudice.
8393Ask students to independently read their set of events (Handout 2). Thereafter, they
8394should work together to complete the graphic organizer (Handout 3) (this could be
8395completed using chart paper as well). Students will summarize each event and identify
8396whether the occurrence is an example of microaggression, bullying, or hate crime. Next,
8397they will analyze the language used to describe Muslims, Sikhs, South Asians, and Arab
8398Americans either by perpetrators or by media sources in each excerpt. Finally, they will
8399use guiding questions to synthesize the exercise and compare and contrast the
8400xenophobic and racist treatment of the past and present. Students should prepare a
8401quick three-minute presentation for the class on their event set.
8402Note: You may want to model or use guided practice for the first set to give students an
8403example of the type of thinking they will need to do.
8404Part III: Whole Class Share (15 min)
8405After each group shares, debrief the comparison of the past/present and discuss why
8406the analysis of historical forms of xenophobic/racist phenomena is significant.
8407  Guiding Questions:
8408 o What did you realize as you read about the Bellingham Riots, the hate
8409 crimes that occurred during the Persian Gulf War, and the Dotbusters?
8410 o Why do you think the events of the past occurred? What was happening
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8411 between the United States and other countries during this time that
8412 influenced those events?
8413 o What about present day occurrences?
8414 o What was similar to the present day forms of harassment? What was
8415 different?
8416 o What can be done?
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8417South Asians Past and Present––Background Information 1907
8418 Bellingham Riots
8419“Located in the northwest corner of Washington State, just shy of the Canadian border,
8420Bellingham boomed in the early 20th century as a center of extractive industries like
8421mining, fishing and timber. Workers from all over the world arrived in Bellingham looking
8422for jobs, including a sizable number from Asia.
8423In the early 1900s, Asian immigrants numbered in the hundreds and were a substantial
8424presence in Bellingham, sustaining small communities with their own restaurants, pool
8425halls and barbershops. Yet, due to sustained campaigns of racism and exclusion, little
8426to nothing of these communities remains in the city today. By 1950, city census
8427numbers reported a mere eight individuals of Asian ancestry.
8428The most visible manifestation of these campaigns was the riot of 1907. A group of
8429South Asian migrant workers arrived in Bellingham in 1906, employed mostly in the
8430city's lumber mills.
8431Immediately, white labor leaders demanded the South Asian workers be expelled from
8432the city, claiming the newcomers took jobs away from white workers and drove down
8433wages.”
8434Information excerpted from http://depts.washington.edu/civilr/bham_intro.htm
8435 Dotbusters: Anti-Indian Hate Group in New Jersey
8436In the fall of 1987, an anti-Indian hate group formed in New York and New Jersey that
8437committed their crimes in Jersey City. Hate crimes included burglary, vandalism, and
8438assault to murder. While the violence seemed to be aimed at the Hindu community,
8439where the wearing of the bindi is most common, it is believed that the Dotbusters
8440actions were based on racial grounds, aimed at South Asian immigrants.
8441See https://www.nytimes.com/1987/10/12/nyregion/in-jersey-city-indians-
8442protest-violence.html
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8443 Hate Crimes During the Persian Gulf War
8444The Persian Gulf War against Iraq was led by the United States, backed by a UN
8445Coalition of 34 nations, and followed Iraq’s invasion of Kuwait. This conflict led to an
8446eruption of hate crimes against Arabs and Muslims, and other ethnic communities
8447perceived to be Middle Eastern in the United States.
8448Information excerpted from: http://www.pbs.org/wgbh/pages/frontline/gulf/ and

8449http://www.hrw.org/sites/default/files/reports/usa1102.pdf
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8450Xenophobic Racism Against South Asians and Muslims in the United States: Past and
8451Present
8452 Set #1
8453Event #1: 1907
8454
8455Description:
8456On September 4, 1907, 500 white working class men in Bellingham, Washington
8457attacked South Asian millworkers and their families. Within ten days the entire South
8458Asian population departed town.
8459It should be noted that the use of the term 'Hindu' in this article is inaccurate and
8460actually refers to Sikhs. 'Hindu' or ‘Hindoo’ was a common label in Canada and the U.S.
8461for all South Asians, though most early 20th century immigrants from India were Sikhs
8462from the Punjab region. (See
8463https://www.bellinghamherald.com/news/local/article22195713.html)
8464The Sikh Coalition’s teacher resources about the Bellingham Riots provide greater
8465detail about the Sikh community specifically being targeted, and can supplement this
8466source. (https://www.sikhcoalition.org/get-involved/resources-for-educators/middle-high-
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8467school-resources/bellingham-riots-resources/).
8468Morning Reveille September 6, 1907, p. 4 (Editorial)
8469The Hindus Have Left Us.
8470While any good citizen must be unalterably opposed to the means employed, the result
8471of the crusade against the Hindus cannot but cause a general and intense satisfaction.
8472The school kids, who made up the greater portion of the mob that put the heathen out of
8473business, should, of course, be spanked and sent to bed and the hoodlums should go to
8474jail, but the fact that the fear instilled into the hearts of the Hindus induced them to
8475return to the land which owes them protection [note: reference here is to Canada] is a
8476cause for rejoicing. Two wrongs never make a right, it is true, and such riotous
8477demonstrations are to be discouraged and prevented, but the departure of the Hindus
8478will leave no regret.
8479From every standpoint it is most undesirable that these Asians should be permitted to
8480remain in the United States. They are repulsive in appearance and disgusting in their
8481manners. They are said to be without shame and, while no charges of immorality are
8482brought against them, their actions and customs are so different from ours that there
8483can never be tolerance of them. They contribute nothing to the growth and up-building
8484of the city as the result of their labors. They work for small wages and do not put their
8485money into circulation. They build no homes and while they numerically swell the
8486population, it is of a class that we may well spare. ... They have been working here
8487because of the labor shortage, but now that they have decamped their places will be
8488filled by white men. ... There can be no two sides to such a question. The Hindu is a
8489detriment to the town, while the white man is a distinct advantage.
8490Information sourced from:

8491Image: ” The Reveille (September 5, 1907) (Accessed July 18, 2011). Courtesy of the
8492Asian American Curriculum and Research Project
8493Article: “The Reveille” The Hindus Have Left Us (September 6, 1907), Seattle Civil
8494Rights & Labor History Project: http://depts.washington.edu/civilr/bham_news.htm
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8495Event #2: 2005
8496“In the fall of 2005, seventh-grader Mandeep Singh’s daily routine included fighting off
8497classmates who pulled and yanked at his jurdha (the topknot worn by Sikh men) while
8498calling him “Bin Laden” and “meatball head.” Though Mandeep and the Sikh Coalition
8499repeatedly complained to his school’s administration, nothing was done to stem the
8500harassment for almost two years. In February 2005 students hit the seventh-grader
8501twice on his head, leading to contusions and a severe injury that left Mandeep confined
8502to bed rest for weeks. Unconvinced that the school could do anything to ensure their
8503son’s safety, Mandeep’s parents sent him back to his native England to finish his
8504schooling.”
8505Information sourced from The Sikh Coalition Website. https://www.sikhcoalition.org/wp-

8506content/uploads/2016/11/Hatred-In-The-Hallways.pdf
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8507 Set #2
8508Scenario #1: 1987
8509In 1987, a 30-year old immigrant from India who worked in a bank, Navroze Mody,
8510was brutally beaten to death by a group of teenagers who called themselves
8511“Dotbusters.” This group was active in New Jersey, where a large South Asian
8512immigrant community is concentrated, and they had been harassing immigrants from
8513South Asia for months. A month before Mody’s killing, Dotbusters (referring to the
8514bindi that Hindu women wear on their foreheads for religious purposes), sent a letter to
8515a local newspaper.
8516Part of their letter read:
8517"I'm writing about your article during July about the abuse of Indian People. Well I'm
8518here to state the other side. I hate them; if you had to live near them you would also.
8519We are an organization called dot busters. We have been around for 2 years. We will
8520go to any extreme to get Indians to move out of Jersey City. If I'm walking down the
8521street and I see a Hindu and the setting is right, I will hit him or her. We plan some of
8522our most extreme attacks such as breaking windows, breaking car windows, and
8523crashing family parties. … They are a weak race physically and mentally. We are
8524going to continue our way. We will never be stopped."
8525In Jersey City, not long after Mody’s death, another person of South Asian origin
8526was assaulted by three men with baseball bats. Incidents still continue even though
8527laws against hate crimes have been instituted in New Jersey.
8528Scenario #2: 2003
8529“On November 27, 2003 Metro West reported that an Ashland, Massachusetts
8530teenager defaced a Hindu temple in Ashland on Halloween. Anthony Picciolo, 17,
8531was convicted of spray-painting hate messages. Police said Piccioli spray painted
8532'Sand NRRRRRR beware,' and 'head,' on a rock near the Hindu temple. Police said
8533'head' was short for 'towel head.' On June 25, 2003 in Boston, an Indian graduate
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8534student named Saurabh Bhalerao, who was working part time as a pizza
8535deliveryman, was the target of deplorable abuse. He was robbed, beaten, burned
8536with cigarettes, stuffed in a trunk and stabbed twice before finally being dumped
8537along a road. Police suspect that the attackers mistook the Hindu man for a Muslim.
8538As they were beating him, the attackers supposedly taunted, ‘go back to Iraq.’”
8539Information sourced from

8540https://www.tandfonline.com/doi/pdf/10.1300/J500v04n01_08 and
8541https://archive.is/20130123221104/http://www.fstdt.com/fundies/comments.aspx?
8542q=48054
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8543 Set #3
8544Event #1: 1991
8545Suspicious Fires Probed for Ties to Gulf Tension: Crime: An arson unit studies a West
8546Los Angeles market blaze and police label the torching of a Sherman Oaks store a
8547likely hate crime. Owners of both businesses are of Mideast descent
8548“…The Los Angeles Fire Department, meanwhile, opened an arson investigation into
8549the other blaze that seriously damaged the Elat Market on West Pico Boulevard and
8550destroyed an adjoining stationery store and storage area. The fire, which occurred
8551about 11 p.m. Tuesday, caused an estimated $325,000 damage.
8552“Because of the situation in the Middle East, we called for an arson unit right away,”
8553said Assistant Fire Chief Ed Allen. “The market is owned by a gentleman from Iran.”
8554“The fire had a very good start,” Allen added. “There was a lot of heavy smoke when the
8555first companies arrived. It very quickly broke through the roof. When that happens, you
8556take a hard look at it.”
8557Although the owner, Ray Golbari, said repeatedly he thought the fire was “just an
8558accident,” some neighbors said it was possible someone had started the fire in the
8559mistaken belief that Golbari is of Arab, rather than Jewish, descent.
8560The Elat Market has signs in both Hebrew and Persian script on the front, but Golbari
8561said the Persian script is sometimes misread as Arabic.
8562There have been two other suspicious fires in the Pico-Robertson district in recent
8563weeks. One occurred Dec. 27 at an insurance agency, and another on the night of Jan.
856417 at a hot dog stand.
8565“This is the kind of violence that we have been warning the authorities that the Arab-
8566American community would be subjected to,” said Nazih Bayda, regional director of the
8567American-Arab Anti-Discrimination Committee.
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8568Information sourced from https://www.latimes.com/archives/la-xpm-1991-01-24-mn-
85691117-story.html
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8570Event #2: February 2009
8571 “As an eighth-grade student at Beckendorf Junior High School in Katy, Texas--the
8572same town where residents infamously held pig races to protest a proposed mosque in
85732006 R R Abdul Hamed initially accepted a classmate's explanation that jibes like
8574"terrorist" and "your family blows things up," were just jokes.
8575But the teasing continued almost daily, and soon escalated into shoving.
8576Abdul alerted his teachers, who separated the boys in class, but the bullying
8577would continue in the hallways. In early February 2009, on the school's track field,
8578Abdul shoved back.
8579According to Abdul, the boy left but returned several minutes later and sucker
8580punched him, knocking him out and breaking his jaw. That was how Abdul's
8581Palestinian parents first learned about the bullying.
8582Abdul said school officials made the boy go to anger management counseling. "For
8583what I went through, that punishment wasn't even close," said Abdul, whose jaw was
8584wired shut and missed several weeks of school.
8585Abdul, now a 15-year-old sophomore at Seven Lakes High School where his attacker
8586also goes, said he's “moved on.”
8587Information sourced from: https://www.christiancentury.org/article/2011-09/muslim-

8588teens-push-back-against-911-bullying
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8589 SUMMARIZE!
8590What’s happening in each event? Which acts are microaggressions, which might be
8591called bullying, and which are hate crimes?
8592Event #1
8593Event #2
8594 ANALYZE!
8595What terms are used to describe Muslims, Sikhs, South Asians, and/or Arab
8596Americans in each event?
8597Event #1
8598Event #2
8599 SYNTHESIZE!
8600Why does this matter? What does this show us? How?
8601Event #1
8602Event #2
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8603Sample Lesson 25: Vietnamese American Experiences – The Journey of
8604Refugees
8606 1. What does it mean to live on this land? Who may become an American?
8607 What happens when multiple narratives are layered on top of each other?
8608 2. How should societies integrate newcomers? How do newcomers develop a

8609 sense of belonging to the places where they have arrived?
8610 3. How does migration affect the identities of individuals, communities and
8611 nations?
8612 4. How do ideas about who may belong in a nation affect immigration
8613 policy, the lives of immigrants, and host communities?
8614 5. What role have immigrants played in defining notions of democracy?
8618HSS Content Standard 11.11.1: Discuss the reasons for the nation’s changing
8619immigration policy, with emphasis on how the Immigration Act of 1965 and successor
8620acts have transformed American society.
8621CA CCSS for ELA/Literacy: RH.11–12.1, 2, 3, 4, 5, 6, 7; W.11–12.1; SL.11–12.1

8623The lesson focuses on the history, politics, culture, contributions, challenges, and
8624current status of Vietnamese Americans in the United States.
8625Overview: Vietnamese Americans play an integral part in shaping the America’s

8626multicultural and multilingual transformation. To understand this process, we
8627must examine the following:
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8628  Vietnamese Refugees: Vietnamese refugees arrived in waves from 1975 to 1995.
8629 Some refugees escaped Vietnam in boats while others were repatriated to other
8630 counties. There were estimates of up to two million people escaping by boats and
8631 approximately half of them perished in the high seas. Many faced hunger, thirst,
8632 piracy, or other traumatic experiences during their journeys. Many others who
8633 were not able to flee remained in Vietnam and faced economic hardships,
8634 persecution and re-education camps, and from the totalitarian government led by
8635 the Communist Party. The international community made great efforts to support
8636 these coming waves of refugees but that exhausted around 1995 when it started
8637 to stop accepting these refugees and forced them to return to their homeland. The
8638 boat people saga and the hypervisibility of the plight of refugees forced the US,
8639 and the international community, to negotiate with Vietnam to allow other waves of
8640 Vietnamese leaving through other humanitarian programs under the auspices of
8641 family reunification that particularly targeted former political prisoners, Amerasian
8642 children, and former employees of the US government. Most of the refugees were
8643 accepted for resettlement to sanctuary countries all over the world, and many
8644 resettled in the US. The resettling refugees were first scattered all over the US, but
8645 most of them eventually congregated around the largest concentrations of
8646 Vietnamese communities in Orange County, San Jose, Houston, Virginia, or
8647 Florida.
8648  New Life in America. Most of Vietnamese refugees arrived in America without
8649 any preparation economically, educationally, or culturally. Children were enrolled
8650 in schools at their age level with a new language and education system and limited
8651 support. Adults were either enrolled in adult schools or began new lives with new
8652 job skills or life experiences which were totally different from their normal lives in
8653 Vietnam. Many refugees who settled in the US had no proof of certification of their
8654 trades or professional careers. They worked in manually laborious jobs that did not
8655 require a mastery of the English language. Many Vietnamese children adapted
8656 well in American schooling, but their parents or adult relatives were less
8657 successful. Overall, they adapted well in their new homeland, but the scars of the
8658 war, life under community rule, boat escapes, and cultural shock upon arrival in
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8659 America continued with many of them in varying degrees.
8660  Vietnamese American Success and Contributions. The Vietnamese have been
8661 resettled throughout the US with varying degree of success, and California is
8662 home to many of the largest Vietnamese communities outside of the Vietnam. In
8663 California, there are large Vietnamese American communities in Orange County,
8664 San Jose, Los Angeles, San Diego, San Francisco, and Sacramento. Vietnamese
8665 students make up one of the highest performing groups academically. Vietnamese
8666 Americans have also made large contributions in high-tech businesses, health
8667 care, education, military high-ranking officers, or government officials. Despite
8668 some successes, the Vietnamese American community continues to have some of
8669 the lowest level of education and income and is one of the most linguistically
8670 isolated and Limited English Proficient communities compared to the general
8671 population.
8672Key Terms and Concepts: Vietnamese Americans, refugees, oral histories

8674  enhance understanding and analyze the refugee experiences of Vietnamese
8675 Americans by engaging in a variety of primary and secondary sources
8676 including, oral histories, books, documentaries, scholarly articles, community
8677 programs and resources;
8678  introduce the distinction between refugees, those who seek political and
8679 economic refuge as a result of the various wars taken place on Vietnam soil, and
8680 immigrants in America seeking opportunity for a better life; and
8681  conduct an interview of someone who is a Vietnamese refugee or listen to

8682 archived interviews of Vietnamese refugees. Students will develop and ask
8683 questions that explore the lived experiences of Vietnamese refugees. Students
8684 will record and transcribe the interviews. Students analyze the transcription and
8685 create a presentation (using various formats such as PowerPoint, video, paper)
8686 on the experiences of Vietnamese refugees.
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8688 1. What is the history of Vietnamese Americans in the US?
8689 2. How has the cultural perception of Vietnamese people and Vietnamese
8690 Americans been shaped and framed by mainstream discourse in the US?
8691 3. How did the first-generation Vietnamese refugees’ experiences differ from their
8692 children who were born in the US. How did their refugee status factor into
8693 differing experiences?
8694 4. Why is the Vietnamese American experience important to understand within

8695 the context of Asian American studies and US history? What are the
8696 differences between the refugee and immigrant experience?
8698Day 1
8699 1. The teacher begins the lesson by asking students, “Tell me one thing about you
8700 that shapes your experiences and how you see the world.” This provides the
8701 students with the opportunity to hear the various perspectives.
8702 a. Students engage in writing “I am From…” poem. Students write a three-

8703 stanza poem that speaks to their identity, background, experience, and
8704 where they are from. Each line of the poem begins with “I am From…” and
8705 should follow something specific about their life, upbringing, and identity.
8706 Teachers can provide examples. Allow students 10–15 minutes to write
8707 their poem. After everyone has finished writing, students can share their
8708 poems in class throughout this lesson.
8709 2. The teacher tells students that they are going to learn about Vietnamese
8710 Americans and focus on four essential questions (read essential questions 1–4
8711 aloud).
8712 3. The teacher asks students about what they know about Vietnam and its
8713 relationship to the United States. “What comes to mind when you think of
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8714 Vietnam?”
8715 4. The teacher presents some basic information about Vietnamese American history
8716 and Vietnamese Americans via article, poem, PowerPoint, or other presentation
8717 method. Suggested short video clips to share with students are below. Teachers
8718 should note that some materials may be sensitive for some students.
8719 a. American Experience: Last Days in Vietnam Collection – Refugees:

8720 https://ca.pbslearningmedia.org/resource/amex27ldv-soc-flag/last-days-in-
8721 vietnam-refugees/
8722 b. PBS Asian Americans Collection – Southeast Asian Refugees:

8723 https://ca.pbslearningmedia.org/resource/southeast-asian-
8724 refugees/asian-americans/
8725 5. The teacher leads a read aloud of the Quick Fact Sheet about the Vietnamese
8726 Americans in the US. Alternate choral reading––teacher reads one fact, the whole
8727 class reads the next fact, teacher walks around the room as students and teacher
8728 read the facts. Quick Fact Sheet attached.
8729 a. After the watching the videos and reviewing the Quick Fact Sheet, the
8730 teacher asks students to draft a set of questions that they would like to
8731 learn more about the Vietnamese refugees based on the information
8732 provided. Prompting questions may include: “What questions do you
8733 have about the refugee experience? What would you like to know more
8734 about the refugee experiences of Vietnamese Americans? Whose story
8735 is being told? Whose narrative is being left out?” The class writes down
8736 and compiles a list of shared questions.
8737For homework, students can conduct research on the outstanding questions.
8738Day 2 –
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8739 1. The teacher begins a deeper discussion about the Vietnamese refugee
8740 experience in the US, focusing on the essential questions. The teacher
8741 then shows additional video clips showcasing the diversity of experiences
8742 for refugees and their families in the United States. Students are also
8743 asked to reflect on how the video clips address how refugees are being
8744 portrayed in the context of racism and discrimination in the US.
8745 a. PBS WQED Specials – Vietnam: Another View:

8746 https://www.pbs.org/video/vietnam-another-view-libeph/
8747 b. PBS Finding Refuge in KC: Hank - https://www.pbs.org/video/hank-tmh9ae/
8748 c. PBS Borders & Heritage – In Washington, a Vietnamese Refugee Lives Life
8749 in Limbo: https://www.pbs.org/video/in-washington-a-vietnamese-refugee-
8750 lives-life-in-limbo-i6nbkp/
8751 2. After the video clips, students engage in a Think, Write, Pair/Share
8752 followed by Group Share exercise, guided by the following questions:
8753 a. How do Vietnamese Americans describe their refugee experience? How do

8754 experiences differ for Vietnamese refugees and their families and children
8755 who were raised in the US?
8756 b. How were/are Vietnamese refugees being perceived by both

8757 Vietnamese Americans and the American public?
8758 c. How was/is the Vietnamese refugee experience being shaped

8759 by racial and discrimination policy and practices in the US?
8760 d. How are the Vietnamese refugee experiences similar to and different
8761 from other immigrant groups?
8762Some important things to point out in the discussion:
8763  The wars in Southeast Asia have been framed by a general understanding
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8764 in mainstream discourse of the Vietnam War as a proxy war to a global
8765 Cold War between two international superpowers, the United States and the
8766 Soviet Union, as a precursor to discussions surrounding communist/anti-
8767 communist political ideological difference and divide that would exacerbate
8768 the experiences of resettling Vietnamese later.
8769  Many Vietnamese refugees experience loss, trauma, and suffering

8770 as they flee their homeland and seeking political and economic
8771 refuge in a foreign land.
8772  Being caught between two worlds, Vietnamese American are neither
8773 accepted by the country they left behind nor America given their refugee
8774 status, a reminder of the war that America played a role in it.
8775  Vietnamese American community development over the past four

8776 decades––its resettlement from refugee camps to recognized ethnic
8777 enclaves throughout California and the US.
8778  The racial inequalities and discriminatory practices to Asian Americans

8779 and how they negatively impact the Vietnamese community. The COVID-
8780 19 pandemic shed light on the racial and socioeconomic disparities that
8781 communities of color experience (California governor’s remarks about
8782 nail salons as the center of the widespread illness has a negative impact
8783 on the industry and its workers).
8784  Recognize the growth, development, and contributions that many

8785 Vietnamese Americans are making to the shape the diversity of our
8786 America.
8787Homework/Action/Assessment –
8788To demonstrate learning of the material, students can choose between two activities to
8789complete as a homework assignment. The options are:
8790 1. The teacher provides students with a resource list of various articles and short
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8791 books through the perspective of Vietnamese American refugees. Students are to
8792 choose at least three resources and write a 2-page essay answering the reflection
8793 questions below.
8794 a. Book: Being Vietnamese in America (Hay Song “My” Mot Cach Rat “Viet
8795 Nam”) by Nguyen Ha Tran:
8796 http://www.fullerton.edu/nrcal/orderbooks_2020.php
8797 b. Book: The Best We Could Do by Thi Bui: https://www.amazon.com/Best-We-

8798 Could-Do-Illustrated/dp/1419718770
8799 c. Article : Vietnamese American Art and Community Politics: An Engaged

8800 Feminist Perspective by Lan Duong, Isabelle Thuy Pelaud. Journal of Asian
8801 American Studies: https://muse.jhu.edu/article/488126/pdf
8802 d. Article: Toward a Critical Refugee Study: The Vietnamese Refugee Subject
8803 in US Scholarship by Yên Lê Espiritu. Journal of Vietnamese Studies:
8804 https://www.jstor.org/stable/10.1525/vs.2006.1.1-2.410?seq=1
8805 e. Article: April 30 by Viet Thanh Nguyen: https://vietnguyen.info/2016/april-30
8806 f. Article: Our Vietnam War Never Ended by Viet Thanh

8807 Nguyen: https://vietnguyen.info/2015/vietnam-war-
8808 never-ended
8809 g. Article: Author Viet Thanh Nguyen on the struggles of being a refugee in
8810 America by Viet Thanh Nguyen: https://vietnguyen.info/2018/author-viet-
8811 thanh-nguyen-struggles-refugee-america
8812 h. Article: Asian Americans are still caught in the trap of the model minority
8813 stereotype and it creates inequality for all by Viet Thanh Nguyen:
8814 https://vietnguyen.info/2020/asian-americans-are-still-caught-in-the-trap-
8815 of-the-model-minority-stereotype-and-it-creates-inequality-for-all
8816 i. Excerpt: Prologue and Introduction from Nothing Ever Dies: Vietnam and
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8817 the Memory of War by Viet Thanh Nguyen
8818 Reflection Questions:
8819  Viet Thanh Nguyen’s book Nothing Ever Dies begins with the statement
8820 that “All wars are fought twice: the first time on the battlefield, the second
8821 time in memory.” – drawing from the chosen articles/books, how might this
8822 make sense for in different ways for the first generation of Vietnamese
8823 refugees and their second-generation Vietnamese American children?
8824  What is it like to be Vietnamese American today?
8825  How is the identity of Vietnamese Americans being shaped? What is

8826 visible and what is invisible?
8827 2. Students conduct oral histories by interviewing Vietnamese refugees using the set
8828 of questions that the class has compiled in Day 1, Activity 5(a) above. Students
8829 can also personalize their project by considering how their personal and/or family
8830 stories connect to Vietnamese American experience and how the Vietnamese
8831 American experience connect to the larger historical narratives and how and why
8832 some narratives have been privileged over others. For students who do not have
8833 personal/family connections, the teacher can prepare ahead of time to help
8834 connect students to Vietnamese American-serving organizations. Lastly, students
8835 may consider how to improve their own community, what constructive actions can
8836 be taken, and whether they provide a model for change for those in other parts of
8837 the state, country, and world.
8838 See: REFUGENE Project “Record Family Stories” Storytelling Kit for oral history
8839 resources in partnership with the Union of North American Vietnamese Student
8840 Associations (UNAVSA): https://refugene.com/pages/refugenexunavsa
8841Students will write a 2-page essay answering each of the guiding questions below and
8842using the evidence from the oral histories collected.
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8843Guiding Questions:
8844 a. How has the refugee experience shaped the identity of Vietnamese
8845 Americans?
8846 b. What are the stories that were told and what remain invisible?
8847 i. Why did some remain invisible? What conversation topics/themes

8848 were more difficult to talk about?
8849 c. What emotions and/or trauma arise from refugees in sharing their
8850 experiences?
8851 d. How do Vietnamese Americans see themselves in relation to other

8852 Asian American communities?
8853 e. What are the hopes and dreams for the next generation of Vietnamese
8854 Americans?
8855Making Connections to the History–Social Science Framework

8856 Chapter 14 of the framework includes the civil rights movement of the 1960s which
8857 brought attention to the discrimination faced by various ethnic groups after generations
8858 of prejudice, discrimination, and discriminatory policies and practices against
8859 communities of color (Hispanic farm workers, Native, and Blacks protested against the
8860 heavy hand of racism in housing, employment, and educational opportunities).
8861 Following this civil rights movement, California’s diversity increased only after
8862 President Johnson’s immigration act of 1965, opening the door to increasingly large
8863 numbers of immigrants from Asia and Central America (page 297). Students may
8864 analyze the push-and-pull factors that contributed to shifting immigration patterns, but
8865 they should also learn about changes in immigration policy (page 299). Two guiding
8866 questions for this chapter include: 1) What did protests and frustrations expressed
8867 by Californians in the late Cold War Era reveal about the state?; and 2) In what
8868 directions is California growing in the twenty-first century?
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8869Assessment, Application, Action, and Reflection: See above.
8871 1. Video: American Experience: Last Days in Vietnam Collection – Refugees:
8872 https://ca.pbslearningmedia.org/resource/amex27ldv-soc-flag/last-days-in-
8873 vietnamrefugees/
8874 2. Video: PBS Asian Americans Collection - Southeast Asian Refugees:
8875 https://ca.pbslearningmedia.org/resource/southeast-asian-refugees/asian-
8876 americans/
8877 3. Book: Being Vietnamese in America (Hay Song “My” Mot Cach Rat “Viet Nam”) by
8878 Nguyen Ha Tran: http://www.fullerton.edu/nrcal/orderbooks_2020.php
8879 4. Book: The Best We Could Do by Thi Bui
8880 5. Article: Toward a Critical Refugee Study: The Vietnamese Refugee Subject in US
8881 Scholarship by Yên Lê Espiritu. Journal of Vietnamese Studies:
8882 https://www.jstor.org/stable/10.1525/vs.2006.1.1-2.410?seq=1
8883 6. Article: April 30 by Viet Thanh Nguyen: https://vietnguyen.info/2016/april-30

8884 7. Article: Our Vietnam War Never Ended by Viet Thanh Nguyen:
8885 https://vietnguyen.info/2015/vietnam-war-never-ended
8886 8. Article: Author Viet Thanh Nguyen on the struggles of being a refugee in America
8887 by Viet Thanh Nguyen: https://vietnguyen.info/2018/author-viet-thanh-nguyen-
8888 struggles-refugee-america
8889 9. Article: Asian Americans are still caught in the trap of the model minority stereotype
8890 and it creates inequality for all by Viet Thanh Nguyen:
8891 https://vietnguyen.info/2020/asian-americans-are-still-caught-in-the-trap-of-the-
8892 model-minority-stereotype-and-it-creates-inequality-for-all
8893 10. Audio/Podcast: New Books in History – Viet Thanh Nguyen – Nothing Ever Dies:
8894 Vietnam and the Memory of War - https://vietnguyen.info/2020/viet-thanh-nguyen-
8895 nothing-ever-dies-vietnam-and-the-memory-of-war
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8896 11. REFUGENE Project “Record Family Stories” Storytelling Kit for oral history
8897 resources in partnership with the Union of North American Vietnamese Student
8898 Associations (UNAVSA): https://refugene.com/pages/refugenexunavsa
8899Supplemental Resources:
8900 1. Voices of Vietnamese Boat People by Cargill and Huynh (stories directly from
8901 refugees). Incorporated, Publishers, Mar 1, 2000
8902 2. Hearts of Sorrow by Freeman (stories directly from refugees).

8903 https://www.bookdepository.com/publishers/Stanford-University-Press, Apr 1, 1991
8904 3. The Gangster We Are All Looking For by Le Thi Diem Thuy. Knopf Doubleday
8905 Publishing, Apr 13, 2011
8906 4. Immigrant Acts: On Asian American Cultural Politics by Lisa Lowe. Duke University
8907 Press, Oct 1996
8908 5. When Heaven and Earth Changed Places by Le Ly Hayslip. Plume, 1990
8909 6. I Love Yous are for White People by Lac Su
8910 7. Body Counts: The Vietnam War and Militarized Refuge(es) by Yen Le Espiritu
8911 8. Nothing Ever Dies: Vietnam and the Memory of War by Viet Thanh Nguyen
8912
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8913Quick Fact Sheet about Vietnamese Americans in the US
8914  Vietnamese Americans (Người Mỹ gốc Việt) make up about half of all overseas
8915 Vietnamese (Người Việt hải ngoại, also known as Việt Kiều) and are the fourth-
8916 largest Asian American ethnic groups after Chinese, Filipino, and Indian
8917 Americans.
8918  The Vietnamese community in the United States was minimal until the South
8919 Vietnamese refugees arrived in the US following the Vietnam War which ended in
8920 1975. Early refugees were refugee boat people who fled political persecution or
8921 sought economic opportunities as a result of US involvement on the war in
8922 Vietnam.
8923  More than half of Vietnamese Americans reside in the two most populous states of
8924 California and Texas, primarily their large urban areas. Orange County, California
8925 is the home to the largest Vietnamese American population outside of Vietnam.
8926  As a relatively recent immigrant group, most Vietnamese Americans are either first
8927 or second generation Americans. As many as one million people five years of age
8928 and older speak Vietnamese at home, making it the fifth-most-spoken language in
8929 the US.
8930  April 30, 1975, marked the fall of Saigon, which ended the Vietnam War,
8931 prompted the first large-scale wave of immigration; many with close ties to
8932 America or the South Vietnam government feared communist reprisals. Most of
8933 the first-wave immigrants were well-educated, financially comfortable, and
8934 proficient in English.
8935  From 1978 to mid-1980s marked the second wave of Vietnamese refugees.
8936 Political and economic instability under the new communist government led
8937 many to escape Vietnam by small, unsafe, crowded fishing boats. The second
8938 wave of refugees were generally lower socioeconomically, as most were peasant
8939 farmers or fishermen, small-town merchants, or former military officials.
8940 Survivors were picked up by foreign ships and brought to asylum camps in
8941 countries that agreed to accept them.
8942  After suffering war and psychological trauma, Vietnamese immigrants had to
8943 adapt to a very different culture. Language was the first barrier Vietnamese
8944 refugees with limited English proficiency had to overcome. Still today, Vietnamese
8945 Americans have the highest rate of Limited English Proficiency compared to
8946 Asian Americans a whole and compared to other racial groups. This adversely
8947 affects many socioeconomic outcomes due to poor language access for
8948 resources and support.
8949  Emotional health is still considered an issue common to many Vietnamese
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8950 refugees.
8951
Page 405 of 896

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8952Sources/Citations
89531. "Southeast Asian Americans State Populations 2010 US Census"
89542. 2012 American Community Survey: Selected Population Profile in the United States".
8955United States Census Bureau
89563. "ACS DEMOGRAPHIC AND HOUSING ESTIMATES". United States Census Bureau.
89574. "Vietnamese Immigrants in the United States". Migrationpolicy.org. Migration

8958Information Source. 13 September 2018.
89595. Wieder, Rosalie. "Vietnamese American". In Reference Library of Asian America, vol
8960I, edited by Susan Gall and Irene Natividad, 165-173. Detroit: Gale Research Inc., 1996
89616. Bankston, Carl L. "Vietnamese American." In Gale Encyclopedia of Multicultural

8962America vol 2, edited by Judy Galens, Anna Sheets, and Robyn V. Young, 1393-1407.
8963Detroit: Gale Research Inc., 1995
89647. Nguyen-Hong-Nhiem, Lucy and Joel M. Halpen. "Vietnamese". In American

8965Immigrant Cultures, vol 2, edited by David Levinson and Melvin Ember, pp. 923-930.
8966New York: Macmillan Reference USA, 1998
89678. Chung, R. C; Bemak, F.; Wong, S. (2000). "Vietnamese refugees' level of distress,
8968social support, and acculturation: Implications for mental health counseling". Journal of
8969Mental Health & Counseling (22): 150–161.
89709. Jacob L. Vigdor (May 2008). "Measuring Immigrant Assimilation in the United States".
8971Manhattan Institute. Retrieved 2008-05-18.
897210. Gonzalez-Barrera, Ana; Krogstad, Jens Manuel (2018-01-18). "Naturalization rate

8973among US immigrants up since 2005, with India among the biggest gainers". Pew
8974Research Center. Retrieved 2018-03-13.
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897511. Le, L. K., & Su, P. H. (2016). Vietnamese Americans and Electoral Participation. In
8976K. L. Kreider & T. J. Baldino (Eds.), Minority Voting in the United States, (pp. 363, 365,
8977349-368), Santa Barbara: Praeger Press.
12. Countries of Birth for US Immigrants 1960 – Present. Migration Policy Institute.
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8980 Think for one minute about how the source had details that answered the essential
8981question.
8983source which addresses the essential question.
8985about the essential question using the sources provided. Be ready to share out the
8986information your partner provided if the teacher calls on you.
8987 Group Share for five to ten minutes. At the end, have the class share out
8988their information, giving students a chance to present to their peers. information, giving
8989students a chance to present to their peers.
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8993  Asian and Pacific Islander Immigration to the United States
8994  The History of Anti-Asian Immigration Policies (Chinese Exclusion Act of 1882,
8995 Gentleman’s Agreement, etc.)
8996  Anti-Asian Violence (e.g., Chinese Massacre of 1871 in Los Angeles, Rock
8997 Springs Massacre, Tacoma Method of removing Chinese in 1885, Galveston Bay
8998 KKK attacks on Vietnamese Fishermen in the 1970s, Stockton school yard
8999 shooting in 1989, etc.)
9000  The Formation of US Asian Enclaves (i.e., Koreatowns, Chinatowns,

9001 Japantowns, Little Saigon, Cambodia Town, Pachappa camp, etc.)
9002  Coolie Labor and The Early Asian American and Pacific Islander Work Force
9003  Yellow Peril and Anti-Asian Sentiment (e.g., Dr. Seuss racist political cartoons
9004 during World War II, William Randolph Hearst’s racist propaganda against Asian
9005 Americans, etc.)
9006  World War II and Japanese Incarceration
9007  The Model Minority Myth
9008  The Asian American and Pacific Islander Movement, Yellow Power, and Asian
9009 American and Pacific Islander Radicalism
9010  Deportations of Cambodian Americans
9011  The Vietnam War and the Southeast Asian Refugee Crisis and Resettlement in
9012 the United States
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9013  Hurricane Katrina: Vietnamese and African Americans unite to get more
9014 resources
9015  Asian Americans and Pacific Islanders and Access to Higher Education
9016  Desi American Cultural Production
9017  Filipino/a/x Americans and the Farm Labor Movement
9018  Asian Americans and Pacific Islanders in California Politics
9019  The Hapa Movement
9020  Pacific Islander Cultures
9021  Asian American and Pacific Islander Feminism
9022  Asian American and Pacific Islander Foodways
9023  Contemporary Asian American and Pacific Islander Youth Movements
9024  Asian American and Pacific Islander Entrepreneurship and Co-operative

9025 Economics
9026  From K-Pop to Kawaii: Asian Popular Culture in the US
9027  Mixed Asian Identities and Colorism
9028  Asian Americans and Pacific Islanders in the Media Challenging Stereotypes
9029 (e.g., Margaret Cho, Awkwafina, Jacqueline Kim, Ken Jeong, Mindy Kaling,
9030 Hasan Minhaj, Ali Wong)
9031  Asian Law Caucus
9032  Asian Women United
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9033  Center for Asian American Media (National Asian American Telecommunications
9034 Association)
9035  Gidra
9036  International Hotel Tenants Association
9037  KDP (Union of Democratic Filipinos) Katipunan ng Demokratikong Pilipino
9038  Kearny Street Workshop
9039  Yellow Brotherhood
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9040Native American Studies
9041Sample Lesson 26: This is Indian Land: The Purpose, Politics, and Practice
9042of Land Acknowledgment
9043Theme: Identity
9044Disciplinary Areas: Native American Studies
9048Research, Evidence, and Point of View 3; Historical Interpretation 4.

9050Students will be introduced to the purpose, politics, and practice of Indigenous land
9051acknowledgement in order to: show respect for Indigenous peoples and recognize their
9052enduring relationship to the land, raise awareness about histories that are often
9053suppressed or forgotten, recognize that colonization is an ongoing process, and to
9054inspire critically conscious action and reflection. Students will be introduced to the
9055concept of settler colonialism, and identify counter hegemonic truth telling and
9056reconciliation efforts.
9057Key Terms and Concepts: hegemony, counter-hegemony, Indigenous, land

9058acknowledgement, pre-contact, settler colonialism, genocide, master narrative, counter-
9059narrative.

9061 1. recognize Indigenous people’s enduring relationship to the land;
9062 2. analyze histories that are often suppressed or forgotten, and critique ongoing
9063 systems of colonization;
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9064 3. collaborate to create, deliver, and propose their own First Nations land
9065 acknowledgement statement as part of a broader historical truth telling
9066 campaign; and
9067 4. understand the environmental issues that affect the Native American traditions
9068 and the fragility of Mother Earth.
9070 1. What makes someone a guest? Do you consider people in your community to be
9071 guests? Why or why not?75
9072 2. What does “guests” mean to Native and non-Native communities?
9073 3. What are the Indigenous protocols involved in being a “guest,” and what are our
9074 responsibilities towards our host, Mother Earth? To what extent are our events,
9075 actions benefiting our host, Mother Earth?
9077 1. Start the lesson by asking the class the following questions and having students
9078 respond to them in small groups. After each group has responded to the
9079 questions, have one point person share their group’s discussion with the larger
9080 class.
9081 a. When guests come to your home or neighborhood, what, if anything is

9082 expected to them? As a host, how do you communicate hospitality?
9083 b. When you are a guest in someone’s house or neighborhood, how might
9084 you show respect?
63375 The use of “guests” throughout this lesson draws on Native American epistemology
634that places high reverences on land and the environment, and considers all human
635beings as “guests” on Earth. However, this analogy of “guests” can also be used to
636discuss settler colonialism and how non-Native people are also “guests” on lands that
637formerly belonged to Indigenous people. When using the latter analogy, it is important to
638recognize that some non-Native people, such as African Americans, have more
639complex histories of forced migration, thus, the notion of “guests” will not always
640adequately capture the nature of non-Native positionalities on the land.
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9085 2. Next, have each student write a written response to the following
9086 quotes/prompts:
9087 a. “When the blood in your veins returns to the sea, and the earth in your
9088 bones returns to the ground, perhaps then you will remember that the land
9089 does not belong to YOU, it is YOU that belong to the land.” -Chief Seattle
9090 b. “We all need relationships. I don’t believe in fake relationships, instead I
9091 try to establish genuine relationships everywhere I go. As a guest/visitor,
9092 you do that by being respectful and then this will be
9093 reciprocated...because in the end, we’re only from one place.” -Nipsey
9094 Hussle
9095 3. After providing students with 10–15 minutes to respond to the aforementioned
9096 quotes, ask students to share their writing and thoughts with the larger class.
9097 Below are some key takeaways that should be emphasized as the teacher
9098 facilitates this discussion:
9099 a. Indigenous peoples have had, and continue to have, an enduring

9100 relationship to Mother Earth.
9101 b. We should strive for a genuine and respectful relationships wherever we

9102 go.
9103 4. After discussing the quotes above, have students reflect on one of the lesson’s
9104 essential question:
9105 a. What are the Indigenous protocols involved in being a “guest” and what
9106 are our responsibilities towards our host Mother Earth?
9107 5. After splitting the class into two groups, have the first group read an excerpt from
9108 An Indigenous People’s History of the United States (http://www.beacon.org/An-
9109 Indigenous-Peoples-History-of-the-United-States-P1164.aspx, click on
9110 “Excerpt”). Meanwhile, have the second group read the introduction from A
9111 Patriot’s History of the United States: From Columbus’s Great Discovery to the
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9112 War on Terror (excerpted below). Ask each group to have a discussion
9113 addressing the following prompts and questions after they have finished reading
9114 their assigned text:
9115 a. What are the main arguments? What does the author assume? Do you
9116 agree or disagree?
9117 b. In mixed pairs (one person from each group), compare and contrast the
9118 two authors’ perspectives on how the nation was built and why this
9119 matters.
9120 c. In those same pairs, discuss which perspective you would identify as the
9121 master narrative and why? Which perspective might be the counter
9122 narrative?
9123 6. Create four stations around the room that have copies of the articles and
9124 handouts listed below. Allow students to spend at least five minutes at each
9125 station to review the provided handouts.
9126 a. Station 1: Purpose of Land Acknowledgement: Indigenous Land

9127 Acknowledgement, Explained
9128 (https://www.teenvogue.com/story/indigenous-land-acknowledgement-
9129 explained)
9130 b. Station 2: Politics of Land Acknowledgement: Native Artists Speak: This is

9131 [fill in] Land Artistic Posters (https://usdac.us/nativeland)
9132 c. Station 3: Practice of Land Acknowledgement: TDSB schools now pay

9133 daily tribute to Indigenous lands they're built on
9134 (https://www.cbc.ca/news/canada/toronto/tdsb-indigenous-land-
9135 1.3773050)
9136 d. After reading and sharing thoughts about the enduring relationship to
9137 Mother Earth, students will explore different tribal creation stories that
9138 demonstrate the importance of the environment and the Native American
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9139 people. Students are given Chapter 2 Naming, pp. 28–29 (California
9140 Through Native Eyes; Reclaiming History, William J. Bauer Jr.), to read
9141 before researching a creation story from different local or regional tribes to
9142 review the relationship of the people and the land.
9143 7. After each student has visited all three stations, have students reflect on the
9144 following in pairs:
9145 a. What are First Nations land acknowledgements and why are they done?
9146 b. Should our school begin assembly announcements with a land

9147 acknowledgement? If so, what might this announcement sound like, and
9148 would it be part of a broader historical truth telling campaign?
9149 8. While still in pairs, have students work together to create their own land
9150 acknowledgement statement and poster. Start this activity by having each pair
9151 identify an area in the state that they would like to learn more about, specifically
9152 around the Indigenous people from that area. Have each pair visit https://native-
9153 land.ca/ to research which tribes inhabit the area that they’ve identified, as well
9154 as any traditions, customs, languages, practices, etc.
9155 9. After each pair has finished conducting research on the area of their choosing,
9156 they should begin to draft language to formulate a land acknowledgement
9157 statement. Express that there is no exact template or script, so they will need to
9158 incorporate their research and draw from examples. Be sure to provide students
9159 with an example of your own or the one below:
9160 a. At minimum, a land acknowledgement should include the following: “We

9161 acknowledge that we are on the traditional land of the … People.”
9162 Beginning with just this simple sentence would be a meaningful
9163 intervention in most US gathering spaces. However, this statement could
9164 also include a recognition of sacred sites, elders, the local environment,
9165 history specific to the tribe, among other topics, to make the statement
9166 more tailored and robust. Below are other examples:
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9167 1. Often, statements specifically honor elders:
9168 “I would like to acknowledge that this meeting is being held on the
9169 traditional lands of the … People, and pay my respect to elders both
9170 past and present.”
9171 2. Some allude to the caring, reciprocal relationship with land:
9172 “I want to respectfully acknowledge the … People, who have

9173 stewarded this land throughout the generations.”
9174 3. Acknowledgments may also make explicit mention of the

9175 occupied nature of the territory in which a gathering is taking place:
9176 “We would like to begin by acknowledging that the land on which we
9177 gather is the occupied/unceded/seized territory of the … People.”
9178 “I would like to begin by acknowledging that we are in …, the ancestral

9179 and unceded territory of the … People.
9180 10. After each pair has come up with their land acknowledgement statement and
9181 written it out on a poster board (this can also be decorated), have them share
9182 their statement with the class. Teachers should also consider hosting a larger
9183 event where other students, faculty, parents, and community members can hear
9184 the students present their school land acknowledgement statements for possible
9185 adoption by school community.
9186 11. To close out the lesson, reiterate the following:
9187 a. Acknowledgment should be approached not as a set of obligatory words

9188 to rush through. These words should be offered with respect, grounded in
9189 authentic reflection, presence, and awareness.
9190 b. Statements of acknowledgment do not have to be confined to spoken

9191 words.
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9192 c. Any space presents an opportunity to surface buried truths and priming
9193 our collective culture for deeper truth and reconciliation efforts.

9195  Students will conduct research on different Native American tribes and draft a
9196 land acknowledgement statement and corresponding poster.

9198  Honor Native Land Guide
9199 (https://drive.google.com/file/d/0B_CAyH4WUfQXTXo3MjZHRC00ajg/view?
9200 usp=sharing)
9201  Native Artists Posters on Land Acknowledgement (https://usdac.us/nativeland)
9202  “Indigenous land acknowledgement explained”

9203 (https://www.teenvogue.com/story/indigenous-land-acknowledgement-explained)
9204  Map of Native Lands (https://native-land.ca/)
9205  “What does it mean to acknowledge the past?”

9206 (https://www.nytimes.com/2016/12/31/opinion/sunday/what-does-it-mean-to-
9207 acknowledge-the-past.html)
9208  “America Before Columbus”

9209 (https://www.westada.org/cms/lib8/ID01904074/Centricity/Domain/2437/America
9210 %20Before%20Columbus.pdf)
9211  Interactive Time-Lapse Map of the Conquest of America

9212 (http://www.slate.com/blogs/the_vault/2014/06/17/interactive_map_loss_of_india
9213 n_land.html)
9214  An Indigenous Peoples' History of the United States (http://www.beacon.org/An-

9215 Indigenous-Peoples-History-of-the-United-States-P1164.aspx)
9216  A Patriot’s History of the United States (see excerpt below)
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9217  TDSB schools now pay daily tribute to Indigenous lands they're built on
9218 (https://www.cbc.ca/news/canada/toronto/tdsb-indigenous-land-1.3773050)
9219  Article: “Beyond Territorial Acknowledgements”

9220 (https://apihtawikosisan.com/2016/09/beyond-territorial-acknowledgments/)
9221Excerpt from the Introduction of A Patriot’s History of the United States: From
9222Columbus’s Great Discovery to the War on Terror by Larry Schweikart and Michael
9223Allen (New York: Penguin Group, 2004)
9224Is America’s past a tale of racism, sexism, and bigotry? Is it the story of the conquest
9225and rape of a continent? Is US history the story of white slave owners who perverted the
9226electoral process for their own interests? Did America start with Columbus’s killing all
9227the Indians, leap to Jim Crow laws and Rockefeller crushing the workers, then finally
9228save itself with Franklin Roosevelt’s New Deal? The answers, of course, are no, no, no,
9229and NO.
9230One might never know this, however, by looking at almost any mainstream US history
9231textbook. Having taught American history in one form or another for close to sixty years
9232between us, we are aware that, unfortunately, many students are berated with tales of
9233the Founders as self-interested politicians and slaveholders, of the icons of American
9234industry as robber-baron oppressors, and of every American foreign policy initiative as
9235imperialistic and insensitive. At least Howard Zinn’s A People’s History of the United
9236States honestly represents its Marxist biases in the title!
9237What is most amazing and refreshing is that the past usually speaks for itself. The
9238evidence is there for telling the great story of the American past honestly—with flaws,
9239absolutely; with shortcomings, most definitely. But we think that an honest evaluation of
9240the history of the United States must begin and end with the recognition that, compared
9241to any other nation, America’s past is a bright and shining light. America was, and is, the
9242city on the hill, the fountain of hope, the beacon of liberty. We utterly reject “My country
9243right or wrong”—what scholar wouldn’t? But in the last thirty years, academics have
9244taken an equally destructive approach: “My country, always wrong!” We reject that too.
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9245Instead, we remain convinced that if the story of America’s past is told fairly, the result
9246cannot be anything but a deepened patriotism, a sense of awe at the obstacles
9247overcome, the passion invested, the blood and tears spilled, and the nation that was
9248built. An honest review of America’s past would note, among other observations, that
9249the same Founders who owned slaves instituted numerous ways—political and
9250intellectual—to ensure that slavery could not survive; that the concern over not just
9251property rights, but all rights, so infused American life that laws often followed the
9252practices of the common folk, rather than dictated to them; that even when the United
9253States used her military power for dubious reasons, the ultimate result was to liberate
9254people and bring a higher standard of living than before; that time and again America’s
9255leaders have willingly shared power with those who had none, whether they were
9256citizens of territories, former slaves, or disenfranchised women. And we could go on.
9257The reason so many academics miss the real history of America is that they assume
9258that ideas don’t matter and that there is no such thing as virtue. They could not be more
9259wrong. When John D. Rockefeller said, “The common man must have kerosene and he
9260must have it cheap,” Rockefeller was already a wealthy man with no more to gain.
9261When Grover Cleveland vetoed an insignificant seed corn bill, he knew it would hurt him
9262politically, and that he would only win condemnation from the press and the people—but
9263the Constitution did not permit it, and he refused.
9264Consider the scene more than two hundred years ago when President John Adams—
9265just voted out of office by the hated Republicans of Thomas Jefferson—mounted a
9266carriage and left Washington even before the inauguration. There was no armed
9267struggle. Not a musket ball was fired, nor a political opponent hanged. No Federalists
9268marched with guns or knives in the streets. There was no guillotine. And just four years
9269before that, in 1796, Adams had taken part in an equally momentous event when he
9270won a razor-thin close election over Jefferson and, because of Senate rules, had to
9271count his own contested ballots. When he came to the contested Georgia ballot, the
9272great Massachusetts revolutionary, the “Duke of Braintree,” stopped counting. He sat
9273down for a moment to allow Jefferson or his associates to make a challenge, and when
9274he did not, Adams finished the tally, becoming president. Jefferson told confidants that
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9275he thought the ballots were indeed in dispute, but he would not wreck the country over a
9276few pieces of paper. As Adams took the oath of office, he thought he heard Washington
9277say, “I am fairly out and you are fairly in! See which of us will be the happiest!”1 So
9278much for protecting his own interests! Washington stepped down freely and
9279enthusiastically, not at bayonet point. He walked away from power, as nearly each and
9280every American president has done since.
9281These giants knew that their actions of character mattered far more to the nation they
9282were creating than mere temporary political positions. The ideas they fought for together
9283in 1776 and debated in 1787 were paramount. And that is what American history is truly
9284about—ideas. Ideas such as “All men are created equal”; the United States is the “last,
9285best hope” of earth; and America “is great, because it is good.”
9286Honor counted to founding patriots like Adams, Jefferson, Washington, and then later,
9287Lincoln and Teddy Roosevelt. Character counted. Property was also important; no
9288denying that, because with property came liberty. But virtue came first. Even J. P.
9289Morgan, the epitome of the so-called robber baron, insisted that “the first thing is
9290character…before money or anything else. Money cannot buy it.”
9291It is not surprising, then, that so many left-wing historians miss the boat (and miss it,
9292and miss it, and miss it to the point where they need a ferry schedule). They fail to
9293understand what every colonial settler and every western pioneer understood: character
9294was tied to liberty, and liberty to property. All three were needed for success, but
9295character was the prerequisite because it put the law behind property agreements, and
9296it set responsibility right next to liberty. And the surest way to ensure the presence of
9297good character was to keep God at the center of one’s life, community, and ultimately,
9298nation. “Separation of church and state” meant freedom to worship, not freedom from
9299worship. It went back to that link between liberty and responsibility, and no one could be
9300taken seriously who was not responsible to God. “Where the Spirit of the Lord is, there
9301is liberty.” They believed those words.
9302As colonies became independent and as the nation grew, these ideas permeated the
9303fabric of the founding documents. Despite pits of corruption that have pockmarked
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9304federal and state politics—some of them quite deep—and despite abuses of civil rights
9305that were shocking, to say the least, the concept was deeply imbedded that only a
9306virtuous nation could achieve the lofty goals set by the Founders. Over the long haul,
9307the Republic required virtuous leaders to prosper.
9308Yet virtue and character alone were not enough. It took competence, skill, and talent to
9309build a nation. That’s where property came in: with secure property rights, people from
9310all over the globe flocked to America’s shores. With secure property rights, anyone
9311could become successful, from an immigrant Jew like Lionel Cohen and his famous
9312Lionel toy trains to an Austrian bodybuilder-turned-millionaire actor and governor like
9313Arnold Schwarzenegger. Carnegie arrived penniless; Ford’s company went broke; and
9314Lee Iacocca had to eat crow on national TV for his company’s mistakes. Secure
9315property rights not only made it possible for them all to succeed but, more important,
9316established a climate of competition that rewarded skill, talent, and risk taking.
9317Political skill was essential too. From 1850 to 1860 the United States was nearly rent in
9318half by inept leaders, whereas an integrity vacuum nearly destroyed American foreign
9319policy and shattered the economy in the decades of the 1960s and early 1970s. Moral,
9320even pious, men have taken the nation to the brink of collapse because they lacked
9321skill, and some of the most skilled politicians in the world—Henry Clay, Richard Nixon,
9322Bill Clinton—left legacies of frustration and corruption because their abilities were never
9323wedded to character.
9324Throughout much of the twentieth century, there was a subtle and, at times, obvious
9325campaign to separate virtue from talent, to divide character from success. The latest in
9326this line of attack is the emphasis on diversity—that somehow merely having different
9327skin shades or national origins makes America special. But it was not the color of the
9328skin of people who came here that made them special, it was the content of their
9329character. America remains a beacon of liberty, not merely because its institutions have
9330generally remained strong, its citizens free, and its attitudes tolerant, but because it,
9331among most of the developed world, still cries out as a nation, “Character counts.”
9332Personal liberties in America are genuine because of the character of honest judges
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9333and attorneys who, for the most part, still make up the judiciary, and because of the
9334personal integrity of large numbers of local, state, and national lawmakers.
9335No society is free from corruption. The difference is that in America, corruption is viewed
9336as the exception, not the rule. And when light is shown on it, corruption is viciously
9337attacked. Freedom still attracts people to the fountain of hope that is America, but
9338freedom alone is not enough. Without responsibility and virtue, freedom becomes a
9339soggy anarchy, an incomplete licentiousness. This is what has made Americans
9340different: their fusion of freedom and integrity endows Americans with their sense of
9341right, often when no other nation in the world shares their perception.
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9342Sample Lesson 27: Develop or Preserve? The Shellmound Sacred Site
9343Struggle
9345Disciplinary Area: Native American Studies
9349Research, Evidence, and Point of View 1, 2, 4; Historical Interpretation 1, 5.
9350CA CCSS for ELA/Literacy: RH.9–10.1, 4, 6, 9; WHST. 9–10.1, 4, 5, 6, 7
9351CA ELD Standards: ELD PI.9–10. 1, 2, 3, 6, 9, 10, 11

9353This lesson exposes students to a highly contentious and ongoing debate around Native
9354American sacred sites. Students will be introduced to the history of the Ohlone people,
9355the significance of shellmounds and ongoing protests that have been organized to
9356protect sacred sites. Students will engage sources that both support the preservation of
9357these sites and those that are in favor of development. Finally, students will develop a
9358persuasive essay where they are able to offer their own opinion on the issue supported
9359by primary and secondary source research.
9360Key Terms and Concepts: marginalization, sacred sites, shellmounds, preservation,

9361repatriation

9363 1. learn about the significance of shellmounds and sacred sites for Native
9364 Americans, specifically for the Ohlone people; and
9365 2. analyze how redevelopment and gentrification further settler colonial practices
9366 and violate the sovereignty of Indigenous lands and sacred sites.
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9368 1. Should Indigenous lands and sacred sites be saved and protected? If so, what
9369 are the challenges in doing so?
9370 2. Who should determine what happens to Indigenous lands and sacred sites?
9371 3. What should be done to reclaim and restore sacred lands?
9372 4. What laws protect modern cemeteries and why aren’t ancient cemeteries given
9373 the same protections? What happens to the burials?
9375*Lesson Note: This lesson focuses on the San Francisco Bay Area, but can be adapted
9376to highlight a number of sacred sites that are currently or have been a space of
9377contention. For example, a similar lesson on the Puvungna burial site located at
9378California State University, Long Beach or the Standing Rock Movement, would also
9379introduce students to contemporary debates and struggles regarding the use of sacred
9380lands.
9381Day 1
9382 1. Begin with a community building activity (5–10 minutes). A sample list of
9383 community building activities is provided in chapter 5.
9384 2. Engage the class by asking how many students have shopped or visited the
9385 movie theater at the Emeryville Bay Street Mall. While students briefly discuss
9386 their experiences at Bay Street Mall, project a current image of the mall next to a
9387 1924 image of the Emeryville Shellmound.
9388 3. Explain to the students that the second image depicts what parts of Berkeley and
9389 Emeryville looked like prior to development, specifically noting that the Bay Street
9390 Mall was constructed atop of one of the largest shellmound sites in the area.
9391 Mention that shellmounds often served as burial grounds and sacred sites where
9392 Ohlone people would meet for rituals and traditions thousands of years before
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9393 the formation of the United States. Point out that there was once over 400
9394 shellmounds all around the San Francisco Bay Area, making the region part of
9395 the Ohlone people’s sacred geography.
9396 4. As a class, read aloud a local news article, “Emeryville: Filmmaker tells story of
9397 forgotten Indian burial ground disrupted by quest for retail.” After reading the
9398 article, screen two short videos, “A New Vision for the West Berkeley
9399 Shellmound” and “The Shellmound: Berkeley’s Native Monument.” Prior to
9400 screening the videos, remind students to be attentive and take notes.
9401 5. After screening the videos, ask students to define the following terms in their own
9402 words: shellmound, monument, sacred geography, burial grounds, development,
9403 and repatriation, using context clues from the sources they recently read and
9404 watched. After taking five minutes to define the terms on their own, have
9405 students talk through each term aloud.
9406Day 2
9407 1. After reviewing the previous day’s discussion, divide the class into four groups
9408 and ask them to respond to the following questions:
9409 a. What is the significance of shellmounds and land in the

9410 Berkeley/Emeryville area to the Ohlone people?
9411 b. Why are the West Berkeley and Bay Street sites highly sought after by
9412 non-Native American groups?
9413 c. How does the struggle for shellmounds intersect with environmental
9414 issues in the region?
9415 d. Do you think places where shellmounds are or once stood should be
9416 preserved?
9417 e. Are there any sacred or historical sites that members in your community
9418 and/or family revere? If so, please share with the group.
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9419 2. After allowing the groups to discuss the five reflection questions for fifteen to
9420 twenty minutes, provide a few minutes for the class to come together and debrief
9421 what was discussed in groups.
9422Day 3
9423 1. Continue the third day of class by introducing a new assignment. Have students
9424 conduct research on both sides (the position of the Ohlone people and those in
9425 support of further developing the area) of the Berkeley/Emeryville Shellmound
9426 struggle and write a persuasive essay in response to the essential question
9427 based on the evidence they have gathered, class discussions, and their own
9428 observations and insights. The persuasive essay should be assigned as
9429 homework; however, students should be provided ample time in class over the
9430 next three days to conduct research, draft an outline and thesis statement, and
9431 have their work peer reviewed.
9432 2. For additional guidance, collaborate with an English language arts teacher to
9433 create a grading rubric for the persuasive essay (or ask to use an existing rubric),
9434 compile a brief list of recommended sources, and let students know that their
9435 essays must include the following:
9436 a. Your persuasive essay must be five paragraphs (introduction, three body
9437 paragraphs, and a conclusion), be typed in 12 point Times New Roman
9438 font, and include a bibliography listing at least four sources (scholarly and
9439 credible) in MLA format.
9440 b. Your persuasive essay must have a well-conceived thesis statement that
9441 includes your three major talking points/arguments.
9442 c. Each of your talking points/arguments must be supported with evidence.
9443 d. Your essay should be well organized and include rhetorical devices.
9444 3. After a week, students should submit their persuasive essays in class. Provide
9445 each student with a 3x5 index card where they are tasked with writing down their
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9446 three talking points/arguments. After everyone has finished filling out their index
9447 card, have students form groups of 3 – 5 students. Group members should take
9448 turns sharing their talking points. When all students have shared, they should
9449 collectively decide what their three or four strongest points are, create a thesis
9450 statement based on those points, and select one group representative to share
9451 their points with the class. Group members should help their representative write
9452 a short (two to three-minute) explanation that includes a thesis statement and
9453 their key points.

9455Chapter 16 of the framework discusses a number of civil rights movements that were
9456created in response to political, economic, and social discrimination. Teachers can build
9457upon the example of the struggle to preserve the shellmound sites and have students
9458compare that to some of the other movements referenced in the framework, such as the
94591969–1971 occupation of Alcatraz or the American Indian Movement’s 1972–73
9460standoff at Wounded Knee in South Dakota. This lesson can also be connected to the
9461Social Movements and Student Civic Engagement lesson.

9463  Students will conduct research on Native American sacred lands. They will
9464 analyze the positions of both the Ohlone people and developers in the ongoing
9465 movement around sacred sites.
9466  Students will write a five paragraph essay detailing the significance of these sites
9467 as well as the social, cultural, and environmental impact of development on and
9468 near sacred sites. They will also present their research findings and arguments to
9469 the class.

9471  West Berkeley Shellmound Website. Includes articles, history and visuals
9472 https://shellmound.org/
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9473  “Beyond Recognition” Documentary explores the struggle to preserve Native
9474 American and Ohlone culture and homeland in the ever shifting Bay Area,
9475 https://underexposedfilms.com/beyond-recognition
9476  Sororea Te Land Trust, First Urban Indigenous Land Trust in the Country
9477 Website. Lisjan (Ohlone) History and current work in the Bay Area.
9478 https://sogoreate-landtrust.org/lisjan-history-and-territory/
9479  “A New Vision for the West Berkeley Shellmound”

9480 https://www.youtube.com/watch?v=QZoapMtyRsA
9481  “The Shellmound: Berkeley’s Native Monument”

9482 https://www.youtube.com/watch?v=YL4LaCkEnNE
9483  “Emeryville: Filmmaker tells story of forgotten Indian burial ground disrupted by
9484 quest for retail” https://www.sfgate.com/bayarea/article/Emeryville-Filmmaker-
9485 tells-story-of-forgotten-2690138.php#ixzz15O32O3N7
9486  Sacred Land Film Project Website https://sacredland.org/
9487  The Phoebe A. Hearst Museum of Anthropology “San Francisco Bay

9488 Shellmounds” Website https://hearstmuseum.berkeley.edu
9489  “There Were Once More Than 425 Shellmounds in the Bay Area. Where Did
9490 They Go?” (article and audio interview)
9491 https://www.kqed.org/news/11704679/there-were-once-more-than-425-
9492 shellmounds-in-the-bay-area-where-did-they-go
9493  Nelson, N.C. “Shellmounds of the San Francisco Bay Region”

9494 http://digitalassets.lib.berkeley.edu/anthpubs/ucb/text/ucp007-006-007.pdf
9495  “Shellmound” – Documentary produced by Andres Cediel – UC Berkeley

9496 Graduate School of Journalism. About the Emeryville Shellmound and Mall.
9497 https://www.newday.com/film/shellmound
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9498  Indian People Organizing for Change
9499 http://ipocshellmoundwalk.homestead.com/index.html
9500  An Indigenous People’s History of the United States. By Roxanne Dunbar-Ortiz
9501  California through Native Eyes: Reclaiming History. By William J. Bauer Jr.
9502  Films: Beyond Recognition and In the White Man’s Image
9503  A Cross of Thorns. By Elias Castillo https://eliasacastillo.net/
9504  An American Genocide. By Benjamin Madley
9505
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9506Sample Lesson 28: Native American Mascots
9507Theme: Identity
9508Disciplinary Area: Native American Studies
9509Ethnic Studies Values and Principles Alignment: 1–6
9511CA CCSS for ELA/Literacy: RH.11–12.1, 2, 7; WHST.11–12.1, 4
9512Lesson Purpose and Overview: Students will examine past and present historical
9513portrayals of Native American iconography and culture used as mascots for major US
9514sports teams. Students will explore and discuss how mascots can be viewed as
9515negative or prideful. Students will have an opportunity to read and analyze various
9516articles and sources on the topic and determine if the use of Native American mascots
9517should be continued or banned.
9518Key Terms and Concepts: Stereotypes, Colonialism, Disenfranchisement, Hegemony
9520 1. understand the historical context of Native American iconography and symbolism
9521 used in American sports and popular culture;
9522 2. compare and contrast differing arguments around the debate on the use of
9523 Native American iconography and symbolism within American sports; and
9524 3. analyze why some sports teams have opted to change their mascots and/or
9525 nicknames from Native American figures, and why others have not. Students will
9526 document potential social, economic, legislative, and historic factors that have
9527 contributed to these decisions.
9529 1. How have Native Americans in the US historically been portrayed by non-
9530 Indigenous peoples?
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9531 2. How has the use of Native American iconography, imagery, and culture by non-
9532 Indigenous peoples impacted Native Americans today?
9533 3. Should sports teams continue to use these mascots? Use evidence from the
9534 texts and documents you have analyzed to support your claim.
9536Day 1
9537 1. Show internet search engine public images of American Indians. How might
9538 these images portray public opinion of American Indians?
9539 2. Introduce the lesson by writing the following on the board: “Why are Native
9540 American mascots considered offensive by some but considered prideful to
9541 others?” Have students respond to this question on a sheet of paper. After
9542 completing their written responses, have each student share their work with a
9543 neighbor. After allowing about three to five minutes for the pairs to share, have a
9544 whole class discussion responding to the question.
9545 3. Ask two students to come to the board and list sports teams that use Native
9546 American imagery, iconography, or cultural traits as part of their mascots, team
9547 names, or nicknames. Below is a sample list just in case students struggle to
9548 identify some teams:
9549 a. Atlanta Braves
9550 b. Kansas City Chiefs
9551 c. The former Washington Redskins
9552 d. Florida State Seminoles
9553 e. Chicago Blackhawks
9554 f. Cleveland Indians
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9555 g. San Diego State Aztecs
9556
9557 4. After drafting the list, project some images of the mascots, logos, etc. on the
9558 other side of the board. Feel free to use some of the images provided above.
9559 Again, ask students if they find the images to be disrespectful.
9560 5. Ask students if they are aware of the Washington Redskins name change. Ask
9561 students to share what they have heard about the decision to rename the team,
9562 including the reasons for the change, how people responded to the change, and
9563 what events preceded and coincided with the decision (for example, BLM, the
9564 decision to remove Confederate statues, the decision to remove statues of
9565 Christopher Columbus and the push to rename the city of Columbus, Ohio, as
9566 well as other relevant events). If time permits, a news clip, article, or headlines
9567 can be shown to students.
9568 6. After projecting the images, show the following video clips of the Florida State
9569 Seminoles pre-game ceremony performed by Chief Osceola Renegade, as well
9570 as a clip of the Kansas City Chiefs and Atlanta Braves Tomahawk chop. Ask that
9571 student take notes on the videos and reflect on the earlier questions.
9572 a. Florida State Seminoles: https://www.youtube.com/watch?

9573 v=J20wsKNV0NI
9574 b. Kansas City Chiefs Tomahawk chop: https://www.youtube.com/watch?

9575 v=N4P6z_DTHf8
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9576 c. Atlanta Braves Tomahawk chop: https://www.youtube.com/watch?
9577 v=2bN7f4AlaGM
9578 7. Hand out a copy of the NPR article “Are You Ready for Some Controversy?” and
9579 have students read it in class. Ask students to also respond to the following
9580 questions:
9581 a. What do those who refuse to say the name “Redskin” call the team?
9582 b. What media outlets have protested the use of the name Redskins?
9583 c. When was the term “Redskin” first recorded, and whom was it used by?
9584 Why was it used?
9585 d. How did Earl Edmonds’ book, “Redskins Rime” portray Native Americans
9586 and the name Redskin?
9587 e. What did the Washington Redskins owner say about the possibility of
9588 changing the name?
9589 8. Provide students with two additional NPR articles “After Mounting Pressure,
9590 Washington's NFL Franchise Drops Its Team Name” and “Washington NFL
9591 Team's Sponsor FedEx Formally Asks For Team Name Change,” and have
9592 students respond to the following questions. If there is not enough time in class,
9593 this can be assigned for homework.
9594 a. How long after the first article was the second article written? The third
9595 article?
9596 b. What events took place during that time? What prompted the decision to
9597 change the name? How have attitudes about the name changed over
9598 time?
9599Day 2
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9600 1. Start the second day of the lesson by asking students to pull out their homework.
9601 Ask the student to discuss their answers with a neighbor. After about five minutes
9602 of discussion be sure to collect the homework assignment.
9603 2. First play commercial “Proud to Be”- https://www.youtube.com/watch?v=mR-

9604 tbOxlhvE. Next, play “Redskins is a Powerful Name”-
9605 https://www.youtube.com/watch?v=40SFqadRTQ0
9606 3. Ask students to identify the differences between these two videos. Discuss in
9607 pairs and later as a whole class. Also ask students, “Is there a difference
9608 between what Chief Osceola Renegade does at the beginning of Florida State
9609 University’s games versus what occurs at the Kansas City Chiefs and Atlanta
9610 Braves games?
9611 4. If time permits, have student research the Florida State University’s relationship
9612 with the Seminole tribe. This can also be assigned as homework. As a starting
9613 point, have students review the website listed below:
9614 a. Seminole Tribe of Florida Website- https://www.semtribe.com/stof
9615 b. “Relationship with the Seminole Tribe of Florida”-

9616 https://unicomm.fsu.edu/messages/relationship-seminole-tribe-florida/
9617 c. National Congress of Indian Americans. “Anti-Defamation & Mascots”-

9618 http://www.ncai.org/policy-issues/community-and-culture/anti-defamation-
9619 mascots
9620Day 3
9621 1. Start the day by having students report back what they learned from the
9622 homework assignment to the whole class.
9623 2. Show images of mascots from Indian Schools like Haskell University and
9624 Sherman Indian High School. Students are asked to use the information given in
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9625 Day 2 to analyze and write in letter form why these mascots are acceptable or
9626 not acceptable.
9627 3. Ask students if there are any sports teams that have removed/retired Native
9628 American mascots or names. If students are unable to respond to the question,
9629 emphasize that the following teams and/or institutions have removed or retired
9630 the use Native American imagery from their sports teams marketing: Stanford
9631 University, the University of Illinois, the Golden State Warriors, the University of
9632 Oklahoma, Marquette University, Marquette University, Dartmouth College,
9633 Syracuse University, Coachella Valley High School, and Fremont High School in
9634 Sunnyvale. Provide some images of the retired mascots for additional reference.
9635 Two examples are included below.
9636
9637 4. Show an excerpt of the film “In Whose Honor”- https://www.youtube.com/watch?

9638 v=8lUF95ThI7s
9639 5. After watching the film, have students complete the handout provided below.
9640 6. After completing the handout, have students share their answers with each other
9641 in pairs.
9642 7. Students will go beyond sports to evaluate the use of other American Indian
9643 images in popular culture. Show images of products that use native American
9644 imagery, and Halloween costumes. Students write an essay providing their
9645 critical analysis of the use of these images.
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9646Making Connections to the History–Social Science Framework and the California Arts
9647Education Framework:
9648The History–Social Science Framework (chapter 20) and the California Arts Framework
9649(chapter 7) both include a discussion of culturally responsive teaching/pedagogy. These
9650sections could add insight to this lesson, which is about how cultural symbols can be
9651appropriated by an outside culture without regard for the potential impact upon those
9652affected by that appropriation.
9653Possible discussion questions that you can use to explore this topic include:
9654 How has your culture been portrayed in the US media? How is that similar or
9655 different to the portrayal of Native Americans?
9656 How has the use of your culture’s iconography, imagery, and culture impacted your
9657 community/culture?
9658 How can we combat the perpetuation of stereotypes and cultural appropriation in
9659 today’s media?

9661  Students will conduct research on the history of Native American iconography,
9662 culture, and imagery being used in the marketing of US sports teams.
9663  Students will engage in class dialogue and debate around Native American tribes
9664 using or allowing use of their tribe as a mascot. This can take the form of a
9665 Socratic seminar where the teacher asks open-ended questions and invites
9666 students to react to their peers’ responses. Students should be given questions
9667 and relevant resources ahead of time to allow them to prepare relevant notes to
9668 support the discussion. The teacher should reiterate that the focus of the
9669 discussion should be the discussion of ideas and evidence. This can also be
9670 done using philosophical chairs or a fishbowl discussion to allow students to work
9671 in pairs or groups.
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9672  Students will have several opportunities to reflect on the differing positions of
9673 Native American tribes related to this topic.
9674  Students will analyze and evaluate the impact of Native American imagery
9675 beyond sports in a five paragraph essay on social, economic, legislative, and
9676 historic factors.

9678  “Anti-Defamation & Mascots”- http://www.ncai.org/policy-issues/community-and-
9679 culture/anti-defamation-mascots
9680  “Sports Teams That Retired Native American Mascots, Nicknames”-

9681 https://www.sportingnews.com/us/baseball/list/washington-redskins-native-
9682 american-mascot-controversies-history/1wmax2elthrth1kvstmdeyre65
9683  “Redskins Is a Powerful Name”- https://www.youtube.com/watch?

9684 v=40SFqadRTQ0
9685  National Congress of American Indians. “Proud to Be (Mascots)”-

9686 https://www.youtube.com/watch?v=mR-tbOxlhvE
9687  “The Final Chop at Turner Field”- https://www.youtube.com/watch?

9688 v=2bN7f4AlaGM
9689  “Kansas City Chiefs Tomahawk Chop- Loudest Crowd in the World (Guinness
9690 World Record).”- https://www.youtube.com/watch?v=N4P6z_DTHf8
9691  “FSU Football Chief Osceola Renegade at Doak Tomahawk Chop”-

9692 https://www.youtube.com/watch?v=J20wsKNV0NI
9693  “Are You Ready For Some Controversy? The History of ‘Redskin’-
9694 https://www.npr.org/sections/codeswitch/2013/09/09/220654611/are-you-ready-
9695 for-some-controversy-the-history-of-redskin
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9696  “Washington NFL Team's Sponsor FedEx Formally Asks For Team Name
9697 Change” - https://www.npr.org/sections/live-updates-protests-for-racial-
9698 justice/2020/07/02/886984796/washington-nfl-teams-sponsor-fedex-formally-
9699 asks-for-team-name-change#:~:text=Live%20Sessions-,Washington%20NFL
9700 %20Team's%20Sponsor%20FedEx%20Formally%20Asks%20For%20Team
9701 %20Name,they%20change%20the%20team%20name.%22
9702  “After Mounting Pressure, Washington's NFL Franchise Drops Its Team Name” -
9703 https://www.npr.org/sections/live-updates-protests-for-racial-
9704 justice/2020/07/13/890359987/after-mounting-pressure-washingtons-nfl-
9705 franchise-drops-its-team-name
9706  “Relationship with the Seminole Tribe of Florida”-

9707 http://unicomm.fsu.edu/messages/relationship-seminole-tribe-florida/
9708  “Two Years Later, Effect of California Racial Mascots Act Looks Diminished”-
9709 https://www.dailycal.org/2017/10/09/two-years-later-effect-california-racial-
9710 mascots-act-looks-diminished/
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9711 “In Whose Honor” Video Questions
9712This documentary profiles Charlene Teeters, a Native American activist who tries to
9713educate the University of Illinois community about the negative impact of the “Chief
9714Illiniwek” mascot, which is an inaccurate, stereotypical portrayal of a Native American.
9715 1. Why is Charlene Teeters Upset?
9716 2. Why does she find the use of Native American iconography and imagery in
9717 mascots offensive?
9718 3. What forms of resistance does she use against the university?
9719 4. What is the reaction from the community?
9720 5. What is the university’s response to Charlene’s protest?
9721 6. What resolution is made?
9722 7. What is your opinion of the university’s use of the mascot?
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9726  Five Phases- American Indian History
9727 o Pre-Contact- Creation Stories
9728 o Contact- Benevolent to Confrontational
9729 o Reservations- Governmental Patrilineage
9730 o Termination- Political Genocide
9731 o Self Determination- Indian Definition
9732  Pre-contact Native American knowledge, epistemologies, and culture
9733  Cahokia Pyramids Cliff Dwellings
9734  Settler Colonialism and Land Removal
9735  Land acknowledgement and the recognition of the different regions (California
9736 Region, Plains, Northeast, Northwest, Southwest, Southeast)
9737  The Doctrine of Discovery and Manifest Destiny76
9738  The History and Implications of Broken Treaties
9739  The Enslavement of California Native Americans during the Mission Period and
9740 the Gold Rush
9741  Symbolism of Regalia Worn at Pow Wows.
76
669 The Doctrine of Discovery is a papal policy created in Europe that gave the right to
670 Europeans to take the land of non-Christians around the world.
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9742  Destruction of the Ecology, Sacredness of Nature, and traditional ecological
9743 knowledge (TEK)
9744  The Medicine Wheel
9745  The Peace and Dignity Journeys
9746  The Prophecy of the Eagle and the Condor
9747  Genocide Against Native Americans
9748  American Indian Religious Freedom Act
9749  Native American Graves Protection and Reparation Act
9750  Forced Assimilation and American Indian Boarding Schools
9751  Native American Foodways and Seed Protection
9752  The Contributions of Native Americans During World War II
9753  The American Indian Movement (AIM)
9754  Native American Cultural Retention
9755  The Occupation of Alcatraz
9756  The Struggle for and Separation of Native American Sacred Lands
9757  Native Americans and the Environmental Justice Movement
9758  Contemporary Debates on the Appropriation of Native American Culture
9759  Native American Identity and Federal Recognitions
9760  Native American Literature and Folklore
9761  The Native American Oral Tradition

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9762  Identification of Contemporary Debates on Claiming Indigeneity and Blood
9763 Quantum Restrictions
9764  Life on Reservations and Rancherias, and Forced Urban Relocation
9765  Native American Intergenerational Health Disparities and Healing
9766  Native American Feminism
9767  Eighteen California Treaties that were Unratified
9768  Native American Mascot Controversy in Mainstream Sports
9769Potential California Tribes to Cover77:
9770  Cahuilla
9771  Chumash
9772  Hupa
9773  Kumeyaay
9774  Maidu
9775  Ohlone
9776  Patwin Wintun
9777  Shoshone
9778  Winnemen Wintu
9779  Tataviam
9780  Tongva
67377 It is recommended that teachers do an intensive research on local Indigenous groups
674and their current status.
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9781  Tuolume Band Me-Wuk
9782  Wiwok
9783  Yurok
9784  When developing lessons for Native American studies, it may be helpful to
9785 include a timeline of major events for the tribe(s) being studied. It is important
9786 that educators work together with local tribal organizations to gather accurate
9787 and relevant information specific to their tribe-specific timeline. A sample timeline
9788 courtesy of the North Fork Rancheria of Mono Indians of California can be found
9789 at https://www.northforkrancheria-nsn.gov/our-people/history/timeline/.
9790  The Smithsonian National Museum of the American Indian provides resources
9791 for educators who wish to engage students in Native American studies. In
9792 addition to the Dialogue Toolkit for Educators, the Smithsonian offers the Native
9793 Knowledge 360 Education Initiative: Transforming teaching and learning about
9794 Native Americans which provides teacher support and resources, virtual field
9795 trips for students, and professional development. https://americanindian.si.edu/.
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9796Affirming Identity
9797While raising the voices and experiences of the four core groups, ethnic studies is not
9798intended to silence other voices. Many students have experienced some type of
9799othering, whether individually or collectively with their community. Intersectional
9800identities heighten the possibility that different elements of one’s identity will make such
9801experiences even more likely.
9802You may have students in your class who do not identify with the groups at the core of
9803the ethnic studies curriculum. The lessons here can help you provide identity-affirming
9804moments in your class and help students connect their own identities and experiences
9805with the themes of the course. These lessons do not replace the core curriculum, but
9806provide avenues to enter and expand upon the themes in the core curriculum. In
9807particular, these lessons provide the students opportunities to
9808  explore parallel experiences and connections between populations;
9809  look for commonalities and related strengths across groups;
9810  identify points of contact between groups, including tension points and
9811 resolutions; and
9812  allow all students to see their own identity affirmed such that the curriculum can
9813 move away from a sense of competition between groups and towards
9814 compassion for each other.
9815As an example, the lesson “Armenian Migration Stories and Oral History” presents a
9816window into one particular community’s story of living in diaspora, while also serving as
9817a mirror for considering migration experienced by others. The Armenian community in
9818California grew over the course of the twentieth century as thousands of Armenians fled
9819violence in their home country. The Hamidian massacres, the Armenian genocide
9820during World War I, the escape from Soviet rule of Armenia, and other conflicts
9821launched multiple waves of immigration to the United States. This serves as a reminder
9822that even within a community that may seem similar from the outside, there can be
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9823many differences. Someone who migrated from communist Armenia may have a very
9824different mindset than someone whose family has lived in the United States for a
9825century. Interviewing elders in a community––in this lesson and at other points within
9826ethnic studies––allows history to be told by those who both experienced marginalization
9827(in their country of origin and in the United States) and acted as agents of change for
9828their own life. Who tells history matters.
9829Exploring and Embracing Your Own Community
9830To fully support the growth and learning of all of California’s students, it is necessary for
9831schools to engage their communities in the process of building and strengthening
9832connections across the ethnic groups they serve. An ethnic studies curriculum is just
9833one component of this work. The entire educational program should promote this
9834endeavor, even while the social studies bear particular responsibility for helping
9835students develop a deep understanding of the community’s history—within the context
9836of state, national, and world histories—and the legacy of the past. Beyond classrooms,
9837there is an opportunity for adult learning that engages whole faculties and the
9838community at large. This wider engagement strengthens the community restoration
9839noted in chapter 1.
9840Some of the ways students can be involved in exploring their own community include:
9841  Oral History: The best resources for learning about a community are often the
9842 people who live there. By bringing voices from the community into the classroom,
9843 teachers can help ensure that students’ identities are affirmed and the
9844 community’s stories are told.
9845  Cultural Institutions: Cultural organizations in your community play a key role in
9846 raising up the histories and contributions of the groups who live there. They also
9847 highlight those interactions between groups that have shaped the character of
9848 the community.
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9849  Memorials: Memorials, monuments, and murals are key markers of a
9850 community’s identity and history. They offer students opportunities to analyze
9851 critically whose voices are shared and whose history is acknowledged, and to
9852 identify opportunities for giving voice to additional stories and histories within the
9853 community.
9854These lessons support educators in differentiating their instruction in order to reflect the
9855diversity of Californians, and the diversity of their own classrooms. When integrating
9856these lessons, students from all backgrounds have the opportunity to recognize their
9857role as agents of change.
9858Complicating Single Stories
9859These lessons provide opportunities for students to reflect explicitly on unnoticed or

9860unintended marginalization and the increase in stereotyping during times of heightened
9861fear. As students become civic actors, they have an opportunity to challenge
9862misperceptions which contribute to oppression for any. This begins with challenging our
9863own misperceptions, as noted in Author Chimamanda Ngozi Adichie’s thought-
9864provoking TED Talk, “The Danger of a Single Story.” (See related lesson:
9865https://www.facinghistory.org/resource-library/standing-democracy/transcending-single-
9866stories)
9867Deborah Tannen, psychologist, has noted, “We all know we are unique individuals, but
9868we tend to see others as representatives of groups. It’s a natural tendency, since we
9869must see the world in patterns in order to make sense of it; we wouldn’t be able to deal
9870with the daily onslaught of people and objects if we couldn’t predict a lot about them and
9871feel that we know who and what they are. But this natural and useful ability to see
9872patterns of similarity has unfortunate consequences. It is offensive to reduce an
9873individual to a category, and it is also misleading.” This tendency towards patterns can
9874lead to a single narrative about groups which are not our own. Ethnic studies provides a
9875space to challenge that single narrative and fosters the space for all members of society
9876to define their own identities rather than be defined by others.
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9877For example, “Arab American” can refer to individuals with roots in 22 Arab countries.
9878These countries are located across land stretching roughly from northern Africa through
9879western Asia, which in itself suggests a far greater range of diversity than a single
9880experience. Contrary to popular representation, not all Muslims are Arabs, and not all
9881Arabs––or Arab Americans––are Muslim. Many Arab countries include Christian
9882communities, and some have also had Jewish communities. Arabs have migrated to the
9883United States for a variety of reasons, including economic need, educational
9884opportunity, political conflict, and even war. Like many groups in the United States, the
9885demographics of Arab Americans has shifted over time and continues to be fluid in
9886nature. Also like many groups, the misperceptions about Arab Americans is often
9887exacerbated by representation in the media which focuses on single stories. The lesson
9888“Introduction to Arab American Studies” presents resources to guide students through
9889discussions of the immigrant experiences of Arab Americans.
9890The lesson “Jewish Americans: Identity, Intersectionality, and Complicating Ideas of

9891Race” provides another example for complicating single stories. Jewish Americans are
9892connected through many ties, and yet each identity is a unique combination of facets. In
9893this lesson, the single story is challenged by presenting experiences and perspectives
9894from diverse voices who all identify with being Jewish American.
9895Sharing a Wide Picture of Democratic Participation
9896These lessons include narratives that emphasize the contributions of diverse individuals
9897in shaping US democratic life. It is important for students to see the widest range of
9898individual backgrounds as well as forms of engagement to recognize the contributions
9899already made to our democracy by different groups. Sometimes we look to the national
9900stage for representation, but Californians can also look to local government and
9901community leaders for examples of how individuals from many different backgrounds
9902can and have already engaged in our democracy.
9903One example of this comes from the Sikh community. Sikh have lived in California for
9904over a century and have served as civic leaders at local, state, and national levels. The
9905first Sikh place of worship in the United States was established in Stockton, California,
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9906and California is now home to the largest Sikh population in the United States
9907(approximately 250,000 with 74 Sikh houses of worship). The first-ever Asian and the
9908first Indian to be elected to the United States Congress (1957–1963) was Dalip Singh
9909Saund, who was Sikh. His civic leadership set an example and opened doors not just
9910for the Sikh community, but for others as well. The lesson “The Sikh-American
9911Community in California” provides more detail.
9912Widening Our Universe of Obligation
9913These lessons draw out another crucial opportunity for all students: to examine closely
9914those moments in our history that cause increased fear in society and are often
9915accompanied by heightened distrust of others, increased “othering” treatment, and even
9916the violent targeting of individuals based on the identities they are perceived to hold. In
9917many cases, these events exacerbate or make more visible historical divisions between
9918groups. We have seen such behavior in times of war, following the September 11
9919terrorist attacks, and during the COVID pandemic. Such targeting leaves entire groups
9920vulnerable, and in some cases has led to mass violence including ethnic cleansing and
9921genocide.
9922Within high school classrooms, students should be expected to explore this level of
9923exclusion and violent targeting at a number of points. These are historical periods to use
9924in reference during ethnic studies as well, and will include:
9925  The Armenian Genocide during World War I
9926  The Holocaust during World War II
9927  The incarceration of Japanese Americans in California and across the nation
9928 during World War II
9929  The increased targeting of Muslims and others perceived to be different after the
9930 9/11 terrorist attacks
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9931The lesson “Antisemitism and Jewish Middle Eastern-American” provides one example
9932for looking into how long-lasting division and misperceptions become exacerbated in
9933particular moments. Antisemitism is an ancient hatred that has persisted for centuries. It
9934is also a contemporary hatred and form of prejudice, and reported incidents of
9935antisemitism are increasing around the world and in California. One of the things seen
9936through history is that antisemitism has been fluid in shape––sometimes taking the form
9937of religious targeting, at other times defined around ethnic or racial arguments. It has
9938also been interwoven at times with white nationalism and other forms of prejudice and
9939discrimination.
9940In conjunction with these lessons, teachers might consider introducing their students to
9941the concept of “universe of obligation” to help them better understand and discuss how
9942societies define who is protected and who is not. Sociologist Helen Fein coined this
9943term to describe the group of individuals within a society “toward whom obligations are
9944owed, to whom rules apply, and whose injuries call for amends.” In other words, a
9945society’s universe of obligation includes those people that society believes deserve
9946respect and whose rights it believes are worthy of protection.
9947A society’s universe of obligation can change. History has shown that in times of fear
9948and uncertainty—such as war, economic depression, or pandemic—a society’s universe
9949of obligation often narrows. Widely shared beliefs and attitudes about such social
9950categories as religion, gender, and race also influence which people a society protects
9951and which people it does not.
9952Although Fein conceived of “universe of obligation” to describe the way nations

9953determine membership, we might also refer to an individual’s universe of obligation to
9954describe the circle of other individuals that a person feels a responsibility to care for and
9955protect. Applying this concept to individuals gives us the opportunity to recognize the
9956internalized hierarchies that influence how we think about and respond to the needs of
9957others. While it is neither practical nor possible that one’s universe of obligation could
9958include everyone equally, acknowledging the way we think about and prioritize our
9959obligations toward others can help us act in a more thoughtful, compassionate manner.
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9960The “universe of obligation” concept offers a powerful lens through which students can
9961examine both their individual beliefs and actions as well as the systems and structures
9962in our society that indicate who belongs and who does not, and how these thoughts
9963change over time. The concept also lays the foundation for discussions about how
9964students can use their own agency to help widen the circle of people who are included,
9965respected, and protected in our society.
9966Seeking Models of Interethnic Bridge-building
9967As ethnic studies students explore social movements and equity, it is valuable to share
9968examples of interethnic initiatives in which individuals from different groups have worked
9969together for change. Depending on the history, interests, concerns, and demographics
9970of your class and community, here are a few additional examples to add to those in the
9971model curriculum:
9972  When the Mendez v. Westminster case challenged school segregation in

9973 California, amicus curiae briefs in support of Mendez were submitted by the
9974 American Civil Liberties Union, the National Lawyers Guild, the Japanese
9975 American Citizens League, the American Jewish Congress, and the National
9976 Association for the Advancement of Colored People.
9977  When his Japanese American friends were incarcerated during World War II,
9978 Mexican American high school student Ralph Lazo entered the camps with them.
9979  Black Civil Rights leaders provided critical support for the Asian American civil
9980 rights movement after the killing of Vincent Chin.
9981  Cesar Chavez and Dolores Huerta are perhaps the best-known names
9982 associated with The United Farmworkers movement, but Larry Itliong and Nagi
9983 Daifullah mobilized participation from Filipino and Arab-American communities,
9984 respectively, which contributed to the impact for a common goal.
9985  As the genocide in Darfur became visible globally, Armenians were one of the
9986 groups particularly vocal in advocating for action.
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9987  In 2017, as talk increased about a “Muslim ban,” many Japanese Americans
9988 mobilized to actively oppose it and increase education on civil rights.
9989Social movements present a complicated history, with spaces of more singular

9990advocacy living side-by-side with collaboration. These examples are not intended to
9991replace the presence and importance of civil rights movements dedicated to single
9992groups. However, as we move forward as a diverse state, these examples can provide
9993models for how to work together for change that benefits all. Such interethnic
9994collaboration towards a shared purpose is, after all, crucial to strengthening democracy
9995in the United States.
9996These lessons support educators in differentiating their instruction in order to reflect the
9997diversity of Californians, and the diversity of their own classrooms. When integrating
9998these lessons, students from all backgrounds have the opportunity to recognize their
9999role as agents of change.
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10000Sample Lesson 29: The Sikh-American Community in California
10003 Ethnic Studies Values and Principles Alignment: 1, 2, 3
10005HSS Framework alignment
10006 ● Chapter 7: Grade 4, California: A Changing State
10007 ● Chapter 11: Grade 7, World History and Geography: Medieval and Early
10008 Modern Times
10009 ● Chapter 12: Grade 8, United States History and Geography: Growth and
10010 Conflict

10012This lesson introduces students to the history of Sikh immigration to the United States
10013West Coast, patterns of settlement, and how the Sikh community has responded to the
10014challenges and opportunities they have encountered in California over time. This
10015lesson plan can be used at any time immigration is being discussed but is designed to
10016explore the history of Sikh contributions to California.
10017Key Terms and Concepts: assimilation, integration, stereotype, identity, racism,

10018religion, culture, migration, diaspora, farming, industry, economy
10020Students will be able to understand Sikh identity, Sikh migration to California, and Sikh
10021contributions to California’s history through articles and videos.
10022They will have opportunities to address essential and compelling questions through
10023tasks such as creating lists, graphics, writing paragraphs, and conducting arguments
10024with evidence from featured historical and contemporary sources.
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10026 1. What is Sikhism?
10027 2. How did Sikhs immigrate to California?
10028 3. How did Sikhs shape Californian history?
10030This lesson has been structured into three parts to address the three essential
10031questions. It is expected to take 4–5 40-minute class periods but can be adapted as
10032necessary.
100331. What is Sikhism?
10034The first essential question has students understanding the fundamental beliefs and
10035practices of the Sikh religion. The formative performance task asks students to list the
10036important tenets of Sikhism using featured sources.
10037The featured sources for this question are two short video clips from CNN’s show
10038United Shades of America with W. Kamau Bell and an informational chapter about
10039Sikhism from the National Council for the Social Studies. Featured Source A
10040(https://vimeo.com/353626143/c26f27df57) is a video clip (4 minutes and 40 seconds)
10041featuring an introduction to Sikhism. Featured Source B
10042(https://vimeo.com/353627296/95fa5d6961) is also a video clip (3 minutes and
100438 seconds) on the Sikh turban. Featured Source C
10044(https://www.sikhcoalition.org/resources/national-council-social-studies-chapter-
10045teaching-sikhism/) is a short chapter about Sikhism from the National Council for the
10046Social Studies bulletin, Teaching About Religion in the Social Studies Classroom.
10047Formative Performance Task: Make a list of the important tenets of Sikhism.
100482. How did Sikhs immigrate to California?
10049For this question, students create a graphic that shows how Sikhs immigrated to
10050America noting the contextual factors that impacted the community using featured
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10051sources.
10052Featured Source A (https://vimeo.com/353627855/cfddb57f00) is another short video

10053segment from CNN’s United Shades of America with W. Kamau Bell. The clip
10054discusses farming and Sikh immigration to the United States. Featured Source B
10055(http://www.sikhcoalition.org/wp-content/uploads/2020/03/CA-Essential-Question-2-
10056SourceB.pdf) is a world map of Punjab, India, illustrating the route Sikhs took to the
10057United States. Featured Source C (https://www.sikhcoalition.org/wp-
10058content/uploads/2020/11/punjabi-sikh-mexican-american-community-history.pdf) is a
10059newspaper article from The Washington Post by Benjamin Gottlieb (2012) entitled,
10060Punjabi Sikh-Mexican American community fading into history. Featured Source D
10062SourceD.pdf) is a speech by Bruce La Brack (2011) entitled, A Century of Sikhs in
10063California.
10064Formative Performance Task: Create a graphic that shows how Sikhs immigrated to
10065California noting the contextual factors that impacted the community.
100663. How did Sikhs shape Californian history?
10067This question asks students to write a paragraph about one of the featured case
10068studies focusing on how that example shaped an aspect of American history.
10069Featured Sources A–C are case studies on the following: Dr. Narinder Singh Kapany
10070(https://thepositiveindian.wordpress.com/2015/04/16/dr-narinder-kapany-the-man-who-
10071bent-light/), Dalip Singh Saund (http://www.sikhcoalition.org/wp-
10072content/uploads/2020/03/CA-Essential-Question-3-SourceB.pdf), and the AB1964
10073policy (https://hyphenmagazine.com/blog/2012/08/what-unity-looks-ab-1964) .
10074Together, these sources focus on three unique and compelling stories of how the Sikh
10075community has shaped American history.
10076Formative Performance Task: Write a paragraph about one of the case studies and
10077how that example shaped an aspect of Californian history.
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10078Summative performance task:
10079Argument
10080How have Sikh Americans responded to the challenges and opportunities in California?
10081Construct an argument (e.g., detailed outline, poster, essay) that discusses this
10082compelling question using specific claims and relevant evidence from the historical and
10083contemporary sources.
10084Taking informed action
10085 ● Assessment: Examine how CNN’s United Shades of America show on

10086 the Sikh community in Northern California’s attempts to raise awareness
10087 about Sikhism.
10088 ● Application: Discuss how using popular media and pop culture may shape
10089 attitudes towards Sikhs.
10090 ● Action and Reflection: Determine how you might help the Sikh community
10091 with their campaign.
10092Assessment, Application, Action and Reflection:

10093Integrated into lesson plan and summative performance task.

10095Sources for Essential Question 1: Source A: Video, United Shades of America, W.
10096Kamau Bell, Introduction to Sikhism segment
10097(https://vimeo.com/353626143/c26f27df57); Source B: Video, United Shades of
10098America, W. Kamau Bell, Sikh turban segment
10099(https://vimeo.com/353627296/95fa5d6961); Source C: Chapter about Sikhism
10100(https://www.sikhcoalition.org/resources/national-council-social-studies-chapter-
10101teaching-sikhism/) from NCSS publication.
10102Sources for Essential Question 2: Source A: Video, United Shades of America, W.

10103Kamau Bell, Farming and immigration segment
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10104(https://vimeo.com/353627855/cfddb57f00); Source B: World Map of the Punjab and
10105route to United States (http://www.sikhcoalition.org/wp-content/uploads/2020/03/CA-
10106Essential-Question-2-SourceB.pdf); Source C: Article, Punjabi Sikh-Mexican American
10107community fading into history (https://www.sikhcoalition.org/wp-
10108content/uploads/2020/11/punjabi-sikh-mexican-american-community-history.pdf)
10109(2012) by Benjamin Gottlieb; Source D: Speech, A Century of Sikhs in California
10111SourceD.pdf) (2011) by Bruce La Brack.
10112Sources for Essential Question 3: Source A: Case Study, Dr. Narinder Singh Kapany
10113(https://thepositiveindian.wordpress.com/2015/04/16/dr-narinder-kapany-the-man-who-
10114bent-light/); Source B: Case Study, Dalip Singh Saund
10116SourceB.pdf); Source C: Case Study, AB1964 policy
10117(https://hyphenmagazine.com/blog/2012/08/what-unity-looks-ab-1964).
10118
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10119Sample Lesson 30: Antisemitism and Jewish Middle Eastern-Americans
10120Theme: Identity
10126CCSS ELA/Literacy: W.9–10.7 10.4; CCSS ELA/Literacy: W.11–12.7; CCSS

10127ELA/Literacy: W.11–12.8; CCSS ELA/Literacy: W.11–12.9

10129This lesson introduces students to antisemitism and its manifestations through the lens
10130of Jewish Middle Eastern Americans, also known as Mizrahi and Sephardic Jews,
10131whose contemporary history is defined by recent struggles as targets of discrimination,
10132prejudice and hate crimes in the United States and globally. Students will analyze and
10133research narratives, primary, and secondary sources about Mizrahi Jews. The source
10134analysis contextualizes the experience of Jewish Middle Eastern Americans within the
10135larger framework of systems of power (economic, political, social).
10136Key Terms and Concepts: Mizrahi, antisemitism, indigeneity, ethnicity, prejudice,

10137refugees, diaspora, immigration, intersectionality
10138Lesson Objectives (Students will be able to...):

10139 1. develop an understanding of Jewish Middle Eastern Americans (who are also
10140 referred to as Arab Jews, Mizrahi Jews, Sephardic Jews, and Persian Jews) and
10141 differentiate the various identities, nationalities, and subethnicities that make up
10142 the Jewish American community;
10143 2. develop an understanding of contemporary antisemitism and identify how the

10144 Jewish Middle Eastern American community today is impacted by prejudice and
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10145 discrimination against them, as intersectional refugees, immigrants, and
10146 racialized Jewish Americans; and
10147 3. students will construct a visual, written, and oral summary of antisemitism in the
10148 United States using multiple written and digital texts.
10150  Who are Jewish Americans? Who are Jews of Middle Eastern descent?
10151  What is antisemitism? What are the manifestations of antisemitism as

10152 experienced by intersectional, Jewish Middle Eastern Americans?
10153  What new possibilities can students imagine and actions can they take to
10154 address antisemitism?
10156Day One: Antisemitism and Jewish Ethnic Diversity
10157Introduce the lesson by posting the words “Antisemitism” and “Jewish Americans” to
10158engage students in a discussion of who Jewish Americans are and about the
10159discrimination that they face.
10160 1. Begin by asking students what is antisemitism and who are Jewish Americans?
10161 Write their responses on the board under the columns of Antisemitism and
10162 Jewish Americans. After responses have been written on the board list the
10163 various subethnic groups under the Jewish American column such as
10164 Ashkenazi/Eastern European, Mizrahi & Sephardic/Middle Eastern and North
10165 African, Iranian/Persian, Israeli, Ethiopian, Russian, and Latinx.
10166 2. Tell students “that following expulsions by the Babylonians in 586 BCE and the
10167 Romans in 70 CE from the land of Israel, many indigenous Jews established new
10168 homes in the Middle East and beyond forming the Jewish diaspora. In a Jewish
10169 historical context, the term diaspora refers to Jews living outside of Israel. More
10170 broadly, the term diaspora refers to ethnic or religious populations that are
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10171 dispersed from modern-day Israel. Today, Jews are a racially and ethnically
10172 diverse group that continues to face antisemitism in the United States and in
10173 countries around the world.
10174 Tell the students that today “they are going to delve deeper into the experience of
10175 discrimination, hate, and violence against Jewish Middle Eastern Americans at
10176 present while imagining a response to it. Explain to students that since the
10177 1940s, one-million Jewish refugees from the Middle East, who are also known as
10178 Mizrahi and Sephardic Jews, fled antisemitic persecution to countries around the
10179 world.
10180 Today, the US has a population of an estimated 900,000 Jews who descend
10181 from Mizrahi and Sephardic Jewish refugees from the Middle East including an
10182 estimated 250,000 – 300,000 in California. Individuals in these communities have
10183 intersectional identities as a result of experiencing prejudice and discrimination
10184 as Jewish Americans, as Middle Eastern refugees and immigrants, and some as
10185 people of color.”
10186 Today and for homework, the students will explore primary and secondary
10187 sources to understand antisemitism as it is experienced by Jewish Middle
10188 Eastern Americans in the US.
10189 3. Provide Handout A and read it together.
10190 4. Distribute Handout B to each student in groups of six. These graphic organizers
10191 have hyperlinks for all the sources but students will need to take notes in a
10192 notebook. If computers are available, students can use them to read material and
10193 watch videos. Within groups, students can work in elbow pairs to complete one
10194 or two sources on the graphic organizer.
10195 5. Explain the columns of the graphic organizer and provide a small amount of
10196 context for the sources (e.g., highlighting primary or secondary sources,
10197 identifying narratives, and including a review of secondary sources like credible
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10198 news articles, scholarly research, interviews, statistics, informational videos,
10199 etc.).
10200 6. Provide students with class time to work on the assignment. They should also
10201 work on the assignment as homework.
10202 a. For individual student assessments, each student is required to hand in

10203 their graphic organizer notes in the form of an essay.
10204 7. As follow up, teachers should facilitate a discussion about antisemitism

10205 experienced by Jewish Middle Eastern Americans utilizing the following
10206 questions:
10207 a. How have the intersectional identities of Jewish Middle Eastern Americans
10208 resulted in multiple experiences of discrimination? How have other ethnic
10209 groups experienced similar forms of discrimination?
10210 b. What is the effect of hateful images and speech? Do images and words
10211 reflect existing attitudes or create them?
10212 c. How is antisemitism similar to or different from other forms of group

10213 hatred?
10214 d. What can we do to make a difference?

10216 1. Students will conduct research on antisemitism (past and present) of Mizrahi
10217 Jews in the United States through primary and secondary sources.
10218 2. Students will write a five-paragraph essay detailing the impacts of antisemitism
10219 and linking them to past and present events. Students are encouraged to
10220 imagine new possibilities to combat antisemitism by developing potential
10221 responses to it.
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10223Day One:
10224HANDOUT A––Definition of antisemitism
10225HANDOUT B––Graphic Organizer (note all sources are also hyperlinked)
10226  Naar, Devin. “The Myth of Jewish Immigration.” Jewish in Seattle Magazine, 29
10227 Aug. 2018 https://mag.jewishinseattle.org/community/2018/08/the-myth-of-
10228 jewish-immigration
10229  Samuel, Sigal. “For Sephardic and Mizrahi Jews, Whiteness Was a Fragile
10230 Identity Long Before Trump.” Forward, 6 Dec. 2016
10231 https://forward.com/opinion/356271/for-sephardic-and-mizrahi-jews-whiteness-
10232 was-a-fragile-identity-long-before/
10233  Melamed, Karmel. “We survived Khomeini, we’ll survive this attack on Nessah.”
10234 The Times of Israel, 16 Dec. 2019. https://blogs.timesofisrael.com/we-survived-
10235 khomeini-well-survive-this-attack-on-nessah-synagogue/
10236  Ellis, Emma Grey. “The Internet Protocols of the Elders of Zion.” Wired, 12 Mar.
10237 2017 https://www.wired.com/2017/03/internet-protocols-elders-zion/
10238  Facing History and Ourselves, Antisemitism on UC College Campuses

10239 https://www.facinghistory.org/standing-up-hatred-intolerance/antisemitism-us-
10240 campuses
10241  Los Angeles County Commission on Human Rights, 2018 Hate Crime Report,
10242 https://hrc.lacounty.gov/wp-content/uploads/2019/09/2018-Hate-Crime-
10243 Report.pdf. Please note that this resource contains explicit language that will
10244 need to be redacted or contextualized for students.
10245Videos Options to Screen
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10246  CNN, Has antisemitism returned with a vengeance?
10247 https://www.youtube.com/watch?v=jJQ3x9YDiYE
10248Podcast
10249  UCLA, Then and Now. Are Jews White? A Conversation on Race, Erasure, and
10250 Sephardic History with Devin Naar
10251 https://www.buzzsprout.com/952522/5280526-are-jews-white-a-conversation-on-
10252 race-erasure-and-sephardic-history-with-devin-naar
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10253HANDOUT A: Defining Antisemitism
10254History: Antisemitism as a form of racism
10255In the late 1800s, many European and American scientists continued to divide
10256humankind into smaller and smaller “races.” One of these was the “Semitic race,” which
10257they used to categorize Jews. The term antisemitism was coined by German Wilhelm
10258Marr, who published a pamphlet in 1878 titled “The Victory of Judaism over
10259Germandom.” Filled with lies and myths about Jews, Marr’s pamphlet argued that Jews
10260were more than a distinct “race.” They were dangerous and alien, intent on maliciously
10261destroying German society.
10262Historian Deborah Dwork explains that, “The move from anti-Judaism—against the
10263religion—to antisemitism with this notion of ‘race’ was only possible when Europeans
10264conceived of the idea of race. And once they had conceived of the idea of race in the
1026519th century, Wilhelm Marr had the notion that Jews constituted a ‘race.’ And thus,
10266antisemitism can be seen as a form of racism.” https://www.facinghistory.org/resource-
10267library/teaching-holocaust-and-human-behavior/roots-and-impact-antisemitis
10268Modern Definitions of Antisemitism
10269According to the Anti-Defamation League (ADL), the world’s leading organization

10270committed to stopping the defamation of the Jewish people antisemitism is, “The belief
10271or behavior hostile toward Jews just because they are Jewish. It may take the form of
10272religious teachings that proclaim the inferiority of Jews, for instance, or political efforts
10273to isolate, oppress, or otherwise injure them. It may also include prejudiced or
10274stereotyped views about Jews.”
10275According to the International Holocaust Remembrance Alliance (IHRA), the only

10276intergovernmental organization mandated to focus solely on Holocaust-related issues,
10277“Antisemitism is a certain perception of Jews, which may be expressed as hatred
10278toward Jews. Rhetorical and physical manifestations of antisemitism are directed
10279toward Jewish or non-Jewish individuals and/or their property, toward Jewish
10280community institutions and religious facilities.”
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10281HANDOUT B: Graphic Organizer
10282Use the graphic organizer below to gather pertinent information from the articles. Each
10283student is required to take notes and write a five-paragraph essay. Your essay could
10284provide information on the historical background, factors that led to antisemitism, impact
10285of antisemitism, and what resolutions/responses have been or could be created to
10286combat 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://mag.jewishinseattle. [fill in] [fill in] [fill in] [fill in] [fill in]
org/community/2018/08/th
e-myth-of-jewish-
immigration
https://forward.com/opinion [fill in] [fill in] [fill in] [fill in] [fill in]
/356271/for-sephardic-and-
mizrahi-jews-whiteness-was-
a-fragile-identity-long-
before/
https://blogs.timesofisrael.c [fill in] [fill in] [fill in] [fill in] [fill in]
om/we-survived-khomeini-
well-survive-this-attack-on-
nessah-synagogue/
https://www.wired.com/201 [fill in] [fill in] [fill in] [fill in] [fill in]
7/03/internet-protocols-
elders-zion/
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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.facinghistory [fill in] [fill in] [fill in] [fill in] [fill in]
.org/standing-up-hatred-
intolerance/antisemitism-
us-campuses
2018 LA Hate Crimes (Read [fill in] [fill in] [fill in] [fill in] [fill in]
pages 34–37)
10287
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10288Sample Lesson 31: Jewish Americans: Identity, Intersectionality, and
10289Complicating Ideas of Race
10294CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 2, 4; Historical
10295Research, Evidence, and Point of View 2, 4; Historical Interpretation 1, 2, 3
10296CA CCSS for ELA/Literacy: RH.9–10. 1, 2, 3, 4, 6, 9, 10; WHST.9–10. 2, 4, 7; SL.9–

1029710.1, 2, 3, 4
10298CA ELD Standards: ELD.PI.9–10. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12

10300This lesson examines the diversity of the Jewish American community and what unites
10301it. Learning about Jewish diversity illustrates the concept of intersectionality, the idea
10302that people have different overlapping identities (visible and invisible) and that the
10303unique combination of identities shape individuals’ experiences. While individual identity
10304is personal, Jewish Americans are connected through ties of history, culture, language,
10305religion, ancestry, celebrations, communal and familial traditions, common values, and a
10306sense of a common ethnic peoplehood.
10307By examining perceptions of Jews, the lesson will address how conceptions of race and
10308labels change over time and place (racial formation), adding another lens to the study of
10309race. The lesson explains some of the challenging experiences of Jewish Americans,
10310including: prejudice, discrimination, antisemitism, racialization, hate crimes, Holocaust
10311denial, and targeting by white supremacists. Jews have also experienced acculturation
10312and assimilation, with associated benefits and losses.
10313Jewish Americans’ many positive experiences include cultural retention through

10314celebration of Jewish traditions, strong communities and sense of belonging, and
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10315contributions to many spheres of life. Jewish tradition and communal experiences of
10316persecution and the Holocaust have led to a widespread commitment among Jews to
10317pursue justice and equity for all people, and a vigilance against rising antisemitism.
10318Jews are a distinct ethnic group connected by rich traditions, thousands of years of
10319history, ancestry, language, and religion.
10320Key Terms and Concepts: antisemitism, white supremacy, conditional whiteness,

10321identity, intersectionality, racial formation, racialization, Jews of color, Mizrachi,
10322Sephardi, Ashkenazi

10324 1. explain how identities are composed of visible and invisible attributes, and are
10325 intersectional and multifaceted;
10326 2. learn about diversity within the Jewish American ethnic community;
10327 3. understand the varied intersectional identities of Jewish Americans and how
10328 Jews see themselves; and
10329 4. identify the range of Jewish American experiences in relation to race and racial
10330 hierarchies over time, and how Jews are seen by others.
10332 1. How do visible and invisible components make up each person’s unique
10333 identity?
10334 2. How does the concept of intersectionality help us understand Jewish American
10335 experiences?
10336 3. How do conceptions of race change over time and place? What is racialization?
10337 4. How does the diversity of Jewish Americans deepen our understanding of the
10338 concepts of race and ethnicity?
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10340Diversity of Jewish Americans: Identity and Intersectionality
10341 1. Iceberg of Identity Activity for Students - Only a small part of an iceberg is
10342 visible above the waterline, while most of the iceberg’s mass lies below the
10343 waterline and is invisible. Share an image of an iceberg, or a blank copy of the
10344 iceberg of identity worksheet. Tell students that some parts of identity are visible
10345 to others, while other parts of identity are invisible to others.
10346 Distribute two blank copies of the Iceberg of Identity worksheet handout.
10347 Using one blank copy of the Iceberg of Identity worksheet, ask students to write
10348 in categories of identity that are:
10349  usually visible to others above the water line, in the top third.
10350  sometimes visible, and sometimes invisible close to the waterline.
10351  usually invisible to others in the bottom third of the iceberg.
10352 Teachers may give the option to add examples of these categories, either about
10353 a hypothetical student or about themselves. Emphasize this is optional, and there
10354 is no need to disclose private information unless they are comfortable sharing.
10355 Refer students to the Iceberg of Identity Categories list below. Suggest they add
10356 at least three visible and three invisible examples from these categories to the
10357 first Iceberg of Identity worksheet:
10358 a. Gender
10359 b. Race
10360 c. Ethnic appearance
10361 d. Visible religious signs (head coverings, kippah, yarmulke, hijab, turban;
10362 tzitzit (Jewish ritual fringes); cross, kirpan, Star of David, other)
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10363 e. Age (child, middle schooler, teen, young adult, middle age, elderly, etc.)
10364 f. Body type
10365 g. Ability/Disability
10366 h. Sexuality
10367 i. Clothing (casual, formal, brands, ethnic clothing)
10368 j. Language(s) (accent, second language, regional dialect, formality of

10369 speech)
10370 k. Religion/ level of religious practice/ spirituality/ philosophy
10371 l. Family’s national origin/ immigrant/ refugee/ forced migration
10372 m. Nationality/ citizenship
10373 n. Violence, trauma, or Intergenerational trauma
10374 o. Activity, passion, or a job that’s an important part of identity
10375 p. Other cultural or group or family aspect of identity
10376 2. Explain the concept of intersectionality. Intersectionality is the idea that people
10377 have different overlapping identities and that the unique combination of identities
10378 shape individuals’ experiences and how a person is perceived and treated by
10379 others.
10380 3. Give students the second blank Ice Iceberg of Identity worksheet and ask them
10381 to note down as many aspects of identity of the speaker in the video as they can
10382 as they watch it.
10383 4. Watch one or two short videos:
10384 a. “Diverse Jewish Voices: Jonah,” Jonah Tobin, Be'chol Lashon, 4/17/2019.
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10385 (3:08): https://www.youtube.com/watch?
10386 v=YXT4EvGcoUg&feature=youtu.be This is a three-minute video about a
10387 13-year-old African American Jewish teen on his bar mitzvah and Jewish
10388 community.
10389 b. Michael J. Twitty, “Kosher/Soul Black-Jewish Identity Cooking,”

10390 11/10/2016, Green World, Elon University, minutes 00:59 to 4:23.
10391 https://www.youtube.com/embed/_iUQcouIXk8?
10392 start=59&end=263&controls=0 This is a three-minute excerpt from a one-
10393 hour video of Jewish African American food historian Michael Twitty,
10394 author of The Cooking Gene, on his intersectional identity, being a Jewish
10395 gay African American, and about Jews of color. It’s an excerpt from a
10396 video on Jewish and African American food and identity.
10397 5. To conclude the Iceberg activities above, ask the class to share their thoughts on
10398 how visible and invisible identities shape personal and communal identity.
10399 6. Ask students to read the Fact Sheet on Jewish American Diversity.
10400 7. Ask students the following questions:
10401 a. In what ways is the Jewish American community diverse? (race and
10402 physical appearance, language, food and cultural traditions, religious
10403 observance, origins, ethnic subgroup, etc.)
10404 b. What bonds all Jewish Americans together despite other cultural, racial, or
10405 ethnic differences? (shared Jewish history, values, sacred texts, religious
10406 rituals, traditions, celebrations, culture, ancestry, sense of peoplehood,
10407 etc.)
10408 8. Divide students into small groups and assign each group to read two to three
10409 brief excerpts from I Am Jewish: Personal Reflections Inspired by the Last
10410 Words of Daniel Pearl.
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10411 9. Questions for students on the excerpts on personal and communal identity:
10412 a. Ask students to highlight or underline one key sentence or phrase for each
10413 excerpt to share with the class.
10414 b. What elements of their identity does the author stress? (culture, family,
10415 ancestry, history, religion, social justice, community, etc.)
10416 c. Why do Jewish Americans not fit neatly into racial and religious
10417 categories?
10418 d. Ask students to share one word that jumps out on what being Jewish
10419 means to the writers, and the teacher will compile them in a shared visual
10420 medium.
10421Jewish Americans and Complicating Ideas of Race
10422 10. The teacher leads a read aloud of the Fact Sheet on Jewish Americans and
10423 Complicating Ideas of Race, including Key Word Definitions on racialization,
10424 conditional whiteness, racial formation, antisemitism, and white supremacy.
10425 11. Questions for students:
10426 a. What is racialization? What is racial formation? What is a racial hierarchy?
10427 b. When and how have Jews been racialized as non-white?
10428 c. What is conditional whiteness?
10429 d. When, how, and which Jews have experienced conditional whiteness?
10430 What benefits and losses might people experience when whiteness is
10431 conditional?
10432 e. Why do people acculturate or assimilate? What does a member of an

10433 ethnic group gain from assimilation? What does a member of an ethnic
10434 group lose from assimilation?
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10435 f. How did the Holocaust shift Jewish Americans' position in American
10436 society?
10437 g. Can you determine someone’s membership in a racial group based only
10438 on external appearance? Referring to the Fact Sheet or reflecting on your
10439 own knowledge of racial groups, what other factors go into racial identity?
10440 h. Based on what we have learned about changes in how Jews as a whole
10441 have been racially categorized, what conclusions can we draw about race
10442 as a social construct?

10444Have students reflect and answer the following questions to conclude the lesson:
10445 a. Ask students to choose one aspect of their own identity, and write a one
10446 paragraph reflection on why that aspect of their identity is important to them.
10447 Please complete: “I am (choose an aspect of identity) because …, and it is
10448 important to me because ….”
10449 b. In what ways is the Jewish American ethnic group diverse? What bonds Jews
10450 together across this diversity?
10451 c. What have we learned about the changeability of racial classifications and
10452 hierarchies? How does this complicate or help us understand race more broadly?

10454 ● Two copies of the Iceberg of Identity worksheet
10455 ● Video: “Diverse Jewish Voices: Jonah,” Jonah Tobin, Be'chol Lashon, 4/17/2019,
10456 (3:08): https://www.youtube.com/watch?v=YXT4EvGcoUg&feature=youtu.be
10457 ● Video: Michael J. Twitty, “Kosher/Soul Black-Jewish Identity Cooking,”

10458 11/10/2016, Green World, Elon University, minutes 00:59 to 4:23.
10459 https://www.youtube.com/embed/_iUQcouIXk8?start=59&end=263&controls=0
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10460 ● Fact Sheet on Jewish Americans and Complicating Ideas of Race
10461 ● Excerpts from I Am Jewish: Personal Reflections Inspired by the Last Words of
10462 Daniel Pearl. Edited by Ruth Pearl and Judea Pearl. Woodstock, VT: Jewish
10463 Lights Publishing, 2004.
10464 ● Fact Sheet on Jewish American Diversity and Complicating Ideas of Race
10465 • Key Word Definitions
10466Ethnic Studies Outcomes
10467Students will:
10468 1. Recognize intersectionality and understand how it is related to identity;

10469 understand how intersectionality is related to systemic discrimination racism,
10470 ethnic bigotry, discrimination, and marginalization. (Outcome 5)
10471 2. Develop a better understanding of other people, cultures, and ethnic groups.
10472 (Outcome 4)
10473 3. Further self-understanding by asking what ethnicity and heritage mean, and to
10474 what extent can identity change over time. (Outcome 3)
10475
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10476 Fact Sheet on Jewish American Diversity
10477● Jewish Americans have come to the United States from all over the world, and have
10478 brought a rich variety of different Jewish cultural traditions with them.
10479● The Jewish people originated about 3,000 years ago in Southwest Asia, in the land
10480 of Israel.
10481● Jews do not fit neatly into predefined categories and meet the criteria for being both
10482 a religious group and an ethnic group.
10483● Jews are a distinct ethnic group connected by rich traditions, thousands of years of
10484 history, ancestry, language, and religion. Jewish American ethnic identity may be
10485 expressed through food, language, holidays, celebrations, expressions of
10486 peoplehood, remembrances of historical and ancestral experiences, connections to
10487 the land of Israel, a commitment to social justice, and cultural elements such as
10488 music, literature, art, philosophy that are also part of Jewish life.
10489● There are several major Jewish ethnic subgroups:
10490 ○ Mizrachi Jews are racially diverse Arabic- and Farsi-speaking Jews indigenous to
10491 the Middle East and North Africa for over 2,500 years.
10492 ○ Sephardic Jews are originally Judeo-Spanish or Ladino-speaking Jews expelled

10493 from Spain and Portugal to North Africa and the Ottoman Empire beginning with
10494 Spain’s expulsion in 1492.
10495 ○ Ethiopian Jews are Amharic-speaking Jews originally from Ethiopia.
10496 ○ Ashkenazi Jews are or were Yiddish-speaking Eastern and Central European
10497 Jews.
10498● Major languages and literature of Jewish expression include English, Hebrew,
10499 Arabic, Yiddish, Ladino, and Farsi. Hebrew, the language of Jewish scripture, is
10500 often a lingua franca that has united different Jewish ethnic subgroups. The physical
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10501 appearance of Jewish Americans is very diverse, and can skin color can range from
10502 light skinned to dark skinned, and includes Middle Eastern Jews, African American
10503 Jews, Asian American Jews, Latino/a/x Jews, and Native American Jews. Jewish
10504 families include multiracial households and there are diverse appearances both
10505 within families and within communities.
10506● The majority of Jewish Americans emigrated from Eastern Europe, and while their
10507 racial appearance often reflects this, there is a range of physical appearances,
10508 reflecting the movement of Jews over time and place.
10509● For many Jews with light skin, Jewish identity is primary, but they may be viewed as
10510 white by others. Therefore, Jews often experience a divergence between internal
10511 identity and external classification.
10512● Other Jewish Americans or their families emigrated from the Middle East (Iran, Iraq,
10513 Israel, Lebanon, Syria, Turkey, Yemen), North Africa (Egypt, Libya, Tunisia, Algeria,
10514 Morocco), East Africa (Ethiopia), Central Asia (Bukharan Jews from Uzbekistan and
10515 Tajikistan) and are of Mizrachi and Sephardic heritage.
10516● American Judaism has a range of religious denominations, including Reform,

10517 Reconstructionist, Conservative, and Orthodox, with a range of observances and
10518 practices. At the same time, Jews are united by shared sacred texts, like the Torah,
10519 by celebrations, traditions, and a feeling of connection to other Jews around the
10520 world.
10521● American Jews have a wide range of opinions and beliefs about what it means to be
10522 Jewish and how Jewish identity is defined.
10523● Across Jewish denominations, ancestry marks a person as Jewish regardless of the
10524 individual’s personal level of religious observance. Traditionally, a person was
10525 considered Jewish if born to a Jewish mother. Reform Jews among others consider
10526 a person with a Jewish father to also be Jewish.
10527● Jews consider a person who converts to Judaism, without Jewish ancestry, to be as
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10528 Jewish as any other Jew.
10529● Jews are part of the Jewish American community by birth, adoption, marriage, and
10530 by throwing their lot in with the Jewish people through conversion, or being part of a
10531 Jewish family.
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10532 Reflections on Jewish American Identity
10533Excerpts from I Am Jewish: Personal Reflections Inspired by the Last Words of Daniel
10534Pearl. Edited by Ruth Pearl and Judea Pearl. Woodstock, VT: Jewish Lights Publishing,
105352004. Daniel Pearl’s parents asked a diverse range of Jews to reflect on what being
10536Jewish means to them in memory of Pearl, an American journalist for the Wall Street
10537Journal, raised in California, murdered in Pakistan by terrorists for being Jewish soon
10538after 9/11. Pearl’s last words were: “My father is Jewish, my mother is Jewish, I am
10539Jewish.”
105401. Rabbi Angela Warnick Buchdahl is an Asian American Rabbi ordained by Hebrew
10541Union College. She spent her college summers working as head song leader at Camp
10542Swig, a Reform Jewish camp in Saratoga, California.
10543“My father is a Jew and my mother is a Korean Buddhist. As the child of a mother who
10544carried her own distinct ethnic and cultural traditions—and wore them on her face—I
10545internalized the belief that I can never be “fully Jewish" because I could never be
10546“purely" Jewish. My daily reminders included strangers’ comments “Funny you don't
10547look Jewish”), other Jews’ challenges to my halakhic [Jewish law] status, and every look
10548in the mirror.
10549Jewish identity is not solely a religious identification, but also a cultural and ethnic
10550marker. While we have been a “mixed multitude” since Biblical times, over the centuries
10551the idea of a Jewish race became popularized. After all, Jews have their own language,
10552foods, even genetic diseases. But what does the Jewish “race” mean to you if you are
10553Black and Jewish? Or Arab and Jewish? Or even German and Jewish, for that matter?
10554How should Jewish identity be understood, given that Am Yisrael [people of Israel]
10555reflects the faces of so many nations?
10556Years ago... I called my mother to declare that I no longer wanted to be Jewish. I did not
10557look Jewish. I did not carry a Jewish name, and I no longer wanted the heavy burden of
10558having to explain and prove myself every time I entered a new Jewish community. My
10559Buddhist mother's response was profoundly simple: “Is that possible?” At that moment I
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10560realized I could no sooner stop being a Jew than I can stop being Korean, or female, or
10561me. Judaism might not be my “race” but it is an internal identification as indestructible
10562as my DNA.
10563Jewish identity remains a complicated and controversial issue in the Jewish community.
10564Ultimately, Judaism cannot be about race, but must be a way of walking in this world
10565that transcends racial lines. Only then will the “mixed multitude” truly be Am Yisrael.”
10566(pages 19-20)
105672. Naim Dangoor was a leader of Iraqi Jewry outside Iraq.
10568“When I was a young boy a teacher at school asked me, “Why are you a Jew?” I,
10569with all the practicality of youth replied, because I was born one!”
10570There is, however, something in this sentiment that rings truer than one might think
10571Judaism is a birthright, a glorious gift from one's forefathers of faith, culture, and
10572heritage.
10573For me, it is this: my strong Babylonian heritage, the heritage that Daniel Pearl also
10574shared, his mother having been born in Baghdad, that makes me so proud to be a Jew.
10575Babylonia was one of the main birthplaces of the Jewish people, from where Abraham
10576emerged as a founder, and later from where the Babylonian Talmud, forming the
10577framework for Rabbinic Judaism, was created. Its glorious Jewish intellectual eminence
10578fanned out across the known world for more than a thousand years. Currently the
10579descendants of this tradition are spread throughout the globe.” (pages 97–98)
105803. Julius Lester was an African American civil rights activist, writer, and professor at
10581 the University of Massachusetts, Amherst.
10582“It is the particular responsibility of the Jew to suffuse history with holiness. This is not
10583something that, done once, is done for all time. It must be done every day, for every
10584day a Jew must choose anew the responsibility of holiness.
10585To be holy is to be apart from, the Torah teaches us. We must be apart to possess
10586our unique identity as a people. We must be apart to offer the world those aspects of
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10587the holy which God put into our keeping.
10588There is a paradox: The world needs us to be apart as Jews, though it may be loath to
10589acknowledge it. It does not need us to be just another ethnic group. It does not need us
10590to dissolve our particularity into an undifferentiated and colorless mass.
10591The world needs us to assume the difficult task of living as Jews and to do as Jews
10592have sought to do through the ages past — merge past and present and future into
10593a Holy Now.
10594We do this by becoming a continuous bracha [blessing] — a blessing of joy that refuses
10595to be suppressed or destroyed despite what others have said and done, despite what
10596others say and do. To be a Jew is to be a bracha of laughter expressing our surprise,
10597delight, and wonder in creation and our place in it as Jews. We are called to be a
10598bracha of unending love because to be a Jew is to be in love — with a God, a people,
10599and a land. To be a Jew is to live that love —boldly, defiantly, joyously —to become
10600that love and live with the fluidity of a melody understood in the silence of the soul.
10601To be a Jew is to be a love song — to the God of our people — and to the world.”
10602(page 144)
106034. Norman Lear is a writer, producer, and social activist.
10604“I identify with everything in life as a Jew. The Jewish contribution over the centuries
10605to literature, art, science, theater, music, philosophy, the humanities, public policy, and
10606the field of philanthropy awes me and fills me with pride and inspiration. As to
10607Judaism, the religion: I love the congregation and find myself less interested in the
10608ritual. If that describes me to others as a “cultural Jew,” I have failed. My description,
10609as I feel it, would be: total Jew.” (page 34)
106105. Douglas Rushkoff is a writer, journalist, and professor of media studies.
10611“Jews are not a tribe but an amalgamation of tribes around a single premise that
10612human beings have a role. Judaism dared to make human beings responsible for this
10613realm. Instead of depending on the gods for food and protection, we decided to enact
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10614God, ourselves, and to depend on one another.
10615So out of the death cults of Mitzrayim [Egypt] came a repudiation of idolatry and a way
10616of living that celebrated life itself. To say “l’chaim [to life]” was new, revolutionary, even
10617naughty. It overturned sacred truths in favor of living sacred living.
10618…
10619It's important to me that those, who throughout our history, have attacked the Jews on
10620the basis of blood not be allowed to redefine our indescribable process or our
10621internally evolving civilization. We are attacked for our refusal to accept the
10622boundaries, yet sometimes we incorporate these very attacks into our thinking and
10623beliefs.
10624It was Pharaoh who first used the term Am Yisrael [People of Israel] in Torah, fearing a
10625people who might replicate like bugs and not support him in a war. It was the Spanish of
10626the Inquisition who invented the notion of Jewish blood, looking for a new reason to
10627murder those who had converted to Catholicism. It was Hitler, via Jung, who spread the
10628idea of a Jewish “genetic memory” capable of instilling an uncooperative nature in even
10629those with partial Jewish ancestry. And it was Danny Pearl’s killers who defined his
10630Judaism as a sin of birth.
10631I refuse these definitions.
10632Yes, our parents pass our Judaism on to us, but not through their race, blood, or genes
10633— it is through their teaching, their love, and their spirit. Judaism is not bestowed; it is
10634enacted. Judaism is not a boundary; it is the force that breaks down boundaries. And
10635Judaism is the refusal to let anyone tell us otherwise.” (pages 90–91)
106366. Senator Joe Lieberman is a former U.S. Senator from Connecticut from 1989 to
10637 2013, and a Vice-Presidential candidate in 2000.
10638“What does being Jewish mean to me to me? To me, being Jewish means having help
10639in answering life's most fundamental questions. How did I come to this place? And, now
10640that I am here, how should I live?
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10641My faith, which has anchored my life, begins with a joyful gratitude that there is a God
10642who created the universe and then, because He continued to care for what He created,
10643gave us laws and values to order and improve our lives. God also gave us a purpose
10644and a destiny —to do justice and to protect, indeed to perfect, the human community
10645and natural environment.
10646Being Jewish in America also means feeling a special love for this country, which has
10647provided such unprecedented freedom and opportunity to the millions who have come
10648and lived here. My parents raised me to believe that I did not have to mute my religious
10649faith or ethnic identity to be a good American, that, on the contrary, America invites all
10650its people to be what they are and believe what they wish....
10651Jews around the world and all who love freedom— the freedom to think, to speak, to
10652write, to question, to pray—will hold Daniel [Pearl] near to our hearts, and from his
10653courage we will draw internal light and strength.” (pages 107-108)
106547. Senator Dianne Feinstein is the senior US Senator from California since 1992.
10655“I was born during the Holocaust. If I had lived in Russia or Poland — the birthplaces of
10656my grandparents — I probably would not be alive today, and I certainly wouldn't have
10657had the opportunities afforded to me here. When I think of the six million people who
10658were murdered, and the horrors that can take hold of a society, it reinforces my
10659commitment to social justice and progress, principles that have always been central to
10660Jewish history and tradition.
10661For those of us who hold elected office, governing in this complex country can often be
10662difficult. My experience is that bigotry and prejudice in diverse societies ultimately
10663leads to some form of violence, and we must be constantly vigilant against this. Our
10664Jewish culture is one that values tolerance with an enduring spirit of democracy. If I've
10665learned anything from the past and from my heritage, it's that it takes all of us who
10666cherish beauty and humankind to be mindful and respectful of one another. Every day
10667we’re called upon to put aside our animosities, to search together for common ground,
10668and to settle differences before they fester and become problems.
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10669Despite terrible events, so deeply etched in their souls, Jews continue to be taught to
10670do their part in repairing the world. That is why I've dedicated my life to the pursuit of
10671justice; sought equality for the underdog; and fought for the rights of every person
10672regardless of their race, creed, color, sex, or sexual orientation, to live a safe, good
10673life. For me that's what it means to be a Jew, and every day I rededicate myself to that
10674ideal.” (pages 228–229)
106758. Rabbi Eric H. Yoffie is President Emeritus of the Union for Reform Judaism
10676who focuses on interfaith relations and social justice.
10677“I am Jewish. This means, above all else, that I was present at Sinai and that when the
10678Torah was given on that mountain, my DNA was to be found in the crowd…
10679A people is usually defined by race, origin, language, territorial or statehood, and none
10680of these categories is an obvious common denominator for the worldwide Jewish
10681people. Peoplehood is a puzzling concept for modern Jews, particularly the younger
10682ones, who often cannot understand what connects them to other Jews in Moscow,
10683Buenos Aires, and Tel Aviv. But I am convinced, to the depth of my being, that Jewish
10684destiny is a collective destiny… It is the covenant at Sinai that links all Jews, including
10685non-observant ones, in a bond of shared responsibility. And if we hope to strengthen
10686the unity and interdependence of the Jewish people, we will have to revive the religious
10687ideas on which these notions are based.” (pages 114–115)
106889. Justice Ruth Bader Ginsburg was a Justice of the U. S. Supreme Court from
106891993 to 2020 and advocate for women’s rights.
10690“I say who I am in certain visible signs. The command from Deuteronomy appears in
10691artworks, in Hebrew letters, on three walls and a table in my chambers. “Zedek, zedek,
10692tirdof,” Justice, Justice shalt thou pursue,” these artworks proclaim; they are ever-
10693present reminders to me what judges must do “that they may thrive.” There is also a
10694large silver mezuzah [Torah verses in a small case] on my door post…
10695I am a judge, born, raised, and proud of being a Jew. The demand for justice runs
10696through the entirety of Jewish history and Jewish tradition. I hope, in all the years I
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10697have the good fortune to serve on the bench of the Supreme Court of the United
10698States, I will have the strength and courage to remain steadfast in the service of that
10699demand.” (pages 201–202)
1070010. Kerri Strug is an Olympic Gold medalist in gymnastics.
10701“I have heard the same question over and over since I received my gold medal in
10702gymnastics on the Olympic Podium. “You’re Jewish?” people ask me in a surprised
10703tone. Perhaps it is my appearance or the stereotype that Jews and sports don't mix
10704that makes my Jewish heritage so unexpected. I think about the attributes that helped
10705me reach that podium: perseverance when faced with pain, years of patience and
10706hope in an uncertain future, and a belief and devotion to something greater than
10707myself. It makes it hard for me to believe that I did not look Jewish up there on the
10708podium. In my mind those are the attributes that have defined Jews throughout
10709history.” (page 98)
1071011. Sarah Rosenbaum is 15 years old from Southern California.
10711“When I say that I am Jewish, I am identifying myself as part of a tradition, connected to

10712our foremothers and fathers, and carrying on to the future a culture, a religion, a way of
10713life. I feel pride and am overwhelmed with joy when I declare that I am part of this
10714incredible people, our people Israel.” (page 54)
10715
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10716 Fact Sheet on Jewish Americans and Complicating Ideas of Race
10717● The first Jews to arrive in 1654 to what became the United States were Sephardic
10718 Portuguese Jews from Brazil, who fled the Portuguese expulsion and inquisition.
10719● In US immigration and naturalization law from 1898 to 1941, Jews were categorized
10720 as part of the “Hebrew race.” This racialization deemed Jews as non-white.
10721● A large wave of Jewish immigrants came to the US from Eastern Europe between
10722 1880 and 1924. White supremacist prejudice against Jews and Catholics from
10723 Eastern and Southern Europe motivated the passing of the Johnson-Reed
10724 Immigration Act of 1924, greatly restricting Jewish immigration through 1965.
10725● In addition to targeting African Americans, the white supremacist racism of the Ku
10726 Klux Klan (KKK) deemed Jews as non-white, a separate and lesser race that was a
10727 threat to American “racial purity,” and targeted Jews, such as with exclusionary
10728 immigration legislation and intimidation in large marches on Washington, D.C.
10729● For the first half of the twentieth century, Jews were usually not considered white in
10730 the US racial formation.
10731● From the 1880s, through the 1960s, antisemitic employment discrimination with
10732 overt and covert “no Jews allowed” notices often led Jews to enter new industries
10733 with less discrimination. Housing covenants prohibited Jews or “Hebrews” from
10734 purchasing houses in many areas. Elite universities also had quotas, limiting the
10735 number of Jews who could attend them until the early 1960s.
10736● In the 1920s and 1930s, anti-Jewish conspiracy theories (later used in Nazi
10737 propaganda) were openly distributed in the US, for example by Henry Ford’s
10738 newspaper (The Dearborn Independent) and Father Edward Coughlin’s radio show.
10739● Drawing upon white supremacist ideas about Jews and pseudoscientific eugenics
10740 “theories,” Nazi racial theories deemed Jews a separate non-white race
10741 (racialization), and the lowest race in their racial hierarchy, leading to the genocide
10742 of the Holocaust.
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10743● In the 1930s, growing anti-Jewish prejudice in the US led to the US government’s
10744 refusal of entry to Jewish refugees from Nazi Germany until 1944 after millions were
10745 already murdered.
10746● Jews often changed Jewish sounding names to avoid discrimination, to assimilate,
10747 or for reasons of internalized oppression. Starting with immigrants, and common with
10748 actors, this practice of name-changing continues to the present day.
10749● In the decades after the Holocaust, American attitudes toward Jews gradually
10750 changed, and overt anti-Jewish discrimination decreased. Descendants of light-
10751 skinned Jewish immigrants were able to acculturate or assimilate which brought
10752 gains and losses.
10753 ○ Acculturation refers to the adoption of many of the practices and values of the
10754 majority or dominant culture while still retaining a connection to one’s culture of
10755 origin, or a balance between cultures.
10756 ○ Assimilation is a process by which a minority group or culture comes to resemble

10757 that of the majority culture.
10758● Assimilation allowed the children of Jewish immigrants to change their position on
10759 the racial hierarchy from their immigrant parents, though they remained vulnerable to
10760 antisemitism. Assimilation also brought loss of community, identity, and cultural
10761 traditions and practices.
10762● While anti-Jewish prejudice became less socially accepted over time, antisemitism
10763 persisted and persists in various forms today.
10764● White supremacists continue to racialize Jews as non-white. This was evident when
10765 the Unite the Right March in Charlottesville chanted “The Jews will not replace us”
10766 with “us” referring to white Americans. See
10767 https://www.washingtonpost.com/news/acts-of-faith/wp/2017/08/14/jews-will-not-
10768 replace-us-why-white-supremacists-go-after-jews/
10769● Jewish institutions continue to be targets of hate crimes, including synagogue

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10770 shootings in Poway, CA in 2019, and Pittsburgh, PA in 2018.
10771● In different contexts, an individual may have very different experiences.
10772 ○ Light-skinned Jews may experience the benefits of conditional whiteness on the
10773 basis of their appearance, for example, safer encounters with law enforcement,
10774 and also experience antisemitic prejudice and discrimination on the basis of their
10775 Jewishness from both extremes of the political spectrum.
10776 ○ Jews of color, like all communities of color, face systemic racism, and also face
10777 antisemitic prejudice and discrimination on the basis of their Jewishness.
10778● Jews of all skin colors who are visibly Jewish, from their appearance, name, self-
10779 identification, or religious clothing or symbols, e.g., a Star of David necklace,
10780 experience more overt antisemitism.
10781
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10782 Key Word Definitions
10783racialization - When a group becomes categorized as a stigmatized group, and that
10784group is seen as a separate race by another dominant group. 78
10785conditional whiteness - When a person or group can gain the benefits of whiteness by
10786dropping ethnic markers of difference or assertions of belonging to a separate group.
10787The word conditional is significant as whiteness may be bestowed on light-skinned
10788members of a community (Jewish, Arab, Latina/o/x, or Native Americans, etc.) on the
10789condition that individuals assimilate and lose their religious or ethnic distinctiveness.
10790racial formation - Racial formation is the combination of 1) a socially constructed

10791system of racial definitions and 2) hierarchies that can vary and change in different
10792times and places. Assignment to racial categories can change over time and place, and
10793a group can become racialized.79
10794antisemitism - Hatred, discrimination, fear, and prejudice against Jews based on

10795stereotypes and myths.
10796white supremacy - The belief that white people are a superior race and should
10797dominate society. White supremacists target other racial and ethnic groups, such as
10798African Americans and Jews, who they view as inferior. 80
72178 See Daniel Martinez HoSang, and Oneka LaBennett “Racialization,” Keywords for
722American Cultural Studies, Second Edition. NY: NYU Press, 2014, p. 212.
723https://keywords.nyupress.org/american-cultural-studies/essay/racialization/
72479 See Michael Omi and Howard Winant. Racial Formation in the United States. 3rd
725Edition. New York: Routledge and Kegan Paul, 2014.
72680 “White Supremacy,” Lexico, https://www.lexico.com/en/definition/white_supremacy
Page 489 of 896
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10799Sample Lesson 32: An Introduction to Arab American Studies
10804CA CCSS for ELA/Literacy: RH.11–12.1; RH 11–12.2; RH.11–12.7; RH.11–12.9;
10805RST.11–12.2; WHST.11–12.2.b; WHST.11–12.4; WHST.11–12.7; WHST.11–12.9

10807From entrepreneurs and innovators to politicians and entertainers, Arab Americans
10808have formed an integral part of American society for centuries. Despite this, American
10809media, government, and education often put forth biased and inaccurate stereotypes of
10810Arab Americans. This lesson asks students to critically interrogate these biased
10811stereotypes and to listen to the authentic voices of Arab Americans.
10812With an estimated 3.5 million people who trace their ancestry to 22 different Arab
10813countries, Arab Americans are one of the most diverse ethnic groups in the United
10814States with many different lived experiences, customs, and beliefs. 81 This lesson
10815introduces students to the diversity of experiences of Arab Americans, with a focus on
10816humanizing members of this population to combat the monolithic stereotypes that
10817students often encounter elsewhere.
10818Part One of this lesson features an overview of the Arab region, the history of Arab
10819immigration to the United States, and current Arab American demographics. Part Two
10820introduces students to the origins of dominant narratives about Arab Americans and the
10821impact of these stereotypes. Finally, Part Three highlights the voices and contributions
10822of Arab Americans and invites students to explore strategies for combating bias.
10823Because this lesson covers a large amount of content, educators should consider
72881 Pierre Tristam, “Arab Americans Are a Growing Electoral Force in Swing States,”
729ThoughtCo, April 14, 2019, https://www.thoughtco.com/arab-americans-in-the-united-
730states-2353696.
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10824spreading the lesson across several class periods to allow sufficient time for class
10825discussion and reflection.
10826While the term “Arab” used to only refer to those whose native language is Arabic, the
10827definition of Arab has broadened as more Arab Americans consider English as their first
10828language. Today, Arabs are primarily defined as individuals who trace their ancestry to
10829one or more of the 22 Arab countries (see map below). While these 22 countries have
10830majority Arab populations, they are also incredibly diverse and include other ethnic
10831groups, such as Kurds, Imazighen, and Persians.
10832
10833
10834
10835The first wave of Arab immigration to the United States began in 1880 as significant
10836Christian populations from modern-day Syria and Lebanon came to the United States to
10837pursue new economic opportunities and to flee war in their homelands. 82 From 1880-
73282 Mattea Cumoletti and Jeanne Batalova, “Middle Eastern and North African
733Immigrants in the United States” (Migration Policy Institute, January 10, 2018),
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734
108381920, more than 95,000 Arabs moved to the United States and began lives as
10839merchants or small business owners. The second wave of Arab immigration occurred
10840after World War II and included mostly urban, highly educated Christians and Muslims.
10841The third wave of Arab immigration began in the 1970s when the United States lifted
10842many of its restrictive immigration laws.83 Since 2000, many Arab immigrants and
10843refugees, particularly from Iraq, Syria, Lebanon, the Palestinian Territories, Egypt and
10844Somalia, have come to the United States to escape political instability and/or to seek
10845new economic and educational opportunities. 84
10846Today’s Arab American population is one of the most diverse and fastest growing
10847diasporic groups in the United States. Although the majority of Arabs worldwide are
10848Muslim, the majority of Arab Americans are Christian. Almost 95% of Arab Americans
10849live in urban areas, with California, Michigan, and New York having the highest Arab
10850American populations.85 The average income of Arab Americans is 22% higher than the
10851national average, and over 40% percent of Arab Americans have obtained at least a
10852college degree compared to the national average of 34%. 86
10853Despite the diversity and long history of Arab Americans in the United States, American
10854media, governmental institutions, and educational sources often put forth harmful and
10855inaccurate stereotypes of Arab men as violent and un-American, and Arab women as
10856oppressed and submissive.87 For example, Professor Jack Shaheen studied over 900
10857American films and found that 95% of the films presented Arabs as “heartless, brutal,
735https://www.migrationpolicy.org/article/middle-eastern-and-north-african-immigrants-
736united-states-2016.
73683 “Arab American Immigration,” Reclaiming Identity: Dismantling Arab Stereotypes
737(Arab American National Museum, 2011), http://arabstereotypes.org/who-are-arab-
738americans/arab-american-immigration.
73784 Randa Kayyali, Arab Americans: History, Culture & Contributions (Dearborn, MI: Arab
738American National Museum, 2019), 6.
73985 “AMEMSA Fact Sheet” (Asian Americans/Pacific Islanders in Philanthropy, November
7402011), https://aapip.org/sites/default/files/incubation/files/amemsa20fact20sheet.pdf.
74186 “Demographics,” Arab American Stories (Arab American National Museum), accessed
742February 3, 2021, http://www.arabamericanstories.org/arab-americans/demographics/.
74387 Randa Kayyali, Arab Americans: History, Culture & Contributions (Dearborn, MI: Arab
744American National Museum, 2019), 18-19.
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745
10858[or] uncivilized.”88
10859These negative and inaccurate stereotypes stem from the colonial era and are referred
10860to by scholars as “Orientalist ideas.” Professor Edward Said, a pioneer in the field of
10861Middle Eastern and Arab American studies, coined the term “Orientalism” to describe
10862the pervasive Western (European and American) tradition of prejudiced interpretations
10863of the East (particularly the Middle East), shaped by the attitudes of European
10864imperialism in the 18th and 19th centuries.89 Said argued that colonial figures defined
10865the Arab world in opposition to the West and characterized its people as barbaric and
10866uncivilized to justify the colonization and subjugation of Arab populations. 90 Said and
10867others argue that this legacy has persisted through the present day because it allows
10868Western countries to assert themselves as superior to the Arab countries over whom
10869they seek to exert power.91
10870These negative stereotypes have a tangible impact on Arab Americans every day. 92
10871Hate crimes against Arab Americans and those perceived to be Arab or Muslim rose by
108721700% in 2001.93 Arab American youth in particular have reported feeling “afraid,
10873unsafe, and insecure” at school because of prejudiced rhetoric and actions by their
74688 Jack G Shaheen, “Reel Bad Arabs: How Hollywood Vilifies a People,” The ANNALS
747of the American Academy of Political and Social Science 588, no. 1 (2003): 171–93.
74889 Susan Douglass, “Orientalism,” Slideshow retrieved from https://www.google.com/url?
749q=https://drive.google.com/file/d/1Q11ZRpqYyUt1U5-J0CMHcR8TdGqatalv/view?usp
750%3Dsharing&sa=D&source=editors&ust=1612366714453000&usg=AOvVaw1xnV-
751azwGad2qO5fO1CIBl.
75290 “What is Orientalism?,” Reclaiming Identity: Dismantling Arab Stereotypes (Arab
753American National Museum), accessed February 3, 2021,
754http://arabstereotypes.org/why-stereotypes/what-orientalism.
75591 Tayyab Mahmud, “Colonialism and Modern Constructions of Race: A Preliminary
756Inquiry,” no. 53 (1999), https://digitalcommons.law.seattleu.edu/faculty/501
75792 For more information on the lived experiences of Arab Americans after September 11,
7582001, consider the book How Does It Feel to Be a Problem? Being Young and Arab in
759America by Moustafa Bayoumi.
76093 “'We Are Not the Enemy': Hate Crimes Against Arabs, Muslims, and Those Perceived
761to Be Arab or Muslim after September 11,” Human Rights Watch, November 14, 2002,
762https://www.hrw.org/report/2002/11/14/we-are-not-enemy/hate-crimes-against-arabs-
763muslimsand-those-perceived-be-arab-or.
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10874peers and school officials.94 It is also important to note that not only Arabs are impacted
10875by anti-Arab bias. Often members of other ethnic minority groups from the Middle East
10876and other Asian regions, including Kurds, Imazighen, Persians, Sikhs, and South
10877Asians, are targeted because they are mistakenly perceived to be Arab.
10878Despite these challenges, Arab Americans have continued to persist and succeed in
10879their careers, education, and daily lives. Arab Americans are central figures in fields as
10880diverse as science, technology, politics, and entertainment. Many organizations have
10881dedicated their attention to improving the lives of Arab Americans through educational
10882efforts and social justice campaigns. By elevating the voices and lived experiences of
10883Arab Americans, educators can combat the widespread stereotypes and contribute to
10884the humanization and appreciation of our fellow Americans.
10885Lesson Objectives:
10886  Students will be able to explain the long history and diversity Arab Americans
10887 communities across the United States.
10888  Students will be able to develop their media literacy skills by recognizing and
10889 critiquing stereotypes of Arab Americans in popular culture.
10890  Students will be able to explain Arab American contributions and

10891 accomplishments in the face of adversity.
10893 1. Who are Arab Americans and what factors shape their lived experiences?
10894 2. Where do dominant stereotypes about Arab Americans come from and what can
10895 we do to improve them?
10896 3. How have Arab Americans demonstrated resilience and success in the face of
10897 adversity?
76594
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10898Key Terms and Concepts: Arab, Arab American, Arabic, diaspora, Orientalism,
10899stereotype, xenophobia
10901 1. Pre-Class Homework - Background Information
10902 In preparation for the first class, provide each student with a copy of the Know,
10903 Wonder, Learn (KWL) Worksheet. Under the “Something I Know” column, ask
10904 students to write down 2-3 bullet points on facts they know about Arab
10905 Americans. Under the “Something I Wonder” column, ask students to write down
10906 questions they have about Arab Americans or ideas they want to explore in
10907 class. Students will revisit the KWL worksheet at the end of the lesson.
10908 Next, assign the Introduction and Chapter 1 (pages 1-15) of the short book Arab
10909 Americans: History, Culture, and Contributions for homework to be completed
10910 before the first class period dedicated to this lesson. The book provides an
10911 overview of the history and demographic background of Arab Americans. The
10912 book is available for free download through the Arab American National
10913 Museum’s website (see hyperlink above).
10914 2. Main Activity Part 1 - Arab American Identity and History
10915 Pass out the student version of the worksheet “True or False: Facts about Arab
10916 Americans.” As a class, read out each of the statements and ask students to
10917 write down whether they think each statement is true or false. After students
10918 have written down their answers, read off the correct answers from the teacher
10919 version of the worksheet.
10920 Next, pass out a copy of the article “Arab American Stories: History” and the
10921 corresponding worksheet Arab Immigration Timeline. Divide the class into groups
10922 of 3-4 students and ask students to read the article together, which discusses the
10923 history of Arab immigration to the United States. As they read, students should
10924 take notes on the worksheet.
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10925 If time permits, ask students to read an interview with Mary Juma, an Arab
10926 American who immigrated to North Dakota from Syria in the 19th century. The
10927 interview focuses on her experience in the United States and humanizes the
10928 immigration process.
10929 3. Discussion Part 1
10930 Use the Part 1 Discussion Questions to guide students through a 10-15 minute
10931 class discussion about what they learned from the podcast and article.
10932 4. Main Activity Part 2 - The History and Impact of Stereotypes
10933 Show the following clips (00:00-03:06 and 47:23-48:23) of the documentary Reel
10934 Bad Arabs: How Hollywood Vilifies a People, which discusses Hollywood’s long
10935 history of portraying negative stereotypes about Arabs. Distribute a copy of the
10936 Cornell Notes worksheet and ask students to take notes as they watch. Note: We
10937 do not recommend showing other clips of the film due to images of violence and
10938 nudity. The suggested clips (00:00-03:06 and 47:23-48:23) have been carefully
10939 selected to feature the central arguments of Dr. Jack Shaheen and to avoid
10940 inappropriate scenes.
10941 Once students have had the opportunity to identify and reflect upon dominant
10942 stereotypes about Arabs in Hollywood, show the short video about Orientalism,
10943 which explains the origins of these biased depictions of Arabs. Provide the “What
10944 is Orientalism?” Worksheet and ask students to take notes as they watch. We
10945 recommend pausing the video at one-minute intervals to give students time to
10946 ask clarifying questions and take notes since the material is dense. You may
10947 want to ask a student to volunteer to summarize each one-minute interval to
10948 ensure students have grasped the main arguments.
10950 Divide the class into groups of 4-5 students and ask each group to discuss the
10951 following questions:
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10952 1. Where do stereotypes about Arabs come from?
10953 2. What is Orientalism?
10954 3. How do negative stereotypes impact Arab Americans?
10955 Next, bring the class back together and use the Part 2 Discussion Questions to
10956 guide students through a 15-20 minute reflective discussion.
10957 6. Main Activity Part 3 - Highlighting the Voices of Arab Americans
10958 Choose 1-2 episodes from Arab American Stories to show to the class. These
10959 episodes feature diverse Arab American individuals discussing their own
10960 experiences, successes, and challenges. We recommend the following episodes:
10961 ■ Episode 2: Bridge Builders
10962 ■ Episode 10: Civic Leaders
10963 ■ Episode 13: A New Generation
10965 Use this discussion to ask students to collectively brainstorm strategies to

10966 combat bias and discrimination against Arab Americans. Use the Part 3
10967 Discussion Questions to guide the conversation.
10968 8. Reflection
10969 Dedicate the last 10-15 minutes of class to leading a reflective discussion about
10970 the main takeaways from the lesson and any questions students may still have.
10971 Revisit the KWL worksheet that students completed at the beginning of the
10972 lesson and ask students to spend five minutes to write 4–5 facts they learned
10973 under the “Something I Learned” column.
10974 9. Extension Activities - Consider these ideas for further student exploration:
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10975 ○ Ask students to independently research Arab American advocacy
10976 organizations in their communities. For community engagement activities,
10977 consider encouraging students to reach out to these organizations to
10978 interview them about their efforts, inquire about volunteer opportunities, or
10979 write about the achievements of these groups.
10980 ○ Ask students to conduct research on the issue of Arab American

10981 representation on the U.S. Census.
10982Discussion Questions
10983Part 1: Arab American Identity and History
10984 1. What is one fact that surprised you?
10985 2. How did your understanding of Arab Americans change?
10986 3. How would you describe Arab Americans to your friends or family?
10987 4. What questions do you still have?
10988Part 2: The History and Impact of Stereotypes
10989 1. Other than popular culture and the media, where else do you find stereotypes?
10990 2. Why do stereotypes from the colonial era still exist today?
10991 3. How do you think stereotypes impact Arab American youth in particular?
10992 4. What questions do you still have?
10993Part 3: Highlighting the Voices of Arab Americans
10994 1. Where can we find accurate, unbiased information about Arabs and Arab
10995 Americans?
10996 2. What types of advocacy or social justice efforts do you know of that work to
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10997 combat prejudice?
10998 3. How can you as an individual become involved in combating prejudice?
10999 4. How can we as a community become involved in combating prejudice?
11000Homework
11001Educators may choose to assign one or more of the following homework assignments.
11002 ● Option 1: Choose one of the projects from the Arab American National
11003 Museum’s “Counter-Narratives: Importance of Positive Images”
11004 (https://drive.google.com/file/d/1s6e4y5JxJ5DnjBF-sD1KzJ4HtC0eDJkg/view)
11005 worksheet to complete at home. These projects ask students to independently
11006 research and create multimedia presentations about Arab American
11007 contributions. This activity reinforces students’ understanding of the integral role
11008 of Arab Americans in US culture, politics, innovation, and other fields.
11009 ● Option 2: Listen to the NPR podcast “Being Young and Arab in Post-Sept. 11
11010 America” (https://www.npr.org/2008/09/16/94494559/being-young-and-arab-in-
11011 post-sept-11-america). In the podcast, Moustafa Bayoumi discusses his book,
11012 How Does It Feel to Be a Problem? Being Young and Arab in America, which
11013 highlights the lived experiences of young Arab Americans after 9/11.
11014 ● Option 3: Choose an Arab American that has made a significant contribution to
11015 American history, technology, or culture. Students can use the episodes in Main
11016 Activity Part 3 as a starting place. Additional significant figures can be located on
11017 websites such as www.biography.com.
11018 ● Option 4: Develop an individualized “commitment to personal action” plan that

11019 builds off of the list of strategies to combat bias and discrimination against Arab
11020 Americans that students brainstormed in the Part Three Discussion. In this
11021 commitment, students will commit to using what they learned in class to help
11022 combat prejudice and improve perceptions of Arab Americans. Ideas for their
11023 action plan could include:
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771
11024 ○ Volunteer at an Arab American organization
11025 ○ Visit an Arab American cultural center to learn more about Arab history
11026 and culture
11027 ○ Create a video, poster, or podcast educating their community about Arab
11028 American
11029 ○ Develop a social media campaign to raise awareness about bias against
11030 Arab Americans

11032Refer to steps 2-8 of the In-Class Activities section.

11034  Arab American National Museum: Arab Americans: History, Culture, and
11035 Contributions: https://arabamericanmuseum.org/wp-
11036 content/uploads/2020/03/Arab-Americans.pdf
11037  Arab American Stories: History: http://www.arabamericanstories.org/arab-

11038 americans/history/
11039  WPA Interview with Mary Juma, 19th Century Syrian Immigrant in North Dakota:
11040 https://bridgingcultures-muslimjourneys.org/items/show/85
11041  Reel Bad Arabs: How Hollywood Vilifies a People (00:00-03:06 and 47:23-48:23)
11042  An Introduction to Edward Said's Orientalism- A Macat Sociology Analysis:

11043 https://www.youtube.com/watch?v=bZiyXEF1Aas
11044  Detroit Public TV: Arab American Stories
11045 ○ Episode 2, Bridge Builders: https://www.youtube.com/watch?

11046 v=XYekSbnTmG4
11047 ○ Episode 10, Civic Leaders: https://www.youtube.com/watch?
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772
11048 v=WzL4ImGY13g
11049 ○ Episode 13, A New Generation: https://www.youtube.com/watch?

11050 v=t9ARHJdHPAU
11051  Worksheet, Arab American National Museum, “Counter-Narratives: Importance

11052 of Positive Images”: https://drive.google.com/file/d/1s6e4y5JxJ5DnjBF-
11053 sD1KzJ4HtC0eDJkg/view
11054  NPR podcast “Being Young and Arab in Post-Sept. 11 America”:

11055 https://www.npr.org/2008/09/16/94494559/being-young-and-arab-in-post-sept-
11056 11-america
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773
11057KWL Worksheet
11058
11059Reel Bad Arabs: How Hollywood Vilifies a People Cornell Notesheet
11060Topic: Name:
11061 Class:
11062Source: Period:
11063 Date:
11064 Questions Notes
11065 (00:00-03:06)
11066 According to Dr. Jack Shaheen, Hollywood portrays

11067 Arabs as…
11068 Jack Shaheen studied more than … films.
11069 These negative stereotypes rob Arabs of their …

11070 Where did we inherit these stereotypes from?
11071 (47:23-48:23)
11072 Why is Jack Shaheen optimistic about the future?
11073 What should we do when we see anyone being

11074 vilified?
11075Summary
11076
Page 504 of 896

11077True or False: Facts about Arab Americans (Student Version)
11078Read the following statements and mark which ones you think are true and which ones
11079are false.
11080 1. Most Arab Americans are Muslim.
11081 2. All Arab Americans speak Arabic.
11082 3. Arab Americans are integral parts of US culture, economics, and politics.
11083 4. California has the largest population of Arab Americans.
11084 5. Arab Americans have a higher average income than the national average.
11085 6. ‘Arab American’ is an official minority group listed on the U.S. Census.
11086 7. Arab Americans are very well educated.
11087 8. All Arab American women wear hijabs (head scarves).
11088 9. Arab American food includes dishes like mansaf, hummus, tabouleh, and
11089 shawarma.
11090 10. Many Arab Americans consider family incredibly important.
Page 505 of 896

11091Adapted from the Arab American National Museum’s Ten Things You Should Know
11092about Arab Americans https://podcasts.apple.com/us/podcast/museum-
11093podcast/id496559339?i=1000109739723
11094
Page 506 of 896

11095True or False: Facts about Arab Americans (Teacher Version)
11096 1. Most Arab Americans are Muslim.
11097 FALSE. Approximately 50–60% of the Arab American population is Christian. The
11098 first Arab immigrants to the United States were mostly Christians from modern-day
11099 Lebanon and Syria. More recently, more Arab Muslims have immigrated to the
11100 United States from countries like Iraq, Somalia, and Egypt.
11101 2. All Arab Americans speak Arabic.
11102 FALSE. While many Arab Americans speak Arabic as their first language, some
11103 Arab American families have lived in the United States for generations and in many
11104 cases, don’t speak Arabic.
11105 3. Arab Americans are integral parts of US culture, economics, and politics.
11106 TRUE. For generations, Arab Americans have made strides in all facets of American
11107 society. Famous Arab Americans include Salma Hayek (actress), Ramy Youssef
11108 (actor), Steve Jobs (co-founder of Apple), Khalil Gibran (writer and poet), Ilhan Omar
11109 (U.S. Congresswoman), and Robert Saleh (head coach of the NY Jets).
11110 4. California has the largest population of Arab Americans.
11111 TRUE. California is home to an estimated 400,000 Arab Americans. Other states
11112 with large Arab American populations include Michigan, New York, Illinois, and
11113 Texas.
11114 5. Arab Americans have a higher average income than the national average.
11115 TRUE. The average income of Arab Americans is 22% higher than the national
11116 average.
11117 6. ‘Arab American’ is an official minority group listed on the U.S. Census.
11118 FALSE. The U.S. Census does not yet recognize Arab Americans as an official
Page 507 of 896

11119 minority group in the United States. According to the Census, Arab Americans are
11120 considered white, but many do not self-identify as white. For years, there has been a
11121 push by Arab American groups to have the U.S. Census recognize Arab Americans
11122 as a racial minority.
11123 7. Arab Americans are very well educated.
11124 TRUE. Compared to the national average, twice as many Arab Americans earn
11125 graduate degrees. Over 40% of Arab Americans have at least a college degree,
11126 compared to the national average of 34%. Arab Americans go on to use these
11127 degrees in fields as diverse as medicine, technology, law, and politics.
11128 8. All Arab American women wear hijabs (head scarves).
11129 FALSE. Although some Arab Muslim American women choose to wear the hijab as
11130 part of their faith, many women do not. The decision to wear a scarf is made on an
11131 individual or family basis.
11132 9. Arab American food includes dishes like mansaf, hummus, and tabouleh.
11133 TRUE. Arab American food is rich with spices and savory flavors. Arab Americans
11134 who trace their roots to different parts of the Arab region share different types of
11135 food. Mansaf, hummus, tabouleh are well-known Levantine (Lebanese, Palestinian,
11136 Jordanian, Syrian) dishes. Notable Egyptian dishes include koshari (lentils, pasta,
11137 chickpeas, and onions) and foul mudammas (fava bean stew). Somali food includes
11138 sambusas (fried pastries with meat and vegetables) and anjero (sourdough
11139 flatbread).
11140 10. Many Arab Americans consider family incredibly important.
11141 TRUE. Family is often considered the foundation of Arab American cultures. Arab
11142 American families often include extended relatives who gather together for
11143 celebrations and to support one another. For newer Arab immigrants to the United
11144 States, the family unit has provided a way to preserve cultural and religious
11145 traditions.
Page 508 of 896

11146“What is Orientalism?” Worksheet
11147Take notes as you watch the video “An Introduction to Edward Said's Orientalism- A
11148Macat Sociology Analysis.”
11149 Word Bank
11150Orient – Edward Said’s term for Asia, particularly the Middle East
11151Enigmatic – mysterious
11152Romanticizing – describing something in an idealized on unrealistic way
11153Raucous – making a disturbingly loud noise
11154Deviate – to differ from
11155Domineering – asserting one’s power over another in an arrogant way
11156Dubious – of questionable value
11157Deduce – come to a conclusion by reasoning
11158Patronizing – treating someone as if you are better than them
11159 1. In Edward Said’s 1978 book Orientalism, he argued:
11160 2. According to Said, because Western scholars could not understand Eastern
11161 cultures, they portrayed the Orient as:
Page 509 of 896

11162 3. Finish the sentence: “Said believed the West thought....”
11163 4. Why did Said argue that Western scholarship was political?
11164 5. Stereotyping became a justification for…
11165 6. Edward Said’s book became the foundational text for…
11166 7. The term ‘Orientalism’ describes…
Page 510 of 896

11167Sample Lesson 33: Armenian Migration Stories and Oral History
11172CA HSS Analysis Skills (9–12): Historical Interpretation 1
11173CA CCSS for ELA/Literacy: RH.9–10.1, 3, 8, 10; WHST.9–10.2, 4, 6, 7, SL.9–10.1, 4, 5,

111746

11177As part of a larger unit on migration and oral history, this lesson guides students to
11178explore the role of oral histories in historiography, with a particular focus on Armenian
11179personal stories. The goal of this lesson is to understand the history of Armenian
11180migration to the US and delve deeply into the Armenian-American experience. This
11181lesson uses the voices of Armenian women, men, girls, and boys through oral histories,
11182to create an understanding of the nuances and experiences of the Armenian-American
11183Community.
11184The students will learn about how Armenian migration stories connect to their local
11185history.
11186Key Terms and Concepts: oral history, Armenian migration, interviewing, archive,
11187memory

11189 1. evaluate perspectives on history making and historiography through the lens of
11190 oral history;
Page 511 of 896

11191 2. watch, listen to, and conduct oral history interviews, transcribe narratives,
11192 develop research questions, and build upon interpersonal communication skill;
11193 and
11194 3. better understand the diversity of experiences of Armenian-Americans by

11195 synthesizing and analyzing oral history sources.
11197 1. What is the significance of oral history in the construction of minority histories in
11198 the US?
11199 2. What is the history of Armenian immigration to the US?
11200 3. How did various cohorts and generations of Armenian immigrants’ experiences
11201 differ from each other and that of their children who were born in the US?
11203Part I: What is Oral History?
11204 1. Ask students to write down a response to the question: What is history? This
11205 could be in one word, quick responses, or a paragraph response to a writing
11206 prompt. Have students share responses in a class discussion. See where
11207 students have similar ideas about what defines history.
11208 2. Follow up questions: How do we know what happened in the past? Who writes
11209 history?
11210 a. There are many ways we know about what happened in the past (journals,
11211 objects, legal documents, photos, letters). Discuss the students’ answers
11212 and how they relate to what we know about the past.
11213 b. Point out that historians look at a lot of different topics when they study
11214 history. They might study politics, wars, big national events, important
11215 things we might see on the news. But, historians also study the everyday
11216 lives and activities of “regular” people.
Page 512 of 896

11217 c. For upper high school grades and college students, the discussion can
11218 focus on historiography and notions of what makes good, proper history.
11219 3. All of these ways we know what happened in the past are considered primary
11220 sources. Where do you usually go if you want to learn something? (common
11221 answers: books, internet, Wikipedia)
11222 4. These are all considered secondary sources. Primary sources are first-hand
11223 accounts of an event or moment in time and are in their original form. Secondary
11224 sources are books or articles that use a variety of primary sources to provide
11225 commentary on an event, but these are created by people who do not have first-
11226 hand knowledge of the event.
11227 5. Have students do some basic research using key search terms such as
11228 Armenian-Americans, Armenians in America, Armenians in California, Armenians
11229 in Los Angeles, etc.
11230 a. Look at scope of various existing resources for documenting Armenian

11231 communities worldwide and California in particular.
11232 b. Divide students into groups and assign each group one of the following
11233 categories to explore.
11234 c. Each group should discuss and report on what each of these resources
11235 brings to the study of Armenian-Americans and also what each resource
11236 may lack. Questions of sample size, representation, depth, disciplinary
11237 lens, scope, date of publication, geography, and more can be addressed
11238 in this discussion.
11239 i. Academic Books:
11240  Anny Bakalian: Armenian-Americans: From Being to Feeling

11241 American, 1992
Page 513 of 896

11242 Based on the results of an extensive mail questionnaire survey, in-
11243 depth interviews, and participant observation of communal
11244 gatherings by sociologist Anny Bakalian, this book analyzes the
11245 individual and collective struggles of Armenian-Americans to
11246 perpetuate their Armenian legacy while actively seeking new
11247 pathways to the American Dream.
11248  Robert Mirak: Torn Between Two Lands: Armenians in America,

11249 1890 to World War I, 1983
11250 This first comprehensive study of the Armenian American

11251 community examines the rich background, the patterns of migration
11252 and settlement in the New World, the complex economic and social
11253 adjustments, the family life, and the religious and political
11254 institutions of the newcomers.
11255 ii. Scholarly Articles:
11256  But Why Glendale? A History of Armenian Immigration to Southern

11257 California, 2019
11258 Despite its many contributions to Los Angeles, the internally

11259 complex community of Armenian Angelenos remains enigmatically
11260 absent from academic print. As a result, its history remains untold.
11261 While Armenians live throughout Southern California, the greatest
11262 concentration exists in Glendale, where Armenians make up a
11263 demographic majority (approximately 40 percent of the population)
11264 and have done much to reconfigure this homogenous, sleepy,
11265 sundown town of the 1950s into an ethnically diverse and
11266 economically booming urban center. This article presents a brief
11267 history of Armenian immigration to Southern California and
11268 attempts to explain why Glendale has become the world's most
11269 demographically concentrated Armenian diasporic hub. It does so
Page 514 of 896

11270 by situating the history of Glendale's Armenian community in a
11271 complex matrix of international, national, and local events.
11272 https://www.researchgate.net/publication/320432482_But_Why_Gl
11273 endale_A_History_of_Armenian_Immigration_to_Southern_Californ
11274 ia
11275 iii. Food Journalism:
11276  Liana Aghajanian: In L.A., Armenians’ Disparate Food Traditions

11277 Live Side by Side
11278 A food journalist looks at the various components that make up part
11279 of the modern Armenian food lexicon in Los Angeles. In fact, in
11280 order to understand the ancient, diverse, and often tragic history of
11281 Armenians, one can start by looking at the food they eat. But this
11282 story isn’t an easy one. It’s complex, reflecting the frequency with
11283 which Armenians have had to remake their lives as refugees or
11284 immigrants in foreign lands.
11285 Armenians have been conquered over millennia by the Byzantines,

11286 Romans, Turks, Persians, and Russians. They have also been
11287 displaced across the world because of war, revolution, and
11288 genocide. Because of this, Armenians are not made up of one
11289 place, but of many. Nowhere is this more apparent than in their
11290 cuisine, and in no American city is this better reflected than Los
11291 Angeles. It is here where these fragmented histories merge and
11292 blend, where Armenians have managed not only to find some
11293 permanence but to use food as a way to showcase and unify their
11294 diverse and scattered nation.
11295 https://www.eater.com/a/mofad-city-guides/la-armenian-history
11296 iv. Demographic Studies:
Page 515 of 896

11297  James P. Allen and Eugene Turner: The Ethnic quilt: Population
11298 Diversity in Southern California, 1997
11299 A demographic study of the various ethnic groups in Southern

11300 California, including Armenians, using maps, census data, and
11301 economic patterns.
11302 v. Literary Works and Non-Fiction Memoirs:
11303  Peter Balakian: Black Dog of Fate: A Memoir, 2009
11304 Nonfiction memoir about an Armenian-American family and a

11305 young man’s transformation into adulthood.
11306  William Saroyan: My Name is Aram
11307 This collection of tales chronicles the various ventures of Aram

11308 Garoghlanian, a boy of Armenian descent growing up in Fresno,
11309 California.
11310 vi. Archives:
11311  Project Save – Armenian Photograph Archives, Preserving

11312 Armenian History Through Photographs from 1860 to the present,
11313 over 45,000 historical photos. https://www.projectsave.org/
11314  Digital Archives – Houshamadyan – A digital archive created to

11315 reconstruct and preserve the memory of Armenian life in the
11316 Ottoman Empire through research.
11317 https://www.houshamadyan.org/home.html
11318 vii. Museums:
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11319  William Saroyan House Museum – A museum built in the house of
11320 Pulitzer Prize, Oscar-winning, Armenian-American writer William
11321 Saroyan. https://saroyanhouse.com/
11322 viii. Podcasts:
11323  Armenian Enough – Armenian Enough is about life and identity in

11324 the Armenian diaspora.
11325 https://podcasts.apple.com/us/podcast/armenian-
11326 enough/id1436860100
11327 6. One way we know about the past is by doing oral history. What is oral history?
11328 Oral history is the systematic collection of living people's testimony about their
11329 own experiences. Oral history is not folklore, gossip, hearsay, or rumor. Oral
11330 historians attempt to verify their findings, analyze them, and place them in an
11331 accurate historical context. Oral historians are also concerned with storage of
11332 their findings for use by later scholars.
11333 As an example, teacher leads students to look at the USC Institute of Armenian
11334 Studies Displaced Persons Documentation Project, which documents the
11335 community of Armenians-Americans that formed during and after WWII, through
11336 oral histories. Students can take a look at the photos, historical overview, and
11337 sample oral history testimonies.
11338 https://armenian.usc.edu/displaced-persons-documentation-project/
11339Part II: Why is oral history important? How does it add to history?
11340 7. Discuss as a class why oral history is important. Emphasize that it is important to
11341 understand people’s stories and their experiences related to an event. We all
11342 have stories to tell, stories we have lived from the inside out. We give our
11343 experiences an order. We organize the memories of our lives into stories. Oral
11344 history listens to these stories. Historians currently recognize that everyday
Page 517 of 896

11345 memories of everyday people, not just the rich and famous, have historical
11346 importance. If we do not collect and preserve those memories, then one day they
11347 will disappear forever.
11348 8. Oral history accounts add the life to the facts. And they give voice to people,
11349 regular people, who often aren’t involved in writing history.
11350 9. Review publicly available segments from the #MyArmenianStory archive and
11351 follow up with the following questions: After reviewing the example, why do
11352 you think oral history is important? How does it add to historical
11353 accounts? Do you understand the facts differently after listening to the oral
11354 history account? Sometimes statistics and numbers are difficult to relate to. But
11355 we might be able to relate to an account of someone’s life as told in their own
11356 words.
11357 a. Compilation #MyArmenianStory oral history submissions
11358 https://www.youtube.com/watch?v=14FKrw7Dep4
11359 *More segments of individual oral histories will be available on the USC
11360 Institute of Armenian Studies page by January 2021 at
11361 https://armenian.usc.edu/myarmenianstory/
11362 b. Segment of Oral History from Displaced Persons Documentation Project
11363 https://youtu.be/bnKcIOhwnP8
11364 Students can use this map from The Ethnic Quilt demographic study to
11365 look at Armenian settlement patterns in Southern California. They can
11366 compare the visual data from the map to the details from the oral history
11367 accounts.
Page 518 of 896

11368
11369Part III: Doing Oral History
11370 10. Explain to the class that they will be conducting some of their own oral histories
11371 to learn about the Armenian experience.
11372 11. Advise students to think of the person they wish to interview. The teacher can
11373 provide a list of Armenian organizations, institutions, and community centers
11374 students can utilize. This will serve the dual purpose of familiarizing students with
11375 the Armenian presence in California while helping them find an interview subject.
11376 a. USC Institute of Armenian Studies
11377 3518 Trousdale Parkway
11378 CPA 351, MC 0043, Los Angeles, CA 90089
11379 213-821-3943
Page 519 of 896

11380 b. Armenian Society of Los Angeles
11381 117 S. Louise St., Glendale CA 91205
11382 818-241-1073
11383 c. Tekeyan Cultural Association
11384 1901 N. Allen Ave., Altadena CA 91001
11385 626-296-1806
11386 d. Armenian General Benevolent Union (AGBU)
11387 1720 Fulton St., Fresno CA 93721
11388 e. Ararat Home
11389 15105 Mission Hills Road., Mission Hills CA 91345
11390 818-365-3000
11391 f. Unified Young Armenians
11392 1110 Sonora Ave. Unit 106, Glendale CA 91205
11393 818-857-5892
11394 g. Homenetmen Western U.S.A.
11395 2324 Colorado, Los Angeles CA 90041
11396 323-344-4300
11397 12. Have the student determine what they hope to discover about the person’s life. In
11398 preparation for the interview, the student should research the following:
11399 a. Historical and significant events
Page 520 of 896

11400 b. Social and economic conditions
11401 c. Culture and other interesting information about the time
11402 d. Appropriate linguistic skills based on which language(s) they’ll be

11403 conducting the interview
11404 13. Have students review the #MyArmenianStory Guidelines, Interview Guides,
11405 and FAQs from the USC Institute of Armenian Studies #MyArmenianStory
11406 project in detail. https://armenian.usc.edu/myarmenianstory/.
11407 14. Review best practices in interviewing; watch/listen to several sample oral
11408 history recordings; conduct mock interviews in class.
11409 15. Students should set up an appointment with the interviewee. They should be
11410 prepared with recording equipment and the question guides.
11411 16. Students can ask the interviewee if they have any letters, photographs, or objects
11412 that they would like to share and use these for their final product in class.
11413 17. Students may be asked to transcribe the interview. The process of transcription
11414 offers new insights on the content in a written medium.
11415Part IV: Analysis and Reflection
11416 18. Students are given a choice in the creative medium (interpretive paper,
11417 PowerPoint presentation, newspaper article, digital history videos, podcast,
11418 portfolio, etc.) with which they would like to present their findings and analysis of
11419 their interview. The analysis may focus on:
11420 a. A summary of their findings
11421 b. What were some of the most interesting things they learned
11422 c. What they found out that was surprising
Page 521 of 896

11423 d. What the stories of the interviewee tell us about a certain time period or
11424 event
11425 i. Perhaps discuss how what they learned from the interview conflicts
11426 with what they know or what they have learned about in school
11427 e. Further questions they would ask if they could go back to learn more and
11428 clarify some points
11429 f. After the whole class presents their findings, you may want to discuss
11430 and reflect on some themes, such as
11431 a. the constant movement and migration;
11432 b. the process of adaptation and integration;
11433 c. the common threads and unique elements of the various interviews;
11434 d. intersectionality of identities; and
11435 e. the value of oral histories as primary resources.
11436 19. Students should carry out a series of reflections throughout the process at
11437 various stages. The reflections can cover sociocultural, sociolinguistic, and
11438 historical observations. For example, students can journal about their
11439 expectations before the interview, the experience during the interview, and how
11440 their oral history interview reflected or changed their thinking about central
11441 themes. Encourage students to compare and contrast themes, perspectives, and
11442 experiences based on the oral history projects.
11443 20. Share students’ oral history projects with the larger school community by
11444 organizing an oral history viewing/listening event.

11446See Steps 18-21 above.
Page 522 of 896

11448 ● Oral History Association, How Do I Engage Students in Oral History Projects?:
11449 http://www.oralhistory.org/how-do-i-engage-students-in-oral-history-projects/
11450 ● USC Institute of Armenian Studies #MyArmenianStory Oral History Project

11451 https://armenian.usc.edu/myarmenianstory/
11452
Page 523 of 896

11455 March 2021
11456 Page 524 of 896

11458 Chapter 5: Lesson Resources
Page 524 of 896

11460Contents
11461Ethnic Studies Model Curriculum Chapter 5: Lesson Resources.....................................1

11462 Sample Safe Spaces and Community Building Activities..............................................3
11463 Affirmations, Chants, and Energizers............................................................................5
11464 Critical Conversations Resources................................................................................14
11465 Resources for Connecting Ethnic Studies to Local Demographics.............................16
11466 California Museums and Historic Sites........................................................................17
11467 Other Model Curricula..................................................................................................22
Page 525 of 896

11468This chapter provides information for educators and administrators on asset-based and
11469culturally relevant pedagogies that focus on the strengths that students bring to the
11470classroom. For more information, see the California Department of Education’s web
11471page at https://www.cde.ca.gov/pd/ee/assetbasedpedagogies.asp.
11472Sample Safe Spaces and Community Building Activities
11473The following activities allow students to share information about their identities,
11474families, interests, and backgrounds. By incorporating these types of activities into
11475lessons, students will gain a deeper understanding and appreciation of their peers and
11476educator, better connect and identify with ethnic studies content, and work to build a
11477safe classroom environment that is grounded in collaboration, compassion, empathy,
11478and vulnerability.
11479Who I Am/Where I’m From Poems

11480This writing activity is designed to help students share their backgrounds with their
11481peers.
11482Have each student pull out a sheet of paper. Ask them to write a three-stanza poem that
11483speaks to their identity, background, and where they are from. Let them know that each
11484line of their poem should start with “I am From…” and should be followed by something
11485specific to their life, upbringing, and identity. Providing examples is highly encouraged.
11486Allow students 10–15 minutes to write their poem. After everyone has finished writing,
11487have each student share their poem with the class. An example can be found at
11488https://www.wsuu.org/wp-content/uploads/2020/07/I_Am_From_Poem(2).pdf.
11489Human Barometer
11490This teaching strategy helps students share their opinions by asking them to line up
11491along a continuum based on their position on an issue. For detailed instructions on how
11492to conduct this activity, see https://www.facinghistory.org/resource-library/teaching-
11493strategies/barometer-taking-stand-controversial-issues.
Page 526 of 896

11494Gallery Walk
11495This activity has students move around the room to respond to multiple texts or images.
11496For detailed instructions on how to conduct this activity, see
11497https://www.facinghistory.org/resource-library/teaching-strategies/gallery-walk.
11498Café Conversations
11499This activity has students practice perspective-taking by having them represent a
11500particular point of view in a small-group discussion. For detailed instructions on how to
11501conduct this activity, see https://www.facinghistory.org/resource-library/teaching-
11502strategies/cafe-conversations.
11503Fishbowl
11504The fishbowl activity has students practice being both contributors and listeners in a
11505group discussion. For detailed instructions on how to conduct this activity, see
11506https://www.facinghistory.org/resource-library/teaching-strategies/fishbowl.
11507Edutopia
11508Edutopia.org provides a number of community- and skill-building activities designed to
11509improve the culture of a classroom. Their resources include the following:
11510  “Paper Tweets” (https://www.edutopia.org/article/paper-tweets-build-sel-skills).

11511 An offline version of Twitter helps with both social and emotional learning and
11512 formative assessment.
11513  “Group Salutes” (https://www.edutopia.org/article/strengthening-bonds-between-

11514 students). Prompting students to use physical gestures like high fives in the
11515 classroom helps build a sense of community.
11516  “Morning Meetings” (https://www.edutopia.org/video/morning-meetings-building-

11517 community-classroom). Starting the day with this 15-minute activity helps
11518 students regulate their emotions and focus on the day’s learning.
11519  “Appreciation, Apology, A-Ha” (https://www.youtube.com/watch?v=qIel4r3uK9k).

11520 A quick, low-key way to build community in the classroom on a daily basis.
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11521  “Rose, Thorn, or Bud” (https://www.edutopia.org/article/simple-powerful-class-
11522 opening-activity). The rose and thorn check-in is a quick strategy for building
11523 community and developing student voice.
11524  “7 Ways to Maintain Relationships During Your School Closure”

11525 (https://www.edutopia.org/article/7-ways-maintain-relationships-during-your-
11526 school-closure). Strategies for distance learning.
11527Panorama Learning
11528This site includes five activities that build belonging and connectedness with students
11529and families engaging in a virtual learning environment. See
11530https://go.panoramaed.com/thanks/5-virtual-learning-resources for more information.
11531Affirmations, Chants, and Energizers
11532This section includes several ethnic studies-oriented chants, proverbs, and affirmations.
11533These can be used as energizers to bring the class together, build unity around ethnic
11534studies principles and values, and to reinvigorate the class following a lesson that may
11535be emotionally taxing or even when student engagement may appear to be low.
11536The Ethnic Studies Community Chant

11537At Social Justice Humanitas Academy (SJHA), a part of Cesar Chavez Learning
11538Academies (CCLA), in the Los Angeles Unified School District, various Ethnic Studies
11539unity chants were combined into one and are recited in a call and response format. The
11540chant grew to this form over the course of seven years from the school’s opening, as
11541different parts were learned and integrated from various intercultural sources. Here the
11542chant itself is presented, with the words in parentheses indicating the chant leader’s part
11543and the other words indicating the community’s response. The bold text are proclaimed
11544by all. An audiovisual link of the chant is provided here (https://tinyurl.com/y42zhcuu),
11545as are the translations and languages of origin, and brief hxrstories of each part, as
11546taught at SJHA/CCLA. Though the chant was first taught and led by the Ethnic Studies
11547teacher at the school, soon enough students started leading the unity chant themselves
11548in contexts inside and outside of school. Student leadership of the call and response is
Page 528 of 896

11549encouraged. Lastly, as powerful as reciting the chant is, living it daily with each other
11550and all our relations is exponentially more challenging, and thus, this is a core goal of
11551Ethnic Studies that the unity chant reminds us of.
11552 Unity Clap
11553 (Si Se Puede) Si Se Puede (x2)
11554 Harambe__Umoja
11555 Kemaktzin Mochihua
11556 Isaaaaaaaaaang Bagsak
11557 (Holla Back) We Got Your Back (x2)
11558 (Amaaandla), Awethu
11559 (Panche Beh), Panche Beh
11560 (In Lak Ech), In Lak Ech!
11561 Tu eres mi otro yo, You are my other me
11562 Si te hago daño a mi mismo, I do harm to myself,
11563 Si te amo y respeto, If I love and respect you,
11564 Me amo y respeto yo, I love and respect myself. In Lak Ech!
11565Translation and Languages of Origin:

11566Unity Clap (All Languages - Sound)
11567(Si Se Puede) Si Se Puede (Xicanx Spanish)
11568Harambee_Umoja (Swahili)
11569Kemakatzin Mochihua (American Indian Nahuatl)
Page 529 of 896

11570Isaaaaaaaaang Bagsak (Pin@y Tagalog [Filipinx])
11571(Holla Back) We Got Ya Back x2 (African American English)
11572(Amaaaaaandla), Awethu (South African Bantu)
11573(Panche Beh), In Lak Ech (American Indian Mayan)
11574Tu eres mi otro yo, You are my other me (Castilian Spanish; Germanic English)
11575Si te hago daño a ti, If I do harm to you,
11576Me hago daño a mi mismo, I do harm to myself,
11577If I love and respect you, I love and respect myself
11578In Lak Ech!!!!
11579The Meaning of the Ethnic Studies Unity Chant

11580The Unity Clap itself has no words. It is all in the language of sound, which resonates
11581with people across the planet; it is from the United Farm Workers (UFW) movement,
11582which built upon the labor of Pinoy organizers including Larry Itliong, Philip Vera Cruz,
11583and Cesar Chavez. The unity clap represents the united heartbeat of the people.
11584Si Se Puede is Xicanx Spanish for “Yes It Can Be Done”; it is from the UFW, which
11585Dolores Huerta co-founded. It represents that no matter how difficult or insurmountable
11586our challenges and situations may be, we can come together in unity, and do what must
11587be done to confront our challenges together. Dolores taught it to SJHA/CCLA when she
11588visited the campus. Dolores Huerta was awarded the Presidential Medal of Freedom by
11589former President Obama.
11590Harambee Umoja is from the Pan African language of Swahili and means “All Come
11591Together; Unity.” Umoja has been taught as a principle of the Nguzo Saba, the African
11592American celebration of Kwanzaa which began in the 1960s, and Harambee relates to
11593African American chants that are shared in various parts of the U.S. today, including at
11594the Duke University/Children’s Defense Fund Freedom School.
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11595Kemakatzin Mochihua is from the American Indian Nahuatl language, a language
11596original to Mexico, El Salvador, and the Southwest United States, and it means “Si Se
11597Puede” or “Yes It Can Be Made to Happen” in the Nahuatl language. It was taught at
11598Plaza de La Raza in Los Angeles California, an arts and culture center which was
11599founded in 1970.
11600Isang Bagsak is from the Pinay/Pinoy Power Movement and the Tagalog language of
11601the Philippines, and in context translates as “One Struggle Down, Many More to Go.”
11602One representation of this is that sometimes it’s a struggle to even bring people
11603together and have a good meeting, and once that happens, there is still much more
11604work to do. SJHA students learned the chat on a college tour to UC San Diego.
11605Holla Back, We Got Ya Back! This part of the African American social justice tradition
11606was also learned by SHJA students on a college tour to UCSD. An interview with UC
11607San Diego and SJHA Alumnus German Octaviano shares, “as we know it through oral
11608story...it originally comes from Black women at the University of Wisconsin. They
11609wanted to call attention to the low numbers of African American men at the university
11610while at the same time calling attention to the disproportionate incarceration rates of
11611Black men.” We emphasize an expression of support for each other through this part of
11612the chant.
11613Amandla, Awethu. This part of the chant is related to the late great Social Justice
11614leader, Nelson Mandela; it is in African Nguni languages (including Bantu, Zulu, and
11615Xhosa) and comes from Black South Africans and their resistance of Apartheid
11616segregation. As a part of this resistance, they would share a rallying call, Amandla,
11617Awethu, which translates as “The Power is Ours!”/“Power to the People!”
11618Panche Bé & In Lak Ech. These concepts come from the Mayan tradition and were
11619taught to us by the Tucson Mexican American Studies/Ethnic Studies program, which
11620Arizona lawmakers outlawed under HB 2281 (since declared unconstitutional), even
11621though students were achieving higher graduation rates, higher college going rates,
11622higher standardized test scores, and better attendance. In Lak Ech translates as you
11623are my other me and relates to our habit of mind, empathy, and also compassion,
Page 531 of 896

11624interdependence, ecology, love, and mutual respect. Panche Bé translates as seeking
11625the roots of the truth, and the truth of the roots, and relates to profound critical
11626thinking/critical consciousness and activism. SJHA Onward! In Lak Ech.
11627In Lak Ech Affirmation

11628The following is also based on In Lak Ech (love, unity, mutual respect) and Panche Be
11629(seeking the roots of the truth) as is elaborated by Roberto Cintli Rodriguez in Our
11630Sacred Maiz is Our Mother: Indigeneity and Belonging in the Americas. However, this
11631chant goes a level deeper into the Nahui Ollin (Four Movements), as taught by Tupac
11632Enrique Acosta of Tonatierra, and integrated by ELA teacher Curtis Acosta formerly of
11633the Mexican American Studies Department of Tucson Unified School District (before
11634Arizona HB 2281). This is an adaption of the Nahui Ollin, into poetic, rhythmic, hip hop
11635song form.
11636Tú eres mi otro yo.
11637You are my other me.
11638Si te hago daño a ti,
11639If I do harm to you,
11640Me hago daño a mi mismo.
11641I do harm to myself.
11642Si te amo y respeto,
11643If I love and respect you,
11644Me amo y respeto yo.
11645I love and respect myself.
11646in lak ech, (feel empathy) panche beh, panche beh panche beh (think critically)
Page 532 of 896

11647Seeking the roots of the truth, seeking the truth of the roots, elders and us youth,
11648(youth), critical thinking through:
11649Tezkatlipoka, Tezkatlipoka, x2
11650smoking mirror, self-reflection
11651We must vigorously search within ourselves be reflective, introspective by silencing

11652distractions and extensive comprehensive obstacles in our lives, (in our lives),
11653in order to be warriors of love, of love,
11654for our gente representin’ justice, (justice)
11655local to global global to local eco-logical, & social, (social), justice (justice).
11656Quetzalkoatl, Quetzalcoatl, x2
11657the morning & evening star of venus double helix of human beings
11658fearless here it’s, precious blessed
11659beautiful knowledge, gaining perspective,
11660on events & experiences our ancestors endured,
11661allows us to become more realized human beings learn
11662ing to be listening to each other’s hearts and our elders with humility, dignity, indigenous
11663brilliance & wisdom in our hearts and our energies, remembering... ancestral memories,
11664planning, future trajectories,
11665la cultura cura, with remedies of knowledge,
11666healing epistemologies, ecologies
11667in life, home, streets, school, work, & life, fueled by...
Page 533 of 896

11668Huitzilopochtli, huitzilopochtli, x2
11669hummingbird to the left, yollotl,
11670corazon, heart, ganas, the will to action as we grow in,
11671consciousness must be willing to be proactive,
11672not just thinkin' and talkin' but makin' things happen,
11673with agency, resiliency, & a revolutionary spirit
11674that’s positive, progressive, creative, native,
11675Passion everlasting work hard in action,
11676tap in, to the spark of our universal heart,
11677pulsating creation huitzilopochtli cause like sunlight, the light inside of us, in will to
11678action’s
11679what brings...
11680Xipe Totek, Xipe Totek, x2
11681transformation, liberation, education, emancipation. imagination revitalization, liberation,

11682transformation, decolonization, liberation, education, emancipation,
11683changin’ our situation in this human transformation,
11684the source of strength that allows us to transform and renew.
11685We must have the strength to shed naive or self-sabotaging views,
11686which may hinder us hold us back more than we ever knew,
11687amazing when embracing emanating r new & improved, critical compassionate creative
11688consciousness
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11689we’re here to transform the world we’re spiraling, rotating & revolving in,
11690giving thanks daily, tlazokamati, giving thanks daily, tlazokamati,
11691healing & transforming as we’re evolving in this universe, universe, of
11692Hunab Ku, Hunab Ku, x2
11693Nahui OlIin Lak Ech - Panche Beh, Ethnic Studies For All, Represent!!
11694Tatlong Bagsak
11695Isang Bagsak (one down) is adopted from a ritual used by Anti-Martial Law activists in
11696the Philippines. To show unity, Isang Bagsak was powerfully proclaimed by a member
11697of the movement and in unison the community would make a loud sound either by
11698clapping or stomping. As time has gone on, various activist organizations have
11699borrowed the use of Isang Bagsak to show unity at their marches, protests, meetings,
11700and events.
11701Started by Artnelson Concordia, a teacher-activist-scholar, Isang Bagsak was combined

11702with the Unity Clap, which some have attributed to the Farm Workers Movement. The
11703combination of the Unity Clap and Isang Bagsak starts off with a slow clap and
11704crescendos in a faster pace clap that culminates into someone yelling Isang Bagsak
11705and the community responds with a single clap or stomp that shows their togetherness.
11706Pin@y Educational Partnerships (PEP), rearticulated both the Unity Clap and Isang
11707Bagsak by creating the Tatlong Bagsak ritual. The Tatlong Bagsak ritual also begins
11708with the Unity Clap and then is followed with someone yelling Isang Bagsak to represent
11709our past together, then the community responds with one clap or stomp, then it is the
11710quickly followed by an Dalawang Bagsak (two down) and the community claps or
11711stomps two times and this represents our present work together. To end the ritual,
11712someone yells Tatlong Bagsak (three down) and the community claps or stomps three
11713times and this represents our future journey together.
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11714Nguzo Saba: The Seven Principles of Kwanzaa
11715UMOJA is UNITY And that’s the way it should always be! To build and maintain unity in
11716the family, nation, and community, (As a people, we need to get together and share our
11717blessings, that’s the way it should always be!) UMOJA is UNITY
11718KUJICHAGULIA is SELF-DETERMINATION YOU SEE To define ourselves, name

11719ourselves, create for ourselves and speaks for ourselves KUJICHAGULIA is SELF-
11720DETERMINATION YOU SEE (I need freedom to define my own goals, so no one has to
11721speak for me)
11722UJIMA – COLLECTIVE WORK AND RESPONSIBILITY To build and maintain our

11723community, together Your worries mine. My worries yours, whatever! (Let’s take
11724responsibility for our past and what our future’s gone be) UJIMA – COLLECTIVE WORK
11725AND RESPONSIBILITY
11726UJAMAA - COOPERATIVE ECONOMICS, “THAT MONEY MAN!” To build and

11727maintain our own stores, our own shops, our own businesses, getting props. Sharing
11728profits, feeling fine, I’ll buy your goods, you buy mine (Believing people come before
11729profits do. Power to the people, to the me… To the you) Power to the people, to the me,
11730to the you) UJAMMAA – WE MUST UNDERSTAND “THAT MONEY MAN!”
11731To make our collective work the lifting and building of our community So our people can
11732rise to their traditional greatness. (We are social beings and we must work together,
11733“Our Hood”) but NIA – is PURPOSE SO IT’S ALL GOOD
11734KUUMBA – is CREATIVITY To do always as much as we can, in the way that we can

11735So the community we inherit is more lovely then it began (Enhance the world, a flavor
11736form you, a taste from you. A taste from me) KUUMBA is CREATIVITY
11737IMANI – is FAITH to believe with our heart in our people, in our parents & our teachers
11738too and the righteousness of our struggle Believe in the power of you (Selectively honor
11739our leaders. Forever encourage the young) with IMANI – with FAITH
11740Ashe Affirmation
11741Who is going to have a positive day? Say, “Ashe!”
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11742Who is going to have a positive learning day? Say, “Ashe!”
11743Who will respect themselves today? Say, “Ashe!”
11744Who will respect their teachers today? Say, Ashe!”
11745Who will smile today? Say, “still”
11746Who will laugh to today? Say, “I”
11747Who will love today? Say, “rise”
11748Who will represent their people, this day? Say, “Ashe!”
11749Critical Conversations Resources
11750This section includes sample resources to assist educators in facilitating conversations

11751about race, racism, and bigotry. The resources can be used to foster critical
11752conversations and community within an ethnic studies classroom.
11753The Facing History and Ourselves web page has a variety of educator resources to
11754support student learning through history and current events, critical thinking, and
11755modeling the skills and dispositions that foster engaged democratic citizenship. To view
11756available resources, see https://www.facinghistory.org/.
11757Fostering Civil Discourse: A Guide for Classroom Conversations

11758This guide provides strategies to create a safe and reflective classroom where students
11759learn to exchange ideas and listen respectfully to one another. For detailed information,
11760see https://www.facinghistory.org/books-borrowing/fostering-civil-discourse-guide-
11761classroom-conversations.
11762Teaching with Current Events in Your Classroom

11763This Teaching Idea is a guide for teachers to begin conversations with their students
11764about George Floyd’s death and the events that surround it. For detailed information
11765and ideas on how to facilitate this conversation, see
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11766https://www.facinghistory.org/educator-resources/current-events/reflecting-george-
11767floyds-death-police-violence-towards-black-americans.
11768Preparing Students for Difficult Conversations

11769This is Lesson 1 of 11 from a unit entitled, “Facing Ferguson: News Literacy in a Digital
11770Age.” This lesson provides information on how to establish a safe space for holding
11771difficult conversations, acknowledge complicated feelings about race, and begin to
11772develop a shared understanding of facts. This lesson can be modified to discuss other
11773current events. For detailed information, see https://www.facinghistory.org/resource-
11774library/facing-ferguson-news-literacy-digital-age/preparing-students-difficult.
11775Understanding Universe of Obligation

11776This lesson uses resources from Holocaust and Human Behavior to prompt students to
11777explore the ways that individuals, groups, communities, and nations define who belongs
11778and who does not. For detailed information, see
11779https://www.facinghistory.org/holocaust-and-human-behavior/understanding-universe-
11780obligation.
11781New Vision for Public Schools: Socratic Seminars

11782This resource, at https://curriculum.newvisions.org/middle-
11783school/course/discourse/socratic-seminar/, involves a student-facilitated formal
11784discussion that uses listening to peer coach, open-ended questioning, and collaborative
11785responses.
11786KQED Learn
11787KQED Learn is a free platform for middle and high school students to tackle big issues
11788and build their media literacy and critical thinking skills in a supportive environment. See
11789https://learn.kqed.org/ for more information. A Teacher Resource page is at
11790https://learn.kqed.org/pages/discussions-teacher-resources.
11791Resources for Connecting Ethnic Studies to Local Demographics
11792This section contains resources that can help local educational agencies tailor their
11793ethnic studies courses to meet the needs of their local student and community
11794populations.
Page 538 of 896

11795PBS Learning Media
11796PBS Learning Media has a variety of lessons to assist educators explore topics such as
11797implicit bias and understand current events. The site includes a number of lessons that
11798address ethnic studies themes. The full set of interactive lessons is at
11799https://ca.pbslearningmedia.org/collection/ilcoll/. An example is Implicit Bias: In this
11800lesson, students explore the extent to which society may discriminate based on factors
11801they are not even aware of. The lesson addresses what implicit bias is, how it influences
11802thinking, and how its impact can be minimized. For more information, see
11803https://ca.pbslearningmedia.org/resource/ilpov18-soc-il-ilbias/who-me-biased-
11804understanding-implicit-bias/.
11805Anti-Defamation League
11806The Anti-Defamation League provides a collection of K–12 classroom blended and
11807online learning solutions for educators and students that promotes critical thinking and
11808learning around historical and current events topics through the lens of diversity, bias
11809and social justice. For information, see https://www.adl.org/education-and-
11810resources/resources-for-educators-parents-families/lessons.
11811Facing History and Ourselves

11812The Facing History and Ourselves web page also has resources to support educators
11813and districts as they customize their curriculum to meet the needs of their local
11814population. Their Topics page includes resources in areas such as “Race in US
11815History,” “Global Immigration,” and “Antisemitism and Religious Intolerance.” To view
11816available resources, see https://www.facinghistory.org/.
11817Teaching Tolerance
11818Teaching Tolerance provides free resources to educators—teachers, administrators,
11819counselors and other practitioners—who work with children from kindergarten through
11820high school. Educators can use these materials to supplement the curriculum, to inform
11821their practices, and to create civil and inclusive school communities where children are
11822respected, valued and welcome participants. Their Topics page includes resources in
11823areas such as “Race & Ethnicity” and “Immigration,” and their “Classroom Resources”
Page 539 of 896

11824tab provides access to a variety of lessons, teaching strategies, and student texts. See
11825http://www.tolerance.org/ for more information.
11826California Museums and Historic Sites
11827California has many museums and historic sites that include educational resources on
11828their web pages. The examples below are just a sampling of the resources that are
11829available.
11830442nd Exhibit aboard the USS Hornet Sea, Air & Space Museum
11831The USS Hornet Sea, Air & Space Museum offers advanced lesson plans for teaching
11832various aspects of 20th century U.S. and World History. The USS Hornet “Step into
11833History” Education Program offers a digital guide. https://uss-hornet.org/wp-
11834content/uploads/2016/10/Step-into-History_Teachers-Guide.pdf
11835Angel Island Immigration Station

11836Angel Island Immigration Station's curriculum guides, called "Immigrant Journeys,"
11837provide strategies and background material designed for teachers of grades 3–12.
11838These guides contain lessons, student worksheets, primary source documents from the
11839National Archives, historical photographs, and list of resources to introduce students to
11840the experience of immigrants on Angel Island. https://www.aiisf.org/curriculum
11841California Indian Museum and Cultural Center

11842The California Indian Museum and Cultural Center offers lesson plans and curricula for
11843teachers as well as resources for studying the Pomo language, mission history, and
11844food sovereignty among other topics. https://cimcc.org
11845California State Railroad Museum

11846California State Railroad Museum Digital Interpretive Programs and materials meet
11847California Curriculum and Common Core educational standards.
11848https://www.californiarailroad.museum/education/school-resources
11849Chinese American Historical Museum

11850Golden Legacy is a set of curriculum materials on Chinese and Chinese American
11851culture that won the 1994 Santa Clara County Reading Council Award. The Golden
Page 540 of 896

11852Legacy was produced as a joint project of the Chinese Historical and Cultural Project
11853and the San Jose Historical Museum (now History San José). http://chcp.org/golden-
11854legacy-curriculum/
11855Chinese American Museum (CAM)

11856The Chinese American Museum (CAM) in Los Angeles provides guided tours and digital
11857educational resources to students, teachers, and communities to shed light and
11858stimulate deeper intellectual inquiry into the history, culture, and contributions of
11859Chinese Americans. http://camla.org/resources/
11860Chinese Historical Society of America Museum

11861The Chinese Historical Society of America offers educators classroom resources that
11862they can use before, during, or after their visit to the museum. The curriculum guides
11863listed below contain resources related to Chinese American Exclusion/Inclusion or
11864Towards Equality: California’s Chinese American Women.
11865https://chsa.org/education/resources/
11866Colonel Allensworth State Historic Park

11867The Colonel Allensworth State Historic Park provides a teacher’s guide with lessons
11868and resources for students. This PDF document can be found at
11869https://www.parks.ca.gov/pages/583/files/allensworthteachersguide_2008.pdf.
11870The Smithsonian Learning Lab has also curated digital artifacts in their Allensworth
11871Collection, which documents the history of the Allensworth, CA. This collection can be
11872found at https://learninglab.si.edu/collections/allensworth-collection/qjqqiVc5pmvhq84o.
11873Filipino American National Historical Society (FANHS) Museum

11874The Filipino American National Historical Society (FANHS) Museum presents
11875educational programs and experiences that preserve, explore, and celebrate the history
11876of Filipinos in the United States. Its purpose is to connect Filipino Americans more
11877closely to their history and to inspire in people of all backgrounds a greater
11878understanding of the diversity of the Filipino American experience.
11879http://www.fanhsmuseum.com/about-us.html
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11880Japanese American Museum of San Jose
11881Japanese American Museum of San Jose (JAMsj) provides a teacher curriculum guide
11882to educate the public about the WWII incarceration of Japanese Americans and its
11883implications on contemporary issues. This teacher’s resource guide was created by a
11884group of teachers, both active and retired, who have a deep and continuing interest in
11885exploring Japanese American internment and civil liberties issues. The JAMsj Library
11886includes print and electronic instructional materials that teachers can incorporate into
11887their curriculum to educate students about the Japanese American experience. The
11888history of the World War II forced removal and “internment” followed by the Redress
11889legislation of 1988 can be used to demonstrate that citizens must be ever vigilant in
11890order to protect the principles of the United States Constitution and Bill of Rights.
11891https://www.jamsj.org/resources-1
11892Japanese American National Museum

11893The Japanese American National Museum offers a digital collection of educational
11894resources including activities, printable curricula and lessons, and virtual guest
11895speakers. The museum website also provides access to an online collection of artifacts,
11896photographs, and documents. http://www.janm.org/
11897Korean American National Museum

11898The Korean American National Museum's mission is to preserve and interpret the
11899history, experiences, culture and achievements of Americans of Korean ancestry. In
11900accomplishing its mission, the Museum works to become a center for cultural exchange
11901and education, a catalyst for sharing ideas and resources, and a center for promoting
11902and celebrating the diversity of culture in this country. It is important to the Museum's
11903mission to help make the Korean American experience vivid and intelligible to other
11904communities and to encourage these groups to find out more about Korean Americans
11905in Los Angeles and elsewhere. https://www.kanmuseum.org/mission
11906LA Plaza Museum

11907LA Plaza de Cultura y Artes offers in-person educational programs and exhibits,
11908including a garden and culinary arts program, guided tours and workshops, and
11909professional development opportunities. https://lapca.org/
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11910Manzanar National Historic Site
11911Manzanar National Historic Site provides standards-aligned lessons and educator
11912resources for students in grades four, nine, and ten. The museum website also provides
11913access to a collection of oral histories and digital collections related to Japanese-
11914American history with a focus on Japanese internment during World War II.
11915https://www.nps.gov/manz/index.htm
11916Museum of the African Diaspora (MoAD)

11917The Museum of the African Diaspora (MoAD) in San Francisco offers MoAD in the
11918Classroom, “an arts-based, visual literacy and cultural studies program for third grade
11919classrooms located in the San Francisco Bay Area.” The museum also has Common
11920Core-aligned Educator Resources that provide background information, lesson plans,
11921and activities for each of their exhibitions. https://www.moadsf.org/
11922Museum of the Holocaust

11923The Museum of the Holocaust offers multiple resources for educators including a virtual
11924tour, teacher guides for two short films, a searchable digital archive, and virtual
11925professional development. Teachers can also submit a request for a virtual guest
11926speaker. http://www.lamoth.org/
11927Museum of Tolerance
11928The museum’s education page includes lesson resources and links to free virtual
11929professional development. In addition to standards-aligned lesson plans on topics
11930including the Holocaust, bullying prevention, and human rights, the Museum of
11931Tolerance offers digital access to its archives and oral histories.
11932http://www.museumoftolerance.com/education/
11933Vietnamese Heritage Museum

11934The VHM was established to house and display the historical heritage of the
11935Vietnamese refugees. Our collections of testimonies and artifacts are made accessible
11936throughout the world via the internet, traveling exhibits and museum displays. The
11937histories of the Vietnamese refugees are available not only to current and future
11938generations of Vietnamese refugees, but also to those who empathize with our
Page 543 of 896

11939struggles for freedom and treasure our heritage.
11940https://vietnameseheritagemuseum.org/our-mission-vision/
11941Other Model Curricula
11942César E. Chávez Model Curriculum

11943This model curriculum includes lesson and biographies sorted by grade span and an
11944extensive depository of primary source resources related to the life of César Chávez
11945and the farm labor movement. See http://chavez.cde.ca.gov/ModelCurriculum/Intro.aspx
11946for more information.
11947Human Rights and Genocide Model Curriculum

11948This model curriculum was originally created in 1987 and updated in 2000. It includes
11949an overview of the topic of human rights and genocide, a list of curriculum resources,
11950and appendices that discuss a number of specific historical cases of human rights
11951violations and genocide. The document is posted at
11952https://www.cde.ca.gov/ci/hs/im/documents/modelcurrichrgenoc.pdf .
11953
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11956 March 2021
11957 Page 545 of 896

11959 Chapter 6: UC-Approved Course Outlines
Page 545 of 896

11961 Contents
11962Ethnic Studies Model Curriculum Chapter 6: UC-Approved Course Outlines.........1
11963 UC-Approved Course Outlines Overview......................................................................4
11964 How to Use the Outlines.............................................................................................5
11965 Ethnic Studies Course Outlines.....................................................................................7
11966 English: Ethnic Studies (Pajaro Valley Joint Unified).................................................7
11967 Ethnic Studies (Golden Valley HS, Santa Clarita)...................................................13
11968 Ethnic Studies (Stockton Unified).............................................................................19
11969 Ethnic Studies (San Francisco Unified)....................................................................27
11970 Ethnic Studies- Academic Language Development 2 (San Juan HS, Citrus Heights)
11971 ..................................................................................................................................33
11972 Introduction to Ethnic Studies (Salinas Union).........................................................58
11973 Introductions to Ethnic Studies (San Diego Unified)................................................72
11974 African American Studies Course Outlines..................................................................78
11975 African American Literature (Crenshaw Arts-Technology HS, Los Angeles)..........78
11976 African-American Literature (Castro Valley HS)......................................................86
11977 African American Studies (Burton Technology Academy HS, Los Angeles)...........96
11978 Black Gold & Black Soul: Oral Expressions in African American Culture (Berkeley
11979 HS)..........................................................................................................................112
11980 Chicano/African American Literature (Green Dot, Los Angeles)...........................120
11981 CP African American History (Northern United, Humboldt)...................................136
11982 Honors African American History (Castro Valley HS)............................................142
11983 Honors African American Literature (Castro Valley HS)........................................170
11984 Latin@/Black Studies (Camino Nuevo HS, Los Angeles)......................................180
11985 Literature of the African American Diaspora [P] (West Contra Costa Unified)......202
11986 Chicana/o/x and Latina/o/x Studies Course Outlines................................................215
11987 Chicano/African American Literature (Green Dot, Los Angeles)...........................215
11988 Chicano Literature en Español (Pasadena Unified)...............................................231
11989 Chicano Mural Art – Painting (El Rancho Unified).................................................237
11990 Chicano/a Theatre (Valdez Leadership Academy, San Jose)...............................251
11991 Chicano/Latino Studies (Santa Maria HS).............................................................255
11992 Latin@/Black Studies (Camino Nuevo HS, Los Angeles)......................................265
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11993 Mexican American and Latina/o Literature (Santa Maria Joint Union)..................287
11994 Mexican American History (Valdez Leadership Academy, San Jose)...................303
11995 Asian American and Pacific Islander Studies Course Outlines.................................310
11996 Asian American Studies (San Francisco Unified)..................................................310
11997 Vietnamese American History (Garden Grove Unified).........................................320
11998 Native American Studies Course Outlines.................................................................324
11999 Native American Studies: Contemporary Perspectives (Golden Valley Charter,
12000 Ventura)..................................................................................................................324
12001 Native American Studies: Historical Perspectives (Opportunities for Learning,
12002 Irwindale)................................................................................................................334
Page 547 of 896

12003Content Note: these course outlines are presented as they were received from the
12004University of California Office of the President or the submitting district, to meet the
12005requirement of Education Code Section 51226.7. They were not edited save for
12006formatting, the removal of duplicative text, and correction of minor typographic errors.
12007The hyperlinks in these documents have not been verified and their content has not
12008been reviewed. For more information, contact the Curriculum Frameworks and
12009Instructional Resources Division of the California Department of Education at 916-319-
120100881.
12011UC-Approved Course Outlines Overview
12012The statute that authorized the development of this model curriculum, Education Code
12013Section 51226.7, requires the inclusion of “examples of courses offered by local
12014educational agencies that have been approved as meeting the A–G admissions
12015requirements of the University of California and the California State University,
12016including, to the extent possible, course outlines for those courses.” This section
12017addresses these course outlines, including guidance for local education agencies in
12018their use.
12019The course outlines have been gathered into this chapter. They were all submitted for
12020A–G approval by local educational agencies (LEAs) that administer high schools in
12021California. They include general survey/introductory courses, African American studies
12022courses, Chicana/o/x and Latina/o/x studies courses, Native American and indigenous
12023studies courses, Asian American/Pacific Islander studies courses, and comparative
12024ethnic studies courses that combine any or all of the above. They are for a range of
12025grade levels within the span of ninth through twelfth grade. The courses included are
12026suitable examples for both semester and year-long elective course offerings in history–
12027social science and literature/language arts, but there are also outlines that are
12028alternative versions of core courses (like the eleventh grade United States history and
12029geography course) with an ethnic studies focus.
12030The A–G Requirements are a sequence of high school courses that students must
12031complete to be eligible for admission to the University of California (UC) and California
Page 548 of 896

12032State University (CSU). The current A–G requirement includes 15 courses in a range of
12033subject areas, all of which must be completed with a grade of C or higher. These
12034courses represent the basic level of academic preparation that high school students
12035should achieve to be ready to undertake university-level work.
12036Each year, the University of California Office of the President (UCOP) solicits lists of
12037courses from LEAs to identify courses that can be used to meet the UC and CSU
12038admission requirements. Users can submit their courses for A–G approval through an
12039online portal (https://hs-articulation.ucop.edu/guide/). UC admissions staff and subject
12040matter experts review submissions and approve the courses based on criteria that
12041include rigor, required prerequisites, the level of student work required, course
12042assignments and assessments, and the instructional materials used. Courses may be
12043rejected if they lack sufficient content aligned to those criteria. Once a course is
12044approved, it is added to an LEA’s course list and is available for schools throughout the
12045state to use.
12046Working in collaboration with the UCOP, the California Department of Education (CDE)
12047gathered examples of course outlines that fit within the discipline of ethnic studies. The
12048course outlines gathered in this chapter are not an exhaustive list of every possible
12049course that can be considered to be an “ethnic studies” course. They include a
12050representative sample of available courses, a snapshot that was taken at a particular
12051moment in time during the development of this model curriculum. LEAs are constantly
12052developing new courses, and users of this model curriculum are encouraged to visit the
12053UC A–G Course Management Portal at the link above to access the searchable
12054database containing the latest course listings currently being offered by California high
12055schools.
12056How to Use the Outlines

12057The course outlines provided with this model curriculum are intended to offer guidance
12058to teachers and administrators interested in developing courses/units in ethnic studies.
12059Every course is unique, and LEAs are encouraged to tailor their particular courses to
12060the needs and interests of their student population. While the course outlines offer a
12061wide range of potential courses, they are not intended to limit an LEA’s options. The
Page 549 of 896

12062authorizing statute encourages LEAs to submit their own ethnic studies course outlines
12063for approval as A–G courses, following their district course approval process.
12064The course outlines include a wide range of suggested courses. Some include
12065considerable detail, including unit narratives, suggested resources, and descriptions of
12066classroom activities and student assignments. Others have little more than a brief
12067course overview. The format has been modified slightly in order to address CDE posting
12068and accessibility requirements, but the content of the course outlines themselves has
12069not been edited. These outlines are based on actual courses that LEAs have been
12070offering in California schools. However, the inclusion of specific resources and/or
12071activities within these course descriptions does not imply an endorsement of these
12072items by the SBE or the CDE. The development of the model curriculum did not include
12073a state-level review of the resources included in the UC A–G course outlines. LEAs
12074should evaluate any resources suggested in the course outlines to ensure that the
12075materials that they are using best address their local needs.
12076It is important to note that none of the course outlines included in this chapter represent
12077a complete curriculum. LEAs will still need to develop lessons, train teachers, and select
12078instructional materials that will enable them to implement courses based upon these
12079outlines.
Page 550 of 896

12080Ethnic Studies Course Outlines
12081English: Ethnic Studies (Pajaro Valley Joint Unified)

12082Basic Course Information
12083Record ID: HJF9TW
12084Institution: Pajaro Valley Joint Unified School District (69799), Watsonville, CA
12085Honors Type: (None)
12086Length of Course: Full Year
12087Subject Area: English
12088Discipline: English
12089Grade Levels: 9th, 10th, 11th, 12th
12090Integrated course?: No
12091Course Learning Environment: Classroom Based
12092Transcript Code(s): (None)
12093Public Notes: (None)
12094Overview
12095Students in English: Ethnic Studies course read and analyze a broad range of nonfiction
12096and fiction selections, deepening their awareness of how language works in effectively
12097communicating an idea.  Additionally, this course aims to educate students to be
12098politically, socially, and economically conscious about their personal connections to
12099local and global histories.  By studying the histories of race, ethnicity, nationality, and
12100culture, students will develop respect and empathy for individuals and groups of people
12101locally, nationally, and globally to build self-awareness, empathy and foster active social
12102engagement.
12103Prerequisites
12104(None)
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12105Corequisites
12106(None)
12107Course Content
12108Race, Ethnicity, and Identity in America
12109The first unit provides an introduction to the key terms of race, ethnicity, oppression,
12110assimilation acculturation, nativism, discrimination, and integration. With a focus on
12111identity, students find ways to recognize what ethnic studies is and its role in current
12112events. Through different readings and sources, students will be asked to discuss and
12113respond to the following questions: How has society defined beauty, truth, and
12114goodness? How has the development of images, often stereo-types, reduced or
12115magnified an individual? What does it mean to be American? What are the origins of
12116race and racism in the United States? What does it mean to be "colorblind?" How has
12117race been socially constructed? How have people of color challenged racist laws in the
12118United States? What is the difference between race and ethnicity? What is
12119discrimination? What is prejudice? How do stereotypes affect our own identities and
12120why do they negate us of our individuality? How can stereotypes affect our thinking of
12121different social groups? How do media stereotypes of different social groups lead to the
12122scapegoating and discrimination of marginalized communities in the United States?
12123How do we define ourselves? How does social media impact how you identify yourself?
12124Unit Assignment(s)
121251. At the end of the unit, using information from group discussions, research and
12126readings students will write a personal essay in which they reflect on their identities as
12127well as past experiences with ethnic diversity, discrimination, privilege and
12128disadvantage.
121292. Students will write an "I am" autobiographical poem in which they reflect on how race,
12130ethnicity, nationality, and culture have shaped their identity.
12131Immigration
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12132The second unit analyzes the expansion of the United States by force,
12133and immigration to study the relationship between America's past and the "New
12134American." Through different readings and sources, students will be asked to discuss
12135and respond to the following questions: How have immigrant communities contributed to
12136the United States? How have assimilationist policies affected immigrant communities?
12137How have such policies helped immigrants achieve the American Dream? Why have
12138immigrants been scapegoats in certain points of US History? Who benefits from this
12139scapegoating? What are the effects of this scapegoating? What is a political refugee in
12140the 21st century? Why are they leaving their country? How have recent immigration
12141policies affected immigrant communities? Why is it important to discuss LGBTQ
12142community within immigrant population? How has our community been shaped by
12143waves of different immigrants?
121451. Students will create a visual timeline of anti-immigration legislation and how
12146immigrant communities responded to them.
121472. At the end of the unit, students will choose one of the following:
12148 a) Write a persuasive essay for or against an immigration policy
12149 b) Write a research paper on the topic, "How does the media portray the issue of
12150 immigration and crime."
12151 c) Create a newscast about an immigration issue in or around the community
12152Gender/LGBTQ
12153The third unit examines power through different genders and the discrimination of the
12154LBGTQ community. Through different readings and sources, students will be asked to
12155discuss and respond to the following questions: How has women's inequality been
12156enforced throughout history? How have women of color struggled for justice
12157throughout history? How does heterosexism discriminate against the LGBTQ community
12158and how have people fought it? How does patriarchy affect the lives of men?
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121601. Students will write a biographical sketch of a famous person in history that has
12161challenged sexism and/or heterosexism.
121622. Students will write a short informational paper that reflects on key issues faced by
12163LGBTQ persons.
12164African American
12165In the fourth unit, students will explore the experience of African Americans both
12166historically and in terms of contemporary issues, with an emphasis on the post
12167WWII Civil Rights Movement.  Through different readings and sources, students will be
12168asked to discuss and respond to the following questions: What role did African
12169Americans play in the growth and development of the United States? What role did self-
12170determination play in the trajectory of the African American community? How did
12171political power develop within the African American community and how has this power
12172evolved to work effectively with changing power structures in the United States? Was
12173the Civil Rights Movement the work of one man? What role did youth play in the Civil
12174Rights Movement? What role did church/organized religion play in the modern Civil
12175Rights movement? How did the Freedom Riders influence the Civil Rights Movement?
12176What challenges continue to face African Americans?
121781. Students will create a poster, art piece, video, children’s book in order to educate
12179community members or classmates about the Civil Rights Movement. Each student will
12180choose a time period of pre, during, or post Civil Rights Movement as a focus for the
12181project. Students will utilize both texts, multimedia and their own writing/analyses from
12182the unit in order to inform their works of popular education.
121832. After reading March, by John Lewis, students will look at how the author unfolds a
12184series of ideas, including the order in which the points are made, how they are
12185introduced and developed and the connections between them.
121863. Using Incident and A Dream Deferred, student will compare the two poems to have a
12187conversation regarding Harlem Renaissance.
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12188First Nations
12189In this unit, students will study and explore the experience of First Nations People both
12190historically and in terms of contemporary issues. Through different readings and
12191sources, students will be asked to discuss and respond to the following questions: How
12192has cultural conflict affected the First Nation people? How have the experience of
12193different tribes within the United States varied and what impact have these differences
12194had on the economic/political status of the tribes? What role has assimilation played in
12195the experience of First Nations? What are the effects of boarding schools on First
12196Nations people? How did political power develop within the First Nations community and
12197how has this power evolved to work effectively with changing power structures in the
12198United States? What role have gambling licenses played in the economic reality for both
12199tribes with and without these licenses? What challenges continue to face First Nations?
12200What opportunities do students have to enact positive change for First Nations?
122021. Students will write a persuasive essay to the question, "Who was responsible for the
12203physical and cultural genocide of California Indians?" using valid reasoning and
12204sufficient evidence.
122052. Students will compare and contrast two selected writings from Native American
12206Writers to determine the perspective and theme and how it is shaped and refined by
12207specific details.
12208Asian American
12209In this unit, students will study and explore the experience of Asian Americans both
12210historically and in terms of contemporary issues. Students will explore statistics and the
12211diverse ethnic groups living in the United States within the Asian minority. Through
12212different readings and sources, students will be asked to discuss and respond to the
12213following questions: What are the cultural and political/differences between East Asians,
12214Southeast Asians, and Southern Asiana? What role did Asian Americans play in the
12215growth and development of California? What role did Asian Americans play in the
12216growth and development of our community? How has immigration affected the political,
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12217social and economic realities of Asian Americans? What accounts for the cultural
12218perception that Asian Americans are the "model minority"? What challenges continue to
12219face Asian Americans?  What opportunities do students have to enact positive change
12220for Asian Americans?
122221.  Working in groups, students will prepare for a debate on the question: Is the
12223perception that Asians are the “model minority” accurate?
12224Arab/Muslim Americans
12225In this unit, students will study and explore the experience of Arab/Muslim Americans
12226both historically and in terms of contemporary issues. Through different readings and
12227sources, students will be asked to discuss and respond to the following questions: How
12228does religion play a factor in their personal identity? How do Arab Americans fight
12229negative stereotypes? What are the positive contributions of Arab/Muslim Americans?
12230How has immigration affected the political, social and economic realities of Arab/Muslim
12231Americans? How has the Patriot Act affected their rights to privacy? What is the
12232difference between Sunni and Shi'a Muslims? How were Arabs/Muslims involved in
12233labor strikes/conflicts?
122351. Students will create a digital "mythbusters" handbook on common stereotypes of the
12236Arab and/or Muslim population. The handbook will incorporate a “Top Five” list of some
12237the most prevalent stereotypes and misconceptions related to Islam with accompanying
12238counter-stereotypes or counter-narratives for each. They should include specific
12239examples of these stereotypes in action (as evidenced in advertising, popular film,
12240cartoons, news media, etc.) as well as a way to counteract or deconstruct it. Handbooks
12241should include a diverse range of topics and sources (news media, print media,
12242advertising, textbooks, popular media (film, music, visual art, etc.).
Page 556 of 896

12243Ethnic Studies (Golden Valley HS, Santa Clarita)
12245Record ID: P4XBTN
12246Institution: Golden Valley High School (053871), Santa Clarita, CA
12248Length of Course: Half Year
12249Subject Area: College-Preparatory Elective
12250Discipline: History / Social Science
12254Transcript Code(s): Ethnic Studies, 4728
12256Overview
12257Ethnic Studies courses operate from the consideration that race and racism have been,
12258and continue to be, profoundly powerful social and cultural forces in American society.
12259These courses focus on the experiences of African Americans, Asian Americans,
12260Chicanas/os and Latinas/os, American Indians, and other racialized peoples in the
12261United States. Courses are grounded in the concrete situations of people of color, and
12262use a methodological framing that emphasizes both the structural dimensions of race
12263and racism and the associated cultural dimensions. (Adapted from UC Berkeley,
12264Department of Ethnic Studies). The major purpose of this course is to educate students
12265to be politically, socially, and economically conscious about their personal connections
12266to history. Ethnic Studies focuses on themes of social justice, social responsibility, and
12267social change. The course spans from past to present, including politics and social
Page 557 of 896

12268reform, allowing students to identify social patterns and universal qualities present in all
12269ethnic/cultural aspects of society, including their own.
12270This one semester course will focus on the experiences of African Americans, Asian
12271Americans, Latinos, American Indians and Muslim and Arab Americans. This course will
12272also include an identity unit in which students will consider concepts related to their own
12273personal, group and/or national identity (e.g. race, ethnicity, gender, sexual orientation).
12274Prerequisites
12275(None)
12276Corequisites
12277(None)
12278Course Content
12279Identity Unit
12280In this three-week unit, students will explore the meaning of words such as race and
12281ethnicity as they pertain to individuals and communities. How do we define our various
12282identities: national, state, local, and community? How do we perceive ourselves and
12283how do others perceive us? Who is the in-crowd and who is the other? What is the
12284process of our identity formation? How has the development of images, often
12285stereotypes, reduced or magnified an individual? What does it mean to be American?
12286How has the perception hyphenated Americans changed over time, both within and
12287between ethnic groups? This Identity Unit contains a LGBTQ "mini-unit” in which
12288students will go beyond the notion of individual, community, state and national identity
12289and develop an understanding and respect for the LGBTQ community. Additionally,
12290students will be able to understand gender stereotypes and will be able to clarify their
12291own values and feelings by participating in class discussions and writing exercises. The
12292overall objective of the Identity Unit is for students to explore themselves and how they
12293fit into society.
12294Sample Assignment: Throughout the unit, students will gather resources and materials
12295to be used in a presentation on their identity. Questions to be answered in the
Page 558 of 896

12296presentation: How do you define yourself? What has been the process of your identity
12297formation? Is this formation complete or is it changing? To what extent have stereotypes
12298impacted your identity formation? How do you fit into the larger society? Student
12299presentations should be creative in nature (video, poem, skit, etc.) and must be
12300accompanied by a written essay in which students critically reflect on their own identity
12301formation and how this identity impacts their relationship with peers and the community
12302at large.
12303Asian American Unit
12304In this three-week unit, students will study and explore the experience of Asian
12305Americans both historically and in terms of contemporary issues. Students will explore
12306statistics and the diverse ethnic groups living in the United States within the Asian
12307minority. What are the cultural and political similarities/differences between East Asians,
12308Southeast Asians, and Southern Asians? What role did Asian Americans play in the
12309growth and development of the United States? How did political power develop within
12310the Asian American community and how has this power evolved to work effectively with
12311changing power structures in the United States? How has immigration impacted the
12312political, social, and economic realities of Asian Americans? To what extent do Asian
12313Americans conform to idea (real or imagined) of the “model minority”? What challenges
12314continue to face Asian Americans? What opportunities do students have to enact
12315positive change for Asian Americans?
12316Sample Assignment: Working in groups, students will prepare for a debate on the
12317question: Is the perception that Asians are the “model minority” accurate? Groups
12318should be prepared to present both sides of the issue and argue their position based on
12319evidence. Groups must have multiple forms of evidence, including but not limited: levels
12320of education, economic data, voting data, etc.
12321American Indian Unit
12322In this three-week unit, students will study and explore the experience of American
12323Indians both historically and in terms of contemporary issues. How has cultural conflict
12324affected American Indians? How have the experiences of different tribes within the
Page 559 of 896

12325United States varied and what impact have these differences had on the
12326economic/political status of the tribes? What role has assimilation played in the
12327experience of American Indians? How did political power develop within the American
12328Indian community and how has this power evolved to work effectively with changing
12329power structures in the United States? What role have gambling licenses played in the
12330economic reality for both the tribes with and without these licenses? What challenges
12331continue to face American Indians? What opportunities do students have to enact
12332positive change for American Indians?
12333Sample Assignment: Working in small groups, students will select a Southern California
12334tribe to study and investigate. Questions to research include: What was the experience
12335of the tribe in relationship to the United States government? How was your tribe
12336impacted politically and economically by its relationship with the United States
12337government? This should include both historical and current impacts. What challenges
12338continue to face your tribe? What opportunities exist for positive change for your tribe?
12339Research will be presented in a multi-paragraph report. Additionally, groups will prepare
12340poster presentations that provide key findings. This research/poster project will
12341culminate in a Town Hall Meeting. Groups will present their poster and the class will
12342listen and take notes on the presentations. The class will then synthesize all
12343presentations into a policy paper that summarizes the historical findings and makes
12344recommendations on actions tribes moving forward.
12345Latino American Unit
12346In this three-week unit, students will study and explore the experience of Latino
12347Americans both historically and in terms of contemporary issues. Students will explore
12348statistics and the diverse ethnic groups living in the United States within the Latino
12349minority. What are the cultural and political similarities/differences between South
12350Americans, Central Americans, and Mexican Americans? What role did Latinos play in
12351the growth and development of the United States? How did political power develop
12352within the Latino American community and how has this power evolved to work
12353effectively with changing power structures in the United States? To what extent has
12354immigration impacted the political, social, and economic realities of Latino Americans?
Page 560 of 896

12355How has the experience of Latino Americans in California differed from that of Latino
12356Americans in other parts of the United States? What challenges continue to face Latino
12357Americans? What opportunities do students have to enact positive change for Latino
12358Americans?
12359Sample Assignment: Working with a partner students will create a digital presentation
12360for their classmates. Presentations will: Select one group within the Latino American
12361minority (e.g., Mexicans, Panamanians, etc.), Explain the political, social, and economic
12362reality of the group selected within the United States, Demonstrate an understanding of
12363the impact of United States’ immigration policies on this group, Be grounded in evidence
12364African American Unit
12365In this three-week unit, students will study and explore the experience of African
12366Americans both historically and in terms of contemporary issues, with an emphasis on
12367the post – WWII Civil Rights Movement. What role did African Americans play in the
12368growth and development of the United States? What role did self – determination play in
12369the trajectory of the African American community? How did political power develop with
12370in the African American community and how has this power evolved to work effectively
12371with changing power structures in the United States? Was the Civil Rights Movement
12372the work of one man? What role did youth play in the Civil Rights Movement? How did
12373the Freedom Riders influence the Civil Rights Movement? What challenges continue to
12374face African Americans? What opportunities do students have to enact positive change
12375for African Americans?
12376Sample Assignment: Students will respond in writing to the following prompt: Select an
12377issue facing African Americans today. Using methods employed by post – WWII Civil
12378Rights activists, suggest a course of action that would lead to the resolution of the issue
12379you selected. All recommendations must be grounded in evidence from text.
12380Muslim and Arab American Unit
12381In this three-week unit, students will study and explore the experience of Muslim and
12382Arab Americans both historically and in terms of contemporary issues, with an emphasis
12383on the post – 9/11 environment. What role did Muslim and Arab Americans play in the
Page 561 of 896

12384growth and development of the United States? How did political power develop with in
12385Muslim and Arab American communities and how has this power evolved to work
12386effectively with changing power structures in the United States? How has the
12387racialization of Muslim and Arab Americans changed since 9/11? How have post 9/11
12388sentiments in America changed the way Muslim, Arab Americans and Arab-looking
12389individuals see themselves? What have been some of the shifts in their understanding
12390of race? What challenges continue to face Muslim and Arab Americans? What
12391opportunities do students have to enact positive change for Muslim and Arab
12392Americans?
12393Sample Assignment: Working with a partner students will interview an individual who
12394identifies as Muslim and/or Arab American and create an oral presentation for their
12395classmates in which they tell their interviewees story. Presentations will: consider
12396interviewees background, consider the impact of 9/11 on the interviewee and their
12397family, consider the impact of 9/11 on Muslim and/or Arab communities.
Page 562 of 896

12398Ethnic Studies (Stockton Unified)
12400Record ID: GEFW2L
12401Institution: Stockton Unified School District (68676), Stockton, CA
12411Overview
12412This Ethnic Studies course is designed to develop an understanding of how race,

12413ethnicity, nationality, and culture have shaped and continue to shape individuals and
12414society in the United States. The course prepares students to participate in concurrent
12415or subsequent social studies and literature courses with a solid understanding of
12416historical trends and historical thinking. This course is designed to provide students with
12417the knowledge to achieve an understanding of and an appreciation for the various
12418cultures in their community. The focus is around the experiences of African Americans,
12419Asian Americans, Latinos/as, and other racialized peoples in the United States.
12420Students will be engaged in both intellectually and emotionally rigorous content
12421constructed around issues of ethnicity, identity, service, and social justice. Students will
12422research and examine how 20th Century events reveal power, privilege, ethnocentricity,
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12423systemic oppression, and cultural hegemony that influence their individual experiences
12424into the 21st Century.
12425Prerequisites
12426(None)
12427Corequisites
12428(None)
12429Course Content
12430Unit 1: Introduction to Ethnic Studies and Identity
12431In this introductory unit, students will explore the meaning of words such as race and
12432ethnicity as they pertain to individuals and communities. How do we define our various
12433identities: national, state, local, and community? How do we perceive ourselves and
12434how do others perceive us? Who is the in-crowd and who is the other? What is the
12435process of our identity formation? How has the development of images, often
12436stereotypes, reduced or magnified an individual? What does it mean to be American?
12437How has the perception hyphenated Americans changed over time, both within and
12438between ethnic groups? The overall objective of the Identity Unit is for students to
12439explore themselves and how they fit into society.
12440Objectives:
12441 • Learn the theoretical foundations and lens of Ethnic Studies
12442 • Understand and apply Ethnography research and methods
12443 • Research the students family history and roots
12444 • Understand the dynamics of how race, ethnicity, and gender play a role in the
12445 construction of one’s identity
12446 • Define the term narrative identity, and explain the cultural functions that narrative
12447 identity serves
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12448 • Create projects that illustrates the intersectionality of how race/ethnicity, gender,
12449 nationality, and culture structure the student’s identity Topics:
12450 • Geography/environment and how it influences identity
12451 • Race/ethnicity/culture and how it influences identity
12452 • Socio-economic status and how it influences identity
12453 • Self-perception and how one is perceived
12454Assessments: Students will participate in a Socratic Seminar using notes taken from
12455research from a variety of sources about the concepts of social construction of race and
12456identity. Students will analyze a teacher selected documentary film, collect documents
12457of their own history, and interview (oral history) family members to write a 500-word
12458autobiographical essay in which they reflect on how race, ethnicity, nationality, and
12459culture have shaped their identity. Students will participate in a "Know Thy Selfie"
12460project. The students will analyze selfie photos of themselves and write a reflection
12461essay outlining their findings.
12462Unit 2: Immigration, Migration, and Movement
12463This is a survey unit to establish settlement patterns and understand the geographic
12464composition of the United States communities. There will be primary focus on
12465immigration patterns/waves and maps of the United States focusing on:
12466Asian immigration (Chinese, Japanese, Southeast Asian, etc.) Topics will include WWII
12467Exclusionary Policies and Practices of Asian-Americans, WWII Asian American
12468Internment Camps, Filipinos and Japanese in agricultural labor during the 1900s, and
12469construction of the railroad in the U.S. What role did Asian Americans play in the growth
12470and development of the United States? How did political power develop within the Asian
12471American community and how has this power evolved to work effectively with changing
12472power structures in the United States? What challenges continue to face Asian
12473Americans?
12474European Immigration (Italians, Jewish, Polish, Irish, Serbian, etc.) Topics will include
12475history and waves of European immigration to the United States, the role of World
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12476Wars I and II , the Cold War, Iron Curtain, and Communism played in immigration
12477policies and effects on populations of immigrants. Students will participate in the
12478analysis and discussion of economic opportunities, escape from religious persecution,
12479humanitarian crisis, famine, and labor trends for wealthy, skilled or unskilled, workers.
12480What have been the United States government policies that have accelerated or slowed
12481European Migration to America?
12482Latin American Immigration (Mexico/Mexican Revolution, El Salvadoran Civil War, etc.).

12483Topics will include Historical experiences such as the Mexican-American War, Treaty of
12484Guadalupe Hidalgo, Mendez vs. Westminister, Zoot Suit Riots, Bracero Program,
12485Delano Grape Strike, Chicano/a Movement, El Plan de Santa Barbara, Salad Bowl
12486Strike, the Lemon Grove Case, and la Causa, influential leaders such as Fred Ross,
12487Cesar Chavez, Dolores Huerta, etc., historical experiences such as the Mexican-
12488American War, Treaty of Guadalupe Hidalgo, Mendez vs. Westminister, Zoot Suit Riots,
12489Bracero Program, Delano Grape Strike, Chicano/a Movement, El Plan de Santa
12490Barbara, Salad Bowl Strike, the Lemon Grove Case, and la Causa and major themes
12491such as immigration, colonization, labor issues, civil rights, racism, race relations, and
12492gender relations including laws such as Prop 187, AB-540, and the Dream Act. To what
12493extent has immigration impacted the political, social, and economic realities of Latino
12494Americans? How has the experience of Latino Americans in California differed from that
12495of Latino Americans in other parts of the United States? What challenges continue to
12496face Latino Americans? What opportunities do students have to enact positive change
12497for Latino Americans?
12498Middle Eastern Immigration (Syria, Pakistan, Iraq, Afghanistan, etc.) Topics will include
12499the impact of Middle East wars - Syrian refugees and humanitarian crisis, and U.S
12500immigration policies regarding selected ethnic groups. What is the history Middle
12501Eastern migration? What effect has migration of Middle Easterners had on the United
12502States in terms of labor and economic trends? What are some of the issues that face
12503the Middle East migration today?
12504African Diaspora and Slavery - Topics will include: Goals and strategies of famous
12505leaders, i.e., Dr. Martin Luther King Jr., Malcolm X, The Civil Rights movement,
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12506Reconstruction Period and Post-Reconstruction Period, The creation of the Declaration
12507of Independence and creating a first and second governmental Constitution, the Black
12508experience in the Civil War, and the history of Transatlantic Slave Trade. How did the
12509Freedom Riders influence the Civil Rights Movement? What challenges continue to face
12510African Americans? What opportunities do students have to enact positive change for
12511African Americans? Students will consider the constitution and how slavery played a
12512role in its development. Has it changed? How has society benefited? What did the
12513founding fathers mean by “all men are created equal” when writing the Declaration of
12514Independence? Questions to consider in this unit: How did we get here? Should the US
12515reduce the number of people that are allowed to enter the country and work towards
12516citizenship?
12517Objectives:
12518 • Students will identify push and pull factors of migration including the role of war,
12519 natural resources, and ideology play in movement.
12520 • Students will be able to compare and contrast factors surrounding immigration
12521 and emigration.
12522 • Students will compare, contrast, and analyze various immigrant experiences and
12523 synthesize how they contribute to ethnic identity.
12524 • Students will examine and critique the processes of acculturation and
12525 assimilation, weighing both their potential positive and negative effects.
12526Topics:
12527 • African Diaspora, and Eastern European Movement
12528 • Connections to a group or groups in the acculturation/assimilation processes
12529 • Reasons and influence of migration of major ethnic groups
12530 • Marginalization of ethnic groups
12531Assessments: Interview an Immigrant Project: The interview will address a specific

12532issue to the ethnicity of the person being interviewed i.e., immigration experience or
12533experiences as a member of their ethnicity in school, etc. The interview should be
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12534recorded and transcribed. Students must get a signed consent form to conduct the
12535interview and will have the choice to create a PowerPoint, short film, visual
12536presentation, design an illustrated comic book, or write an essay as a final product. The
12537final product can then be presented to the class and/or shared with the school.
12538Research Project: Students will research information from primary and secondary
12539sources about a specific marginalized group covered in this unit and prepare a project
12540to present, incorporating examples of how the group was marginalized in the United
12541States. Each presentation must include historical information from outside sources as
12542well as visuals (maps, pictures, graphs, etc.). Students may refer to Unit 1 content as
12543needed to strengthen their examples of marginalization of the group. Students will be
12544assessed on their use of primary and secondary sources, the strength of their evidence
12545of marginalization, and their presentation skills. Through this assignment and ultimately
12546the students’ presentations, students will learn how major ethnic groups within the
12547United States have been historically discriminated against.
12548Debate: Essential Question- Should the US reduce the number of people that are
12549allowed to enter the country and work towards citizenship? Students will form debate
12550teams to argue a position on the question. They must present researched evidence and
12551logical reasoning and will be assessed on the strength of evidence provided and
12552speaking and listening skills.
12553Unit 3: Power and Oppression
12554In this unit students will explore how race, gender, class, and sexual orientation affect
12555various groups. Students will be examining current/recent examples of oppression.
12556They will examine why they happen and how they happen, as well as the responses to
12557that oppression. Students will also be able to examine the current role of the media in
12558perpetuating oppression. Students identify their own stereotypes, including those that
12559arose in the family narratives they created in Unit 1. Students investigate the history of
12560stereotypes by learning about eugenics and the genetic issues relating to race and
12561racism (Students select and analyze examples of contemporary stereotyping in popular
12562culture (advertisements, television programs, films) to understand how stereotypes are
12563reproduced and perpetuated. Based on these investigations, students produce public
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12564service announcements for distribution in their schools that challenge particular
12565stereotypes in terms of institutional, interpersonal, and internalized oppression. What is
12566the dominant narrative in the U.S. regarding ethnicity, race, class and gender? How are
12567dominant narratives formed? How does the mass media shape our lives, and our
12568perceptions of others? How do communities and individuals challenge the dominant
12569narrative?
12570Objectives:
12571 • Analyze institutional, interpersonal, and internalized oppression.
12572 • Media Stereotypes
12573 • Rights of governed and oppressed.
12574Assessments:
12575Public Service Announcement: Based on these investigations, students produce public

12577stereotypes in terms of institutional, interpersonal, and internalized oppression.
12578Resisting Controlling Images Project: In collaborative teams, students will create a video
12579project that demonstrate how communities are resisting controlling images. Each team
12580should reference the unit materials and give a specific example of how controlling
12581images are being resisted in school or in our local society. In this assignment students
12582will build on the knowledge and concepts in the unit to apply it to an issue/topic they see
12583in society. In the presentation they will explore the key issue(s) and how communities
12584are seeking to address the problem(s).
12585Research essay: Students will write a research essay (about 1000 to 1500 words)
12586analyzing causes, trends, and policies in regard to one specific marginalized group.
12587Students will be assessed on the quality of research sources and validity of information
12588incorporated into their essay.
12589Unit 4: Social Movement and Advocacy
12590In this final unit, students will study and identify contemporary issues of oppression or
12591threats to identity in order to become advocates for their community. Students will use
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12592previous learnings to develop their own empowerment plan to address their identified
12593community concern.
12594Objective:
12595 • Students acquire tools to become positive actors in their communities to address
12596 a contemporary issue and present findings in a public forum
12597Topics:
12598 • Racism, LGBTQ rights, immigration rights, access to quality health care, income
12599 inequality, War on Drugs, school-to-prison-pipeline, poverty, religious
12600 persecution, access to equitable public education, and gangs and violence
12601This unit contains a LGBTQ "mini-unit” in which students will go beyond the notion of
12602individual, community, state and national identity and develop an understanding and
12603respect for the LGBTQ community. Additionally, students will be able to understand
12604gender stereotypes and will be able to clarify their own values and feelings by
12605participating in class discussions and writing exercises.
12606Assessment: Action Research Project: Students will create an action research project in
12607which they identify a problem/issue/conflict either locally or globally and craft a project
12608that addresses the problem, in relation to a unit of the course. Their project should
12609analyze the main issues of the problem, highlight what, if anything, is currently be done
12610to stop it, and propose their solutions. This will be in the form of a written essay of no
12611less than 1500 words. Through this assignment students will learn how to take a
12612problem and develop a project out of that problem. They will then develop a poster-
12613board display/mural on this movement to be displayed at school and in the community.
12614Civil Rights Movements: Students will research a particular social or civil rights
12615movements and examine how it is connected to the San Joaquin Valley. Throughout the
12616unit, students will research a particular topic and show the origins and issue that the
12617movement is addressing while linking it to issues in their own community. By applying
12618the broad lessons of community-based social movements to their own experiences,
12619student will learn valuable civic engagement strategies and link theory to practice. They
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12620will be producing this community-based knowledge to engage a broader discussion of
12621these issues at school and in their communities.
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12622Ethnic Studies (San Francisco Unified)
12624Record ID: CFQABT
12625Institution: San Francisco Unified School District (68478), San Francisco, CA
12630Grade Levels: 11th, 12th
12635Overview
12636This Ethnic Studies course aims to educate students to be politically, socially, and
12637economically conscious about their personal connections to local and global histories.
12638By studying the histories of race, ethnicity, nationality, and culture, students will cultivate
12639respect and empathy for individuals and solidarity with groups of people locally,
12640nationally and globally so as to foster active social engagement and community
12641building. Honoring the historical legacy of social movements and mass struggles against
12642injustice, including the establishment of ethnic studies programs in public schools and
12643university curricula, this course aims to provide an emancipatory education that will
12644inspire students to critically engage in self-determination and seek social justice for all.
12645Through historical documents and historical interpretations (both print and film),
12646students will be able to (1) discuss their identities, including race, ethnicity, culture, and
12647nationality, (2) describe the ways in which these categories are socially constructed and
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12648how they affect students’ lives and the lives of others, (3) participate in grassroots
12649community organization, and (4) explain the dynamics among internalized,
12650interpersonal, and institutional oppression and resistance. This course is designed to
12651develop an understanding of how race, ethnicity, nationality, and culture have shaped
12652and continue to shape individuals and society in the United States. The course prepares
12653students to participate in concurrent or subsequent social studies and literature courses
12654with a solid understanding of historical trends and historical thinking. The course
12655develops academic skills in reading, analysis, and writing of historical narratives. The
12656course gives students a broad opportunity to work with and understand the variety of
12657perspectives that shapes the richness and complexity of the United States as well as
12658our city.
12659Prerequisites
12660Modern World History, English 9/10, incl Ethnic Experience of Literature, 2 years of
12661other ELA, incl CELT and ELD
12662Corequisites
12663(None)
12664Course Content
12665Introduction: What is Ethnic Studies? (1 week)
12666Students review or learn the concepts of “historical perspective” and “historiography as

12667power” (“Why is history taught like this?” by Loewen; excerpts from four world history
12668textbooks on Columbus’ voyages to the Americas). Students learn the origins of Ethnic
12669Studies as an academic discipline at San Francisco State University in 1969 (San
12670Francisco State: On strike; At 40: Asian American Studies @ San Francisco State).
12671Students learn about the current efforts to ban Ethnic Studies courses in Arizona
12672schools (“Arizona law curbs Ethnic Studies classes” by Mackey).
12673Unit 1: My Story: Student identity and narratives (3 weeks)
12674Students (1) analyze the documentary film Race: The Power of an Illusion: Part 2: The
12675Story We Tell to learn the concept of the social construction of race and (2) collect
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12676documents of their own history to (3) write a 500-word autobiographical essay in which
12677they reflect on how race, ethnicity, nationality, and culture have shaped their identity.
12678Unit 2: Historical case study: California Indians and how institutional oppression shapes
12679individual identity (4 weeks)
12680Students read the Universal Declaration of Human Rights to identify the rights that all
12681humans have been accorded since the mid-20th century. Students examine three sets
12682of excerpts from primary source documents to identify particular rights that were denied
12683to American Indians and the roles that six institutions played in the denial of those rights
12684(economics, education, family, government/law, media, religion). One set of primary
12685source documents is from the Spanish colonial period (Bartolomé de las Casas, Juan
12686Gines de Sepulveda, and Francisco Palou), one set is from the westward expansion of
12687the United States in the first half of the 19th century (Elias Boudinot, John Melish, and
12688John O’Sullivan), and one set is from post-Gold Rush California (newspapers articles
12689reprinted in The Destruction of California Indians). Based on this investigation, students
12690conduct a grand jury investigation to address the question “Who was responsible for the
12691physical and cultural genocide of California Indians?” Following the trial, students view
12692and analyze the film In the White Man’s Image to understand efforts to Americanize the
12693surviving Indian population in the late 19th and early 20th centuries by enrolling them in
12694Indian schools. To conclude the unit, students write a 900-word persuasive essay to
12695provide their individual answers to the question investigated by the grand jury.
12696Unit 3: Stories that shape me: An oral history project (4 weeks)
12697Students learn the history of oral traditions in cultures around the world and as a
12698research tool in the discipline of Ethnic Studies (“Geographies of displacement” by
12699Mirabal.) Students study examples of recent oral histories (Underground America:
12700Narratives of Undocumented Lives, edited by Orner). Students receive direct instruction
12701on oral history methodology (“Step-by-step Guide to Oral History” by Moyer). Students
12702conduct an oral history interview with a member of their family or another adult
12703important in their lives, focusing on the concepts of race, ethnicity, nationality, and
12704culture. Students transcribe the interview, create a 1,500-word historical narrative from
12705the interview, and present the narrative orally to their classmates.
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12706Unit 4: My Stereotypes: Where stereotypes come from and how they shape my world (4
12707weeks)
12708Students identify their own stereotypes, including those that arose in the family
12709narratives they created in Unit 3. Students investigate the history of stereotypes by
12710learning about eugenics and the genetic issues relating to race and racism (textbook,
12711Chapter 3; Race: The Power of an Illusion, Part 1) and by analyzing film portrayals of
12712Latinos, African Americans, and Asian Americans (Latino Images in Film, film clips from
12713the UCLA Chicano Studies Research Center, Ethnic Notions, and The Asian Mystique).
12714Students select and analyze examples of contemporary stereotyping in popular culture
12715(advertisements, television programs, films) to understand how stereotypes are
12716reproduced and perpetuated. Based on these investigations, students produce public
12718stereotypes in terms of institutional, interpersonal, and internalized oppression.
12719Semester 2: Acting in my world Unit 5: Our communities (5 weeks)
12720Students expand beyond their study of self and family during the first semester to study
12721community during the second semester. Following an introduction to the various types
12722of communities, students learn about the origins or race- and ethnic-based communities
12723in cities in the United States (The Power of an Illusion, Part 3: The House We Live In)
12724and a model for classifying the various ways in which race- and ethnic-based
12725communities have resisted oppression (“Examining Transformational Resistance” by
12726Solorzano and Bernal). Students apply the concepts of community and resistance they
12727have learned to two historical case studies, Chinatown in San Francisco (Chinatown by
12728Lowe) and Latino barrios in California (Latino USA by Stavans and Alcaraz, and “The
12729Barrioization of Nineteenth-century Mexican Californians” by Ríos-Bustamonte). Both
12730case studies include a focus on segregation in education (“Doors to Opportunity” from
12731the textbook for the Tape v. Hurley case in Chinatown and The Lemon Grove Incident
12732for Latino communities). Students evaluate accounts of resistance from the readings
12733and films in relation to Solorzano and Bernal’s model of four types of resistance, which
12734include reactionary, self-defeating, conformist, and transformational resistance.
12735Students conclude the unit with a study of José Clemente Orozco’s mural The Epic of
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12736American Civilization at Dartmouth College and then create their own two-sided piece of
12737art that expresses on one side ways in which oppression controls and constricts
12738communities and on the other side ways in which transformational resistance creates
12739power within communities.
12740Unit 6: Community organizing (4 weeks)
12741Building on their knowledge of race- and ethnic-based communities, oppression, and

12742resistance, students are introduced to the concept of community organizing. Students
12743study examples of labor organizing during the Great Depression and World War II
12744among African Americans (Wherever There’s a Fight by Elinson and Yogi, the film
12745Golden Lands, Working Hands, and Double Victory by Takaki) and Filipino Americans
12746(the preceding sources plus the film Little Manila and On Becoming Filipino by Bulosan).
12747Students identify oppression in terms of the Universal Declaration of Human Rights and
12748analyze resistance in terms of Solorzano and Bernal’s model (see Unit 5). Students
12749perform the play The Romance of Magno Rubio (based on a short story by Bulosan)
12750and then create and perform a five-minute script for a play of their own that expresses
12751their knowledge and feelings about what they have learned about the intersection of
12752community, labor, and race.
12753Unit 7: Community-based social movements in the 1950s and 1960s (5 weeks)
12754Students learn how the community organizing that they studied in Unit 6 blossomed into
12755a social movement after World War II. Students study how other racial and ethnic
12756groups joined the civil rights movement initiated by African Americans (excerpts from
12757Eyes on the Prize documentary). They explore the ways in which the ideology of
12758eugenics had influenced the educational system in the United States (textbook, Chapter
127595), and then analyze the demands of African Americans, Latinos, Asian Americans, and
12760American Indians to reform the educational system (“Black Panther Party Platform and
12761Program,” Oakland Community School, “Plan de Atzlán,” the film Walkout, “On Strike!”
12762by Umemoto, and “A Brief History of the American Indian Movement” by Wittstock and
12763Salinas). Students compare and contrast the demands made by the various groups.
12764Students analyze the efforts of these movements in terms of Solorzano and Bernal’s
12765model of resistance (see Unit 5). Students compare educational issues from the 1960s
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12766and 1970s with their contemporary educational conditions and produce a manifesto that
12767lists and justifies their demands for reform of the current education system. Students
12768work in groups to put their demands into practice by preparing a lesson for students in a
12769neighboring middle school on one of the topics they have studied in this Ethnic Studies
12770course. The lesson embodies the changes the students would like to see in the
12771educational system. Students teach the lesson to middle school students.
12772Unit 8: Learning service project (5 weeks, interspersed during Units 5, 6 & 7)
12773Students build on their knowledge of communities (Unit 5) and community organizing

12774(Unit 6) to design and implement a learning service project with a community
12775organization in their neighborhood. Following a model of investigation and collaboration,
12776students first conduct research on a neighborhood of their choice (either the school
12777neighborhood or the neighborhood where they live). They use census data to create a
12778demographic profile of the neighborhood, consult the city planning department to
12779identify any relevant community studies, and conduct research in the local public library
12780on the history of the neighborhood. They identify community-based organizations within
12781the neighborhood, and, based on the services the organization provides or the issues it
12782addresses, students choose one community organization to work with. Students further
12783develop the oral history skills they learned in Unit 3 by conducting an oral history with an
12784activist in the community organization, with a focus on how the activist became involved
12785with the organization, the nature of the activist’s work, and the effects of the activist’s
12786involvement on his or her life. Students participate in one event important to the
12787community-based organization and write a report summarizing their experience. The
12788report concludes with ideas on how the student could apply the lessons learned in the
12789learning service project within the school community.
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12790Ethnic Studies- Academic Language Development 2 (San Juan HS, Citrus
12791Heights)
12793Record ID: NC6PF5
12794Institution: San Juan High School (050582), Citrus Heights, CA
12802Transcript Code(s): Ethnic Studies-Academ Lang Dev 2, 355008Y-1
12804Overview
12805The purpose of the Ethnic Studies: Academic Language Development 2 course is for
12806Long Term English Learners to learn and apply interdisciplinary academic and literacy
12807skills through a meaningful and relevant use of language applicable to general content
12808courses, career, and college readiness under the ELD and ELA Common Core
12809Standards using an Ethnic Studies and project-based approach. In doing so the
12810students will, through structured instruction, employ the three communicative modes
12811outlined in the California Common Core Standards: Collaboration, Interpretation, and
12812Production of oral and written academic language. Through an Ethnic Studies
12813curriculum framework, students will learn and apply grade-level academic language,
12814knowledge, and skills in meaningful and relevant ways. By reading and analyzing
12815comparative and expository literature students will examine the history, language,
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12816values, and voices of diverse groups within the United States. Students will also identify
12817common issues across groups, and critically analyze, reflect on, and participate (written
12818and orally) in the study of those issues social and culturally relevant issues.
12819Through primary sources and historical interpretations (in print, film and music),
12820students will research and articulate their identity as both an individual and a member of
12821an intersection of ethnic and cultural groups as they explore their Educational Journeys,
12822this will also evaluate their literacy skills in reading, writing, speaking, and listening (unit
128231), analyze text structures, purpose, and audience by examining various stereotypes
12824and their effect on identity, examine how underrepresented groups celebrate their
12825cultural and ethnic heritage through novels, film, and other media (unit 2), compare and
12826evaluate oral histories and primary documents as an alternative to mainstream media’s
12827representation of experiences relating to how laws and language has affect generational
12828differences and practicing the exchange of information and ideas to make an analysis
12829(unit 3), evaluate academic language for sociolinguistic purposes of the movements
12830using primary documents of social justice movements and multicultural coalitions to
12831evaluate language, literacy, and home skills as tools to create change (unit 4), justify
12832social movements’ strategies to build political and social alliances, students will apply
12833literacy skills and cooperative learning strategies to develop a Youth Participatory Action
12834Project (units 5–6).
12835This course is designed to provide key academic language, historical lessons and
12836critical literacy skills that empower students to articulate and address the social
12837injustices they see and experience. Students will study a wide variety of perspectives in
12838order to foster cooperation and understanding across ethnic and cultural boundaries,
12839celebrating the multitude of ways people of all backgrounds contribute to United States
12840history. This course prepares students for concurrent and subsequent courses in social
12841studies and literature by developing academic skills in reading, critical analysis and
12842writing and by establishing a firm historical understanding of the development of ethnic
12843identity in the United States. This ultimately enables students to make informed and
12844empathetic decisions and recommendations as participants in the democratic process
12845for social justice.
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12846Prerequisites
12847Must be an English Language Learner, CELDT Levels 3-5
12848Corequisites
12849(None)
12850Course Content
12851This course is designed to provide key academic language, historical lessons and
12852critical literacy skills that empower students to articulate and address the social
12853injustices they see and experience. This course is linked to Common Core Social
12854Studies and English Standards, and the California English Language Development
12855State Standards. Students will be able to demonstrate literacy skills using an Ethnic
12856Studies curriculum through the:
12857Cite specific textual evidence to support analysis of primary and secondary sources,
12858connecting insights gained from specific details to an understanding of the text as a
12859whole. Aligned with ELD standards students will be: Analyzing how writers and
12860speakers use vocabulary and other language resources for specific purposes (to
12861explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience,
12862topic, and content area. This will be assessed in their writing assignments (two 500-
12863word essays) for their reading of the supplementary books and through Socratic
12864seminars and group discussions. (units 1–3).
12865Determine the central ideas or information of a primary or secondary source; provide an

12866accurate summary that makes clear the relationships among the key details and ideas.
12867Students will analyze how writers and speakers language resources depending on
12868modality, text type, purpose, audience, and topic. Offer and justify opinions using
12869academic language through structured discussions and written assignments. This will
12870be assessed through the Educational Journeys PowerPoint presentation in unit 1 and
12871the jigsaw activities in units 2 and 4.
12872Evaluate various explanations for key concepts in each assigned unit and determine
12873which explanation best accords with textual evidence, acknowledging where the text
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12874leaves matters uncertain. This will be assessed through classroom discussion (via
12875productive discussions using foldables, gallery walks, large and small group discussions
12876and exit slips, 1-page reflections in all units that accompany readings), writing
12877assignments: 250-word critical analysis of their choice of song lyrics, making three
12878connections to the analysis from class, journals written from the perspective of different
12879groups in social movements.
12880Integrate and evaluate multiple sources of information presented in diverse formats and
12881media in order to address an essential question within a unit. Analyzing how writers and
12882speakers use vocabulary and other language resources for specific purposes. This will
12883be assessed through each writing assignment: 1,000-word autobiographical essay, 500-
12884word stereotype analysis, Pop-Up history Project, two 1,500-word oral history research
12885papers, 500-word reflections after each program implemented through their
12886Participatory Action Research Project, 1,000-word research paper on a social justice
12887movement, 2,000-word cumulative reflection after the social studies lesson.
12888Integrate information from diverse sources, both primary and secondary, into a coherent
12889understanding of key concepts and events within a unit, noting discrepancies among
12890sources. 1,000-word autobiographical essay, 500-word stereotype analysis, Pop-Up
12891History Project, two 1,500-word oral history research papers, 500-word reflections after
12892each program implemented through their service-learning project, 1,000-word research
12893paper on a social justice movement, 2,000-word cumulative reflection after the social
12894studies lesson.
12895Conduct research projects based on essential questions, demonstrating understanding

12896of key learning outcomes. Identify text structures and features through the study of
12897literary, critical and historical texts that promote student’s positive self-images and
12898validate students’ home cultures, stories and identities. This will be assessed through
12899the following writing assignments: two 1,500-word oral history research papers, 1,000-
12900word research paper on a social justice movement.
12901Gather relevant information from multiple print and digital sources, assess the credibility
12902and accuracy of each source, and integrate the informational texts to support analysis,
12903reflection, and research. Students will write literacy and informational texts to present,
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12904describe, and explain ideas and information, using academic language and appropriate
12905technology. 1,000-word autobiographical essay, 500-word stereotype analysis, the
12906design of a pamphlet, two 1,500-word oral history research papers, 500-word reflections
12907after each program implemented through their service-learning project, 1,000-word
12908research paper on a social justice movement, 2,000-word cumulative reflection after the
12909social studies lesson.
12910Practice writing, reading, speaking, and listening strategies through text genres that
12911promotes cultural, historical and critical understanding of, and empathy for, a variety of
12912cultures and experiences in America.
12913Each unit has multiple opportunities to evaluate student writing and course content
12914understanding. Furthermore, Educational Journey presentation (Unit 1), group
12915presentation of information (Unit 2), oral history interviews (Units 3 and 5), public
12916awareness campaigns (Units 2, 3), Participatory Action Research (Units 4 and 5), a
12917middle school social studies lesson (Unit 6), current event journals, community
12918participation reflections, and short answer reading quizzes. Students will be informally
12919assessed through student lead discussion; Socratic seminars, large and small group
12920discussions, and exit slips.
12921Unit 1. Assessing Literacy Skills: Educational Journey-The Formation of Ethnic Identity
12922How as my educational journey and life experiences shape who I am?
12923Students will learn about how Ethnic Studies is both “identity-based” and also a “critical
12924theory of power” that interrogates multiple structures of hierarchy and inequality (“Ethnic
12925Studies: Theorizing Multiculturalism, Diversity, and Power” by Marable) in order to
12926understand the links between racism, sexism, homophobia and power. Students will
12927then chart their own intersectionality as a basis for further inquiry in the study of how
12928and why they are shaped by individual experience and group membership. Students will
12929understand the link between place and identity in order to begin our case study on the
12930impact hierarchies of power in Citrus Heights, CA have on cultural and ethnic identity.
12931Students will then analyze the variety of ways identity is defined, created and contested
12932linking the following topics back to hierarchies and power: Students will then analyze the
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12933variety of ways identity is defined, created and contested linking the following topics
12934back to hierarchies and power: Label’s and Identity: Dr. Victor Rios’ book Street Life:
12935Poverty, Gangs, and a PhD. Zinn's A People's History of the United States Chapters 1-
129363. Music videos and lyrics from songs about the Sacramento area to further deconstruct
12937ethnic identity as tied to place (Music videos and lyrics from local artists). Students will
12938then write a 250-word critical analysis of their choice of song lyrics about Sacramento,
12939making 3 connections to the analysis from class. Poetry about “claiming” Sacramento
12940and how residency and belonging forge an ethnic and cultural identity (Poems by local
12941artists, such as Jose Montoya from the Royal Chicano Air Force, members from Zero
12942Forbidden Goals, poems written by other youth from the Sacramento Area Youth
12943Speaks). Students will emulate the style of the poets and develop their own style,
12944writing a poem about life in Citrus Heights/Sacramento Area. Movies and the
12945significance of Neo-Realism as a form of authentic representation in contrast to the
12946“Hollywood Myth” (Los Angeles Plays Itself. Dir. Thom Andersen. Plays from local
12947Sacramento Theater: Teatro Espejo) Students will write a 1-page reflection about the
12948ways movies shape the way they see the city. The history of the Sacramento area from
12949native communities to Spanish Colonization, Rancheros, development, redlining and
12950gentrification (direct instruction). Students will practice using Cornell-style notes.
12951Geography –Students will first draw their own maps of Citrus Heights and Sacramento
12952area based on their perception of where they believe different ethnicities and socio-
12953economic classes live. They will then compare these maps with maps derived from
129542010 census data. They will then write a 1-page reflection on the similarities and
12955differences between their perceptions of geography and the realities based in data,
12956linking this back to how geography shapes ethnic and cultural identity. Students will
12957create and present a 25-30 slide Multi-Media Presentation in groups of 4 that explains
12958the correlation between ethnic and cultural identity formation, power hierarchies and
12959one the following topics (student choice): art, music, language, food, environment,
12960politics, violence, jobs, technology, literature. During presentations, students will take
12961notes for subsequent use in their autobiographical essays. The presentation also helps
12962students develop public speaking and listening skills in a safe environment. These skills
12963will support students in their second semester service-learning project of teaching a
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12964social studies lesson at the middle school level. See Key Assignments section for more
12965detailed information on that assignment. The unit will culminate with a 1,000-word
12966autobiographical essay on how their identity is shaped by any of the following aspects of
12967Sacramento: history, art, movies, music, language, oral history, geography, food,
12968economic and political opportunity, and literature. Students will draw key vocabulary and
12969cultural context from their notes, poem and 1-page reflections from the unit to help them
12970articulate the scope and complexity of factors that influence identity as both an
12971individual level and as a member of an intersection of groups.
12972Unit 2. Text Structures, Purpose, and Audience: Inventing Images, Representing

12973Otherness
12974How is identity created, contested and altered?
12975Students will be introduced to the concept critical race theory as they highlight and
12976discuss the Morris reading in small groups. (Morris, Wesley. “Fast Forward: Why a
12977movie about car thieves is the most progressive force in American cinema.”). This essay
12978will serve as a model for each student’s subsequent critical analysis of stereotypes in
12979various mediums. Students will then learn how scholars and critiques deconstruct Latino
12980(Latino Images in Film), African American (Ethnic Notions, Good Hair, Madea’s Witness
12981Protection trailer) and Native American stereotypes (Video clips: The Savage,
12982Arrowhead trailer, Avatar trailer, Dances with Wolves trailer, The Last Samurai trailer,
12983trailer) and evaluate the validity of these critiques (in regards to their autobiographical
12984essays from the previous unit) in large and small group discussions. They will examine
12985the intersection between the representation of gender and ethnicity (Miss
12986Representation) and then compare these portrayals with examples of films directed and
12987starring underrepresented groups (Smoke Signals) and understand strategies to disrupt
12988the negative effects (such as internalized oppression and the justification of violence)
12989caused by stereotypes (Brainwashed: Challenging the Myth of Black Inferiority by
12990Burrell; “The Negro Artist and the Racial Mountain” by Hughes) through a foldable
12991activity that compares and contrasts these strategies. Students will then use the
12992readings and coursework as a model for critical analysis. Students will select an
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12993example from contemporary popular culture and then write a 500-word analysis of how
12994it either perpetuates or subverts stereotypes.
12995Students will then trace the historical and economic roots of these stereotypes and their
12996effects on identity and representation through reading Caliban and Other Essays and a
12997group project. In groups of 4, students will engage in a jigsaw activity from an assigned
12998chapter from A Different Mirror (Chapters 3-8). Students are responsible for
12999summarizing their assigned section in 3 key points and will then design a physical
13000activity or perform a skit to present the information to the class. The physical activity or
13001skit along with the paraphrased delivery of key terms and concepts will engage students
13002in the subject matter and allow students of different learning styles to access the
13003information. Building off the presentation from Unit 1, students will continue to develop
13004their public speaking and listening skills, empowering students to find their voice and
13005take initiative in their own education and the education of others (both in this unit and
13006again in their service-learning projects). By the end of the series of presentations,
13007students will have at least 8-pages of notes that will be used in future activities.
13008Students will then work in groups of 3 or 4 to synthesize their knowledge of history

13009(using their presentation notes) and their critical analysis of popular culture (500-word
13010analysis) to create a pamphlet for distribution in their school (in the 9th grade Freshman
13011Seminar class) that challenges ethnic and gender stereotypes and offers strategies for
13012disrupting and subverting the negative effects of stereotyping (including alternative
13013forms of representation in the media and suggestions for further reading). This project
13014begins the process of fulfilling the course purpose in that students will apply what they
13015have learned towards direct action, implementing a systematized campaign for social
13016justice at their school.
13017Unit 3. Exchanging information and Ideas: Language and Law - Oral History Project (5
13018Weeks)
13019How does law and language affect generational differences?
13020In this unit, students will compare and evaluate oral histories as an alternative to
13021mainstream media’s representation of ethnicity by conducting their own oral history
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13022research. Students will first understand the differences and similarities different groups
13023experiences and build empathy and understanding of various experiences from World
13024War II (A Different Mirror Chapter 14). Students will evaluate the language that was
13025used in history for different laws and legal outcomes for various ethnic groups in the
13026U.S. In this process, students will explore the relationships between previous
13027generations and their modern generation by reading the chapter and writing a diary
13028entry for each sub-section in the chapter (6 total: Japanese Americans, African
13029Americans, Chinese Americans, Mexican Americans, Native Americans, Jewish
13030Americans) from the perspective of a person of that group during that time period.
13031Students will then learn how oral history can be used as a tool for research (“Colonize
13032This!” and “Femme-Inism: Lessons of My Mother” from Hernandez; “Fathers,
13033Daughters, Citizens, and Strongwomen El hambre y el orgullo” from Tobar) and
13034compare the experiences from the readings to that of the stereotypical images from the
13035previous unit in small and large group discussions. In small groups of 4, students
13036research recent examples of oral histories (Yell-Oh Girls) that are in written form, and
13037compare them with recorded oral histories (StoryCorps), students will express their
13038findings in a silent carousel activity, to further illustrate and unpack the significance of
13039the acoustic impact of oral history.
13040Students conduct an oral history interview with a member of their family or another adult
13041important in their lives (using the “Great Questions List” or “Question Generator” from
13042StoryCorps.org or by developing their own questions based on their autobiographical
13043essay from Unit 1), focusing on the concepts of ethnicity, nationality, language and
13044culture. Students will transcribe the interview and then write a 1,500-word historical
13045narrative from that transcription. Students will then present the narrative to their
13046classmates. This presentation may either by from memory, or students may record and
13047edit their interview using the open source web software Audacity
13048(http://audacity.sourceforge.net/) to incorporate music and sound effects. The
13049presentation will focus not only on the storytelling aspect, but also on the method, of
13050how oral history can be used as a tool for research – of how this research subverts and
13051counteracts the destructive stereotypes discussed in the previous unit.
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13052Unit 4. Practicing academic language for sociolinguistic purposes (e.g., disagreeing,
13053agreeing, questioning, and adding ideas during discussions and in writing): Civil Rights
13054Movements for Ethnic Minorities in the U.S.
13055How do the Civil Rights Movements use language and skills as a tool for their cause?
13056A major focus of the second semester is to take the lessons learned from the previous
13057semester, and put them into direct action. Students will engage in two projects that
13058service their school community, while simultaneously learning about how social change
13059was implemented in the past – so that they can better implement it in the present.
13060During Units 4 and 5 students will work in groups of 6-8 to establish and implement a
13061social justice program at their school. This program will last between 4-6 weeks and
13062consist of activities and/or events founded around the principles and themes addressed
13063within the course. For more information on these two projects, please see the Key
13064Assignments section.
13065The focus of Unit 4 will be to provide students with models of social justice movements
13066to guide their own social justice initiatives. In this unit students will learn why these
13067movements were formed and what they accomplished. Linking back to what students
13068learned about intersectionality in the first unit, students will learn about the shared
13069struggles of women, African Americans, and gays and lesbians (Supplemental materials
13070from RethinkingSchools.org and Zinnedproject.org) as each group fought for social
13071justice. To engage the material, students will participate in a jigsaw activity similar to the
13072jigsaw activity in Unit 2. However, this jigsaw activity will build upon the skills developed
13073in the previous activity by doubling the groups up on each chapter. Students will take
13074notes as they did in the previous jigsaw, and also fill out exit slips for each presentation.
13075This will allow students to evaluate not only the content of the lesson, but also on the
13076effectiveness of their delivery. This will ultimately prepare them for their work in the
13077service-learning projects in Units 4 and 5.
13078Students will also study how to gain political power through activism, organization and
13079mobilization. Students will learn about the historical roots of the Chicano movement and
13080how Chicanas grappled with racial hostility and sexual politics as they empowered
13081themselves to find their own voice and perspective on campuses and in the Chicano
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13082movement (“Chicana Insurgencies: Stories of Transformation, Youth Rebellion, and
13083Chicana Campus Organizing” from Chicana Power!: Contested Histories of Feminism in
13084the Chicano Movement), examine the role people of mixed-race play in anti-racist
13085activism (“Organizing 101: A Mixed-Race Feminist in Movements for Social Justice”
13086from Colonize This!), and compare and contrast various social justice party platforms
13087(“The Black Panther Party Platform 1966”; “The Brown Berets: Young Chicano
13088Revolutionaries” from FightBack! News; “Asian-American Nationalism in the Age of
13089Black Power, 1966-1975” from Souls Journal; “A Brief History of the American Indian
13090Movement” from the American Indian Movement Grand Governing Council). This will be
13091done through analyzing the reading in large and small group discussions. Using the
13092information from the readings and their notes, students will design a “how-to-guide” or
13093“comic” that illustrates the process that one of the social justice groups went through to
13094enact social change. The “how-to-guides” will be distributed at their school site in order
13095to motivate other students to get involved in working towards social justice.
13096The unit will culminate in a written assessment where students will synthesize the
13097information from their notes, the reading and their how-to-guide into a 1,000-word
13098research paper that analyzes why a social justice movement formed, what contributions
13099they made, and how they implemented successful strategies for social change. This
13100written response will synthesize primary and secondary sources from class readings
13101and will respond to one of the essential questions from the unit.
13102Unit 5. Cooperative Learning Strategies and Justifying: Common Goals
13103How do groups build political and social alliances?
13104Continuing their work in serving the school community, students will begin to implement
13105their projects during this unit. Students will shift their focus from studying civil rights
13106groups, towards studying labor rights groups and anti-war protesters and introduce the
13107concept of community organizing. Students will study examples of labor organizations
13108during the Great Depression and World War II (Videos: Golden Lands, Working Hands
13109Part 2: No Danger From Strikes Among Them, Part 3: Bombs and Ballot Boxes, Part 9:
13110Against the Tide) and during the 1970’s (Harlan County, U.S.A.). Students will compare
13111and contrast these examples and analyze how unions can be used to build communities
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13112across ethnic and cultural boundaries through large and small group discussion.
13113Students will then compare and contrast labor organization to anti-war protests
13114(Readings: Chapter 18 “The Impossible Victory: Vietnam”, other supplemental articles
13115from zinnedproject.org) through a 1-page reflection. Students will then discuss the way
13116anti-war protests unite communities across ethnic boundaries through large and small
13117group discussion.
13118Ultimately, students will research whether these methods of community organization are
13119still relevant today by interviewing a union representative, a veteran or an anti-war
13120protestor. Students will transcribe the interview and write a 1,500-word reflection on the
13121connections between the interview, their studies and their own service-learning project.
13122Unit 6. Our Community: Using Literacy Strategies to Evaluate and Analyze
13123How does intersectionality affect political and social power in our community?
13124At this juncture, students will shift focus towards working on their second group project
13125where they will apply their knowledge from their previous social justice campaign, and
13126from all of the units covered throughout both semesters, to create a 20-minute
13127interactive middle school social studies lesson that celebrates the diversity of our school
13128and encourages middle schoolers to participate in making their school (and eventually
13129our school) a safe space and place of equality. During this unit, students will revisit their
13130work with intersectionality in order to guide their lesson planning – helping them strive
13131towards a social studies lesson that is inclusive, rather than exclusive. Students will
13132then create a lesson plan using backwards design that is aligned to middle school social
13133studies standards. To gather feedback in order to make adjustments to their lesson and
13134to gauge the success of their lesson, students will create an exit slip to check for
13135understanding in order to determine the success of their lesson.
13136Interspersed through this planning process, students will understand how

13137intersectionality affects the social, economic and political power of individuals within
13138their own ethnic group and in relation to other ethnic groups by reading Chapter 12:
13139“The Convergence of Passing Zones: Multiracial Gays, Lesbians, and Bisexuals of
13140Asian Descent” from The Sum of our Parts: Mixed Heritage Asian Americans;
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13141“Minotaur”, “Gift Giving”, “Wayward”, “The Anthropologists’ Kids” from Mixed: An
13142Anthology of Short Fiction on the Multiracial Experience; Chapter 13 “Sangu Du Sangu
13143Meu: Growing up Black and Italian in a Time of White Flight” from Are Italians White?:
13144How Race is Made in America. As students read, they will keep a journal. After each
13145assignment, students will write a 1-page reflection that links the take-home message
13146from each reading towards the social justice curriculum they are developing as a group.
13147Students will discuss these readings and their 1-page reflections in their small groups.
13148These reflections will help students tailor their lesson towards inclusion of all aspects of
13149students’ identities.
13150Before students present at the middle school, they will teach their lesson to their class
13151to practice, and gain feedback from exit slips and to make adjustments to their lesson.
13152After the lesson at the middle school, students will individually write a 2,000-word
13153reflection about their experience planning, teaching and analyzing the exit slips,
13154connecting their lesson and their rational for their implementation to key concepts
13155learned throughout the year in ethnic studies.
13156Writing Assignments
13157Unit 1 Students will write a minimum 250-word critical analysis of their choice of song
13158lyrics about Sacramento, making 3 connections to the analysis from class. Students will
13159emulate local artists or develop their own style, writing a poem about life in Citrus
13160Heights. Students will write a 1-page reflection about the ways movies shape the way
13161they see the city. Students will write a 1-page reflection on the similarities and
13162differences between their perceptions of geography and the realities based in data,
13163linking this back to how geography shapes ethnic and cultural identity. The unit will
13164culminate with a minimum 1,000-word autobiographical essay on how their identity is
13165shaped by any of the following aspects of Sacramento: history, art, movies, music,
13166language, oral history, geography, food, economic and political opportunity, and
13167literature. Students will draw key vocabulary and cultural context from their notes, poem
13168and 1-page reflections from the unit to help them articulate the scope and complexity of
13169factors that influence identity as both an individual level and as a member of an
13170intersection of groups.
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13171Unit 2 Their first independent reading assignment is due midway through this unit,
13172where they will write a minimum 500-word reflection in which they synthesize the
13173themes and central issues from 2 discussions from previous blog posts and 2 readings
13174or class discussions from their current unit. This assignment adds empathic perspective
13175and therefore compliments the examples from history and popular culture. Students will
13176select an example from contemporary popular culture and then write a minimum 500-
13177word analysis of how it either perpetuates or subverts stereotypes.
13178Unit 3 Students will explore the relationships between previous generations and their
13179modern generation by reading the chapter and writing a diary entry for each sub-section
13180in the chapter (6 total: Japanese Americans, African Americans, Chinese Americans,
13181Mexican Americans, Native Americans,) from the perspective of a person of that group
13182during that time period. Supplemental readings will include incorporating Russian
13183Americans, Ukrainian Americans, to include our student demographics. Their second
13184independent reading assignment is due midway through this unit, where they will write a
13185minimum 500-word reflection in which they synthesize the themes and central issues
13186from 2 discussions from previous blog posts and 2 readings or class discussions from
13187their current unit. This assignment builds off the previous independent reading
13188assignment in that the outside reading texts (to a certain degree) show the struggle of
13189generational difference. The oral history project seeks to build bridges across
13190generational difference and facilitate dialogue, so that students may learn from their
13191family’s (or close adult’s) rich cultural traditions and heritage. Students will transcribe
13192the interview with a family member or other close adult figure in their life and then write
13193a minimum 1,500-word historical narrative from that transcription. Students will then
13194present the narrative to their classmates.
13195Unit 1-3 - Students will write a minimum 500-word essay that summarizes, responds to,
13196makes connections with and asks questions of a current event article. They will then
13197lead the class in a short (5 minute) class discussion on the implications of the event,
13198and the connections to discussions, key terms, historical events and readings from the
13199current unit. Students will write a minimum 500-word reflection that summarizes their
13200experience, and explains what they liked and didn’t like about the event to be turned in
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13201by the end of the semester – this will inform their programming work during second
13202semester.
13203Unit 4 The unit will culminate in a written assessment where students will synthesize the
13204information from their notes, the reading and their how-to-guide into a minimum 1,000-
13205word research paper that analyzes why a social justice movement formed, how
13206language affected law/s, what contributions they made, and how they implemented
13207successful strategies for social change. This written response will synthesize primary
13208and secondary sources from class readings and will respond to one of the essential
13209questions from the unit.
13210Unit 5 After each activity and/or event in their participatory action project, students will
13211write a minimum 500-word reflection that summarizes the successes and failures of
13212their group, and themselves. This will help shape the success of their next activity
13213and/or event in relation to the group’s specific and measurable goals and mission
13214statement. The amount of completed reflections will be dependent upon the amount
13215planned by the group, as actions and/or activities will depend upon their scale and goal.
13216Students will compare and contrast these examples and analyze how unions can be
13217used to build communities across ethnic and cultural boundaries through large and
13218small group discussion. Students will then compare and contrast labor organization to
13219anti-war protests through a 1-page reflection. Students will transcribe the interview with
13220a veteran, union member or anti-war activist and write a minimum 1,500-word reflection
13221on the connections between the interview, their studies and their own service-learning
13222project.
13223Unit 6 As students read, they will keep a journal. After each assignment, students will
13224write a 1-page reflection that links the take-home message from each reading towards
13225the social justice curriculum they are developing as a group After the lesson at the
13226middle school, students will individually write a 2,000-word reflection about their
13227experience planning, teaching and analyzing the exit slips, connecting their lesson and
13228their rational for their implementation to key concepts learned throughout the year in
13229ethnic studies.
13230Instruction Focus
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13231One of the main focuses of ethnic studies is translating historical lessons and critical
13232race theory into direct action for social justice. In this section I will address the
13233instructional methods used to develop the content knowledge and skills necessary for
13234student empowerment and social action on a school and community level. While direct
13235instruction and modeling are used to introduce new concepts (such as defining
13236intersectionality and tracing Native American history in Sacramento in Unit 1, defining
13237critical race theory, stereotypes and internalized and externalized oppression in Unit 2),
13238learning will also take place through small and large group discussion. Varying group
13239size from pairs to quads to groups of 6 will allow for intimacy and participation in a
13240variety of ways, thus giving students of different comfort levels the ability to participate
13241and engage in the curriculum. This helps build the community, trust and empathy
13242necessary to have honest discussions about subjects that may be uncomfortable for
13243students to otherwise discuss. This is especially true for students who are addressing
13244their own privileges and disadvantages. Because building empathy and fostering
13245alliances and solidarity are paramount to social justice work, inward refection through
13246journaling (especially coupled with reading assignments) and dialogue that both
13247systematically develops student voices and active listening skills are used widely
13248throughout each unit.
13249In Unit 1, students begin by charting their identities. This topic is already familiar to all of
13250our students in that Freshman Seminar (a class mandatory for all freshman) begins with
13251a unit on identity and the “us vs. them” dichotomy. This activity therefore acts as an
13252“into” activity for students, allowing them to attach new information to what they already
13253know. They will then enhance their understanding of their identity through the variety of
132541-page reflections, readings, discussions and group work (Multi-Media Presentation)
13255within the unit. The progression of assignments and careful reflection throughout the
13256unit will culminate with a writing assignment, which will serve as the beginning of their
13257ability to articulate their own identity and allow them to empathize with others, recognize
13258their privilege and work towards understanding the systems that cause inequality in their
13259school and their city. Intersection will be revisited again through reflection and group
13260discussion in Units 2, 4 and 6. Revisiting this concept through discussion will act as a
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13261“spiral staircase,” allowing students to further reflect and refine their understanding of
13262how hierarchies of power can cause internal and external conflicts.
13263Developing group work skills and the content knowledge for why and how a group
13264functions is key towards collective action for social justice. That is why students work in
13265groups in a variety of ways: present Multi-Media Presentation (Unit 1), jigsaw activities
13266(Unit 2 and 4), public awareness campaigns (Unit 2), and oral history research projects
13267(Unit 3) and literature circles (throughout Units 1-3). Many of these group projects focus
13268on teaching and presentation skills, which ultimately help students develop public
13269speaking and listening skills in a safe environment. These skills will support students in
13270their second semester service-learning projects (the campaign in Units 4 and 5),
13271especially in terms of presenting the social studies lesson at the middle school level.
13272Because Ethnic Studies is a multi-disciplinary course, students will access and present
13273content knowledge in a variety of ways. In jigsaw activities (Unit 2 and 4) students will
13274present information to the class through a physical activity or skit, in Unit 3 and 5
13275students will research and present oral history projects, with the option to either present
13276from memory or to mix and edit the interview into a sound file. In Unit 2 students will
13277design and distribute a pamphlet and in Unit 4 students will design and distribute a
13278“how-to-guide” or a comic book. These activities allow students of a variety of learning
13279styles to access the material, and then demonstrate their mastery.
13280In many ways, the instructional methods parallel the progression of topics from unit to
13281unit, contributing towards student empowerment on an individual level in Semester 1
13282and the activation of that empowerment towards social justice in Semester 2. Where
13283students first learn about the factors that shape identity in Unit 1, they are reflecting and
13284working in groups to better understand themselves, to move towards self-actualization.
13285They then build on that knowledge in Unit 2 by tracing the historical and economic roots
13286of stereotypes and how they impact identity through an increasing amount of
13287collaboration. Where students are writing essays in Unit 1 in order to articulate their
13288point of view, students are working collaboratively to disseminate the information they
13289have learned about how to counteract stereotypes in Unit 2. In Unit 3 students then
13290explore how oral histories are used as a research tool to further counteract stereotypical
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13291forms of representation. This research empowers students to claim their own histories
13292and curate more accurate forms of representation. Unit 4 begins with the translation of
13293lessons from social justice movements towards the application of these concepts in a
13294service-learning program at their school site – this work is made possible through the
13295groundwork of the individual reflection and group work skills cultivated by their first
13296semester’s work. This work also builds upon the current event presentations and
13297community participation activities. When students literally bridge the gap between their
13298community, current events and the curriculum, they can better understand how what
13299they learn fits into the world around them. Unit 5 builds off of Unit 4 in that students will
13300be implementing their service-learning program. To assist in their refinement of their
13301program, students will continue to read and write reflections connecting lessons learned
13302in the classroom to their direct action in their school community. These systematized
13303metacognitive exercises assist students in analyzing their group’s process, to ultimately
13304determine whether that process is helping them achieve their goal. The culminating
13305activity in Unit 5 is another oral history project, but this time with the focus is not on how
13306oral histories influence our sense of self, but on analyzing effective methods for
13307community organization (connecting the work of veterans, union members or anti-war
13308activists to the work students have done at our school). Again, students are reflecting in
13309groups, and connecting what they learn about effect forms of community organization to
13310their own practice. Lastly, students will synthesize all of the content knowledge,
13311experience and skills gained throughout the class to present a social studies lesson at
13312the middle school level. This culminating assignment is the marriage of theory and
13313practice, allowing students to take charge of not only their own education, but to take
13314part in the education of others.
13315Reading Circles
13316Independent reading and literature circles are an integral part of the class, as Ethnic
13317Studies emphasizes an interdisciplinary method as a means to unpack the intersections
13318of race, gender, sexuality and class. The independent reading will be interspersed
13319throughout the first semester, with one book completed per 9 weeks. Students will take
13320part in weekly discussions in literature circles. Students will bring 2 discussion questions
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13321to the group (1 level 2 question and 1 level 3 question). Students will record their
13322discussions on the course website in the form of a blog post. Students will take turns as
13323weekly recorders. These blog posts will form the basis for their written reflections once
13324they have completed the text.
13325Desired Learning Outcomes: Students will make connections between cultural texts
13326(literature, art, music), their studies and their lives. Students will cultivate a positive self-
13327image and have their stories, cultures and identities validated and promoted through
13328literary, critical and historical texts. Students will bridge differences and gain a greater
13329cultural, historical and critical understanding of, and empathy for, a variety of cultures
13330and experiences in America.
13331Assessments: Students will take part in weekly discussions in literature circles. Students
13332will bring 2 discussion questions to the group (1 level 2 question and 1 level 3 question).
13333Students will record their discussions on the course website in the form of a blog post.
13334Students will take turns as weekly recorders. A pacing guide for each text insures that
13335students know what chapters they need to read each week. At the end of each 9-week
13336period, students will write a 500-word reflection in which they synthesize the themes
13337and central issues from 2 discussions from previous blog posts and 2 readings or class
13338discussions from their current unit.
13339Current Events Journal
13340In order for students to become engaged members of the community, and effective and
13341active participants in the democratic process, students must be engaged in discussions
13342on the events that affect them at a local, state, national and international level.
13343Desired Learning Outcomes: Students will become engaged members of the

13344community. Students will be informed on current local, state, national and international
13345events so that they may be effective and active members of the democratic process.
13346Assessments: Students will present a brief (1-2 minute) overview of a current event of
13347their choice to the class 1 time per semester. Before their presentation, they will write a
13348500-word essay that summarizes, responds to, makes connections with and asks
13349questions of the article. They will then lead the class in a short (5 minute) class
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13350discussion on the implications of the event, and the connections to discussions, key
13351terms, historical events and readings from the current unit.
13352Community Participation
13353In order to foster ties to the community, network, and support local and school
13354programming, students must attend two community events per semester.
13355Desired Learning Outcomes: Students will foster ties to the community and network with
13356community members, bridging the gap between the school and the community.
13357Students will support local and school programming.
13358Assessments: Students will write a 500-word reflection that summarizes their

13359experience, and explains what they liked and didn’t like about the event to be turned in
13360by the end of the semester – this will inform their programming work during second
13361semester.
13362Unit 1 Representing Los Angeles: The Formation of Ethnic Identity
13363Students will chart their own intersectionality as a basis for further inquiry in the study of
13364how and why they are shaped by individual experience and group membership.
13365Students will write a 250-word critical analysis of their choice of song lyrics about Los
13366Angeles, making 3 connections to the analysis from class. Students will emulate Healy’s
13367style or develop their own style, writing a poem about life in Santa Monica. Students will
13368write a 1-page reflection about the ways movies shape the way they see the city.
13369Students will practice using Cornell-style notes. Students will first draw their own maps
13370Sacramento and Citrus Heights based on their perception of where they believe
13371different ethnicities and socio-economic classes live. They will then compare these
13372maps with maps derived from 2010 census data. They will then write a 1-page reflection
13373on the similarities and differences between their perceptions of geography and the
13374realities based in data, linking this back to how geography shapes ethnic and cultural
13375identity. Students will create and present a 25-30 slide PowerPoint Presentation in
13376groups of 4 that explains the correlation between ethnic and cultural identity formation,
13377power hierarchies and one the following topics (student choice): art, music, language,
13378food, environment, politics, violence, jobs, technology, literature. During presentations,
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13379students practice Cornel-Style notes. The unit will culminate with a 1,000-word
13380autobiographical essay on how their identity is shaped by any of the following aspects of
13381Sacramento: history, art, movies, music, language, oral history, geography, food,
13382economic and political opportunity, and literature. Students will draw key vocabulary and
13383cultural context from their notes from the unit to help them articulate their identity as an
13384individual and member of an intersection of groups.
13385Unit 2 Stereotypes and Representation
13386Students will select an example of contemporary popular culture and then write a 500-
13387word analysis of how it either perpetuates or subverts stereotypes. Students will then
13388trace the historical and economic roots of these stereotypes and their effects on identity
13389and representation through reading Caliban and Other Essays and a group project. In
13390groups of 4, students will engage in a jigsaw activity from an assigned chapter from A
13391Different Mirror (Chapters 3-8). Students are responsible for summarizing their assigned
13392section in 3 key points and will then design a physical activity or perform a skit to
13393present the information to the class. The physical activity or skit along with the
13394paraphrased delivery of key terms and concepts will engage students in the subject
13395matter and allow students of different learning styles to access the information. Building
13396off the presentation from Unit 1, students will continue to develop their public speaking
13397and listening skills, empowering students to find their voice and take initiative in their
13398own education and the education of others (both in this unit and again in their service-
13399learning projects). By the end of the series of presentations, students will have 8-pages
13400of notes. Their first independent reading assignment is due midway through this unit,
13401where they will write a 500-word reflection in which they synthesize the themes and
13402central issues from 2 discussions from previous blog posts and 2 readings or class
13403discussions from their current unit. This assignment adds empathic perspective and
13404therefore compliments the examples from history and popular culture. Students will then
13405work in groups of 3 or 4 to synthesize their knowledge of history (using their
13406presentation notes) and their critical analysis of popular culture (500-word analysis) to
13407create a pamphlet for distribution in their school (in the 9th grade Freshman Seminar
13408class) that challenges ethnic and gender stereotypes and offers strategies for disrupting
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13409and subverting the negative effects of stereotyping (including alternative forms of
13410representation in the media and suggestions for further reading). This project begins the
13411process of fulfilling the course purpose in that students will apply what they have
13412learned towards direct action, implementing a systematized campaign for social justice
13413at their school.
13414Unit 3 Oral History Project - Students will explore the relationships between previous
13415generations and their modern generation by reading the chapter and writing a diary
13416entry for each sub-section in the chapter (6 total: Japanese Americans, African
13417Americans, Chinese Americans, Mexican Americans, Native Americans, Jewish
13418Americans) from the perspective of a person of that group during that time period. Their
13419second independent reading assignment is due midway through this unit, where they
13420will write a 500-word reflection in which they synthesize the themes and central issues
13421from 2 discussions from previous blog posts and 2 readings or class discussions from
13422their current unit. This assignment builds off the previous independent reading
13423assignment in that the outside reading texts (to a certain degree) show the struggle of
13424generational difference. The oral history project seeks to build bridges across
13425generational difference and facilitate dialogue, so that students may learn from their
13426family’s (or close adult’s) rich cultural traditions and heritage. In small groups of 4,
13427students research recent examples of oral histories (Yell-Oh Girls) that are in written
13428form, and compare them with recorded oral histories (StoryCorps), students will express
13429their findings in a silent carousel activity, to further illustrate and unpack the significance
13430of the acoustic impact of oral history. Students conduct an oral history interview with a
13431member of their family or another adult important in their lives (using the “Great
13432Questions List” or “Question Generator” from StoryCorps.org or by developing their own
13433questions based on their autobiographical essay from Unit 1), focusing on the concepts
13434of ethnicity, nationality, language and culture. Students will transcribe the interview and
13435then write a 1,500-word historical narrative from that transcription. Students will then
13436present the narrative to their classmates. This presentation may either by from memory,
13437or students may record and edit their interview using the open source web software
13438Audacity (http://audacity.sourceforge.net/) to incorporate music and sound effects. The
13439presentation will focus not only on the storytelling aspect, but also on the method, of
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13440how oral history can be used as a tool for research – of how this research subverts and
13441counteracts the destructive stereotypes discussed in the previous unit.
13442Unit 4 Social Justice and Civil Rights Movements Semester 2 Group Project:
13443(Interspersed through Units 4 and 5. Weeks 1-12) Activism and action is a heavy focus
13444of ethnic studies. It is not simply enough to learn about historical moments and agents
13445of social justice, students must be empowered to be agents of social justice here at
13446SAMOHI. The teacher will select groups of 6-8 students. These groups will work
13447cooperatively to establish and implement a social justice program. This program will last
134484-6 weeks and consist of activities and/or events founded around the principles and
13449themes addressed within the ethnic studies course.
13450Desired Learning Outcomes: Students will develop agency and become empowered to
13451create social change. Students will apply their knowledge of strategies from both
13452historical and current models of social change to develop and implement a social justice
13453campaign which may be any combination of the following: an activity, an organized
13454protest or action, a guest speaker, a panel of speakers, an assembly, a play, a
13455documentary, a workshop, an information leaflet, a school board proposal, an
13456advertising campaign, a community service project, or a research study. Students are
13457by no means limited to the previous list; they serve merely as examples of actions or
13458events that might be implemented throughout the course of their campaign. Students
13459will take ownership over their educational outcomes by designing the parameters of
13460their success (goals must be specific and measurable). Students will understand how to
13461run a campus or social organization by maintaining a clear vision through creation of a
13462mission statement, establishing clearly defined roles for each member of the team and
13463creating procedures and a timeline to achieve their goals.
13464Assessments: Each group will create a mission statement. Each group will create a list
13465of specific and measurable goals. Each group will create a specific list of clearly defined
13466roles for each group member. Each group will create a timeline and set of procedures
13467for completing each activity and/or event. After each activity and/or event, students will
13468write a 500-word reflection that summarizes the successes and failures of their group,
13469and themselves. This will help shape the success of their next activity and/or event in
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13470relation to the group’s specific and measurable goals and mission statement. The
13471amount of completed reflections will be dependent upon the amount planned by the
13472group, as actions and/or activities will depend upon their scale and goal. To engage the
13473material, students will participate in a jigsaw activity similar to the jigsaw activity in Unit
134742. However, this jigsaw activity will build upon the skills developed in the previous
13475activity by doubling the groups up on each chapter. Students will take notes as they did
13476in the previous jigsaw, and also fill out exit slips for each presentation. This will allow
13477students to evaluate not only the content of the lesson, but also on the effectiveness of
13478their delivery. This will ultimately prepare them for their work in the service-learning
13479projects in Units 4 and 5. Using the information from the readings, students will design a
13480“how-to-guide” or “comic” that illustrates the process that one of the social justice
13481groups went through to enact social change. The “how-to-guides” will be distributed at
13482their school site in order to motivate other students to get involved in working towards
13483social justice. Students will synthesize the information from their notes, the reading and
13484their how-to-guide into a 1,000-word research paper that analyzes why a social justice
13485movement formed, what contributions they made, and how they implemented
13486successful strategies for social change. This written response will synthesize primary
13487and secondary sources from class readings and will respond to one of the essential
13488questions from the unit.
13489Unit 5 In addition to the service-learning project, students will participate in the following
13490assignments: Students will compare and contrast these examples and analyze how
13491unions can be used to build communities across ethnic and cultural boundaries through
13492large and small group discussion. Students will then compare and contrast labor
13493organization to anti-war protests through a 1-page reflection. Students will interview a
13494union representative, a veteran or an anti-war protestor. Students will transcribe the
13495interview and write a 1,500-word reflection on the connections between the interview,
13496their studies and their own service-learning project.
13497Unit 6 All Mixed Up! Living on the Intersections of Identity Semester 2 Group Project:
13498Middle School Social Studies Lesson (interspersed through Unit 6. Weeks 13-18).
13499Students will apply their knowledge from their previous social justice campaign, and
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13500from all of the units covered throughout both semesters, to create a 20-minute
13501interactive middle school social studies lesson that celebrates the diversity of our school
13502and encourages middle schoolers to participate in making their school (and eventually
13503our school) a safe space and place of equality.
13504Teaching future generations of students and establishing a consistent message about

13505what our students care about, and what our students are dedicated to, is paramount to
13506the continued success of both ethnic studies and freshman seminar. Our goal is to
13507educate middle school students and give them the skills necessary to make our school
13508a safe space and a place of equality. This activity will also foster a bridge between high
13509school students and middle school students, as well as instill a sense of community
13510responsibility – they are not just responsible for establishing social justice for
13511themselves, but for future generations of students. Students will be positive role models
13512for incoming students.
13513Desired Learning Outcomes: Students will develop agency and become empowered to
13514educate middle school students about social justice. Students will take ownership over
13515their educational outcomes by designing the parameters of their success (goals must be
13516specific and measurable). Students will understand how to create a lesson plan through
13517backwards design, establishing desired learning outcomes, and establishing
13518assessment questions in the form of an exit slip.
13519Assessments: Students will create a lesson plan using backwards design that is aligned
13520to middle school social studies standards. Students will create an exit slip to check for
13521understanding in order to determine the success of their lesson. Students will teach the
13522lesson to their class to practice, and gain feedback from exit slips and to make
13523adjustments to their lesson before they present at the middle school. After the lesson,
13524students will individually write a 2,000-word reflection about their experience planning,
13525teaching and analyzing the exit slips, connecting their lesson and their rational for their
13526implementation to key concepts learned throughout the year in ethnic studies.
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13527Introduction to Ethnic Studies (Salinas Union)
13529Record ID: MY865D
13530Institution: Salinas Union High School District (66159), Salinas, CA
13540Overview
13541This introductory course to Ethnic Studies will use an interdisciplinary approach to

13542analyze the historical and contemporary issues and experiences associated with race,
13543class, and gender in the United States. Topics include: Indigenous, African-American,
13544Latin-American/Raza, Asian-American, Filipino, Pacific-Islander, Undocu-Studies,
13545LGBTQ+, women's studies, environmental justice studies, and movements for social
13546justice. The course will offer a critical analysis of political, social, and economic
13547structures to develop consciousness and personal connections to local, national, and
13548global issues. The course will employ a critical lens to view the world and our place in it
13549so that students will use their understanding of systems of power in the United States to
13550become active participants in democracy.
13551Prerequisites
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13552(None)
13553Corequisites
13554(None)
13555Course Content
13556Unit One: Introduction to Ethnic Studies
13557Unit Description: A critical analysis of systems of oppression and privilege and how they
13558impact and shape resistance, consciousness, and identity. Students will learn about
13559what an ethnic studies program is comprised of and will analyze how their participation
13560in the course has the potential to positively impact their intellectual development, school
13561culture, and community pride. Students will also look into their own educational
13562backgrounds and reflect on how public institutions have helped to shape their own
13563identity. Students’ critical thinking skills will be developed through an emphasis on
13564viewing the formation of identity through various lens and focusing on intersectionality.
13565Students will use foundational concepts from this unit, key terms/vocabulary, and
13566theoretical frameworks to analyze, evaluate, and respond to each of the course’s unit.
13567Essential Question(s): What is Ethnic Studies and how might our participation in the
13568course positively impact our intellectual development, the improvement of our school
13569culture, and increase our community pride? How do we define our various identities:
13570global, national, state, local, and community? How do social constructions affect us and
13571how do we affect social constructions?
13572Key Terms: Ethnic Studies, systems of oppression, privilege, equity, resistance,

13573consciousness, identity, racism, sexism, classism, ableism, culture, popular culture,
13574cultural appropriation, intersectionality, institution, bias, ethnicity, colonization,
13575decolonization, social construct, prejudice, critical analysis, dehumanization,
13576humanization, praxis, invisibility, “otherization”
13578Students will analyze and evaluate their consciousness, identity, and forms of
13579resistance by writing a personal narrative about how and why their experiences and
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13580perspectives are shaped by institutions, such as public education and media. The
13581writing assignment will include reference from the readings below:
13582Readings: Howard Zinn - Chapter 2 of People’s History of the United States; Ronald
13583Takaki - Chapter 1 of A Different Mirror: A History of Multicultural America; Gloria
13584Anzaldua - Chapter 2 of Borderlands; bell hooks - “Decolonization”; Franz Fanon -
13585Wretched of the Earth (excerpt); Omi and Winant - Racial Formations (excerpt); Tomas
13586Almaguer - Racial Fault Line (excerpt); “Burning Books and Destroying Peoples: How
13587the World Became Divided Between ‘Rich’ and ‘Poor’ Countries”; “How Poverty
13588Changes the Brain”; Solorzano and Bernal - “Examining Transformational Resistance
13589through a Critical Race and LatCrit Theory Framework: Chicana and Chicano Students
13590in an Urban Context”; Paulo Freire - Chapters 1 & 2 of Pedagogy of the Oppressed
13591(excerpts); Selection of current events related to race, class, gender inequities in the US
13592Multimedia Resources: “Cracking the Codes” - Chapter 1 and 2 of video; “Unnatural

13593Causes” - clips from Part 1 & 2; Junot Diaz - “Facing Race” 2012 Speech Literature:
13594Ana Castillo - “Who Was Juana Gallo?” and “If Not for the Blessing of a Son”; Audre
13595Lorde - collection of poems; Junot Diaz - “Aurora”, from Drown
13596Community Resources: Guest speaker from community organization connected to racial

13597and class equity in Salinas and Monterey County
13598Unit Two: Native/Indigenous People
13599Unit Description: Through comparing and contrasting past and present social, political,
13600religious, and economic systems that impact Native/Indigenous people, an analysis of
13601traditional ways of being, knowing, seeing, and living from the perspective of
13602Native/Indigenous people will be examined, with regard to customs, conservation of the
13603land, and personal and public health. Students will analyze and evaluate how
13604government institutions and record-keeping, such as the census, have impacted the
13605representation and identity of Native and Indigenous people. Students will use their
13606knowledge of institutions and systems from the previous unit to deepen their analysis of
13607governmental structures of historic displacement, massacres, reservations systems,
13608and boarding schools. Students will identify and evaluate new forms of resistance and
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13609self-determination of indigenous groups. Students will continue to deepen their
13610understanding of identify by considering their cultural heritage and roots to the
13611Indigenous groups of the Americas.
13612Essential Question(s): To what extent do past and present social, political, and
13613economic systems impact Native/Indigenous ways of being, knowing, seeing, and
13614living?
13615Key Terms: Decolonization, First Nations, indigenous, native, Indian, pan-ethnicity,

13616traditional ways of knowledge, self-sustainability, two-spirit, resistance, “bad Indian”,
13617“noble savage”, settler colonialism; assimilation, acculturation through boarding schools
13618and educational systems
13620Students will analyze and evaluate the causes and effects of systems by using the
13621perspective of Native/Indigenous people to compare and contrast past and present
13622issues around customs, conservation of the land, education, and personal and public
13623health through a multimedia artistic representation that features the use of images,
13624sounds/songs, and writing.
13625Readings: Howard Zinn - Chapter 1 of People's History of the United States; Ronald
13626Takaki - Chapters 1 and 2 of A Different Mirror: A History of Multicultural America;
13627Rodolfo Acuna - Chapters 1 and 2 of Occupied America; Roxanne Dunbar-Ortiz -
13628Chapters 1 and 2 of Indigenous People’s History of the United States; Qwo-Li Driskill -
13629Queer Indigenous Studies: Critical Interventions in Theory, Politics, and Literature; Scott
13630L. Morgensen - Spaces between Us: Queer Settler Colonialism and Indigenous
13631Decolonization; Mark Rifkin - When Did Indians Become Straight?: Kinship, the History
13632of Sexuality, and Native Sovereignty; Selection of current events related to race, class,
13633gender inequities in the US
13634Multimedia Resources: “Cultural Burnings” video clips; “We Hold the Rock” video lips;
13635“Frontera: Revolt and Rebellion on the Rio Grande” video clips; “Latinos in the US”,
13636Episode 1, PBS; “Two-Spirit” PBS online website; “California Indian Mission” website;
13637“Cumbia Resistance” video clip; “Even the Rain” film; Songs: “Me Gritaron Negra” by
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13638Victoria Santa Cruz, “A Tribe Called Red” by Prolific Rapper Literature: excerpts from
13639Bad Indians; “Columbus on Trial”
13640Community Resources: Guest speaker – Leader and/or members from local

13641Native/Indigenous peoples connected to the Monterey Bay area
13642Unit Three: Structural Controls, Institutions, and Resistance
13643Through a deeper analysis of how structural controls and institutions impact different
13644racial/ethnic groups in the US, students will use critical thinking skills to identify and
13645evaluate the forms of resistance that specific groups use(d) to counter oppressive
13646structural controls and institutions. Students will focus on comparing how institutions,
13647such as public education, legal system, immigration system, health care system,
13648housing system, labor system, prison/detention institutions, and economic system, have
13649functioned over time to impact groups’ oppression, identity, and resistance. Students
13650will connect the learning from this unit to their own community and reflect on ways that
13651structural controls, institutions, and resistance have impacted their lives. Students will
13652determine the extent to which gains have been made concerning inequality and
13653potential next steps towards working towards equity and equality.
13654Essential Question(s): To what extent do internal and external social, political, and
13655interpersonal factors shape our resistance and identity?
13656Key Terms: Intersectionality (focus on identity and power), hegemony, counter

13657hegemony, power, equity v. equality, institution, red lining, white flight, gentrification,
13658social stratification, cultural appropriation, immigration, school-to-prison pipeline, prison
13659industrial complex, dual wages, poverty, capitalism, structural controls, resistance
13661Students will reflect on their history, culture, and identity by evaluating their
13662consciousness around a specific institution or structure that has impacted their lives by
13663creating a visual representation to illustrate their ideas (using educational applications –
13664Canva or PowerPoint) and writing a reflection that highlights their forms of resistance.
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13665Readings: Howard Zinn - excerpts from Chapters 16, 17, 21, 24 of People's History of
13666the United States; Ronald Takaki - Chapter 15 of A Different Mirror: A History of
13667Multicultural America; Michelle Alexander - excerpts from The New Jim Crow, Rodolfo
13668Acuna - Chapter 2 of Occupied America; Angela Davis - Chapter 1 and 5 of Are Prisons
13669Obsolete?; Jeannie Oakes - excerpts from Keeping Track: How Schools Structure
13670Inequalities; Antonio Gramsci - excerpts Prison Notebooks, Jonathan Kozol - excerpts
13671from Savage Inequalities; Ian Haney Lopez - Introduction from Racism on Trial: The
13672Chicano Fight for Power; Peggy Mcintosh - “Unpacking the Invisible Knapsack”; Dean
13673Spade - Medical Apartheid; Normal Life: Administrative Violence, Critical Trans Politics,
13674and the Limits of Law; Eric A. Stanely and Nat Smith - Captive Genders, Trans
13675Embodiment and the Prison Industrial Complex (2nd Edition); Joey L. Mogul, Andrea J.
13676Ritchie, and Kay Whitlock - Queer (In)Justice: The Criminalization of LGBT People in
13677the United States; Ian Haney Lopez - White By Law; Selection of current events related
13678to race, class, gender inequities in the US
13679Multimedia Resources: “Fear and Learning at Hoover Elementary” PBS film; “The 13th”
13680Ava Duvernay film; “Slavery” by Another Name” video clip; “Precious Knowledge” video
13681clip, “Walkout” video clips; “Cracking the Codes”, Episode 3 and 4, “Heroes of Color:
13682Gaspar Yanga” video; “Gentrification is Ethnic Cleansing in Disguise” Telesur English;
13683Songs: Roberto Anglero - “Si Dios Fuera Negro” “Freedom is Free” by Chicano Batman
13684Literature: Langston Hughes collection of poetry, select excerpts from: Richard Wright -
13685Black Boy, Lorraine V. Hansberry - A Raisin in the Sun, Luis J. Rodriguez - Always
13686Running, Oscar Zeta Acosta - Revolt of the Cockroach People; Ray Bradbury -
13687Fahrenheit 451
13688Community Resources: Guest speaker from community organization connected to

13689countering racial and class inequities in Salinas and Monterey County
13690Unit Four: Immigration
13691Students will evaluate the causes and effects of immigration policies in the US by
13692deepening their understanding of how historical events, policies, and movements to
13693support immigrants have impacted past and present waves of immigration to the US.
13694Students will identify and analyze the historical and current contributions that
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13695immigrants make politically, culturally, socially, and economically in the US. Students
13696will deepen their understanding of resistance movements by determining ways that
13697specific immigrant groups in the US have responded to and countered racism, classism,
13698sexism, and discrimination. Students will also identify reasons why people immigrate to
13699the US and connect either their Indigenous and/or immigrant history to place
13700themselves and their community within the historical and/or recent waves of
13701immigration.
13702Essential Question(s): In what ways might immigration policies and legal status impact
13703the perceptions that people hold of immigrants and their rights? What are the cultural,
13704social, and economic implications of immigration to the US? How have waves of
13705immigrants been treated differently in the US over time? How do immigrants contribute
13706to popular culture in the US?
13707Key Terms: Treaty of Guadalupe Hidalgo 1848, Chinese Exclusion Act, Alien and
13708Sedition Act, National Origins Act, Nativist Movement, Social Darwinism, Angel Island,
13709Ellis Island, Repatriation 1930’s, Braceros, Operation Wetback, Greaser Act, Prop 187,
13710Immigration Reform and Control (IRCA) Act of 1986, Deferred Action for Childhood
13711Arrivals (DACA), Temporary Protected Status (TPS), Visa-U, Green Cards, Political
13712Asylum, Protectorate, American Imperialism, Westward Expansion, Immigration Acts
137131924,1965, Dual Citizenship, Red Scare, assimilation, acculturation, binational
13714identities, Siamese cities, feminization of migration, care drain, austerity measures
13716Students will analyze the political, cultural, social, and economic impact that immigrants
13717have made over time, and in the present, by completing a research project and
13718presenting their findings related to comparing and contrasting immigrant experiences.
13719Readings: Howard Zinn – excerpts from Chapters 8, 12, 24 of People's History of the
13720United States,; Ronald Takaki – excerpts from Chapters 1, 8, 10, 12, 14, 16 of A
13721Different Mirror: A History of Multicultural America; Stanford History Education Project
13722units on Irish immigration, Mexican immigration from the 20s and 30s, Japanese
13723Internment Camps; Francisco E. Balderrama and Raymond Rodríguez – Decade of
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13724Betrayal: Mexican Repatriation in the 1930s, excerpts; Maria Cristina Garcia -
13725“Refugees or Economic Immigrants? Immigration from Latin America and the Politics of
13726US Refugee Policy”; Gloria Anzaldua – “To Live in the Borderlands Means You”, Lionel
13727Cantú and Eithne Luibhéid - Queer Migrations: Sexuality, U.S. Citizenship, and Border
13728Crossings; Selection of current events related to race, class, gender inequities in the US
13729and articles by Jose Antonio Vargas
13730Multimedia: Juan Gonzalez – “Harvest of Empire” video clips Stanford History Education
13731Group – “Chinese Immigration and Exclusion” “A Better Life” excerpts, “Bajo La Misma
13732Luna” excerpts; Songs: “Nuetras Demandas” by B-Side Players, “Mis dos Patrias”,
13733“Tres Veces Mojados”, “El emigrante”, “Somos Mas Americanos”, “La Jaula de Oro”, “El
13734Centroamericano” by Los Tigres del Norte, “El Hielo” by La Santa Cecilia”, “Borders” by
13735MIA, “Wake Me Up” by Aloe Blacc, “Desaparecido” by Manu Chao, “Pal Norte” by Calle
1373613, “Salinas” by Larry Hosford, “ El Migrante” by Juan Gabriel, Literature: Select
13737excerpts from: Mark J. Miller, “The Age of Migration”, Jeanne Wakatsuki Houston -
13738Farewell to Manzanar, Mike Davis – “Magical Urbanism”, Achy Obejas - We Came All
13739The Way From Cuba So You Could Dress Like This?, Reinaldo Arenas - Before Night
13740Falls

13742immigration support services and reforms
13743Unit Five: Labor Movements
13744A critical analysis of labor movements and unions in the US and the relationship
13745between race, gender, and class issues within those movements. Students will examine
13746the changing policies and legislation made as a result of labor movements and in
13747response to changes in the economy related to innovations in technology and
13748fluctuations in the labor force. Students will be able to use their understanding labor
13749movements to analyze current labor issues in their community and develop a plan of
13750action to address any identified inequities or improvement in working conditions.
13751Essential Question(s): What were/are the causes of poor working conditions, poor
13752housing, and poor wages for specific types of workers? What are the lasting
Page 610 of 896

13753impacts/effects of these poor conditions on social movements and the creation of
13754unions? In what ways do labor movements and unions mirror and/or resist race, gender,
13755and class stratifications? In what ways do labor movements and unions respond to
13756changes in the economy?
13757Key People and Organizations: Braceros, Cesar Chavez, Fred Ross, Dolores Huerta,
13758Larry Itliong, Philip Vera Cruz, and Pete Velasco, Maria Elena Durazo, Emma
13759Tenayuca, Lucy Parsons Gonzalez, Ludlow Massacre, Racial, labor, and class
13760injustices in Morenci, Arizona; Company Towns, Community Service Organization
13761(CSO), AFL-CIO, United Farm Workers, Teamsters, dual wage system
13763Students will identify current labor issues in our community by conducting research and
13764sharing their findings on the causes and effects of poor working conditions on health,
13765housing, education, and social outcomes. Students will develop strategies and a plan of
13766action to counter negative outcomes associated with labor issues in our community.
13767Readings: Howard Zinn - Chapters 11, 24 of People's History of the United States;
13768Ronald Takaki Chapter 10 and 11 of A Different Mirror: A History of Multicultural
13769America; Racial Fault Lines by Tomas Almaguer (excerpts); Miriam Frank - Out in The
13770Union: A Labor History of Queer America; Phil Tiemeyer - Plane Queer: Labor,
13771Sexuality, and AIDS in the History of Male Flight Attendants; Kitty Krupat and Patrick
13772McCrery - Out at Work: Building a Gay Labor Alliance; Patricia Zavella Women’s Work
13773and Chicano Families; Selection of current events related to race, class, gender
13774inequities in the US
13775Multimedia: Zinn Education Project - Ludlow Massacre: April 20, 1914; “Cesar Chavez”
13776movie clips, “Delano Manongs: Forgotten Heroes of the United Farm Workers”, video
13777clips; “Delano Manongs”, Episode 6 of Viewfinder, Season 19; David Bacon -
13778“Philippines: A Working Class Hero”; Song: “El bracero fracasado” by Las Jilguerillas,
13779“Salt of the Earth” film Literature: Watsonville/Circle in the Dirt by Cherrie Moraga
13780Community Resources: Guest speaker from community organization connected to labor

13781movements in Salinas and Monterey County
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13782Unit Six: Public Health
13783An examination of the strengths and resiliency of communities of color and the
13784structural and societal barriers in the US that result in stress, mental, and physical
13785illness in these populations. An analysis of public health and environmental justice that
13786informs our understanding of historical traumas and how those traumas are connected
13787to negative health outcomes and ways of countering and healing from those traumas.
13788Students will connect their understanding of public health by identifying and analyzing
13789their neighborhoods and comparing the services and resources available in their
13790neighborhood compared to others. Students will evaluate and gain a deeper
13791understanding of the importance of a neighborhood’s location, distribution of income,
13792environmental factors, housing, and racial composition.
13793Essential Question(s): In what ways do the location, structures, and resources of

13794neighborhoods and communities impact health? How do levels of income impact health
13795outcomes? What is the impact of the government’s reaction, or inaction, to epidemics
13796like AIDs, drugs, violence, and environmental contamination, on communities? In what
13797ways do communities counter and heal from traumas and negative health outcomes?
13798Key Terms: public health, trauma (historical and present day), institutional racism,
13799Pesticides, Fracking, Ecoterrorism, Environmental Racism, Global Warming, Fetus,
13800Science Based, Evidence Based, redlining, white flight, food deserts, housing,
13801eugenics, women's reproductive health, criminalizing black and brown bodies,
13802gentrification
13804Students will compare and contrast at least two communities with regard to their
13805location, distribution of income, environmental factors, housing, and racial composition
13806to highlight findings around what builds healthy communities. Students will develop a
13807plan of action to counter health and environmental disparities that incorporates
13808strategies that foster healing practices and physical and mental well-being.
13809Readings: Howard Zinn - Chapter 21 of People's History of the United States; Ronald
13810Takaki - Chapter 15 of A Different Mirror : A History of Multicultural America; Mike Davis
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13811- “Tropicalizing Cold Urban Space”, Ricardo A. Carrillo, Isaac Alvarez, Ramon Del
13812Castillo “Cultura y Bienestar: MesoAmerican Based Healing and Mental Health
13813Practices”; Mary Watkins & Helene Schulman – “Toward Psychologies of Liberation”;
13814Xiuhtezcatl Martinez - We Rise: The Earth Guardians Guide to Building a Movement
13815that Restores the Planet; Lourdes Dolores Follins - Black LGBT Health in the United
13816States: The Intersection of Race, Gender, and Sexual Orientation, Jonathan Mathias
13817Lassiter and Roberto L. Abreu; Selection of current events related to race, class, gender
13819Multimedia resources: “Unnatural Causes: Is Inequality Making Us Sick?” video clips;

13820Renee Tajima-Pena - “No mas bebes” video clips and resources; “Food Fight: Bullies
13821Poisoning The 'Hood Get Splattered!” video by Earth Amplified, feat. Stic of Dead Prez;
13822“Cultural Burning” Episode 1 of “Tending the Wild”; Center for the Health Assessment of
13823Mother and Children of Salinas (CHAMACOS) website for health and environmental
13824studies; Songs: “Taste the Time” by Scatter Their Own, “Save Our Waters” Kinnie Starr,
13825“A Tribe Called Red” by Prolific Rapper, “Strawberry fields forever” by La Santa Cecilia

13827improving health outcomes for underserved populations in Salinas and Monterey
13828County
13829Unit Seven: Women's Rights/Feminism
13830A comparative analysis of the four waves of feminism, where students will use critical
13831thinking skills to understand and connect the various manifestos, motives, and leaders
13832within each era of feminist thought. Through this analysis, students will develop the
13833tools to examine the various ways that race, class, gender identity, and sexual
13834orientation intersect. They will explore the ways in which social and cultural forces
13835shape us as gendered individuals, and consider how gender relations may be changing
13836in contemporary society. Essential Question(s): How has feminism evolved over time to
13837promote and empower women and their allies? How might the intersection of race,
13838class, gender identity, and sexual orientation affect the participation of women of color
13839within the feminist movement? Key Terms: standards of beauty, feminism, gender, cis,
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13840intersectionality, allyship, patriarchy, structural patriarchy, internalized oppression,
13841waves of feminism, femicide, wage gap, #MeToo, #TimesUP
13843Students will analyze the ways that intersectionality impacts the feminist movement by
13844comparing and contrasting waves of feminism and who is represented. Students will
13845develop a plan of action to counter patriarchal norms and gender roles through the
13846creation of a working document that includes strategies for being ally in the current
13847women’s movement.
13848Readings: Howard Zinn - A People’s History of the United States, Chapters 6, 17;
13849Ronald Takaki – Chapters 6, 8, 15 of A Different Mirror: A History of Multicultural
13850America; Gloria Anzaldúa - “How to Tame a Wild Tongue” and “Movimientos de
13851Rebeldía y las Culturas que Traicionan”; bell hooks - “Decolonization” and “Black
13852Beauty and Black Power”; Roxanne Gay - “Bad Feminist” excerpts ; Audre Lorde –
13853selection of poems, Carla Trujillo - Chicana Lesbians: The Girls Our Mothers Warned
13854Us About; Dorinda Moreno - “La Mujer en pie de la Lucha”; Cherrie Moraga - “The Other
13855Face of (Im)migration: In Conversation with West Asian Feminists” and “Modern Day
13856Malinches”; Words of Fire: An Anthology of African American Feminist Thought Edited
13857by Beverly Guy-Sheftall; Dragon Ladies: Asian American Feminists Breathe Fire Edited
13858by Sonia Shah; Arab & Arab American Feminisms: Gender, Violence, & Belonging
13859Edited by Evelyn Alsultany, Nadine Christine Naber, and Rabab Abdulhadi; Srila Roy -
13860New South Asian Feminisms: Paradoxes & Possibilities; Maylei Blackwell, ¡Chicana
13861Power!; Selection of current events related to race, class, gender inequities in the US
13862Multimedia resources: “Analyzing White America” video clip; Chicana Feminism,

13863encyclopedia entry; SHEG Background on Woman Suffrage; History of Chicana
13864Feminism, University of Michigan course webpage; Chicana Feminist, digital repository
13865from CSU Long Beach; Comisión Femenil Mexicana Nacional, Inc. webpage; Songs: “
13866La Diaspora” by Nitty Scott, “Independent Women”, by Beyonce, “Can’t Hold Us Down”
13867by Christina Aguilera, “Hijabi” by Mona Haydar, “Fight Like a Girl” by Zolita, “You Are
13868the Problem Here” by First Aid Kit, “Quiet” by MILCK Literature: Grito de Vieques;
13869excerpts from Fortune’s Daughter by Isabel Allende
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13871supporting and empowering women in Salinas and Monterey County
13872Unit Eight: Resistance and Popular Culture
13873An evaluation of counter hegemony found in popular culture through the analysis of a
13874variety of literature, art, and multimedia that illustrates how people of color have used
13875popular culture to highlight cultural values, strengthen a sense of community, and
13876reaffirm their positive identity. Students will deepen their understanding of resistance
13877movements and identity by connecting to the artistic representations of topics, such as:
13878race, class, gender, oppression, and liberation. Students will use their critical thinking
13879and creativity skills to connect resistance movements and popular culture to
13880themselves, their community, and broader local, state, and national issues. Essential
13881Question(s): In what ways does popular culture continue to be used as a tool of
13882resistance and promote people’s empowerment against oppression? Key Terms:
13883hegemony, counter hegemony, power, resistance, consciousness, popular culture,
13884intersectionality, oppression, structural controls, colonization, decolonization, liberation,
13885dialogue, humanization, dehumanization
13887Students will compare and contrast at least 2 forms of media to examine ways that the
13888production of popular culture affirms or resists oppression. Students will then create an
13889original interdisciplinary project that uses at least 2 forms of media to present themes
13890related to resistance, strengthening a sense of community, and reaffirming their identity.
13891Readings: Howard Zinn - Chapters 7, 15 of People's History of the United States,;

13892Ronald Takaki Chapters 1, 2, 3, 5, 15 of A Different Mirror: A History of Multicultural
13893America; Antonio Gramsci - The Prison Notebooks (excerpts); Gloria Anzaldua - “How
13894to Tame a Wild Tongue”; Lucy Parsons - “Liberation”; The Wretched of the Earth by
13895Frantz Fanon (excerpts); Paulo Freire - Pedagogy of the Oppressed (excerpts), Plato -
13896“The Allegory of the Cave” (excerpts); Oscar Zeta Acosta - The Revolt of the Cockroach
13897People (excerpts); Robin D.G. Kelley - “Race Rebels” and “OGs in Postindustrial Los
13898Angeles”; E.J. Hobsbawm -“Primitive Rebels” (excerpt), Stuart Cosgrove - “The Zoot
Page 615 of 896

13899Suit and Style Warfare”; Lawrence Levine - “Slave Songs and Slave Consciousness,
13900Jose Antonio Burciaga - “Tiburcio Vasquez: A Chicano Perspective”; “The Black
13901Panthers: Ten Point Program” Selection of current events related to race, class, gender
13903Multimedia Resources: “Rise of the Planet of the Apes” (selected scenes), “The Rise
13904and Fall of the Brown Buffalo” (documentary), “Panther” (film), “Ruben Salazar: Man in
13905the Middle” (documentary), “Burn Motherf*cker Burn!” (documentary), “Yo Me Llamo
13906Cumbia” (documentary), “The Matrix” (selected scenes), “Panther” (documentary),
13907“Bastards of the Party” clip regarding COINTELPRO; “Lost LA”, Season 2, Episode 1 of
13908“Borderlands”; “The Death and Life of Marsha P. Johnson”; A Brief History of the
13909American Indian Movement, website; “In Prison My Whole Life”, Mumia Abu Jamal
13910website; Songs: “Hip Hop” by Dead Prez, “Jay, 50, and Weezy” by Dee 1, “Chambacu”
13911by Aurita Castillo, “Malcolm, Garvey, Huey” by Dead Prez, Alright” by Kendrick Lamar,
13912“Becky from the Block” by Becky G, “Storm” by Eminem, “Hijabi” by Mona Haydar
13913Community Resources: Guest speaker from community organization connected to using

13914the arts to support and empower youth
13915Unit Nine: Culminating Research Project
13916Students will conduct research to identify, evaluate, and interpret an issue in their
13917community that needs to be addressed and pose a solution and plan of action that is
13918connected to topics that were analyzed in a previous unit, or units of study. As critical
13919thinkers, students will develop their own social justice stance on a viable solution to a
13920continued area of historical challenge for a particular ethnic group. Students will
13921research various media sources and watch several news outlets to determine what
13922social inequalities still exist and students will put their ideas into action through a
13923bill/resolution proposal or other form of civic engagement.
13924Essential Question(s): How might we continue to promote positive identities as scholars

13925and community members through our continued engagement in advancing our studies,
13926strengthening our community, and advocating in favor of ideas that counter racism and
13927oppression?
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13929Students will select a unit, or units, to research, create, and produce a project that puts
13930theory into practice. Students will share their finding with their school and community.
13931Students will also reflect on their personal journey throughout the course and select key
13932content and activities that will be part of their summative portfolio, to be presented to
13933their peers.
Page 617 of 896

13934Introductions to Ethnic Studies (San Diego Unified)
13936Record ID: JT6M95
13937Institution: San Diego Unified School District (68338), San Diego, CA
13942Grade Levels: 9th
13947Overview
13948This course presents an interdisciplinary study of traditionally marginalized populations

13949in the United States - specifically African American, Asian American, Chicana/o-
13950Latina/o, and Native American - through a social justice pedagogy and perspective. In
13951Introduction to Ethnic Studies, students will investigate, analyze, and evaluate how
13952constructs of race, class, gender, and sexuality intersect with notions of power and
13953privilege to impact the African American, Asian American, Chicana/o-Latina/o, and
13954Native American communities struggle towards self-determination and social justice in
13955the United States. Traditionally, the experiences and contributions of African Americans,
13956Asian Americans, Chicanas/os-Latinas/os, and Native Americans within the American
13957historical narrative has been noticeably absent, thus requiring the need for students to
13958engage in an academically rigorous and more inclusive historical and contemporaneous
13959analysis of these respective communities to more accurately reflect their contributions
Page 618 of 896

13960and experiences as central, and not marginal, to the American historical narrative.
13961Prerequisites
13962(None)
13963Corequisites
13964English 1, 2
13965Course Content
13966Unit 1 - Building a Classroom Community
13967Students will build a community of trust and accountability within the classroom. This
13968atmosphere is required as students explore their own identities and appreciate the
13969identities of others. Through numerous texts, including excerpts from Freedom Writers,
13970The Autobiography of Malcolm X, I Am Joaquin, The Joy Luck Club, Lakota Woman, I
13971Know Why the Caged Bird Sings and Juliet Takes a Breath, students will analyze the
13972concepts of responsibility, respect, empathy, honesty, loyalty, work-ethic, study habits,
13973character building, belief, self-Improvement, self-reflection, mindfulness, problem
13974solving, resiliency, and social justice. The exposure to various narratives, points of view,
13975and perspectives will develop the students’ understandings of themselves and their
13976classmates. Students will gain a strong sense of self. Students will build bridges and
13977develop a strong communal classroom culture that enables critical discussions to take
13978place that push them academically. Students will develop better oral and speaking skills
13979by drawing from the concepts addressed to engage in dialogue, activities, experiences
13980and presentations such as restorative community-building circles. Students will
13981demonstrate the creation of a sustainable collective community classroom culture
13982through poetry, reflective writing, artistic expressions, and oral presentations. The
13983culminating project will be a written personal narrative and empathy walk wherein
13984students will share their stories and be assigned a sibling in the class to create a
13985collective narrative of common struggle.
13986Unit 2 – Maslow’s Hierarchy of Needs
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13987Students will be introduced to and demonstrate understanding of Maslow’s “Hierarchy of
13988Needs.” Starting with Maslow’s 1943 article, “The Theory of Human Motivation,”
13989students will address Maslow’s the following topics: physiological needs, safety and
13990security needs, love and belonging needs, esteem needs. Further exploration into the
13991“Hierarchy of Needs” will include delving into trauma-informed care and stress-related
13992issues as described by the scholarly work of Duncan-Andrade (2008) and Burke Harris
13993(2014). Students will understand that every person is capable of and desires to have
13994their needs met so that they can reach the pinnacle level of self-actualization—which is
13995required for engaged students, actively engaged in their own learning. The culminating
13996project will require students to use Maslow’s Pyramid of Needs as a framework to read
13997several case studies in order to identify and evaluate the root cause of the issues that
13998plague all members of our society. They will participate in numerous Socratic Seminars
13999to develop their own analysis and positions in order to write an argumentative editorial
14000that will be submitted for public distribution.
14001Unit 3 – Elements of our Identity
14002The topics that students will address through the “Elements of Identity” unit are as
14003follows: an analysis of scholarly literature on the origins, historical, and contemporary
14004meanings of identities/names of African Americans, Asian Americans, Chicanas/os-
14005Latinas/os, and Native Americans that have been assigned/forced upon them by
14006dominant society (external forces) as well as the identities/names that these respective
14007communities have self-determined and embraced (internal forces). Students will
14008investigate, analyze, and evaluate the scholarly literature (including titles included in
14009Unit 1) that describes processes of identity formation as a fluid and not static process
14010amongst these identified populations, whom all have a diversity of identities. Students
14011will investigate, analyze, and evaluate how the concepts/constructs of race, class,
14012gender, im(migrant) status, language, and sexuality impact identity formation of African
14013American, Asian American, Chicana/o-Latina/o, and Native American through an
14014analysis and evaluation of scholarly literature. Students will compare and contrast how
14015the social and historical processes of assimilation and acculturation have impacted
Page 620 of 896

14016African American, Asian American, Chicana/o-Latina/o, and Native Americans identity
14017formation.
14018Drawing upon the scholarly literature to include African American, Asian American,
14019Chicana/o-Latina/o, and Native American history, literature and poetry, students will
14020write an informative essay that identifies the historical origins and contemporary
14021meanings of the identities/names of the aforesaid populations. Additionally, students will
14022affirm their chosen ethnic/cultural identity or identities drawing from the scholarly
14023literature, history, literature, and poetry from African American, Asian American,
14024Chicana/o-Latina/o, and Native American works – as well as drawing from their lived
14025experiences. Through this informative essay, students will have engaged in the
14026following: utilizing supporting evidence taken from the research, history, literature, and
14027poetry in their writing to affirm a given position; critical analysis of research, history,
14028literature, and poetry accompanied with a critical self-reflection to synthesize and/or
14029distinguish it from their lived experiences; and develop a critical consciousness on the
14030significance of naming themselves and their worlds which constitute processes of self-
14031determination and self-actualization.
14032Unit 4 – Against Our Identities: Resistance, Survival, and/or Accommodation
14033The concepts of colonization, hegemony, forms of oppression (i.e., racism, classism,

14034sexism, hetero-sexism, homophobia), prejudice, stereotypes, and discrimination will be
14035identified, analyzed, and evaluated in historical and literary text and also through media
14036relative to the experiences of and impact on African Americans, Asian Americans,
14037Chicanas/os-Latinas/os, and Native Americans within the United States. Specifically
14038using Zinn’s A Peoples’ History of the United States and Steele’s Whistling Vivaldi: How
14039Stereotypes Affect Us and What We Can Do, students will explore the engaging topics
14040of stereotype threat and resilience. Additionally, an identification, analysis and
14041evaluation of historical and literary text and media on how African Americans, Asian
14042Americans, Chicanas/os-Latinas/os, and Native Americans have worked to resist,
14043survive, and at times accommodate to colonization and oppression within the context of
14044American history. Furthermore, students will critically examine models of resistance to
14045colonization and oppression of African American, Asian American, Chicana/o-Latina/o,
Page 621 of 896

14046and Native American communities within historical and contemporary contexts and
14047determine the various resistance models’ applicability to themselves, their respective
14048communities, as well as inter-group collaborations between these aforesaid
14049communities.
14050The culminating assessment for this unit will be a performative piece which will
14051demonstrate student mastery of the concepts/constructs of colonization, hegemony,
14052forms of oppression (i.e., racism, classism, sexism, hetero-sexism, homophobia),
14053prejudice, stereotypes, and discrimination. The performance piece can take the form of
14054a debate, teatro (skit), poetry/spoken word, music/song, and/or dance. In addition to a
14055formal teacher assessment, the students will also assess their peers on their
14056performance piece.
14057Unit 5 – Introduction to Universal Declaration of Human Rights
14058Students will explore the Universal Declaration of Human Rights (1948) through writing
14059prompts, readings and discussions. These exercises will lay the foundation and enable
14060students to master the spirit of the UDHR to help guide them in the subsequent units,
14061including a juxtaposition of UDHR with the Bill of Rights included in the US Constitution.
14062Also students will compose reflective narrative essay using the Universal Declaration of
14063Human Rights, The Cosmic Race and The Great Civilizations of Central and South
14064America to address the following prompt/essential questions: What do we have in
14065common with others? With our neighbors? In my community? With our borders? Do all
14066of us have a history? Is one history greater than others?
14067Students will design conduct an ethnographic study wherein they will interview a
14068community person, family member or friend that immigrated to the U.S. and share their
14069story. The project will include introduction to several aspects of empirical cultural
14070research, including identifying a subject for study, collecting data, coding and analyzing
14071data, as well as writing and presenting research findings.
14072Unit 6 – Social Movements and Historical Figures
14073Students will examine the historical contributions and significance of social movements
14074and historical figures. Using the textbook (Zinn’s A People’s History of the United
Page 622 of 896

14075States) and other primary and secondary sources, students will critically analyze global
14076independence movements and revolutions, abolition of enslavement; rights movement
14077(Asian, African American/Black, Chicano/a, indigenous, Latino, Pacific Islander,
14078LGBTQ+, Muslims, women and all marginalized peoples). By shedding light on often
14079untold histories, students will gain self-awareness, self-empowerment, in order to
14080become critical agents for change and active participants in their democracies.
14081The culminating project for this unit is to author a children’s book that illustrates and tells
14082a story of a historic figure/movement and the quest for human rights and justice.
14083Students will review the elements of storytelling and book-making including plot, conflict
14084identification and resolution. Students will be expected to share their books during an
14085arranged visit to a neighboring elementary school or youth program.
14086Unit 7 – Contemporary Issues and Transformative Change
14087Using excerpts from Freire’s Pedagogy of the Oppressed, students will study and
14088identify contemporary issues of oppression or threats to identity in order to become
14089advocates for their community. Some of possible topics students will examine may
14090include: racism, LGBTQ rights, immigration rights, access to quality health care, income
14091inequality, War on Drugs, school-to-prison-pipeline, poverty, religious persecution,
14092access to equitable public education, gangs and violence. In this cumulative unit,
14093students will use previous learnings to develop their own empowerment plan to address
14094their identified community concern.
14095Students will acquire tools to become positive actors in their communities to address a
14096contemporary issue and present findings in a public forum by: Creating a student
14097organization or club by adhering to district policies on the creation of club or
14098organization (rationale, mission statement, goals, constitution, bylaws, application, etc.).
14099Developing an action research project that includes: context and rationale, literature
14100review, methodology for data collection, collection of qualitative and quantitative data,
14101analysis of data, findings and recommendations Alternative project with customized
14102assessment that reflects the rigor of the provided projects (to be mutually agreed upon
14103in a timely manner––e.g., three weeks prior to due date) All projects will be publicly
Page 623 of 896

14104exhibited at a scheduled Ethnic Studies Forum, wherein parents, faculty and community
14105members will have opportunities to provide feedback.
Page 624 of 896

14106African American Studies Course Outlines
14107African American Literature (Crenshaw Arts-Technology HS, Los Angeles)

14109Record ID: LLR6FT
14110Institution: Crenshaw Arts-Technology High School (053910), Los Angeles, CA
14118Transcript Code(s): African American Literature
14120Overview
14121In this course, students will be exposed to numerous African American writers from a
14122variety of times and places. In looking at literature through the lens of the African
14123American community, students will grapple with the cultural struggles and successes
14124represented in the text, from past to present. At the same time, students will also
14125analyze the style, influences, motivations and contributions each writer has made to
14126literature as a form of communication and expression. Students will look closely at the
14127connection between historical events and African American literature, as well as major
14128themes and ideals that are still relevant today, including equality, freedom, race versus
14129ethnicity, and many others.
14130Prerequisites
Page 625 of 896

14131English 9, English 10
14132Corequisites
14133(None)
14134Course Content
14135In all units presented below, students will study the literature in conjunction with relevant
14136historical content. The knowledge learned from past and current history classes will aid
14137students in deepening their knowledge of the connections made in this course, thus
14138including an element of interdisciplinary learning. Additionally, each unit contains
14139elements of reading, writing, listening, speaking and language, however, the standards
14140noted below represent the focal point of the unit. Most selections come from the primary
14141textbook, those marked with an asterisk (*) indicate that it is part of a supplementary
14142text.
14143Unit 1: African American Vernacular
14144Beginning with this mini-unit, students look closely at the vernacular history of African
14145Americans. Focusing on inspiration, message and style, students will use/come back to
14146this knowledge to see how written literature has taken from this tradition. Students will
14147read and listen to oral literature, read and analyze information texts about vernacular,
14148and will create an oral text to depict major issues in current times.
14149Sample selections: African American folktales (i.e., What the Rabbit Learned), Spirituals
14150(i.e., Go Down Moses), Blues (i.e., Backwater Blues by Bessie Smith)
14151Correlated CCSS: Reading Literature 1-7, Reading Information Text 1-7, Speaking and
14152Listening 1-6
14153Sample Lesson/Activity: In order to introduce students to the inspiration and message of

14154African American spirituals, students begin by recording what they remember about
14155slavery (in mini groups) on large pieces of paper. After briefly reviewing the events of
14156slavery, a spiritual is given to students in written form and is either sung or played (via
14157audio). Students are asked to annotate with purpose, using a guiding question
14158regarding the purpose of the spiritual. Finally, students are led through a class
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14159discussion in which we orally analyze the spiritual line by line; at the 50% mark,
14160students are released to analyze the rest.
14161Unit 2: Slavery and Freedom (1746-1865)
14162Building on the established knowledge of slavery in America, students read and analyze
14163literature that is founded and inspired by the lives of slaves and their subsequent fight
14164for, and attainment of freedom. At this point, students will analyze literature for various
14165themes and will establish a solid understanding of the distinction between race and
14166ethnicity and how that will shape not only the experience of African Americans, but the
14167literature as well. Focusing on narrative from this time period, students will write an
14168analysis that looks closely at the characteristics of a slave/freedom narrative.
14169Sample readings/selections: Sojourner Truth: Ar'n't I a Woman?, Harriet Jacobs:

14170Incidents in the Life of a Slave Girl, Frederick Douglass: Narrative of the Life of
14171Frederick Douglass (selections)
14172Correlated CCSS: Reading Literature 1-7, Reading Informational Text 1-7, Writing 1-10,
14173Language 1-6
14174Sample Lesson/Activity: One characteristic of slave narratives is centered on the way

14175the narrative begins, in order to introduce this element, students are given the first
14176couple of paragraphs of 3 slave narratives. Students are asked annotate all three,
14177highlighting any similarities found. Students are then asked to share their findings with
14178their mini groups. Sending two representatives for each group, students are asked to
14179record (on the board), things noticed about how the narrative began and about
14180descriptions/recollections of parents. After a class discussion on the results, students
14181are given brief information about two common characteristics (declaration of her/his
14182status as a slave and description of parentage). Finally, with the new information in
14183mind, students are asked to add to their annotations of the narrative.
14184Unit 3: Reconstruction and the Black Renaissance (1865-1919)
14185During this unit, students will look at the change that reconstruction brought for the
14186African American community, and the rise of autobiographies during this period. Using
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14187skills to analyze non-fiction texts, students will look at the knowledge gained in the first
14188two units and use inference, comparison and analysis to determine how literature of the
14189reconstruction and Black Renaissance period fit with vernacular and the narratives of
14190slavery and freedom. Building from the details of a slave/freedom narrative, students will
14191analyze the shift to the autobiography, the similarities to previous narratives, and the
14192message(s) contained within the text.
14193Sample Readings/Selections: Booker T. Washington: Up From Slavery, E.B. Du Bois:

14194The Souls of Black Folk, Anna Julia Cooper, Alice Moore Dunbar Nelson
14195Correlated CCSS: Reading Literature 1-7, Reading Informational Text 1-7, Writing 1-10,
14196Language 1-6
14197Sample Lesson/Activity: After recalling knowledge of the reconstruction period, students

14198work to analyze Booker T. Washington’s text, Up From Slavery. Students begin by free
14199writing about what life must have been like for a slave and what their emotions would
14200have been towards themselves, their masters and the plight they were face with. After
14201sharing those reflections with peers, students read an excerpt from Washington’s text.
14202Guided with the question: based on what we have read and seen, does this accurately
14203reflect the life and emotions of slaves? Explain. Students discuss both sides of this
14204question, going back to evidence within the text that supports their opinions. After the
14205discussion, students are given information about common criticisms of Washington’s
14206text, and students are asked to discuss and brainstorm the following in groups: if we
14207assume that Washington wrote this text as a strategy, what could his reasons be for
14208doing so? Use the information we have discussed, notes on common criticisms, and the
14209text itself to brainstorm reasons and provide support.
14210Unit 4: The Harlem Renaissance (1919-1940)
14211Focusing on the events of the Harlem Renaissance and the migration that occurred
14212during this time, students will read texts to analyze inferences the texts holds, what
14213those inferences say about the purpose of the text, its message, theme and connection
14214of the events happening during that time. During this unit, students will complete a
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14215creative assignment that will allow them to explore different perspectives and place
14216themselves within the world they are reading about.
14217Sample readings/selections: Zora Neale Hurston: Their Eyes Were Watching God*,
14218Isabel Wilkerson: The Warmth of Other Suns*, Nella Larsen: Passing, Langston
14219Hughes: Afro-American Fragment, Dear Lovely Death, Mulatto, Song for Billie Holiday
14220Correlated CCSS: Reading Literature 1-7, Reading Informational Text 1-7, Speaking
14221and Listening 1-6
14222Sample Lesson/Activity: After learning about the migration that African Americans took
14223during this period of time, students read Zora Neale Hurston’s book, Their Eyes Were
14224Watching God, analyzing for common elements of the great migration and other
14225common events and cultural/artistic experiences of the Harlem Renaissance. After
14226reading about the first time Janie leaves, students are asked to reflect on the reasons
14227why African Americans left their homes during the migration, and compare that to the
14228reason Janie leaves. The reflection is done both in written form and through oral
14229discussions, then student findings are discussed in class, and relevant information is
14230added (by teacher) when necessary.
14231Unit 5: Realism, Naturalism, and Modernism (1940-1960)
14232Students will learn about realism, naturalism and modernism from the African American
14233perspective. Looking at various texts, including poetry and drama, students will analyze
14234and explore the connections between the ideals expressed, how it is present within the
14235texts read, the historical events at the time and the strategies used by the writers
14236analyzed.
14237Sample readings/selections: Toni Morrison: The Bluest Eye*, Gwendolyn Brooks

14238(Poetry), James Baldwin (i.e., Everybody's Protest Novel, Princes and Powers), Richard
14239Wright (i.e., The Ethics of Living Jim Crow, an Autobiographical Sketch)
14240Correlated CCSS: Reading Literature 1-7, Reading Informational Text 1-7, Language 1-
142416
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14242Sample Lesson/Activity: In poetry, word choice is very important, especially when trying
14243to communicate experiences from the perspective of a culture. Here, students analyze
14244poetry through the usage of pragmatics, purpose and inference. Students are given a
14245list of common words and are asked to define them, then students are given a list of
14246sentences and are asked to define those same words within the context of the
14247sentence. After discussing the idea of pragmatics and what role context plays in word
14248meaning, the class reads through a poem by Gwendolyn Brooks. Students analyze the
14249poem for complex words, their various meanings, and how those words can be used
14250(and changed) to infer the poem’s message.
14251Unit 6: Black Arts and the Contemporary Period (1960-Present)
14252The final unit of the year will have students look at African American writers from the
14253sixties to the present. Students will look at well-known writers as well as the written text
14254of musical lyrics to determine how literature has changed from the vernacular texts and
14255slave narratives to the works we see today. The focus is to gain a holistic perspective of
14256the themes, messages and tactics used by writers to communicate. In addition to
14257communication, students will determine the many purposes of writing today, and
14258compare that with the purpose of writing in the past.
14259Final Assessment
14260The final assessment for this unit (and of the year) will have students look at their own
14261family and/or nationality and trace the history. The aim is to both share experiences
14262from different perspectives, but also to show how other cultures/backgrounds are similar
14263to the African American perspectives that we experienced throughout the year. In order
14264for students to complete this unit, they will be required to demonstrate mastery of skills
14265embedded in the following anchor standards:
14266Reading:
14267Key Ideas and Details 1-3, Craft and Structure 4, Integration of Knowledge and Ideas 7
14268& 9, Range of Reading 10
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14269Writing: Text Types and Purposes 2 & 3, Production and Distribution of Writing 4-6,
14270Research to Build and Present Knowledge 7-9
14271In addition to the anchor standards above, students will orally present their findings in
14272front of an audience. *Includes a Final Project: Students use reading, writing, speaking
14273and listening skills to complete a project:
14274Oral History Project: Students will construct a research paper and presentation from
14275information read in nonfiction texts, and collected from interviews with family members,
14276including the oldest member(s) of their family or extended family, etc. Students will also
14277draw connections between their lives and the lives of any characters and/or themes that
14278covered in our primary and/or supplemental literature. The purpose is to give students
14279the opportunity to research the history of other cultures and backgrounds by exploring,
14280learning and informing (i.e., their classmates, families, etc.). The project has different
14281options as to ensure that students with various backgrounds can still complete the
14282project, such as researching:
14283Personal ethnicity/heritage Example: Research your personal ethnicity/heritage. What

14284connections can you make between your ethnicity and African Americans? If you are
14285researching African American heritage, integrate any experiences you have been
14286exposed to that would relate to the information covered in class.
14287Family history Example: What is your family history? Interview family members and
14288review any documents you have access to. Begin as far back as possible, thinking
14289about where your family comes from in terms of geographical location as well as your
14290nationality. Also, try to make connections between your own family history and some of
14291the events and themes covered in class.
14292Race in America Example: Thinking about the difference between race and ethnicity,
14293research the development of race in America and how that has influenced/shaped
14294American culture. Finally, discuss the specific influence race has on African Americans
14295as well as your own ethnicity.
14296History of a certain race/nationality/minority during a specific time period Example:

14297Research the history of Japanese individuals during the 1900s. Are there any
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14298connections to the history of African Americans during that time? Think about both
14299historical events and hardships/achievements that both groups experienced.
14300Personal Identity Example: Think about your own identity and the ‘markers’ that make
14301you who you are; these markers, or identities often are beyond the scope of race and
14302ethnicity. Your task is to research the history of one particular identity that you
14303hold/identify with.
14304This project will be presented using a multimedia platform such as PowerPoint, Google
14305Presentation, Prezi, etc.
14306Sample Readings/Selections Malcolm X (The Autobiography), Martin Luther King

14307(Letter from Birmingham Jail), Audre Lorde (i.e., Poetry is not a Luxury, Walking Our
14308Boundaries), Amiri Baraka, Toni Morrison, Sula Lucille Clifton (Poetry), Alice Walker
14309(i.e., Everyday Use, Outcast, Women), Jamaica Kincaid: Annie John (selection), Barack
14310Obama: A More Perfect Union
14311Correlated CCSS: (some aspects from all CCSS categories - cumulative unit/project)
14312Reading Literature 1-7, Reading Information Text 1-7, Writing 1-10, Language 1-6,
14313Speaking & Listening 1-6
14314Sample Lesson/Activity: In order to gain a holistic perspective of African American

14315literature and how it has developed, students need to recognize where the origins of this
14316literature can be found in contemporary texts. Students are presented with the question:
14317where do we see evidence of African American vernacular, slave and freedom
14318narratives in contemporary texts? Looking at the autobiography of Malcolm X, students
14319begin by analyzing the beginning of the text to determine similarities to originating texts.
14320Students are asked to answer the question using evidence in order to demonstrate their
14321ability to recognize elements initially studied.
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14322African-American Literature (Castro Valley HS)
14324Record ID: L24B5W
14325Institution: Castro Valley High School (050500), Castro Valley, CA
14333Transcript Code(s): AF American Lit, 0119
14335Overview
14336This junior level, yearlong course provides a comprehensive awareness and

14337appreciation of African American texts, including novels, essays, and poetry from
14338authors such as Toni Morrison, Langston Hughes, Zora Neale Hurston and other
14339selected writers. Students will study the accomplishments, history, and culture of African
14340Americans, through reading, writing, and discussion. This class is cored with a US
14341History class that will focus on the role of African Americans within the American and
14342global context. All students enrolled in the English course must also be enrolled in the
14343US History class. In addition to covering the state and district requirements for US
14344History and English, the courses are designed to provide enrolled students with an
14345opportunity to explore personal identity and race, and to broaden their knowledge and
14346understanding of the lives, culture, and contributions of African Americans in the United
14347States. Students will read a myriad of American Literature written primarily by African
Page 633 of 896

14348American Authors. In Each unit, students will focus on the historical importance of each
14349piece, the literary techniques involved in the construction of the work, read
14350supplemental articles, and discuss the text as they apply to academics and how they
14351apply to the world today. Students will also write, and revise their writing on the
14352literature, the themes in the literature, and their writing incorporated in oral and
14353multimedia presentations.
14354Prerequisites
14355Concurrent enrollment in AF Amer History
14356Corequisites
14357(None)
14358Course Content
14359Students will be initially assessed using STAR and CELDT scores to calibrate the initial
14360rigor and instructional emphasis. Student’s scores will determine the areas of
14361weakness, both individually and as a group. Throughout the year, students will be
14362formatively assessed daily, through teacher check-ins and checks for understanding.
14363Also, student work will be reviewed and the students will be given feedback based on
14364their work. Assessments will primarily be writing or presentation-based and will be
14365graded on the application of the skills, knowledge of the texts, and grammar. Formative
14366assessments will be applied throughout the various units on a weekly basis for formal
14367assessments and on a daily basis for informal assessments. Summative assessments
14368will be administered at the conclusion of each unit and at the conclusion of each
14369semester.
14370Student's will be graded on the following scale for each quarter:
14371 30% Class work and homework
14372 30% Test and quizzes
14373 40% Formal and informal writing
14374Student's will be graded on the following scale for each Semester:
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14375 40% 1st Quarter
14376 40% 2nd Quarter
14377 20% Final
14378Teachers will employ a scaffolded gradual release method for teaching skills and
14379material. Students will go over material as a class through instructor guided learning
14380and activities. Students will then practice the skill through the practice in pairs or small
14381groups. Finally, the students will apply or practice the skill independently. This practice
14382is designed to ensure that each student attains mastery within the construct of the
14383gradual release scaffolding. In addition, students will go through a three-part learning
14384process for each of the skills outlined in the Common Core/California Standards. First
14385students will be taught the definition of the specific skill through examples, direct
14386instruction, and discovery learning. Second, students will learn to recognize the skill
14387when it is applied by various authors in fiction and non-fiction texts. Finally, students will
14388apply the skill in their own writing and/or oral presentation. All lessons will build on prior
14389knowledge and will be directed at completing a final project for assessment. Teacher
14390will implement:
14391  One-on-one instruction
14392  Cooperative learning
14393  A scaffolded approach to instruction
14394  Direct instruction
14395  At-home learning
14396  Summative and formative assessments
14397  Checks for understanding
14398  SDAIE friendly notes
14399Students will practice active listening while taking SDAIE friendly notes. Students will
14400practice active listening skills and speaking skills while engaging in academic
14401discussions. Students will practice academic discussion techniques, such as,
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14402maintaining eye contact, non-verbal affirmation, and the incorporation of previous
14403dialogue in their responses to other students. Students will use texts and other
14404resources to respond and comment during these discussions. These academic
14405discussions will be highly scaffolded until students are able to master their discussion
14406skills autonomously. Students will sharpen speaking skills through academic
14407discussions, oral presentations, and in cooperative learning activities. Students will
14408deliver expository presentations from multiple texts as part of the curriculum. Students
14409will also deliver narratives and learn how to use rhetoric to argue their positions as well
14410as logically present their arguments to enhance the effect of their argument. Finally,
14411students will learn how to adapt language to meet the occasion and audience.
14412Semester 1 Unit 1: The Mis-Education of the Negro
14413Explore the systems that control societies and cultures within societies in an effort to
14414compare and contrast the ideas in the novel with the actions taken by Frederick
14415Douglass in the Narrative of the Life of Frederick Douglass. Students will develop their
14416comprehension, analytical, and critical thinking skills by applying the text to themselves,
14417the world today, and other literary works. Students will work will culminate in an action
14418plan to change a system of control that exists in the world today. In addition, students
14419will work on their analytical/comparative skills by comparing and contrasting the
14420Narrative of the Life of Frederick Douglass with The Mis-Education of the Negro.
14421Unit 2: Beloved
14422Students will recognize, and analyze narrative structure in the novel, selected poems,
14423and stories. Students will also learn to apply the narrative structure to their own writing.
14424In addition, students will learn stylistic and literary devices. Students will use the literary
14425and stylistic devices employed by Toni Morrison in their own narrative. Students will
14426also learn and apply argumentative skills in the form of an argumentative essay based
14427on issues invoked by the literature.
14428Unit 3: The Ways of White Folks
14429Explore genre and specific literary devices used by Hughes in an effort to understand
14430his message and to gain the ability to apply those literary devices. Students will
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14431continue to study literary techniques as well as what makes them effective. Students will
14432also work to create their own creative writing, in the genres of fiction and poetry. In
14433addition, students will begin to work on literary analysis revolving around the themes in
14434the work and how the author presents them stylistically.
14435Semester 2
14436Unit 4: Their Eyes Were Watching God
14437Students will be able to connect the events and ideas in the novel to other texts,
14438historical events, and their own lives. Also, outline how the author’s background has
14439affected the telling of the story. Finally, define the messages that could still be applied to
14440today’s society. Students will learn and utilize research skills in learning about the time
14441period. Students will also continue analyzing the text and create an essay that assess
14442their analytical skill.
14443Unit 5: Invisible Man
14444Students will be able to read and discuss the novel, examine their own communities and
14445identify “invisible” people, connect personal experience to society as a whole. Students
14446will work on analytical skills to identify these people in the novel. Students will then have
14447to use their critical thinking skills to identify these communities in their world today.
14448Students will then create a research presentation that informs the class about a specific
14449community that they have identified as “invisible”.
14450Unit 6: The Lit Circle Project
14451Students will read contemporary literature selected from our book list. Students will then
14452analyze these books in small groups. Every day of the unit, the students will have
14453specific tasks to perform, such as, quote analysis, summary, word selecting, or question
14454generating. Students will work on analysis, oral communication, vocabulary and
14455spelling, and comprehension skills.
14456Required Readings: The Mis-Education of the Negro, Beloved, The Ways of White
14457Folks, Invisible Man, Their Eyes Were Watching God Supplemental Readings: A Raisin
14458in the Sun, Vocabulary for the College-bound Student, Black Boy, The Pedagogy of the
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14459Oppressed, Kindred, The Bluest Eye, Black Boy, Native Son, Devil in a Blue Dress, If
14460He Hollers Let Him Go, The Autobiography of Malcolm X, The Women of Brewster
14461Place, Black Like Me, American Slavery, American Freedom, Uncle Tom’s Cabin, The
14462Strange Career of Jim Crow, Things Fall Apart, African People in World History, Cry
14463The Beloved Country, Beast of No Nation, A Long Way Gone Also, various poems,
14464articles, and short stories will be taught to supplement the curriculum
14465Semester 1
14466Unit 1: The Mis-Education of the Negro
14467Process Grid for Systems of Control: This group project will be done collaboratively and
14468individually. The process grid will outline the ways that society controls the larger
14469segments of our population through a systematic approach to systems of control.
14470Action Plan: This group project will address one of the systems of control and make an
14471action plan to change this practice in our society. For example: If the system of control
14472is an educational procedure which causes a disproportional amount of African
14473Americans to be excluded from higher level math and science classes, then the action
14474plan would be directed at changing that system.
14475Individual Action Plan: This would be an action plan done like the group action plan, but
14476on an individual basis and tackle a different system.
14477Compare and Contrast Essay on Frederick Douglass and The Mis-Education of the
14478Negro: This Essay will compare the strategies that were implemented on Frederick
14479Douglass that were outlined in the Mis-Education of the Negro as well as what
14480strategies he implemented to overcome these systems of control that were placed on
14481him.
14482Unit 2: Beloved
14483Character Journal: Students will choose one of three main characters or an approved
14484subordinate character and write a detailed account of their experiences at
14485predetermined points in the novel
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14486Vocabulary of the Narrative: Students will learn what specific writing conventions are
14487endemic to the narrative structure. Students use this vocabulary when writing and
14488discussing the novel or selected pieces.
14489Persuasive Essay: Students will write an argumentative essay on the legitimacy of the
14490main character’s infanticide. Students will be able to draw upon any articles we have
14491read, research, interviews, and the text itself.
14492Narrative Writing: Students will create a narrative based on their own lives that uses
14493techniques that we have recognized in the text.
14494Summative Novel Test: A summative test will be administered containing questions

14495about symbols, character, plot, and narrative structure.
14496Unit 3: The Ways of White Folks
14497Creative Writing Journal: Students will write creatively based on concepts and prompts
14498generated from the work of Langston Hughes. In addition, students will be required to
14499use rhetorical devices found in the work read as part of the unit.
14500Assertion Paragraph: Students will make assertions and analyze the literature based on
14501their assertions of on piece or a group of pieces that share a thematic thread. This
14502paragraph will cover all three levels of analysis and serve as a training ground for the
14503literary analysis paper written as the assessment.
14504Publishable Creative Piece: Through editing and revision, one of the creative pieces will
14505be made into a publishable piece. The class will create an anthology of their work.
14506Socratic Seminar: Students will generate questions individually. We will then pick
14507selected questions to address as a small group. In small groups, students will discuss
14508the selected question in depth. Students will be assessed on the quality of answers,
14509depth of knowledge, and insight.
14510Semester 1 Final
14511Students will write a compare and contrast piece detailing the similarities and
14512differences in two of the three main texts that we have read as part of the first semester.
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14513Students will also answer questions based on the key concepts we discussed in each of
14514the first three units.
14515Semester 2
14516Unit 4: Their Eyes Were Watching God
14517Close Read: Students will examine selections from the text. Students will gain full
14518understanding through reading, answering questions, and discussing the selections. All
14519questions will be constructed using the Common Core as a guideline.
14520Literary Analysis Exercises and Practice: Students will learn about analysis and how to
14521construct effective analysis.
14522Assertion Paragraph: Students will make assertions and analyze the literature based on
14523their assertions of on the novel as a reinforcement of prior knowledge and preparation
14524for an analytical essay to come.
14525Analytical Essay: Students will construct an analytical essay based on the themes
14526present in the novel. Students will be expected to connect the text to their world, other
14527text, as well as their own lives.
14528Summative Assessment on the Novel: Students will demonstrate their knowledge of the
14529novel and the themes present in the novel by completing a series of short answer
14530questions.
14531Unit 5: Invisible Man
14532Close Read: Students will examine selections from the text. Students will gain full
14533understanding through reading, answering questions, and discussing the selections. All
14534questions will be constructed using the Common Core as a guideline.
14535Group project—The Powerlessness of Invisibility: In groups, students will identify how

14536certain groups are excluded from society or parts of society and the effects of that
14537exclusion. Groups will present their findings is an oral group multimedia presentation.
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14538Individual Project— The Powerlessness of Invisibility: Students will identify how certain
14539groups are excluded from society or parts of society and the effects of that exclusion.
14540Students will present their findings in an oral presentation.
14541Cross-Curricular Project: Students will be involved in a cross-curricular project about

14542how our knowledge of the past informs the present and future. Students will construct a
14543report about causal relationship of knowledge and lack of knowledge in an expository
14544essay.
14545Unit 6: The Lit Circle Project
14546Vocabulary Selection: Students will choose words throughout the text and study their
14547meaning in an effort to add these words to their lexicons.
14548Daily Discussions: Students will break up into small groups where they will perform a
14549team task and have a daily discussion based on their specific task that they were
14550responsible to bring to the discussion.
14551Fan Fiction: Students will use elements of fiction to construct an alternate ending to their
14552selected novel. The ending will demonstrate their knowledge of the character, the story,
14553and the author’s style.
14554Unit Portfolio: Each student will create a portfolio that demonstrates the student’s work
14555and thinking during our literature circle work. This portfolio will contain all individual work
14556and writing from the unit.
14557Semester 2 Final: Oral History Project:
14558Students will construct a paper and presentation from interviews with the oldest member
14559of their family or extended family. Students will tell the story of their subject through the
14560lens of history and life in general. Students will also draw connections between their
14561lives and the lives of any characters that we may have come across in our main or
14562supplemental literature. This project will be presented using a multimedia platform such
14563as PowerPoint.
14564  Persuasive Essay (1000 words)
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14565  Historical Expository Essay (1000 words)
14566  Response to Literature (750 words)
14567  Reflective Composition (750 words)
14568  Fictional Narrative (500-1000 words)
14569  Vocational writing— Job application and resumes (1 page)
14570  Compare and Contrast Composition (1000 words)
14571  Multi-media Presentations (10 Slides)
14572Students will also write in-class essays to build writing skill or to assure mastery in a
14573writing skill that has already been taught or re-taught. Students will write a minimum of
1457410 papers throughout the year. In addition to the formal compositions, students will also
14575receive writing-based assessments at the conclusion of each unit of study. These
14576written assessments will assess the student’s knowledge of skills, text, and writing
14577conventions that we have studied throughout the course of each unit.
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14578African American Studies (Burton Technology Academy HS, Los Angeles)
14580Record ID: EFZJR4
14581Institution: Alliance Judy Ivie Burton Technology Academy High School (054088), Los
14582Angeles, CA
14590Transcript Code(s): African American Studies
14592Overview
14593African American Studies is a semester long course that introduces cultural,

14594geographical, historical, environmental, and political issues of the African American
14595experience. Through research, the examination of works of art, historical documents,
14596music and film, students will study topics including (but not exclusive to) African
14597civilizations, slavery and diaspora, the black experience in the Americas (North, Central,
14598and South), Civil War and emancipation, Reconstruction, migration, the Civil Rights
14599movement, and contemporary issues facing the black community as well as African
14600American influence on U.S. and world culture. In addition, students will be exposed to
14601the African American experience through the study of customs, traditions, culture,
14602economics, music, politics, and art. Through a variety of activities and modalities of
14603instruction, students will gain greater understanding and appreciation of complex African
Page 643 of 896

14604American experiences and diversity. The study of African American culture, economics,
14605politics, art, geography, history, and interaction within an international context will further
14606develop student insight and identification as world citizens, while simultaneously
14607developing critical thinking skills, research abilities, individual effort, and group
14608collaboration.
14609Prerequisites
14610(None)
14611Corequisites
14612(None)
14613Course Content
14614Unit 1: African American Studies: African Origins and Diaspora
14615Text: Creating Black Americans
14616Readings: Africa and Black Americans Captives Transported A Diasporic People
14617Unit 1 Goals: The goal of Unit 1 is to introduce students to the origins of African-
14618American Studies by beginning at the source, Africa. Students will be exposed to the
14619geography and ancient history of the African continent. This unit will also introduce
14620students to the institution of slavery both in Africa and in the Americas. Students will
14621also attain an understanding of diaspora and the assimilation of African people in the
14622Americas.
14623Themes: 1. Introduction to African American Studies - Students will receive an overview

14624of the course and the various topics that will be covered during the semester. 2. The
14625Negro Race: Ancient Egypt, Cush, and Ethiopia - Students will begin the course by
14626identifying the geography of the African continent and make the connection to the
14627studies of Afro-Centrism and ancient civilizations of Egypt. 3. Africa: Ghana, Mali, and
14628Songhay - Students will study the ancient empires of Africa, and in particular, focus on
14629the Western region of Africa, which will prepare students for a greater understanding of
14630the culture that was ultimately enslaved. 4. Slave trade narratives: Oludah Equiano.
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14631Students will study the concepts of the Atlantic Slave Trade and the journey through
14632reading Oludah Equiano’s account of the voyage. 5. The Atlantic Slave Trade and
14633forced migration- Students will investigate the triangular process of the African slave
14634trade and the participation of both Europeans and Africans in the capture and
14635commerce of slaves. 7. The Middle Passage and stages of the journey - Students will
14636learn the horrors of the sea journey that could take anywhere from a week to several
14637months. Students will be exposed to materials that account for conditions, survival
14638rates, and demographics of the passengers. 8. Dimensions of African-American
14639Religion - Students will explore traditional African religions traditions and the conversion
14640to Christianity as a group once arriving in the Americas. Students will study the fusion of
14641these religions through Santeria and Camdomble. 9. Ethnicity and Race: Africans,
14642Indians, Europeans, and Minority Status - Students will focus on the concept of race
14643mixing of African slaves and the eventual adoption of cultural practices from Europeans
14644and Native Americans, with a focus on the Black Seminoles of Florida.
14645Content
14646Phillis Wheatley - On Being Brought to America, Fusion of Egypt, Ethiopia, Cush, Africa,
14647and people of African descent, Oludah Equiano and his Interesting Narrative, Ethiopia
14648Awakening, History of the Negro Race in America from 1619 to 1882, Ancient Ghana
14649and Kumbi Salch, Mali and Mansa Musa, Ethnic Ndongans and Jamestown (1619), 10
14650million slaves, (Latin America and the Caribbean), Ayuba Suleiman Diallo and the
14651Atlantic Slave Trade, Tom Feelings and The Middle Passage, End of Atlantic Slave
14652Trade, Slavery in Brazil, Mortality rates during the Middle Passage (15-20 percent),
14653Indentured Africans, Tituba and early folk religion, Harry Hosier- first black American
14654Methodist preacher, Call and response, Sometimes I feel Like a Motherless Child,
14655Benjamin Baneker-math and astronomy, Significance of Negro and one-drop rule.
14656Major Assignments and Assessment
146571. Journal entry from the perspective of a slave. Students will be introduced to the
14658institution of slavery and the Middle Passage journey. They will take the perspective of a
14659male/female/child/adult slave and compose a journal entry describing their personal
14660struggle during their capture, voyage, and eventual life of servitude in the Americas.
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146612. Debate: One Drop Rule. Students will be separated into two groups. Each group will
14662receive a primary source relating to the argument of what constitutes being black.
14663Students will use their primary sources to analyze opposing views and engage in an
14664educational debate where they will be able to look at an important historical event
14665through two different lenses. Source 1: Excerpt from Langston Hughes, the Big Sea.
14666Source 2: Excerpt from The Racial Integrity Act Purpose: The intent of the debate is to
14667engage learners in a combination of activities that cause them to interact with the
14668curriculum. Debate forces the participants to consider not only the facts of a situation
14669but the implications as well. Participants think critically and strategically about both their
14670own and their opponent's position. The competitive aspects encourage engagement and
14671a commitment to a position. Debates require students to engage in research, encourage
14672the development of listening and oratory skills, create an environment where students
14673must think critically, and provide a method for teachers to assess the quality of learning
14674of the students. Debates also provide an opportunity for peer involvement in evaluation.
146753. Unit Vocabulary Jeopardy: Students will be responsible for knowing the key
14676vocabulary terms of the unit, their definitions. They will provide relevant and specific
14677examples related to the unit of study. They will complete vocabulary cards for each term
14678in the unit.
146794. Unit Quizzes and Tests: Each unit will include a formative and summative multiple-
14680choice assessment that will cover the main concepts taught during the unit of study.
14681Unit 2: African American Studies: American Slavery and the Repercussions
14682Text: Creating Black Americans.
14683Readings: Those Who Were Free Those Who Were Enslaved Civil War and
14684Emancipation.
14685Unit 2 Goals: The goal of Unit 2 is for students to examine the lives of Africans and
14686African-Americas once in the Americas. Students will study the impact of the American
14687Revolution on slavery and early abolitionist movements. The unit will continue with the
14688study of slavery in the United States with a comparison of Northern and Southern
14689states. Students will learn the workings of the slave market and explore the variety of
Page 646 of 896

14690labor that slave participated in. Students will ultimately explore the Civil War and the
14691end of slavery in the United States.
14692Themes: 1. Black Soldiers in the American Revolution - Students will learn the tradition
14693of battles that African-Americans have engaged in since the inception of the United
14694States. 2. Petitioning for Emancipation and Civil Rights - After the American Revolution,
14695the concept of liberty applies to most, except African-American slaves. Some initial
14696abolitionist movements find limited success. 3. The Haitian Revolution of 1791 -
14697Students study the successful slave revolts in Haiti and determine the factors (including
14698a black-majority) that made Haiti an unlikely model for United States slaves to follow. 4.
14699Free Black people: Work, education, and associations - Students begin to learn the
14700difference between African-Americans in the North and those in the South and the
14701impact of peer groups in the black community. 5. Black abolitionists - With a focus on
14702Frederick Douglass’s Narrative, students examine the efforts by Northern African-
14703Americans to bring an end to slavery. The relationship between white abolitionists and
14704black abolitionist will also be explored (with an emphasis on John Brown and the assault
14705on Harper’s Ferry). 6. The American economy and slave labor - Students will
14706understand the impact and dependence on slave labor on the Southern economy. The
14707effect of Eli Whitney’s cotton gin on demand for increased slave labor will be a major
14708component of the lesson. 7. The Institution of slavery - Students learns the economic,
14709political, and social aspects of slavery. Focus will be given to the slave market, one-drop
14710rule, mulattoes, and the separation of families. Excerpts from the Narrative of Fredrick
14711Douglass will be used. 8. Runaway slaves and the Underground Railroad - Students
14712focus on Harriet Tubman and the Underground Railroad movement (from Southern
14713States to Canada). Students will also examine case studies of runaway slaves who
14714head into Mexican territory. 9. Sectional tensions lead to war and the war against
14715slavery - Students learn the background of the American Civil War. The issue of state’s
14716rights and secession are examined with an emphasis on the inclusion of slavery as an
14717issue. 10. Black regiments in the Union Army - Students learn about the 54th Regiment
14718and their role in the Civil War. Students focus on issues that include unequal pay, lack
14719of officers, and discrimination in the military. 11. 1863 and Emancipation Proclamation -
14720Students are exposed to the impact of the Emancipation Proclamation and the fallacy
Page 647 of 896

14721that all slaves were emancipated through it. Students study the limited impact of the
14722Proclamation on Northern and Border states.
14723Content
14724Quaker abolitionist Anthony Benezet, Massachusetts General Court and emancipation,

14725Peter Salem and the Battle of Bunker Hill, Abolishment of slavery in Massachusetts
14726(1783), The United States Constitution and the question of slavery, Census of 1790 (1/5
14727African Americans), Fugitive Slave Act of 1793, David Walker’s Appeal to the Coloured
14728Citizens of the World (1829), Frederick Douglas, Southern cotton production, Exclusivity
14729and white wealth in the South, Thirty Years as a Slave and Four Years in the White
14730House, The price of slave field hands, Slave lynching, Runaway slaves, the
14731Underground Railroad, and Harriet Tubman, The Missouri Compromise and the
14732Compromise of 1850, John Brown and sectional tension, Abraham Lincoln wins the
14733election (1860), Emancipation Proclamation, United States Colored Troops and unequal
14734pay.
147361. Persuasive Essay: Economics of Slavery - Agriculture or Manufacturing? Students

14737will take a position and write an essay advocating for economic advantage of either the
14738agricultural (Southern Sates) or manufacturing (Northern States) system. Both systems
14739of economy were crucial in the survival of their respective regions: which system was
14740more profitable/sustainable and why? Purpose: When writing a persuasive essay,
14741students’ purpose is to convince their audience to embrace their idea or point of view.
14742Keeping this purpose in mind is the key to writing an effective persuasion. Identify your
14743main idea or point of view. Your purpose will be to persuade your audience to accept
14744this idea or point of view. Identify your audience. To write an effective persuasive essay,
14745try to understand your audience. For example, are your readers undecided about your
14746issue? Or are your readers hostile to your point of view? Considering your audience,
14747identify the strongest supporting points for your persuasion. Identify the most significant
14748opposing view. Explaining and then refuting the opposing view strengthens the
14749credibility and scope of your essay.
Page 648 of 896

147502. Case Study: Toussaint Louverture. Students will be provided with History Today:
14751Toussaint Louverture by Graham Norton, and asked to analyze the following: What was
14752the central problem the Louverture faced? Where there any secondary problems? What
14753were the possible solutions to his dilemma? What would you have done? Why?
14754Students will use a minimum of 2 sources to justify their solution to the Louverture case
14755study. Their analysis should be presented in narrative form.
14759in the unit.
14762Unit 3: African American Studies: Emancipation and Migration.
14763Text: Creating Black Americans.
14764Readings: The Larger Reconstruction Hard-Working People in the Depths of

14765Segregation The New Negro
14766Unit 3 Goals: The goal of Unit 3 is for students to trace the progress of African-
14767Americans after the end of slavery in the United States. Students will gain greater
14768insight into the lives of newly freed African-Americans and the efforts by the South to
14769maintain the status-quo through the use of laws (Black Codes). Students will compare
14770post-slavery Southern life with that of the North (including African-American self-
14771perception through the study of the Minstrel Show and the Harlem Renaissance).
14772Themes: 1. Reconstruction and the reuniting of families - Students explore the effect of
14773the Civil War on African-American families, primarily in the South. Students examine
14774cases of African-Americans who flee to the North and those who stay behind. The Ku
14775Klux Klan’s impact on retention is evaluated. 2. Work and ‘Forty Acres and a Mule’ -
14776Students compare and contrast the availability of work for African-Americans in the
14777North vs. South. Students are introduced to the limited impact of the federal
Page 649 of 896

14778government’s Freedman’s Bureau and failure of land distribution programs. 3.
14779Education for freed people -Students continue with the compare/contrast method to
14780evaluate the educational opportunities for free African-Americans in North vs. South. 4.
14781Politics of the freed (voting and office) - Students are exposed to various Black Codes
14782adopted in the South after the Civil War, especially those relating to voting rights.
14783Students explore the ‘literacy and understanding’ tests adopted by several states in
14784order to deny suffrage. 5. Sharecropping, debt, and prison - Students continue their
14785study of Black Codes, this time focusing on efforts to subjugate African-Americans
14786through unfair labor practices. Tenant farming, sharecropping, vagrancy laws, and the
14787‘chain-gang’ are examined. 6. Lynching and anti-lynching campaigns - Students
14788examine the growing role of vigilante groups in the South, including the KKK. Students
14789are exposed to various reports of lynching campaigns for minimal transgressions and
14790the unsympathetic judicial system. 7. Countering the Anti-Black Stereotypes - Students
14791learn about the minstrel show and blackface performers popular in the beginning of the
147921900s. Students also study the positive effects on African-American entertainers. 8. The
14793Harlem Renaissance: Music, literature, and art - Students examine the contrast of
14794minstrel shows with the artistic movement in the North. Students focus on Louis
14795Armstrong, Langston Hughes, and Aaron Douglass, as well as a growing middle class
14796that drives the Harlem Renaissance.
14797Content
14798Confederate states and the Black Codes, General William T. Sherman, Freedmen’s
14799Bureau, Black farmers and ownership in 1900, The First Colored Senator and
14800Representatives, Slaughterhouse cases of 1873, African American tenant farmers,
14801Booker T. Washington, George Washington Carver, and W.E.B. Dubois, Black college
14802graduates (1860-1901), Minstrel Shows, Jack Johnson and the ‘great white hope’,
14803Baseball and the Negro Leagues, Poll taxes and voting, Segregation begins in the
14804railroad, Numbers of black lynching victims, Half a million migrate from South to
14805North/Midwest, African American jazz and the Jazz Age, Souls of Black Folk, Marcus
14806Garvey and the Universal Negro Improvement Association, ‘Lift Every Voice and Sing’
Page 650 of 896

14808Research Project: Character Analysis & Presentation. Students will receive one of 30
14809African American key figures and write a research paper that includes the following:
14810  Biographical information
14811  Description of their accomplishments
14812  How did their actions impact/affect the cause of African Americans at the time?
14813  Effect these actions have on present-day African Americans.
14814Students will present their research in character. They will use a visual aid during their
14815presentation (i.e., Poster, artifact etc.)
148162. Harlem Renaissance Art Review. Students will research and present the work of a
14817prominent African American artist. Their presentation should include:
14818  Artist background
14819  Artwork (visual)
14820  Artwork analysis
14821  Impact of his work
14822Artists students may choose from (amongst others): Aaron Douglas, William H.
14823Johnson, Archibald Motley, Palmer Hayden, Paul Heath
14824Purpose of Presentation: Research presentations are very effective for developing and
14825extending language arts skills as students learn in all subject areas. While doing
14826research, students practice reading for specific purposes, recording information,
14827sequencing and organizing ideas, and using language to inform others. The purpose of
14828the presentation is: to increase students' ability to access information, organize ideas
14829and share information with others, to provide opportunities for students to read a variety
14830of reference materials and resources, to involve students in setting learning goals and in
14831determining the scope of units of study.
14832Unit Vocabulary Jeopardy: Students will be responsible for knowing the key vocabulary
14833terms of the unit, their definitions. They will provide relevant and specific examples
Page 651 of 896

14834related to the unit of study. They will complete vocabulary cards for each term in the
14835unit.
14836Unit Quizzes and Tests: Each unit will include a formative and summative multiple-
14838Unit 4: African American Studies: Civil Rights and Desegregation
14840Readings: Radicals and Democrats The Second World War and the Promise of
14841Internationalism Cold War Civil Rights
14842Unit 4 Goals: The goal of Unit 4 is for students to examine the role of African-Americans
14843in the early to the mid-20th century. Students will examine major events of the 20th
14844century, including the Great Depression, WWI and WWII, and the ‘Red Scare’ through
14845an African-American perspective. Students will then investigate the major emergence of
14846civil rights movements and desegregation, while being exposed to major figures,
14847including Martin Luther King Jr. and Malcolm X. Finally, students will investigate the
14848origins of African-American popular music.
14849Themes: 1. The Great Depression and black unemployment - Students examine the
14850Great Depression through African-American eyes. Although the Great Depression was
14851difficult for Americans in general, African-Americans suffered even more, having a
14852disproportionately high level of unemployment. Students will study the role of local
14853community efforts to stave off poverty. 2. Scottsboro case and protests against lynching
14854- Students will delve into the mostly Southern phenomenon of lynching African-
14855Americans. Students will study the Scottsboro-nine case which sparked accusations
14856across the South of rape against white women and girls. Students will examine several
14857cases of vigilante justice which lacked evidence and judicial involvement. 3. Black men
14858and women in WWII - Students will learn about the 50,000 African-American men who
14859were permitted to participate in combat roles during WWII. Students will examine WWII
14860era segregation in the military as well as the inception of the Tuskegee Airmen. 4. Anti-
14861Communism and African-American intellectuals: Students will explore the anti-
14862Communist campaigns waged against Paul Robeson, WEB Dubois, and Richard Wright
Page 652 of 896

14863and the appeal of communist ideals in the African-American community as it relates to
14864civil rights activism. 5. Brown v. Board of Education - Students will trace the steps
14865leading to the Supreme Court case that declared inequalities in education for African-
14866Americans. Students will also follow the aftermath of the court’s decision and the
14867reluctance of Southern states to desegregate schools. 6. Montgomery bus boycott of
148681955 - Students will study the anti-violence protests led by Martin Luther King Jr., Rosa
14869Parks, and the NAACP. Students will gain an understanding in community involvement
14870that led to successful boycotts of the transportation system, which include community
14871organizing, ride sharing, and alternate means of transportation. 7. Desegregation of
14872Central High School (Little Rock, Arkansas) - Students will follow the events that
14873unfolded while trying to desegregate Central High School. Students study the roles
14874played by Governor Orval Faubus, the National Guard, President Eisenhower, and
14875federal troops, and the students in the eventual desegregation of the high school. 8. The
14876Nation of Islam - Students will compare and contrast the Southern Christian Leadership
14877Conference and the emerging Nation of Islam (led by Elijah Muhammad. Students will
14878study the philosophy of the Nation of Islam and the role of Malcolm X in its expansion.
14879Students will also explore the American mainstream view on Malcolm X’s controversial
14880statements through an examination of ‘The Hate that Hate Produced.’ 9. Popularity of
14881African-American music grows - Students examine a variety of music genres and their
14882connection to African-American innovation in the arts. Students learn how African-
14883American artists led the way for ‘mainstream’ white artist who sampled their work,
14884especially in Rock n’ Roll. The music of Chuck Berry will be a primary focus of student
14885learning.
14886Content
14887Stock market crash of 1929, Proportion of unemployed black men (1930s), NAACP and
14888the CPUSA, The New Deal and the ‘alphabet agencies’, WPA and black artists, Jesse
14889Owens and Joe Louis, USMC and anti-black policy, African-American women and the
14890Auxiliary Corps, Tuskegee Airmen and the 99th Pursuit Squadron, The music of John
14891Birks, ‘Dizzy’ Gillespie and Charles Christopher ‘Bird’ Parker, Anti-communism: Paul
14892Robeson and W.E.B. Dubois, Brown vs. Board of Education- segregation declared
Page 653 of 896

14893unconstitutional, Emmett Till-kidnapped and murdered, Rosa Parks and the Women’s
14894Political Council movement, Martin Luther King Jr. and the Protestant church
14895movement, Elijah Muhammad and the ‘white devil’, Malcolm X, ‘The Hate that Hate
14896Produced’, Native Son and Invisible Man, Billboard magazine and rhythm and blues and
14897doo-wop records, Chuck Berry and B.B. King
14899Newspaper Article: Brown v. Board of Education. Students will write a newspaper article
14900describing the impact of the landmark 1954 Supreme Court Decision (from either the
14901perspective of segregationists or anti-segregationists). The article should address the
14902economic, social, political, and cultural effects that the decision would have. The article
14903should also include:
14904  Headline Illustration
14905  Who, What, When, Where, Why
14906During the Civil Rights movement, Dr. Martin Luther King Jr. and other civil rights
14907activist founded the SCLS in an effort to promote non-violent protests in support of
14908reform. Students will use this time period and create a role play of the SCLC. They will
14909be responsible for establishing rules and guidelines that are non-violent in support of
14910protest against racial discrimination and segregationist practices. These guidelines will
14911be disseminated to supporters of the SCLC and must be strictly adhered to. Students
14912will present their findings in small groups to the rest of the class in a role-play format.
14913Role Play-Southern Christian Leadership Conference (SCLC)
14914Purpose Role playing allows students to take risk-free positions by acting out characters
14915in hypothetical situations. It can help them understand the range of concerns, values,
14916and positions held by other people. Role playing is an enlightening and interesting way
14917to help students see a problem from another perspective.
14918Unit Vocabulary Jeopardy: Students will be responsible for knowing the key vocabulary
14919terms of the unit, their definitions. They will provide relevant and specific examples
Page 654 of 896

14920related to the unit of study. They will complete vocabulary cards for each term in the
14921unit.
14922Unit Quizzes and Tests: Each unit will include a formative and summative multiple-
14924Unit 5: African American Studies: Black Power and Contemporary Issues of the Black
14925Community
14927Readings: Protest Makes a Civil Rights Revolution Black Power Authenticity and
14928Diversity in the Era of Hip-Hop
14929Unit 5 Goals: The goal of Unit 5 is for students to review African-American movements
14930from the 1960s until the present. Students begin by studying the evolution of the Civil
14931Rights movement (from sit-ins to the Black Power movement). Students will examine
14932the influence of Malcolm X on the Black Panther Party as well as the race riots that
14933followed the assassination of Martin Luther King Jr. The unit ends with students learning
14934about contemporary affairs of the African-American community, including music, culture,
14935poverty, HIV/AIDS, incarceration, and finally political involvement and the election of the
14936first African-American President.
14937Themes: 1. 1963 protests - Students explore the 1963 Birmingham campaign organized
14938by the Southern Christian Leadership Conference. Students learn about Martin Luther
14939King Jr.’s nonviolent strategies to end segregation and ‘Jim Crow’ laws by strategies
14940which included sit-ins, boycotts, and use of the media to bring national attention. 2.
14941Malcolm X’s evolution - Students follow the life of Malcolm Little: from Malcolm X to El-
14942Hajj Malik El-Shabbazz. Students chart Malcolm X’s evolution, from quarrels with the
14943Nation of Islam (and his eventual suspension from the organization) to his pilgrimage to
14944Mecca. Students compare his philosophies before and after the hajj, and learn of the
14945circumstances surrounding his assassination. 3. The emergence of Black Power and
14946the Black Panther Party - Students examine the emergence of the 1960s Black Power
14947movement and the ideals presented by Stokely Carmichael and Willie Ricks. Students
14948also discover the concept of ‘Black is Beautiful’ and afro-centrism. The 1968 Olympics
Page 655 of 896

14949are explored as a sign of resistance. Finally, students survey the roles that Bobby Seale
14950and Huey P. Newton played in creation of the Black Panther Party and its impact on
14951local communities. 4. Assassination of Martin Luther King Junior and aftermath -
14952Students will study the ironic violent death of the non-violence pioneer. Students
14953understand the impact of the assassination through an examination of the nation-wide
149541968 riots. 5. The Reparations movement - Students learn and debate about the issue
14955of reparations. Should African-Americans be compensated for their ancestor’s role in
14956the founding of the United States? If so, what form of compensation would be
14957appropriate? 6. Hip-Hop culture and the inner city - Students follow the chronology of
14958Hip-Hop, from its Jamaican roots in New York City to the West Coast rappers of the
14959‘Golden Age’ of Hip-Hop. Students examine the progression of rap music to its present
14960form, encountering local artists such as NWA. 7. African-Americans at the extremes of
14961wealth and poverty - Students focus on the social and economic structure of African-
14962Americans, focusing on ‘requirements’ of the middle-class (including education and
14963income) and underrepresentation of African-Americans. Students focus on the impact of
14964single-mother homes, drop-out statistics, and employment opportunities in the African-
14965American community and make informed analysis on the current state of economics
14966and social-class in the African-American community. 8. The War on Drugs and
14967incarceration - Students analyze statistical data addressing the disproportionate ratio of
14968African-American men in the American prison system. Students learn about the crack
14969‘epidemic’ and related laws passed that have been part in making African-American
14970men the largest represented group in prison. Students also learn the statistical data of
14971recidivism among young African-Americans as well as potential for rehabilitation and
14972prospects of employment.
14973Content
14974Southern Christian Leadership Conference: ethics and leadership, A & T- Four

14975freshmen and the Woolworth lunch counter, ‘We Shall Overcome’ workshops, Freedom
14976Riders of 1961 and campaign of violence against them, Violence aimed at Civil Rights
14977workers (1961-1968), Martin Luther King Jr. and the 1963 March on Washington, From
14978Malcolm X to El-Hajj Malik El-Shabbazz, Civil Rights Act of 1964, The Voting Rights Act
Page 656 of 896

14979and LBJ, Philadelphia, Harlem, Rochester, and Watts riots, Autobiography of Malcolm
14980X, Black Power and the Black Panther Party for Self-Defense (Bobby Seale and Huey
14981P. Newton), Angela Davis and the FBI’s Most Wanted List, Black Power post MLK
14982assassination, Executive Order 10025 and affirmative action, Reverend Jesse Jackson
14983and the presidential race, Reparations and The Debt: What America Owes to Blacks,
14984Afrika Bambaataa and Grandmaster Flash, N.W.A. and the ‘hood’, Middle Class and
14985median income of black men and women, More black men in prison than in college and
14986the ‘war on drugs’
14988Present Day Statistical Analysis: Students will compare and contrast the following
14989statistical data for various races in the United States.
14990  Birth rates
14991  Life expectancy
14992  Literacy and education rates
14993  Unemployment and Income
14994  Incarceration rates
14995Students will discuss in groups the differences in the data and write an analysis that
14996interprets the causes leading the variants. In their analysis, students will be responsible
14997for using a minimum of two internet sources and one text/book.
14998Purpose: to increase students' ability to access information, organize ideas and share
14999information with others to provide opportunities for students to read a variety of
15000reference materials and resources to involve students in setting learning goals and in
15001determining the scope of units of study
150022A. Students will read a piece of literature from an African American author. Authors
15003may include: Richard Wright, Bell Hooks, James Baldwinn, W.E.B. Dubois. Other
15004authors are acceptable, but must be approved by instructor.
Page 657 of 896

150052B. PowerPoint Presentation: Students will create a PowerPoint presentation on their
15006literature piece with information about the author and a synopsis of their work. It should
15007also include the impact the piece had on African American culture.
150082C. Book Review: Students will write a review of the novel/book used in their
15009presentation. The review should give detailed information elaborating on the PowerPoint
15010they presented to the class.
15014in the unit.
15017Tests include multiple choice, matching, T/F, fill-in the blank, short answer, and essay
15018questions. Quizzes include multiple choice, matching, T/F, fill-in the blank, and short
15019answer questions. Oral assessments are based on role playing and small group
15020presentation activities. Art projects are based on topics being covered. These are
15021assessed by peers and/or teacher. Writing assignments (details above in Writing
15022Assignments) are graded based on criteria provided to students and writing rubric.
15023Lecture, note taking, outlining, summarizing, group work, peer teaching, library
15024research, role playing, debates, documentaries, project-based learning.
15025Unit 1: Journal Entry and Debate Research
15026Unit 2: Persuasive Essay and Case Study Analysis
15027Unit 3: Research Report and Art Review
15028Unit 4: Newspaper Article and Role Play
15029Unit 5: Analytical Essay and Book Review
Page 658 of 896

15030This course is organized thematically by unit. The key assignments include: Research
15031Essays, Letters, Debates, Literature reviews, Journals, Vocabulary work, Quizzes,
15032Tests
Page 659 of 896

15033Black Gold & Black Soul: Oral Expressions in African American Culture
15034(Berkeley HS)
15036Record ID: XCD83T
15037Institution: Berkeley High School (050290), Berkeley, CA
15042Grade Levels: 10th, 11th, 12th
15045Transcript Code(s): Black Gold and Black Soul, BB55F/BB55S
15047Overview
15048In this one-semester class, students engage in studying, writing, and performing
15049different forms of oral expression from the African diaspora and African American
15050speakers including spoken word, narratives and speeches, as well as learning how to
15051interpret the written word. Students examine significant oral messages in African
15052American history from Frederick Douglass to Barack Obama. They look at how
15053individuals can convey beliefs and transmit values, including cultural values and
15054traditions specifically from the African American experience and the Black church, to
15055different audiences in different ways. Students will gain practical experience speaking
15056aloud, performing spoken word and speeches to real audiences as well as an
15057appreciation of the role that oral expression has played in the African American
15058experience. Modeled after Western High School's "Oral Expression & Interpretation
Page 660 of 896

15059Performance," the focus in this course is on the Black American experience. Students
15060will gain knowledge about the rich heritage of Black American oral expressions.
15061Students will not only become proficient at speaking in a variety of social settings, both
15062formal and informal, but they will become confident in their message and have a variety
15063of skills to express their message. This will result in students building self-confidence
15064and skills in expressing their message. Students will build a substantive voice for
15065expressing mood, feeling, and opinion. Students will collaborate to effectively combine
15066ideas and convey coherent messages as a group. Students will experience writing and
15067speaking for self-healing, self-empowerment, community building and for the
15068preservation and transmission of African American cultural traditions. Students will see
15069themselves as poets, speakers, scholars, and teachers and experience the power of
15070speech for bringing about positive change.
15071Common Core State Standards include: CCSS.ELA-LITERACY SL.11-12.1 (Initiate and

15072participate effectively in a range of collaborative discussions with diverse partners on
15073grades 11-12 topics, texts, and issues, building on others' ideas and expressing their
15074own clearly and persuasively), CCSS.ELA-LITERACY SL.11-12.2 (Integrate multiple
15075sources of information presented in diverse formats and media in order to make
15076informed decisions and solve problems, evaluating the credibility and accuracy of each
15077source and noting any discrepancies among the data), CCSS.ELA-LITERACY SL.11-
1507812.3 (Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric,
15079assessing the stance, premises, links among ideas, word choice, points of emphasis
15080and tone used), CCSS.ELA-LITERACY SL.11-12.4 (Present information, findings, and
15081supporting evidence, conveying a clear and distinct perspective, such that listeners can
15082follow the line of reasoning; alternative or opposing perspectives are addressed, and the
15083organization, development, substance, and style are appropriate to purpose, audience,
15084and a range of formal and informal tasks), CCSS.ELA-LITERACY SL.11-12.5 (Make
15085strategic use of digital media in presentations to enhance understanding of findings,
15086reasoning, and evidence and to add interest), and CCSS.ELA-LITERACY SL.11-12.6
15087(Adapt speech to a variety of contexts and tasks, demonstrating a command of formal
15088English when indicated or appropriate).
Page 661 of 896

15089Prerequisites
15090None
15091Corequisites
15092(None)
15093Course Content
15094Unit 5: Lectures & Lessons
15095Time Frame: 6 Weeks
15096Essential Question: What happens when everyday people are given a platform to
15097speak? What makes “an idea worth spreading”? How does incorporating multi-media
15098affect and enhance public speaking? What is effective speaking for the purpose of
15099teaching a new idea or concept? What types of ideas, techniques, and speaking styles
15100have resonated with African Americans throughout history?
15101Enduring Understanding: Anyone can become an expert on something and public

15102speaking can be an effective tool to transmit or teach about that topic. Forums for public
15103speaking spark growth, innovation, and change within communities, in particular the
15104African American community. The use of multimedia with public speaking can greatly
15105enhance the messages and complement 21st century developments and ideas.
15106Focus Standards: CCSS.ELA-LITERACY.SL.11-12.2, CCSS.ELA-LITERACY.SL.11-

1510712.5, CCSS.ELA-LITERACY.SL.11-12.6, CCSS.ELA-LITERACY.RI.11-12.4,
15108CCSS.ELA-LITERACY.RI.11-12.5, CCSS.ELA-LITERACY.RI.11-12.6, CCSS.ELA-
15109LITERACY.WHST.11-12.6
15110Tasks: Utilizing both speech and multimedia, students will be exposed to the lecture
15111format of sharing information. Students will consider what makes an effective and
15112captivating lecture.
15113Projects & Assessments: Students will create a 10-minute lecture based a concept of
15114their own choice. Students will prepare multimedia to enhance their lecture and deliver
15115their lecture to the class.
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15116Unit 4: Speech & Debate
15117Time Frame: 4 Weeks Essential Question: How are speeches an effective medium to
15118deliver a convincing message? What techniques make up effective speaking? What are
15119the ethics of argument?
15120Enduring Understanding: Human audiences can respond strongly and immediately to

15121messages conveyed through speech. Speech can appeal to a listener’s sense of logic,
15122emotion, and ethics to help shape and influence the listener’s understanding and
15123beliefs. Speech is a tool used to construct ideologies and movements within societies.
15124Focus Standards: CCSS.ELA-LITERACY.SL.11-12.1. A-D, CCSS.ELA-

15125LITERACY.SL.11-12.3, CCSS.ELA-LITERACY.SL.11-12.4B, CCSS.ELA-
15126LITERACY.SL.11-12.6, CCSS.ELA-LITERACY.RI.11-12.4, CCSS.ELA-
15127LITERACY.RI.11-12.5, CCSS.ELA-LITERACY.RI.11-12.6, CCSS.ELA-
15128LITERACY.WHST.11-12.4
15129Text & Materials: “Give Me Liberty or Give Me Death” by Patrick Henry. “The Ballot or
15130the Bullet” by Malcolm X. “You’ve Got to Have Hope” by Harvey Milk. Panel on “50th
15131anniversary of the March on Washington. Race Discrimination and Poverty”
15132https://www.c-span.org/video/?314709-1/sclc-looks-race-poverty. Various
15133Contemporary Speeches.
15134Tasks: Students will read and analyze texts of pivotal speeches. Students will learn key
15135rhetorical devices and be able to identify these devices in the texts. Students will watch
15136or listen to the oral delivery of the speeches and analyze techniques for powerful
15137speaking. Students will learn how to effectively craft an argument and utilize counter-
15138argument and logic to debate current issues. Students will define and consider the role
15139of ethics in public speaking.
15140Projects & Assessments: Write and deliver a persuasive speech about a current social
15141issue. Prepare for and engage in an organized debate around a current social issue.
15142Supplemental Components: Current presidential election speeches and debates, Town

15143Hall meetings
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15144Unit 3: Forms of Oral Expression across Black American History
15145Time Frame: 5 weeks
15146Essential Questions: What unique forms of oral expression does the African American
15147culture possess? What are the settings, values, and customs transmitted through these
15148practices of oral expression? How have the oral traditions in your life helped to shape
15149your own identity? How have these traditions influenced social justice movements
15150throughout history?
15151Enduring Understanding: We are all influenced by a variety of forms of speaking

15152throughout our lives. Being aware of the ideologies behind forms of oral expressions
15153can help us understand our own identity and ways in which we perceive and interact
15154with the world.

1515612.6, CCSS.ELA-LITERACY.RL.11-12.3, CCSS.ELA-LITERACY.WHST.11-12.7
15157Text & Materials: Reading, Writing, and Rising Up: Teaching about Social Justice and
15158the Power of the Written Word by Linda Christensen. Guided research on the Internet
15159and in students’ own and families communities for materials from the students’
15160backgrounds and cultures. Victora Burnett speech at 2009 Folklife Festival.
15161Tasks: Students will define what culture means to them and practice articulating what
15162cultures and backgrounds they personally identify with. Students will research forms of
15163oral expression within African American culture, looking at what each form of oral
15164tradition tells about that time period, and how it has influenced progress throughout
15165history.
15166Projects & Assessments: Students will create a PowerPoint presentation to inform the
15167class about their research findings on how culture has shaped social justice
15168movements. Students will select and memorize a classic piece from their culture's oral
15169traditions (a story, song, poem, prayer, or oral ritual.) Student will present their findings
15170and perform their traditional piece to the class. Lastly, students will write a spoken word
Page 664 of 896

15171response piece to their experience while examining their culture’s oral traditions; they
15172will memorize and perform this piece for the class.
15173Supplemental Components: Students will be encouraged to go to various cultural

15174museums and events to explore their heritage, including the Museum of the African
15175Diaspora in San Francisco.
15176Unit 2: Poetry & Spoken Word
15177Time Frame: This unit runs throughout the semester and overlaps with all subsequent
15178units.
15179Essential Question: How do poems capture the essence and emotion of an experience?
15180What makes a powerful poem?
15181Enduring Understanding: Poetry and spoken word offer an emotional, memorable

15182exchange between the speaker and the audience and convey a message and
15183experience with power, effect, and conciseness.

1518512.6, CCSS.ELA-LITERACY.RL.11-12.4, CCSS.ELA-LITERACY.RL.11-12.5,
15186CCSS.ELA-LITERACY.RL.11-12.6, CCSS.ELA-LITERACY.WHST.11-12.2.D,
15187CCSS.ELA-LITERACY.WHST.11-12.5, CCSS.ELA-LITERACY.WHST.11-12.10
15188Text & Materials: Brave New Voices: The YOUTH SPEAKS Guide to Spoken Word
15189Poetry by Jen Weiss and Scott Henderson. Button Poetry Videos,
15190https://www.youtube.com/user/ButtonPoetry. Get Lit: Words Ignite Curriculum by Diane
15191Luby Lane. Louder Than A Bomb DVD Poetry Out Loud Curriculum
15192http://www.poetryoutloud.org/. Rhythm and Resistance: Teaching Poetry for Social
15193Justice by Linda Christensen. Various Poems.
15194Tasks: Students will engage in daily writing exercises that will help them stretch their
15195limits of transforming thought into written poetry. Students will read and be exposed to a
15196variety of classic poems. Students will “claim” a classic poem and commit it to memory.
15197Students will be exposed to a variety of poetry and spoken word performances and will
15198analyze what makes an effective performance. Students will engage in speaking,
Page 665 of 896

15199recitation, and elocution exercises to increase their oral performance confidence.
15200Students will participate in weekly classroom “Open Mics” to begin to take ownership of
15201orally presenting their own writing to an audience.
15202Projects & Assessments: Students will memorize and orally interpret a classic poem.
15203They should demonstrate a clear understanding of the meaning of the poem as well as
15204mastery of oral performance skills in their recitation. Students will write and perform
15205original pieces, both individual and group pieces. Students will memorize their original
15206pieces and perform their pieces to an audience. Every member of the class is strongly
15207encouraged to perform their original work in a poetry show for the school and
15208community.
15209Unit 1: Story-telling, The Griot Tradition and Oral Histories
15210Time Frame: 3 Weeks
15211Essential Questions: Why tell stories? What parts of a culture or society’s ideologies
15212and values are transmitted through story-telling? How are other forms of communication
15213reliant on story-telling? What makes a good story-telling?
15214Enduring Understanding: Oral histories have transmitted the ideologies of groups of

15215people for all of history and helped shape social identities. Story-telling can be a
15216powerful form of education.
15217Focus Standards: CCSS.ELA-LITERACY.SL.11-12.1.A-D, CCSS.ELA-

15218LITERACY.SL.11-12.3, CCSS.ELA-LITERACY.SL.11-12.4a, CCSS.ELA-
15219LITERACY.SL.11-12.6, CCSS.ELA-LITERACY.RL.11-12.3, CCSS.ELA-
15220LITERACY.WHST.11-12.1.D
15221Text & Materials: Origin Stories from African cultures, myths & legends Personal
15222narratives “Story-Telling: Oral Traditions”. http://www.pbslearningmedia.org/
15223Tasks: Students will read and listen to stories from African and African American
15224cultures throughout various periods. Students will be asked to observe what messages
15225and values are conveyed to the audience through the story. Students will learn and
15226observe what makes a story: “good beginning, middle, and end” (setting, climax,
Page 666 of 896

15227resolution). Students will analyze a story's effect on its audience and what techniques
15228help to create that effect. Students will engage in various games and community-
15229building activities to create a safe space for self-expression while they exercise their
15230story-telling and oral communication skills.
15231Projects & Assessments: Write and Tell a Story: students write a narrative told from the
15232first-person perspective to an audience, demonstrating mastery of a good setting,
15233climax, and resolution, and conveying a clear message. Students should also employ
15234techniques to make their oral story-telling engaging and have an overall positive effect
15235on their audience.
Page 667 of 896

15236Chicano/African American Literature (Green Dot, Los Angeles)
15238Record ID: BJQC6A
15239Institution: Green Dot Public Schools, Los Angeles, CA
15249Overview
15250In this literature course, we will take an exciting journey through Chican@ and African
15251American literature. We will explore how this literature affects, documents, and creates
15252Chican@ and African American histories, identities, politics, and the
15253epistemologies/subjectivities of Chican@s and African Americans in America. Through
15254our journey we will use novels, short stories, poetry, performance, screenplays,
15255comedy, spoken word, theatre, essays, music, and film to examine the diversity of
15256themes, issues, and genres within the "Black and Brown Community" and the legacy
15257and development of a growing “Chican@ and African American Cultural Renaissance."
15258We will also use critical performance pedagogy to engage particular problems in the
15259literature and in the community. Through group/team work, community service, and
15260interactive lectures and discussions we will delve into the analysis, accessibility, and
15261application of Chican@ and African American literature. We will ask questions around
Page 668 of 896

15262the issues of--and intersections between--gender, race, ethnicity, sexuality, class,
15263language, religion, tradition, colonization, access, citizenship, migration, culture,
15264ideology, epistemology, politics, and love. The main questions that we try to tackle in
15265this course are: How does Chican@ and African American literature represent,
15266challenge, and/or change traditional notions of the Chican@ and African American
15267experience? How can literature be used to activate the possibilities of decolonization,
15268activism, and social justice?
15269This introductory course to Chicano and African American literature will examine a
15270variety of literary genres - poetry, short fiction, essays, historical documents, and novels
15271- to explore the historical development of Chicano and African American social and
15272literary identity. Units will be divided by time period, beginning with the sixteenth century
15273and concluding with contemporary works.  We will examine the historical, political,
15274intellectual, and aesthetic motifs of each era. In each era, we will focus on how authors
15275address important issues such as race, class, nationality, and appellation, and how
15276authors represent the complexities of being caught between multiple cultures that may
15277be defined by those concepts.  In each unit of the course, students will read various
15278genres of Chicano/African American Literature, respond to the text in various modalities,
15279and synthesize their own understanding of each time period with the ideas presented in
15280the texts to derive a new understanding of the individual and collective identities as they
15281evolved over time and space. The course will also consider key literary concepts that
15282shape and define Chicano/African American literary production. By the end of the class,
15283students will have a comprehensive understanding of the literary and historical
15284formation of Chicano/African American identity and the complex, even contradictory,
15285experiences that characterize Chicano/African American culture.
15286Prerequisites
15287(None)
15288Corequisites
15289(None)
15290Course Content
Page 669 of 896

15291At the conclusion of every other unit, instructors will facilitate an instructional exercise,
15292assignment, or activity that allows students to process the units’ essential questions
15293through speaking and listening skills. In each activity, students will be evaluated on their
15294ability to synthesize ideas presented in different texts and present their positions on the
15295essential questions, both by the instructor and by their peers.
15296Speech Writing/Public Speaking Essential Questions: How does the process of

15297colonization impact the colonizer and the colonized?  When political decision making
15298does take place with unequal power, how does the decision-making impact the outcome
15299of the annexation?  How did annexation reflect the mindset of the people in the period of
15300colonization? What is the role of the story-teller in the pan-African Diaspora? How do
15301narratives act as cultural artifacts? In the context of the American Revolution what does
15302it mean to be African in America? What is the African identity? How is it defined, and by
15303who? Description: In this unit, students will compose and deliver a short, speech on
15304identity, how it’s defined, and how story-telling can preserve it.
15305Units 3 and 4: Socratic Seminar Essential Questions: How does the literature from this
15306time period reflect the tension between alienation, assimilation and acculturation? How
15307do we see this playing out in modern culture?  How and why does the vocalization of
15308grievances empower the minority?  How does the literature and the Chicano labor
15309movement reflect the unique needs of the Chicano population? “How does it feel to be a
15310problem?” What is the double consciousness of the Black person in America in the era
15311of reconstruction? What historical and political constructs made this duality possible?
15312What are the multiple identities that emerged within the race as a result of
15313reconstruction? What was the impact on the collective identity of Blacks in American
15314society? Description: In this unit, students will participate in fishbowl style Socratic
15315Seminars, where they will discuss with and evaluate their peers on questions generated
15316and insight provided on the topic of double consciousness and the collective identity of
15317African Americans in this era.
15318Unit 5: Literature Circles Essential Questions: What does it mean to be Chicano?  How
15319has the inclusion into the main stream impact the development of the Chicano Culture?
15320Who is the New Negro? What is the obligation of their work to the race and culture?
Page 670 of 896

15321What is the function of African American Literature in the social and political
15322advancement of the race? Description: In the final units, students will participate in a
15323series of literature circles. Instructors will select a short passage for close reading
15324written by contemporary Chicano authors. The literature circles and group discussions
15325will inform the students’ final analysis essays for the unit.
15326Assessment activities will be based on the writing prompts and rubrics embedded in the
153275 units. Student work will be assessed using a holistic scoring guide similar to the UC
15328Analytical Writing Placement Examination and CSU English Placement Test
15329  Formative  Assessment 1-2 Paragraph writing tasks:  For each unit, students will
15330 respond to the prompt: How do these texts reflect the historical, political,
15331 intellectual, and aesthetic motifs of the era? Students must cite at least two
15332 different sources supporting the claim
15333  Say, Mean, Matter Dialectical journals
15334  Oral Discussion: Based upon essential questions
15335  Socratic Seminars
15336  Fish Bowl Discussions
15337  Literature circles 
15338  Summative Writing Task: Both take-home and timed in-class argument-based
15339 essays will be used to assess students’ writing ability as well as their
15340 comprehension and analysis of Chicano/African American Literature: précis of
15341 each key text; persuasive essays; letters to the editor; argument analysis;
15342 descriptive outlines of assigned readings; reflective essays; text-based academic
15343 essays; research projects
15344  Summative Unit Tests: 10 – 15 multiple choice on authors and historical, political,
15345 intellectual, and aesthetic motifs of each era and key texts 2 short essay
15346 Matching: text, thematic
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15347  Portfolio: Students will create a separate section in their portfolio for each unit. 
15348 Each section will include précises written after each key text as well as
15349 summative writing assignment for each unit. Notes prepared for graded
15350 discussions as well as reflections from those discussions will also be included in
15351 the portfolio.
15352Anchor Text: The Norton Anthology of Latino Literature, Ilan Stavans Black Boy,
15353Richard Wright, Recommended Core Texts (3-4): Our America, Jose Marti Bless Me,
15354Ultima, Rudolfo Anya Zoot Suit, Luis Valdez The Brief and Wondrous Life of Oscar
15355Wao, Junot Diaz La Vida Loca, Luis Rodriguez Drink Cultura, Jose Antonio Buriaga
15356Suggested Unit Texts
15357Unit 1: Colonization (1537-1810) Informational/Literary Nonfiction, Fray Bartolome de

15358las Casa: Devastation of the Indies Fray Junipero: Letters Cabeza de Vaca: Chronicle
15359of the Narvaez Expedition (relacion) Gramatica de la Lengua Castellana
15360Unit 2: Annexations (1811-1898) Literary Texts: Poetry: Jose Marti: Our America
15361Informational Texts/Historical Treaty of Guadalupe Hidalgo (1848) Treaty of Paris
15362(1898)
15363Unit 3: Acculturation (1898-1945) Literary Texts: Arthur A Schomburg: Juan Latino

15364Jesus Colon: The Way it Was and Other Writings Various, Piri Thomas, Informational
15365Texts/Literary Nonfiction, Jose Enrique Rodo: from Ariel (1900) Jose Vasconcelos: from
15366Metizaje (1925)
15367Unit 4: Upheaval (1946-1979) Literary Texts: Julia de Burgos: Song to the Hispanic
15368People of America and the World, Canto to the Free Federation, Farewell to Welfare
15369Island Piri Thomas; Down these Mean Streets Novel: Rudolfo Anaya: Bless Me, Ultima
15370Stories: Tomas Rivera: This Migrant Earth Drama: Luis Valdez: Zoot Suit Informational
15371Texts/Essays: Plan Espiritual de Aztlan (political manifesto) Carlos Castaneda: The
15372Teachings of Don Juan (1968) (doctoral dissertation) Octavio Paz: from Labyrinth of
15373Solitude (1950) Roberto Fernandez: from Alibon (1917) Cesar Chavez: We Shall
15374Overcome
Page 672 of 896

15375Unit 5: Into the Mainstream (1980-present) Literary Texts: Isabel Allende: Paula Julia
15376Alvarez: How the Garcia Girls Lost Their Accents Junot Diaz: The Brief Wondrous Life
15377of Oscar Wao
15378Unit Six: Sundiata: An Epic of Old Mali
15379Unit Seven: David Walker’s Appeal and Harriet Jacobs, Incidents in the Life of a Slave
15380Girl
15381Unit Eight: W.E.B DuBois, Souls of Black Folk and James Weldon Johnson,
15382Autobiography of an Ex-Colored Man
15383Unit Nine: Nella Larsen, “Passing and other Short Stories”
15384Unit Ten: Alain Locke, “Enter the New Negro”
15385Unit Eleven: Ralph Ellison, The Invisible Man
15386Unit Twelve: James Baldwin “Everybody’s Protest Novel” and Toni Morrison “The Site of
15387Memory”, Informational Texts/Literary Nonfiction, Jose Antonio Buriaga: Drink Cultura
15388Luis J. Rodriguez: Always Running: La Vida Loca
15389Informational Texts/Historical: California Proposition 187 Suggested Supplementary

15390Texts (Selections and Excerpts from Norton Anthology of African American Literature):
15391Chimamanda Adichie, “The Danger of a Single Story” (TEDTalk) Toni Morrison,
15392“Unspeakable Things Unspoken: The Afro-American Presence in American Literature”
15393Frederick Douglass, “What to the Slave is the 4th of July? Henry Highland Garnet, “An
15394Address to the Slaves of the United States of America” Maria Stewart, “Religion and the
15395Pure Principles of Morality: The Sure Foundation on Which We Must Stand” Phyllis
15396Wheatley, “Poems on Various Subjects, Religious and Moral” John Locke, “Second
15397Treatise of Government” Negro Spiritual Selections Booker T Washington, “Atlanta
15398Exposition Address” Anna Julia Cooper, “Womanhood as a Vital Element in the
15399Regeneration and Progress of the Race” Selected poems by Paul Laurence Dunbar
15400Langston Hughes, “The Negro Artist and the Racial Mountain” Selected poems by
15401Langston Hughes W.E.B. DuBois, “Criteria of Negro Art” Countee Cullen, “Heritage”;
15402“Incident” Helene Johnson, Sonnet to a Negro in Harlem Jazz Selections from Norton
Page 673 of 896

15403Anthology Marcus Garvey, “Africa for the Africans” and “The Future as I see it” Zora
15404Neale Hurston, “Characteristics of Negro Expression” August Wilson, “The Piano
15405Lesson” James Baldwin, “Stranger in the Village” (or other essays from Notes of a
15406Native Son) Richard Wright, “Ethics of Living Jim Crow: An Autobiographical Sketch”
15407Selected Poems by Robert Hayden Selected Poems by Gwendolyn Brooks Frantz
15408Fanon, Wretched of the Earth Martin Luther King, Jr “Letter from a Birmingham Jail”
15409Malcolm X “The Ballot or the Bullet” Maulana Karenga, “Black Art: Mute Matter Given
15410Force and Function” Alice Walker, “Everyday Use” Secular Rhymes and Songs of
15411Social Change and Hip Hop from Norton Anthology Supplementary Texts for Literature
15412Circles Chinua Achebe, “The Novelist as Teacher” (or other essays from Hopes and
15413Impediments) Chimamanda Adichie, “The Headstrong Historian” (or other short stories
15414from The Thing Around Your Neck) Binyavanga Wainaina, “How to Write About Africa”
15415“The Gourd Full of Wisdom” Tale from Togoland
15416Unit Structure (~3 weeks/unit) 1-2nd weeks: Close Reading and Discussion Students
15417will read 2–3 substantial pieces of text for each unit in this course. Units will be overlaid
15418with additional poetry, songs, comics, as students delve into the key texts; 3rd week:
15419Writing, Writing reflection and instruction will be guided by the writing reference text
15420They Say, I Say by Graff and Birkenstein. For each unit, students will write an
15421argumentative essay in reaction to a particular thesis or argument proposed by Ilan
15422Stavans within the Norton Anthology of Latino Literature.
15423Unit 1: Colonization (1537-1810) Essential Question: How does the process of

15424colonization impact the colonizer and the colonized? Description: Students will conduct
15425close readings of texts from the period of colonization in the Americas with a particular
15426emphasis on the records and diaries of early missionaries and explorers. Students will
15427seek both to understand the implications of these texts both from the perspective of
15428people living in the time period as well as from the contemporary perspective. Students
15429will seek to define the implications of colonization on both the colonizer and the
15430colonized.
15431Unit 2: Annexations (1811-1898) Essential Question: When political decision making

Page 674 of 896

15434colonization? Description: Students will analyze how the age of nationalism impacted
15435Chicano literature and the Chicano identity, particularly concepts of the mestizaje. 
15436Students will examine the role of Chicanos in the making of the modern United States
15437and theme of modernism.
15438Unit 3: Acculturation (1898-1945) Essential Question: How does the literature from this
15440do we see this playing out in modern culture? Description: Students will consider how
15441texts from this are reflect the attitudes of nationalism. Reading will emphasize historical
15442texts, in particular the Monroe Doctrine and Treaty of Guadalupe Hidalgo.  Students will
15443examine the changes brought about for the Chicano identity as a result of the prevailing
15444attitudes brought on both world wars.
15445Unit 4: Upheaval (1946-1979) Essential Question: How and why does the vocalization
15446of grievances empower the minority?  How does the literature and the Chicano labor
15447movement reflect the unique needs of the Chicano population? Description: Students
15448will critically analyze how the texts of this unit reflect the alienation between Latino
15449subgroups as well as the “fearful relations” between Anglos and Latinos (Stavans 359). 
15450Students will examine how the Zoot Suit Riots became a watershed event in Latino
15451history through analysis of the drama Zoot Suit as well as through historical documents.
15452Unit 5: Into the Mainstream (1980-present) Essential Question: What does it mean to be
15453Chicano?  How has the inclusion into the main stream impact the development of the
15454Chicano Culture? Description: In the final unit of the semester, students will focus on the
15455central essential question of the course: What does it mean to be Latino?  Students will
15456summarize how the four thematic emphases of Latino literature (appellation, class, race,
15457and nationality) play out in the modern era.
15458Unit 6: The Tradition of Story Telling Anchor Text: Epic of Sundiata Keita Essential
15459Questions: What is the role of the story-teller in the pan-African Diaspora? How do
15460narratives act as cultural artifacts? Description: Students will conduct a close reading of
15461the introductory speech of Sundiata, and reflect on the role of the griot in the Ancient
15462Malian Empire and its implications for the role of a narrative in preserving a culture.
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15463Instructors may choose from the supplementary texts to introduce a more contemporary
15464stance on the essential question, and students will synthesize their own answers to the
15465essential questions with the texts as way of framing the remainder of the course.
15466(Writing Focus: “Entering the Conversation”)
15467Unit 7: Literature of Slavery and Freedom (1746 – 1865) Anchor Text: Excerpts from
15468David Walker’s Appeal and  Incidents in the Life of a Slave Girl, Harriet Jacobs
15469Essential Questions: In the context of the American Revolution what does it mean to be
15470African in America? What is the African identity? How is it defined, and by who?
15471Description: Students will analyze the effectiveness of the varying rhetorical devices
15472used to make appeals for the humanity of slaves in early colonial America. Students will
15473investigate the relationships between the speaker, subject, and audience of the anchor
15474texts through a series of close readings and writing assignments. Through discussion
15475activities, students will consider the rhetoric of the American revolution and the areas in
15476content and structure where it is similar to and different from the anchor texts and other
15477writings of the time period. (Writing Focus: “They Say: The Art of Summarizing”;
15478Speaking and Listening Focus: Speech Writing/Public Speaking)
15479Unit 8: Literature of the Reconstruction of the New Negro Renaissance (1865 – 1919)
15480Anchor Text: Excerpt from WEB DuBois, Souls of Black Folk and James Weldon
15481Johnson’s Autobiography of an Ex-Colored Man Essential Questions: “How does it feel
15482to be a problem?” What is the double consciousness of the Black person in America in
15483the era of reconstruction? What historical and political constructs made this duality
15484possible? Description: Anchored in W.E.B. DuBois’ notion of double consciousness,
15485students will analyze the re-construction of the African American identity and how it was
15486shaped by the larger political context of the time period. During this unit, students will
15487evaluate the political and cultural constructs that shaped the African American
15488experience during reconstruction as outlined in the anchor texts. Students will also
15489consider the diverging schools of thought that were beginning to surface within the race,
15490and evaluate potential solutions to the “problem” posed by DuBois. (Writing Focus:
15491“They Say: The Art of Quoting”; Speaking and Listening Focus: Socratic Seminar) 
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15492Unit 9: Literature of the Harlem Renaissance (1919 – 1940) Anchor Text: Excerpt or
15493short story from Nella Larsen, “Passing and other Short Stories” Essential Questions:
15496society? Description: In this unit, students will critically analyze the social, political, and
15497cultural components of the Harlem Renaissance and the events leading up to it.
15498Students will examine the various efforts made by African Americans to reclaim and
15499redefine their identities through the arts and other aesthetic trends of the time. Students
15500will also evaluate the way these identities vary along lines of class, gender, skin
15501complexion, geography and other areas presented in the texts. (Writing Focus: “I Say:
15502Three Ways to Respond”; Speaking and Listening Focus: Socratic Seminar)
15503Unit 10: Author Study (Alain Locke) Anchor Text: Alain Locke, “Enter the New Negro”
15504Essential Questions: Who is the New Negro? What is the obligation of their work to the
15505race and culture? Description: In this midterm author study, students will focus primarily
15506on composing a research paper, anchored in Alain Locke’s essay, “Enter the New
15507Negro.” Students will evaluate Locke’s argument of who the “New Negro” is, what their
15508role is in society, and qualify it, using other readings or authors from the course. (Writing
15509Focus: “Analyze This: Writing in the Social Sciences”; Speaking and Listening Focus:
15510Performance based Task)
15511Unit 11: Realism, Naturalism, Modernism (1940 – 1960) Anchor Text: Ralph Ellison,
15512The Invisible Man (prologue) Essential Questions: In what ways did African American
15513literature offer a counter-narrative to Post WWII American culture? Description: In this
15514unit, students will examine aspects of more contemporary African American authors and
15515the ways they challenge or defy the ideals of Post WWII America. Specifically, students
15516will unpack the places in the texts where African American literature intersects,
15517overlaps, contradicts or resonates with traditionally American ideals, analyzing their
15518literary elements and evaluating the author’s intentions for including them. (Writing
15519Focus: “I Say: Distinguishing What You Say from What They Say”; Speaking and
15520Listening Focus: Literature Circles)
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15521Unit 12: The Black Arts Era and Literature Since 1975 Anchor Text: James Baldwin
15522“Everybody’s Protest Novel” and Toni Morrison “The Site of Memory” Essential
15523Question: What is the function of African American Literature in the social and political
15524advancement of the race? Description: In this culminating unit, students will revisit the
15525essential question of the opening unit, and evaluate the role of the “story-teller” as
15526protestor. Students will consider the social and political demands on Black authors for
15527and from the race, how the genre has been informed by it, and the tensions created as
15528a result. Students will evaluate different authors’ intentions for writing, and analyze
15529aspects of texts that have been crafted for a specific audience, occasion, or overall
15530purpose. (Writing Focus: “Analyze This: Writing in the Social Sciences”; Speaking and
15532Instructional Strategies are modeled on a district literacy strategy known as “ATTACK”

15533as well as the Reading and Writing Rhetorically model outlined in the CSU Expository
15534Reading and Writing Course.  The ATTACK literacy strategy involves the following
15535components:
15536  Assign complex texts to teach content.  For this course, the content is the
15537 historical development of the Chicano social and literary identity. Teach key
15538 academic and domain specific vocabulary.
15539  Teach and model reading and close reading strategies. These central reading
15540 strategies utilized in this course are those used in ERWC and noted below. Ask
15541 text-dependent questions during reading, discussion and writing.
15542  Create conversation using accountable talk with text-based answers. Each unit
15543 will involve multiple structured discussions (both whole and small group) in which
15544 students will be required to demonstrate comprehension of the text as well as
15545 analyze its significance and pose questions that require cognitive challenge.
15546 Keep writing focused on evidence-based answers and multiple sources. Students
15547 will write in a variety of contexts and formats, but will be required to use text from
15548 multiple sources to support arguments and illustrate ideas.
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15549As described above, reading and writing instructional strategies are modeled after the
15550Reading and Writing Rhetorically model outlined in the CSU Expository Reading and
15551Writing Course.
15552Reading Rhetorically: All texts will be introduced by a sequence of research-based

15553prereading and vocabulary strategies. – Survey the text in reader: title, italics, bold,
15554footnotes – Create questions based upon the text – Predict: for questions or something
15555to the learning. All texts will be analyzed using analytical strategies such as annotating,
15556outlining/charting text structure, and questioning. – Read and re-read – Annotation and
15557marginalia – Say, Mean Matter – Double entry journals. All texts will be examined and
15558discussed using relevant critical/analytical elements such as intended audience,
15559possible author bias, and rhetorical effectiveness. – Summarizing – Quick cheat sheet
15560summary to be used in conjunction with any notes in order to write the formative essay.
15561– Capture main idea – Who/What/When/Where? – Time period/date of writing –
15562Themes – Historical context – Author’s perspective on essential question(s). Students
15563will work individually, in pairs and small groups, and as a whole class on analytical
15564tasks. Students will present aspects of their critical reading and thinking orally as well as
15565in writing. Connecting Reading to Writing: Students will write summaries, rhetorical
15566précis, and responses to critical questions. Students will compare their
15567summaries/rhetorical précis, outlines, and written responses in small groups in order to
15568discuss the differences between general and specific ideas; main and subordinate
15569points; and subjective versus objective summarizing techniques. Students will engage in
15570note-taking activities, such as composing one-sentence summaries of
15571paragraphs/passages, charting a text’s main points, and developing outlines for essays
15572in response to writing prompts. Students will complete compare/contrast and synthesis
15573activities, increasing their capacity to make inferences and draw warranted conclusions
15574such as creating comparison matrixes of readings, examining significant points within
15575texts, and analyzing significant textual features within thematically related material.
15576Writing: Students will write 750- to 1,500-word analytical essays based on prompts that
15577require establishing and developing a thesis/argument in response to the prompt and
15578providing evidence to support that thesis by synthesizing and interpreting the ideas
15579presented in texts. Students will complete timed in-class writings based on prompts
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15580related to an author’s assertion(s), theme(s), purpose(s), and/or a text’s rhetorical
15581features.
15582Writing Instruction Text: They Say/I Say: The Moves that Matter in Academic Writing:
15583Description: During each writing workshop in each unit, students will read a chapter
15584from They Say/I Say by Graff and Birkenstein as both a research tool for improving
15585writing as well as a metacognitive tool for reflecting on their own writing practices.
15586Students will use the They Say/I Say writing templates beginning with unit 1 of the
15587course, but will focus in depth on various aspects of argumentative writing process at
15588different points in the course:
15589In conjunction with Unit 1: Introduction: “Entering the Conversation” (1-16) Students will
15590begin by reading as Graff and Birkenstein write, “If there is any one point that we hope
15591you will take from this book, it is the importance not only of expressing your ideas (‘I
15592say’) but of presenting those ideas as a response to some other person or group (‘they
15593say’)” (3)  This perspective on writing will be the principle guiding their writing in
15594response to Chicano literature throughout the course.  The first unit of study in Chicano
15595Literature will require students to familiarize themselves with this model.  In subsequent
15596units, students will focus on the individual “moves that matter in academic writing.”
15597In conjunction with Unit 2: “They Say” (pages 19-29) Students will focus on the first
15598element of the “They Say/I Say” model and develop their skills of “starting what others
15599are saying.”
15600In conjunction with Unit 3: “Her Point Is” (pages 30-41) Students will study the art of
15601summarizing.
15602In conjunction with Unit 4: “As He Himself Put it” (pages 42-52) Students will continue
15603the work of developing their ability to include the perspectives of others in their writing
15604by reviewing and practicing “the art of quoting.”
15605In conjunction with Unit 5: “Yes/No/Okay, But” (pages 55-67) Once they have had
15606ample practice in stating the opinions of others, they will study the three ways to
15607respond to a person’s perspective: agreement, disagreement, or qualification.
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15608In conjunction with Unit 6 “Entering the Conversation”: Essential Questions: What is the
15609role of the story-teller in the pan-African Diaspora? How do narratives act as cultural
15610artifacts? Description: Students will begin by reading as Graff and Birkenstein write, “If
15611there is any one point that we hope you will take from this book, it is the importance not
15612only of expressing your ideas (‘I say’) but of presenting those ideas as a response to
15613some other person or group (‘they say’)” (3) This perspective on writing will be the
15614principle guiding their writing throughout the course. In this first unit, students will
15615familiarize themselves with this model by informally responding to salient quotations
15616from text through dialectic journaling. Students will then formulate an argument in
15617response to the essential question in 1 or 2 paragraphs utilizing the “They Say/I say”
15618approach. In subsequent units, students will focus on the individual “moves that matter
15619in academic writing.”
15620In conjunction with Unit 7 “They Say: The Art of Summarizing”: Essential Questions: In
15621the context of the American Revolution what does it mean to be African in America?
15622What is the African identity? How is it defined, and by who? Description: Students will
15623compose a rhetorical précis for at least one of the anchor texts, summarizing its primary
15624argument, how that argument is developed.
15625In conjunction with Unit 8 “They Say: The Art of Quoting”: Essential Questions: “How
15626does it feel to be a problem?” What is the double consciousness of the Black person in
15627America in the era of reconstruction? What historical and political constructs made this
15628duality possible? Description: Throughout the unit, students will focus their writing on
15629analyzing and elaborating on specific quotations from the reading. As an assessment,
15630students will compose a literary analysis of a fictional piece from the unit, and how it
15631reflects the double consciousness outlined by DuBois.
15632In conjunction with Unit 9 “I Say: Three Ways to Respond”: Essential Questions: What
15633are the multiple identities that emerged within the race as a result of reconstruction?
15634What was the impact on the collective identity of Blacks in American society?
15635Description: In this unit, students will work on formulating arguments in response to a
15636text. Using the unit’s essential questions as a guide, students will identify an author’s
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15637primary argument (or central theme for fiction) and compose an in-class essay
15638supporting, refuting, or qualifying the author’s stance.
15639In conjunction with Unit 10 “Analyze This: Writing in the Social Sciences”: Essential
15640Questions: Who is the New Negro? What is the obligation of their work to the race and
15641culture? Description: Building on their skills from the previous unit, students will critically
15642analyze the concept of the “New Negro” and compose a short research paper that
15643incorporates at least 2 other sources, and presents a position on the essential question.
15644In conjunction with Unit 11 “I Say: Distinguishing What You Say from What They Say”:
15645Essential Questions: In what ways did African American literature offer a counter-
15646narrative to Post WWII American culture? Description: In this unit, students will
15647compose short literary analysis essays focusing specifically on including “voice
15648markers” in their writing to better distinguish their ideas from those presented by authors
15649or parts of text.
15650In conjunction with Unit 12: “Analyze This: Writing in the Social Sciences” Essential
15651Questions: What is the function of African American Literature in the social and political
15652advancement of the race? Description: Synthesizing their skills from the course,
15653students will compose a final analysis paper that incorporates at least 3 sources, and
15654presents a unique and informed position on the unit’s essential question.
15655Formative Writing Tasks: For each text: 1-2 Paragraphs Text Analysis: How do these
15656texts reflect the historical, political, intellectual, and aesthetic motifs of the era? Students
15657must cite at least two different sources supporting the claim précis of each key text
15658descriptive outlines of assigned readings Summative Writing Tasks Summative writing
15659tasks will be argument-based essays that require students to summarize and respond to
15660the arguments about the nature and characteristics of Chicano/African American
15661Literature. These writing assignments will require that students summarize the author’s
15662perspective on the texts in each unit and then offer an agreement, disagreement, or
15663qualification of his argument. They will use the texts read within each unit to support,
15664refute, or qualify the author’s argument. These assignments mirror the requirements of
15665the essays that are part of the California State University and University of California
15666English proficiency entrance exams with the objective of preparing students for those
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15667exams. Timed in-class essays and major writing projects. Examples of specific
15668assignment types include: persuasive essays letters to the editor argument analysis,
15669reflective essays, text-based academic essays, and research projects.
15670Key assignments for the units are modeled after the California State University
15671Expository Reading and Writing Course assignment template. To guide students
15672through the following processes: reading rhetorically, connecting reading to writing, and
15673writing. Please see the attached assignment template for more detail on specific
15674assignments for each module. Examples of assignments include: quickwrites to access
15675prior knowledge; surveys of textual features; predictions about content and context;
15676vocabulary previews and self-assessments; reciprocal reading and teaching activities,
15677including summarizing, questioning, predicting, and clarifying; responding orally and in
15678writing to critical thinking questions; annotating and rereading texts; highlighting textual
15679features; analyzing stylistic choices; mapping text structure; analyzing logical,
15680emotional, and ethical appeals; and peer response activities.
Page 683 of 896

15681CP African American History (Northern United, Humboldt)
15683Record ID: NFL7RX
15684Institution: Northern United - Humboldt Charter School (051624), Eureka, CA
15691Course Learning Environment: (None)
15694Overview
15695This college preparatory course is designed to investigate and explore the history and
15696formation of African Americans in the modern United States. Starting with ancient
15697African culture and moving through such eras as Colonization of the New World, the
15698Civil War, and the Civil Rights Movements the course is meant to give students context
15699as to what has shaped African American culture today. At the end of this course
15700students will understand the impact of African Americans on US History and their place
15701in the future.
15702Prerequisites
15703None
15704Corequisites
15705(None)
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15706Course Content
15707Unit 1: the Origin and Journey (Prehistory – 1750)
15708Description: This unit will address ancient African civilizations, the beginnings of the
15709slave trade, and the arrival of slaves to the Americas. Students will investigate artifacts
15710from Ancient African and connect them to modern African American culture. Students
15711will employ their speaking and listening skills to reenact an interview with a figure from
15712Ancient African history. Students will exercise reading and writing skills by keeping a
15713journal of their readings from My Bondage and My Freedom by Frederick Douglass and
15714by preparing for an analytical essay based on these readings that will be completed in
15715the final unit of this class.
15716Summary: ‘Museum Exhibit’ is a task in which students will create an exhibition of

15717artifacts from the prehistory of the African American culture. Student will need to choose
15718works of art that connect ancient Africa with modern society, explain their reasons for
15719choosing each piece, and discuss their significance to African American culture.
15720Unit 2: A New Home
15721Description: This unit will begin with Colonial life in the Americas and progress through
15722the American Revolution and its effects on Black culture. Students will make inferences
15723from a historical document and make conclusions about the times. Additionally,
15724students will research the changes in religion and education before and after the War of
15725Independence and analyze how these changes impacted society during the
15726establishment of America. Students will utilize their speaking and listening skills to
15727perform an original poem about the antebellum period in from their teacher. Students
15728will exercise reading and writing skills by keeping a journal of their readings from My
15729Bondage and My Freedom by Frederick Douglass and by preparing for an analytical
15730essay based on these readings that will be completed in the final unit of this class.
15731Summary: ‘Poetry’ is a task in which students will write a poem focusing on the
15732antebellum period. The poem will either focus on the success of free blacks or the
15733hardships they faced. The student will them read the poem to their teacher. Students
15734will also answer clarifying question posed by the teacher.
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15735Unit 3: Freedom’s Fight (1790 -1860)
15736Description: Over the course of this unit, students will learn about the establishment of
15737slavery in the South, the Abolition Movement, and the rising tensions that lead to the
15738start of the Civil War. Students will engage in research skills to create an illustrated
15739timeline that documents the arrival of slaves to America. Students will utilize their
15740speaking and listening skills to perform an original poem about the antebellum period in
15741from their teacher. Students will exercise reading and writing skills by keeping a journal
15742of their readings from My Bondage and My Freedom by Frederick Douglass and by
15743preparing for an analytical essay based on these readings that will be completed in the
15744final unit of this class.
15745Summary: ‘Pictorial Timeline’ is a task in which students will create an illustrated

15746timeline of events of the arrival of African Slaves in America. Students will caption and
15747provide specific dates of events. Student will be asked to explain the meaning of
15748symbols and sketches to their teacher.
15749Unit 4: The New Task (1865-1877)
15750Description: This unit will address the consequences of the end of the Civil War and the
15751rise and fall of Reconstruction. Students will analyze the cause and effects of
15752Reconstruction and present it orally. Students will conduct research and read historical
15753document about the impact of the emancipation of slaves. Additionally they will practice
15754their speaking and listening skills to perform an original poem about the antebellum
15755period in from their teacher. Students will exercise reading and writing skills by keeping
15756a journal of their readings from My Bondage and My Freedom by Frederick Douglass
15757and by preparing for an analytical essay based on these readings that will be completed
15758in the final unit of this class.
15759Unit 5: No Place (1877-1910)
15760Description: Students will learn about the enforcement of Jim Crow Laws, the start of
15761the Progression Movement, the movement of African Americans to the West, and the
15762cultural achievements of African Americans. Students will write an editorial letter taking
15763a stance on the Progressive Movement and answer any questions about their
Page 686 of 896

15764arguments presented by the teacher. Students make use of their speaking and listening
15765skills to perform an original poem about the antebellum period in front of their teacher.
15766Students will exercise reading and writing skills by keeping a journal of their readings
15767from My Bondage and My Freedom by Frederick Douglass and by preparing for an
15768analytical essay based on these readings.
15769Summary: ‘Analytical Essay’ is a task in which students will write an analytical essay
15770which they analyze the effect slavery had on Douglass’ sense of manhood and how that
15771was reflective of the experiences of black men during the time. Students will cite textual
15772details to support their claim. Students will cite textual details to support their claim.
15773Unit 6: Contribution
15774Description: The unit will cover the effect of World War I, the Harlem Renaissance, and
15775the Great Depression. Students will evaluate how these events prompted movements
15776for African American equality. Students will conduct research to create an
15777advertisement about the figures of the Harlem Renaissance so that they can explain the
15778impact of the artists on African American culture. Students will keep a journal with notes
15779and summarization of the novel The Color Purple by Alice Walker. They will take steps
15780to prepare an analytical essay about this novel due in the final unit of this course.
15781Summary: ‘Advertising’ is a task in which students will create an advertisement poster

15782about Harlem Renaissance participants. Students will explain the impact the artist or
15783musician, or write had on the Renaissance and the African American culture. Students
15784will provide evidence to support their claim.
15785Unit 7: Courage (1948-1964)
15786Description: During this unit students will learn about the injustices of segregation.
15787Additionally, they will see how this spurred the beginnings and eventual spreading of the
15788Civil Rights Movement. Students will learn how to interpret and analyze political
15789cartoons to identify common themes of the time. Students will keep a journal with notes
15790and summarization of the novel The Color Purple by Alice Walker. They will take steps
15791to prepare an analytical essay about this novel due in the final unit of this course.
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15792Summary: ‘Political Cartoons’ is a task in which students will learn how to interpret
15793political cartoons. Students will identify the main idea and look for clues in any text
15794addressing the main idea. Students will examine the images of the cartoon for
15795exaggerated symbols and interpret their meaning. Students will compile all information
15796gathered and present their analysis.
15797Unit 8: New Expectations (1964-1970)
15798Description: This unit will address the passing of Civil Rights legislation includes the
15799Civil Rights Act of 1964. It will also address the growing number of Black Militants and
15800the growing achievements of African American culture. Students will use research to
15801identify the significant events of the Civil Rights Movement and chart out and evaluate
15802the consequences of these events. They will also select a work of art from any era in
15803this course and orally present their analysis of the artist’s purpose. Students will keep a
15804journal with notes and summarization of the novel The Color Purple by Alice Walker.
15805They will take steps to prepare an analytical essay about this novel due in the final unit
15806of this course.
15807Summary: ‘Arts Analysis’ is a task in which students will analyze a work of art and the
15808purpose the artist was conveying. Students will select a book, a painting, a song, a
15809poem, or a sculpture from any era in this course. Students will conduct research to
15810gather more information about the piece. Students will present their analysis orally.
15811Unit 9: Confidence (1965-1990)
15812Description: Students will evaluate the growing strength of African Americans in politics.
15813They will also address more contemporary issues such as Black Nationalism, the
15814Apartheid in Africa, and poverty in the America’s urban areas. Students will research the
15815emerging African American political leaders in their local government and their
15816trajectories toward success. Students will keep a journal with notes and summarization
15817of the novel The Color Purple by Alice Walker. They will take steps to prepare an
15818analytical essay about this novel due in the final unit of this course.
15819‘Reading Journal’ is a task in which students will maintain a journal of the story The
15820Color Purple by Alice Walker. Students will take close reading notes and summarize
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15821each reading assignments. Students will focus their attention to answering the prompt
15822for the analytical essay.
15823Unit 10: Afrocentrism
15824Description: This unit will cover Afrocentrism in America, significant recent events in
15825African American history, such as Hurricane Katrina and the election of Barack Obama,
15826and the future of the African American legacy. Students will apply their research and
15827knowledge to design a web page dedicated to the social and cultural life of African
15828Americans. In an oral report students will also critique activists and the impact of those
15829activist’s movements in modern African American society. Students will submit their final
15830version of the analytical essay regarding The Color Purple and its reflection of African
15831American culture in this unit.
15832Summary: ‘Analytical Essay’ (Final Draft Submission) is a task in which students will
15833write an analytical essay considering the suppression women experienced during the
15834twentieth century and compare that with the experiences of the women in the novel The
15835Color Purple. Students will use their notes taken while completing their reading journal.
15836Students will cite textual evidence in their analysis.
Page 689 of 896

15837Honors African American History (Castro Valley HS)
15839Record ID: PRLWJY
15841Honors Type: Honors
15843Subject Area: History / Social Science
15844Discipline: U.S. History
15848Transcript Code(s): AF US History H
15850Overview
15851This course is a comprehensive survey of the major political, economic, geographic,

15852social, and cultural trends and events of the United States from pre-colonial times to the
15853present. Though the course will have a general focus on the role of African Americans
15854within that history, it is a comprehensive and detailed survey of all of American history
15855that aligns with the content covered in Advanced Placement U.S. History. Students will
15856be exposed to the accomplishments, history, and culture of African Americans within the
15857American and global context with an emphasis on the 20th and 21st Century, but also
15858including a detailed review of the 19th Century (and to a lesser extent the colonial
15859period) as a foundation for the last 100 years.
15860The course content is built around a pair of college level textbooks and includes
15861rigorous supplemental readings (both books and other primary and secondary sources)
15862as well as extensive writing and research. In addition to covering the state and district
Page 690 of 896

15863requirements for U.S. History, the course is designed to provide enrolled students with
15864an opportunity to explore personal identity and race, and to broaden their knowledge
15865and understanding of the lives, culture, and contributions of African Americans in the
15866United States. Although the course is designed to be cored with the African American
15867Literature Course, it could operate as a stand-alone class.
15868Prerequisites
15869Comparative Cultures and Geography, Modern World History
15870Corequisites
15871African American Literature Honors, African American Literature
15872Course Content
15873The Roots of the American Experience
15874The unit begins with an introduction to the sociological, anthropological and historical
15875construct of race and how those ideas have developed over time. This includes an
15876exploration of the role of race in American society today. The unit then transitions into
15877the historical timeline with a study of major pre-colonial African civilizations, the early
15878development of the slave trade and its impact on Africa and the development of the
15879American colonies (with a focus on the British colonies in North America). This will
15880include an analysis of the way that geography and climate in Mesoamerica impacted the
15881development of the Spanish colonies and why the models of colonization used by the
15882Spanish were not fully replicated in the British colonies, but, instead, unique patterns of
15883colonization developed due to the economic, religious and ideological motives of the
15884colonists. Within the British colonial context this will include a detailed study of the major
15885similarities and differences in the economic, social, religious and political developments
15886across the colonial regions. Particular attention will be paid to the development of a
15887slave economy in the South due to its geography and climate being ideal for the
15888production of tobacco on large plantations in contrast to the development of a
15889mercantile and trade-based economy in the New England and Middle Colonies. In
15890relation to those economic developments, students will study the way that differences in
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15891the people and their motives for the initial colonization of the regions resulted in
15892disparate social and political organizations across the regions (such as the intense
15893religiosity and social “equality” of the earlier New England Colonies in contrast to the
15894generally less religious, but politically hierarchical, South).
15896African Empires Research Project: Students will read the selections in the course
15897textbook, From Slavery to Freedom, that are relevant to major African Empires to
15898establish background knowledge. Subsequent to that, in small groups, they will then use
15899the school library and our school's digital access to academic journals to focus their
15900research on one major empire. They will produce a detailed, three or more page
15901research report (with proper citation of a minimum of five sources) about their specific
15902empire and an accompanying power point or poster to present to the class. Students
15903will, thus, become experts on their specific empire and have a strong general
15904understanding of the richness of pre-imperial African civilizations.
15905Two Views of Native Americans: Students will read and compare excerpts about Native
15906American civilization from Charles and Mary Beard’s New Basic History of the United
15907States (1944) and Howard Zinn’s A People’s History of the United States (1980). They
15908will then analyze the factors that might have resulted in the quite different perspectives
15909on pre-colonial Native Americans that are presented in the two texts. This will include an
15910analysis of the sources (or lack thereof) referenced by the authors, the context in which
15911the authors were writing and the political and economic ideologies held by the authors
15912(specifically, the fact that the Beards were writing as Progressive Historians before the
15913Civil Rights Movement in a period of intense nationalism and emphasized the “civilizing”
15914element of European colonization for a group of Native Americans in constant conflict
15915over land and power, while Zinn, of the New Left, wrote in the post-Civil Rights period
15916and, as a socialist, wanted to emphasize the harmonious and egalitarian nature of
15917Native American life) and how that impacted their approach to their subject. Finally,
15918students will identify which source they find more reliable, explain why, and provide a
15919counter argument as to why the alternate source might be more reliable.
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15920Comparison of Hakluyt and The American People: Students will read excerpts from
15921Richard Hakluyt’s 1584 treatise A Rationale for New World Colonization and compare
15922his arguments to the queen with the analysis of the motives for colonization as
15923presented by Gary Nash in The American People. In doing so, they will be required to
15924identify and account for similarities and differences in the two pieces. This will include
15925considering how Hakluyt, as a strong proponent of colonization has a different
15926audience, motive and objective in his writing than does Nash in his textbook.
15927A New Nation
15928This unit focuses on the ideological origins of the American independence movement.
15929This includes an analysis of the basic ideas about government, representation, the
15930social contract and Natural Rights were popular in Colonial America as developed by
15931thinkers such as Thomas Hobbes, John Locke, Thomas Paine and the American
15932Founding Fathers. This will include a study of the key events (including the Seven Years
15933War, British Acts of Parliament, and the Boston “Massacre”) that preceded the
15934American Revolution and an analysis of how those events shaped the ideas of
15935American colonists about the necessity of the consent of the governed, etc. Later, as
15936the students explore the development of the Articles of Confederation and the
15937Constitution they will revisit these ideas when considering the structure of and principles
15938enshrined in those documents and how those are a direct response to the colonial
15939experience under British rule. They will also explore the formalization of the "American
15940hypocrisy" in key American documents such as the Declaration of Independence and
15941the U.S. Constitution, the role of American colonists and African Americans in the
15942Revolutionary War, and the failure to apply the Natural Rights Doctrine to all Americans
15943in the specific ways that slavery was and was not addressed in the Constitution. Finally,
15944the unit will cover the changing legal status of African Americans in the Revolutionary
15945War Period and the further entrenchment of chattel slavery in the American political and
15946economic system as an element of the larger political and economic transformations
15947that were taking place as a group of once colonists attempted to establish a nation that
15948had the economic and political power to sustain itself.
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15950American Slavery, American Freedom Analysis: In small groups, students will read and
15951analyze excerpts from Edmund Morgan's American Slavery, American Freedom and
15952think critically about the economic connections between chattel slavery and the ability
15953for the United States to develop as a society and a nation. They will then compare their
15954understanding from Morgan with the assertions made in From Slavery to Freedom, and
15955The American People and analyze which author(s) present a more convincing
15956argument. Students will demonstrate their understanding through a series of brief
15957guiding questions and participation in a class discussion. This assignment will help
15958students to understand how deeply entrenched chattel slavery was in the American
15959economic and political system as well as the official and unofficial institutions that
15960developed to defend slavery. It will also emphasize the importance of the specific
15961geographic and environmental factors that made plantation agriculture flourish in the
15962South and how that plantation agriculture bolstered the developing American economy
15963and how plantation agriculture played a critical role in funding both the Revolutionary
15964movement and the early years of the new American republic.
15965Determining The Point of No Return: Students will write a brief analysis that identifies at
15966what point, if any, it was no longer possible for the British to compel the loyalty of their
15967American colonists. In essence, using historical information and arguments, the
15968students must identify if the American Revolution was or was not inevitable; they must
15969also take into account whether the revolution was primarily motivated by economic,
15970political or ideological concerns held by the colonists and their leaders. If their thesis
15971indicates that it was, they must prove with evidence at what point it became so. If their
15972thesis indicates that compromise was still possible and the Revolution was not
15973inevitable they must prove with evidence why that is the case.
15974Contextual Comparative Analysis of the Declaration of Independence (1776), Prince

15975Hall's Petition (1777) and the U.S. Constitution (1789): Students will read and analyze
15976the Declaration of Independence with a specific focus on the principles of self-
15977determination, the asserted correlation between economic freedom and political
15978freedom, and the Natural Rights Doctrine; they will briefly summarize how those
15979principles were outlined in the Declaration and then compare that to the text of Prince
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15980Hall's Petition (in which he basically outlines the same ideas and demands that they be
15981applied to African Americans). In doing so, students will demonstrate a clear
15982understanding of how the status of colonial leaders affected their perceptions of Natural
15983Rights and how and why those perceptions contrasted with the perspective of African
15984Americans at the time. They will then extrapolate on those ideas to consider the
15985perspectives that might have been held by women, men without property and other
15986marginalized groups. In doing so they will refer back to the earlier review of principles of
15987self-governance as asserted by colonial leadership and what that might mean for
15988American society writ large. As the students progress through future units they will
15989continue to consider those inequities as all of those groups continued to demand and
15990fight for the equality outlined in the Declaration. Finally, students will analyze the
15991sections of the U.S. Constitution that relate to slavery and, in a written analysis, assess
15992to what extent the principles of the Declaration of Independence and Prince Hall's
15993Petition were codified in the Constitution by selecting and analyzing specific quotes from
15994each document. In completing this exercise the students will become well versed in the
15995Natural Rights Doctrine, the American hypocrisy of slavery in a nation built on the
15996principle of freedom and the Constitutional protections for slavery that will be
15997consequential in the next 70 years of history, the fight for universal white male suffrage
15998that was generally completed (with some exceptions) by the 1830s and the fight for
15999women’s suffrage that lasted until the 19th Amendment in 1920. This comparative
16000analytical work is also preparatory for a major essay to be completed in the next unit.
16001The Antebellum
16002This is unit is composed of two major elements that are intermixed throughout: 1) a
16003detailed study of slavery in the United States (though it also touches on the developing
16004free black populations in the north and south) and 2) an exploration of the developing
16005sectional divide (political, economic and social) in the nation over slavery.
16006The study of slavery as a social and political institution covers the full geographic range
16007of the country (not just the South), explores the experiences of both rural and urban
16008slaves, and looks critically at the abolition movement (including the racial and gender
16009divides within that movement). Particular attention is also paid to efforts that were made
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16010to justify slavery in the face of the abolition movement and the methods by which slave
16011owners attempted to exert control over slaves. The sub-section of the unit concludes
16012with a study of the connections between slavery, Jim Crow and the modern day. This
16013section is contextualized within the larger story of U.S. history through a study of the
16014methods by which the U.S. expanded westward during the first half of the 1800s, the
16015drive to acquire new territory to ensure the continued economic and resource base
16016growth of the growing nation, the political (mostly the American System) and
16017technological changes (cotton gin, steam boat, turnpikes, railroads, etc.) that took place
16018to support the exploitation and transportation of those resources and the increasing
16019reliance on the cotton economy due to both domestic demand (because of early moves
16020toward industrialization in the north) and the larger international marketplace (mainly in
16021Britain).
16022The study of sectionalism begins at the time of the Constitution and ends with the
16023Election of 1860. Therein the students will explore how the regional differences
16024(geographic, economic, political and social) at the time of colonization laid the
16025foundation for the sectional divide in the country that continued to grow prior to 1860.
16026Students will also consider how regional identity shaped the way the people living in
16027different sections (primarily north and south, but to an increasing extent west) viewed
16028the nation, its government and their place within it. This includes a detailed review of the
16029major attempts to create compromises and legislation to solve the increasingly divisive
16030question of slavery (including, but not limited to the Missouri Compromise, the Comprise
16031of 1850 and the Kansas-Nebraska Act of 1854) and how those efforts both delayed the
16032Civil War but also intensified the sectional conflict that ultimately resulted in secession
16033and the Civil War.
16035Analyzing Slave Narratives: Students will read all of Narrative of the Life of Frederick
16036Douglass and excerpts from the slave narratives written by Solomon Northup, Harriet
16037Jacobs and Charles Ball. As they do so they will analyze the content and the rhetorical
16038technique in the texts. Through three different short (one page minimum generally)
16039written responses the students will demonstrate their understanding of the various
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16040methods of control employed by slave owners (such as physical and mental
16041punishment, the denial of education and the use of Christianity and "benevolence" in an
16042attempt to create complacency). In specific relation to Douglass, they will also carefully
16043make note of his use of rhetoric to advance his argument against slavery. This will both
16044help them to fully understand the nuance of his argument and begin to prepare them for
16045their more comprehensive essay that concludes the unit. Finally, they will have to
16046consider the extent to which Douglass’s narrative has value as a source from which to
16047draw general understandings about the experience of slaves in the United States; in
16048doing so they must address the exceptional nature of Douglass’s life when compared to
16049that of the vast majority of enslaved people in the United States but also identify the
16050many ways in which his narrative, and the events therein, are reflective of the
16051experiences of many enslaved people. They will do this, largely, by comparing his work
16052with the excerpted slave narratives and the course textbooks. This will provide them
16053with an understanding of the variety of experiences of enslaved people and also re-
16054emphasize the importance of considering multiple sources as they attempt to ascertain
16055the quality of the information within any given source and make reasoned arguments
16056about historical events.
16057Culminating Analytical Essay Throughout the unit students will be reading excerpts from
16058Carter Woodson's landmark study Mis-education of the Negro, portions of Michelle
16059Alexander's The New Jim Crow and will view the documentary 13th. As the culminating
16060assessment for the unit students will write a five page (or longer) analytical essay that
16061demonstrates a deep understanding of the material through a comparison of these
16062sources and other outside evidence (either from the course or through their own
16063research); this paper must be typed in MLA format, carefully proofread, and include a
16064properly formatted works cited with a minimum of five sources and in text citations.
16065The students can choose from one of these two prompts: In the mental and physical
16066power struggle between the oppressor and the oppressed, who had the upper hand?
16067Make sure you discuss slavery, education and political structures. Mass racialized
16068systems of control have been used in the United States in many ways, especially in the
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16069sphere of education. Compare the use of education (or the denial thereof) as a means
16070of controlling African Americans during slavery, the 1930s and in the present.
16071The Civil War and Reconstruction
16072This unit focuses on the secession crisis that led to the immediate outbreak Civil War,
16073the question of whether or not the war was inevitable, the role of African Americans
16074within the context of the broader war, and the failures and successes of Reconstruction.
16075The most important element of this is Reconstruction as it lays the foundation politically,
16076socially and economically for the Jim Crow Era and much of the continued regional
16077divisions that exist in the United States today. While this unit covers a period of major
16078societal change, and the students will explore in detail the causes of that change, there
16079are also continuities in economic, political, social and cultural identity that exist between
16080the periods before, during and after the Civil War.
16081The first half of the unit covers secession, Lincoln’s response and the general course of
16082the war with specific attention to the debate over the changing purpose of the war.
16083When contemplating secession students must consider the ways regional identity,
16084different interpretations of what the United States was intended to be, the text and intent
16085of the Constitution and the meaning of representation affected perspectives on
16086secession and its legality. The study of the war is less one of battles and more one of
16087the questions that arose about the changing purpose of a war that began, at least
16088ostensibly, about maintaining national unity and the destruction of secession but without
16089question transformed into one about the eradication of slavery. This will include a
16090detailed look at the circumstances surrounding the Emancipation Proclamation and the
16091short and long term outcomes of the order, including the ways in which it was an
16092attempt to address the varying demands of the public in the north (including the divide
16093between the working class and the upper class, Lincoln’s tenuous political situation at
16094various points in the conflict, the fight over abolition and emancipation, and the long
16095unfulfilled expectations of equality from African Americans).
16096The second half of the unit deals with the political struggles and mixed outcomes of
16097Reconstruction. Students will have to think about the complicated problems that
16098resulted from secession and the Civil War including (but not limited to) how to address
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16099the restoration of citizenship rights to individuals and loyal governments in the South,
16100whether or not it is appropriate to attempt to “rebuild” the South in a way that more
16101replicates the North and to what extent (if at all) 4 million formerly enslaved people freed
16102by the Civil War would be granted the rights of citizenship and how those rights would
16103be protected when they were granted. This requires a thorough look at the internal
16104political battles over Reconstruction between congress and the presidents responsible
16105for carrying it out (mostly Andrew Johnson) as well as the ways that Southerners
16106attempted to resist Reconstruction.
16108Nullification Primary Source Analysis: Students will read and compare the arguments for
16109nullification presented in the VA and KY Resolutions in response to the Alien and
16110Sedition Acts, the Resolutions from the Hartford Convention, and John Calhoun's
16111Exposition and Protest. They will complete a matrix that compares the arguments
16112presented in favor of nullification and outline the extent to which each of the documents
16113calls for nullification and/or interposition. They will then read South Carolina's
16114Declaration of Secession and trace its philosophical origins to the previous three
16115documents and the Declaration of Independence (which they have read previously) in a
16116one-page written response. The students will, thus, learn and contemplate how South
16117Carolina (and subsequent southern states) based their arguments for secession on
16118many previous American ideas including the legitimacy of dissent, the belief that people
16119should be represented by a government that reflects their interests and the right to
16120change that government if it fails to represent them. This principle of political power
16121originating with the people is central to the argument for secession and through reading
16122these selections students will come to understand why many Southerners felt that a
16123government dominated by the non-slave holding north (due to population size) was not
16124truly representative but was, instead, the tyranny of the majority over the minority (the
16125irony of which will be noted in relation to slavery).
16126Two Views on Secession: Students will compare and contrast South Carolina’s
16127Declaration of Secession with Lincoln’s First Inaugural Address to develop a deeper
16128understanding of the two key views on secession. They will then reflect, in a short
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16129written analysis, on how the different perspectives evidenced in in the documents are a
16130direct result of the different geographical locations, economic and political
16131circumstances and perspectives of the authors. As part of this activity the students will
16132have to identify how the long established cultural and political norms of the north and
16133south are reflected in these documents and how that has created, over time, the tension
16134between these two broad groups, while also recognizing that within the two major
16135sections of the nation there still exists a diversity of opinion about the issues that led to
16136secession.
16137Was the Civil War Inevitable? In an approximately one-page written analysis that draws
16138on material from previous units and this unit, students will answer the question “was the
16139Civil War an inevitable result of events prior to the Election of 1860?” They must
16140consider the full scope of societal changes and developments that had taken place in
16141the years preceding the Civil War, what caused those changes and the increasing
16142polarization of the nation, and whether or not those changes were an unalterable result
16143of the earliest stages of national development or if that path was alterable in some way.
16144In order to do this effectively they must first address the question “what caused the
16145war?” At a general level, this is a question of politics, economics and society, but more
16146specifically from their studies they have a number of more narrow options from which to
16147choose including, but not limited to, the establishment of a nation based on the
16148principles of freedom yet built upon the enslavement and subjugation of a race of
16149people, the transformational rise of the Republican Party, the political rhetoric and
16150election of Abraham Lincoln, secession, sectionalism and a perception of the failure of
16151representation, etc. After completing their writing students will participate in a Socratic
16152discussion about their various interpretations of the historical events so that they can
16153explore the many different causal explanations for the outbreak of the war.
16154Contextualization and Analysis of the Emancipation Proclamation: In small groups

16155students will read and analyze Lincoln's Emancipation Proclamation. As they do, they
16156will answer a series of questions that will help them see both the limitations of the
16157proclamation and the reasons Lincoln saw those limitations as necessary. They will then
16158connect the proclamation back to Lincoln's previous stances on slavery and the
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16159possibility of true equality and citizenship for African Americans beginning with the
16160Lincoln-Douglass Debates; this will be based on a number of short selections from
16161Lincoln’s speeches as well as selected readings from The American People, From
16162Slavery to Freedom and The American Political Tradition by Richard Hofstadter (who, in
16163particular, addresses the complexity of Lincoln as a figure and the difficulty in
16164ascertaining what he truly believed). They will then write a brief response assessing the
16165legitimacy of Lincoln's reputation as the "Great Emancipator" in which they will provide
16166specific evidence from a minimum of three sources. In completing this exercise they
16167must also address the reliability and quality of the information in the sources that they
16168have accessed by identifying why they have chosen certain sources to support their
16169argument and specifically addressing the potential problems with relying solely on the
16170public statements of a politician with an agenda (in this case, Lincoln) when attempting
16171to understand a particular moment in history. This will clearly demonstrate their
16172understanding of the complex nature of the political climate in the Civil War period and
16173of Lincoln as a man and as a president.
16174Planning Reconstruction Group Activity: In groups of three, students will be presented

16175with seven specific issues that existed in the run-up to and early stages of Lincoln's War
16176Time Reconstruction (such as "What responsibility, if any, does the U.S. government
16177have to physically repair and rebuild the South after the devastation of the war?"). For
16178each question the students must come up with their response and a reasonable
16179counterargument to their response as if they were debating the issue during the period.
16180This will help them to think more critically about the complex nature of Reconstruction
16181as they take into account the complex climate of the period. At the same time, they will
16182learn about the major issues that developed during Reconstruction. To demonstrate
16183their understanding the student groups will produce written responses to each question
16184and participate in a class debate.
16185The Gilded Age and the Progressive Era
16186This unit is an intense study of the development of America as an industrial superpower

16187and the impacts of that transition on the American people. This begins with a study of
16188the changing needs for resources during the transition toward industry, how the U.S.
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16189met the need for those resources by expanding its exploitation of the natural
16190environment (particularly for fossil fuels, but also for building materials, land to
16191accommodate a rising population, and changes in the agricultural landscape to meet the
16192needs of a rapidly growing population). From there, students will explore how the nature
16193of work changed significantly to meet the demand for goods and how transportation
16194networks (mostly nation-wide rail systems) expanded to make the effective and efficient
16195distribution of those goods possible. The explosive increase in immigration and
16196formation of white ethnic neighborhoods, the questions that created about the meaning
16197of citizenship as a building block for American society and the expansion of ethno-
16198religious nativism in response to the changing face of America will also be addressed in
16199detail. Students will compare and contrast those largely northern developments with the
16200development of the “New South” in the Jim Crow Era and the re-drawing of the Color
16201Line and the impact of increasing migration of white Americans into the Great Plains on
16202Native American populations and the environment. Finally, students will analyze the
16203causes of, and efforts at, Progressive Reform to resolve the tensions and conflicts
16204created by the economic, political, social and cultural changes taking place in America
16205between the Civil War and WWI. All of this will give the students a complete picture of
16206the many explanations for the causes of the massive transformation of the economic,
16207political and social landscape of the country that took place in the late 1800s.
16209Close Reading of the 13th, 14th and 15th Amendments: In small groups students will
16210critically analyze the text of the 13th, 14th and 15th Amendments. They will specifically
16211focus on the letter of the law and the spirit of the law and the failures of the federal
16212government to enforce the amendments in the Gilded Age and the Progressive Era.
16213This activity will culminate with a written analysis of the way that the letter of the 14th
16214and 15th Amendments could be used to undermine the spirit in which they were
16215passed; students will support their argument with specific evidence from the time period.
16216Essay Comparing Booker T. Washington, W.E.B. Du Bois and Marcus Garvey:

16217Students will read and analyze significant selections from Up from Slavery, The Atlanta
16218Compromise, The Souls of Black Folk, and Selected Writings and Speeches of Marcus
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16219Garvey. In doing so they will deeply understand the different approaches to civil rights
16220reform that lay the foundation for later movements and activism. To demonstrate that
16221understanding students will produce a two page minimum argumentative essay (with
16222citations) in favor of one of the approaches presented by one of the three men; they
16223must also identify why the other approaches are less desirable. In doing so they will
16224demonstrate an understanding of the varied perspectives on life in the late 1800s and,
16225in particular, civil rights issues, for African Americans based on their background and
16226origins. They will also explore the unifying elements of the African American experience
16227in the United States in this time period and how the similarities of that experience across
16228geographic, political and economic realms resulted in similar interactions with the larger
16229American population.
16230Analyzing Immigration Data: In small groups, students will read three selections from
16231different sources related to the rise of nativism in the late 1800s: excerpts from P.S.
16232Dorney’s 1871 description of anti-Chinese violence in California, a selection from The
16233American People by Nash and selections from Howard Zinn’s A People’s History of
16234American Empire that allude to, but do not explicitly discuss, issues of nativism. Each
16235source presents a different interpretation for the causes of nativism: one identifies
16236racism as the primary catalyst for nativism, one identifies cultural and religious factors
16237as the primary cause of nativism, and indicates nativism was primarily a response to
16238changing economic conditions. After reading the three sources, each group will analyze
16239immigration data gathered by the U.S. Census Bureau between 1820 and 1940 and
16240excerpts from the “Gentleman’s Agreement” to assess the accuracy of the information
16241presented in the three original sources and produce a written argument in favor of one
16242being the “most accurate.” A class discussion will follow in which students will continue
16243to deliberate about the quality of each source.
16244Exploring the Progressives: Students will read and respond to selections from Upton
16245Sinclair’s The Jungle to help develop their understanding of the causes and
16246consequences of the transformation from a largely agrarian society to an industrial
16247society reliant on large scale, industrial agriculture to feed a growing population. They
16248will then analyze Teddy Roosevelt’s efforts to support Progressive reform as a response
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16249to the significant changes that had taken place in the U.S. between the 1870s and early
162501900s. Finally, they will have to attempt to determine to what extent the success of
16251Progressive reforms was contingent upon the leadership of national political figures like
16252TR or if the work of non-politicians, muckrakers, etc. such as Ida Tarbell, Alice Paul,
16253Walter Rauschenbusch, John Muir, Jacob Riis, etc. would have been sufficient to effect
16254national change; basically, this forces them to consider what ultimately caused society
16255to changes its ideas about the role of government in the daily life of citizens and the
16256impact that had on the national culture as well as how those societal changes catalyzed
16257changes to the traditional political practices and institutions of the nation.
16258The U.S. Becomes a World Power
16259This unit focus on the causes and consequences of the shift in American foreign policy
16260from the end of the Civil War to the end of WWI. Prior to this period the U.S. was
16261generally restrained to expanding continentally, but with the growth of the U.S. into an
16262industrial power that changed and the nation transformed as it sought to expand its
16263reach abroad. Students will trace the origins of the economic, political and cultural drive
16264for expansion in the U.S. and explore how pre-existing ideas such as Manifest Destiny
16265transformed as the nation developed the industrial and economic capacity to exert its
16266influence abroad. Through the analysis of case studies (and building on content from
16267sophomore year) that include the Indian Wars, Spanish-American War, the Philippine –
16268American War, the Hawaiian Annexation, the establishment of “Big Stick” and “Dollar
16269Diplomacy” policies in Latin America and the Caribbean and WWI, students will explore
16270whether or not American imperialism was a foregone conclusion as the nation rose as
16271an industrial power and yearned for new markets and resources to enrich the population
16272(or some segment thereof), if the nation had betrayed its founding principle in the
16273actions it carried out abroad and how accusations of such at the time brought into
16274question the normative national identity of a democratic society protecting people’s
16275rights, and how geography (particularly the need to guarantee access to China for
16276trade) affected the imperial impulse. For the events preceding WWI, students will focus
16277on analyzing the causes and consequences of American imperialism and the
16278connections between race, economics, political power and imperialism. The section on
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16279WWI will largely contrast Wilson’s “War for Democracy” with the status of women and
16280ethnic minorities at home and explore how that conflict transformed American society by
16281leading to the 19th Amendment granting women suffrage (much as with the 15th
16282Amendment and the Civil War, the continued extension of the democratic ideals of self-
16283government to another group of citizens), increased political activism by African
16284Americans and the rise of socialist and communist ideologies that challenged the
16285traditional laissez-faire identity of the nation (the roots of which were in the previous unit
16286on the Gilded Age). In relation to the significant transformation of American society in
16287WWI, students will also have to consider how the various domestic war time policies
16288(Wilson’s “war socialism,” the Espionage and Sedition Acts, etc.) challenged and
16289changed the way the country operated. Many of these transformation from the WWI
16290period were foundational to the rapid shift in the American experience during the
16291Roaring 20s. There will also be a review of the 14 Points and the Treaty of Versailles
16292(which is covered extensively during sophomore year).
16294Foreign Policy Analysis: Students will read and respond to guiding questions from
16295Howard Zinn’s graphic novel A People’s History of American Empire. This will expose
16296them to the complexity of American foreign policy decisions about the Spanish-
16297American War and the Philippine-American War as well as provide detailed content on
16298the specific experiences of African Americans during those wars. As students read and
16299respond to questions they will be expected to formulate an analysis of Zinn’s biases and
16300the manner in which he crafts his narrative to present a storyline that supports his
16301personal worldview. Students will then compare his work with the writings of prominent
16302American isolationists (Twain and Cleveland), imperial subjects (Emilio Aguinaldo from
16303the Philippines and Queen Liliuokalani of Hawaii) and prominent American
16304expansionists (McKinley, Roosevelt, Taft and Dole) in preparation for a debate about
16305American foreign policy. As they synthesize all of this material they will identify how the
16306various interpretations of the causes of the shift to an expansionist foreign policy reflect
16307continuities and changes in ideas about what America is, and is supposed to be, as a
16308culture and society.
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16309Foreign Policy Debate: Students will be broken into teams and will debate specific
16310elements of American foreign policy prior to WWI. Students will be expected to use
16311information they have learned in class as well as information that they have researched
16312on their own in support of their argument. This will help them further develop research,
16313writing and argumentation skills that we have been working on throughout the year and
16314ensure that they have acquired, and can demonstrate, a deep understanding of the
16315content from the unit. During their preparation they must evaluate the quality of the
16316information in the various sources that they have compiled and select the most relevant
16317and reliable information available. This means that they will need to look for instances in
16318which a similar narrative has been presented across multiple sources to verify the
16319reliability of that evidence. They will also have to compare and contrast different
16320perspectives on the various events that they will be debating and account for why the
16321author holds that particular perspective based on who they are, where they came from
16322and the circumstances in which they found themselves at the time of their writing.
16323Multiple Perspectives on WWI: Students will read two essays written by W.E.B. DuBois
16324in The Crisis and compare their purpose, point of view and tone. The first is generally
16325supportive of African American men enlisting to fight in WWI while the other is a
16326scathing critique of the treatment of returning African American soldiers. They will then
16327compare DuBois’s essays with highly nationalistic speeches and essays written by
16328Calvin Coolidge, Warren G. Harding and A. Mitchell Palmer. In reading and comparing
16329these documents students will demonstrate important analytical skills, the ability to use
16330historical context in their analysis and also learn more about the varying perspectives in
16331the U.S. about participation in WWI, and in particular how historical experience played a
16332role in shaping those perspectives.
16333The Roaring 20s
16334This unit is an overview of the socio-political climate of the 1920s. It begins with a
16335review of the Progressive Era, progresses through the generally tense period of the
16336early 1920s as the KKK rose to prominence, prohibition went on the books, women
16337began exploring their identities more publicly after the 19th Amendment and tension
16338rose between traditional American Protestant Christian values and conservatism and
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16339the rising “modernism” of the period. Particular attention is paid to how and why the
16340United States (and the rest of the world) was undergoing such dramatic changes in the
16341wake of industrialization, imperialism and (most significantly) World War I and how
16342those changes challenged and transformed cultural norms that had largely been in
16343place in the United States from the earliest days of its founding. From there, the
16344students undertake a study of the Harlem Renaissance as a socio-political movement
16345largely expressed through art and literature, but also through the rising political activism
16346of the NAACP, National Urban League and various communist organizations.
16348Multiple Perspectives on Prohibition: Students will view selections from the

16349documentary film Prohibition and compare the assertions made in the film to those
16350presented in two primary accounts of prohibition, one written by a visiting German (Felix
16351von Luckner) and the other written by Frederick Lewis Allen (an historian and editor) in
16352Chicago. Students will have to write an analysis accounting for the similarities and
16353differences evidenced in the three sources.
16354Harlem Renaissance Research and Presentation Project: Student pairs will be assigned
16355two key figures from the Harlem Renaissance. Using their textbooks (From Slavery to
16356Freedom and The American People) as a starting point, and branching out into
16357independent web and library research, student pairs will research their two people
16358extensively. As they research they will constantly evaluate the quality of information in
16359the sources that they uncover and only utilize those that can be corroborated in multiple
16360instances, are reliable and of academic merit. Based on this research and source
16361analysis, they will then produce a presentation for their classmates that explains their
16362two figures, their specific role in the Harlem Renaissance and how their work and
16363products fit more broadly into the Harlem Renaissance as a socio-political construct.
16364This will demonstrate their specific expertise in their figures as well as an understanding
16365of the Harlem Renaissance more broadly; their presentations will also provide
16366reinforcement to their fellow classmates.
16367Literature and the Harlem Renaissance Essay: Students will read and analyze at least
16368two of the following books: The Ways of White Folks, Passing, or Their Eyes Were
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16369Watching God. They will also read other selected poems and short works. Following
16370that, they will write a five-page minimum analytical essay focused on how the texts they
16371read reflect the principles of the Harlem Renaissance, particularly as identified in Alain
16372Locke’s New Negro. They will, through this essay, demonstrate a deep understanding of
16373the Harlem Renaissance as an expression of African American identity as it developed
16374from slavery to the 1920s and as a model for African American self-help and
16375advancement socially, politically and economically. They must specifically explain why
16376the face of African American resistance to racism changed during the 1920s and how
16377those efforts led to responses and reactions that caused changes in the general
16378American culture (some positive, some negative) and to what extent those reflect
16379preexisting cultural norms and interactions between African Americans and American
16380society writ large.
16381The Great Depression and the New Deal
16382This unit focuses on the causes, consequences and responses to the Great
16383Depression. Economics and market principles form the foundation of the causes
16384section. This includes a detailed look at the economics of the 1920s and the “boom” that
16385was certainly extant for almost all Americans, but disproportionately benefited the upper
16386and middle class. The section on consequences explores the urban and rural
16387experiences of Americans during the Depression. Within the rural Depression specific
16388attention is paid to the ecological disaster of the Dust Bowl region and how that was a
16389result of a combination of the physical geography and climate and human actions as a
16390result of the rapid increase in demand for agricultural products, and the production
16391thereof, during the post-Civil War period largely as a result of the Homestead Act of
163921862. Attention is also given to the “Okie” migration and a correlation is drawn between
16393the Great Migration of the 19teens and 1920s. The most significant understanding that
16394students must walk away with, however, is how the New Deal dramatically transformed
16395the American political and economic system. The New Deal significantly increased
16396federal power and reach; students will be expected to grapple with how the changes to
16397the U.S. government as an institution and the practices it undertook (such as highly
16398regulating the economy and providing direct aid to citizens) was a direct result of the
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16399historical developments of the preceding years and the societal changes that had taken
16400place following the economic crash.
16402Stock Market Simulation: Students will participate in a stock market simulation in which
16403they buy and sell stocks (including on margin) over a period of simulated years and
16404track their transactions. The market is rigged, of course, to simulate the boom of the
164051920s and the decline that began in late 1928 and rapidly accelerated in mid-1929. At
16406the conclusion of the simulation and following instruction about the economic causes of
16407the Great Depression, the students will produce a written reflection in which they
16408analyze their decision making during the simulation and the correlation between their
16409experiences and the experiences of people in the 1930s. This will demonstrate their
16410understanding of the causes of the Great Depression.
16411Black History Month Article Analysis: This is a one-page minimum typed personal
16412reflection on Carter G. Woodson's establishment of Negro History Week (now Black
16413History Month) and the appropriateness of it as a schema for focusing the American
16414people on African American history. Students will be reading and reflecting on a
16415scholarly article that has a fairly negative view of Black History Month. Though they will
16416not necessarily be cognizant of it at the time, by thinking about (and writing about)
16417whether or not Black History Month is a good idea the students will be dealing with
16418many of the major issues we cover second semester. The controversy that surrounds
16419Black History Month is quite relevant to inclusion vs. segregation, accommodation, self-
16420help, Black Nationalism, etc. Students will be reminded of, and asked to refer back to,
16421the article throughout the semester. The students will also be asked to incorporate what
16422they learned while reading Woodson's The Mis-Education of the Negro into their
16423analysis.
16424What Caused the New Deal? Students will begin this exercise by graphing economic
16425data from the early 1920s through the late 1930s. This data will cover things such as
16426bank failures, business closures, unemployment, wages, etc. By analyzing this
16427economic material they will see the dramatic economic collapse that took place
16428beginning in 1929. After doing so, they will then read several primary sources (Allen,
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16429Roosevelt, Wright and Rosskam) that address the social and psychological
16430consequences of the Great Depression and the impact it had on American society.
16431Finally, they will view parts of the documentary The Great Depression that cover the
16432political ideas and solutions presented by the left and the rights during the Depression.
16433After considering all of these sources the students will produce a thesis responding to
16434the prompt: “Was the New Deal primarily a result of economic, social or political
16435pressure?” They will then list and briefly explain significant evidence from those sources
16436that they would use in defense of their thesis and those which could be used to present
16437a counter argument.
16438World War II
16439In 10th grade students participate in an in-depth study of WWII. This year, in 11th
16440grade, we study in depth the American war-time domestic policy. This begins with pre-
16441Pearl Harbor foreign policy decisions that FDR called “steps to maintain neutrality” such
16442as the Four Freedoms Speech, the Neutrality Acts and Lend-Lease, the Selective
16443Service Act, the Atlantic Charter and the economic sanctions and trade embargoes
16444placed on Japan. The other major pre-war focus is on civil rights issues (including
16445FDR’s effort to address inequality in hiring through Executive Order 8802). After Pearl
16446Harbor, the unit moves into the ways the US transitioned into a war time economy and a
16447state of total war as well as the civil rights issues that arose out of that (including the
16448role of women in the war effort, Executive Order 9066 and Korematsu v. U.S., general
16449divisions among African Americans about serving and other issues of tension created
16450by the Second Great Migration, the Zoot Suit Riots, anti-Semitism and the limited
16451response to the Holocaust, etc.). Specific attention is paid to comparing and contrasting
16452the different domestic experiences of various segments of the American population
16453within the global context of a war to preserve democracy and fight totalitarian
16454repression.
16456Responding to the “Date Which Will Live in Infamy” Students will read FDR’s “Date
16457Which Will Live in Infamy” speech and write a short analysis that makes an argument
16458about the accuracy of his assertions about the attack on Pearl Harbor. In this writing
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16459students must address American and Japanese foreign policy prior to the attack and
16460consider whether or not the attack could be considered justifiable given those actions. In
16461doing so, they must take into account the pressure the U.S. was attempting to exert
16462over Japan and the explicit and implicit threat of Japanese imperial expansion in the
16463Pacific.
16464African Americans in the War Annotated Bibliography: Students will do online research
16465to identify seven academically reputable websites that provide information about the
16466African American experience in WWII (either in military service or at home). They will
16467then provide a citation for each website and summarize the relevant content. In that
16468summary they will analyze the value of those websites for understanding the African
16469American experience. By completing this assignment, students will learn a wide variety
16470of information about the African American experience during the war. They will also
16471demonstrate critical research, citation and synthesis skills as well as the ability to
16472differentiate between reliable and unreliable primary and secondary sources.
16473The 1950s, 1960s and the Cold War
16474Much like WWII, this content is covered heavily in 10th grade. This year, in 11th grade,
16475we are focusing on how the U.S. led the development of a post-WWII liberal economic
16476and political order evidenced in agreements about free trade, the Marshall Plan, NATO,
16477etc. as a way to counter the power of the Eastern Bloc and the USSR. They will
16478specifically look at how those institutions are a reflection of pre-existing political and
16479economic ideas and institutions in the United States but also a direct result of the
16480devastation of two European wars in the first half of the 20th century and the fear of a
16481third in the post-WWII period. Another element of the unit is the domestic transformation
16482taking place as a result of the booming post-WWII American economy. This includes the
16483transition toward a more heavily mechanized, white-collar economy and the increasingly
16484integrated global economy that became central to the ability of the United States to
16485maintain itself but also distribute resources both internally and externally to allies. The
16486other major aspects of the Cold War covered focus on American covert operations
16487abroad, domestic policy (such as McCarthyism as an effort to protect and maintain
16488perceived American cultural norms and values) and the nuclear arms race. This unit
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16489also serves as a transition between WWII and the Civil Rights movement as many of
16490the themes we cover become relevant to the Civil Rights Movement – particularly the
16491connections between anti-communism and opposition to the Civil Rights Movement as
16492well as the philosophical conflict of being a nation focused on spreading “democracy
16493and freedom” abroad while (at least to some extent) ignoring failures to provide those
16494things at home for all Americans.
16496Policy Debate: Students will debate American intervention in various Cold War events;
16497each pair of students will be assigned a different topic to debate (one will be pro-
16498intervention and the other will be anti-intervention). The foundation of their debate will
16499come from in class research done at the library, online and in the main textbooks for the
16500course. They will have to include an annotated bibliography of their sources and assess
16501the quality of the sources they are referencing in that bibliography. Building on their
16502rhetorical abilities from earlier in the year, students must use historical evidence to
16503persuade that class that American policy during the Cold War was either justifiable or
16504not justifiable. Debate performance will be assessed on oratory skill and the legitimacy
16505of their historical arguments. Other students in the class will be responsible for
16506completing a chart that outlines the basic arguments presented by each side. This will
16507help everyone review the various American interventions during the Cold War and
16508develop a deep understanding of the conflicts over such decisions.
16509The Civil Rights Movement
16510This unit begins with a fairly comprehensive review of civil rights related events, figures
16511and ideas that took place or existed before the late 1800s (all of which were covered
16512earlier in the year). From there, the students begin an in-depth exploration of the Civil
16513Rights Movement beginning with Plessy v. Ferguson and moving up until the mid-
165141970s. They will focus on the most transformative events, organizations and people
16515while also exploring lesser known figures. Of particular importance will be their work to
16516develop an understanding of how the goals and objectives of the movement changed
16517over time and what caused those changes - specifically, the transformation from a
16518movement largely focused on changing the laws and Supreme Court decisions to one
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16519focused on meaningful economic, social and political equality once those legislative
16520changes took place. This includes an analysis of the growing radicalism of the
16521movement beginning in the mid-1960s and accelerating rapidly after the assassination
16522of MLK in 1968. They will specifically look at the way the Civil Rights Movement
16523transformed American politics, economics and society and ponder whether it would be
16524more accurate to say that those transformations were an inevitable outcome of the
16525continued expansion of democracy and rights to all Americans or a distinct result of the
16526active work of thousands of people and could just as easily have not taken place.
16527Finally, they will assess the successes and failures of the Movement in preparation for
16528material covered in future units of study. While the unit is largely focused on the African
16529American Civil Rights Movement, significant time will also be devoted to other
16530movements (primarily Free Speech, Women, Gay Rights, Chicano/a, Asian American,
16531Native Americans and people with Disabilities) and how those movements continued to
16532further the expansion of rights to all Americans. This unit also revisits many of the
16533questions raised earlier in the year about the political practices and ideologies
16534established in the United States in relation to the right of all citizens to participate in their
16535government, the general principle of Natural Rights, and the responsibilities of citizens
16536within a democracy.
16538The Autobiography of Malcolm X Analysis: Students will read The Autobiography of

16539Malcolm X and will write three brief papers analyzing the text at major turning points in
16540Malcolm's life. These assignments will be given following Malcolm's imprisonment, after
16541he takes the Hajj and after completing the text (which includes his assassination in the
16542Epilogue). The students are expected to write a minimum of two pages for each
16543assignment, utilize at least three quotes directly from the text in each and provide
16544supporting historical context and evidence. In doing so they will demonstrate an
16545understanding of the depth and complexity of both Malcolm X and the Civil Rights
16546Movement in which he rose to prominence. This will highlight their understanding of the
16547causes of the changes in the methods and motives of the Civil Rights Movement over
16548time and how those changes affected the general attitude of Americans in general
Page 713 of 896

16549toward Civil Rights while also engendering resistance to the Civil Rights Movement. The
16550final written piece will also require and assessment of the reliability of the narrative
16551presented in The Autobiography of Malcolm X, as the text has been criticized as
16552essentially a mythologization of one man that fails to consider the many other elements
16553of the Civil Rights Movement and often disregards the more negative aspects of his
16554actions and ideas.
16555Civil Rights Movement Presentation: This assignment begins with a two- to three-page
16556MLA format research report on an important moment, figure, etc. in the Civil Rights
16557Movement. Using the skills developed earlier in the course (including assessing the
16558reliability and quality of primary and secondary sources, reading and analyzing primary
16559and secondary sources for an understanding of multiple perspectives on certain events
16560and people, technical skills such as grammar and writing technique, providing proper
16561citation, and writing clearly and coherently) students (or pairs) will research a specific
16562topic from the Civil Rights Movement. Students will be able to choose from around 40
16563potential topics including events like the founding of CORE, the March on Washington,
16564the assassination of Medgar Evers, and Loving v. Virginia. Students will have to provide
16565a thorough explanation of the event; that explanation must include any relevant
16566historical background and the later impact of that event. The research paper will then be
16567submitted for review by the teacher and any necessary changes will be identified; this
16568revised paper will be used as the foundation for the student generated power point
16569presentation to be given to the class.
16570Invisible Man Analytical Essay: Students will be reading Ralph Ellison's Invisible Man in
16571English with support coming from history. The summative analytical essay will analyze
16572Ellison's literary effort to allegorically analyze and comment on the historical
16573experiences of African Americans from the end of Reconstruction to the end of WWII.
16574Students will be required to incorporate a minimum of five additional sources beyond
16575the text as part of their analysis; these sources must be carefully considered and
16576analyzed for accuracy and relevance to the topic and the text to ensure that they have
16577value. This assignment will demonstrate an understanding of the book, the complex
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16578historical allusions and references Ellison makes and their effective writing technique
16579and integration and analysis of primary and secondary sources.
16580The Vietnam War
16581This unit is a comprehensive study of the Vietnam War (both abroad and at home).
16582Within this unit the full effect of the tumultuous 1960s comes to its conclusion in the
16583early 1970s with the Watergate Scandal, the resignation of Nixon, the end of the
16584Vietnam War and the virtual collapse of the Civil Rights Movement. It builds extensively
16585on the unit on the Cold War and also incorporates and expands upon many key
16586elements from the unit on the Civil Rights Movement, especially the rising discontent
16587and violence at home in the late 1960s. This marks another transformative moment for
16588American society as the pre-Vietnam perceptions of the government and leaders were
16589shattered during this period and replaced with an entrenched distrust that is still
16590prevalent in American life today. Students will have to consider the political, cultural,
16591social and economic conditions that catalyzed those watershed shifts in the American
16592experience and question whether or not the violence and frustration that sparked those
16593changes could have been resolved without such a dramatic transformation. For many
16594Americans, these transformations effectively destroyed many of the extant building
16595blocks of American society such as the traditional nuclear family, church and belief in
16596the government and its agents. As a result, many Americans began to question whether
16597or not the government could still be trusted to distribute political power to the citizens or
16598if those citizens had an obligation to take the power from the government (by
16599revolutionary force if necessary).
16601Vietnam Era Song: Students will write a song that deals with the Vietnam War or Civil
16602Rights Movement. Students will be given a specific stance for their song to take (either
16603in favor of or opposed to Vietnam or Civil Rights) and will have to demonstrate an
16604understanding of the different perspectives on the Vietnam War or Civil Rights
16605Movement through their lyrics. They will be allowed to modify a professional musician's
16606song (though not one about Vietnam or Civil Rights) or write one of their own. In doing
16607this students will demonstrate that they have solid general understanding of the time
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16608period and the ability to synthesize and explain specific content. The activity will also
16609demonstrate their ability to compare and contrast different historical perspectives on
16610Vietnam or the Civil Rights Movement.
16611The Rise of Radicalism: Students will write a one to two-page analysis of the legitimacy
16612or illegitimacy of the increasing radicalism of both the Anti-war and Civil Rights
16613Movements in the late 1960s and early 1970s. Students will have to show that they
16614understand the causes of the change toward more radical ideas and movements by
16615citing specific historical evidence from quality primary and secondary sources. They will
16616then have to make an argument either for or against that radicalism as part of the
16617traditional American political culture and value set based on content from other units in
16618the course.
16619From Détente to Today
16620This unit is a comprehensive review of foreign policy and general domestic trends from
16621the end of the Vietnam War to the modern day. The foreign policy section focuses on
16622the causes and effects (primarily economic and political) of the end of the Cold War, the
16623increasing liberalization of the global economic system, immigration and the rise of new
16624threats such as terrorism in the late 20th and early 21st century. Domestic policy
16625centers on the rise of women in the work force, the rise of the modern environmental
16626movement, and the increased centralization of urban poverty and subsequent questions
16627about, and policy changes related to, social welfare programs (particularly during the
16628Reagan and Clinton administrations) in an effort to more effectively meet increasing
16629pressure for resources and services in areas of increasing poverty. Within that context,
16630the significance of the election of Barack Obama as president and the backlash against
16631that will be central to the study of the 21st century. This unit is the last and culminates
16632with a number of reflective pieces for students to take part in both in the community and
16633with each other.
16635Discussing the Year: For this assignment students are charged with the task of
16636interviewing two adults about 10 major contemporary domestic social issues. In doing
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16637so they are responsible for determining each adult's perspective on each issue, discuss
16638each adult's perspective within the context of their own and write an analysis of how
16639each interviewee's personal experiences, age, etc. have informed their perspective. In
16640completing this assignment students will demonstrate their understanding of the
16641historical forces with which they have been working over the course of the year and
16642broaden their understanding of perspectives other than their own.
16643Assessing the Path Forward: This assignment requires students to interview two adults
16644about methodologies for change. The students will bring their historical knowledge to
16645these interviews to contextualize and frame questions such as, "Which is more
16646important to continuing the process of African American uplift: self-help or government
16647programs/intervention?" After completing the interviews students will write an analysis of
16648which historical ideas, approaches and people are most reflected in their interview
16649subjects. This will demonstrate their comprehensive understanding of course material
16650as well further expose them to diverse approaches and ideas about how best to
16651continue the struggle for true equality and justice in America. It will also highlight the
16652idea that virtually all movements are built, to some extent, on those that came before.
16653Continuity and Change in the 21st Century: In a one to two-page essay, using a variety
16654of primary and secondary sources that they have evaluated for reliability, students will
16655explore how America’s role as a global power changed and remained the same in the
16656post-Cold War Era. They will specifically examine how the collapse of the USSR shifted
16657the global power balance and created a sense of security for the West. They will have to
16658consider to what extent that sense of security was or was not misplaced given the
16659increasing tensions as former Soviet client states struggled with the transition out of
16660Soviet control, Chinese global economic power increased and tensions in the Middle
16661East continued to escalate.
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16662Honors African American Literature (Castro Valley HS)
16664Record ID: DQ5NTW
16666Honors Type: Honors
16673Transcript Code(s): AF Lit H
16675Overview
16676The purpose of Honors African American Literature is to learn unit specific vocabulary
16677that will assist in composing of unit specific essays, to work through grammar that will
16678add sophistication to student writing, to offer reading strategies that will deepen
16679understanding and access to literature,  to build discussion strategies that will
16680encourage more nuanced discussions of literature in class and in writing, and to master
16681identifying and using rhetorical devices in persuasive writing. To reach these
16682expectations, Honors African American Literature will read 10-12 novels, both fiction
16683and non-fiction, and engage in multiple Socratic seminars and debates throughout the
16684year to access the literature.  Students will also practice close reading and annotation
16685techniques to assist in their reading. Throughout the year, students will write 8-10
16686essays, of various genres, approximately 5-10 pages in length. The essays will cover a
16687variety of genres: literary analysis, expository, persuasive and argumentative.
Page 718 of 896

16688Prerequisites
16689Freshman English, Sophomore English, or Advanced Sophomore English
16690Corequisites
16691African American History 1/2, Honors African American History 1/2
16692Course Content
16693The Narrative of the Life Frederick Douglass, by Frederick Douglass; Miseducation of

16694the Negro, by Carter Woodson, and 13th by Ava Duvernay
16695Students will simultaneously read The Narrative of Frederick Douglass and Mis-
16696education of the Negro, and view the documentary 13th, by Ava Duvernay.  This unit
16697introduces students to rhetorical devices such as antithesis, parallelism, apostrophe,
16698sensory details, ethos, pathos, logos, main-claim, sub-claims, and evidence.  Students
16699will explain their understanding of Carter Woodson’s arguments by identifying ethos,
16700pathos, logos and its influence on the reader. Likewise, students will identify rhetorical
16701devices used by Douglass to further his purpose.  Lastly, students will view 13th,
16702identifying Duvernay’s claims and subclaims and the film’s use of ethos, pathos and
16703logos. The texts and documentary will serve to begin the discussion of the African
16704American identity in America and give students the historical foundation needed to
16705understand the literature.
16707Students will read all of Narrative of the Life of Frederick Douglass and excerpts from
16708the slave narratives written by Solomon Northup, Harriet Jacobs and Charles Ball. As
16709they do so they will analyze the content and the rhetorical technique in the texts.
16710Through three different short (one page minimum generally) written responses the
16711students will demonstrate their understanding of the various methods of control
16712employed by slave owners (such as physical and mental punishment, the denial of
16713education and the use of Christianity and "benevolence" in an attempt to create
16714complacency). In specific relation to Douglass, they will also carefully make note of his
16715use of rhetoric to advance his argument against slavery. This will both help them to fully
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16716understand the nuance of his argument and begin to prepare them for their more
16717comprehensive essay that concludes the unit. Throughout the unit students will be
16718reading excerpts from Carter Woodson's landmark study Mis-education of the Negro,
16719portions of Michelle Alexander's The New Jim Crow and will view the documentary 13th.
16720As the culminating assessment for the unit students will write a five page (or longer)
16721analytical essay that demonstrates a deep understanding of the material through a
16722comparison of these sources and other outside evidence (either from the course or
16723through their own research); this paper must be typed in MLA format, carefully
16724proofread, and include a properly formatted works cited with a minimum of five sources
16725and in text citations. The students can choose from one of these two prompts: In the
16726mental and physical power struggle between the oppressor and the oppressed, who
16727had the upper hand? Make sure you discuss slavery, education and political structures.
16728Mass racialized systems of control have been used in the United States in many ways,
16729especially in the sphere of education. Compare the use of education (or the denial
16730thereof) as a means of controlling African Americans during slavery, the 1930s and in
16731the present.
16732Beloved, by Toni Morrison
16733Students will read Beloved, by Toni Morrison. This unit will deepen the students’
16734knowledge of literary devices and techniques employed by authors to further theme and
16735develop characters. Techniques used to further characterization will be the main focus
16736when reviewing Beloved, Sethe, Paul D, Denver, and Baby Suggs. Students will also
16737focus on the archetypal characters found in Beloved and how these archetypal
16738characters represent different movements and figures in history. Students will maintain
16739a character journal, complete reading quizzes, and participate in Socratic seminars
16740throughout the unit. Students will also compare the Narrative of the Life of Frederick
16741Douglass and the characters in Beloved to create a more complete understanding of the
16742psychological and social effects of slavery in the United States.
Page 720 of 896

16744As the culminating assessment for the unit students will write a five page (or longer)
16745analytical essay that demonstrates a deep understanding of the characters found in
16746Beloved. This paper must be typed in MLA format, carefully proofread. Students will
16747complete the entire writing process from brainstorming, outlining, drafting, peer editing,
16748and revising. The students can choose from five different prompts all designed around
16749characterization.
16750Sample Prompts:
16751 “Freeing yourself was one thing; claiming ownership of that freed self was
16752 another” (111-112). Choose one character from Beloved and discuss the ways in
16753 which he or she achieves the goal of “claiming ownership of that freed self.”
16754 Morrison’s work portrays many hardships and cruel atrocities that were inflicted
16755 upon black people during early American times. Is this story designed to parallel
16756 a post-Civil War America? If so, what do the characters represent?
16757Passing, by Nella Larsen
16758Students will read Passing by Nella Larsen. This unit will introduce students to colorism
16759and its effect on one’s identity as they study Irene Redfield and Clare Kendry. Students
16760will also read supplemental material on colorism to help their understanding of how
16761colorism affects individual identity and serves to maintain the racial structures in
16762America. Students will maintain a double-entry journal for this unit, tracking the Irene
16763and Clare’s changing perception of self as the novella progresses. Throughout the unit,
16764students will complete reading quizzes, think-pair-shares, fishbowls, and personal
16765reflections to demonstrate understanding of the reading.
16767As a culminating assignment, students will complete an in-class, timed 60-minute

16768essay. Students will have access to the prompt beforehand and are encouraged to
16769gather the evidence beforehand. The essay will require at least three body paragraphs,
16770using three quotations per body paragraph as supporting evidence. MLA format
16771required. Sample prompt: Although much of the novel is centered around Irene and
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16772Clare’s dynamics, a subplot in the novel is the relationship between Irene and Brian.
16773What does Irene’s relationship with Brian reveal about Irene’s own views on race and
16774social mobility for women? It may appear that Clare is solely using Irene to gain entrée
16775back into black society but Clare’s presence in Irene’s life also serves Irene as well.
16776How are Clare and Irene using each other to work through their own issues? What
16777happens to Clare at the end of the novel and how does your assessment of the ending
16778clarify Larsen’s larger message regarding race and/or gender?
16779The Ways of White Folks, by Langston Hughes
16780Students will read The Ways of White Folks by Langston Hughes. This unit will delve
16781deeper into the construction of the short story and the elements of fiction used to create
16782successful short stories, such as the plot mountain and characterization.
16783Thematically, students will examine the construction of race, turning the focus onto how
16784the construction of race and the white gaze affects white people. Students will maintain
16785a reading journal that tracks each short story and Hughes’ commentary on the
16786nonsensical behavior of white people because of constructs of race. Students will
16787practice identifying elements of fiction employed by Hughes throughout the unit as well.
16788To track student understanding, students will form small groups that will be responsible
16789for leading the class in discussion on their assigned short story. The small groups will
16790be responsible for developing discussion questions that further thematic understanding,
16791for explaining the construction of the story and how Hughes’ use of literary elements,
16792and for deepening a more nuanced understanding of the short story and how it relates
16793to the other texts we have studied.
16795As a culminating assignment, students will complete a 60 min. timed essay that requires
16796them to choose three short stories to write about Hughes’ commentary on the effects of
16797racial constructs on the white and black psyche. Students will NOT have access to the
16798prompts beforehand. Students will be able to use their notes and the novel for the
16799essay. Each body paragraph will have a minimum two quotation requirement.
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16800Sample Prompt: Think carefully about how Hughes is promoting the idea of “white
16801nonsense” in the general way whites interact with blacks in his short stories. Likewise,
16802consider how Hughes highlights the self-destructive power of white attitudes. Pick three
16803stories and identify the major elements of “white nonsense” Hughes discusses and the
16804impact those elements have in the story.
16805Their Eyes Were Watching God, by Zora Neale Hurston
16806Students will read Their Eyes Were Watching God, starting with excerpts from bell
16807hooks’ Ain’t I Woman, Black Women and Feminism. Students will focus on black
16808feminism as they read Their Eyes Were Watching God. Students will examine Hurston’s
16809use of language to develop the characters and Hurston’s take on black feminism.
16810Students will demonstrate their understanding of the text by performing dramatic
16811readings, taking reading quizzes, keeping a reading journal comparing hooks’ take on
16812black feminism to Hurston’s characters, as well as participate in various discussions.
16813As we complete the text, students will track and understand how Janie’s relationship to
16814Nanny, Logan Killicks, Joe Starks and Tea Cake furthers her quest for a self-defined
16815identity, not hampered by the male gaze and the patriarchy. Students will also engage
16816in discourse debating whether or not Hurston’s novel should or should not be
16817characterized as a Harlem Renaissance piece, using their historical knowledge of the
16818Harlem Renaissance from Honors African American History as the basis for
16819comparison.
16821As the culminating assessment for the unit students will write a 7–10 page essay that
16822demonstrates a deep understanding of Their Eyes Were Watching God. This paper
16823must be typed in MLA format, carefully proofread. Students will complete the entire
16824writing process from brainstorming, outlining, drafting, peer editing, and revising.
16825Sample prompts are:
168261. Zora Neale Hurston's Their Eyes Were Watching God is generally considered to be
16827Harlem Renaissance literature. While it was written during the broad time period often
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16828categorized as the Harlem Renaissance (late 19-teens to mid-1930s), it can be argued
16829that it does not fit the mold of the typical Harlem Renaissance piece because of its
16830setting. Unlike most Harlem Renaissance literature, Their Eyes Were Watching God is
16831not the story of the rising urban, northern, black middle class; instead, it tells the story of
16832poor, southern, rural blacks. So, how should the text be categorized? In responding to
16833this prompt you must clearly explain what the Harlem Renaissance is (and, thus, what it
16834is not) and compare the book with other literary and/or artistic works of the Harlem
16835Renaissance. You must use multiple pieces of evidence from the primary documents
16836and notes covered in history class, as well as quotations from the novel.
168372. Although Zora Neale Hurston’s novel is generally considered a Harlem Renaissance
16838novel, the novel is also well regarded as a feminist novel and an examination of the
16839plight of the black woman in the 1920s and 1930s. Using bell hooks’ introduction to Ain’t
16840I a Woman: Black Woman and Feminism as an anchoring piece, write an essay in
16841which you compare the issues bell hooks explores to the issues Janie faces in the
16842novel. Each paragraph should take up on issue addressed by hook and then compare
16843how that issues is reflected in Their Eyes Were Watching God.
16844Invisible Man, by Ralph Ellison
16845Students will read Invisible Man by Ralph Ellison. The unit introduces the students to
16846the Bildungsroman and its structure and purpose. Students will explore the many steps
16847the invisible man must go through to come to a final realization about his identity.
16848Students will share their understanding of the novel by completing reading quizzes,
16849maintaining a chapter summary journal, tracking characters and symbols, and writing
16850mini-essays after each major episode in the novel. At the end of the novel students will
16851be able to explain the various stages the invisible man goes through to come to his final
16852realization about his identity.
16854As the culminating assessment for the unit students will write a 7-10 page essay that
16855demonstrates a deep understanding of Invisible Man. This paper must be typed in MLA
16856format, carefully proofread. Students will complete the entire writing process from
Page 724 of 896

16857brainstorming, outlining, drafting, peer editing, and revising. Sample Prompt: Pick one
16858chapter from Invisible Man that you believe was the most central to the novel's theme or
16859invisible man's character growth. Write an essay in which you explain why the chapter
16860was pivotal to the novel's theme development and/or invisible man's character growth.
16861Pick a symbol in Invisible Man and write an essay analyzing how the symbol function in
16862the novel and what it reveals about the characters or themes.
16863Malcolm X, by Alex Haley
16864Students will read The Autobiography of Malcolm X, by Alex Haley. The unit will be
16865paired with the Afrocentric History study of the civil rights movement. They will focus on
16866the most transformative events, organizations and people discussed in the novel while
16867also exploring lesser known figures. Of particular importance will be X’s work to develop
16868an understanding of how the goals and objectives of the movement changed over time
16869and what caused those changes. Finally, they will assess the successes and failures of
16870the Movement and X.
16872Students will read the Autobiography of Malcolm X and will write three brief papers
16873analyzing the text at major turning points in Malcolm's life. These assignments will be
16874given following Malcolm's imprisonment, after he takes the Hajj and after completing the
16875text (which includes his assassination in the Epilogue). The students are expected to
16876write a minimum of two pages for each assignment, utilize at least three quotes directly
16877from the text in each and provide supporting historical context and evidence.  In doing
16878so they will demonstrate an understanding of the depth and complexity of both the
16879Malcolm and the Civil Rights Movement in which he rose to prominence.
16880A Raisin in the Sun, by Lorraine Hansberry
16881Students will read, view and act out A Raisin in the Sun by Lorraine Hansberry.  This
16882unit introduces the students to various dramatic terms, such as stage directions, fourth
16883wall, monologue, dialogue, soliloquy, In medias res, and dramatic irony. Students will
16884demonstrate understanding of the text by completing reading questions, discussion
16885questions, and character analysis; as we further our study, students will shift into
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16886examining and access the central issue of the American Dream and its accessibility, of
16887lack thereof, and how the different characters, Walter, Mama, Beneatha, and Ruth make
16888sense of the American Dream.
16890Student will write a 4-6 page comparison essay between the Langston Hughes A Dream
16891Deferred and A Raisin in the Sun.  The essay will demonstrate the students'
16892understanding of the characters and how or what is preventing them from achieving
16893their dreams and how this relates to Hughes' poem, "A Dream Deferred."  Students will
16894engage in the full writing process of brainstorming, outlining, drafting, peer editing, and
16895revising.
16896Poetry
16897Students will read various poems by prominent African American poets, including
16898Langston Hughes, Gwendolyn Brooks, Audre Lorde, Alice Walker, Nikki Giovanni,
16899Countee Cullen, and Maya Angelou.  This unit will introduce students to poetry terms,
16900such as line breaks, stanzas, sonnets, iambic pentameter, blank verse, assonance,
16901closed form and figurative language Students will demonstrate understanding of poem
16902by completing close readings, annotations and dramatic readings. As we further our
16903study, students will research and find and write poems of their own and compare the
16904researched poems and their own poems to novels we have studied in class.
16906Students will research and perform a poem, leading the class in a discuss on their
16907selected poem.  Students will be required to illuminate the class on the meaning behind
16908the poem and the literary moves made by the poet to support meaning. Students will
16909then lead a discussion on how the poem they chose relates to the units we studied
16910throughout the year.
16911Sustained Silent Reading
16912Throughout the semester students are required to read a novel from a selected list of
16913African American authors and conduct research on the author and time period (if
Page 726 of 896

16914applicable). The novel can be fiction or nonfiction, must be a minimum of 300 pages in
16915length, and at an adult reading level (no young adult titles). As students read
16916independently, students will maintain a reading log that tracks when they read, for how
16917long, pages covered, and notes on the reading.
16919At the end of each quarter, students are required to write a 3-5 page reflection of the
16920novel.  This writing can be a character analysis, a historical analysis, a book review, or
16921an analytical essay. Students will also create a PowerPoint covering basic plot,
16922assessment on whether or not they would recommend the novel and the challenges of
16923reading the novel on their own. Students will then share the PowerPoint with the class.
Page 727 of 896

16924Latin@/Black Studies (Camino Nuevo HS, Los Angeles)
16926Record ID: DSXND3
16927Institution: Camino Nuevo High School (053991), Los Angeles, CA
16935Transcript Code(s): Latin@ Black Studies
16937Overview
16938Latin@/Black Studies is an extension to what students learned in Ethnic Studies.

16939Latin@/Black Studies is an interdisciplinary course that studies the diversity of the
16940Chican@, Latin@, Indigenous and African American experiences in the US as it is
16941conditioned by the intersections of race, class, gender, sexuality, regional variation and
16942power. Through a counterhegemonic curriculum the class will investigate how during
16943the 20th Century various leaders, and social movements comprised of different ethnic
16944groups brought about change within the United States of America focusing our attention
16945to the Civil Rights movement, Chican@ movement, Black Power movement, American
16946Indian Movement, Women’s rights movement, Asian-American Movement, Labor
16947Movement, LGBQTI/Queer Liberation movement and other movements for social
16948change. This class will provide a historical and political analysis of Black, Chicano, and
16949Latino people’s quest for “self-determination” and “social justice”. Furthermore, this
Page 728 of 896

16950course will address the historical, political, and economic factors that contribute to the
16951formation of Chicanos and Latinos today. In the second part of the class we will study
16952modern day movements and intersectional struggles for social Justice like the
16953Immigrant Rights Movement, The Black Lives Matter Movement, the Environmental
16954Justice Movements, Feminist Movements, LGBTQIA Queer Movements, and others.
16955We will analyze the strategies and approaches of these movements and apply them to
16956problem solving struggles, challenges, or problems that we identify in our communities.
16957In addition to rigorous reading assignments, information is drawn from student life
16958experiences, major newspapers, culturally conscious musicians, and alternative media.
16959The current information will allow us to see historical trajectories, contemplate social
16960action, and make course material relevant.
16961Prerequisites
16962Ethnic Studies
16963Corequisites
16964(None)
16965Course Content
16966Memory Can not Be Burned: The study of Indigenous Civilizations in Mexico and
16967Central America through the Codex Project
16968The community that I teach in has a student population that is primarily Central
16969American from the countries of El Salvador, Honduras, Belize, Guatemala, Mexico, and
16970others. This unit studies the Indigenous civilizations of these countries while focusing on
16971some of their major accomplishments like Hieroglyphics, Mathematics, Architecture,
16972Astronomy, Forms of Government, Medicine, Art and sculpture, and others. We will then
16973examine how during the period of Spanish Colonialism the Mayas books were burned
16974by the invading Spanish forces We will critically analyze through careful reading, class
16975discussion, writing, and debate why the Spanish colonizers would burn the ancient
16976wisdom of the Mayas later on the Mexica and other Meso-America Indigenous People's
16977books also known as Amoxtlis or Codices. Finally we will study how Indigenous people
Page 729 of 896

16978through word of mouth, dance, music, art, and literature kept their cultural traditions
16979alive and vibrant.
169811. Students will create a Codex or Amoxtli with art supplies highlighting a modern
16982interpretation of Indigenous art, creating a Map of the Maya world in their home country,
16983creating Maya mathematics, analyzing an Indigenous accomplishment, studying the
16984Nahuii Ollin, and other aspects as well. Teacher will walk the students through these
16985different activities.
169862. Students will also write an informative, explanatory essay examining Indigenous
16987people's resistance to colonialism and fighting for cultural survival. Quotations for the
16988essay will be taken from The Popol Vuh and also Bill Bigelow's article: Burning Books
16989and Destroying Peoples.
16990Resistance to Colonialism in Africa, Resistance to enslavement, and resistance to Jim

16991Crow in the US
16992During this unit students will study the history of colonialism in Africa by studying the
16993work of John Henrick Clarke, Molefi Kete Asante, Malcolm-X, Franz Fanon, and other
16994Black historians. This is a unit that helps students to understand the relationship
16995between Spanish Colonialism of Indigenous People's Land and the theft of millions of
16996people taken From Africa and forced unto ships and brought to the Americas. This unit
16997is incredibly emotional as students learn about the violence and warfare that was taking
16998place in Africa as people were being taken captive, as gold and other precious metals
16999and ivory were being taken from Africa at an alarming rate and lasting for hundreds of
17000years. Students will read excerpts from Dr. Molefi Kete Asante's textbook: African
17001American History: A Journey of Liberation that will describe the resistance that African
17002people mounted on the continent of Africa as they fought the colonizers, on the actual
17003ships detailing rebellions and insurrections, and the resistance and escapes that were
17004mounted once Africans of different national and ethnic groups were brought to the
17005Americas. We will also critically read a powerful reading called Burning Books and
17006Destroying Peoples written by Bob Peterson which will connect the history of
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17007Indigenous and African people during this system of Colonialism. Students will then
17008study the institution of slavery in the US, the Abolitionist movement, The Civil War,
17009Emancipation, Reconstruction, the backlash to reconstruction, the rise of Jim Crow
17010Laws and Segregation and resistance to these laws and racist practices leading up to
17011the Civil Rights Movement.
17013In this unit students will write a process essay that will analyze how African Americans
17014resisted enslavement on the continent of Africa, on the ships during the middle
17015passage, during enslavement, during the abolitionist movement and during the Civil
17016War. Students will be asked to think about how the history of African-Americans is often
17017times written in textbooks as the victims of slavery and colonialism but rarely from a
17018resistance perspective. As part of the essay students will also write about how the
17019"founding fathers" and other important historical figures and presidents are often times
17020valorized for different achievements but rarely looked at critically for their involvement
17021and profiting off of slavery and Native American land theft. The recent debates about
17022Confederate monuments will be brought up in a Socratic Seminar that is also connected
17023to the written essay.
17024The Civil Rights and Black Power movements in the US
17025During this unit students will study deeply the different aspects of the Civil Rights
17026movement, Black Power Movement and other human rights movements happening in
17027the 1950s, 1960s, and 1970s in the US. Students will study Dr. King's Letter from a
17028Birmingham Jail and his outline of creating a non-violent direct action campaign that
17029would create a crisis situation for government leaders to respond to. The four steps of a
17030campaign were: Collect the facts to determine if injustice exists, negotiate, self-
17031purification and direct action. We will use these four steps to study successful
17032campaigns in the civil rights movement like the Montgomery bus boycott, the
17033Birmingham Movement to end segregation, the march on Washington, the Selma to
17034Montgomery March, opposition to the war in Vietnam and the Poor People's Campaign.
17035We will also juxtapose Dr. King, the SCLC, SNCC, CORE, NAACP, and other Civil
17036Rights organizations with the approaches of Malcolm X and the Organization of Afro-
Page 731 of 896

17037American Unity as well as the Black Panther Party for Self Defense. We will read texts
17038from Malcolm-X like Message from the Grassroots and Prospects for Freedom in 1965
17039as well as the Black Panther Party's ten-point platform as well as looking at their social
17040and survival programs that were intended to meet the needs of the community. We will
17041debate and dialogue about the merits, benefits, and drawbacks of each of the
17042approaches and find ways that both approaches were successful in realizing liberation
17043for Black and oppressed people in the US.
17045This unit will also involve a Socratic Seminar where students will read different
17046speeches and essays by leading Civil Rights leaders Dr. King as well as Malcolm-X. We
17047will also look at the writings and speeches of Angela Davis, Elaine Brown, Erica
17048Huggins, Correta Scott King, and other leading female Civil Rights Leaders. The
17049Socratic Seminar will involve students dialoguing about the merits and drawbacks of
17050different approaches and ideologies used during the movement. Students will also write
17051an essay where they consider arguments and counter arguments of the different
17052leaders and organizations outlining the movement’s successes and failures. Students
17053will learn the history of the movements as well as learning about different strategies to
17054achieve similar goals. Students will also learn to have a class discourse and also put
17055their reading and discussion into an essay that includes in direct quotations, in text
17056citations in MLA format, a works cited page, and five levels of analytical writing. The five
17057levels are: Explicit, Implicit, Interpretation, Theoretical and Applicable.
17058Central American and Mexican Testimonies and the Immigrant Rights Movement: from
170592005-2018
17060This unit will explore the historical context of why people migrate from their home
17061countries. We will study the specific histories of Guatemala, Mexico, El Salvador,
17062Honduras, Nicaragua, as well as other Central, South American, Caribbean and
17063countries around the world. We will study the civil wars, and state sponsored violence
17064that took place in these countries as well as Indigenous led movements for defense of
17065land, culture, and humanity. We will study liberation theology and other ways that
17066people fought back against state violence during this time. We will also study Global
Page 732 of 896

17067Migration that is taking place in South East Asia, the Middle East, and Europe to gain a
17068global context. Historical examples of immigrant oppression will be studies such as the
17069Chinese Exclusion Act (1882), Mexican Repatriation (mass deportations of Mexicans
17070and Mexican-Americans in the US from 1929-1936), Japanese Internment Camps
17071(1940s), and the most recent Child and family detention happening in 2018. We will
17072study resistance to each of these events and study most recently the mass marches of
170732005-2006, to the Dreamers Movement, to student walkouts against anti-immigrant
17074policies in 2017-2018.
17076This project is designed so that you can learn more about yourself by interviewing family
17077members and finding out more information about where your parents come from. You
17078will create maps of the country or countries that your parents are from and will find out
17079more about the specific geographic locations that your family is from. We will create
17080stories based on the interviews we conduct and will share them with each other both in
17081the classroom and at a community culture night where parents will be invited to see our
17082projects and hear each other’s stories. What steps will you take to complete the project?
170831. You will be creating a family tree tracing your parents, grandparents, and great
17084grandparent’s history. This project is about who you are and where you come from. I will
17085give you a rough draft to work from and then you will need to creatively come up with a
17086way of organizing your family tree in a way that makes sense. Make sure to include
17087parents, grandparents, and great grandparents names, birthdays (if possible), and
17088birthplaces including cities/towns/pueblos, states, and countries that they were born. We
17089will also be asking our family member what languages they speak (many family
17090members speak English, Spanish and also an indigenous language). It’s okay if you
17091don’t have everyone’s names and information but I am asking students to investigate
17092and find out as much information about your family as you can. 2. You will also draw a
17093map of the country or countries that your parents are from locating the birthplace (city,
17094town, and state) of your parents, grandparents, and if possible your great grandparents.
17095We can also trace any type of migration that your family may have made inside the
17096country or between countries on their way to the US. The maps can be 8’11’ (regular
Page 733 of 896

17097size of a paper) or a little smaller or larger and should include color. 3. You will put the
17098family tree, the maps, and pictures of your family on either a poster or a trifold “science
17099fair style” poster board. The poster can also include pictures of your parent’s hometown,
17100traditional clothing worn in your home country, cultural traditions, foods, festivals, or any
17101other relevant images to your family, the country that your parents are from and your
17102ethnic background. 4. You will conduct oral interviews with their parents, grandparents,
17103or other family members and will record this interview using a computer or a phone.
17104After you conduct the interview take time to listen to the interview and follow up with
17105other family members if you have any unanswered questions. You will then be asked to
17106turn the audio recording into a short story or “oral history” performance about the
17107specific town, city, community that your parents are from. The performance can be you
17108telling a story, reciting a poem, performing or taking on the persona of the parent that
17109you interviewed and allowing your parent’s words (with some additions) to tell the story
17110that you would like to share. You will need to create a ppt presentation (6 slides) which
17111will help you to tell the story of your family. 5. We will be creating large maps for each
17112individual country where students can pin point where their families are from. Students
17113will create large scale maps of El Salvador, Guatemala, Mexico, Honduras, Nicaragua,
17114the Philippines, Peru, The US, Spain and any other country where our families are from.
17115Each class period will be in charge of a specific map for one of the countries
17116represented by our student population. The maps will be displayed in the multi-purpose
17117room on a family night where parents will be invited to see the research that we have
17118worked on and hear different student performances. 6. The Family Tree Projects, large
17119scale maps and the performances (story telling) and poetry will be shared at a
17120community culture night. At this night we will invite parents and community members to
17121come to the multi- purpose room for a community cultural night of story-telling and
17122cultural celebration where we will have food, music, and possibly some dancing. A
17123select group of students will perform their stories for the parents and community
17124members present. Everyone will help with one of the aspects of setting up for this
17125special night. We will need help with organizing food donations for the night, setting up
17126the family trees and the maps, organizing appropriate music (from each individual
17127country), student volunteers willing to translate parts of stories, and other needs that will
Page 734 of 896

17128come up. I am hoping that students can help with each of these responsibilities Finally,
17129students will also write a process essay based on US intervention in Central America
17130and Mexico based on Juan Gonzalez book and film, called Harvest of Empire" as well
17131as other readings in our "Unit Reader."
17132The East LA Walkouts 50th Year Anniversary
171332018 is the 50th anniversary of the East LA Walkouts where mostly Chicano students in
17134five schools in East LA organized a series of Walkouts and Demonstrations to demand
17135changes in their high schools. Similar high school demonstrations took place throughout
17136the Southwest in Arizona, Colorado, and Texas calling for similar demands from the
17137ones made in Los Angeles. During the same time there was movements on college
17138campuses for Ethnic Studies, Black Studies, Chican@ Studies, Women’s studies, and
17139other Ethnic Studies programs. This unit will explore youth movements for Educational
17140Justice from 1968-2018. This unit will also explore different types of Ethnic Studies
17141programs at colleges and universities across the US. We will study events like the 1969
17142Chicano Youth Liberation Conference which took place in Denver Colorado. At that
17143conference a plan was made for a national student movement that was intersectional
17144with Black, Chicano, Latino, Asian-American, Native American students creating
17145coalitions focused on transforming their college campuses. We will analyze the history
17146as well as the strategies that students used to convince their colleges to create the first
17147Ethnic Studies programs in the nation. We will later on study student actions like the
17148walkouts against Prop 187 in California in the 1990s, the UCLA Chicano Studies
17149Hunger strike in the 1990s, Black Student movements in the late 1980s and 1990s
17150calling for divestment from their colleges with the South African Apartheid government,
17151as well as the immigrant rights student walkouts of 2006-2011, the student walkouts
17152during the Trump Election in Los Angeles, student activism during Black Lives Matter,
17153and finally most recently student activism around gun control and school safety.
17155One of the organizing strategies of the student movements of the 1960s and 1970s was
17156the creation of magazines and publications where students wrote plans, manifestos,
17157opinion pieces, poetry, art, shared photographs of demonstrations and other creative
Page 735 of 896

17158outlets. Students will be asked to create a publication from one of the past time periods
17159based on the historical context of that year or they can also create a "zine" or more up
17160to date publication that includes all of those aspects mentioned above for one of the
17161new campaigns or even for one of the older campaigns but using modern technology.
17162Students will share these publications with each other, teach each other about what
17163they learned specifically about their campaigns, find differences, and also make
17164connections. The written pieces will include direct quotations, citations, and critical
17165analysis. Students will also engage in dialogues about the merits, strategies, and
17166effectiveness of current and past student movements and will write about what Ethnic
17167Studies, Latino/Black Studies means to them.
17168The Chicano Movement in the fields, in the urban communities, in schools, and in
17169connection with the Civil Rights Movement
17170During this unit students will learn about the role of Cesar Chavez, Delores Huerta and
17171the Mexican American Farm workers during the great farm worker movement of the
171721960s and 1970s. Students will read the speeches of the two iconic leaders as well as
17173study primary and secondary sources that are records of the time period. We will study
17174the role of the Filipino farm workers led by leaders like Phillip Veracruz and Larry Itliong
17175and how the Filipinos and Chicano Farm workers created the United Farm Workers (the
17176first labor union of the farm workers) in the 1960s. We will also study the role of the
17177African-American Civil Rights organizations like the Southern Christian Leadership
17178Conference, the Student Non-Violent Coordinating Committee, The Congress of Racial
17179Equality, and the Black Panther Party worked closely with the United Farm Worker
17180Movement during this movement. We will study the strategies and approaches that Dr.
17181King and the Civil Rights Movement used in Montgomery, Birmingham, Washington DC,
17182and Selma to achieve citizenship rights for African-Americans and how Cesar and the
17183Farm worker Movement utilized similar approaches during the farm worker movement.
17184Students will also study movements that were growing in the inner city Chicano
17185communities throughout the Southwest like the Crusade for Justice in Denver Colorado
17186led by Rudolfo “Corky” Gonzales, La Raza Unida Party that started in Texas and grew
17187to cities across the Southwest, we will also study the Alianza movement led by Reis
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17188Lopez Tijerina and the struggle for land rights and creating legal challenges to parts of
17189the Treaty of Guadalupe Hidalgo that were never met by the US government. Finally,
17190many people don't know but the Poor People's Campaign which was Dr. King's vision of
17191confronting the poverty that was being created by US policy was an intersectional
17192movement supported by many leaders of the Chicano Movement including Corky
17193Gonzales and Reis Lopez Tijerina. When King was killed many Chicano leaders still
17194went to the Poor Peoples Campaign. Some of the questions we will grapple with are: 1.
17195What were the demands that were similar from the fields to the urban communities. 2.
17196What was similar to the ways that Chicanos (Mexican-Americans) were being treated in
17197the southwest to the way that African-Americans were being treated in the South? 3.
17198What were the similar strategies that were used during the Civil rights Movement and
17199Farm Worker movement?
17201Stencils for Social Justice, time line project, and Essay: Students will create a graffiti
17202stencil and a short “museum style” paragraph biography or analysis of their stencil and
17203display these stencils in the school. The written component will focus on the most
17204important parts of this person’s life including their commitment to social justice, different
17205campaigns that they organized, the accomplishments they were able to achieve, the
17206people that they worked with and the people that followed their lead, the organizations
17207that they worked with, and the strategies that they used to achieve their goals. Focus on
17208the most important parts of their lives focus on their importance as a historical figure.
17209Why should they be remembered? What should they be remembered for? What is their
17210legacy? What did they accomplish? What alliances did they have and how did they
17211cooperate with other racial and Ethnic Groups in the fight for Civil Rights.
17212Students will work in groups of 2 and will select their stencil project subjects from the
17213many different units that we studied throughout the unit. Students will also create a time
17214line of the most important events from this group and will also write an MLA style essay
17215with in text citations and a Works Cited page.
17216Texts: multiple texts from throughout the year but referencing (1) Melfi Kete Asante: The
17217African American History: A Journey of Liberation (2) Chicano! A History of the Mexican
Page 737 of 896

17218American Civil Rights Movement by Francisco Rosales (3) The Poor Peoples
17219Campaign: Non Violent insurrection for economic justice by Terry Messman. Cesar
17220Chavez Speech on Dr. King. The Black Panther Party 10 point platform. Brown Beret 10
17221point platform. El Plan De Aztlan. Chicano! A History of the Mexican American Civil
17222Rights Movement. Yo Soy Joaquin by Corky Gonzales. Declaration of Independence
17223from the Vietnam War by Dr. King. Malcolm X: Message to the Grassroots. Finally,
17224students will present their learning to their classmates in a speech/presentation and will
17225display their time line and stencils to the school at an event.
17226The Chicano Pop Up Book Movement and the struggle to defend and expand Ethnic
17227Studies in the US
17228With the help of local professors Elias Serna and John Avalos Rios students will be
17229exposed to the Xicano Pop UP book Movement (XPUB). The XPUB unit came after the
17230students learned about the 1968 East LA Chicano student walkouts and the 1963
17231Birmingham Children’s march. In both of these historical topics it was students and
17232young people that used non-violent direct action to change policies in their local
17233community and impact change at a national level. As a way to connect the past to the
17234present students then studied Daniel Solarzano and Tarra Yosso’s article: Leaks in the
17235Chicana/o Education Pipeline. Students looked at the data of Chicano, Latino, and
17236African American Push out rates at a national, state, and city level and we talked about
17237ways that the schooling system fails students and doesn’t provide them with the
17238curriculum and approaches that keep them in school. Elias Serna and Johnavalos Rios
17239then visited my students multiple times over the course of a few weeks to introduce the
17240concept of the Pop Up Book Movement to my students and to give them strategies and
17241ways to create pop-up art connected to the history and current struggles that we were
17242studying. The basic idea was that 500 years ago the Maya people’s books were burned
17243by the Spanish colonizers, in 2011 the Ethnic Studies was being banned in Arizona but
17244it is popping back up in LA and in California. After reading about the movement to
17245create Ethnic Studies programs at the collegiate level beginning with the Third World
17246Liberation Front at San Francisco State University and then followed up with struggles
17247to create more Ethnic Studies, Black Studies, and other disciplines. We studied closely
Page 738 of 896

17248the Tucson Mexican-American Studies program and the positive impacts that the
17249program had on the students. We focused our attention on the struggle in Tucson,
17250Arizona to preserve Ethnic Studies and about the movements in Texas and California to
17251expand Ethnic Studies, students then picked topics that they learned throughout the
17252year to create Pop up books on. Students picked topics that they learned throughout the
17253year to create Pop up books on. Topics ranged from the 1968 East LA Walkouts, The
172541963 Birmingham Children’s March, The 1963 March on Washington, and the unity
17255between Filipino and Chicano Farm Workers, Soldaderas of the Mexican revolution, the
17256Black Lives Matter Movement, the Freedom Rides, Malcolm X and the Organization of
17257Afro-American Unity, the Black Panther Party, and many more.
17259Students will work in pairs to create a pop-up book project and write an essay to
17260document the history of the movement and to connect it to the Xicano Pop Up Book
17261Movement. Students were given directions to either draw images on their own or to find
17262images from the internet that they then cut our using scissors and Exacto Knives in
17263order to outline the shapes of people as opposed to just pop up squares and rectangles.
17264Students glued the images to card stock paper that was then strategically placed on the
17265board using pop up strips and tape in order to create a “scene” from a specific moment
17266in the movement. While students are physically creating the pop-up book they are also
17267reading different articles related to the Ethnic Studies Movement and related to their
17268specific research topic. I asked students to write a three-page research essay about
17269their topic and about the goals and ideas of the Xicana/o Pop Up Book Movement. The
17270essay needs to be in MLA format, with in text citations and a Works Cited Page.
17271Students also copy and pasted a paragraph about their topic on the top of their pop-up
17272book so that people that are looking at the pop-up books can read about the topic
17273before they open the book. Finally students will also create a performance with chants,
17274soundscapes, or theater to present their pop-up books and also present the information
17275to the class.
17276Readings: The Xicano Pop Up Book Manifesto! and also these articles: “Arizona’s
17277Curriculum Battles: A 500-Year Civilizational War” an op ed from Truthout.org written by
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17278Roberto Cintl Rodriguez originally published 3/26/12. The entire article can be found
17279here: http://truth-out.org/opinion/item/7337-arizonas-curriculum-battles-a-500year-
17280civilizational-war. “When This Teacher’s Ethnic Studies Classes Were Banned, His
17281Students Took the District to Court—and Won” Curtis Acosta's classes in Mexican
17282American Studies gave kids pride in their heritage—until the Arizona Legislature
17283canceled them. That's when his students became activists, and some real-life lessons
17284began. Article published in Yes magazine April 25, 2014, written by Jing Fong and
17285found at the following website: http://www.yesmagazine.org/issues/education-
17286uprising/interview-with-curtis-acosta. “Why Mexican-American Studies Is 'Going To
17287Spread Like Wildfire' In Texas” Written by Roque Planas and published in the Huffington
17288Post on 4/10/14. The entire article can be found here:
17289http://m.huffpost.com/us/entry/5126215. “California Bill Would Pave The Way For Ethnic
17290Studies Statewide” Written by Roque Planas and published in the Huffington Post on
172913/3/14. The Entire article can be found here: http://m.huffpost.com/us/entry/4892111.
17292“Empowering Young People to Be Critical Thinkers: The Mexican American Studies
17293Program in Tucson” Written by Curtis Acosta and Asiya Mir and published in Issue 34
17294Education for Liberation Voices in Urban Education publication. Acosta and Mir’s article
17295can be found in its entirety at the following website:
17296http://vue.annenberginstitute.org/issues/34/empowering-young-people.
17297Black Lives Matter and Resistance to The Prison Industrial Complex and the
17298criminalization of youth in LA and across the country.
17299Black Lives Matter: From Oscar Grant to Mike Brown to Charlottesville Virginia: Racial
17300Profiling, police violence, police murdering Black and Brown citizens, mass
17301incarceration, and the rise of white supremacist hate groups is on the news every day
17302right now in 2018. The prison population has increased 700% since the end of the
173031960s which was also the end of what some people think is the "end" of the Civil Rights
17304Movement. In this unit we will study the eras of slavery, Jim Crow segregation, and
17305mass incarceration by reading Michelle Alexander's Book: "The New Jim Crow: Mass
17306Incarceration in the Age of Color Blindness" We will also read excerpts from the young
17307adult novel called "the Hate you Give" by Angie Thomas which is an excellent book
Page 740 of 896

17308about what it is like to grow up a teenager during this era during police killings of youth
17309like Trayvon Martin, Tamir Rice, and Oscar Grant. Students will try to find the
17310connection between police violence against communities of color and mass
17311incarceration. We will study the privatization of the prison system and the rise of the "for
17312Profit" prison model which is close to a 100 billion dollar business which is traded on
17313Wall Street. We will study the war on drugs and how it has impacted communities of
17314color as well as disproportionate sentencing laws, three strikes laws, and racial profiling
17315and how it has impacted generations in Inner City America. At the same time there is a
17316growing movement called Black Lives Matter, Critical Resistance is a prison abolitionist
17317movement, the Immigrant Rights Movement, and other coalitions that are fighting for
17318abolition, reform, or radical changes to the current prison and policing system in the US.
17321criminalization of youth in LA and across the country. Learning Goal -Teach in: 1.
17322Students will research different aspects of racial profiling like the Stop and Frisk law in
17323New York City and how the community in New York worked to study and research this
17324problem, created demands for change to the policies, organized direct action
17325campaigns and ultimately changed the policy. 2. Students could also research for
17326example the Black Lives Matter demands for police to wear body cameras and show
17327why that demand was made based on research, how did the movement create this goal,
17328how did the advocate for the goal, how did negotiations work, and ultimately how did
17329they convince police departments to agree to this demand? What changes has this
17330made? 3. other groups could present "Know your rights" workshops in collaboration with
17331racial justice community organizations.
17332Essay: Students will also be asked to turn their research into well written research
17333essays about the topics using evidence collected from readings, from community-based
17334research, and from their own experiences.
17335Infographics: Students will also create information graphics about their specific topic
17336and it will be presented at their teach in.
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17337Los Angeles Based local movements for social change project
17338During this project students will go through the following steps: 1. This project will
17339analyze the different human rights struggles that are currently taking place in Los
17340Angeles. 2. The student's job is to pick a specific human rights violation that is currently
17341taking place in the city of Los Angeles and an organization or campaign that is currently
17342working to challenge this issue. 3. Students will need to research the human rights issue
17343and talk about the history behind it and how it is impacting people in Los Angeles. 4.
17344Student project will also highlight a person, community, organization, or movement that
17345is working to create a more just, equal, and fair Los Angeles. Leading up to the project
17346students will study Ron Finley's movement to create "greener" spaces in South Central
17347Los Angeles by creating gardens on the strip of land between the houses and the street.
17348These community gardens that are outlined in his Ted Talk called the Guerrilla Gardner
17349which is very popular. In the talk he, talks about he is "growing a nourishing food culture
17350in South Central L.A.’s food desert by planting the seeds and tools for healthy eating"
17351We will also read articles, watch other short documentary videos about Finley and study
17352the impact of "food deserts" on inner city communities in Los Angeles. We will look at
17353how students for example at Roosevelt High School used their classroom through a
17354partnership with "Market Makeovers" which is connected with researchers at UCLA to
17355remodel neighborhood "bodegas" or corner markets to sell more fresh produce and
17356healthy options to people that live in their communities. We will also study the work of
17357East Yards for Environmental Justice and their campaign to shut down the Exide
17358Battery Recycling plant which has been polluting the South East Los Angeles
17359Communities of Bell, Huntington Park, South Gate, Commerce, Vernon, and East LA.
17360Mark Lopez who is the executive director of the organization is a third generation
17361environmental justice activist. He recently won the Goldman Environmental Justice
17362Prize which is an extremely prestigious international award for successfully
17363campaigning not only for the Exide battery recycling plant to shut down but for the state
17364of California to clean up the toxic lead waste that has been left behind in these
17365communities. These two examples are of communities coming together to solve
17366problems and come up with solutions. Mark has come to speak to my students the past
17367few years in relation to this project. You can see a short video about his work here:
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17368https://www.youtube.com/watch?v=UAzddXYoR6s. Below are examples of projects that
17369students could research:
17370First major topic: Immigrant Rights in Los Angeles: The Dreamers Movement High
17371School and College students in LA are fighting for access to federal financial aid and a
17372pathway to legal documentation for undocumented students in LA. (This is a national
17373movement but it also has local campaigns). Websites:
17374https://unitedwedream.org/about/our-missions-goals/ http://dreamteamla.org/
17375http://www.latimes.com/local/california/la-me-dream-summer-20150823-story.html.
17376ICE separating family members happening in LA. (i.e., Fatima Avelica’s father taken in
17377Los Angeles). What are community organizations and people doing to stop this.
17378Websites: http://abc7.com/news/undocumented-dad-taken-by-ice-while-dropping-kids-
17379off-at-school/1782230/ http://www.cnn.com/2017/03/03/us/california-father-ice-arrest-
17380trnd/. http://www.latimes.com/local/lanow/la-me-immigration-school-20170303-
17381story.html.
17382Immigration courts in Los Angeles not providing adequate translations in Spanish and
17383Indigenous languages for recent arrivals who are seeing Immigration judges.
17384http://www.latimes.com/local/california/la-me-mayan-indigenous-languages-20160725-
17385snap-story.html. https://www.legallanguage.com/legal-articles/top-languages-of-the-us-
17386immigration-court/.
17387http://www.npr.org/sections/codeswitch/2014/07/01/326426927/language-barriers-pose-
17388challenges-for-mayan-migrant-children.
17389The Movement to create “Sanctuary Cities” and what does this mean for immigrants in
17390those cities. http://www.latimes.com/politics/essential/la-pol-ca-essential-politics-
17391updates-garcetti-asks-federal-government-to-1490826291-htmlstory.html
17392http://www.dailynews.com/20170319/las-sanctuary-city-debate-broadens-as-statewide-
17393bill-takes-shape.
17394How to obtain a green card, visa, permanent residency, citizenship and who to go to for
17395help. What immigrant Rights organizations exist in the local community and how to gain
17396more information from them and how to support the work that they are doing. How are
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17397they helping the community know what their rights are even if they are undocumented.
17398For example: (what are your rights when ICE knocks on your door, what to do when
17399pulled over, what to do when stopped at a checkpoint). http://www.carecen-la.org/
17400https://www.esperanza-la.org/ http://www.chirla.org/. What are schools doing in the local
17401community or Los Angeles to support students that recently arrive to public schools in
17402LA from Mexico or Central America. http://www.latimes.com/local/lanow/la-me-belmont-
17403high-school-20160710-snap-story.html http://www.latimes.com/local/california/la-me-
17404gaspar-marcos-update-20160825-snap-story.html.
17405http://www.latimes.com/local/california/la-essential-education-updates-southern-school-
17406districts-try-to-reassure-1487976491-htmlstory.html.
17407How to create a student Immigrant rights organization on your campus (an analysis of
17408Colores Unidos and a template for youth organizing). There could be other examples as
17409well. Espiritu can help you find other examples. https://fsrn.org/2017/03/los-angeles-
17410students-to-use-theater-to-prepare-for-anti-immigrant-crackdowns/.
17411A project that analyzes the Executive Actions of the banning of Muslims from six
17412different countries and how immigrant rights lawyers and activists resisted that decision
17413in LA and across the country to defeat the measure.
17414http://www.newsweek.com/lawyers-volunteer-us-airports-trump-ban-549830.
17415http://www.scpr.org/news/2017/02/28/69459/expecting-new-trump-travel-ban-lawyers-
17416prepare-to/. http://www.latimes.com/local/lanow/la-me-lax-protest-muslims-trump-
1741720170128-story.html. http://www.latimes.com/local/lanow/la-me-lax-lawyers-20170131-
17418story.html.
17419There are also a number of organizations that are supporting immigrants that are
17420Indigenous or who identify as being from an Indigenous community in Mexico and
17421Central America. Your project could highlight any of these organizations:
17422La Comunidad Ixim- a community based organization of folks from Guatemala who
17423share their Maya Quiche culture with each other by inviting weavers and speakers from
17424Guatemala, create community cultural events that celebrate their culture, support
17425immigrant rights work, they also wrote a children’s coloring book together as well as
Page 744 of 896

17426other activities. Espiritu can link you up with some of the folks that lead this
17427organization.
17428Mapping Indigenous LA: Mapping Indigenous Los Angeles aims to uncover and
17429highlight the multiple layers of indigenous Los Angeles through a story-mapping project
17430with youth, community leaders, and elders from indigenous communities throughout the
17431city https://mila.ss.ucla.edu/.
17432Issues of Environmental Racism and Environmental Justice: Environmental Racism in

17433Vernon and South East LA (a study of East Yards for Environmental Justice and how
17434their organizations have created grassroots efforts to limit pollution, close companies
17435that are harmful to the environment and other campaigns. The campaign to close the
17436Exide Battery Recycling plant in Vernon led by community members. Once the recycling
17437plant is closed there is another campaign happening now to clean up the lead poisoning
17438in houses, soil, cars, and the environment in the surrounding area. http://eycej.org/
17439http://www.goldmanprize.org/recipient/mark-lopez/
17440Environmental Racism in Wilmington (oil refineries polluting the air and environment) (a
17441study Communities for a Better Environment) and how their organizations have created
17442grassroots efforts to limit pollution, close companies that are harmful to the environment
17443and other campaigns in Wilmington. https://www.cbecal.org/
17444The campaign to stop the expansion of the 710 freeway because of the pollution that
17445will be added to the environment in South LA. http://eycej.org/
17446Campaigns to limit or end the run off water pollution or dumping of garbage on the
17447beaches and in the waters off the coast of Los Angeles. (Talk to Kirsh)
17448https://lawaterkeeper.org/pollution-prevention
17449Studying the campaigns to gain access to the beach in places like Malibu which is a
17450place where residents close off access to the beach.
17451http://www.latimes.com/local/lanow/la-me-ln-malibu-beach-access-20160616-snap-
17452story.html
Page 745 of 896

17453Black Lives Matter Movement in LA. Community organizing collectively to demand
17454accountability for police violence in LA. http://www.laweekly.com/news/these-savvy-
17455women-have-made-black-lives-matter-the-most-crucial-left-wing-movement-today-
174566252489 https://www.kcet.org/shows/socal-connected/black-lives-matter
17457http://www.dailywire.com/news/16636/xxx-jeffrey-cawood#
17458How are gang injunctions hurtful to people in Communities of Color and how are
17459organizations working to end this practice. The Youth Justice Coalition is an excellent
17460organization doing great work to try to reverse these criminalizing policies that hurt
17461youth of color. Youth justice coalition http://www.youth4justice.org/ What are ways that
17462community organizations are working to disrupt gang violence in our communities and
17463what can ordinary folks do to change or disrupt gang violence. (ideas could be studying
17464organizations like Homeboy Industries, mentorship programs, and others).
17465http://www.homeboyindustries.org/why-we-do-it/
17466https://munchies.vice.com/en_us/article/these-ex-gang-members-are-baking-their-way-
17467to-redemption
17468Education Issues: Students could research a coalition like “Schools that LA Students
17469Deserve” and figure out what they are fighting for in terms of changing the educational
17470experiences of students in LA Public Schools. How are youth, parents, teachers,
17471involved in this coalition? What are their goals? How can students participate?
17472http://www.schoolslastudentsdeserve.com/
17473Ethnic Studies in Los Angeles Public Schools. There is a large movement to expand
17474Ethnic Studies classes and teaching approaches from Kindergarten-12th grade in LA
17475Schools. Students, Parents, teachers, and other community members have been
17476fighting for this since 1968, have recently achieved victories but are still fighting for a full
17477implementation. http://www.latimes.com/local/education/la-me-ethnic-studies-20141209-
17478story.html
17479LGBTQIA+ students have been forming student organizations, school campaigns, local
17480and state campaigns to make sure that schools are inclusive of LGBTQIA+ students
17481and serve them in a way that supports them academically and socially.
17482http://achieve.lausd.net/Page/3651 https://www.lgbt.ucla.edu/Trans-At-UCLA
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17483More specifically LGBTQIA+ students have also been fighting for Gender Neutral
17484bathrooms for LGBTQIA+ students. There has been a lot of success at local schools but
17485there continues to be ambiguity on a national and state level to what schools need to do
17486to accommodate all students. http://www.latimes.com/local/education/la-me-edu-
17487gender-neutral-bathroom-20160413-snap-htmlstory.html
17488https://patch.com/california/hollywood/la-school-board-all-middle-high-schools-should-
17489have-gender-neutral-bathrooms-0 http://www.dailynews.com/social-
17490affairs/20160513/lausds-michelle-king-president-obama-in-agreement-on-transgender-
17491restroom-policy
17492Food Justice: There has been a successful campaign in Los Angeles to “legalize” street
17493vending of food products. You could analyze how this campaign formed, what were the
17494strategies to create the legal victory, and what was the outcome? What is the next step
17495or phase of the campaign and what can people do to get involved?
17496http://www.latimes.com/local/lanow/la-me-ln-street-vending-decriminalize-20170130-
17497story.html http://www.npr.org/sections/thesalt/2017/02/16/515257761/las-moves-to-
17498protect-immigrant-street-food-vendors-come-with-a-catch
17499http://www.dailynews.com/government-and-politics/20170330/la-takes-another-shot-at-
17500legalizing-street-vending-in-macarthur-park
17501http://streetvendorcampaign.blogspot.com/p/about.html
17502There is a lack of healthy food options in Communities of Color across LA. These
17503communities are often times referred to as “food deserts” because they don’t have easy
17504access to organic, natural, and healthy food options. There are a number of
17505organization and campaigns that are working to change this. What are their
17506approaches? What victories have they had? What remains to be done? Examples could
17507include the South Central Farm, LA Green Grounds with Ron Finley, Projecto Jardin, or
17508others. (these could be Each of these could be their own topic just talk to Espiritu and
17509he can help you to pick one! South central la farms:
17510http://www.southcentralfarmers.com/index.php
17511http://www.uncubemagazine.com/blog/12844525 Los Angeles Green Grounds:
17512http://www.lagreengrounds.org/ https://www.pps.org/places/lqc/la-green-grounds/
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17513http://www.huffingtonpost.com/julia-wasson/learning-los-angeles-ron-_b_6043370.html
17514Ron Finley Project: http://ronfinley.com/the-ron-finley-project/
17515https://www.ted.com/talks/ron_finley_a_guerilla_gardener_in_south_central_la
17516http://www.latimes.com/food/dailydish/la-fo-ron-finley-project-20170503-story.html
17517Justice for Janitors Campaign: The Justice for Janitors Campaign has a long history in
17518LA organizing custodial workers. They continue to organize today. This is an important
17519topic because the beginnings of Camino Nuevo Schools is connected to the Justice for
17520Janitors Campaign. This is a very interesting topic.
17521https://talkpoverty.org/2015/06/12/aramark-georgetown-university/
17522http://socialjusticehistory.org/projects/justiceforjanitors/timeline
17523https://www.labor.ucla.edu/what-we-do/labor-studies/research-tools/campaigns-and-
17524research/justice-for-janitors/ http://www.seiu-usww.org/category/campaigns/justice-for-
17525janitors/
17526There are a number of organizations that are also doing solid work around creating bike
17527lanes in communities of color and also having more access to healthy mobile activities.
17528Each of these can be a sub topic: Check out Multicultural mobility
17529http://www.multicultimobility.org/
17530Grassroots organizing in Los Angeles http://scopela.org/about-us/staff/ Cyclavia LA

17531http://www.ciclavia.org/
17532There are a number of organizations in LA doing incredible work around Feminism and
17533addressing the issue of sexism and patriarchy in LA. Any one of these organizations
17534could be a great topic choice check out: Ovarian Cycles Cycling Brigade
17535https://ovarianpsycos.com/ Affirm LA http://www.af3irm.org/af3irm/chapters/los-angeles/
17536Mujeres De Maiz http://www.mujeresdemaiz.com/ another amazing organization that
17537works with femtoring young women is called Las Fotos Project http://lasfotosproject.org/
17539At the end of the unit students will create the following components to their project:
17540  A trifold that explains the group’s research and topic
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17541  An infographic
17542  A website
17543  A mock social media campaign
17544  An informational brochure
17545  A newspaper Article
17546The Trifold: Objective: Create a well-designed visual representation of the activist

17547movement or organization including the major components of the project: The
17548infographic, a display for the website, the mock social media posts, etc.
17549The Infographic: Objective: Create an infographic as a visual representation of data

17550collected from research. Include the infographic in the website, brochure, newspaper
17551article, and tri-fold.
17552The Social Media Campaign: Objective: Create mock social media posts that brings
17553social awareness to the issue and demonstrate ways to fight for human rights change in
17554our community
17555The Website: Objective: Students will collaborate in order to create an informative

17556website outlining their human rights violations. Students will add their infographic,
17557external links, social media posts, etc. Students will be using Weebly or Google Sites to
17558create a website. They will be graded on the format of the website, content, grammar,
17559and use of external references.
17560The Informational Brochure: Objective: Create a printed informational brochure that

17561explains the issue, research findings, and ways to fight for human rights in our
17562community in order to distribute them to your audience on presentation day.
17563The Newspaper Article: Objective: Students will be able to research an issue that
17564affects our community here in Los Angeles. By using this research, students will write a
17565newspaper article and upload it onto their weekly website.
17566Using all of these components to their final project students will then make a series of
17567presentations at our school's major event of the year called "Miramar Live" Where
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17568students will present their findings and their components of their projects to community
17569members, scholars, classmates, teachers, and district leaders.
17570
Page 750 of 896

17571Literature of the African American Diaspora [P] (West Contra Costa Unified)
17573Record ID: EYTKFH
17574Institution: West Contra Costa Unified School District (61796), Richmond, CA
17584Overview
17585Literature of the African American Diaspora [P] is a survey-style, college preparatory

17586course which presents the U.S. black experience as a journey that is traced through
17587literature. Set on a forward-moving time line along which eleventh- and twelfth-grade
17588scholars will read, discuss, and otherwise respond to key literary and informational
17589texts, this course will offer students regular and rigorous practice with the skills of close
17590reading, critical thinking, and academic discussion. Maximizing its provision of ongoing
17591practice in the rites of the scholarly community, this course's ultimate aim is to provide
17592young scholars with a guided opportunity to acquire the skills to become critical
17593consumers and knowledgeable celebrants of African American literature and culture.
17594Prerequisites
17595English 2 [P],US History [P],Ethnic Studies [P]
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17596Corequisites
17597(None)
17598Course Content
17599Unit 1: Pre-Colonized Africa, the Trans-Atlantic Slave Trade, and a New Nation
17600Through reading, analyzing, and discussing Toni Morrison’s A Mercy, class participants
17601will orient themselves within a perspective that acknowledges Africa as a geographical,
17602conceptual, and cultural point of origination for diasporic blacks in the U.S. and
17603elsewhere and insists upon the value of seeing, knowing, and articulating blackness
17604before New World Slavery. Participants will also join Morrison in an understanding of
17605slavery on the North American continent pre-national independence, in what Morrison
17606has called an “ad hoc society” predating a concretized, “raced” notion of slavery.
17607Students will read informational texts such as The Black Jacobins by CLR James. to
17608create a critical framework that includes the African Diaspora  Participants’ engagement
17609of these texts via close reading strategies such as AP Central’s SOAPSTone, active
17610annotation, and interactive journaling will assist them as they explore the cultures of
17611several tribes, particularly those in West Africa, the connections between West African
17612and African American cultures which participants will identify, support with rational
17613justifications, and share with the class community via small and whole group
17614discussions will serve as the fulcrum which shifts attention from “African” to “African
17615American.” Students will then undertake studies of the Middle Passage and the
17616beginnings of New World Slavery via readings of the first two chapters of Creating Black
17617Americans by historian Nell Irvin Painter and the chapter “Systemic Racism: A
17618Comprehensive Perspective” from Joe Feagin’s Racist America.
17620Cultural Detective Work: Students will conduct research to solve the mystery of the free
17621blacksmith in Toni Morrison’s A Mercy. A free black man and a skilled workman in
176221600s North America who has never known bondage nor did his father before him, this
17623character presents readers with a worthy puzzle. For this project, students will seek the
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17624possible conditions under which his unfettered presence on North American shores
17625could have been possible.
17626Unit 2: The Everyday Slave Culture
17627In this unit, class participants will read, analyze, and discuss The Autobiography of
17628Frederick Douglass, which recounts in first-person narration the actual experiences of
17629enslaved people. This texts will be especially helpful in personalizing for participants the
17630everyday experience of the enslaved, allowing them to discover its commonplace
17631horrors, routine tragedies, and innumerable dangers in relation to specific individuals.
17632Students will also read portions of Alex Haley's Roots, as well as chapters from the
17633Painter text, “A Diasporic People,” “Those Who Were Free,” and “Those Who Were
17634Enslaved.” This will provide texture and dimension to participants’ understanding of
17635everyday black life from the Colonial period to the era just before the Civil War,
17636including the daily duties, customs, celebrations, language, and beliefs of enslaved
17637black people. Via guided critical thinking question stems to which students respond in
17638interactive journals, and small and whole group discussions, students will be required to
17639find correlations between the themes, major ideas, and realities of the readings and
17640films such as 12 Years a Slave and Roots. These films provide viewers with a visual
17641inroad into slavery’s utter dependence upon casual racial violence and terror.
17642Participants will also study the musical genre of spirituals. Through close reading of
17643lyrics and guided, collaborative, and independent searches for double entendre, a
17644frequent element of spirituals, they will investigate their special role with enslaved men
17645and women who had need of clandestine communication with one another and little to
17646no access to privacy. In this unit, participants will utilize basic principles of research,
17647including data and information collection, analysis, and synthesis, to support written and
17648oral arguments about the texts and topics they encounter in this unit.
17650Seven Sticky Stats: Students will select a population, cultural element, or geographical
17651location of importance to this unit and conduct multi-source research on it by reading a
17652mixture of digital and non-digital sources. From these sources, at least four of which
17653being non-digital, they will generate a typed list of seven little-known or otherwise
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17654surprising facts relating to their chosen topic. Sources must be fully MLA credited in-
17655text, and a full list of Works Cited must follow the seven facts. Students will present their
17656facts to the class & share what they feel is their most resonant fact and the source that
17657they most enjoyed reading. The Seven Sticky Stats assignment will be assessed
17658according to adherence to the required number and type of sources, the relevancy of
17659the facts presented, and correct MLA formatting and source accreditation. This
17660assignment teaches participants that knowledge, especially about familiar topics, can
17661always be expanded and energized by new learning. Students also gain practice in the
17662academic skills of discriminating among paper and electronic sources, using formal
17663citations, and creating proper Works Cited Lists.
17664Unit 3: The Antislavery Movement and the Path to the Civil War
17665This unit is designed to provide class participants with an overview of the Civil War and
17666its tidings of hope to the enslaved, as well as a tight focus on the singular figure of
17667Frederick Douglass. Students will follow their reading of Douglass’ Narrative with a
17668reading, analysis, and discussion of his famous address, “What to the Slave is the
17669Fourth of July?” This unit will perform the crucial service of increasing students’
17670understanding of the importance of Douglass as the intellectual and activist forebear of
17671Dr. King, who would occupy the role of preacher-liberator for later generations. In
17672addition to reading (while using an 'It Says-I Say' chart) and discussing in pairs and
17673small groups foundational scholarship on Douglass such as Robert G. O’Meally’s “The
17674Text Was Meant to be Preached,” participants will read closely (utilizing AP strategies
17675such as SOAPSTone or the 5-S Strategy), annotate, and share their responses to the
17676works of others in the antislavery movement, notably William Lloyd Garrison and
17677Wendell Phillips. The work and writings of Frederick Douglass will thus be placed within
17678the larger context of a lively antislavery/abolitionist movement. Students will then shift
17679focus to examine and formulate clear, sophisticated opinions on the thoughts and
17680actions of the man behind the Proclamation which enacted black freedom in the U.S. by
17681reading two of Lincoln’s personal letters which express the tension inherent in being the
17682President of a supposedly free republic built on slave labor. The 1989 multi-award
17683winning film Glory will help them understand the motivations of black soldiers who
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17684fought for the Union in a desperate bid for freedom. Students will utilize basic principles
17685of research, including data and information collection, analysis, and synthesis to support
17686written and oral arguments about the texts and topics they encounter in this unit.
17688Lively Letter: Students will perform a close reading of Douglass’ “What to the Slave is
17689the Fourth of July?” and selected passages of his Narrative by applying AP Central's 5-
17690S Strategy. Having done this, participants will practice writing sentences in the style of
17691Douglass, working up to paragraphs, while making judicious use of his favorite words
17692and phrases and his most frequent tone. Students will then craft an entire one and a
17693half-page, typed, double-spaced letter in the voice and persona of Douglass. The letter
17694must be a response to some other letter or essay contemporary with Douglass which
17695participants encounter in this unit and must quote its inspiration directly. They will use a
17696rubric to assess one another’s letters based on what they have discovered together
17697about Douglass’ writing and have selected as the hallmarks of his style. Through this
17698assignment, students gain rigorous experience with the concept of authorial voice and
17699practice exercising control over its building blocks. The hope is that such careful
17700attention to Douglass' voice aids participants in becoming more conscious of their own
17701and augmenting those qualities which make it singular.
17702Unit 4: Reconstruction Deconstructed: Black Codes & Jim Crow, the KKK, & Continued
17703Domestic Terror
17704Class participants will read, analyze, and discuss at least three of the short stories
17705contained in Chesnutt’s The Conjure Woman as well as Toni Morrison's Beloved.
17706These narratives carry reader into the Southern Gothic as a harbinger of the darker side
17707of Southern life and will anchor this unit in its linguistic emphasis on the origins of
17708Southern black vernacular English appearing in literature by black Americans, which
17709can be located in the Reconstruction period. Students will read, analyze, and discuss
17710informational texts such as “The Larger Reconstruction,” which appears in Nell Irvin
17711Painter's Creating Black Americans and will lay the foundation for an in-depth
17712understanding of the gains and losses of the post-bellum period. As this unit moves into
17713the early twentieth century, they will read and discuss selections from the classic text of
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17714W.E.B. DuBois, The Souls of Black Folk, the anti-racist address by activist Mary Church
17715Terrell, “What It Means to Be Colored in the U.S.,” and the anti-lynching address by
17716activist Ida B. Wells, “This Awful Slaughter.” Part Two of John Rickford’s Spoken Soul:
17717The Story of Black English will assist students in deconstructing this phenomenon and
17718articulating its greater significances.
17720Connecting the Dots: Students will make forays into literary criticism on the tradition of
17721the Southern Gothic. Reading a pre-selected article on the social and cultural
17722significances of literature drawing on horror, the supernatural, or the eerie, students will
17723unearth said significances in one of Chesnutt’s stories and provide a precise analysis of
17724how Chesnutt achieves them.
17725Unit 5: The Great Migration, Race Riots, and Red Summers
17726Students will read, analyze, and discuss Ralph Ellison's Invisible Man as a literary
17727fleshing out of DuBois’ insistence upon the color line as the greatest problem and
17728complexity of the twentieth century. This unit will particularly explore how decades of
17729little change in the actual status of black Americans resulted in social unrest which
17730sparked inequality-fueled uprisings and race riots across the nation. They will also read
17731Claude McKay’s poem, an embittered, resolute call to arms entitled “If We Must Die.”
17732Rounding out this unit will be informational texts such as “Hardworking People in the
17733Depths of Segregation, 1896-1919” in the Painter text and “Vocabulary and
17734Pronunciation” by sociolinguist John Rickford. The Painter text will provide students with
17735anchor knowledge for this unit, which is dedicated to the period between the 1910s and
17736the 1920s. Along with examining its formal and elemental qualities, students will perform
17737the Paraphrase X 3 strategy, boiling it down to arrive at a single, focused theme. They
17738will share and compare these themes by making and keeping “appointments” with one
17739another, later sharing their favorites with the entire class.
17741Je Suis Claude McKay: Class participants will brainstorm a list of at least three
17742oppressed groups to which they have reason to consider themselves members. They
Page 756 of 896

17743will then select one community from their brainstorm list. Participants will use at least
17744two sources to gather data and facts that clearly define the chosen population and place
17745it within a clear context of suffering, persecution, injustice or other minority experience.
17746This synthesized information must appear in a one-paragraph, properly cited write-up at
17747the top of the submission page. Then, mirroring the length, form, and poetic elements of
17748the McKay sonnet, "If We Must Die," participants will compose a piece of their own to
17749speak directly to their peers within the defined group in a rousing call-to-
17750consciousness/action. Participants must give their creations a fitting original title. Poems
17751will be shared within a special lunchtime coffeehouse spoken word event. This
17752assignment teaches students that they are more than likely part of more than one
17753community and that there is something of value that they can say or contribute to those
17754communities. This assignment also gives them experience studying the poetic form of
17755the sonnet and using poetry as a vehicle of social discourse.
17756Unit 6: The New Negro Movement, the Harlem Renaissance, and the Cit
17757Reading, analysis, and discussion of Wallace Thurman’s The Blacker the Berry will
17758drive this unit. Thurman’s tome is the perfect selection to follow Weldon’s protagonist of
17759the preceding unit who is a black man of light enough complexion to pass for white.
17760Thurman’s heroine is an African American woman who must endure the many
17761indignities reserved for the very dark-skinned in a color-struck society. Historian Nell
17762Painter’s “The New Negro” and “Radicals and Democrats” will provide students with the
17763historical big picture of the time period. They will continue their studies of African
17764American sociolinguistics with John Rickford’s “Grammar” from Spoken Soul: The Story
17765of Black English. This unit will focus on a wide range of Harlem Renaissance-era works
17766such as Marita Bonner’s short stories, Langston Hughes’ poetry, and Zora Neale
17767Hurston’s anthropological studies of African American folkways. Students will also read,
17768analyze, and discuss the intellectual underpinnings of the Harlem Renaissance and
17769come to terms with this era as a purposeful, strategic movement, and not the
17770spontaneous phenomenon for which it is often mistaken.
17771Aforementioned close reading strategies such as the 5-S Strategy and SOAPSTone will
17772aid students in analysis, and charts such as Say-Mean-Matter and It Says-I Say will
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17773assist students in arriving at higher levels of meaning-making. Furthermore, writing in
17774their interactive journals, participants will articulate how the essays of DuBois and Locke
17775function as a blueprint of the Renaissance and will express their thoughts on some of
17776DuBois and Locke’s most popular and controversial ideas, such as DuBois’ notion of the
17777“Talented Tenth,” which he first embraced decades earlier and later revised.
17779Writing the City: Following in the footsteps of Thurman and the other urban writers in
17780this unit, students will be tasked with creating a short short story of the city. For this
17781assignment of no more than three typed, double-spaced pages, students must present
17782an original character in the context of a city they know contending with a realistic conflict
17783and antagonists. Students will form small groups and create a zine based around one
17784central theme involving the city.
17785Unit 7: The Double V Strategy & the Foreshadow of the Civil Rights Movement
17786In this unit, students will read, analyze, and discuss Mildred D. Taylor's Roll Of Thunder,
17787Hear My Cry. Set in the sharecropper south during the early 1900's, Roll Of Thunder
17788tells the often forgotten story of the post Reconstruction sharecropping generation and
17789the horrors that proceeded the civil rights movement. Overarching this chapter will be
17790our study of the Double Videology (“[military] victory abroad and [racial] victory at
17791home”) as a racial uplift strategy and its overt connection to the Second World War. The
17792overwhelming failure experienced on the domestic front of this strategy will be
17793discussed in depth in Nell Irvin Painter’s “The Second World War and the Promise of
17794Internationalism, 1940-1948.” This chapter will anchor studies of this crucial period and
17795will explain how the resistance of the U.S. to make meaningful changes in racial equality
17796in the shadow of the War radicalized black (and other) veterans and led to what would
17797grow to be the Civil Rights Movements of the fifties and sixties. Students will critically
17798view two films in this unit. While viewing the 1943 film Cabin in the Sky, participants will
17799take notes in their interactive journals on the pronounced militarism in the film, which
17800reveals the national occupation with the War. Participants will also see the film
17801Tuskegee Airmen, which depicts the men of color and valor who served as military
17802pilots during the WW II. While viewing this film, students will note in their journals the
Page 758 of 896

17803ways in which the characters explicitly or implicitly refer to the Double V uplift
17804philosophy. These journal assignments will lead to discussion and writing on broader
17805questions on the impact of social moments on art and the role of art in presenting social
17806moments. The language emphasis of this unit will come from both a study of Cab
17807Calloway’s Hepster Dictionary and continued reading of John Rickford’s Spoken Soul:
17808The Story of Black English with the chapter “History."
17810Black History Celebration: Students will plan, organize, and execute a celebration of

17811Black History Month that will be open to the school community and to the families of the
17812class participants. The celebration must incorporate a welcome address, historical
17813context for each presentation, as well as various elements of art. The occasion must
17814also include visual and sonic ties to West Africa. Attendance of at least three out-of-
17815class planning sessions is required, as is proof of out-of-class communication within and
17816across teams. Participants will be assessed on the execution of their task, the freshness
17817of their approach, and the symmetry of their team’s contribution to the overall message
17818and feel of the whole. This assignment gives participants a chance to reflect on what
17819they have learned in the course and elsewhere up to this point, to work collaboratively
17820with their peers to reflect and present their knowledge, and to include the community in
17821their learning and celebration.
17822Unit 8: The Movement
17823The novel The Watsons Go To Birmingham will take students into the very real dangers
17824faced by young black families in the South during the "Freedom Summer" of 1964. They
17825will also read, discuss, and analyze informational texts such as "Protest Makes a Civil
17826Rights Revolution" in Nell Irvin Painter's Creating Black Americans, “Education”
17827in sociolinguist John Rickford's Spoken Soul: The Story of Black English, and selections
17828from Michael Eric Dyson's in-depth look at Martin Luther King, Jr. the man, I May Not
17829Get There With You and Cornel West's Radical King. Writing short paragraph responses
17830to guided critical thinking questions stems as well as free-form free-writes to one-word
17831prompts, they will clearly articulate views on documentaries such as Spike Lee's 4 Little
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17832Girls and Stanley Nelson, Jr.'s Freedom Summer. Students will be encouraged to share
17833with the entire class either a formal written response or a free write.
17835Double-Take Formal Essay: Students will perform a critical "double-take" by composing

17836a five-page paper that examines the relationship between a literary or artistic rendering
17837of an event, era, or figure within the Civil Rights Movement and a documentarian or
17838scholarly one. They will have their choice of two topics: the relationship between
17839Randall Dudley’s poem “Ballad of Birmingham” and Spike Lee’s documentary 4 Little
17840Girls or the relationship between Ava DuVernay’s film Selma and Michael Eric Dyson’s
17841scholarly treatise I May Not Get There With You. In this paper they are tasked with
17842planning, organizing, and executing an evidence-based essay which discusses the
17843ways in which two very different works on the same topic reinforce, question, or destroy
17844each other’s presentation of the event, era, or historical figure in question. The essays
17845must contain a proper introduction with a thesis statement, multiple body paragraphs
17846which support the thesis and which present a claim, provide evidence to back it up, and
17847offer commentary which connects the dots for the reader, and a proper conclusion, the
17848scope of which moves beyond the works under consideration into the realm of the
17849“global and noble,” as is taught in AP curriculum. With this assignment, participants will
17850learn to write solid, well-conceptualized, properly formatted essays, a high school-level
17851skill which prepares them for college.
17852Unit 9: Black Power & The Black Arts Movement
17853Unit Description: Students will read, discuss, and write in response to works from across
17854the pantheon of the Black Arts Movement, including Amiri Baraka, Gil Scott-Heron,
17855Rosa Guy, Lucille Clifton, Etheridge Knight, and Nikki Giovanni, among others. Students
17856will also read, analyze, and discuss informational texts such as "Black Power, 1966-
178571980" by Nell Irvin Painter and “Media” by John Rickford. They will be required to use
17858appropriate Thinking Maps (Circle Map, Double Bubble, Flow Map, etc.) to correlate at
17859least one of these literary works with a musical genre of the era--funk, funkadelic, jazz
17860fusion, soul or disco--with the artistry of Elizabeth Catlett, John Biggers, Barbara Chase
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17861Riboud, or Ernie Barnes, and with a film of the time period such as Cornbread, Earl, and
17862Me, Five on the Black Hand Side, Cooley High, and Claudine.
17864Black Arts Movement Show Me, Teach Me: Students will work alone or in pairs to
17865create an instructional video on the Black Arts Movement, presenting an in-depth look at
17866one key figure, his or her work, and that artist's most consistent message. The video
17867must be three to four minutes in length, must include quality editing on either Imovie or
17868Windows Movie Maker and must be posted on at least one social media outlet and on
17869YouTube. Videos must include text, speaking, and video clips/pictures. Videos will be
17870assessed on their beauty, originality, and ability to provide a Black Arts novice with a
17871solid introduction to the arts movement through this look at one artist. With this
17872assignment, participants deepen their own knowledge base about a Black Arts
17873Movement artist, translate their knowledge into a learning opportunity for others, and
17874gain experience in the digital arts.
17875Unit 10: Long Shadows: Reaganomics & the Inner City
17876Gloria Naylor’s The Women of Brewster Place will bring the inner-city of decades ago to
17877life for students in this unit. Told in vignettes focusing on a collection of diverse tenants
17878in a low-income tenement, this novel will lead students in thoughts about what Omi &
17879Winant call the “racial formation” of the country chiefly through the ghetto-ization of
17880blackness and the effects of that social fact on women and children. Students will pull
17881contextualization for this unit from analyzing and discussing informational texts such
17882as Sister Citizen by Melissa Harris-Perry and The New Jim Crow by Michelle Alexander.
17883Films such as Beat Street, New Jack City, South Central, Colors and The
17884Tookie Williams Story will be used to frame the conversation on the changes in the Inner
17885City during the 80's.
17887Personal Statement: After reading selections from Michelle Alexander's The New Jim
17888Crow and viewing the Ava DuVernay documentary 13th, students will be asked to
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17889compose and present a thorough personal statement analyzing their own relation to
17890U.S. society through the intersectional lenses of race, class, gender, and location.
17891Unit 11: The 90s and Beyond
17892In this final unit, students will read two Terry McMillan novels, Mama and Waiting to
17893Exhale, responding in their interactive journals to critical thinking question stems on the
17894novel’s sustained commentary on identity and authenticity. They will use Thinking Maps
17895and their journals to bring both texts and the informational readings into conceptual
17896relationship with Nell Irvin Painter’s “A Snapshot of African Americans in the Early
17897Twenty-First Century,” selected chapters of Buppies, BBoys, Baps and Boho's as well
17898as When Chickenheads Come Home To Roost and documentaries And You Don't Stop:
1789930 Years of Hip-Hop and Hip-Hop: Beyond Beats and Rhymes. By the end of this
17900course, students should be adept at inquiry-based close reading; textual annotation;
17901evidence-based writing; analysis, synthesis, and paraphrase; formal and informal, small
17902and whole group discussion; and critical viewing of film and performance. Furthermore,
17903at this point in the school year, students should be able to express their understanding
17904of the following facts, among others: African Americans are people of the African
17905diaspora with direct and diffuse connections to Africa; there is almost always
17906relationship between the realities of the current moment and the various art that is
17907created and consumed in that moment; and that no moment is born of itself but is rather
17908the result of a previous one.
17910Reach Out & Touch: Students will be given a Hot List of academics and intellectuals
17911currently working in the field of hip-hop scholarship. They will be charged with the task
17912of reaching out to one of these scholars and conducting a twenty to thirty-minute
17913interview on hip hop’s relationship to a specific social issue (hip-hop and culture, hip-
17914hop and creativity, hip-hop and language, hip-hop and health, hip-hop and economics,
17915hip-hop and love, etc.). Interviews must be audio- or video-taped, transcribed, and
17916submitted with a preface introducing the interviewee and the topic and with an afterword
17917which requires that the interviewer briefly indulge in I-Search-type metacognition on the
17918experience of having landed and conducted an interview. Videos/sound files and
Page 762 of 896

17919transcribed interviews will be submitted for credit. This assignment will be assessed on
17920the appropriateness of its interviewee, proper usage of the written interview format, the
17921execution of the task vis-à-vis the parameters of the topic, and the inclusion of the video
17922or sound file. This assignment pushes participants to reach out to potential scholarly
17923mentors, craft quality questions, and conduct themselves in a professional manner in
17924order to complete a multi-step assignment.
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17925Chicana/o/x and Latina/o/x Studies Course Outlines
17926Chicano/African American Literature (Green Dot, Los Angeles)

17928Record ID: BJQC6A
17929Institution: Green Dot Public Schools, Los Angeles, CA
17939Overview
17940In this literature course, we will take an exciting journey through Chican@ and African
17941American literature. We will explore how this literature affects, documents, and creates
17942Chican@ and African American histories, identities, politics, and the
17943epistemologies/subjectivities of Chican@s and African Americans in America. Through
17944our journey we will use novels, short stories, poetry, performance, screenplays,
17945comedy, spoken word, theatre, essays, music, and film to examine the diversity of
17946themes, issues, and genres within the "Black and Brown Community" and the legacy
17947and development of a growing “Chican@ and African American Cultural Renaissance."
17948We will also use critical performance pedagogy to engage particular problems in the
17949literature and in the community. Through group/team work, community service, and
17950interactive lectures and discussions we will delve into the analysis, accessibility, and
Page 764 of 896

17951application of Chican@ and African American literature. We will ask questions around
17952the issues of--and intersections between--gender, race, ethnicity, sexuality, class,
17953language, religion, tradition, colonization, access, citizenship, migration, culture,
17954ideology, epistemology, politics, and love. The main questions that we try to tackle in
17955this course are: How does Chican@ and African American literature represent,
17956challenge, and/or change traditional notions of the Chican@ and African American
17957experience? How can literature be used to activate the possibilities of decolonization,
17958activism, and social justice?
17959This introductory course to Chicano and African American literature will examine a
17960variety of literary genres - poetry, short fiction, essays, historical documents, and novels
17961- to explore the historical development of Chicano and African American social and
17962literary identity. Units will be divided by time period, beginning with the sixteenth century
17963and concluding with contemporary works.  We will examine the historical, political,
17964intellectual, and aesthetic motifs of each era. In each era, we will focus on how authors
17965address important issues such as race, class, nationality, and appellation, and how
17966authors represent the complexities of being caught between multiple cultures that may
17967be defined by those concepts.  In each unit of the course, students will read various
17968genres of Chicano/African American Literature, respond to the text in various modalities,
17969and synthesize their own understanding of each time period with the ideas presented in
17970the texts to derive a new understanding of the individual and collective identities as they
17971evolved over time and space. The course will also consider key literary concepts that
17972shape and define Chicano/African American literary production. By the end of the class,
17973students will have a comprehensive understanding of the literary and historical
17974formation of Chicano/African American identity and the complex, even contradictory,
17975experiences that characterize Chicano/African American culture.
17976Prerequisites
17977(None)
17978Corequisites
17979(None)
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17980Course Content
17981At the conclusion of every other unit, instructors will facilitate an instructional exercise,
17982assignment, or activity that allows students to process the units’ essential questions
17983through speaking and listening skills. In each activity, students will be evaluated on their
17984ability to synthesize ideas presented in different texts and present their positions on the
17985essential questions, both by the instructor and by their peers.
17986Speech Writing/Public Speaking Essential Questions: How does the process of

17987colonization impact the colonizer and the colonized?  When political decision making
17990colonization? What is the role of the story-teller in the pan-African Diaspora? How do
17991narratives act as cultural artifacts? In the context of the American Revolution what does
17992it mean to be African in America? What is the African identity? How is it defined, and by
17993who? Description: In this unit, students will compose and deliver a short, speech on
17994identity, how it’s defined, and how story-telling can preserve it.
17995Units 3 and 4: Socratic Seminar Essential Questions: How does the literature from this
17997do we see this playing out in modern culture?  How and why does the vocalization of
17998grievances empower the minority?  How does the literature and the Chicano labor
17999movement reflect the unique needs of the Chicano population? “How does it feel to be a
18000problem?” What is the double consciousness of the Black person in America in the era
18001of reconstruction? What historical and political constructs made this duality possible?
18004society? Description: In this unit, students will participate in fishbowl style Socratic
18005Seminars, where they will discuss with and evaluate their peers on questions generated
18006and insight provided on the topic of double consciousness and the collective identity of
18007African Americans in this era.
18008Unit 5: Literature Circles Essential Questions: What does it mean to be Chicano?  How
18009has the inclusion into the main stream impact the development of the Chicano Culture?
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18010Who is the New Negro? What is the obligation of their work to the race and culture?
18011What is the function of African American Literature in the social and political
18012advancement of the race? Description: In the final units, students will participate in a
18013series of literature circles. Instructors will select a short passage for close reading
18014written by contemporary Chicano authors. The literature circles and group discussions
18015will inform the students’ final analysis essays for the unit.
18016Assessment activities will be based on the writing prompts and rubrics embedded in the
180175 units. Student work will be assessed using a holistic scoring guide similar to the UC
18018Analytical Writing Placement Examination and CSU English Placement Test
18019Formative  Assessment––1-2 paragraph writing tasks:  For each unit, students will
18020respond to the prompt: How do these texts reflect the historical, political, intellectual,
18021and aesthetic motifs of the era? Students must cite at least two different sources
18022supporting the claim
18023  Say, Mean, Matter Dialectical journals
18024  Oral Discussion: Based upon essential questions
18025  Socratic Seminars
18026  Fish Bowl Discussions
18027  Literature circles
18028  Summative Writing Task Both take home and timed in-class argument-based
18029 essays will be used to assess students’ writing ability as well as their
18030 comprehension and analysis of Chicano/African American Literature: précis of
18031 each key text, persuasive essays, letters to the editor, argument analysis,
18032 descriptive outlines of assigned readings, reflective essays, text-based academic
18033 essays, research projects
18034  Summative Unit Tests: 10–15 multiple choice on authors and historical, political,
18035 intellectual, and aesthetic motifs of each era and key texts 2 short essay
18036 Matching: text, thematic
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18037  Portfolio: Students will create a separate section in their portfolio for each unit. 
18038 Each section will include précises written after each key text as well as
18039 summative writing assignment for each unit.  Notes prepared for graded
18040 discussions as well as reflections from those discussions will also be included in
18041 the portfolio.
18042Anchor Text: The Norton Anthology of Latino Literature, Ilan Stavans; Black Boy,
18043Richard Wright; Recommended Core Texts (3-4): Our America, Jose Marti; Bless Me,
18044Ultima, Rudolfo Anya; Zoot Suit, Luis Valdez; The Brief and Wondrous Life of Oscar
18045Wao, Junot Diaz; La Vida Loca, Luis Rodriguez; Drink Cultura, Jose Antonio Buriaga
18046Suggested Unit Texts
18047Unit 1: Colonization (1537-1810) Informational/Literary Nonfiction, Fray Bartolome de

18048las Casa: Devastation of the Indies; Fray Junipero: Letters Cabeza de Vaca: Chronicle
18049of the Narvaez Expedition (relacion) Gramatica de la Lengua Castellana
18050Unit 2: Annexations (1811-1898) Literary Texts: Poetry: Jose Marti: Our America
18051Informational Texts/Historical Treaty of Guadalupe Hidalgo (1848) Treaty of Paris
18052(1898)
18053Unit 3: Acculturation (1898-1945) Literary Texts: Arthur A Schomburg: Juan Latino

18054Jesus Colon: The Way it Was and Other Writings Various; Piri Thomas: Informational
18055Texts/Literary Nonfiction; Jose Enrique Rodo: from Ariel (1900); Jose Vasconcelos:
18056from Metizaje (1925)
18057Unit 4: Upheaval (1946-1979) Literary Texts: Julia de Burgos: Song to the Hispanic
18058People of America and the World, Canto to the Free Federation, Farewell to Welfare
18059Island Piri Thomas; Down these Mean Streets Novel: Rudolfo Anaya: Bless Me, Ultima
18060Stories: Tomas Rivera: This Migrant Earth Drama: Luis Valdez: Zoot Suit Informational
18061Texts/Essays: Plan Espiritual de Aztlan (political manifesto) Carlos Castaneda: The
18062Teachings of Don Juan (1968) (doctoral dissertation) Octavio Paz: from Labyrinth of
18063Solitude (1950) Roberto Fernandez: from Alibon (1917) Cesar Chavez: We Shall
18064Overcome
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18065Unit 5: Into the Mainstream (1980-present) Literary Texts: Isabel Allende; Paula Julia
18066Alvarez: How the Garcia Girls Lost Their Accents; Junot Diaz: The Brief Wondrous Life
18067of Oscar Wao
18068Unit Six: Sundiata: An Epic of Old Mali
18069Unit Seven: David Walker’s Appeal and Harriet Jacobs, Incidents in the Life of a Slave
18070Girl
18071Unit Eight: W.E.B DuBois, Souls of Black Folk and James Weldon Johnson,
18072Autobiography of an Ex-Colored Man
18073Unit Nine: Nella Larsen, “Passing and other Short Stories”
18074Unit Ten: Alain Locke, “Enter the New Negro”
18075Unit Eleven: Ralph Ellison, The Invisible Man
18076Unit Twelve: James Baldwin, “Everybody’s Protest Novel,” and Toni Morrison, “The Site
18077of Memory,” Informational Texts/Literary Nonfiction: Jose Antonio Buriaga: Drink
18078Cultura; Luis J. Rodriguez: Always Running: La Vida Loca
18079Informational Texts/Historical: California Proposition 187 Suggested Supplementary

18080Texts (Selections and Excerpts from Norton Anthology of African American Literature):
18081Chimamanda Adichie, “The Danger of a Single Story” (TEDTalk); Toni Morrison,
18082“Unspeakable Things Unspoken: The Afro-American Presence in American Literature”;
18083Frederick Douglass, “What to the Slave is the 4th of July?; Henry Highland Garnet, “An
18084Address to the Slaves of the United States of America”; Maria Stewart, “Religion and
18085the Pure Principles of Morality: The Sure Foundation on Which We Must Stand”; Phyllis
18086Wheatley, “Poems on Various Subjects, Religious and Moral”; John Locke, “Second
18087Treatise of Government”; Negro Spiritual Selections; Booker T Washington, “Atlanta
18088Exposition Address”; Anna Julia Cooper, “Womanhood as a Vital Element in the
18089Regeneration and Progress of the Race”; Selected poems by Paul Laurence Dunbar;
18090Langston Hughes, “The Negro Artist and the Racial Mountain”; Selected poems by
18091Langston Hughes W.E.B. DuBois, “Criteria of Negro Art”; Countee Cullen, “Heritage”;
18092“Incident”; Helene Johnson, Sonnet to a Negro in Harlem; Jazz Selections from Norton
Page 769 of 896

18093Anthology Marcus Garvey, “Africa for the Africans” and “The Future as I see it”; Zora
18094Neale Hurston, “Characteristics of Negro Expression”; August Wilson, “The Piano
18095Lesson”; James Baldwin, “Stranger in the Village” (or other essays from Notes of a
18096Native Son); Richard Wright, “Ethics of Living Jim Crow: An Autobiographical Sketch”
18097Selected Poems by Robert Hayden Selected Poems by Gwendolyn Brooks Frantz
18098Fanon, Wretched of the Earth Martin Luther King, Jr “Letter from a Birmingham Jail”;
18099Malcolm X, “The Ballot or the Bullet”; Maulana Karenga, “Black Art: Mute Matter Given
18100Force and Function”; Alice Walker, “Everyday Use”; Secular Rhymes and Songs of
18101Social Change and Hip Hop from Norton Anthology; Supplementary Texts for Literature
18102Circles; Chinua Achebe, “The Novelist as Teacher” (or other essays from Hopes and
18103Impediments); Chimamanda Adichie, “The Headstrong Historian” (or other short stories
18104from The Thing Around Your Neck) ;Binyavanga Wainaina, “How to Write About Africa”
18105“The Gourd Full of Wisdom” Tale from Togoland
18106Unit Structure (~3 weeks/unit) first to second weeks: Close Reading and Discussion.
18107Students will read 2–3 substantial pieces of text for each unit in this course. Units will be
18108overlaid with additional poetry, songs, comics, as students delve into the key texts.
18109Third week: Writing––Writing reflection and instruction will be guided by the writing
18110reference text They Say, I Say by Graff and Birkenstein. For each unit, students will
18111write an argumentative essay in reaction to a particular thesis or argument proposed by
18112Ilan Stavans within the Norton Anthology of Latino Literature.
18113Unit 1: Colonization (1537-1810) Essential Question: How does the process of

18114colonization impact the colonizer and the colonized? Description: Students will conduct
18115close readings of texts from the period of colonization in the Americas with a particular
18116emphasis on the records and diaries of early missionaries and explorers. Students will
18117seek both to understand the implications of these texts both from the perspective of
18118people living in the time period as well as from the contemporary perspective. Students
18119will seek to define the implications of colonization on both the colonizer and the
18120colonized.
18121Unit 2: Annexations (1811-1898) Essential Question: When political decision making

Page 770 of 896

18124colonization? Description: Students will analyze how the age of nationalism impacted
18125Chicano literature and the Chicano identity, particularly concepts of the mestizaje. 
18126Students will examine the role of Chicanos in the making of the modern United States
18127and theme of modernism.
18128Unit 3: Acculturation (1898-1945) Essential Question: How does the literature from this
18130do we see this playing out in modern culture? Description: Students will consider how
18131texts from this are reflect the attitudes of nationalism. Reading will emphasize historical
18132texts, in particular the Monroe Doctrine and Treaty of Guadalupe Hidalgo.  Students will
18133examine the changes brought about for the Chicano identity as a result of the prevailing
18134attitudes brought on both world wars.
18135Unit 4: Upheaval (1946-1979) Essential Question: How and why does the vocalization
18136of grievances empower the minority?  How does the literature and the Chicano labor
18137movement reflect the unique needs of the Chicano population? Description: Students
18138will critically analyze how the texts of this unit reflect the alienation between Latino
18139subgroups as well as the “fearful relations” between Anglos and Latinos (Stavans 359). 
18140Students will examine how the Zoot Suit Riots became a watershed event in Latino
18141history through analysis of the drama Zoot Suit as well as through historical documents.
18142Unit 5: Into the Mainstream (1980-present) Essential Question: What does it mean to be
18143Chicano?  How has the inclusion into the main stream impact the development of the
18144Chicano Culture? Description: In the final unit of the semester, students will focus on the
18145central essential question of the course: What does it mean to be Latino?  Students will
18146summarize how the four thematic emphases of Latino literature (appellation, class, race,
18147and nationality) play out in the modern era.
18148Unit 6: The Tradition of Story Telling. Anchor Text: Epic of Sundiata Keita Essential
18149Questions: What is the role of the story-teller in the pan-African Diaspora? How do
18150narratives act as cultural artifacts? Description: Students will conduct a close reading of
18151the introductory speech of Sundiata, and reflect on the role of the griot in the Ancient
18152Malian Empire and its implications for the role of a narrative in preserving a culture.
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18153Instructors may choose from the supplementary texts to introduce a more contemporary
18154stance on the essential question, and students will synthesize their own answers to the
18155essential questions with the texts as way of framing the remainder of the course.
18156(Writing Focus: “Entering the Conversation”)
18157Unit 7: Literature of Slavery and Freedom (1746–1865) Anchor Text: Excerpts from
18158David Walker’s Appeal and Incidents in the Life of a Slave Girl, Harriet Jacobs
18159Essential Questions: In the context of the American Revolution what does it mean to be
18160African in America? What is the African identity? How is it defined, and by who?
18161Description: Students will analyze the effectiveness of the varying rhetorical devices
18162used to make appeals for the humanity of slaves in early colonial America. Students will
18163investigate the relationships between the speaker, subject, and audience of the anchor
18164texts through a series of close readings and writing assignments. Through discussion
18165activities, students will consider the rhetoric of the American revolution and the areas in
18166content and structure where it is similar to and different from the anchor texts and other
18167writings of the time period. (Writing Focus: “They Say: The Art of Summarizing”;
18168Speaking and Listening Focus: Speech Writing/Public Speaking
18169Unit 8: Literature of the Reconstruction of the New Negro Renaissance (1865 – 1919)
18170Anchor Text: Excerpt from WEB DuBois, Souls of Black Folk and James Weldon
18171Johnson’s Autobiography of an Ex-Colored Man Essential Questions: “How does it feel
18172to be a problem?” What is the double consciousness of the Black person in America in
18173the era of reconstruction? What historical and political constructs made this duality
18174possible? Description: Anchored in W.E.B. DuBois’ notion of double consciousness,
18175students will analyze the re-construction of the African American identity and how it was
18176shaped by the larger political context of the time period. During this unit, students will
18177evaluate the political and cultural constructs that shaped the African American
18178experience during reconstruction as outlined in the anchor texts. Students will also
18179consider the diverging schools of thought that were beginning to surface within the race,
18180and evaluate potential solutions to the “problem” posed by DuBois. (Writing Focus:
18181“They Say: The Art of Quoting”; Speaking and Listening Focus: Socratic Seminar) 
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18182Unit 9: Literature of the Harlem Renaissance (1919 – 1940) Anchor Text: Excerpt or
18183short story from Nella Larsen, “Passing and other Short Stories” Essential Questions:
18186society? Description: In this unit, students will critically analyze the social, political, and
18187cultural components of the Harlem Renaissance and the events leading up to it.
18188Students will examine the various efforts made by African Americans to reclaim and
18189redefine their identities through the arts and other aesthetic trends of the time. Students
18190will also evaluate the way these identities vary along lines of class, gender, skin
18191complexion, geography and other areas presented in the texts. (Writing Focus: “I Say:
18192Three Ways to Respond”; Speaking and Listening Focus: Socratic Seminar)
18193Unit 10: Author Study (Alain Locke) Anchor Text: Alain Locke, “Enter the New Negro”
18194Essential Questions: Who is the New Negro? What is the obligation of their work to the
18195race and culture? Description: In this midterm author study, students will focus primarily
18196on composing a research paper, anchored in Alain Locke’s essay, “Enter the New
18197Negro.” Students will evaluate Locke’s argument of who the “New Negro” is, what their
18198role is in society, and qualify it, using other readings or authors from the course. (Writing
18199Focus: “Analyze This: Writing in the Social Sciences”; Speaking and Listening Focus:
18200Performance based Task)
18201Unit 11: Realism, Naturalism, Modernism (1940 – 1960) Anchor Text: Ralph Ellison,
18202The Invisible Man (prologue) Essential Questions: In what ways did African American
18203literature offer a counter-narrative to Post WWII American culture? Description: In this
18204unit, students will examine aspects of more contemporary African American authors and
18205the ways they challenge or defy the ideals of Post WWII America. Specifically, students
18206will unpack the places in the texts where African American literature intersects,
18207overlaps, contradicts or resonates with traditionally American ideals, analyzing their
18208literary elements and evaluating the author’s intentions for including them. (Writing
18209Focus: “I Say: Distinguishing What You Say from What They Say”; Speaking and
18210Listening Focus: Literature Circles
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18211Unit 12: The Black Arts Era and Literature Since 1975 Anchor Text: James Baldwin
18212“Everybody’s Protest Novel” and Toni Morrison “The Site of Memory” Essential
18213Question: What is the function of African American Literature in the social and political
18214advancement of the race? Description: In this culminating unit, students will revisit the
18215essential question of the opening unit, and evaluate the role of the “story-teller” as
18216protestor. Students will consider the social and political demands on Black authors for
18217and from the race, how the genre has been informed by it, and the tensions created as
18218a result. Students will evaluate different authors’ intentions for writing, and analyze
18219aspects of texts that have been crafted for a specific audience, occasion, or overall
18220purpose. (Writing Focus: “Analyze This: Writing in the Social Sciences”; Speaking and
18222Instructional Strategies are modeled on a district literacy strategy known as “ATTACK”

18223as well as the Reading and Writing Rhetorically model outlined in the CSU Expository
18224Reading and Writing Course. The ATTACK literacy strategy involves the following
18225components:
18226  Assign complex texts to teach content. For this course, the content is the
18227 historical development of the Chicano social and literary identity. Teach key
18228 academic and domain specific vocabulary.
18229  Teach and model reading and close reading strategies. These central reading
18230 strategies utilized in this course are those used in ERWC and noted below. Ask
18231 text-dependent questions during reading, discussion and writing.
18232  Create conversation using accountable talk with text-based answers. Each unit
18233 will involve multiple structured discussions (both whole and small group) in which
18234 students will be required to demonstrate comprehension of the text as well as
18235 analyze its significance and pose questions that require cognitive challenge.
18236 Keep writing focused on evidence-based answers and multiple sources. Students
18237 will write in a variety of contexts and formats, but will be required to use text from
18238 multiple sources to support arguments and illustrate ideas.
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18239As described above, reading and writing instructional strategies are modeled after the
18240Reading and Writing Rhetorically model outlined in the CSU Expository Reading and
18241Writing Course.
18242Reading Rhetorically: All texts will be introduced by a sequence of research-based

18243prereading and vocabulary strategies. – Survey the text in reader: title, italics, bold,
18244footnotes – Create questions based upon the text – Predict: for questions or something
18245to the learning. All texts will be analyzed using analytical strategies such as annotating,
18246outlining/charting text structure, and questioning. – Read and re-read – Annotation and
18247marginalia – Say, Mean Matter – Double entry journals – All texts will be examined and
18248discussed using relevant critical/analytical elements such as intended audience,
18249possible author bias, and rhetorical effectiveness. – Summarizing – Quick cheat sheet
18250summary to be used in conjunction with any notes in order to write the formative essay.
18251– Capture main idea – Who/What/When/Where? – Time period/date of writing –
18252Themes – Historical context – Author’s perspective on essential question(s).  Students
18253will work individually, in pairs and small groups, and as a whole class on analytical
18254tasks. Students will present aspects of their critical reading and thinking orally as well as
18255in writing. Connecting Reading to Writing: Students will write summaries, rhetorical
18256précis, and responses to critical questions. Students will compare their
18257summaries/rhetorical précis, outlines, and written responses in small groups in order to
18258discuss the differences between general and specific ideas; main and subordinate
18259points; and subjective versus objective summarizing techniques. Students will engage in
18260note-taking activities, such as composing one-sentence summaries of
18261paragraphs/passages, charting a text’s main points, and developing outlines for essays
18262in response to writing prompts. Students will complete compare/contrast and synthesis
18263activities, increasing their capacity to make inferences and draw warranted conclusions
18264such as creating comparison matrixes of readings, examining significant points within
18265texts, and analyzing significant textual features within thematically related material.
18266Writing: Students will write 750- to 1,500-word analytical essays based on prompts that
18267require establishing and developing a thesis/argument in response to the prompt and
18268providing evidence to support that thesis by synthesizing and interpreting the ideas
18269presented in texts. Students will complete timed in-class writings based on prompts
Page 775 of 896

18270related to an author’s assertion(s), theme(s), purpose(s), and/or a text’s rhetorical
18271features.
18272Writing Instruction Text: They Say/I Say: The Moves that Matter in Academic Writing:
18273Description: During each writing workshop in each unit, students will read a chapter
18274from They Say/I Say by Graff and Birkenstein as both a research tool for improving
18275writing as well as a metacognitive tool for reflecting on their own writing practices. 
18276Students will use the They Say/I Say writing templates beginning with unit 1 of the
18277course, but will focus in depth on various aspects of argumentative writing process at
18278different points in the course:
18279In conjunction with Unit 1: Introduction: “Entering the Conversation” (1-16) Students will
18280begin by reading as Graff and Birkenstein write, “If there is any one point that we hope
18281you will take from this book, it is the importance not only of expressing your ideas (‘I
18282say’) but of presenting those ideas as a response to some other person or group (‘they
18283say’)” (3)  This perspective on writing will be the principle guiding their writing in
18284response to Chicano literature throughout the course.  The first unit of study in Chicano
18285Literature will require students to familiarize themselves with this model.  In subsequent
18286units, students will focus on the individual “moves that matter in academic writing.”
18287In conjunction with Unit 2: “They Say” (pages 19-29) Students will focus on the first
18288element of the “They Say/I Say” model and develop their skills of “starting what others
18289are saying.”
18290In conjunction with Unit 3: “Her Point Is” (pages 30-41) Students will study the art of
18291summarizing.
18292In conjunction with Unit 4: “As He Himself Put it” (pages 42-52) Students will continue
18293the work of developing their ability to include the perspectives of others in their writing
18294by reviewing and practicing “the art of quoting.”
18295In conjunction with Unit 5: “Yes/No/Okay, But” (pages 55-67) Once they have had
18296ample practice in stating the opinions of others, they will study the three ways to
18297respond to a person’s perspective: agreement, disagreement, or qualification.
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18298In conjunction with Unit 6 “Entering the Conversation”: Essential Questions: What is the
18299role of the story-teller in the pan-African Diaspora? How do narratives act as cultural
18300artifacts? Description: Students will begin by reading as Graff and Birkenstein write, “If
18301there is any one point that we hope you will take from this book, it is the importance not
18302only of expressing your ideas (‘I say’) but of presenting those ideas as a response to
18303some other person or group (‘they say’)” (3) This perspective on writing will be the
18304principle guiding their writing throughout the course.  In this first unit, students will
18305familiarize themselves with this model by informally responding to salient quotations
18306from text through dialectic journaling. Students will then formulate an argument in
18307response to the essential question in 1 or 2 paragraphs utilizing the “They Say/I say”
18308approach. In subsequent units, students will focus on the individual “moves that matter
18309in academic writing.”
18310In conjunction with Unit 7 “They Say: The Art of Summarizing”: Essential Questions: In
18311the context of the American Revolution what does it mean to be African in America?
18312What is the African identity? How is it defined, and by who? Description: Students will
18313compose a rhetorical précis for at least one of the anchor texts, summarizing its primary
18314argument, how that argument is developed.
18315In conjunction with Unit 8 “They Say: The Art of Quoting”: Essential Questions: “How
18316does it feel to be a problem?” What is the double consciousness of the Black person in
18317America in the era of reconstruction? What historical and political constructs made this
18318duality possible? Description: Throughout the unit, students will focus their writing on
18319analyzing and elaborating on specific quotations from the reading. As an assessment,
18320students will compose a literary analysis of a fictional piece from the unit, and how it
18321reflects the double consciousness outlined by DuBois.
18322In conjunction with Unit 9 “I Say: Three Ways to Respond”: Essential Questions: What
18323are the multiple identities that emerged within the race as a result of reconstruction?
18324What was the impact on the collective identity of Blacks in American society?
18325Description: In this unit, students will work on formulating arguments in response to a
18326text. Using the unit’s essential questions as a guide, students will identify an author’s
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18327primary argument (or central theme for fiction) and compose an in-class essay
18328supporting, refuting, or qualifying the author’s stance.
18329In conjunction with Unit 10 “Analyze This: Writing in the Social Sciences”: Essential
18330Questions: Who is the New Negro? What is the obligation of their work to the race and
18331culture? Description: Building on their skills from the previous unit, students will critically
18332analyze the concept of the “New Negro” and compose a short research paper that
18333incorporates at least 2 other sources, and presents a position on the essential question.
18334In conjunction with Unit 11 “I Say: Distinguishing What You Say from What They Say”:
18335Essential Questions: In what ways did African American literature offer a counter-
18336narrative to Post WWII American culture? Description: In this unit, students will
18337compose short literary analysis essays focusing specifically on including “voice
18338markers” in their writing to better distinguish their ideas from those presented by authors
18339or parts of text.
18340In conjunction with Unit 12: “Analyze This: Writing in the Social Sciences” Essential
18341Questions: What is the function of African American Literature in the social and political
18342advancement of the race? Description: Synthesizing their skills from the course,
18343students will compose a final analysis paper that incorporates at least 3 sources, and
18344presents a unique and informed position on the unit’s essential question.
18345Formative Writing Tasks: For each text: 1-2 Paragraphs Text Analysis:  How do these
18346texts reflect the historical, political, intellectual, and aesthetic motifs of the era? Students
18347must cite at least two different sources supporting the claim précis of each key text
18348descriptive outlines of assigned readings Summative Writing Tasks Summative writing
18349tasks will be argument-based essays that require students to summarize and respond to
18350the arguments about the nature and characteristics of Chicano/African American
18351Literature. These writing assignments will require that students summarize the author’s
18352perspective on the texts in each unit and then offer an agreement, disagreement, or
18353qualification of his argument. They will use the texts read within each unit to support,
18354refute, or qualify the author’s argument. These assignments mirror the requirements of
18355the essays that are part of the California State University and University of California
18356English proficiency entrance exams with the objective of preparing students for those
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18357exams. Timed in-class essays and major writing projects.  Examples of specific
18358assignment types include: persuasive essays, letters to the editor, argument analysis,
18359reflective essays, text-based academic essays, research projects
18360Key assignments for the units are modeled after the California State University
18361Expository Reading and Writing Course assignment template. To guide students
18362through the following processes: reading rhetorically, connecting reading to writing, and
18363writing. Please see the attached assignment template for more detail on specific
18364assignments for each module. Examples of assignments include: quickwrites to access
18365prior knowledge; surveys of textual features; predictions about content and context;
18366vocabulary previews and self-assessments; reciprocal reading and teaching activities,
18367including summarizing, questioning, predicting, and clarifying; responding orally and in
18368writing to critical thinking questions; annotating and rereading texts; highlighting textual
18369features; analyzing stylistic choices; mapping text structure; analyzing logical,
18370emotional, and ethical appeals; peer response activities
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18371Chicano Literature en Español (Pasadena Unified)
18373Record ID: PNFZBY
18374Institution: Pasadena Unified School District (64881), Pasadena, CA
18377Subject Area: Language Other than English
18378Discipline: LOTE Level 4+
18384Overview
18385The course, taught entirely in Spanish, will focus on the history and creation of the
18386Chicana/o identity in the US and the experience of the Chicana/o people, through the
18387lens of their literature. The course will investigate the emergence of the modern
18388understanding of Chicanismo, alongside pondering the ideas of activism and political
18389consciousness through literature and the role it plays. Students will be expected to use
18390Spanish as the language for all readings, writing, and discourse, simultaneously
18391developing Spanish language proficiency while engaging in literary and thematic
18392analysis.
18393Prerequisites
18394(None)
18395Corequisites
Page 780 of 896

18396(None)
18397Course Content
18398Unit 1: Identity
18399Essential Question: How are identities formed? Where in our past have we created our
18400values? What parts of our identity do we carry with us? Can identities change? As a
18401way of introducing Chicanismo, first students will be asked to dive into their own
18402identities. In a small sense, students will be asked to define themselves through various
18403societal lenses as a way to understand how Chicanismo and the Chicano identity (or
18404any identity) begins to take its shape. It is in this unit where students will begin exploring
18405intersectionality, culture, language, race, sex, and gender as a means to provide
18406perspective.
18407Final Assignment: Positionality Narrative. Students will write a narrative, in first person,
18408exploring the formation of their identities. Students will have to define 3 different social
18409systems (gender, race, sex, class, etc.) and explain how these systems have begun to
18410shape their identity. As this is a narrative, and an essay on who the students are, an
18411ever-developing concept, the purpose of the narrative is for students to begin thinking
18412critically about how society has shaped us and what society has deemed important in
18413our lives. Whether they identify within our outside of societal norms, students must first
18414understand the systems around them, before understanding how identities evolve within
18415them.
18416Unit 2: Mexican Revolution
18417Essential Question: How was the Mexican Revolution culturally revolutionary? How
18418does a revolution shape who we are and how we see our world? The Mexican
18419Revolution was sparked by a deep need to change the way in which Mexico was being
18420run and who was allowed to run in Mexico. As the agrarian folk of Mexico rose up in
18421arms, they challenged more than the simple nature of who gets land bestowed; they
18422challenged perceptions and concepts of social structure. Corridos changed the way we
18423told stories, soldaderas fought against the patriarchy, and the poor took up the struggle
18424of the many. At a time when the US still had open borders, how did Mexicans on either
Page 781 of 896

18425side take their place in the Revolution? During a time of political unrest, the Mexican
18426Revolution also dealt with societal/cultural turmoil.
18427Final Assignment: Corrido, mural, vignette Students will have three options to represent
18428how the Mexican Revolution wasn't simply a political revolution. As the unit progresses,
18429students will discuss how the Mexican Revolution became a cultural revolution,
18430changing pivotal parts of social structure. This unit will also help as a foundation for
18431where Chicano identity begins to take shape. Students can choose to write a corrido
18432(the "new" form of oral tradition), create a small mural (classic to the time period), or
18433write a vignette that details the emerging cultural changes, and culture clashes, of the
18434Mexican Revolution. Students will explore how the Mexican Revolution became the
18435inspiration for the later Chicano Revolution.
18436Unit 3: 1940s Californios, Pachucos, and Pochos
18437Essential Question: What led to the Californio, Pachuco, and Pocho identities? Were
18438these identities beneficial or detrimental to the Mexicans on the US side of the border?
18439Students will focus on how geography, clothing, and language all function as identity
18440markers. "Where are you from" mattered, as did what you wore and if you could speak
18441the language. These three identities conflict in a myriad of ways, as they introduce the
18442culture clash of what is needed to be Mexican. Who are you? And do you live in the
18443borderlands? What do you need to keep from your familial culture, and what can be
18444discarded? Or should it be discarded? The Chicano identity to follow is a reclamation of
18445these terms, a way in which to understand how and what makes someone a Chicano
18446prior to the term being popularized. Students will focus on the large push for
18447assimilation, and the pushback of those who refused to let go of their Mexican identity.
18448Final Assignment: Socratic Seminar. Students will read various articles regarding the
18449aforementioned terms and determine what the purpose was in creating the terms. The
18450terms are all words created to identify where one was from, who you were, and how you
18451spoke. During the Socratic Seminar, students will discuss and define the terms and why
18452they are an important piece of the puzzle for the Chicano movement. Students will have
18453to analyze how the terms begin to create a chasm between what we think we are and
18454how others perceive us, within the context of 1940s America. During the Socratic
Page 782 of 896

18455Seminar, students must describe the context of 1940s America and delineate how these
18456identity markers affected the Mexicans that stayed, or emigrated to, this side of the
18457border.
18458Unit 4: US Civil Rights/1060s El Movimiento
18459Essential Question: What are civil rights? Who deserves civil rights? How do we
18460determine this? Should we determine this? What are methods of resistance that can
18461promote social change for all? How were they used in El Movimiento? Students will
18462learn about the Civil Rights Movement, which many Chicano authors argue was a
18463movement for some, often alienating those it was meant to protect. Other authors argue
18464that it was the fundamental movement that pushed for the growth of the Chicano
18465Movement. Beginning with the Delano Farmers strike and ranging to the East Los
18466Angeles walkouts, how did the Civil Rights Movement also give a platform to the growth
18467of the Chicano Movement in a nation that often felt alienating? The Chicano Movement
18468started as a movement for workers' rights and found a platform in student organization
18469in higher education institutions. Students will study how others just like themselves were
18470the leaders of such a large, influential movement. The class will discuss resistance and
18471how resistance is much more than a dismissal of the system, but instead a move
18472towards dismantling a system.
18473Final Assignment: Debate. Students will debate various topics about the Civil Rights
18474Movement and the Chicano Movement. The debate will have them use various sources
18475and support for arguments and claims. In addition to writing their claims and citing
18476support, students will be expected to present their arguments to their peers. The
18477students in the "audience" will act as a jury, choosing which debate team better
18478supported their argument. The debate will require students to focus on the reasons the
18479Chicano Movement felt imminent and whether the movement was a success for all that
18480participated. Additionally, the topics will also include our essential questions, or
18481variations of the essential questions.
18482Unit 5: Immigration/Latinos in America
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18483Essential Question: What does it mean to be an immigrant or the child of an immigrant?
18484How can we resist against negative portrayals and perceptions of people of color?
18485Students will learn about the reasons people from Latin America have chosen to
18486immigrant, the push-and-pull factors that lead someone to pick up and move their entire
18487lives in search of something "better." Students will also learn about the common
18488misconceptions of immigration and those who choose to immigrate. The class also,
18489once again, will shift into a first-person perspective as we explore family immigration
18490stories and how our families and their stories drive us.
18491Final Assignment: Interview/Biography. Students will have to interview someone in their

18492family, or someone they know, that immigrated into the US. Asking hard questions such
18493as, "Why did you immigrate? And how?" What were their families' lives were like before
18494leaving their country, and how did they change as a result of leaving? Students will take
18495this interview and create a biography of their family member, illustrating the process of
18496immigration and, most importantly, detailing why immigration stories are necessary as
18497part of the greater Latino experience. Students will also have to write a letter to their
18498interviewee, or small reflection, about what they have learned and why telling their
18499family story shapes the person they are.
18500Unit 6: Revisiting Identity
18501Essential Question: Who are you? What do you want to be? How do you understand
18502your identity now? Students will be revisiting the concept of identity, diving deeper into
18503culture and how culture can shift depending on eras, labels, and movements. This unit
18504will help further student understanding of their own identify and is development
18505throughout the course itself. The final unit is a critical reflection on the growth of the
18506students and the systems their identities lie within.
18507Final Assignment: Chicano pop-up book/Final narrative Students will revisit their first
18508narrative, upon which they will add their final reflection and critically analyze how their
18509identities have formed, or transformed, within the context of the class and what we have
18510studied. Alongside the second part of their narrative, students will create a Chicano pop-
18511up book or a small pop-up book that depicts one scene from their narrative as a final
18512take-away from the class. The scene within the pop-up book can be of the students
Page 784 of 896

18513choosing, but must include a piece about Chicanismo and the role it has played in the
18514formation (or reinforcement) of the student's identity. The goal is to have fellow peers
18515open the pop-up books, and without reading the narrative, have an understanding of
18516how each student sees themselves.
Page 785 of 896

18517Chicano Mural Art – Painting (El Rancho Unified)
18519Record ID: C8MQRT
18520Institution: El Rancho Unified School District (64527)
18523Subject Area: Visual & Performing Arts
18524Discipline: Visual Arts
18530Overview
18531Chicano Mural Art is a two semester lecture and studio course in which students will
18532explore drawing, painting and mural painting techniques. Students will create original
18533works using a variety of materials and painting techniques to be implemented in a series
18534of mural projects throughout the school and community. Additionally, students will learn
18535about the social-political, cultural and historical factors which shaped the Chicano Art
18536Movement. Furthermore, the students will be introduced to the work of past and current
18537Chicano Artists in order to highlight its continual relevance as an Art Movement and how
18538it pertains to them today.
18539Prerequisites
18540Art 1A and 1B (Required)
18541Corequisites
Page 786 of 896

18542A/P Studio Art, Advanced Art
18543Course Content
18544Unit - 1 Chicanol Mural Movement - Historical Introduction
18545Chicano Art - Mural Painting is an advance art course with the dual purpose of training
18546students in the art of large-scale painting and examine a dynamic art movement which
18547raised fundamental questions about the nature of multiculturalism in the U.S. and its
18548development as an alternative culture in opposition to the exclusionary and
18549homogenization practices of mainstream institutions. Students will learn about the
18550Chicano Art Movement, its social political relevance and contributions to the world of
18551Art. This unit will use a textbook as a historical reference and have three guest Artists
18552from the Chicano Art Movement talk about their work. I have spoken with several key
18553Chicano Artists who have committed to participate as guest speakers. They include
18554Wayne Healy and David Botello of East Los Streetscapers. They are one of the most
18555influential Muralists of the Chicano Art Movement. Additionally, Patsi Valdez, a Chicana
18556Artist has agreed to participate. Since all these Artist are based in L.A., we will be able
18557to go on a field trip to view some of the murals painted by these artist. Prior to the
18558lectures, the students will formally examine the work of the particular artist as it adheres
18559to the Elements/Principles of design and learn about the individual artist in relationship
18560to Chicano Art Movement. This will enable students to develop a perspective on what
18561they are about to hear and see. As a final project after the lecture series, the students
18562will select an Artist of their choice and will be required to write a two-page paper on the
18563artist. Students will follow an outline indicating the format and the information to be
18564include.
18565Unit 3 - Introduction to Mural Painting
18566Students will learn basic techniques and develop painting skills for the development and
18567production of large-scale murals. Students will work on individual projects as well as
18568collective compositions with the intent of helping them further develop their artistic skills
18569to be implemented in the development of our first group mural. Mural Painting skills: 1)
18570Surface preparation: a. Acrylic mesh - students will learn how to prepare the acrylic
Page 787 of 896

18571mesh prior to the sketching of the composition. b. Students will be introduced to the
18572various tolls, paints and brushes needed. c. Students will practice painting on a small
18573piece of acrylic mesh to begin to develop the skills unique to painting on it. 2) Concept
18574Development: a. Students will work in groups of four to select a theme for their group
18575composition. b. Students will individually work in their sketchbook to produce two
18576images addressing the theme they selected. c. Students will return to their group and
18577develop their collective composition utilizing their individual images to create a cohesive
18578composition addressing their theme. d. Students will revisit and understand what the
18579Chicano Mural Movement was, where and when it took place, and why it occurred. They
18580will research the artistic style of Chicano murals past and present in order to help them
18581to brainstorm ideas for their interpretation and theme. e. Students will demonstrate their
18582understanding of the themes in Chicano murals by creating their own interpretation of a
18583Chicano mural.
18584Unit 4 - Mural Creation
18585Students will now use the skills they learned in the previous two units to develop,
18586present, and create a group mural. Students will work as a class to finalize their mural.
18587Students will be reminded that murals serve a historical and contemporary exploration,
18588as a public art piece they are used as a medium and inspiration for protest, public and
18589personal history 1.) Mural Creation (mural plan, presentation, sketches and painting) a.
18590Students will understand how murals are being used in the city to better inform the
18591creation of their own mural. They will work with city and community officials to develop a
18592process to follow in order to create their mural, starting with asking/receiving ‘permits’,
18593feedback, to creation, painting, and finally an unveiling celebration (if possible and
18594desired). b. Students will work in their group to present a process of the mural creation.
18595They will present their theme and process to the other groups and receive and give
18596feedback in order to create a cohesive application and creation process. c. As a class
18597students will have the opportunity to decide on the location of their mural and
18598understand the effects of placement in their mural. They will also use this time to agree
18599on a class process for the development of the mural. d. Students will then be able to
18600follow their process to create a mural in their school/community. If unable to acquire a
Page 788 of 896

18601wall to paint the mural permanently, students will sketch/paint their mural on acrylic
18602mesh, canvas or wood panels, in order to be installed at a later time. e. The mural
18603creation process will be very specific to the course the class decides to pursue and how
18604long certain factors take, such as: class periods, days allocated for work, community
18605involvement (if any), re-sketching and re-proposal, collecting of materials to be used,
18606wall preparation, sketching, delegation of painting, painting of mural,
18607drying/finalizing/sealing, community unveiling and celebration (if any).
18608Unit 5 - Chicano Mural reflections and testimonials
18609Once the mural is complete and unveiled, students will now have the opportunity to
18610reflect on the process and explain how creating a mural is an empowering experience.
18611The class gives students the opportunity to make a lasting impression on their school
18612and community. Using what students learned from the Chicano Mural Movement on
18613how to construct and paint a mural, students not only learn how to express their ideas
18614through painting and drawing, but also how to be part of a community through public art.
18615Students will be required to reflect and give a testimonial on the transforming effect the
18616class has had on them as artist and individuals. Some questions to consider: What was
18617the most challenging part of the process? How were you able to identify and learn what
18618qualities are important to your school and community? How has this process
18619empowered your identity as a muralist? How do you relate your mural experience with
18620the experience of Chicano muralist? How difficult was it to mix and match ideas and
18621come up with a cohesive drawing of the mural? What kind of direction and life (ideas)
18622did you contribute to this process? How have you learned to work together as a team
18623and how have you discovered new individual talents you did not know were there?
18624Students can also draw information and inspiration from the guest artist lecture series at
18625the beginning of the course, along with the field notes taken during the mural site visits
18626in Los Angeles County. As a final reflection/testimonial students will be required to write
18627a 2-3 page paper on their experience in the class and the process in creating a mural.
18628Students will follow an outline indicating the format and the information to be included.
18629They will also be required to present their experience to the class. Students will be
18630given a list of options to consider for their in-class presentations.
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18631Unit 2 - Mexican Muralist Movement
18632Many historians and scholars trace the Chicano mural movement back to the Mexican
18633mural movements, from its roots in both the massive wall paintings of the
18634Mesoamerican civilization and in the 16th century Catholic churches that used wall-
18635sized paintings to introduce Christianity to Mexico. This unit will focus around the 1920s,
18636it is during this time that Mexico produced some of its most iconic muralist. Mexican
18637artist known as 'los tres grandes', Jose Clemente Orozco, David Alfaro Siqueiros, and
18638Diego Rivera, creating a definitive Mexican style and developing the artistic genre of
18639'muralismo', or modern mural painting. The movement stands out historically because of
18640its political undertones related to the social and political situation of post-revolutionary
18641Mexico. Much of the content of Mexican muralism focuses on demonstrating the
18642richness of pre-Columbian cultures and its importance to modern-day Mexican citizens
18643and culture. They highlighted the importance of the common man and his place in
18644Mexican society. These artist used their unique styles to teach Mexicans about their
18645heritage and identity, because these were public works of art all people had access to
18646them regardless of race and social class. Students will learn about the Mexican Mural
18647Movement, they will be able to identify the key characteristics of Mexican muralism and
18648the three main contributing artist to the movement; compare and contrast the three; and
18649express, by means of a short essay, and collaborate on a small group project to create
18650a painting of a mural. The short essay will be a culmination of what students learned
18651during this unit and how students identify their own reactions to the three artist (los tres
18652grandes). Since Mexican muralism is designed to be a means of communication and
18653education to those who view the murals, students will be asked to critically analyze and
18654interpret the works of art. What are the students getting from these works? Students will
18655be required to also talk about the primary examples of Mexican muralism and why it
18656was so appropriate for Mexico and its people? Students will follow an outline indicating
18657the format and the information to be include. As a final project after the essay, students
18658will collaborate in small groups to identify a reoccurring theme from the Mexican Mural
18659Movement and create a small rendition of a mural, which will prepare them for our final
18660class mural at the end of the school year. This large-scale painting will require students
18661to identify the theme for their mural as well as the resources needed for successful
Page 790 of 896

18662completion of the project. In the next unit we will focus more specifically on introducing
18663mural painting techniques and how to prepare the class to paint a mural. This painting
18664will be a more traditional work of art and will serve as practice for students who have
18665less experience with drawing and painting. Students will be working with acrylic paint
18666and will have a choice between various surface materials (poster paper, illustration
18667board, canvas, multimedia). This will require students to not only identify the specific
18668content of the mural, the medium to be used in its execution, but also help with finding
18669the applicable skills and abilities that each partner will contribute to the project. Once
18670their group mural/painting is complete, students will complete a self-evaluation of
18671performance on the project, as well as peer evaluations of their group members and
18672their contributions to the project.
18673This unit will use various textbooks and readers as a historical reference and visual
18674guide for students. This unit will also use multimedia examples to showcase Mexican
18675murals in order to compare and contrast with Chicano murals that students saw in unit
186761. Along with lectures, student led discussions and critiques, students will also have an
18677opportunity to use various web-based resources for research on both their essay and
18678group mural project.
Page 791 of 896

18679Chicano/a Studies (Bloomfield HS, Huntington Park)
18681Record ID: GQMZJD
18682Institution: Alliance Margaret M. Bloomfield High School (054772), Huntington Park, CA
18690Transcript Code(s): Chicano Studies B, 240110; Chicano Studies A, 240109
18692Overview
18693The Chicana and Chicano Studies course will introduce students to the historical,
18694cultural, social and political experiences, and the challenges, and accomplishments of
18695Mexican, Mexican American, Latino and Chicano/a (s) populations in the United States.
18696Critical thinking and effective oral and written communication skills are integrated across
18697the curriculum, which incorporates Chicano/a art and literature, culture, history,
18698language, identity, education, politics and service learning. The curriculum emphasizes
18699the study of the international border between Mexico and the United States, but also
18700introduces the study of multiple-intersectionalities within the Chicano/a experience; this
18701includes race, culture, class, politics, gender and sexuality. This course will address the
18702experiences of other ethnic groups and students will analyze the inter-relationship of
18703other ethnic groups’ experiences with the Chicano/a experience. Students will also
18704focus on the relationship between the communities of South and East Los Angeles. An
Page 792 of 896

18705emphasis will be placed on the relationship between institutions of higher education and
18706Chicano/a communities. For the course to succeed in achieving its objectives and to
18707increase student’s participation and engagement the instructional approach will be
18708student/learner centered through an inquiry-based instruction. Understanding that there
18709is an overwhelming amount of information and resources that must be taught, the
18710decision on what to add on to this curriculum was very difficult. The curriculum has been
18711broken-down into five units, these units are not arranged chronologically as each unit
18712covers a specific multi-intersectionality that affects the change and development of
18713Chicana/o history. Each lesson consists of:
18714  An overview
18715  Teaching objectives
18716  Essential question(s)
18717  Key terms
18718  Resources
18719  Instructional activities
18720  Extended readings
18721  Formative and summative evaluations
18722  Connections to the Common Core Standards
18723Selected Course Readings: Rethinking Columbus: The Next 500 Years (1998), by B.
18724Bigelow and B. Peterson Occupied America: A History of Chicanos (2004), by R. Acuna
18725Drink Cultura: Chicanismo (1992), by J. A. Burciaga Message to Aztlan: Selected
18726Writings (1997), by C. Jiminez De Colores Means All of Us: Latina Views Multi-Colored
18727Century (1998), by E. S. Martinez A People's History of the United States: 1492 to
18728Present (2003), by H. Zinn Red Hot Salsa: Bilingual Poems on Being Young and Latino
18729in the United States (2005), by L. Carlson & O. Hijuielos Cool Salsa: Bilingual Poems on
18730Growing up Latino in the United States (1995), by L. Carlson & O. Hijuielos So Far From
18731God (1993), by A. Castillo Address to the Commonwealth Club of California (1985), by
18732C. E. Chavez Message to Aztlan: Selected Writings (2001), by Rudolfo "Corky"
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18733Gonzales Saving Our Schools: The Case for Public Education, Saying No to "No Child
18734Left Behind" (2004) by Goodman, et al. Feminism is for Everybody (2000), by b hooks
18735The Circuit: Stories from the Life of a Migrant Child (1999), by F. Jimenez Savage
18736Inequalities: Children in America's Schools (1991), by J. Kozol Infinite Divisions: An
18737Anthology of Chicana Literature (1993), by T. D. Rebolledo & E. S. Rivero; y no se lo
18738trago la tierra/And the Earth Did Not Devour Him (1995), by T. Rivera Always Running -
18739La Vida Loca: Gang Days in L.A. (2005), by L. Rodriguez Justice: A Question of Race
18740(1997), by R. Rodriguez The X in La Raza II (1996), by R. Rodriguez
18741Prerequisites
18742(None)
18743Corequisites
18744(None)
18745Course Content
18746Unit Zero: Start of the Year
18747This unit will provide an opportunity for students to understand the expectations, and will
18748participate in the creation of the class rules. This unit also gives students an opportunity
18749to learn from one another and to validate each other’s experiences and beliefs.
18750Essential Question: How can we create a positive, welcoming and embracing

18751environment where we validate everyone's experiences, culture, language and beliefs?
18752Lesson 1: Rules, Routines and Expectations
18753Lesson 2: Your Identity
18754KEY ASSIGNMENTS: To Be Chicano Means: Students will be asked this question at

18755the beginning of the course and again at the end of the course. Students will use
18756primary sources, including Ruben Salazar’s article: “What is a Chicano” to help define
18757the term. Each student will be expected to share their new definition in small groups as
18758part of a larger discussion of identity, race, and ethnicity in the United States.
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18759Family Oral History Research Project: Students will research their own family history,
18760and will determine their role within that history, creating a visual family tree as well as an
18761oral history paper. Students are encouraged to talk to several family members to piece
18762together their story and incorporate oral history techniques to conduct formal interviews.
18763After solidifying their story, students will present their story though their family tree and
18764written essay.
18765Reflection Journal Entry: Students will create a journal that will incorporate a family
18766story that represents the family’s legacy or motto. Students will reflect on how this story
18767relates to the other family histories presented and how all these narratives reflect the
18768Chicano experience.
18769Unit One: Introduction to Chicano/a Studies- History, Culture and Identity
18770During this unit students will learn about the history of Chicana/o(s). They will learn
18771about the historical events that shaped the Chicana/o identity. Students will be exposed
18772to the concepts of race, class, culture, gender, sexuality and Colonization, which will
18773continue to be explored throughout the year. The multiple-intersectionalities will be the
18774focus of this curriculum. This unit places an emphasis on reading, critical thinking skills
18775and writing.
18776Essential Question: What is Internal Colonialism? How does Colonialism relate to Race,
18777Class, Culture, Gender and sexuality?
18778Lesson 1-2: Colonization, patriarchy, race, class, culture, gender and sexuality
18779Lesson 3: History of Chicanos in Los Angeles, 1848-1945
18780Lesson 4: History of Chicanos in Los Angeles, 1950-Present
18781Lesson 5: Legacy of Chicano/a Movements
18782Lesson 6: Chicano/a Art and Artist- 1970-present
18783Lesson 7: Chicano/a Folklore
18784KEY ASSIGNMENTS: Chicano Chronology: Students will create a Chicano/a

18785chronology of the major events that took place in the Southwest, beginning with the
Page 795 of 896

18786Treaty of Guadalupe and up to the 1990’s. Students may use a PowerPoint
18787Presentation, Story board, Prezi, or Poster to portray these events.
18788Chicano History Research Paper: Students will research one example of systematic
18789discrimination (Environmental Racism, Prop 187, Prop 227, Mexican Repatriation, East
18790LA interchange construction, etc.) and produce an argumentative essay explaining its
18791significance to the Chicano people.
18792Reflection Journal Entry: Students will develop a journal entry about the importance of
18793Chicano art, specifically murals. Students will be given a mural to analyze and discuss.
18794Unit Two: Chicano Politics in the Unites States
18795This unit is an overview of immigration in 20th century, examining social, political, and
18796economic contexts out of which different waves of Latin American immigration to U.S.
18797has occurred. Students will examine the complex dynamics in relationship between
18798Mexico and U.S. This unit will emphasize reading, writing, global awareness, and
18799personal and civic responsibility.
18800Essential Questions: What have been the major elements for the development of
18801Chicano/a (s) in politics? What have been some challenges that have prevented
18802Chicano/a(s) to mobilize?
18803Lesson 1: Immigration and Exclusionary laws
18804Lesson 2: History of Assimilation, Acculturation and Transculturation
18805Lesson 3: Modern Immigration Systems: Push/Pull, Factors/Globalization
18806Lesson 4-5: Crimmigration: Corporations, Race, and The Law
18807Lesson 6: 500 Years of Chicana Mobility
18808KEY ASSIGNMENTS: Chicano Children’s Book: Students will create a children’s book
18809incorporating one of the topics featured in this unit: Mexican Repatriation Act, the
18810Lemon Grove Incident, The Great Depression, Mexican Americans in World War II, Zoot
18811Suit Riots, The Bracero Program, Korean War 1950-1953, and Operation Wetback. The
Page 796 of 896

18812children’s book must demonstrate how the event was significant to Chicano history and
18813US history and also include images.
18814Debate & Written Reflection: Analyzing primary sources that focus on Mexican
18815immigration, assimilation, and mobility, students will conduct a student led debate that
18816considers the following question: “How has the Mexican experience changed over time?
18817Has exclusion changed this experience?” Students will then complete a post-debate
18818reflection, writing a complete response to the debate questions.
18819Reflection Journal Entry: Students will complete a reflection about how borders are
18820created and in what ways they influence life for people who must cross them. They will
18821also try to develop an understanding of “illegal aliens” and the power of citizenship.
18822Unit Three: Chicano/a Literature
18823This unit will expose students to Chicana/o literature. An emphasis will be placed on
18824civil rights, human rights, and immigration history that have shaped Chicanismo. Oral,
18825written, and graphic fiction, poetry, and drama by writers including Gloria Anzaldúa,
18826Rodolfo Acuna, Ana Castillo, Sandra Cisneros and Cherri Moraga. This unit will
18827emphasize the importance of critical thinking, communication, reading and writing skills
18828and interpersonal skills.
18829Essential Questions: In what ways do literary works reflect cultural values? What are the
18830benefits of writing our own stories and re-writing those that have been written? How
18831does the interpretation changes when written through a personal experience?
18832Lesson 1: Chicano/a Literature since el Movimiento, 1960’s to Present
18833Lesson 2: Identity and Language
18834Lesson 3: Gender, Fiction, and Social Change
18835Lesson 4: Chicano/a Ethnography and Oral History
18836Lesson 5: Social Issues Across the Border
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18837KEY ASSIGNMENTS: Poetry Analysis: Students will analyze the works of leading
18838Chicano/a authors, including: Laurie Anne Guerrero, David Tomas Martinez, and
18839Rodney Gomez to synthesize the importance of social issues and oral history.
18840Student Poetry Project: Students will develop their own voice and review themes
18841already discussed (immigration, history, social issues, assimilation, etc.) to create a
18842poetry journal of their own poems. Students will share their poems with one another
18843during a poetry performance and provide feedback on each other's work.
18844Reflection Journal Entry: Students will complete a reflection on the importance of

18845literature for chicanos in America and how their poetry fits in with themes found in
18846chicano literature today.
18847Unit Four: Mexican Americans and Schools
18848A unit about the overview of Chicana/Chicano educational issues in U.S., with special
18849emphasis on the multiple-intersectionalies and its effect on Chicana/o educational
18850attainment and achievement. Examination of how historical, social, political, and
18851economic forces impact Chicana/Chicano educational experience. This unit places an
18852emphasis on reading, critical thinking skills and writing.
18853Essential Questions: How did the Chicano/a student movement present a challenge to
18854the institutional practices of the educational system? How have institutions created by
18855and for the dominant society changed over time? And what are some of the issues that
18856Chicano/a (s) continue to face in higher education institutions?
18857Lesson 1: Bilingual Education
18858Lesson 2: Mendez vs. Westminster and Brown vs. board of education
18859Lesson 3: Sal Castro, The East L.A. Walkouts and The 2006 Walkouts
18860Lesson 4: Higher Education and the Chicano/a Community
18861KEY ASSIGNMENTS: Student Led Forum & Research Project: Students will develop
18862presentations about each of the topics from lessons 1-4 to include in a school
18863information forum for fellow students and parents. The main objective will be to engage
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18864peers and parents with relevant connections between the past and education in the
18865Chicano community today.
18866Research Action Paper: Students will work collaboratively to research one issue facing
18867Chicanos in education today and write an action paper presenting a solution to the
18868issue. The action papers will also be a part of the educational forum in hopes to bring
18869awareness in the community.
18870Reflection Journal Entry: Students will complete an entry about the importance of
18871determination and in what way education can benefit themselves.
18872Unit Five: Building Communities
18873This unit is about current topics that affect the Chicana/o and other minority
18874communities. Students will be engaged through discussions and debates about some of
18875these issues. This unit places an emphasis on communication skills, personal actions
18876and civic responsibility and global awareness. Essential Question: What does the notion
18877of equity mean to different generation of activist and communities in Chicano/a urban
18878life? And how do labor/community organizations contribute or fail to improve the quality
18879of life for low-income communities?
18880Lesson 1: Decolonizing The Chicano/a Diet
18881Lesson 2: Health Issues Affecting The Chicano Community
18882Lesson 3: Translation as a Subversive Act / Border Consciousness
18883Lesson 4-5: Community, Social and Labor Movements in Los Angeles
18884Lesson 6: Gentrification the New Reality of Chicano/a Communities
18885Lesson 7-8: Student Final Project
18886KEY ASSIGNMENTS: Student Created Website & Presentation Panel: Using

18887technology resources, students will create an outreach website that incorporates
18888themes from each unit to showcase the history of the Chicano and the possible future.
18889Students will include: presentations, statistics, oral histories, and their own research to
18890answer the following questions: “Who are Chicanos, what do they want, and how will
Page 799 of 896

18891they get it?” Class members will present their website to a teacher/administration panel
18892at the end of the semester to defend their research and work.
18893Final Reflection Journal Entry: To Be Chicano Means: Students will be asked this again
18894at the end of the course to help define the term. Each student will be expected to share
18895their new definition in small groups as part of a larger discussion of identity, race, and
18896ethnicity in the United States.
Page 800 of 896

18897Chicano/a Theatre (Valdez Leadership Academy, San Jose)
18899Record ID: ZXWKF6
18900Institution: Luis Valdez Leadership Academy (054818), San Jose, CA
18903Subject Area: Visual & Performing Arts
18904Discipline: Theater
18908Transcript Code(s): Chicano Theatre, 2900
18910Overview
18911Through an intense focus on the work of Luis Valdez, and the history of El Teatro
18912Campesino, this theatre course seeks to explore the meaning, theory and practice of
18913“Teatro Chicana/o”. In the first phase of the class, lectures, readings and viewings will
18914place this grassroots theatre movement into historical, political and cultural contexts, as
18915well as grounding “Teatro Chicana/o” with in the key theatrical frameworks. In the
18916second phase of the class, and exploration of the training/creation methods of El Teatro
18917Campesino and other Chicana/o theatre practitioners will give students the basic skills
18918to create popular theatre at a grassroots level. Students will develop their ability to
18919analyze and comprehend literary and theatrical forms and develop an appreciation for
18920the cultural expressions of theatre in its many aspects. In addition to the intellectual
18921development acquired from lectures and reading assignments, students will develop
18922communication and critical thinking skills by the daily use of discussions and
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18923cooperative group work in class. Students are expected to know how to research,
18924analyze and compare/contrast historical trends. Performance exercises will help
18925students identify the theatrical forms and techniques used in Chicano/a theatre, and
18926how these techniques contribute to the overall goals of specific theatrical expressions.
18927Prerequisites
18928A.C.T.O.S
18929Corequisites
18930(None)
18931Course Content
18932Unit 1: What is Chicana/o Theatre?
18933Students will be introduced to key pieces of El Teatro Campesino’s historical and

18934political theatre styles that impacted and led the Chicano Movement and ultimately gave
18935birth to Chicano/a Theatre. Students will identify key figures, works, and trends in world
18936theatrical history from various cultures and time periods.
18937Learning Outcomes:
18938  Study and rehearse roles from scripts in order to interpret, learn and memorize
18939 lines, blocking, and cues as directed
18940  Learn to identify objectives, beats and subtext in a scene
18941  Learn about characters in scripts and their relationships to each other in order to
18942 develop role interpretations
18943Performance Based Assessments: Duration Approximately 4 weeks or 15 hrs
18944Unit 2: La Raza Cosmica, MITOS
18945In this unit, students will recognize the narrative of the Mexican American’s discovery
18946into the Chicano experience by reflecting back to the Mayan myths, Mexican folklore,
18947and the response to stereotypes. Students will study the technique and form of El
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18948Teatro Campesino’s Mito. Students will understand theatre's use of physical comedy
18949and its historical roots (Greek theatre and/or commedia) are introduced to the students.
18951  Students will respond to the literature title Pensamiento Serpentino
18952  Students will learn to stage a Mito - "Baile de Los Gigantes"
18953  Study and research scripts to determine how they should be directed. Select
18954 plays or scripts for production, and determine how material should be interpreted
18955 and performed. Block and rehearse actors and establish rehearsal schedules for
18956 actors and crew
18958Unit 3: Viva la Huelga, Viva la Causa, ACTOS e HISTORIAS
18959Students will be introduced to key historical and political events that sparked the
18960Chicano Movement of the 1960’s. Through physical grass root theatre workshops,
18961readings, and discussions. Students will be able to identify how Chicano Theatre was
18962used in the social justice movements of the 1965 UFW Delano grape strike. Students
18963will be instructed in the process of producing a scene for class performance.
18965  Students will develop their character development skills and identify historical
18966 context within the Chicano Theatre Experience.
18967  Students will mount La Conquista, a puppet play, about the fall of Tenochtitlan,
18968 Mexico to Hernan Cortes of Spain.
18969  Students will learn the techniques and style of improvised political theater or
18970 actos to fight for social justice. Students will perform Luis Valdez's acto No Saca
18971 Nada de la Escuela.
18972  Reading a student-selected play, selecting a scene, casting the scene, creating a
18973 floor plan, blocking shorthand, and blocking rules will be taught and applied by
18974 the students.
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18975  Rehearsal techniques: setting up a schedule, components of a rehearsal period
18976 (from blocking to dress rehearsal), integrating props and costume pieces into the
18977 rehearsal, transitioning from basic memorization to "playing the moment" in the
18978 rehearsal process, in-class performance
18979  Students will learn to self-critique and peer critique
18981Unit 4: Circos, Carpas y Cantinflas, CORRIDOS
18982Students will discover the influence of Popular Mexican Circus’, Carpas, and the birth of
18983the "Cantinflesca" archetypes that influence popular Chicano theatre forms. Students
18984will research developments in professional actor training like the Alexander Technique,
18985Laban, Mime and/or other training systems. Students will learn about managerial and
18986design jobs, such as stage managers, technical directors, and set designers. Students
18987will learn about the business/managerial careers associated with live theatrical
18988performance will also be discussed. Students will be instructed on the process of
18989integrating the technical elements with performance elements and the purpose of
18990technical and dress rehearsals.
18992  Students will study Luis Valdez's Los Vendidos while applying memorization
18993 skills, stage blocking and production mounting essentials.
18994  Students will study the use of the theatrical social commentary utilized in Luis
18995 Valdez's Shrunken head of Pancho Villa.
18996  Students will demonstrate their use of character development and comparing and
18997 contrasting the antagonist protagonist in Bandido! Tiburcio Vasquez.
18998  Students will present a culminating performance of El Teatro Campesino's 50

18999 Year Retrospective at San Jose State University.
19000  Tips on "choosing the monologue" review character analysis and other scene
19001 study techniques applied to the monologue rehearsal of monologue and
19002 critiquing/feedback loop.
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Page 805 of 896
19003Chicano/Latino Studies (Santa Maria HS)
19005Record ID: HR7HGP
19006Institution: Santa Maria High School (053305), Santa Maria, CA
19014Transcript Code(s): Chic&LatStud B, SS6008; Chic&LatStud A, SS6007
19016Overview
19017Students will examine the distinctions of race, class, gender, regional variation and
19018power as they intersect with cultural practices and identity. Students will be able to
19019explain the difference between an ‘Identity’ and a ‘Label.’ Students will analyze how
19020geographical factors influenced the historical development of the United States and as
19021well as those of other Latin American countries. Such factors include migration,
19022settlement patterns, and the distribution of natural resources across regions, physical
19023systems and human systems. Students will examine the Mexican influence in California
19024and the Southwest. Students will be able to discuss the economic, social, and political
19025advances of the ‘Chicana/o Movement.’ Students will do an in-depth examination of the
19026dimensions, causes, and dynamics of social injustices in the U.S. Latino community, by
19027analyzing various case studies. Students will be able to ask historical questions,
19028evaluate historical data, compare and contrast differing sets of ideas, and consider
Page 806 of 896

19029multiple perspectives. Students will analyze the difference between acculturation and
19030assimilation. Students will understand the changes and status of Chicanos/Latinos and
19031women in different times in American history. Students will understand the unique
19032experiences of immigrants from Latin America. Students will learn how to do qualitative
19033research through ethnographies. Students will develop arguments from varying political
19034perspectives, by preparing and participating in debates.
19035The above stated objectives are based on the following California Standards for Social
19036Science.
19037  CA Standard 10.10.1: Understand the challenges in the regions, including their
19038 geopolitical, cultural, military, and economic significance and the international
19039 relationships in which they are involved.
19040  CA Standard 10.10.2: Describe the recent history of the regions, including
19041 political divisions and systems, key leaders, religious issues, natural features,
19042 resources, and population patterns.
19043  CA Standard 10.10.3: Discuss the important trends in the regions today and
19044 whether they appear to serve the cause of individual freedom and democracy.
19045  CA Standard 11.6.5: Trace the advances and retreats of organized labor, from
19046 the creation of the American Federation of Labor and the Congress of Industrial
19047 Organizations to current issues of a postindustrial, multinational economy,
19048 including the United Farm Workers in California.
19049  CA Standard 11.8.2: Describe the significance of Mexican immigration and its
19050 relationship to the agricultural economy, especially in California.
19051  CA Standard 11.10.1: Explain how demands of African Americans helped

19052 produce a stimulus for civil rights, including President Roosevelt's ban on racial
19053 discrimination in defense industries in 1941, and how African Americans' service
19054 in World War II produced a stimulus for President Truman's decision to end
19055 segregation in the armed forces in 1948.
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19056  CA Standard 11.10.2: Examine and analyze the key events, policies, and court
19057 cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v.
19058 Ferguson, Brown v. Board of Education, Regents of the University of California v.
19059 Bakke, and California Proposition 209.
19060  CA Standard 11.10.3: Describe the collaboration on legal strategy between

19061 African American and white civil rights lawyers to end racial segregation in higher
19062 education.
19063  CA Standard 11.10.4: Examine the roles of civil rights advocates (e.g., A. Philip
19064 Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James
19065 Farmer, Rosa Parks), including the significance of Martin Luther King, Jr. 's
19066 "Letter from Birmingham Jail" and "I Have a Dream" speech.
19067  CA Standard 11.9.7: Examine relations between the United States and Mexico in
19068 the twentieth century, including key economic, political, immigration, and
19069 environmental issues.
19070  CA Standard 11.10.6: Analyze the passage and effects of civil rights and voting
19071 rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the
19072 Twenty-Fourth Amendment, with an emphasis on equality of access to education
19073 and to the political process.
19074  CA Standard 11.11.1: Discuss the reasons for the nation's changing immigration
19075 policy, with emphasis on how the Immigration Act of 1965 and successor acts
19076 have transformed American society.
19077  CA Standard 11.11.6: Analyze the persistence of poverty and how different
19078 analyses of this issue influence welfare reform, health insurance reform, and
19079 other social policies.
19080  CA Standard 12.2: Students evaluate and take and defend positions on the
19081 scope and limits of rights and obligations as democratic citizens, the relationships
19082 among them and how they are secured.
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19083  CA Standard 12.8: Students evaluate and take and defend positions on the
19084 influence of the media on American political life.
19085  CA Standard 12.10: Students formulate questions about and defend their
19086 analyses of tensions within our constitutional democracy and the importance of
19087 maintaining a balance between the following concepts: majority rule and
19088 individual rights: liberty and equality: state and national authority in a federal
19089 system; civil disobedience and the rule of law; freedom of the press and the right
19090 to a fair trial; the relationship of religion and government.
19091  CA Standard 11.10: Students analyze the development of federal civil rights and
19092 voting rights.
19093This course explores Chicana/o and Latina/o experiences from pre-Columbian

19094civilizations to the present. It is an interdisciplinary course that investigates the diversity
19095of Chicano/Latino culture as it is conditioned by the intersections of race, class, gender,
19096sexuality, regional variation and power. Through culturally relevant curriculum, this class
19097will provide a historical and political analysis of Chicano/Latino people’s quest for
19098equality. This course will address the Chicano/a movement, immigration, literature,
19099music and film to discuss the factors that contribute to the formation of the
19100Chicano/Latino identity today. In addition to rigorous reading assignments,
19101contemporary information is drawn from students’ experiences, major newspapers,
19102popular culture, and other media. Students will be encouraged to read a major
19103newspaper every day and to listen to the radio programs. The current information will
19104allow us to see historical trajectories, contemplate social action, and make course
19105material relevant. The course will begin with an in-depth study of Indigenous peoples in
19106Latin America, primarily the Maya, Taino and Aztec civilizations, and the ‘conquest’ of
19107the Americas. The concept of race, class, gender, culture, colonialism, and oppression
19108will be addressed in this process. This will immediately follow with the 19th and 20th
19109centuries and themes ranging from Mestizaje, Diaspora, The Spanish Language in the
19110Southwest, the Zoot Suit Riots, the Bracero Program, the United Farm Workers, the
19111Chicano/a Movement, Latina and Chicana Literature and Feminism (¡Viva La Mujer!),
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19112the Central American civil wars of the 1970s, 1980s and 1990s, and Latinos in higher
19113education.
19114Prerequisites
19115(None)
19116Corequisites
19117(None)
19118Course Content
19119Poetry Portfolio- 10% Students will create poems for each thematic unit presented
19120throughout the course. Students will orally present their poems to the class. Final Poetry
19121Portfolio will result in (a) an understanding of the development and basic features of
19122major societies and cultures, and (f) an openness to a variety of cultures and
19123perspectives.
19124Essays (Journals)- 15% Students will be required to write expository, narrative, and
19125persuasive essays throughout the academic year. Possible writing prompts: How would
19126you characterize your educational experience? Should people of color, particularly
19127Chicanos and Latinos, acculturate or assimilate in order to obtain economic and social
19128mobility? What family values, traditions, and belief systems will you eventually stop
19129practicing and which ones would you continue with your children? Why? How do you
19130feel about Immigration and the issues surrounding this debate? Should young people be
19131concerned about ‘social justice’? Why? Compare and contrast the Black Civil Rights
19132Movement to the Chicano Civil Rights Movement? Do women currently have equal
19133access to social, political, and economic opportunities? All writing assignments will
19134result in (a) an understanding of the development and basic features of major societies
19135and cultures, (b) an examination of the historic and contemporary ideas that have
19136shaped our world, (c) an understanding of the fundamentals of how differing political
19137and economic systems function, (d) an examination of the nature and principles of
19138individual and group behavior, (e) a study of social science methodologies, (f) an
19139openness to a variety of cultures and perspectives.
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19140Ethnography- 15% (first term) Each student will be required to interview an elder that
19141experienced the 1960s, The Vietnam War, The Black Civil Rights Movement and/or the
19142Chicana/o Movement. Interview must be recorded, summarized, and presented to the
19143class. Students will present their findings and discuss the generational, cultural, gender,
19144economic, political and social differences they encountered and the conclusions they
19145made about his or her experience. Students will be provided with a list of questions
19146related to the themes in the course. Final Ethnography assignment will result in (a) an
19147understanding of the development and basic features of major societies and cultures,
19148(b) an examination of the historic and contemporary ideas that have shaped our world,
19149(d) an examination of the nature and principles of individual and group behavior, (e) a
19150study of social science methodologies, (f) an openness to a variety of cultures and
19151perspectives.
19152Debate- 5% Students will be required to research and develop arguments for an

19153assigned topic. Possible debate topics are affirmative action, segregation laws,
19154immigration reform, activism, educational opportunity, police brutality, gender
19155discrimination, sexual orientation, labor rights, wage disparities, race discrimination,
19156health care, ecology, juvenile justice, etc. All debates will result in (a) an understanding
19157of the development and basic features of major societies and cultures, (b) an
19158examination of the historic and contemporary ideas that have shaped our world, c) an
19159understanding of the fundamentals of how differing political and economic systems
19160function (d) an examination of the nature and principles of individual and group
19161behavior, (e) a study of social science methodologies, (f) an openness to a variety of
19162cultures and perspectives.
19163Current Events- 20% Students will be required to listen to various media outlets every
19164week and write 1-2 page current events reflections regarding how public policy is
19165affecting the Latino/a community here and abroad. Possible stations and radio shows
19166include KPFK 90.7fm, National Public Radio (NPR) and any major newspaper. All
19167current events will result in (a) an understanding of the development and basic features
19168of major societies and cultures, (b) an examination of the historic and contemporary
19169ideas that have shaped our world, c) an understanding of the fundamentals of how
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19170differing political and economic systems function (d) an examination of the nature and
19171principles of individual and group behavior, (e) a study of social science methodologies,
19172(f) an openness to a variety of cultures and perspectives.
19173Creative Project- 15% Students are required to write a song, play, short story, or other
19174narrative project. Students with advanced training in video, film, music or acting may
19175elect to create an artistic project appropriate for their skills. The topic for the creative
19176project must emerge from the course material. Teacher’s consent is required in order to
19177choose this option. The Creative Project will result in (a) an understanding of the
19178development and basic features of major societies and cultures, (b) an examination of
19179the historic and contemporary ideas that have shaped our world, (d) an examination of
19180the nature and principles of individual and group behavior, (f) an openness to a variety
19181of cultures and perspectives.
19182Research paper- 15% (Second Semester) Students will prepare a 5-7 page research
19183paper on a Latino author, poet, or musician. Students have to analyze at least two
19184pieces of his or her work and compare and contrast them. Students will have to analyze
19185historical accounts, literary devices, and the themes incorporated. Final assignment will
19186result in (a) an understanding of the development and basic features of major societies
19187and cultures, (b) an examination of the historic and contemporary ideas that have
19188shaped our world, (c) an understanding of the fundamentals of how differing political
19189and economic systems function (d) an examination of the nature and principles of
19190individual and group behavior, (e) a study of social science methodologies, (f) an
19191openness to a variety of cultures and perspectives.
19192Unit Exams-10% Upon the completion of each unit, the students will take a cumulative
19193exam that will consist of essay questions, a short-answer section and multiple-choice. It
19194is based on the assigned readings, lectures, videos, in-class assignments, and
19195discussion. In order to assist students in preparing for the unit exam, the instructor will
19196lead a student-centered review discussion or game. In addition, the instructor will
19197provide a study guide to the exam during the last week of class.
19198Final Exam- 20% Upon the completion of the course, students will take a cumulative
19199final exam that will consist of essay questions, a short-answer section and multiple-
Page 812 of 896

19200choice. It is based on the assigned readings, lectures, videos, in-class assignments,
19201and discussion. In order to assist students in preparing for the final exam, the instructor
19202will lead a student-centered review discussion or game. In addition, the instructor will
19203provide a study guide to the exam during the last week of class.
19204FIRST TERM (CA. Standard 10.10.1, 10.10.3, 11.11.6, 12.2.5)
19205Unit 1: Hispanic, Latina, Boricua or Chicana/o? What’s in a Name? The Name-Game

19206and other issues of Identity. Race, Class, Ethnicity, and Culture. Identities vs. Labels.
19207Diversity and Identity Development. Assimilation vs. Acculturation
19208Unit 2: Mesoamerican and Taino History (CA. Standard 10.10.1, 10.10.2). Who and
19209What are Indigenous People? Aztec and Mexica Civilizations. The Maya Civilization.
19210The Taino Civilization. Mestizaje and African Diaspora.
19211Unit 3: Spanish Colonization of the Americas (CA. Standard 10.10.1, 10.10.2, 11.9.7).
19212Conquest of the Americas. What is Colonialism? Spanish in the Southwest. Treaty of
19213Guadalupe Hidalgo, 1848. Colonization of California.
19214Unit 4: Chicanos and Latinos in the early 20th Century (CA. Standard 10.10.1, 11.8.2,
1921511.10.2, 11.9.7). Case Study: Reparations Bill for the deportations of Mexican
19216Americans during the Great Depression. Chicanos and World War II. Zoot Suit Riots.
19217The Bracero Program. Case Study: Lemon Grove and Mendez vs. Westminster. Birth of
19218La Raza Unida Party and the National Council of La Raza.
19219Unit 5: The Chicana/o Movement (CA. Standard 10.10.1, 11.6.5, 11.8.2, 11.10, 11.10.1,
1922011.10.4, 11.10.6). The Farm Worker Movement. Teatro Campesino. Case Study: Cesar
19221Chavez, Dolores Huerta and the United Farm Workers. Community
19222Activism/Community Grassroots Organizing. The Civil Rights Movement. Case Study:
19223Martin Luther King, Jr. Chicana/o Moratorium. East L.A. Chicano Blowouts and the L.A.
1922413. Film: Walkout. Origins of the Black Student Union and M.E.Ch.A. Chicana and
19225Latina Feminism in the Late 1960s.
19226SECOND TERM
19227Unit 6: Chicana and Latina Studies/Literature (CA Standard 10.10.3, 11.11.1, 11.11.6)
Page 813 of 896

19228 A. What is Sexism? Machismo? Heterosexism? Feminism? Narrative Reflections:
19229 How do you define each? Have you ever encountered any such discrimination?
19230 B. When I was Puerto Rican: A Memoir (Excerpts of Literature). Character Analysis
19231 C. How the Garcia Girls Lost Their Accent (Excerpts of Literature). Compare and
19232 Contrast the styles of Santiago and Alvarez.
19233 D. The Moths and Other Stories (Excerpts of literature). Themes.
19234Unit 7: Chicano/a Adolescent Development through Literature (Ca Standard 10.10.1,

1923510.10.3, 11.11.1, 11.11.6)
19236 A. Always Running: La Vida Loca, Gang Days in LA (Excerpts of Literature).

19237 Character Analysis. Literary Devices.
19238 B. And the Earth Did Not Devour Him (Excerpts of Book)
19239 C. Sandra Cisneros (Selected Poems and Short Stories from Woman Hollering
19240 Creek)
19241 D. Izote Voces: Collection of U.S. Central American Youth Narratives. Students
19242 create their own narratives
19243Unit 8: Chicano/a and Latino/a Cultural Production (Ca Standard 10.10.1, 10.10.3,
1924410.10.3, 11.6.5, 11.11.1, 11.11.6, 12.8)
19245 A. Chicano/Latino Hip-Hop and Music as Poetry and Prose. Poetry analysis:
19246 Analysis of poetic devices in music and their effects on the piece and listener.
19247 Literary Figures. Quetzal Olmeca Rebel Diaz In Lak Ech La Bruja Tupac Amaru
19248 Shakur Immortal Technique
19249 B. Poetry Workshop with ‘In Lak Ech’ (Chicana Women’s Poetry Collective from
19250 L.A.)
19251 C. Chicano/Latino Art: What story is told through Art? What similar themes are
19252 presented in art as in literature and music? Judy Baca. Feminist Art and Muralism.
19253 Los Tres Grandes (Rivera, Siquieros, Orozco). Traditional Mexican Muralism. Frida
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19254 Kahlo. Surrealism. East Los Angeles Murals/Chicano Park (San Diego). Popular
19255 Culture and Art forms.
19256 D. Chicano/a and Latino/a Film. And The Earth Did Not Devour Him (Compare and
19257 Contrast the film and book). Zoot Suit.
19258Unit 9: Central American Testimonies and Literature (CA. Standard 10.10.1, 10.10.2,
1925912.10 ). The Civil Wars of Central America. Historical/Political Background of El
19260Salvador. El Mozote Massacre (Excerpts from Book). Case Study: Archbishop Oscar
19261Romero. Liberation Theology. Historical/ Political Background on Guatemala.
19262Indigenous Rights Movement. Rigoberta Menchú’s Book (Excerpts from Book).
19263Unit 10: Immigrant Right’s Movement (CA. Standard 10.10.1, 10.10.3, 11.3.4, 11.8.2,
1926411.11.1, 12.8, 12.10). Historical Background on immigration in the United States.
19265Causes of ‘Global Migration’. Case Studies: Chinese Exclusion Act and the Japanese
19266Internment Camps. L.A. Garment Center Workers vs. Forever 21 (Film: Made in L.A.).
19267Comparison Study: The Minute Men vs. CHIRLA.
19268Explicit Direct Instruction. Class discussions: Fishbowl, Socratic Seminar, and

19269Philosophical Chairs. AVID WICR Readings and supplemental handouts. Issue
19270analysis. Power Point Presentations. Group/Class exercises and activities. News media
19271scanning and analysis. Writing assignments. Unit Exams. Individual presentations.
19272Video/film segments. Guest speakers. Debates. Thinking maps
19273Journals: Weekly Reflections on Reading Assignments Video Discussion Questions

19274Essays with writing rubric Current Events Written Assignments Student Participation
19275Poetry Unit Exams Project Based Assessment Oral Presentations Ethnographic
19276Interview Debate Research Paper Final Exam
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19277Latin@/Black Studies (Camino Nuevo HS, Los Angeles)
19279Record ID: DSXND3
19280Institution: Camino Nuevo High School (053991), Los Angeles, CA
19288Transcript Code(s): Latin@ Black Studies
19290Overview
19291Latin@/Black Studies is an extension to what students learned in Ethnic Studies.

19292Latin@/Black Studies is an interdisciplinary course that studies the diversity of the
19293Chican@, Latin@, Indigenous and African American experiences in the US as it is
19294conditioned by the intersections of race, class, gender, sexuality, regional variation and
19295power. Through a counterhegemonic curriculum the class will investigate how during
19296the 20th Century various leaders, and social movements comprised of different ethnic
19297groups brought about change within the United States of America focusing our attention
19298to the Civil Rights movement, Chican@ movement, Black Power movement, American
19299Indian Movement, Women’s rights movement, Asian-American Movement, Labor
19300Movement, LGBQTI/Queer Liberation movement and other movements for social
19301change. This class will provide a historical and political analysis of Black, Chicano, and
19302Latino people’s quest for “self-determination” and “social justice”. Furthermore, this
Page 816 of 896

19303course will address the historical, political, and economic factors that contribute to the
19304formation of Chicanos and Latinos today. In the second part of the class we will study
19305modern day movements and intersectional struggles for social Justice like the
19306Immigrant Rights Movement, The Black Lives Matter Movement, the Environmental
19307Justice Movements, Feminist Movements, LGBTQIA Queer Movements, and others.
19308We will analyze the strategies and approaches of these movements and apply them to
19309problem solving struggles, challenges, or problems that we identify in our communities.
19310In addition to rigorous reading assignments, information is drawn from student life
19311experiences, major newspapers, culturally conscious musicians, and alternative media.
19312The current information will allow us to see historical trajectories, contemplate social
19313action, and make course material relevant.
19314Prerequisites
19315Ethnic Studies
19316Corequisites
19317(None)
19318Course Content
19319Memory Cannot Be Burned: The study of Indigenous Civilizations in Mexico and Central
19320America through the Codex Project
19321The community that I teach in has a student population that is primarily Central
19322American from the countries of El Salvador, Honduras, Belize, Guatemala, Mexico, and
19323others. This unit studies the Indigenous civilizations of these countries while focusing on
19324some of their major accomplishments like Hieroglyphics, Mathematics, Architecture,
19325Astronomy, Forms of Government, Medicine, Art and sculpture, and others. We will then
19326examine how during the period of Spanish Colonialism the Mayas books were burned
19327by the invading Spanish forces We will critically analyze through careful reading, class
19328discussion, writing, and debate why the Spanish colonizers would burn the ancient
19329wisdom of the Mayas later on the Mexica and other Meso-America Indigenous People's
19330books also known as Amoxtlis or Codices. Finally we will study how Indigenous people
Page 817 of 896

19331through word of mouth, dance, music, art, and literature kept their cultural traditions
19332alive and vibrant.
193341. Students will create a Codex or Amoxtli with art supplies highlighting a modern
19335interpretation of Indigenous art, creating a Map of the Maya world in their home country,
19336creating Maya mathematics, analyzing an Indigenous accomplishment, studying the
19337Nahuii Ollin, and other aspects as well. Teacher will walk the students through these
19338different activities. 2. Students will also write an informative, explanatory essay
19339examining Indigenous people's resistance to colonialism and fighting for cultural
19340survival. Quotations for the essay will be taken from The Popol Vuh and also Bill
19341Bigelow's article: Burning Books and Destroying Peoples.
19342Resistance to Colonialism in Africa, Resistance to enslavement, and resistance to Jim

19343Crow in the US
19344During this unit students will study the history of colonialism in Africa by studying the
19345work of John Henrick Clarke, Molefi Kete Asante, Malcolm-X, Franz Fanon, and other
19346Black historians. This is a unit that helps students to understand the relationship
19347between Spanish Colonialism of Indigenous People's Land and the theft of millions of
19348people taken From Africa and forced unto ships and brought to the Americas. This unit
19349is incredibly emotional as students learn about the violence and warfare that was taking
19350place in Africa as people were being taken captive, as gold and other precious metals
19351and ivory were being taken from Africa at an alarming rate and lasting for hundreds of
19352years. Students will read excerpts from Dr. Molefi Kete Asante's textbook: African
19353American History: A Journey of Liberation that will describe the resistance that African
19354people mounted on the continent of Africa as they fought the colonizers, on the actual
19355ships detailing rebellions and insurrections, and the resistance and escapes that were
19356mounted once Africans of different national and ethnic groups were brought to the
19357Americas. We will also critically read a powerful reading called Burning Books and
19358Destroying Peoples written by Bob Peterson which will connect the history of
19359Indigenous and African people during this system of Colonialism. Students will then
19360study the institution of slavery in the US, the Abolitionist movement, The Civil War,
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19361Emancipation, Reconstruction, the backlash to reconstruction, the rise of Jim Crow
19362Laws and Segregation and resistance to these laws and racist practices leading up to
19363the Civil Rights Movement.
19365In this unit students will write a process essay that will analyze how African Americans
19366resisted enslavement on the continent of Africa, on the ships during the middle
19367passage, during enslavement, during the abolitionist movement and during the Civil
19368War. Students will be asked to think about how the history of African-Americans is often
19369times written in textbooks as the victims of slavery and colonialism but rarely from a
19370resistance perspective. As part of the essay students will also write about how the
19371"founding fathers" and other important historical figures and presidents are often times
19372valorized for different achievements but rarely looked at critically for their involvement
19373and profiting off of slavery and Native American land theft. The recent debates about
19374Confederate monuments will be brought up in a Socratic Seminar that is also connected
19375to the written essay.
19376The Civil Rights and Black Power movements in the US
19377During this unit students will study deeply the different aspects of the Civil Rights
19378movement, Black Power Movement and other human rights movements happening in
19379the 1950s, 1960s, and 1970s in the US. Students will study Dr. King's Letter from a
19380Birmingham Jail and his outline of creating a non-violent direct-action campaign that
19381would create a crisis situation for government leaders to respond to. The four steps of a
19382campaign were: Collect the facts to determine if injustice exists, negotiate, self-
19383purification and direct action. We will use these four steps to study successful
19384campaigns in the civil rights movement like the Montgomery bus boycott, the
19385Birmingham Movement to end segregation, the march on Washington, the Selma to
19386Montgomery March, opposition to the war in Vietnam and the Poor People's Campaign.
19387We will also juxtapose Dr. King, the SCLC, SNCC, CORE, NAACP, and other Civil
19388Rights organizations with the approaches of Malcolm X and the Organization of Afro-
19389American Unity as well as the Black Panther Party for Self Defense. We will read texts
19390from Malcolm-X like Message from the Grassroots and Prospects for Freedom in 1965
Page 819 of 896

19391as well as the Black Panther Party's ten-point platform as well as looking at their social
19392and survival programs that were intended to meet the needs of the community. We will
19393debate and dialogue about the merits, benefits, and drawbacks of each of the
19394approaches and find ways that both approaches were successful in realizing liberation
19395for Black and oppressed people in the US.
19397This unit will also involve a Socratic Seminar where students will read different
19398speeches and essays by leading Civil Rights leaders Dr. King as well as Malcolm-X. We
19399will also look at the writings and speeches of Angela Davis, Elaine Brown, Erica
19400Huggins, Correta Scott King, and other leading female Civil Rights Leaders. The
19401Socratic Seminar will involve students dialoguing about the merits and drawbacks of
19402different approaches and ideologies used during the movement. Students will also write
19403an essay where they consider arguments and counter arguments of the different
19404leaders and organizations outlining the movement’s successes and failures. Students
19405will learn the history of the movements as well as learning about different strategies to
19406achieve similar goals. Students will also learn to have a class discourse and also put
19407their reading and discussion into an essay that includes in direct quotations, in text
19408citations in MLA format, a works cited page, and five levels of analytical writing. The five
19409levels are: Explicit, Implicit, Interpretation, Theoretical and Applicable.
19410Central American and Mexican Testimonies and The Immigrant Right’s Movement: from
194112005-2018
19412This unit will explore the historical context of why people migrate from their home
19413countries. We will study the specific histories of Guatemala, Mexico, El Salvador,
19414Honduras, Nicaragua, as well as other Central, South American, Caribbean and
19415countries around the world. We will study the civil wars, and state sponsored violence
19416that took place in these countries as well as Indigenous led movements for defense of
19417land, culture, and humanity. We will study liberation theology and other ways that
19418people fought back against state violence during this time. We will also study Global
19419Migration that is taking place in South East Asia, the Middle East, and Europe to gain a
19420global context. Historical examples of immigrant oppression will be studies such as the
Page 820 of 896

19421Chinese Exclusion Act (1882), Mexican Repatriation (mass deportations of Mexicans
19422and Mexican-Americans in the US from 1929-1936), Japanese Internment Camps
19423(1940s), and the most recent Child and family detention happening in 2018. We will
19424study resistance to each of these events and study most recently the mass marches of
194252005-2006, to the Dreamers Movement, to student walkouts against anti-immigrant
19426policies in 2017-2018.
19428This project is designed so that you can learn more about yourself by interviewing family
19429members and finding out more information about where your parents come from. You
19430will create maps of the country or countries that your parents are from and will find out
19431more about the specific geographic locations that your family is from. We will create
19432stories based on the interviews we conduct and will share them with each other both in
19433the classroom and at a community culture night where parents will be invited to see our
19434projects and hear each other’s stories. What steps will you take to complete the project?
194351. You will be creating a family tree tracing your parents, grandparents, and great
19436grandparent’s history. This project is about who you are and where you come from. I will
19437give you a rough draft to work from and then you will need to creatively come up with a
19438way of organizing your family tree in a way that makes sense. Make sure to include
19439parents, grandparents, and great grandparents names, birthdays (if possible), and
19440birthplaces including cities/towns/pueblos, states, and countries that they were born. We
19441will also be asking our family member what languages they speak (many family
19442members speak English, Spanish and also an indigenous language). It’s okay if you
19443don’t have everyone’s names and information but I am asking students to investigate
19444and find out as much information about your family as you can. 2. You will also draw a
19445map of the country or countries that your parents are from locating the birthplace (city,
19446town, and state) of your parents, grandparents, and if possible your great grandparents.
19447We can also trace any type of migration that your family may have made inside the
19448country or between countries on their way to the US. The maps can be 8’11’ (regular
19449size of a paper) or a little smaller or larger and should include color. 3. You will put the
19450family tree, the maps, and pictures of your family on either a poster or a trifold “science
Page 821 of 896

19451fair style” poster board. The poster can also include pictures of your parent’s hometown,
19452traditional clothing worn in your home country, cultural traditions, foods, festivals, or any
19453other relevant images to your family, the country that your parents are from and your
19454ethnic background. 4. You will conduct oral interviews with their parents, grandparents,
19455or other family members and will record this interview using a computer or a phone.
19456After you conduct the interview take time to listen to the interview and follow up with
19457other family members if you have any unanswered questions. You will then be asked to
19458turn the audio recording into a short story or “oral history” performance about the
19459specific town, city, community that your parents are from. The performance can be you
19460telling a story, reciting a poem, performing or taking on the persona of the parent that
19461you interviewed and allowing your parent’s words (with some additions) to tell the story
19462that you would like to share. You will need to create a ppt presentation (6 slides) which
19463will help you to tell the story of your family. 5. We will be creating large maps for each
19464individual country where students can pin point where their families are from. Students
19465will create large scale maps of El Salvador, Guatemala, Mexico, Honduras, Nicaragua,
19466the Philippines, Peru, The US, Spain and any other country where our families are from.
19467Each class period will be in charge of a specific map for one of the countries
19468represented by our student population. The maps will be displayed in the multi-purpose
19469room on a family night where parents will be invited to see the research that we have
19470worked on and hear different student performances. 6. The Family Tree Projects, large
19471scale maps and the performances (story telling) and poetry will be shared at a
19472community culture night. At this night we will invite parents and community members to
19473come to the multi- purpose room for a community cultural night of story-telling and
19474cultural celebration where we will have food, music, and possibly some dancing. A
19475select group of students will perform their stories for the parents and community
19476members present. Everyone will help with one of the aspects of setting up for this
19477special night. We will need help with organizing food donations for the night, setting up
19478the family trees and the maps, organizing appropriate music (from each individual
19479country), student volunteers willing to translate parts of stories, and other needs that will
19480come up. I am hoping that students can help with each of these responsibilities Finally,
19481students will also write a process essay based on US intervention in Central America
Page 822 of 896

19482and Mexico based on Juan Gonzalez book and film, called Harvest of Empire" as well
19483as other readings in our "Unit Reader"
19484The East LA Walkouts 50th Year Anniversary
194852018 is the 50th anniversary of the East LA Walkouts where mostly Chicano students in
19486five schools in East LA organized a series of Walkouts and Demonstrations to demand
19487changes in their high schools. Similar high school demonstrations took place throughout
19488the Southwest in Arizona, Colorado, and Texas calling for similar demands from the
19489ones made in Los Angeles. During the same time there was movements on college
19490campuses for Ethnic Studies, Black Studies, Chican@ Studies, Women’s studies, and
19491other Ethnic Studies programs. This unit will explore youth movements for Educational
19492Justice from 1968-2018. This unit will also explore different types of Ethnic Studies
19493programs at colleges and universities across the US. We will study events like the 1969
19494Chicano Youth Liberation Conference which took place in Denver Colorado. At that
19495conference a plan was made for a national student movement that was intersectional
19496with Black, Chicano, Latino, Asian-American, Native American students creating
19497coalitions focused on transforming their college campuses. We will analyze the history
19498as well as the strategies that students used to convince their colleges to create the first
19499Ethnic Studies programs in the nation. We will later on study student actions like the
19500walkouts against Prop 187 in California in the 1990s, the UCLA Chicano Studies
19501Hunger strike in the 1990s, Black Student movements in the late 1980s and 1990s
19502calling for divestment from their colleges with the South African Apartheid government,
19503as well as the immigrant rights student walkouts of 2006-2011, the student walkouts
19504during the Trump Election in Los Angeles, student activism during Black Lives Matter,
19505and finally most recently student activism around gun control and school safety.
19507One of the organizing strategies of the student movements of the 1960s and 1970s was
19508the creation of magazines and publications where students wrote plans, manifestos,
19509opinion pieces, poetry, art, shared photographs of demonstrations and other creative
19510outlets. Students will be asked to create a publication from one of the past time periods
19511based on the historical context of that year or they can also create a "zine" or more up
Page 823 of 896

19512to date publication that includes all of those aspects mentioned above for one of the
19513new campaigns or even for one of the older campaigns but using modern technology.
19514Students will share these publications with each other, teach each other about what
19515they learned specifically about their campaigns, find differences, and also make
19516connections. The written pieces will include direct quotations, citations, and critical
19517analysis. Students will also engage in dialogues about the merits, strategies, and
19518effectiveness of current and past student movements and will write about what Ethnic
19519Studies, Latino/Black Studies means to them.
19520The Chicano Movement in the fields, in the urban communities, in schools, and in
19521connection with the Civil Rights Movement
19522During this unit students will learn about the role of Cesar Chavez, Delores Huerta and
19523the Mexican American Farm workers during the great farm worker movement of the
195241960s and 1970s. Students will read the speeches of the two iconic leaders as well as
19525study primary and secondary sources that are records of the time period. We will study
19526the role of the Filipino farm workers led by leaders like Phillip Veracruz and Larry Itliong
19527and how the Filipinos and Chicano Farm workers created the United Farm Workers (the
19528first labor union of the farm workers) in the 1960s. We will also study the role of the
19529African-American Civil Rights organizations like the Southern Christian Leadership
19530Conference, the Student Non-Violent Coordinating Committee, The Congress of Racial
19531Equality, and the Black Panther Party worked closely with the United Farm Worker
19532Movement during this movement. We will study the strategies and approaches that Dr.
19533King and the Civil Rights Movement used in Montgomery, Birmingham, Washington DC,
19534and Selma to achieve citizenship rights for African-Americans and how Cesar and the
19535Farm worker Movement utilized similar approaches during the farm worker movement.
19536Students will also study movements that were growing in the inner city Chicano
19537communities throughout the Southwest like the Crusade for Justice in Denver Colorado
19538led by Rudolfo “Corky” Gonzales, La Raza Unida Party that started in Texas and grew
19539to cities across the Southwest, we will also study the Alianza movement led by Reis
19540Lopez Tijerina and the struggle for land rights and creating legal challenges to parts of
19541the Treaty of Guadalupe Hidalgo that were never met by the US government. Finally,
Page 824 of 896

19542many people don't know but the Poor People's Campaign which was Dr. King's vision of
19543confronting the poverty that was being created by US policy was an intersectional
19544movement supported by many leaders of the Chicano Movement including Corky
19545Gonzales and Reis Lopez Tijerina. When King was killed many Chicano leaders still
19546went to the Poor Peoples Campaign. Some of the questions we will grapple with is: 1.
19547What were the demands that were similar from the fields to the urban communities? 2.
19548What was similar to the ways that Chicanos (Mexican-Americans) were being treated in
19549the southwest to the way that African-Americans were being treated in the South? 3.
19550What were the similar strategies that were used during the Civil rights Movement and
19551Farm Worker movement?
19553Stencils for Social Justice, time line project, and Essay. Students will create a graffiti
19554stencil and a short “museum style” paragraph biography or analysis of their stencil and
19555display these stencils in the school. The written component will focus on the most
19556important parts of this person’s life including their commitment to social justice, different
19557campaigns that they organized, the accomplishments they were able to achieve, the
19558people that they worked with and the people that followed their lead, the organizations
19559that they worked with, and the strategies that they used to achieve their goals. Focus on
19560the most important parts of their lives focus on their importance as a historical figure.
19561Why should they be remembered? What should they be remembered for? What is their
19562legacy? What did they accomplish? What alliances did they have and how did they
19563cooperate with other racial and Ethnic Groups in the fight for Civil Rights.
19564Students will work in groups of 2 and will select their stencil project subjects from the
19565many different units that we studied throughout the unit. Students will also create a time
19566line of the most important events from this group and will also write an MLA style essay
19567with in text citations and a works Cited page.
19568Texts: multiple texts from throughout the year but referencing (1) Melfi Kete Asante: The
19569African American History: A Journey of Liberation (2) Chicano! A History of the Mexican
19570American Civil Rights Movement by Rosales (3) The Poor Peoples Campaign: Non-
19571Violent insurrection for economic justice by Terry Messman. Cesar Chavez Speech on
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19572Dr. King The Black Panther Party 10-point platform. Brown Beret 10-point platform. El
19573Plan De Aztlan. Chicano! A History of the Mexican American Civil Rights Movement. Yo
19574Soy Joaquin by Corky Gonzales. Declaration of Independence from the Vietnam War by
19575Dr. King. Malcolm X: Message to the Grassroots. Finally, students will present their
19576learning to their classmates in a speech/presentation and will display their time line and
19577stencils to the school at an event.
19578The Chicano Pop Up Book Movement and the struggle to defend and expand Ethnic
19579Studies in the US
19580With the help of local professors Elias Serna and Johnavalos Rios students will be
19581exposed to the Xicano Pop UP book Movement (XPUB). The XPUB unit came after the
19582students learned about the 1968 East LA Chicano student walkouts and the 1963
19583Birmingham Children’s march. In both of these historical topics it was students and
19584young people that used non-violent direct action to change policies in their local
19585community and impact change at a national level. As a way to connect the past to the
19586present students then studied Daniel Solarzano and Tarra Yosso’s article: Leaks in the
19587Chicana/o Education Pipeline. Students looked at the data of Chicano, Latino, and
19588African American Push out rates at a national, state, and city level and we talked about
19589ways that the schooling system fails students and doesn’t provide them with the
19590curriculum and approaches that keep them in school. Elias Serna and Johnavalos Rios
19591then visited my students multiple times over the course of a few weeks to introduce the
19592concept of the Pop Up Book Movement to my students and to give them strategies and
19593ways to create pop-up art connected to the history and current struggles that we were
19594studying. The basic idea was that 500 years ago the Maya people’s books were burned
19595by the Spanish colonizers, in 2011 the Ethnic Studies was being banned in Arizona but
19596it is popping back up in LA and in California. After reading about the movement to
19597create Ethnic Studies programs at the collegiate level beginning with the Third World
19598Liberation Front at San Francisco State University and then followed up with struggles
19599to create more Ethnic Studies, Black Studies, and other disciplines. We studied closely
19600the Tucson Mexican-American Studies program and the positive impacts that the
19601program had on the students. We focused our attention on the struggle in Tucson,
Page 826 of 896

19602Arizona to preserve Ethnic Studies and about the movements in Texas and California to
19603expand Ethnic Studies, students then picked topics that they learned throughout the
19604year to create Pop up books on. Students picked topics that they learned throughout the
19605year to create Pop up books on. Topics ranged from the 1968 East LA Walkouts, The
196061963 Birmingham Children’s March, The 1963 March on Washington, and the unity
19607between Filipino and Chicano Farm Workers, Soldaderas of the Mexican revolution, the
19608Black Lives Matter Movement, the Freedom Rides, Malcolm X and the Organization of
19609Afro-American Unity, the Black Panther Party, and many more.
19611Students will work in pairs to create a pop-up book project and write an essay to
19612document the history of the movement and to connect it to the Xicano Pop Up Book
19613Movement. Students were given directions to either draw images on their own or to find
19614images from the internet that they then cut our using scissors and Exacto Knives in
19615order to outline the shapes of people as opposed to just pop up squares and rectangles.
19616Students glued the images to card stock paper that was then strategically placed on the
19617board using pop up strips and tape in order to create a “scene” from a specific moment
19618in the movement. While students are physically creating the pop-up book they are also
19619reading different articles related to the Ethnic Studies Movement and related to their
19620specific research topic. I asked students to write a three-page research essay about
19621their topic and about the goals and ideas of the Xicana/o Pop Up Book Movement. The
19622essay needs to be in MLA format, with in text citations and a Works Cited Page.
19623Students also copy and pasted a paragraph about their topic on the top of their pop-up
19624book so that people that are looking at the pop-up books can read about the topic
19625before they open the book. Finally students will also create a performance with chants,
19626soundscapes, or theater to present their pop-up books and also present the information
19627to the class.
19628Readings: The Xicano Pop Up Book Manifesto! and also these articles: “Arizona’s
19629Curriculum Battles: A 500-Year Civilizational War” an op ed from Truthout.org written by
19630Roberto Cintl Rodriguez originally published 3/26/12. The entire article can be found
19631here: http://truth-out.org/opinion/item/7337-arizonas-curriculum-battles-a-500year-
Page 827 of 896

19632civilizational-war “When This Teacher’s Ethnic Studies Classes Were Banned, His
19633Students Took the District to Court—and Won” Curtis Acosta's classes in Mexican
19634American Studies gave kids pride in their heritage—until the Arizona Legislature
19635canceled them. That's when his students became activists, and some real-life lessons
19636began. Article published in Yes magazine April 25, 2014, written by Jing Fong and
19637found at the following website: http://www.yesmagazine.org/issues/education-
19638uprising/interview-with-curtis-acosta “Why Mexican-American Studies Is 'Going To
19639Spread Like Wildfire' In Texas” Written by Roque Planas and published in the Huffington
19640Post on 4/10/14. The entire article can be found here:
19641http://m.huffpost.com/us/entry/5126215. “California Bill Would Pave The Way For Ethnic
19642Studies Statewide” Written by Roque Planas and published in the Huffington Post on
196433/3/14. The Entire article can be found here: http://m.huffpost.com/us/entry/4892111
19644“Empowering Young People to Be Critical Thinkers: The Mexican American Studies
19645Program in Tucson” Written by Curtis Acosta and Asiya Mir and published in Issue 34
19646Education for Liberation Voices in Urban Education publication. Acosta and Mir’s article
19647can be found in its entirety at the following website:
19648http://vue.annenberginstitute.org/issues/34/empowering-young-people
19650criminalization of youth in LA and across the country.
19651Black Lives Matter: From Oscar Grant to Mike Brown to Charlottesville Virginia: Racial
19652Profiling, police violence, police murdering Black and Brown citizens, mass
19653incarceration, and the rise of white supremacist hate groups is on the news every day
19654right now in 2018. The prison population has increased 700% since the end of the
196551960s which was also the end of what some people think is the "end" of the Civil Rights
19656Movement. In this unit we will study the eras of slavery, Jim Crow segregation, and
19657mass incarceration by reading Michelle Alexander's Book: "The New Jim Crow: Mass
19658Incarceration in the Age of Color Blindness" We will also read excerpts from the young
19659adult novel called "the Hate you Give" by Angie Thomas which is an excellent book
19660about what it is like to grow up a teenager during this era during police killings of youth
19661like Trayvon Martin, Tamir Rice, and Oscar Grant. Students will try to find the
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19662connection between police violence against communities of color and mass
19663incarceration. We will study the privatization of the prison system and the rise of the "for
19664Profit" prison model which is close to a 100 billion dollar business which is traded on
19665Wall Street. We will study the war on drugs and how it has impacted communities of
19666color as well as disproportionate sentencing laws, three strikes laws, and racial profiling
19667and how it has impacted generations in Inner City America. At the same time there is a
19668growing movement called Black Lives Matter, Critical Resistance is a prison abolitionist
19669movement, the Immigrant Rights Movement, and other coalitions that are fighting for
19670abolition, reform, or radical changes to the current prison and policing system in the US.
19673criminalization of youth in LA and across the country. Learning Goal -Teach in: 1.
19674Students will research different aspects of racial profiling like the Stop and Frisk law in
19675New York City and how the community in New York worked to study and research this
19676problem, created demands for change to the policies, organized direct action
19677campaigns and ultimately changed the policy. 2. Students could also research for
19678example the Black Lives Matter demands for police to wear body cameras and show
19679why that demand was made based on research, how did the movement create this goal,
19680how did the advocate for the goal, how did negotiations work, and ultimately how did
19681they convince police departments to agree to this demand? What changes has this
19682made? 3. Other groups could present "Know your rights" workshops in collaboration
19683with racial justice community organizations.
19684Essay: Students will also be asked to turn their research into well written research
19685essays about the topics using evidence collected from readings, from community-based
19686research, and from their own experiences.
19687Infographics: Students will also create information graphics about their specific topic
19688and it will be presented at their teach in.
19689Los Angeles Based local movements for social change project
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19690During this project students will go through the following steps: 1. This project will
19691analyze the different human rights struggles that are currently taking place in Los
19692Angeles. 2. The student's job is to pick a specific human rights violation that is currently
19693taking place in the city of Los Angeles and an organization or campaign that is currently
19694working to challenge this issue. 3. Students will need to research the human rights issue
19695and talk about the history behind it and how it is impacting people in Los Angeles. 4.
19696Student project will also highlight a person, community, organization, or movement that
19697is working to create a more just, equal, and fair Los Angeles. Leading up to the project
19698students will study Ron Finley's movement to create "greener" spaces in South Central
19699Los Angeles by creating gardens on the strip of land between the houses and the street.
19700These community gardens that are outlined in his Ted Talk called the Guerrilla Gardner
19701which is very popular. In the talk he, talks about he is "growing a nourishing food culture
19702in South Central L.A.’s food desert by planting the seeds and tools for healthy eating"
19703We will also read articles, watch other short documentary videos about Finley and study
19704the impact of "food deserts" on inner city communities in Los Angeles. We will look at
19705how students for example at Roosevelt High School used their classroom through a
19706partnership with "Market Makeovers" which is connected with researchers at UCLA to
19707remodel neighborhood "bodegas" or corner markets to sell more fresh produce and
19708healthy options to people that live in their communities. We will also study the work of
19709East Yards for Environmental Justice and their campaign to shut down the Exide
19710Battery Recycling plant which has been polluting the South East Los Angeles
19711Communities of Bell, Huntington Park, South Gate, Commerce, Vernon, and East LA.
19712Mark Lopez who is the executive director of the organization is a third-generation
19713environmental justice activist. He recently won the Goldman Environmental Justice
19714Prize which is an extremely prestigious international award for successfully
19715campaigning not only for the Exide battery recycling plant to shut down but for the state
19716of California to clean up the toxic lead waste that has been left behind in these
19717communities. These two examples are of communities coming together to solve
19718problems and come up with solutions. Mark has come to speak to my students the past
19719few years in relation to this project. you can see a short video about his work here:
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19720https://www.youtube.com/watch?v=UAzddXYoR6s Below are examples of projects that
19721students could research:
19722First major topic: Immigrant Rights in Los Angeles: The Dreamers Movement High
19723School and College students in LA are fighting for access to federal financial aid and a
19724pathway to legal documentation for undocumented students in LA. (This is a national
19725movement but it also has local campaigns). Websites:
19726https://unitedwedream.org/about/our-missions-goals/ http://dreamteamla.org/
19727http://www.latimes.com/local/california/la-me-dream-summer-20150823-story.html
19728ICE separating family members happening in LA. (i.e. Fatima Avelica’s father taken in
19729Los Angeles). What are community organizations and people doing to stop this.
19730Websites: http://abc7.com/news/undocumented-dad-taken-by-ice-while-dropping-kids-
19731off-at-school/1782230/ http://www.cnn.com/2017/03/03/us/california-father-ice-arrest-
19732trnd/ http://www.latimes.com/local/lanow/la-me-immigration-school-20170303-story.html
19733Immigration courts in Los Angeles not providing adequate translations in Spanish and
19734Indigenous languages for recent arrivals who are seeing Immigration judges.
19735http://www.latimes.com/local/california/la-me-mayan-indigenous-languages-20160725-
19736snap-story.html https://www.legallanguage.com/legal-articles/top-languages-of-the-us-
19737immigration-court/
19738http://www.npr.org/sections/codeswitch/2014/07/01/326426927/language-barriers-pose-
19739challenges-for-mayan-migrant-children
19740The Movement to create “Sanctuary Cities” and what does this mean for immigrants in
19741those cities. http://www.latimes.com/politics/essential/la-pol-ca-essential-politics-
19742updates-garcetti-asks-federal-government-to-1490826291-htmlstory.html
19743http://www.dailynews.com/20170319/las-sanctuary-city-debate-broadens-as-statewide-
19744bill-takes-shape
19745How to obtain a green card, visa, permanent residency, citizenship and who to go to for
19746help. What immigrant Rights organizations exist in the local community and how to gain
19747more information from them and how to support the work that they are doing. How are
19748they helping the community know what their rights are even if they are undocumented?
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19749For example: (what are your rights when ICE knocks on your door, what to do when
19750pulled over, what to do when stopped at a checkpoint). http://www.carecen-la.org/
19751https://www.esperanza-la.org/ http://www.chirla.org/
19752What are schools doing in the local community or Los Angeles to support students that
19753recently arrive to public schools in LA from Mexico or Central America.
19754http://www.latimes.com/local/lanow/la-me-belmont-high-school-20160710-snap-
19755story.html http://www.latimes.com/local/california/la-me-gaspar-marcos-update-
1975620160825-snap-story.html http://www.latimes.com/local/california/la-essential-
19757education-updates-southern-school-districts-try-to-reassure-1487976491-htmlstory.html
19758How to create a student Immigrant rights organization on your campus (an analysis of
19759Colores Unidos and a template for youth organizing). There could be other examples as
19760well. Espiritu can help you find other examples. https://fsrn.org/2017/03/los-angeles-
19761students-to-use-theater-to-prepare-for-anti-immigrant-crackdowns/
19762A project that analyzes the Executive Actions of the banning of Muslims from six
19763different countries and how immigrant rights lawyers and activists resisted that decision
19764in LA and across the country to defeat the measure.
19765http://www.newsweek.com/lawyers-volunteer-us-airports-trump-ban-549830;
19766http://www.scpr.org/news/2017/02/28/69459/expecting-new-trump-travel-ban-lawyers-
19767prepare-to/; http://www.latimes.com/local/lanow/la-me-lax-protest-muslims-trump-
1976820170128-story.html; http://www.latimes.com/local/lanow/la-me-lax-lawyers-20170131-
19769story.html
19770There are also a number of organizations that are supporting immigrants that are
19771Indigenous or who identify as being from an Indigenous community in Mexico and
19772Central America. Your project could highlight any of these organizations:
19773-La Comunidad Ixim- a community-based organization of folks from Guatemala who

19774share their Maya Quiche culture with each other by inviting weavers and speakers from
19775Guatemala, create community cultural events that celebrate their culture, support
19776immigrant rights work, they also wrote a children’s coloring book together as well as
Page 832 of 896

19777other activities. Espiritu can link you up with some of the folks that lead this
19778organization.
19779-Mapping Indigenous LA: Mapping Indigenous Los Angeles aims to uncover and
19780highlight the multiple layers of indigenous Los Angeles through a story mapping project
19781with youth, community leaders, and elders from indigenous communities throughout the
19782city https://mila.ss.ucla.edu/
19783Issues of Environmental Racism and Environmental Justice: Environmental Racism in

19784Vernon and South East LA (a study of East Yards for Environmental Justice and how
19785their organizations have created grassroots efforts to limit pollution, close companies
19786that are harmful to the environment and other campaigns. The campaign to close the
19787Exide Battery Recycling plant in Vernon led by community members. Once the recycling
19788plant is closed there is another campaign happening now to clean up the lead poisoning
19789in houses, soil, cars, and the environment in the surrounding area. http://eycej.org/;
19790http://www.goldmanprize.org/recipient/mark-lopez/
19791Environmental Racism in Wilmington (oil refineries polluting the air and environment) (a
19792study Communities for a Better Environment) and how their organizations have created
19793grassroots efforts to limit pollution, close companies that are harmful to the environment
19794and other campaigns in Wilmington. https://www.cbecal.org/
19795The campaign to stop the expansion of the 710 freeway because of the pollution that
19796will be added to the environment in South LA. http://eycej.org/
19797Campaigns to limit or end the run off water pollution or dumping of garbage on the
19798beaches and in the waters off the coast of Los Angeles. (Talk to Kirsh)
19799https://lawaterkeeper.org/pollution-prevention/
19800Studying the campaigns to gain access to the beach in places like Malibu which is a
19801place where residents close off access to the beach.
19802http://www.latimes.com/local/lanow/la-me-ln-malibu-beach-access-20160616-snap-
19803story.html
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19804Black Lives Matter Movement in LA. Community organizing collectively to demand
19805accountability for police violence in LA. http://www.laweekly.com/news/these-savvy-
19806women-have-made-black-lives-matter-the-most-crucial-left-wing-movement-today-
198076252489 https://www.kcet.org/shows/socal-connected/black-lives-matter
19808http://www.dailywire.com/news/16636/xxx-jeffrey-cawood#
19809How are gang injunctions hurtful to people in Communities of Color and how are
19810organizations working to end this practice. The Youth Justice Coalition is an excellent
19811organization doing great work to try to reverse these criminalizing policies that hurt
19812youth of color. Youth justice coalition http://www.youth4justice.org/. What are ways that
19813community organizations are working to disrupt gang violence in our communities and
19814what can ordinary folks do to change or disrupt gang violence. (ideas could be studying
19815organizations like Homeboy Industries, mentorship programs, and others).
19816http://www.homeboyindustries.org/why-we-do-it/;
19817https://munchies.vice.com/en_us/article/these-ex-gang-members-are-baking-their-way-
19818to-redemption
19819Education Issues: Students could research a coalition like “Schools that LA Students
19820Deserve” and figure out what they are fighting for in terms of changing the educational
19821experiences of students in LA Public Schools. How are youth, parents, teachers,
19822involved in this coalition? What are their goals? How can students participate?
19823http://www.schoolslastudentsdeserve.com
19824Ethnic Studies in Los Angeles Public Schools. There is a large movement to expand
19825Ethnic Studies classes and teaching approaches from Kindergarten-12th grade in LA
19826Schools. Students, Parents, teachers, and other community members have been
19827fighting for this since 1968, have recently achieved victories but are still fighting for a full
19828implementation. http://www.latimes.com/local/education/la-me-ethnic-studies-20141209-
19829story.html
19830LGBTQIA+ students have been forming student organizations, school campaigns, local
19831and state campaigns to make sure that schools are inclusive of LGBTQIA+ students
19832and serve them in a way that supports them academically and socially.
19833http://achieve.lausd.net/Page/3651 https://www.lgbt.ucla.edu/Trans-At-UCLA
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19834More specifically LGBTQIA+ students have also been fighting for Gender Neutral
19835bathrooms for LGBTQIA+ students. There has been a lot of success at local schools but
19836there continues to be ambiguity on a national and state level to what schools need to do
19837to accommodate all students. http://www.latimes.com/local/education/la-me-edu-
19838gender-neutral-bathroom-20160413-snap-htmlstory.html;
19839https://patch.com/california/hollywood/la-school-board-all-middle-high-schools-should-
19840have-gender-neutral-bathrooms-0; http://www.dailynews.com/social-
19841affairs/20160513/lausds-michelle-king-president-obama-in-agreement-on-transgender-
19842restroom-policy
19843Food Justice: There has been a successful campaign in Los Angeles to “legalize” street
19844vending of food products. You could analyze how this campaign formed, what were the
19845strategies to create the legal victory, and what was the outcome? What is the next step
19846or phase of the campaign and what can people do to get involved?
19847http://www.latimes.com/local/lanow/la-me-ln-street-vending-decriminalize-20170130-
19848story.html; http://www.npr.org/sections/thesalt/2017/02/16/515257761/las-moves-to-
19849protect-immigrant-street-food-vendors-come-with-a-catch;
19850http://www.dailynews.com/government-and-politics/20170330/la-takes-another-shot-at-
19851legalizing-street-vending-in-macarthur-park;
19852http://streetvendorcampaign.blogspot.com/p/about.html
19853There is a lack of healthy food options in Communities of Color across LA. These
19854communities are often times referred to as “food deserts” because they don’t have easy
19855access to organic, natural, and healthy food options. There are a number of
19856organization and campaigns that are working to change this. What are their
19857approaches? What victories have they had? What remains to be done? Examples could
19858include the South Central Farm, LA Green Grounds with Ron Finley, Projecto Jardin, or
19859others. (Each of these could be their own topic just talk to Espiritu and he can help you
19860to pick one! South central la farms: http://www.southcentralfarmers.com/index.php;
19861http://www.uncubemagazine.com/blog/12844525; Los Angeles Green Grounds:
19862http://www.lagreengrounds.org/; https://www.pps.org/places/lqc/la-green-grounds/;
19863http://www.huffingtonpost.com/julia-wasson/learning-los-angeles-ron-_b_6043370. html
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19864Ron Finley Project: http://ronfinley.com/the-ron-finley-project/;
19865https://www.ted.com/talks/ron_finley_a_guerilla_gardener_in_south_central_la;
19866http://www.latimes.com/food/dailydish/la-fo-ron-finley-project-20170503-story.html
19867Justice for Janitors Campaign: The Justice for Janitors Campaign has a long history in
19868LA organizing custodial workers. They continue to organize today. This is an important
19869topic because the beginnings of Camino Nuevo Schools is connected to the Justice for
19870Janitors Campaign. This is a very interesting topic.
19871https://talkpoverty.org/2015/06/12/aramark-georgetown-university/;
19872http://socialjusticehistory.org/projects/justiceforjanitors/timeline;
19873https://www.labor.ucla.edu/what-we-do/labor-studies/research-tools/campaigns-and-
19874research/justice-for-janitors/; http://www.seiu-usww.org/category/campaigns/justice-for-
19875janitors/
19876There are a number of organizations that are also doing solid work around creating bike
19877lanes in communities of color and also having more access to healthy mobile activities.
19878Each of these can be a sub topic: Check out Multicultural mobility
19879http://www.multicultimobility.org/ Grassroots organizing in Los Angeles;
19880http://scopela.org/about-us/staff/; Cyclavia LA http://www.ciclavia.org/
19881There are a number of organizations in LA doing incredible work around Feminism and
19882addressing the issue of sexism and patriarchy in LA. Any one of these organizations
19883could be a great topic choice check out: Ovarian Cycles Cycling Brigade
19884https://ovarianpsycos.com/ Affirm LA; http://www.af3irm.org/af3irm/chapters/los-
19885angeles/ Mujeres De Maiz; http://www.mujeresdemaiz.com/ another amazing
19886organization that works with femtoring young women is called Las Fotos Project
19887http://lasfotosproject.org/
19889At the end of the unit students will create the following components to their project:
19890  A trifold that explains the group’s research and topic
19891  An infographic
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19892  A website
19893  A mock social media campaign
19894  An informational brochure
19895  A newspaper Article
19896The Trifold: Objective: Create a well-designed visual representation of the activist

19897movement or organization including the major components of the project: The
19898infographic, a display for the website, the mock social media posts, etc.
19899The Infographic: Objective: Create an infographic as a visual representation of data

19900collected from research. Include the infographic in the website, brochure, newspaper
19901article, and tri-fold.
19902The Social Media Campaign: Objective: Create mock social media posts that brings
19903social awareness to the issue and demonstrate ways to fight for human rights change in
19904our community
19905The Website: Objective: Students will collaborate in order to create an informative

19906website outlining their human rights violations. Students will add their infographic,
19907external links, social media posts, etc. Students will be using Weebly or Google Sites to
19908create a website. They will be graded on the format of the website, content, grammar,
19909and use of external references
19910The Informational Brochure: Objective: Create a printed informational brochure that

19911explains the issue, research findings, and ways to fight for human rights in our
19912community in order to distribute them to your audience on presentation day.
19913The Newspaper Article: Objective: Students will be able to research an issue that
19914affects our community here in Los Angeles. By using this research, students will write a
19915newspaper article and upload it onto their Weebly website.
19916Using all of these components to their final project students will then make a series of
19917presentations at our school's major event of the year called "Miramar Live" Where
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19918students will present their findings and their components of their projects to community
19919members, scholars, classmates, teachers, and district leaders.
Page 838 of 896

19920Mexican American and Latina/o Literature (Santa Maria Joint Union)
19922Record ID: QQGSFB
19923Institution: Santa Maria Joint Union High School District (69310), Santa Maria, CA
19933Overview
19934This course surveys the history, identity, and oral traditions of Mexican American and
19935other Latina/o cultures through the lens of literature. It is a representative overview of
19936Mexican American and Latina/o literature covering poetry, drama, novels, short stories,
19937critical essays and other non-fiction texts.
19938The course will include literary techniques, modes of expression, trends in Mexican
19939American and Latina/o creativity, and will expose students to the richness and diversity
19940that Mexican American and other Latina/o cultures have to offer. The first semester of
19941the course will focus on literature/texts authored by Mexican American, and Chicana/o
19942writers. The second semester focuses on Latin America as a whole and how the
19943influences of Cuba, the Dominican Republic, Puerto Rico, Central America, and South
19944America have shaped American and Latina/o identity in the U.S. and provide a well-
19945rounded understanding of the cultural elements that contribute to U.S. Latina/o
Page 839 of 896

19946Literature. Students will be exposed to extensive reading of classic and modern
19947Mexican American and Latina/o American literature and nonfiction texts that emphasize
19948their historical and cultural roots in the United States and examine the contested
19949meanings of identity; the relationship between social/political activism and literary
19950expression and movements; the politics of immigration and the border; and the
19951intersectionality of these with gender relations and sexuality within the Mexican
19952American and Latina/o community. Students will engage in a variety of short-term and
19953long-term writing assignments that will enhance their scholarly writing; including
19954argumentative, informative, and narrative compositions. Students will improve their skills
19955in close reading, academic research, and expository writing. By the end of the course,
19956students will have developed and written approximately 10 essays in a variety of
19957discursive modes as well as created independent projects that develop their critical
19958speaking and listening skills.
19959Prerequisites
19960(None)
19961Corequisites
19962(None)
19963Course Content
19964Unit 1: Pre-Columbian Civilization and the Conquest (The Rise of Mestizo Culture)
19965Unit Description: This unit will focus on the historical significance of Pre-Columbian
19966cultures in the Americas, the conquest period and three centuries of Spanish colonial
19967rule that saw the rise of the new “mestizo” as an identity that is in constant
19968transformation. An emphasis will be given to Spanish hierarchies of social class as
19969determined by ethnicity and the impact they have on Mexican American identity today.
19970Through close reading and discussion of Pre-Columbian texts like The Popol Vuh and
19971primary accounts of the conquest, the unit will cover questions concerning labels,
19972nationalism, labor, migration, and memory. Through journal entries, participation in
19973think-pair-share discussions, and short informative and narrative writing assignments,
Page 840 of 896

19974students will trace the construction and transformation of ethnic and national identities
19975and the issue of assimilation among Mexican Americans up to the 1960s.
19977Key Assignment: "Columbus: Hero or Criminal?" Students will read fiction and non-
19978fiction texts about the arrival of Columbus to the Americas, including the 2 poems
19979below. They will work-shop a 3-paragraph response comparing and contrasting the tone
19980and themes of each poem and respond to the following: Whose point of view does each
19981poem reflect and what is the message they each convey? Explain the literary elements
19982of the poems help convey the message. Use evidence from the poems and/or the
19983additional readings to support analysis. Do you agree with one or more than the other?
19984Do you believe Columbus is a criminal or a hero?
19985"Columbus" By Annette Wynne
19986 An Italian boy that like to play In Genoa about the ships all day, With curly head
19987 and dark, dark eyes, That gazed at earth in child surprise; And dreamed of
19988 distant stranger skies.
19989 He watched the ships that came crowding in With cargo of riches; he loved the
19990 din Of the glad rush out and the spreading sails And the echo of far-off windy
19991 gales.
19992 He studied the books of the olden day; He studied but knew far more than they;
19993 He talked to the learned men of the school – So wise he was they thought him a
19994 fool, A fool with the dark, dark dreamful eyes, A child he was – grown wonder-
19995 wise.
19996 Youth and dreams are over, past And out, far out he is sailing fast Toward the
19997 seas he dreamed; – strange lands arise – The world is made rich by his great
19998 emprise – And the wisest know he was more than wise.
19999"Columbus Day" By Jimmie Durham
Page 841 of 896

20000 In school I was taught the names Columbus, Cortez, and Pizzaro and A dozen
20001 other filthy murderers. A bloodline all the way to General Miles, Daniel Boone
20002 and General Eisenhower.
20003 No one mentioned the names Of even a few of the victims. But don't you
20004 remember Chaske, whose spine Was crushed so quickly by Mr. Pizzaro's boot?
20005 What words did he cry into the dust?
20006 What was the familiar name Of that young girl who danced so gracefully That
20007 everyone in the village sang with her – Before Cortez' sword hacked off her arms
20008 As she protested the burning of her sweetheart?
20009 That young man's name was Many Deeds, And he had been a leader of a band
20010 of fighters Called the Redstick Hummingbirds, who slowed The march of Cortez'
20011 army with only a few Spears and stones which now lay still In the mountains and
20012 remember.
20013 Greenrock Woman was the name Of that old lady who walked right up And spat
20014 in Columbus' face. We Must remember that, and remember Laughing Otter the
20015 Taino who tried to stop Columbus and who was taken away as a slave. We never
20016 saw him again.
20017 In school I learned of heroic discoveries Made by liars and crooks. The courage
20018 Of millions of sweet and true people Was not commemorated.
20019 Let us then declare a holiday For ourselves, and make a parade that begins With
20020 Columbus' victims and continues Even to our grandchildren who will be named In
20021 their honor.
20022 Because isn't it true that even the summer Grass here in this land whispers those
20023 names, And every creek has accepted the responsibility Of singing those
20024 names? And nothing can stop The wind from howling those names around The
20025 corners of the school.
20026 Why else would the birds sing So much sweeter here than in other lands?
20027Unit 2: Westward Expansion and "Manifest Destiny"
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20028Unit Description: This unit will present literature that traces the social and cultural
20029outcomes western expansion and "Manifest Destiny" had on Mexico and Mexicans in
20030the U.S. Iconic Mexican American pieces of writing like Yo Soy Joaquin and The Ballad
20031of Gregorio Cortez and historical documents like The Treaty of Guadalupe Hidalgo will
20032be used to focus on the geographical and political shifts between the U.S. and Mexico
20033that led to the present.
20035Key Assignment: CORRIDOS. Can you imagine becoming an immigrant without ever
20036moving? It happened here, in America, in 1848. The Treaty of Guadalupe Hidalgo
20037brought an end to border warfare between the United States and Mexico. How? Mexico
20038ceded a huge area of land - California, Nevada, Utah, part of Colorado, Arizona, and
20039New Mexico - to the U. S. The terms of the treaty stipulated that Mexican citizens could
20040either stay where they were or return to Mexico. Imagine! Suddenly, your country
20041changes though you haven't moved an inch. Though many of the Mexicans in this
20042situation elected to become American citizens, they did not by some stroke of magic
20043suddenly fit. Their transition and assimilation into American culture was no smoother
20044than other immigrant groups from abroad. During this turbulent time, Mexican-American
20045literary voices began to be heard, but they were still very distinct from the larger
20046American culture. The evolving literature of this community was spoken, sung, or written
20047in Spanish. Much of the literature was in the oral tradition - it had not ever been written
20048down but had been shared from generation to generation. At its center was personal or
20049historical subject matter. From these traditional literatures a unique form of poetry
20050began to flourish.
20051Songs and Stories: A style of ballad, called a corrido, (from the Spanish verb corer
20052which means "to run") was a literary result of the cultural conflict between Mexican-
20053Americans and Anglo-Americans in the American Southwest. In terms of the stimulus
20054for their development, corridos might be compared to the blues songs and poetry that
20055were the achievements of 1920s African American culture. Corridos provided an outlet
20056for resentment and frustration caused by discrimination and oppression, and since they
20057were composed in Spanish, corridos could be private from the predominant "Anglo"
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20058culture. They poured out the history of the Southwest from the point-of view of the
20059Mexican-American common man. They celebrated cultural clashes, social events,
20060ethnic pride, violence, heroism, villainy, and adventure. One famous corrido, "The
20061Ballad of Gregorio Cortez," told of a Mexican rancher who killed a white sheriff who was
20062unjustly trying to arrest him. Cortez was subsequently chased by lawmen, captured and
20063then convicted by an Anglo jury. In the ballad Cortez was described like a vaquero -
20064expert horseman and marksman - whose adventures on the lam make for an exciting
20065chase and confrontation with the Texas Rangers. The corrido tells how Cortez uses
20066cunning to elude his captors, while the latter, who think only in stereotypes, are bungling
20067and inept. The lawmen who are persecuting Cortez are described very negatively: They
20068are "whiter than a poppy from the fear they had of Cortez and his pistol." The pejorative
20069tone of these lyrics illustrates the tension in the Southwest. The corrido continued to
20070enjoy popularity and remains a vital literary and musical form of expression. During the
200711960s a corrido immortalized the courage and determination of Cesar Chavez and the
20072plight of migrant workers. A famous memorial ballad "Recordando El Presidente" was
20073written to memorialize the assassination of John F. Kennedy. Other corridos have been
20074composed about everything from bandoleros to bullfighting, riding cars to running drugs,
20075heroes to villains and, of course, love.
20076Write a two page critique on the film, "Corridos: Tales of Passion and Revolution" that
20077addresses the following questions: 1. How do the stories in the film illustrate the cultural
20078mores of the time? Use details examples from the various scenes to illustrate your point
20079of view.2. Is the art of writing corridos still relevant today? Why or why not? 3. How do
20080corridos reflect the Mexican spirit or ethnic pride? Is it shown in the film? Is it shown in
20081the corridos we have studies? Provide clear evidence from both the film and the lyrics.
20082Unit 3: Creating a New Identity (Chicano Movement)
20083Unit Description: The impact the Mexican American experience through World War I/II
20084and the Zoot Suit Riots had on the Chicano Movement generation will be examined to
20085explore issues of citizenship, assimilation, and cultural identity. The Chicano Movement
20086and the rise of Chicano activists and writers who gave voice to the movement. What is
20087generally referred to as Chicano literature is the relatively recent phenomenon which
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20088grew out of the Chicano Movement, the socio-political civil rights movement of the mid-
200891960s. Yet, this body of literature did not emerge from a cultural or literary vacuum, but
20090was rather a proliferation of continuous literary activities among Mexican-Americans
20091living in the United States.
20093Key Assignment: What is the significance of I am Joaquin to the Chicano Movement of

20094the 60’s and 70’s? Is the poem still relevant today? Why or why not? This lesson will
20095broadly explore the relationship between identity and movement within the Chicano
20096Rights Movement of the 1970s and the larger historical framework that stretches back
20097over 500 years ago. It will center on a primary source, Corky Gonzales’ I Am Joaquín,
20098and its descriptions of the distinct Chicano character and the history lesson that is
20099embedded within the text. The lesson will be broken into four parts — each exploring a
20100different aspect of the relationship between identity and the Chicano Movement and the
20101Movement's relationship to historical events. Further, each activity will require students
20102to practice different essential skills expected of high school humanities students. For
20103example, students will be asked to read and compare two primary sources — I Am
20104Joaquín and Demands Made by East Side High School Students Listed as well as El
20105Popol Vuh. Through this activity, students will not only explore accounts describing the
20106Chicano identity and the objectives of the Chicano Movement, but also critically engage
20107with primary texts, exploring their basic meanings and implications. Also, students will
20108be given a broad lecture dealing with significant figures, organizations, and events
20109within Mexican American history This unit, which is designed to give historical context to
20110the primary source going all the way back to pre-Columbian cultures.
20111Unit Project: Students will be assigned a topic on Mexican-American history and culture
20112referenced in Yo Soy Joaquin and conduct extensive research on the internet and the
20113library to write a multi-paragraph essay that summarizes and synthesizes the
20114importance of the topic in context. Students will also create a PowerPoint, Keynote
20115presentation or a collage to present to the class as the "expert" on the topic. Students
20116will take notes on each other’s "lectures" and have an opportunity to ask questions of
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20117each other. The presentation should be least 10 slides and cite sources according to
20118MLA format.
20119Unit Essay: I am Joaquin has long been touted as the beginning of Chicano literature. It
20120has also promoted Mexican American socio and political equality, doing much to
20121promote the Mexican American people as equals in American society, but it has also
20122managed to largely ignore Chicanas. Explain both the shortcomings and positives of
20123this epic piece of Chicano literature. Use two of the texts we read by Chicanas (Gloria
20124Anzaldua, Ana Castillo, Sandra Cisneros, Dagoberta Gilb, Cherrie Moraga, Ana Nieto
20125Gomez) to include the Chicana perspective of the movement and to critique the
20126shortcomings of Yo Soy Joaquin.
20127Unit 4: Immigration and the Border
20128Unit Description: The issue of immigration and the border will be one the major themes
20129in this unit as it relates to the socio-political, economic, and cultural reality of Mexican
20130Americans in the U.S. The unit will focus on the territory-based rhetoric of the cultural
20131border, boundaries and borderlands, and immigration. Critiquing the essentialist view
20132that presumes fixed boundaries for a culture; students will explore the constructivist
20133view that assumes an individual’s choice in defining and redefining their own cultural
20134identities in a multicultural society. This unit examines the rise of industrialism in
20135agricultural that led to a shift in immigration policies by the U.S.; a focus will be on how
20136migrant farmworkers and other laborers helped shape the economic reality of the
20137Southwest. Students will take a close look at literature that speaks about the border the
20138U.S. shares with Mexico and its constant geographical, political and cultural shifts from
20139past to present. This unit will help students think about and discuss: What is the
20140purpose of a border (physical and otherwise)? Who creates borders and who are they
20141created on? How do Mexican Americans/Chicana/os resist borders and how is this
20142reflected in the literature?
20144Key Assignment: Students will explore and create definitions of the word "border."
20145Students will engage in a multi-perspective way of looking at the border.
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20146Part 1--Individual Writing.
20147Students free write their responses to the questions: 1) What is a border? 2) What
20148words come to mind when you hear the word "border"? (no matter how irrelevant or off-
20149the-wall the word or thought is, write it down); 3) What borders have you crossed in your
20150life? 4) What borders do you not cross?
20151Part 2--Group Discussion
20152Students gather in groups of three or four, share responses, then work together to write
20153up and illustrate their own definitions and lists of types of borders. Each group presents
20154their ideas to the class.
20155Part 3--Class Discussion.
20156How many different kinds of borders can we list using what the groups have written?
20157(Also, can discuss questions #3 and #4 from Part 1.) Examples:
20158 Border as Wall or Fence Border as a Membrane, Skin, Porous Border as Meeting
20159 Place, Interaction Border as Marketplace, Goods & Services
20160 Border Between Groups of People, Languages, Economies Border Between

20161 Ways of Life, Cultures, ("Ecosystems") Border as Edge, Fuzzy or Crisp, Rules,
20162 Inside/Outside, Etc.
20163 Border as Psychological, Physical, Social, etc. Question for discussion: Can a
20164 border function in more than one way? Why or why not?
20165Part 4--Listening & Responding.
20166Students read quotes/passages from writings about the border. Students can either
20167respond to the quotes or create their own statements/poems on the idea of "borders."
20168Starter line: "The border is..."
20169Sample statements:
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20170 "For Mexico, the border is not that rigid Puritan thing, a line; straight lines are
20171 unknown in Mexico. The border, like everything else, is subject to supply and
20172 demand. The border is a revolving door." –Richard Rodriguez
20173 "The border is transient...the border is a word game...the border is a virtual

20174 cesspool"–Atlantic Monthly
20175 "Tijuana has more in common with Santiago, Chilé than San Diego, California." –
20176 Jorge Bustamante, President, El Colegio de la Frontera Norte
20177 "This is the only place I know where you can jump from the First World to the
20178 Third World in five minutes." –Julio Chiu, El Paso bank executive and native of
20179 Cd. Juárez
20180 "We have people here who have never heard of the word 'environment' or
20181 'ecosystem.' It's as if you were talking in another language." –Naachiely Lopez,
20182 Tijuana environmentalist, 1992
20183 "Many Mexicans think of the move from Cd. Juárez across the Rio Grande more
20184 like moving to a richer neighborhood than going to another country." –
20185 Washington Post, 1978
20186Source: La Frontera/The Border: An Enigma for Two Nations. University of Southern

20187California, 1993.
20188Closure: Students can read aloud a favorite line or phrase from their writings and as a
20189class revise order of lines to create a group poem/writing on the border.
20190Unit Essay: An essay exploring the various ways the border functions. Consider the
20191questions: What would the region be like if there were no border? What has the border
20192done to the region? To the people? Consider indigenous peoples of the area
20193(particularly in Arizona) who have lived here for over 500 years and say there is no
20194border. How can anyone say that there is no border?
20195Unit Research Paper: Before finishing this assignment, you will have read Anzuldúa,
20196and Rodriguez’ personal experiences of the border. For this assignment, you will be
20197writing your own autobiography in which you address three specific ways in which your
Page 848 of 896

20198individual life connects to the national life. You will be writing your autobiography (or the
20199story of your family) as the story of your people (however you define your people). In the
20200end, you will explain how a few incidents from your own life made you more aware of
20201the possibilities or limitations of connection to the national life of the mythical "America."
20202The three essential parts of this assignment are:
20203Part 1: What were some of the earliest experiences you had in which you felt included
20204as part of a larger nation? This could be the pledge of allegiance you said in school, or
20205visiting a national monument, or reading through your American history book, or hearing
20206your relatives tell you stories about war, labor struggles, and past American figures.
20207Focus on a scene or two that you remember and describe what made that scene so
20208memorable.
20209Part 2: What were some of the times that you felt excluded from being part of the larger
20210nation? What happened? Did you realize at the time that you were being excluded, or is
20211it only in looking back that you figured it out? This event need not even be something
20212that happened directly to you — it could be something you heard happening to
20213someone else — but it should be an event that had some consequence in your life.
20214Part 3: How do you make sense of both being included and being excluded from your
20215idea of what "America" means? Do you now claim your identity as one of many
20216American lives? Do you continue to feel that you are cut off from the early image of
20217"America" that you had? How do you reconcile the incidents from Part 1 and Part 2? Or,
20218if you can’t reconcile them, which of the incidents has impacted your identity the most
20219and shaped how you see yourself today?
20220FORM: Your autobiography will be in the form of a personal essay. It must be between
20221at least 3 full pages and no longer than 6 pages. You must discuss the three parts
20222above, but you can do them in any order you wish (as long as I can see clearly that you
20223have some sort of organization to your thoughts). One way you might want to consider
20224organizing this essay would be based on the following structure:
20225 I: Title (think of something creative)
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20226 II: A one-paragraph introduction that begins with something attention grabbing
20227 and ends with a thesis statement that quickly answers Part 3 above)
20228 III: One or two paragraphs that describe the experience mentioned in Part 1.
20229 IV: One or two paragraphs that describe of the experience mentioned in Part 2
20230 (these paragraphs should take the form of paragraphs before them)
20231 V: One paragraph that clearly identifies the conflict between Parts 1 and 2
20232 VI: One or two paragraphs that explains the answer to the questions in Part III
20233 VIII: A concluding paragraph that reinforces the one sentence summary of Part III
20234 and explains why it is significant to the literature we are reading in this class.
20235Unit 5: Colonization of Latin America
20236Unit Description: This course will put Latino and Latina literature in context to the larger
20237literary canon. We will explore important aspects of the works through a mostly
20238historical approach focusing on the impact of colonialism on Latin American culture but
20239will also draw from other components including folklore, memory, social issues, and
20240cultural identity. A broad overview will be given to Latin America as a whole and through
20241the literature, students will examine the influence of Spanish and Portuguese colonial
20242rule on Latin America, as well as the modern day influences of Cuba, the Dominican
20243Republic, Puerto Rico, Central America, and South America on American and Latino
20244identity in the U.S. The primary text is "The Vintage Book of Latin American Stories"
20245edited by Carlos Fuentes and Julio Ortega which will be used for the rest of the
20246semester in conjunction with other texts.
20248Key Assignment: Cultural Diffusion and Latin America A look at colonization, the
20249Atlantic slave trade, and the Columbian Exchange, its impacts on the culture of Latin
20250America, and the positive/negative impacts of this cultural diffusion. Write an essay that
20251discusses the literature, art and music that resulted from the encounters of many
20252backgrounds on the stage of colonial Latin America. How did the experience of
20253colonization affect Latin American cultures? How were people of all backgrounds in
Page 850 of 896

20254colonial Latin America able to express themselves? What flavors did their identities add
20255to their cultural expressions? What does the art/literature of particular groups say about
20256their worldview or place in society? Use the literature we have read as evidence in your
20257responses.
20258Unit Project: Immigration has been a part of the world since humans first started
20259walking. This phenomenon continues for a variety of reasons today. The U.S. borders
20260Mexico and we have many immigrants from Mexico and Central America. Their reasons
20261for immigrating are many and not always presented by the media in the best light.
20262Students need to know the various reasons that so many Latin Americans are leaving
20263their countries and coming to the U.S. One way to find this information is to gather it
20264through interviews and oral history. Students will be studying immigration from Latin
20265American countries and the statistics that are known, using the Internet and written
20266material. A foundation will be built around understanding the impact of immigration on
20267the U.S. as well as on Latin-American countries. At the same time students will conduct
20268an interview of a local immigrant(s) in order to have a personal view of the issues that
20269surround immigration. Students will write a detailed essay (minimum 3 pages) about the
20270person you interviewed as well as formal presentation of the information that you found
20271and share it with the class.
20272Presentation Choices: This will allow students to synthesize the information gathered
20273and respond to a critical issue in our world today. You will present your presentation to
20274the class.
20275 1. PowerPoint presentation. You must have at least 10 slides in your

20276 presentation and it must be thorough.
20277 2. Create an "album" containing facts, stories, poetry, drawings, songs of the
20278 person you interviewed and the information you gathered.
20279 3. A video production for public access TV in the form of a newscast or

20280 documentary.
20281Unit 6: The Rise of Magical Realism
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20282Unit Description: A look at the rise of Latino/a writers, artists, filmmakers, and others
20283who have become more accepted by the mainstream of U.S. society and the world and
20284yet still retain their cultural identity or are re-shaping that identity. This unit will put Latino
20285and Latina literature in context to the larger literary canon. We will explore important
20286aspects of the works through a mostly historical approach focusing on the impact of
20287colonialism on Latin American culture but will also draw from other components
20288including folklore, memory, social issues, and cultural identity. A focus on the rise of
20289new cultural identity that rejects the old “colonial” styles of literature for fresh approach
20290to writing that saw the rise of Surrealism, Magical Realism, and eventually a hybrid
20291approach to literature in the U.S. by Latino/a writers who are simultaneously part of the
20292mainstream American culture but also redefining what it means to be American.
20294Key Assignment: Theme of Isolation
20295"The Handsomest Drowned Man in the World" explores the ways in which human
20296beings overcome personal isolation through their collective community. In this story,
20297common beliefs in the mythic or fantastic bring together the members of a small fishing
20298village. The men, women, and children of this community are united by their common
20299desire for self-improvement. Together, they imagine a better future for themselves, a
20300future in which they are as extraordinary as the myths in which they all believe.
20301Questions about Isolation
20302 1. Does the drowned man create conflict in the village, or bring the village
20303 together? (Your answer might change depending on which part of the story
20304 you're examining.)
20305 2. How does the village's relative isolation from neighboring towns affect the way
20306 we read the story?
20307 3. Why is it so important to the women of the village that they claim the drowned
20308 man as their own?
20309Course Final Essay
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20310From the following prompts, please choose ONE. For each of the writing prompts,
20311students will incorporate critical readings that could best be applied to the
20312arguments/stance/perspective the student is making in the essay. Students are required
20313to use at least one critical reading.
20315Writing prompts
20316 1) "The corrido––narrative ballad––constitutes one of the richest and most

20317 resilient of genres within the Mexican oral tradition. It is a form of song that
20318 extends back into time immemorial," writes Yvonne Broyles-Gonzales in What
20319 Pride Mainstream: Luis Valdez’ Corridos on Stage and Film. In what ways do
20320 corridos promote stereotypes of Mexicans and Mexican Americans? Can
20321 corridos also thwart stereotypes? Explain.
20322 2) Gloria Anzaldúa’s To live in the borderlands means you is a passionate and
20323 candid interpretation of living life between more than one cultural mindset.
20324 Explain her answer to easing the complications of living "in the borderlands,"
20325 taking care to note any shortcomings, if any, to her solution.
20326 3) Discuss the significance of space and place with a discussion of the
20327 Borderlands, the issue of cultural hybridity, and pragmatic assimilation. What are
20328 the complications, the consequences, and the positives of being bicultural?
20329Semester 1 Texts
20330Primary Texts:
20331 Bordering Fires: the Vintage Book of Contemporary Mexican and Chicano/A
20332 Literature edited by Cristina Garcia.
20333 This Bridge Called My Back: Writings by Radical Women of Color edited by
20334 Cherrie Moraga and Gloria Anzaldua.
20335 Bless Me Ultima by Rudolfo Anaya
20336Excerpted Texts:
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20337 Borderlands/La Frontera: The New Mestiza by Gloria Anzaldua.
20338 From Indians to Chicanos by James Diego.
20339 Vigil El Popol Vuh (Mayan text).
20340 Yo Soy Joaquin by Rodolfo "Corky" Gonzalez.
20341 The Ballad of Gregorio Cortez – corrido, author unknown.
20342 Rain of Gold by Victor Villasenor
20343 Actos by Luis Valdez and El Teatro Campesino.
20344 Drink Cultura by Jose Antonio Burciaga.
20345 Bordertown by Culture Clash
20346Semester 2 Texts
20347Primary Texts:
20348 The Vintage Book of Latin American Stories edited by Carlos Fuentes and Julio
20349 Ortega.
20350 Stories of Eva Luna by Isabel Allende.
20351 Sudden Fiction Latino edited by Robert Shapard, James Thomas, and Ray
20352 Gonzalez
20353Excerpted Texts:
20354 How the Garcia Girls Lost Their Accent by Julia Alvarez.
20355 Dreaming in Cuban by Cristina Garcia.
20356 Labyrinths by Jose Luis Borges.
20357 The Captain's Verses by Pablo Neruda.
20358 Love in the Time of Cholera by Gabriel Garcia Marquez.
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20359Mexican American History (Valdez Leadership Academy, San Jose)
20361Record ID: L2L8R9
20362Institution: Luis Valdez Leadership Academy (054818), San Jose, CA
20370Transcript Code(s): MA History, MA History
20372Overview
20373Mexican-American History traces the experiences of Mexican-Americans from their

20374origins in the early 1600s to present day. The course will examine the political, social
20375and economic conditions that have impacted Mexican identity and the historic events
20376that have shaped Mexican-American communities in the United States. Students will
20377analyze the changes and the continuity between events of the past as they relate to
20378modern day Mexican-American culture and issues affecting the Mexican-American
20379community. Students will develop their argumentative and critical thinking skills through
20380discussions, oral presentations, debates and Socratic seminars. In addition, students
20381will synthesize their own observations and opinions with a variety of sources to produce
20382historical arguments in both written and oral forms. The purpose of this course is to
20383build students’ literacy and historical thinking skills while shedding light on a group of
20384people that helped form and shape the American cultural and historical landscape.
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20385Students will learn to acknowledge diversity and respect different cultures as the United
20386States becomes a more diverse nation.
20387Prerequisites
20388(None)
20389Corequisites
20390(None)
20391Course Content
20392Unit 1: Intro to the Study of Mexican-American History
20393Unit Summary: Coverage will include an introduction of the themes and overview of
20394Mexican-American history. The course will begin by exploring what the following key
20395terms mean; Mexican, American, Mexican-American, Chicana/o, Metizo/a, Latino,
20396Hispanic, ethnicity, and nationality. Students will discuss the concept of identity and
20397define what it means to them and how they view themselves. They will also analyze
20398case studies of school districts across that United States that have offered Mexican-
20399American history and identify arguments for whether or not schools should adopt
20400Mexican-American history courses to the curriculum. Students will specifically learn
20401about the Mexican American studies program that was contested in Arizona by
20402residents who consider these courses to be threatening. They will also learn how the
20403Mexican-American community and proponents of the course responded to the ban of
20404Mexican-American studies in Arizona high school districts. Students will engage in
20405discussions including Socratic Seminars and Structured Academic Controversies to
20406explore issues of politics, identity, resistance and education as they relate to the
20407teaching of Mexican-American history. Students will be exposed to historical thinking
20408skills such as identifying the differences between primary and secondary sources.
20409Students will read and evaluate the sources as they analyze the audience and potential
20410bias of each source to formulate their own critical perspectives about the teaching and
20411field of Mexican-American history.
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20412Major Assignment: Write a letter addressed to a student, teacher, or legislature involved
20413in the banning of Mexican-American Studies in Tucson, Arizona in 2010. Students write
20414a typed response communicating their argument in favor of or against the teaching of
20415Mexican-American Studies. Students learn how to analyze primary and secondary
20416sources to formulate and defend their perspective by using evidence to support their
20417opinions as well as comparing and contrasting views with divergent opinions.
20418Unit 2: Origins of the Mexican-American Community
20419Unit Summary: Students will examine the causes and effects of the Spanish conquest
20420and the Mexican-American War. Students will explore the encounter and interactions
20421between Europeans and the Aztecs and identify and analyze the impact of the social,
20422political and religious institutions that were introduced in the Americas. As students
20423explore these events, students will discuss westward expansion, specifically focusing on
20424the conflicts in the southwest and California to analyze the political, social and economic
20425conditions of the historical events that led to the formation of the Mexican-American
20426culture in the United States. Throughout the unit, students will discuss the role of
20427religion, gender and race relations in order to understand how Mexican-American
20428culture was shaped in different parts of the United States. There will be a focus on
20429California missions, historic landmarks of the Spanish/Mexican colonial period in
20430California so that students could trace the roots/origins of the Mexican community and
20431its contributions during the late 1800s and 1900s.
20432Major Assignment: Create a history exhibit outlining the social, political and economic
20433causes and effects of the Spanish conquest and the Mexican American War and
20434analyze how these events shaped Mexican-American culture in various parts of the
20435United States, including California. Students will organize their information on a trifold
20436presentation board where they will learn to trace the origins of the Mexican-American
20437community as they relate to the life of Mexican-Americans both in the past and in the
20438present. Students will include visuals and artifacts to represent the events and prepare
20439an oral presentation to be shared with their peers.
20440Unit 3: Immigration
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20441Unit Summary: Students examine the reasons why immigrants moved from Mexico to
20442the United States in the last one hundred years and identify how Americans responded
20443to each wave of immigration from 1910 to the 1930s. Students compare and contrast
20444reasons why people have immigrated in the past and the restrictions the U.S. has
20445placed then and today according to the political, social, economic and cultural
20446conditions of each historical time period. The unit focuses on three major time periods,
20447the Mexican Revolution, World War I(WWI) and the Great Depression. For the Mexican
20448Revolution, students will analyze the effects of the Mexican Revolution on its rural poor
20449and on the U.S. in terms of immigration. They will evaluate the rule of Porfirio Diaz and
20450analyze immigration data under his presidency. During the study of WWI, students will
20451analyze the relationship between a nation’s economy (good or bad) and how the nation
20452treats their immigration. Students will continue to analyze this connection as students
20453read and research about the lives of American citizens that were deported as part of the
20454Repatriation Movement during the Great Depression. Students think critically and
20455assess the impact of these events, in relation to the larger goals of examining the push
20456and pull factors of immigration and how Americans responded by engaging in Socratic
20457seminars, inquiries, debates and simulations. Students accomplish this by analyzing a
20458variety of images created during each time period such as political cartoons and
20459photographs. They will also read newspaper articles and textbook excerpt to understand
20460the significance of time and place in shaping immigrants’ decisions to move to the
20461United States and shaping the beliefs that Americans had about immigration.
20462Major Assignment: Write a research paper that answers the following research
20463questions: 1) How have economic and other conditions in the U.S. and Mexico impacted
20464immigration for the past 100 years? 2) How have Americans responded to Mexican
20465immigrants over the past century? Students use on-line data bases and class libraries
20466to research and analyze primary and secondary sources in order to identify the political,
20467social and economic conditions and push/pull factors that have impacted immigration
20468and use historical sources to form an argument regarding how Americans have
20469responded to Mexican immigrants over the last 100 years. Students specifically analyze
20470events such as the Mexican Revolution, WWI and the Great Depression and compare
Page 858 of 896

20471and contrast different perspectives and responses to immigration depending on the time
20472period and national context of each event.
20473Unit 4: Mexican-Americans during WWII
20474Unit Summary: Students will analyze and examine the roles that Mexicans and
20475Mexican-Americans played during the WWII era and evaluate the racial/ethnic tensions
20476that existed during this time period both abroad and in the United States. Students will
20477also identify and research Mexican-Americans that served in the armed forces and the
20478contributions that Mexican-American men and women made to the war effort. Students
20479will learn about Mexican-American Congressional Medal of Honor recipients, Jose M.
20480Lopez and Guy Luis Abandon by researching their lives. They will connect how their
20481lives served as a precursor and inspiration to the Chicano/ Civil Rights Movement.
20482Students will be exposed to the emergence of new Latino civil rights organizations such
20483as Community Service Organization (CSO), the G.I Forum and League of United Latin-
20484American citizens, (L.U.L.A.C) that were created with the goals of seeking greater equal
20485political treatment. Students will also explain the foreign relation policy between Mexico
20486and U.S. in the context of the war. They will be able to explain why the Bracero Program
20487started, who was responsible for recruiting the workers and the legacy of the Bracero
20488Program. Students will then create a document based argument about whether the
20489Bracero Program was a form of exploitation of or an opportunity for Mexican laborers.
20490Students will also discuss the implications that the war had on the labor force and
20491geographically examine why Mexican-Americans moved from rural areas to the cities by
20492analyzing maps of the 1940’s. In addition, students will also analyze the Zoot Suit Riots
20493and zoot suit culture in order to shed light and discuss issues such as the role of the
20494media, class, race, ethnicity and gender as they related to the life on the home front
20495during WWII.
20496Major Assignment: Create a newspaper that features articles on how the political and
20497other conditions impacted the lives of Mexican and Mexican-Americans during WWII.
20498Students will put themselves in the shoes of a journalist reporting on events during the
204991940’s. Articles will include major events such as the Zoot Suit riots where students will
20500have to report on the root cause of the Zoot Suit riots by analyzing and citing various
Page 859 of 896

20501primary and secondary sources to support their argument. Students will also include
20502visuals and create advertisements as they place themselves within the historical context
20503of the time period. Students will learn how the lives of Mexicans and Mexican-
20504Americans were affected during the WWII era and will learn the impact of historical
20505context on the way that events and ideas unfold.
20506Unit 5: The Chicano Movement
20507Unit Summary: Students will analyze and examine the Chicano movement of the 1960’s
20508and 1970’s. They will identify demands for equity and civil rights in the realms of
20509education, labor, art and politics. Students will explore the causes of the movement by
20510conducting on-line and library research about organization and individuals that took part
20511in each of the movements. For each realm, students will identify the historical conditions
20512that led to the movement and important groups and people that affected social change.
20513For example, students will learn about the farm working conditions that caused labor
20514activists such as Dolores Huerta and Cesar Chavez to form the United Farm Workers
20515(UFW) union to protest and fight for their rights. In addition, students will explore the
20516relationship between Braceros and the UFW by engaging in a Structured Academic
20517Controversy in which students will come to consensus about whether or not the UFW
20518was an anti-immigrant movement and support their argument using evidence. Students
20519will continue to explore ways to protest as they learn about the student movement and
20520how art was used to make political and social statements. Students will listen to oral
20521histories and listen to guest speakers who were part of the Chicano movement. By
20522researching the efforts of groups and individuals, students will be able to synthesize the
20523information gathered from both primary and secondary sources and analyze both the
20524successes and or setbacks of the movement and its implications on the issues that
20525affect the Latino community today.
20526Major Assignment: Multimedia Project Presentation, where students will have the option
20527of presenting their research findings about an aspect of Chicano Movement such as
20528Education, Labor, Art, or Politics. Students will build technological literacy by organizing
20529their information in a Prezi or PowerPoint. The presentation will also include an oral and
20530written component (research paper) that students will share with their peers and family
Page 860 of 896

20531members in the form of a student led exhibition. Students will learn to synthesize and
20532corroborate information from various sources to defend a thesis on whether the
20533movement was successful or not in a specific realm (art, students, farm workers) of the
20534broader Chicano Movement.
20535Unit 6: Current Movements in the Latino Community Today
20536Unit Summary: Students will identify and analyze challenges and issues facing the
20537Latino community today. Students will analyze and interpret data from recent research
20538polls in order to identify the top issues that are relevant to the Latino community such as
20539education, immigration, jobs and the economy and health care. For example, students
20540will learn about contemporary immigration and examine a case study of the Iowa raids
20541and deportations that occurred in 2006. They will also research immigration laws that
20542have been passed in Alabama and Arizona in order to analyze the laws and their impact
20543on the Latino community and the broader United States. Students will also learn and
20544analyze the political, social and economic implications of federal legislation such as
20545NAFTA, the DREAM Act and the Deferred Action for Childhood Arrivals program.
20546Students will explore current day movements revolving around these issues by reading
20547primary and secondary sources. As students learn about current events, they will
20548compare and contrast the issues of today as they relate to the events and trends of
20549historical events that we have studied in the previous units.
20550Major Assignment: Create a documentary where students will survey and interview
20551community members about issues affecting the Latino community. Students will use the
20552resources of the digital media lab including iPads and computers to conduct on-line
20553research and record oral histories. They will apply technology skills and learn how to
20554conduct interviews to synthesize current events with Mexican-American history of the
20555past.
Page 861 of 896

20556Asian American and Pacific Islander Studies Course Outlines
20557Asian American Studies (San Francisco Unified)

20559Record ID: BQ4CKD
20560Institution: San Francisco Unified School District (68478), San Francisco, CA
20570Overview
20571This Asian American Studies survey course educates students about Asian American
20572histories of immigration, diaspora, settlement, social movements, community issues,
20573and art. Along with studying these topics, students will also be engaging communities
20574outside of their schools. They will also be sharing what they are learning from the
20575course through a teaching project with middle school and/or elementary school
20576students. Honoring the historical legacy of social movements and mass struggles
20577against injustice, including the establishment of ethnic studies and Asian American
20578Studies programs in public schools and university curricula, this course aims to provide
20579an emancipatory education that will inspire students to critically engage in self-
20580determination and seek social justice for all. Through historical documents and analytic
20581essays students will be able to (1) describe the history of Asian American Studies, (2)
Page 862 of 896

20582describe the experiences of Asians in America, (3) discuss how these experiences
20583relate to their own, (4) participate in a service learning project with middle school and/or
20584elementary school students, and (5) do research that directly explores problems in the
20585Asian American community, conduct research around a specific issues, and strategize
20586on how to address it. This course was designed to explore the racial, social, and
20587political histories of Asian Americans that are left out of many history courses. The
20588course prepares students to participate in concurrent or subsequent social students and
20589literature courses with a solid understanding of historical trend and historical thinking.
20590This course is directly in line with the ethnic studies framework which focuses on how
20591race, ethnicity, nationality, and culture have shaped and continue to shape individuals
20592and society in the United States. The course develops academic skills in reading,
20593analysis, and writing of historical thinking. The course gives students a broad
20594opportunity to work with and understand the variety of perspectives that shapes the
20595richness and complexity of the United States as well as our city.
20596Prerequisites
20597None
20598Corequisites
20599None
20600Course Content
20601Unit 1: An Introduction to Asian American History
20602In addition to the 300-word analytical/reflective essay described above, students create
20603a document box that represents 3 major elements of their culture and do a personal
20604timeline of their life. They will share their documents and timelines with the rest of the
20605class.
20606Unit 2: Asian American Immigration and Diaspora
20607Along with the two 500-word analytical essays described above, students will also do a
20608debate in poetic form based on the major issues in Carlos Bulosan’s, America is in the
20609Heart.
Page 863 of 896

20610Unit 3: Asian American Settlement and Exclusion
20611In addition to the 500-word analytical essay detailed above, students will write and
20612perform short plays focused on Asian American exclusion policies and practices based
20613on their study of primary documents and images along with the resistance of Asian
20614Americans.
20615Unit 4: Peer Teaching Project
20616In addition to the writing of a full lesson plan on a particular topic that the students’
20617learned in Units 1-3, they will also implement it at a neighboring middle and/or
20618elementary school.
20619Unit 5: On Becoming an Asian American Community Prior to 1965
20620In addition to 500-word analytical essay mentioned above, students will build a model of
20621an Asian American community with found materials (milk cartons, toilet paper rolls, and
20622other household recycled materials).
20623Unit 6: New Asian American Communities after 1965
20624In addition to the 1000-word oral history essay, students will present their oral history in
20625the character of their interviewee. They will dress and speak in their interviewee’s voice
20626and share three major events of their life, particularly examining the effects of the
20627Immigration and Reform Act of 1965.
20628Unit 7: Asian American Social Movements
20629A 500-word persuasive essay described above, students take a fieldtrip to either to UC
20630Berkeley or San Francisco State University to do an ethnographic exploration of the
20631ways Asian American Social Movements have transformed higher education,
20632particularly focusing on the growth of Asian American Studies.
20633Unit 8: Youth Participatory Action Research (YPAR)
20634Students will take what they learned in Units 1-7 to do a college preparatory research
20635project that utilizes sound methodology to study a problem in the Asian American
Page 864 of 896

20636community. This YPAR project has a guided process that allows the students to use
20637their research to develop an action plan to address the problems that they studied.
20638Unit 1: An Introduction to Asian American History (4 weeks)
20639Semester 1 Asian American History. Students will be introduced to the concepts of

20640historical problems and perspective that are central to understanding Asian American
20641experiences in the United States. The semester begins with an examination of how
20642Asian Americans have been, or have not been portrayed by American historians.
20643Students will start with an American history textbook analysis with the book that was
20644adopted by their school district. They will also be reading several essays that introduce
20645the centrality of racism, immigration, and identity in Asian American Studies. They end
20646this unit by exploring what it means to be Asian American.
20647Unit 2: Asian American Immigration and Diaspora (7 weeks)
20648Students will review or learn how to read and analyze primary sources through the
20649exploration of Asian American Migration. They will look at primary documents that set
20650up the context--both in Asia and in the United States--for Asian immigration to the
20651United States. They will also be reading the autobiographical novel, America is the
20652Heart by Carlos Bulosan, a story about an early Filipino immigrant who came to the
20653United States to escape poverty.
20654Unit 3: Asian American Settlement and Exclusion (5 weeks)
20655Students will go beyond the reasons of Asian American immigration and explore the
20656concept of exclusion. The focus is on the main exclusionary efforts that have limited the
20657immigration, settlement, and pursuit of equity of Asian Americans. Students will look at
20658exclusionary policies, statements that have negatively impacted the experiences and
20659identity of Asian Americans. This unit also explores Asian resistance efforts. Students
20660will be doing group interviews with Asian Americans who are experts on historical
20661exclusionary policies. These experts will either be people who have had family
20662members who were directly affected or those who have studied Asian American
20663exclusion.
Page 865 of 896

20664Unit 4: Peer Teaching Project (3 weeks)
20665Students will be taking what they learned in their first semester (Units 1-3) to develop a
20666lesson plan on a specific topic within Asian American history. They will teach the lesson
20667plan to a nearby middle or elementary school. They will be taught how to do the
20668research to develop a well-structured lesson plan with interactive exercises that will
20669engage the students in the class that they are teaching in. The lesson plan must draw
20670from the concepts presented in Units 1-3. This becomes that major assessment for
20671semester 1.
20672Unit 5: On Becoming an Asian American Community Prior to 1965 (4 weeks)
20673Semester 2: Asian American Communities. Students will explore the concept of

20674community focusing primarily the Asian American communities that have been formed
20675before 1965. The focus is on the interracial and interethnic relationships that formed.
20676Students will look at anti-miscegenation laws and practices that shaped the treatment of
20677Asian Americans in the United States. They will also learn about the alliances and
20678resistance of Asian Americans toward anti-Asian violence.
20679Unit 6: New Asian American Communities after 1965 (3 weeks)
20680Students will return to the concept of community focusing primarily the Asian American
20681communities that have been formed after the Immigration and Reform Act of 1965. They
20682will look at the original policy signed by Lyndon B. Johnson. They will look at the political
20683context with regard to the social movements that preceded the policy and the main
20684intent of the good will act. They will also look at the immigration trends that show the
20685impact of the law. The focus is to create an immigration timeline and find
20686themselves/their families in history, regardless if they are Asian American or not.
20687Building on their interview skills they learned in the first semester, they will be writing an
20688oral history paper with an Asian American who has immigrated after 1965. Students will
20689also construct a presentation based on the oral history to share with the class about
20690how the policy has impacted individual experiences, spawned the growth of the Asian
20691American community and how it has changed the face of the United States.
20692Unit 7: Asian American Social Movements (5 weeks)
Page 866 of 896

20693Students will learn about the Asian American activism to explore the ways that they
20694have resisted injustice. Through essays and images, this unit looks at the following
20695social movements: San Francisco International Hotel Anti-Eviction Movement, Third
20696World Liberation Front Movement, and Vincent Chin Anti-scapegoating Movement.
20697Students will explore how each movement is rooted in a central problem that the Asian
20698American community was facing. Students will also be studying the praxis of each of the
20699movements to prepare for the Youth Participatory Action Research projects that they
20700will do in their final unit.
20701Unit 8: Youth Participatory Action Research (YPAR) (7 weeks)
20702Youth Participatory Action Research provides young people with opportunities to study
20703social problems affecting their lives and then determine actions to rectify these
20704problems. (Dimitriadis 2008). Students will take what they learned in Units 1-7 to do a
20705college preparatory research project that utilizes sound methodology to study a problem
20706in the Asian American community. This YPAR project has a guided process that allows
20707the students then use their research to develop an action plan to address the problems
20708that they have studied. The following shows how each term in YPAR is operationalized.
20709YOUTH: Young people between the ages of 14 and 24.
20710PARTICIPATORY: All participants, including youth, are seen as experts who all have
20711important experiences and knowledge.
20712ACTION: The goal is to use what youth research to develop a plan of action toward
20713bettering their communities.
20714RESEARCH: A systematic investigation of a problem facing youth.
20715This course implements culturally and community responsive pedagogy by focusing on

20716Asian American histories that are often neglected in mainstream history courses and
20717connecting them to community issues that need to be addressed. Gay (2000) defines
20718culturally responsive teaching as using the cultural knowledge, prior experiences, and
20719performance styles of diverse students to make learning more appropriate and effective
20720for them; it teaches to and through the strengths of these students. Gay (2000) also
20721describes culturally responsive teaching as having these characteristics: Culturally
Page 867 of 896

20722Responsive Pedagogy Course Implementation It acknowledges the legitimacy of the
20723cultural heritages of different ethnic groups, both as legacies that affect students'
20724dispositions, attitudes, and approaches to learning and as worthy content to be taught in
20725the formal curriculum. This course looks at the diversity amongst Asian Americans but
20726also the collective experiences impacted by racism. This is evidenced to the use of
20727primary sources. It builds bridges of meaningfulness between home and school
20728experiences as well as between academic abstractions and lived sociocultural realities.
20729Unit 6- Oral History Project. It uses a wide variety of instructional strategies that are
20730connected to different learning styles. Units 1-7 It teaches students to know and praise
20731their own and each others' cultural heritages. Unit 1- Cultural Document Box and
20732Personal Timeline Unit 6- Oral History Project Sharing It incorporates multicultural
20733information, resources, and materials in all the subjects and skills routinely taught in
20734schools. The focus of this course is really about looking at history with an Asian
20735American perspective.
20736Unit 8 Continued: Youth Participatory Action Research (YPAR) (7 weeks)
20737*http://www.intime.uni.edu/multiculture/curriculum/culture/teaching.htm
20738This course utilizes an ethnic studies framework based on the goal of deepening
20739students’ understanding of both the past and the present through continual reflection on
20740the interaction between the two. Students learn to shift analytical lenses between their
20741personal lives and the larger social and historical context that has created the
20742environment within which they live. This process deepens students’ understanding of
20743themselves by grounding it in history and it deepens their appreciation of history by
20744connecting it to their contemporary lives.
20745This dynamic is demonstrated with a specific focus on Asian Americans. Each unit was
20746constructed as building upon the previous unit. Each unit draws from primary
20747documents, students’ personal experiences, community and/or family members’
20748experiences, and scholarly essays. Each of these sources come together to value
20749knowledge that goes beyond what is published in history text books.
Page 868 of 896

20750The culminating project for the course also requires students to employ both their
20751personal, contemporary analytical lens and their historical analytical lens. Students work
20752in teams to develop lessons based on the content of their Ethnic Studies course and
20753teach the lessons to students at middle and/or elementary schools in their communities.
20754Lesson development emphasizes the connections that the high school students must
20755find between the historical material and the lives of the middle school students in order
20756to assure the success of the lessons. Student writing is the principal form of assessment
20757in this course. Short in-class or homework writing assignments provide formative
20758assessment of daily activities, and the collection of writing assignments outlined above
20759provides a summative assessment for each unit.
20760In addition, oral presentations are used to assess student learning, as in Unit 1 (sharing
20761the document box), Unit 3 (performance of a five-minute play), Unit 4 (teaching project),
20762Unit 6 (oral history project). Most units include a project by which student work is
20763assessed. Unit 4 features a teaching project. Students will be taking what they learned
20764in the first semester (Units 1-3) and develop a lesson plan on a specific topic within
20765Asian American history. They will teach the lesson plan to a nearby middle or
20766elementary school. They will be taught how to do the research to develop a well-
20767structured lesson plan with interactive exercises that will engage the students in the
20768class that they are teaching in. The lesson plan must draw from the concepts presented
20769in Units 1-3. This becomes that major assessment for semester 1.
20770Ultimately, the main assessment will be the outcome of the Youth Participatory Action
20771Research Project where both writing and oral skills will be tested. Students will take
20772what they learned in Units 1-7 to do a college preparatory research project that utilizes
20773sound methodology to study a problem in the Asian American community. This YPAR
20774project has a guided process that allows the students then use their research to develop
20775an action plan to address the problems that they studied. The writing assignments
20776described below are produced through a writer’s workshop process that includes
20777structured brainstorming activities, multiple drafts, peer editing, and publication within
20778the classroom or school.
20779Unit 1: An Introduction to Asian American History
Page 869 of 896

20780Based on an American history textbook analysis, students will write a 300-word
20781analytical/reflective essay in response to the questions: How have Asian American been
20782portrayed in American history How has this affected what you believe about Asian
20783Americans
20784Unit 2: Asian American Immigration and Diaspora
20785Students will review or learn how to analyze primary sources. They will use Primary
20786Document Analysis Worksheets produced by the National Archives:
20787http://www.archives.gov/education/lessons/worksheets/. Following the worksheets, the
20788students will write a 500-word analytic essay based on their analysis of the primary
20789sources. A 500-word analytical essay with a strong thesis statement on Carlos
20790Bulosan’s America is the Heart that will answer: How does Carlos Bulosan’s narrative
20791challenge stereotypical experiences of Asian American? And How do my experiences
20792relate to Carlos Bulosan’s Students will workshop their thesis and blueprint statements,
20793outline their essays, and write at least three drafts of their paper.
20794Unit 3: Asian American Settlement and Exclusion
20795A 500-word analytical essay based on group interviews with Asian Americans who are
20796experts on historical exclusionary policies. These experts will either be people who have
20797had family members who were directly affected or those who have studied Asian
20798American exclusion. A script for a five-minute play in which students express their
20799knowledge and feelings about the Asian American exclusion policies and practices
20800based on their study of primary documents and images.
20801Unit 4: Peer Teaching Project
20802A Full lesson plan that follows an ethnic studies format that includes: 100-word Cultural
20803Energizer 500-word Community Collaboration/Critical Cultural Production 100-word
20804Conclusive Dialogue List of Materials and Resources
20805Unit 5: On Becoming an Asian American Community Prior to 1965
20806A 500-word analytical essay examining primary documents. Students will have a choice
20807to write about the following topics: Interethnic Tensions and Alliances in the 1920s and
Page 870 of 896

208081930s Americanization and the Second Generation, 1920-1942 War, Race, and the
20809Meaning of Citizenship, 1941-1988
20810Unit 6: New Asian American Communities after 1965
20811A historical narrative of 1000 words, based on an oral interview with a family member or
20812other adult important in the student’s life. The narrative focuses on the role of race,
20813ethnicity, nationality, and culture in the interviewee’s education, personal relationships,
20814employment and/or socioeconomic status, civic life, and immigration/migration
20815experience.
20816Unit 7: Asian American Social Movements
20817A 500-word persuasive essay that takes the form of a manifesto that lists and justifies
20818the student’s demands in one of the following movements:
20819  San Francisco International Hotel Anti-Eviction Movement
20820  Third World Liberation Front Movement
20821  Vincent Chin Anti-scapegoating Movement
20822Students will explore how each movement is rooted in a central problem that the Asian
20823American community was facing. Students will also be studying the praxis of each of the
20824movements to prepare for the Youth Participatory Action Research projects that they
20825will do in their final unit.
20826Unit 8: Youth Participatory Action Research (YPAR)
20827A 2000-word analytical research paper based on the Youth Participatory Action
20828Research project. This will include the following sections: Introduction to the problem
20829Background information on the community Methodology Findings and Analysis Plan of
20830Action Outcome of Implementation Impact of Research Suggested Further Research
20831and Action. A script to support a PowerPoint presentation that summarizes their
20832research on a problem in the Asian American community. The script begins with a
20833demographic profile of the community and summarizes the history of the community.
20834Then it describes the problem, research question, and methods that they used to
Page 871 of 896

20835conduct the research. Then they include their findings, analysis, plan of action to
20836address the problem, the outcome of their implementation, and the impact of their
20837research. They will end with suggested future research and action that needs to occur
20838even after they complete the course. A 500-word reflective narrative on the student’s
20839experience in the course and how they plan on using what they learned about Asian
20840Americans in their future.
Page 872 of 896

20841Vietnamese American History (Garden Grove Unified)
20842Office of Secondary Education
20843Department of 7-12 Instruction
20844High School Course Outline
20845COURSE TITLE: Vietnamese American History (P) HH0580
20846DEPARTMENT: History/Social Science
20847CREDITS: 5
20848MAXIMUM CREDITS ALLOWED: 5
20849LENGTH OF COURSE: 1 Semester
20850AVAILABLE TO STUDENTS AT GRADES: 9, 10, 11, 12
20851REQUIRED OR ELECTIVE: Elective
20852BRIEF OVERVIEW OF COURSE:
20853The course is designed to understand the geographical, historical, and political

20854background of the Vietnamese people and the implications of those factors on
20855Vietnamese culture in America today. The goal of the course is the students will answer
20856the question: How does the historical past contributed to the present; Students will
20857evaluate the consequences of past events and decisions and determine the lessons
20858that were learned.
20859GENERAL COURSE OUTLINE:
20860UNIT 1: UNDERSTAND THE GEOGRAPHY OF VIETNAM IN COMPARISON OF ASIA
20861- The impact of topography & climate on economic, political, and cultural settlements
20862UNIT 2: HISTORICAL BACKGROUND OF VIETNAM
20863- 2800 B.C. – 939 A.D. - The Prehistoric period & Chinese domination
20864- 939 A.D. – 1800s - Independence Era (1/2 week)
20865French Domination (1 week)
20866- 1858-1900 Vietnam as a French colony
Page 873 of 896

20867- 1914-1919 Involvement in World War I
20868- 1920s – 1930
20869- Rise of the Vietnamese Nationalist Party
20870- Rise of the Communist Party
20871- 1930-1945 Involvement in World War II
20872UNIT 3: THE VIETNAM WAR (2 WEEKS) Trace the key events prior to and during the
20873Vietnam War
20874- 1954 – Geneva Accords
20875- 1955-1962 – Cultural Religious Struggles in the South
20876- 1963 – Assassination of Ngo Dinh Diem by a military coup d’état
20877- 1964 – Gulf of Tongkin authorizing increase of American involvement
20878- 1968 – Tet Offensive, My Lai Massacre, Guerrilla Warfare, Military Tactics
20879- 1969 – Nixon’s policy of Vietnamization
20880- 1973 – Cease-Fire Agreements
20881- withdrawal of U.S. troops, the return of prisoners of war, and the ceasefire
20882- 1974 – President Nguyen Van Theiu declares that the civil war has begun again.
20883- 1975 – April 30, the fall of Saigon ending the civil war and the unification of Vietnam
20884UNIT 4: THE VIETNAMESE REFUGEE/IMMIGRANT EXPERIENCE (3-4 WEEKS)
20885Trace the key events in the four waves of immigration to America
20886- The First Wave
20887- The Fall of Saigon in 1975 up to 1978
20888- The Second Wave
20889- The boat people – 1978 to 1989
20890-The Third Wave
Page 874 of 896

20891- The Order Departure Programs – from 1980
20892-The Fourth Wave
20893- The Humanitarian Operation – from 1987 to present
20894UNIT FIVE: THE VIETNAMESE AMERICAN EXPERIENCE (4 WEEKS)
20895- Adaptation/Adjustment for the four waves of refugees/immigrants
20896- Government placement policies regarding Vietnamese refugees/immigrants
20897- Economic challenges and opportunities
20898- Access to education
20899- Compare and contrast the first generation refugees/immigrants with second generation
20900- Acculturation
20901- Language
20902- Values
20903- Education
20904UNIT SIX: VIETNAM TODAY (2 WEEKS)
20905Trace the political, economic, and social trends since the Vietnam War
20906METHODS OF INSTRUCTION
209071. Direct Instruction
209082. Reciprocal Teaching
209093. Differentiated Instruction
209104. Written assignments and projects
209115.. Technology
209126. Cooperative/collaborative activities
209137. Lecture and discussion
209148. Internet
Page 875 of 896

209159. Multimedia
2091610. Guest speakers
20917METHODS OF EVALUATION
209181. Student Participation
209192. Notebook or portfolio
209203. Classroom observation
209214. Quizzes and tests
209225. Use of rubrics
209236. Group and individual projects
209247. Student self-evaluation
209258. Journals
209269. Essays
20927TEXTBOOK
20928Vietnamese Americans: A Curriculum and Resource Guide by the Orange County Asian
20929and Pacific Islander Community Alliance
20930The Vietnamese Experience in America by Paul Rutledge
20931Voices of Vietnamese Boat People by Mary Terrell Cargill and Jade Quang Huynh
Page 876 of 896

20932Native American Studies Course Outlines
20933Native American Studies: Contemporary Perspectives (Golden Valley

20934Charter, Ventura)
20936Record ID: QRSMHL
20937Institution: Golden Valley Charter School (053629), Ventura, CA
20944Course Learning Environment: Online
20945Transcript Code(s): Native American Studies B (a-g)
20947Overview
20948PLATO Course Native American Studies: Contemporary Perspectives is a semester-

20949long course that examines the current social, economic, religious, and political issues
20950faced by Native Americans. Some lessons discuss Native American professionals and
20951their accomplishments, the positive effects of various Native American organizations on
20952the people they serve, and the role of warriors in Native American societies. Other
20953lessons expand to include a global perspective by introducing the issues of indigenous
20954people. Students will need a notebook for taking lesson notes and a computer with
20955Word and PowerPoint (or equivalent) software. The primary method of submitting the
20956course assignments and activities is through the drop box provided within the LMS.
20957Having a computer that supports thumb drives might be necessary, depending on the
Page 877 of 896

20958teacher’s requirements to submit the course activities. For oral presentations, students
20959may require access to visual aids such as poster boards, or be able to create visual aids
20960on the computer. A lab activity interspersed throughout the course forms a cumulative
20961assessment that covers the course's learning outcomes, and gives students an
20962opportunity to synthesize the concepts of the course as they demonstrate their learning
20963in the form of a project.
20964Prerequisites
20965(None)
20966Corequisites
20967(None)
20968Course Content
20969Lesson 1: Worldviews and Paradigms
20970In this lesson, students will study two ways of thinking: Reductionism and Holism. They
20971will understand the effects of secularism on Native American and non-Native American
20972interactions. The lesson also describes the different ways in which the Native
20973Americans and the Westerners live together as a family, share wealth, and interact with
20974the natural environment.
20975Activity: In this activity, students will define secularism and describe the role of
20976secularism in Native American and non-Native interactions. Students have to answer
20977questions on the influence of secularism on Native American and non-Native paradigms
20978and explain the differences that influenced Native American and non-Native
20979interactions. They have to answer these questions in a well-developed paragraph, in
20980seven to nine sentences, using correct grammar and cite specific examples to support
20981their ideas.
20982Lesson 2: Spirituality
20983This lesson introduces students to the unifying characteristics of Native American

20984spirituality and the sacred items and symbols used by them in their traditional practices.
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20985This lesson also explains how the habits, outward appearances, lifestyles, and beliefs of
20986the Europeans affected the Native Americans and vice versa. It briefly discusses how
20987the Native American tribes, under the U.S. government, were initially denied the right to
20988practice certain religious ceremonies, but later, activism and legislation paved way for
20989more freedom.
20990Activity: In this lesson, the activity is divided into two parts. In the first part, students will
20991answer questions in two or three sentences, regarding the primary difference between
20992the Civilization Regulations of 1880 and the American Indian Religious Freedom Act
20993(AIRFA) of 1978. They will also have to explain the difference between animism,
20994monotheism, and polytheism. In the second part, students have to write a paragraph
20995consisting of seven to nine sentences, explaining the differences between traditional
20996Native American spiritual beliefs and Western practices.
20997Lesson 3: Language
20998This lesson describes the importance of oral tradition in Native American communities,
20999and traces the development of their written languages. Students will learn to identify the
21000influence of Native American languages on English, which is spoken in the United
21001States. They will also identify the stages of Native American languages, their use, and
21002their decline. Later, they will be introduced to organizations dedicated to preserving and
21003perpetuating the use of Native American languages.
21004Activity: In this activity, students will answer five open-ended questions, in two to three
21005sentences, related to Native American language. In the final question, students have to
21006explain, in a paragraph, the changes that they would face if they were no longer able to
21007speak their first language.
21008Lesson 4: Traditional Health Practices
21009This lesson will help students understand the role of spirituality and the natural world
21010with regard to the Native American philosophies of health and health practices.
21011Students will be able to compare and contrast the preventative, curative, and holistic
21012philosophies of health. They will learn about symbols and common elements, such as
Page 879 of 896

21013the medicine wheel and the sweat lodge. They will also study the effects of European
21014diseases on the Native American population.
21015Activity: In this activity, students will answer five open-ended questions in a paragraph,
21016where they will compare and contrast the preventive, curative, and holistic philosophies
21017of health. They will describe the role of spirituality and the natural world in Native
21018American philosophies. Finally, students will also explain the effects of diseases from
21019Europe on the Native American populations.
21020Lesson 5: Contemporary Health Issues
21021This lesson introduces students to the healthcare coverage that the government
21022provides, and describes how personal beliefs and experiences influence the use of
21023health services and traditional medicine. Students will also gain a basic understanding
21024of the primary differences between Native American health statistics and those of the
21025general population. This lesson briefly explains the development of the Indian Health
21026Service, which strives to deliver healthcare services that incorporate indigenous beliefs
21027and customs along with modern practices.
21028Activity: In this activity, students will answer two open-ended questions in a well-
21029developed paragraph. The questions will be based on the distrust that the Native
21030American people have on the Indian Health Service or other public health services.
21031Students also have to explain the term “culturally acceptable” and its relation to
21032contemporary Native American health care.
21033Lesson 6: Contemporary Social Issues
21034This lesson focuses on the various social issues faced by the Native American society.
21035Students will interpret statistics, graphs, and charts, and analyze the causes and
21036theories related to the social status of Native Americans. They will understand the
21037difference between tribal colleges and federal boarding schools. They will learn how
21038mentors, clubs, and community organizations empower youth with protective factors to
21039avoid teen violence.
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21040Activity: In this activity, students will answer questions, in a well-developed paragraph of
21041seven to nine sentences, with specific examples to support their answer. They will
21042answer questions on the differences between tribal colleges and the federal boarding
21043schools of the past. Students will also answer a scenario-based question where they
21044have to imagine themselves starting a club or an organization to foster protective factors
21045for teens and youth. Here, they have to mention what activities or services their club
21046would offer.
21047Lesson 7: Contemporary Economic Issues
21048This lesson begins by discussing the various economic issues faced by the Native
21049American society. Students will learn how the tribal communities, in spite of their overall
21050improvement, lag behind U.S. averages in terms of income and employment. This
21051lesson also explains the policy of self-determination, which has allowed Native
21052Americans to make decisions and control the programs that operate in their own
21053communities.
21054Activity: In this activity, students will answer questions, in a well-developed paragraph of

21055seven to nine sentences, by citing specific examples to support their ideas. They will
21056mention the factors that contributed to the differences in the median income for various
21057ethnic groups. They will also mention the factors that improved the socioeconomic
21058condition in reservation communities. Students will also answer questions on how the
21059federal policies of self-determination for Native American people have been beneficial to
21060tribal communities.
21061Lesson 8: Visual Arts
21062This lesson looks at several examples of Native American artistic expression as well as
21063some historical, cultural, and legal aspects of Native American artwork. Students will
21064learn visual arts in the Western worldview and in the traditional Native American
21065worldview, and understand the purpose of the Indian Arts and Crafts Act of 1990.
21066Activity: In this activity, students will answer questions, in a well-developed paragraph,

21067with specific examples to support their ideas related to visual arts. They will describe the
21068differences between visual arts in the Western worldview and in the traditional Native
Page 881 of 896

21069American worldview. Students will also explain how certain images and symbols
21070become meaningful to them. Further, students will explain the pros and cons with
21071regard to the Indian Arts and Crafts Act of 1990.
21072Lesson 9: Images in Mass Media
21073This lesson begins by explaining and giving examples of the terms media, image,
21074stereotype, and bias. It introduces students to the ways Native American people are
21075stereotyped, potential reasons of the occurrence of stereotyping, and its negative
21076effects. Students will study how Native Americans and their culture are portrayed in
21077commercial advertising. They will look at examples of media that are owned or operated
21078by Native American people or focused on Native American issues. This lesson also
21079discusses ways to evaluate Native American media content for accuracy, bias, and
21080stereotypes.
21081Activity: In this activity, in the first part, students have to give their opinion, in a
21082paragraph of seven to nine sentences, on the effects of television on young viewers.
21083Students have to recommend different ways to counter the negative effects of
21084stereotyping. In the second part, students have to identify and locate a Native American
21085image in the media with the help of an Internet search engine, such as Google Image
21086Search, and compose a three-paragraph essay in response to the questions provided.
21087Lesson 10: Mascots and Logos
21088This lesson shows students how the use of Indian logos, nicknames, and mascots is a
21089common practice in American professional sports as well as in colleges, universities,
21090and high schools. This lesson discusses the impressions that non-Indians have of
21091Native Americans and the hurt felt by Indians because of the inappropriate use of their
21092dance, music, and regalia in games. Students will learn about organizations such as the
21093American Indian Resource Center and The American Indian Movement, which strive to
21094eliminate Native American imagery and change the perception that many non-Native
21095Americans have of Indian people.
21096Activity: In this activity, students will answer questions, in a well-developed paragraph

21097consisting of seven to nine sentences, on the difference between a costume and
Page 882 of 896

21098regalia. They have to summarize two perspectives of the debate on the use of Native
21099American imagery in sports and team mascots. Students also have to list three actions
21100the NAACP called upon its members to do with regard to Native American imagery in
21101sports and its impact on others.
21102Lesson 11: Contemporary Professionals
21103This lesson introduces students to many Native American role models. Students will
21104understand how these role models are a positive socializing influence on other people’s
21105lives. This lesson also discusses the experiences and challenges faced by these
21106professionals.
21107Activity: In this activity, students will answer questions, in a paragraph of seven to nine
21108sentences, on the significance of the STS-113 Endeavour mission. They also have to
21109write a PSA to promote positive Native American role models of any age group and can
21110promote individuals in any field or educational setting. It could be a television
21111commercial, a radio announcement, a skit, an interactive graphic on a website, or
21112anything else. The PSA should be between 30–60 seconds in length.
21113Lesson 12: Contemporary Organization
21114In this lesson, students will learn that Native American organizations exist at all levels.
21115Students will study how these organizations help Native Americans with almost any
21116issue, such as legal representation, employment, government aid, treaty disputes,
21117health, and housing. Students will be introduced to organizations dedicated to Native
21118American youth and education, which increase the Native American youth’s self-esteem
21119and cultural awareness; focus on child welfare; and prevent child abuse, neglect, and
21120sexual exploitation.
21122sentences, on the existence of Native American organizations at different levels and the
21123purpose each level serves. They also have to reason why many organizations are
21124dedicated to Native American youth and their education.
21125Lesson 13: Veterans and the Warrior Tradition
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21126This lesson discusses the role of the warrior in Native American societies. Students will
21127learn the personal qualities essential to a warrior, such as mental, physical, and spiritual
21128strength; devotion; wisdom; honor; and pride. This lesson will also discuss how the
21129tradition of a Native American warrior has changed in response to key events in U.S.
21130military history. The lesson mentions a few of the contributions and sacrifices that
21131Native Americans have made for the country. Lastly, it focuses on the Native American
21132women veterans who continue to preserve and bring honor to their warrior heritage.
21134sentences, describing at least four objectives or skills taught in Ojibwe warrior games.
21135They also have to consider the warrior tradition in traditional Native American societies
21136and today's U.S. military in current American society.
21137Lesson 14: The Modern Pow Wow
21138This lesson will explain the history and purpose of Native American pow wows. It will
21139teach students about the common elements found in these unique cultural gatherings.
21140This lesson also discusses the difference between male and female roles in a group
21141drum, and the difference between a competition and a traditional pow wow. Students
21142will also learn how pow wows are a good way for non-Native Americans to experience
21143the Native American lifestyle.
21144Activity: In this activity, students need to answer questions, in a paragraph of seven to

21145nine sentences, explaining a pow wow in general terms. They have to explain women’s
21146and men’s roles in a group drum and compare and contrast competition pow wows with
21147traditional pow wows.
21148Lesson 15: Indigenous People Worldwide
21149In this lesson, students will learn how to identify an indigenous person. It covers the
21150case studies of selected indigenous groups and summarizes the effects of colonization,
21151decolonization, and modern development on indigenous people. Students will learn to
21152compare and contrast the experiences of indigenous people in other countries with the
21153experiences of Native American people. Finally, they will learn the purpose of the United
21154Nations Draft Declaration on the rights of indigenous peoples.
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21155Activity: In this activity, students need to answer questions, in a paragraph of seven to
21156nine sentences, on the issues related to development that the indigenous people face.
21157They have to identify some similarities and differences in the experiences of the Saami,
21158Maori, and Yanomami people with Native American people.
21160Along with the submissions with every lesson, the course also has four lab activities
21161interspersed within the course.
21162In the lab activity, Freedom of Religious Practice for Native American People, students
21163have to read Harjo's speech and write a four-paragraph essay with the help of the
21164questions provided. In addition to the content of the essay, they have to follow the given
21165requirements which will direct them in organizing the essay. Lastly, they will be
21166evaluated on the correct use of grammar, punctuation, spelling, and sentence structure.
21167Each paragraph consist of seven to nine sentences.
21168In the lab activity, Art WebQuest, students will access the website of the Museum of the
21169American Indian and several online exhibitions. In the first part, students have to browse
21170the online exhibitions and identify an artistic work for each of the categories by listing
21171the name and web address of the online exhibition. They have to identify the reasons
21172they believe for the selection of the category that they have identified and explain if
21173these selections fit into more than one category. In the second part, they have to select
21174one of the several online exhibitions to explore and select the one that they feel will
21175meet the requirements of the director of the local museum. They also have to keep a
21176notebook and jot down answers to the questions to make a complete report. In the third
21177part, they have to compose a recommendation to the director in a three paragraph
21178essay with the help of the notes that they took throughout the web quest. Lastly they will
21179be evaluated on the correct use of grammar, punctuations, spelling, and sentence
21180structure.
21181In the lab activity, Analyze an Argument, students need to read two opinion pieces
21182about the Marquette mascot and identify the emotional, factual, legal, and ethical
21183arguments made by each author. Their task is to read the article and analyze each
Page 885 of 896

21184perspective in a written essay. In addition to the content of the essay, students have to
21185follow directions for the organization of the essay where they will be evaluated on the
21186correct use of grammar, punctuation, spelling, and sentence structure. Each paragraph
21187should consist of seven to nine sentences.
21188In the lab activity, Indigenous People Worldwide, students will read the UN Draft
21189Declaration on the rights of indigenous peoples and the U.S. Bill of Rights, and write a
21190four-paragraph essay explaining the differences and similarities between them. They
21191can also use the given Venn diagram to organize their thoughts as they read. In addition
21192to the content of the essay, students will have to follow the given directions to write in an
21193organized manner. Lastly, they will be evaluated on the correct use of grammar,
21194punctuation, spelling, and sentence structure and each paragraph should consists of
21195seven to nine sentences.
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21196Native American Studies: Historical Perspectives (Opportunities for
21197Learning, Irwindale)
21199Record ID: C5ANDG
21200Institution: Opportunities for Learning, Irwindale, CA
21207Course Learning Environment: Online
21210Overview
21211PLATO Course Native American Studies: Historical Perspectives is a semester-long

21212course that helps students understand Native American tribes. The course provides
21213useful information about the concept of Native American cultures, along with different
21214ways of identifying a Native American person. Some lessons will discuss the difficulties
21215of treaty negotiation between tribal nations and the federal government. Other lessons
21216will discuss the United States’ Indian boarding school initiative and the reason it was
21217implemented. Students will need a notebook for taking lesson notes and a computer
21218with Word and PowerPoint (or equivalent) software. The primary method of submitting
21219the course assignments and activities is through the drop box. Having a computer that
21220supports thumb drives might be necessary depending on the teacher’s requirements to
21221submit the course activities. For oral presentations, the students may require access to
Page 887 of 896

21222visual aids such as poster boards, or be able to create visual aids on the computer. A
21223lab activity interspersed throughout the course forms a cumulative assessment that
21224covers the course's learning outcomes, and gives students an opportunity to synthesize
21225the concepts of the course as they demonstrate their learning in the form of a project.
21226Prerequisites
21227(None)
21228Corequisites
21229(None)
21230Course Content
21231Lesson 1: The Arctic and Subarctic
21232In this lesson, students will understand the concept of diversity among Native American
21233cultures, and know the different ways of identifying a Native American person. They will
21234learn about the different cultural regions of the Native American groups on the North
21235American continent and also the cultures of Arctic and Subarctic regions.
21236Activity: This activity is divided into two parts. In the first part, students will answer short
21237questions on the lifestyle and culture of a Native American person and answer certain
21238questions about the Arctic and Subarctic regions. In the second part, the students will
21239describe the three methods of identifying a Native American person in 1-2 well-
21240organized paragraphs.
21241Lesson 2: The Southwest, Northwest, and Great Plains
21242This lesson will help students to review the cultural regions of native people in North
21243America. Students will also discover how the climate of the Southwest influenced the
21244development of cultures there, as well as learn about the cultures of the Northwest
21245Coast. This lesson also briefly discusses how the nations of the Great Plains lived.
21247questions about the lifestyles of the Tulalip and Navajo people. In the second part, the
21248students will answer in 1-2 well-organized paragraphs about the culture of the Tulalip
Page 888 of 896

21249tribesmen and describe the term “Sioux.” The students will also name the dwelling type
21250most commonly used by the Lakota.
21251Lesson 3: The Great Lakes, Northeast, and Southeast
21252This lesson will help students to review the major native cultural regions and explore the
21253Native American cultures of the Great Lakes region. Students will learn about the
21254different cultures of the Northeast and study about the Native American groups that
21255lived in the Southeast.
21256Activity: In this activity, the students will briefly answer questions about Anishinaabek,
21257the Great Lakes region, and about the Iroquois nation. Further, the students will
21258describe in 1-2 paragraphs about the camps and movements of the Anishinaabek and
21259their family structure.
21260Lesson 4: Early Interaction with European Settlers
21261This lesson will have the students reflect on the meaning of Inter Caetera and explore
21262the origins of European land claims in North America. It will also make the students
21263consider indigenous people’s perspectives on colonization. In addition to this, the
21264students will think about the initial governmental documents between European
21265governments and the tribal nations.
21266Activity: This activity is divided into two parts. In the first part, students will answer in
21267brief about Inter Caetera and the Paris Peace Treaty of 1783. In the second part, the
21268students will briefly explain why Inter Caetera was issued by the Pope, and identify the
21269country that was in charge of the early interactions between the tribal nations and
21270European nations. After this, the students will be given certain terms such as liberty,
21271personal freedom, political freedom, and economic freedom, based on which they will
21272be asked to evaluate the text of Inter Caetera in at least two thorough well-organized
21273paragraphs.
21274Lesson 5: Native American People and the English Colonies
21275This lesson analyzes the sections of English colonial governing documents that pertain
21276to relations with tribal nations. It explains why tribal confederacies were created, and
Page 889 of 896

21277tracks how the evolving European American presence in their homeland affected Native
21278American people. Further, students will interpret the effects of ethnocentrism on tribal
21279and federal relations. They will understand the intention of the Northwest Ordinance
21280with regard to tribal nations.
21281Activity: This activity is divided into two parts. In the first part, students will answer in
21282brief about the Native American people and the English Colonies. In the second part,
21283the students will write a detailed paragraph on the importance of the Northwest
21284Ordinance to Native American people and U.S. relations.
21285Lesson 6: The U.S. Constitution and Native American Policy
21286This lesson analyzes the constitutional provisions related to tribal nations, and chalks
21287out the important court cases that interpret the tribal/federal relationship. It brings into
21288focus the concept of sovereignty and describes how it relates to tribal nations. The
21289students will also learn to define different types of trust relationships.
21290Activity: In this activity, the students will write one detailed paragraph about “trust” in the
21291context of Native American people and U.S. relations. Later, the students will also
21292evaluate whether the U.S. Supreme Court supported the rights of Native American
21293people, by citing examples wherever necessary.
21294Lesson 7: Native American Treaty Rights
21295This lesson begins by stating that a treaty is a formal binding agreement between
21296sovereign nations. The students will understand the difficulties of treaty negotiation
21297between tribal nations and the federal government. They will analyze the Canons of
21298Treaty Construction and how they affect treaty disputes. This lesson also explores the
21299tri-lateral governing relationship between tribal, federal, and state governments. Further,
21300this lesson explains how the case study of Ojibway Fishing Rights relates to the
21301enforcement of Native American Treaty Rights in general.
21302Activity: This activity is divided into two parts. In the first part, students will answer
21303questions in 2-3 complete sentences about the treaties with Native American tribes, and
21304how Native American people recognize land ownership differently than European
Page 890 of 896

21305Americans and colonists. In the second part, the students will write answers in the form
21306of an essay about the law governing Native American tribal sovereignty.
21307Lesson 8: Removal, Relocation, Allotment, and Assimilation Research Sources and

21308Citations
21309This lesson looks at how the federal policy regarding Native American people has
21310changed since the growth of America, and explains the effects of the Dawes Severalty
21311Act on tribal nations. Students will comprehend the lasting impact of the removal policy
21312on tribal nations, as well as consider the effects of federal assimilation programs.
21313Students will also assess the difference between the intended effect and actual effect of
21314the Dawes Allotment Act on native individuals and communities.
21316questions about reservation lands, the Dawes Allotment Act, and European-American
21317cultural traits. In the second part, students will explain from where the reservation
21318system evolved and define what it means to be held “in trust.”
21319Lesson 9: Tribal Reorganization
21320This lesson explains the importance of the Indian Citizenship Act, and assesses how
21321the Indian Reorganization Act changed the structure of tribal governments. It helps
21322students in analyzing the choice of the Native American people to move to urban
21323centers. The students will also trace how the work of the Indian Claims Commission led
21324to the Termination policy.
21325Activity: In this activity, students will write a paragraph about the influence of boarding
21326schools on urban migration of Native American people. Further, the students will be
21327asked to write a paragraph on John Collier and his beliefs about the Indian policy.
21328Lesson 10: Acts of Termination and Self-Determination
21329This lesson explores the implementation and effect of the Termination policy on native
21330communities, and defines the concept of self-determination with regard to Native
21331American Tribes. The students will discuss how tribes get recognized at the federal and
21332state levels. This lesson explains the advantages of federal tribal recognition.
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21333Activity: In this activity, the students answer in one paragraph about the story of the
21334Klamath tribe’s fate and the choices of the members of the Klamath tribe given at the
21335time of termination. The students will also discuss the importance of the federal tribal
21336recognition to the prosperity of Native American tribes.
21337Lesson 11: A Boarding School Initiative
21338In this lesson, the students understand the initiative of the United States’ Indian
21339boarding school, and the reason for its implementation. This lesson discusses how
21340Indian children were recruited to attend boarding schools. Finally, the students will
21341identify two types of American Indian boarding schools.
21342Activity: In this activity, the students are asked to compare and contrast Merriam Report
21343and Pratt’s views on how American Indian children should be educated. The students
21344will also describe how boarding schools were detrimental to the Native American
21345culture.
21346Lesson 12: Life at the Carlisle Boarding School
21347This lesson describes the life of Indian children at the Carlisle Indian School, and
21348explains the outing system. This lesson also talks about the effects of the boarding
21349school experience by reading the words of Indian children. Students will analyze a
21350historical document associated with the boarding school initiative.
21351Activity: In the first part of this activity, students will discuss in 3-4 sentences about
21352Richard Pratt. In the second part, the students will describe Captain Richard Pratt’s
21353“assimilationist philosophy.”
21354Lesson 13: The Long-Term Effects of Boarding Schools
21355This lesson analyzes the success of assimilation of Native American people through the
21356eyes of both European Americans as well as Native Americans. The students will learn
21357about the link between boarding schools and Pan-Indianism. They will describe the
21358conditions of life for Indian people in the early twentieth century. This lesson explores
21359Richard Henry Pratt’s perspective on helping Indian people. Finally, this lesson also
21360talks about the long-term ramifications of boarding schools.
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21361Activity: In this activity, students will describe in 3-4 sentences about the concept of
21362Pan-Indian identity, and how the Indian boarding school era is generally thought of as a
21363negative experience for the ancestors of Native American people. The students will also
21364explain the relationship between dominant and subordinate groups in the context of
21365Native American tribes. Further, with the help of examples, the students will explain the
21366relationship between the boarding school experience, the current state of Native
21367American communities, and "spirit sickness."
21368Lesson 14: Resistance to Early European Settlers
21369This lesson considers different perspectives and experiences, and helps the students
21370learn about various types of resistance. This lesson talks about the retaliation of native
21371people against Spanish and English rule.
21372Activity: For this activity, the students will be given definitions of some words such as
21373assimilation, passive resistance, collaboration, negotiation, and some more. Based on
21374these definitions, the students have to answer questions in 2-4 sentences with a proper
21375explanation. Further, the students will answer in 2-3 sentences about the difference
21376between the words “discover” and “invade”, understand the catalyst for the Pan-Indian
21377activism movement, and write about Bartelome de las Casas.
21378Lesson 15: Resistance on the Battle Field and in the Courts
21379This lesson discusses the tribal alliances with European and other tribal nations, as well
21380as the Native American individuals who led resistance efforts. This lesson determines
21381the importance of major Supreme Court Cases. It will also help the students understand
21382why some non-native individuals disagreed with the policy of Removal.
21383Activity: In this activity, students will answer questions in 2-3 complete sentences about
21384the Native American tribes, as well as about the separate arguments about Cornplanter
21385and Red Jacket with regard to the survival of the Native American way of life. The
21386students will also answer questions about Senator Theodore Frelinghuysen. In the
21387second part of the same activity, the students will cite examples for the fight of the
21388Native American people against the removal from their lands on the battlefield and in
21389courts.
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21391Along with the submissions with every lesson, the course also has four lab activities
21392interspersed within the course.
21393In the lab activity Native American Diversity, the students will answer questions based
21394on a table given to them regarding the American Indian and Alaska Native Population
21395for the United States, Regions, and States, and for Puerto Rico from 1990 and 2000.
21396In the lab activity Carlisle Boarding School, the students will explain the meaning of a
21397sentence taken from the course material. They will name and explain the main purpose
21398of the two types of boarding schools that existed during the 1800s and 1900s. Further,
21399the students will name and describe at least two differences that were mentioned in the
21400course material of Captain Richard Pratt’s survey of his teachers at the Carlisle School
21401in 1900. The students will also explain how Pan-Indianism arose from the boarding
21402school system. In the second part of the same activity, the students will write a report
21403about Native American off-reservation boarding schools. The students can use the
21404Internet as a research tool.
21405In the lab activity Richard Pratt, the students will be given a link to a speech that
21406Richard Pratt delivered at the Nineteenth Annual Conference of Charities and
21407Correction in 1892, titled "The Advantages of Mingling Indians with Whites". Based on
21408this speech, the students will answer some questions.
21409In the lab activity Learning about Activism, the students will answer the questions in
21410three- to- six- sentence paragraph on the main issues that fuel Native American
21411activism, the characterization of the Native American activism during the early years of
21412contact with the Europeans, the court case of Cherokee Nation v. Georgia (1831), the
21413arguments about Indian Removal, and one of the events of the American Indian
21414Movement (AIM) in the 1970s. In the second part, the students will write a two-page
21415double-spaced report about Native American activism with the help of a provided course
21416material.
21417Lesson 18: Environmental Concerns
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21418This lesson will help the students understand the relationship that Native American
21419people historically had with the natural world. This lesson defines the characteristics of
21420environmental racism, and examines an environmental issue of concern to Native
21421American people.
21422Activity: In this activity, the students will describe in 1-2 paragraphs about the Great Law
21423of Iroquois, Native American people’s view about the ownership of land, the Yucca
21424Mountain project, LaDuke and Carrie Dan, and about environmental racism.
21425Lesson 17: Political Advocacy: Late 19th Century to Today
21426This lesson covers the civil rights activism by Native American people. Students will
21427understand why Native American groups organized to advocate for their legal and
21428political rights. This lesson talks about several influential people and groups that
21429emerged to fight for Native American rights. Finally, the students will analyze the
21430struggle and the outcomes of these Native American activist groups.
21431Activity: In this activity, the students will answer in 2-3 sentences about the first Pan-
21432Indian rights group, the takeover of Alcatraz Island, and the protest of the Trail of
21433Broken Treaties. Further, the students will write in 2-3 paragraphs about the American
21434Indian Movement (AIM) using specific examples from the text.
21435Lesson 16: Tension in the West
21436This lesson analyzes the effect of the California gold rush on the Native American
21437people living there. This lesson also marks the importance of the precedent set by the
21438Lewis and Clark Expedition, and explains the importance of the buffalo to the Native
21439American people of the Plains. Further, students will evaluate how life changed for
21440Native American people on the Plains during the nineteenth century. Lastly, they will
21441explore the forms of violent and non-violent resistance displayed by the tribes of the
21442Plains.
21443Activity: In this activity, the students will answer questions in 2-3 sentences about the
21444Native American people of California and the hardships they faced. Further, the
Page 895 of 896

21445students will be given a situation, based on which they will write a well-reasoned
21446paragraph.
Page 896 of 896

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1 Ethnic Studies Model Curriculum

2 Third Field Review Draft with Recommended Edits

5 Ethnic Studies Model Curriculum

7 Third Field Review Draft with Recommended Edits

39Focus on Four Foundational Disciplines

293 Ethnicity: an identity marker based on ancestry, including nationality, lands/territory,

68When schools help students acquire a social consciousness, i.e., a conscious

73Ethnic studies instruction should be a fundamental component of California public

78State Board of Education Guidelines

831. Statutory Requirements

962. General Principles. The Ethnic Studies Model Curriculum shall:

97  Include accurate information based on current and confirmed research;

1193. Course Outlines. The Ethnic Studies Model Curriculum shall:

1324. Audience. The Ethnic Studies Model Curriculum shall:

170 California Department of Education, March 2021Ethnic

174 Ethnic Studies Model Curriculum

176 Third Field Review Draft with Recommended Edits

231Defining Ethnic Studies

234 “Ethnic studies is an interdisciplinary field of study that encompasses many

263Beyond providing an important history of groups underrepresented in traditional

271Furthermore, considering that European American-centered history and cultures are

283The History of Ethnic Studies in California

363The Benefits of Ethnic Studies

366 There is considerable research evidence that well-designed and well-taught

372As the demographics continue to shift in California to an increasingly diverse population

381  Helped students develop a strong sense of identity 12

382  Contributed to students’ sense of agency and academic motivation 13

383  Helped students discover their historical and ancestral origins

384  Reduced stereotype threat14

385  Aided in the social-emotional wellness of students

386  Increased youth civic engagement and community responsiveness 15

389  Increased critical thinking, problem solving, collaboration, and interpersonal

391  Led to an increase in attendance16

392  Led to an increase in standardized test scores 17

394  Led to an increase in graduation and college enrollment rates 19

400  Strengthened social and cultural awareness

401How Do You Teach Ethnic Studies in a K–12 Environment?

421Guiding Values and Principles of Ethnic Studies

8721 Chimamanda Ngozi Adichie, TED Talk, October 7, 2009:

450Eight Outcomes of K–12 Ethnic Studies Teaching 30

9425 As well as indigenous, diasporic, and familial

479(3) Furthering self-understanding––Through ethnic studies, students will gain a

10831 Systemic racism: the systemic normalization or legalization of racism and

497(4) Developing a better understanding of others––The essential and complementary

501This interethnic bridge-building can be furthered in various ways. Obviously, it can be

530(6) Promoting self-empowerment for civic engagement––Ethnic studies should help

546(7) Supporting a community focus––Ethnic studies in all California districts should

559(8) Developing interpersonal communication––Achieving the preceding principles

609The Ethnic Studies Model Curriculum for K–12 Education

620  Chapter 2 provides guidance to district and site administrators on teacher,

11732 Such as “herstory” or “hxrstory” to challenge what appears to be a gendered stem in

California Department of Education, March 2021

636 Ethnic Studies Model Curriculum

784  Develop a comprehensive strategic plan for implementation, including an initial

802Guide to Developing a Local Curriculum with Ethnic Studies

820Administrative support is also essential to the successful implementation of a new

865The History–Social Science Framework is of particular importance and should be

876Integrating Stakeholders and Community

891Selecting Existing Curricula and Instructional Materials

938An example of guidelines written by a district on how to implement ethnic studies is