1 2 3Chapter 2: Sample Course Models Page 1 of 300 4This chapter contains a number of sample course outlines that districts can use as 5guidance for creating their own Ethnic Studies courses that reflect the student 6demographics in their communities. Each course outline in this chapter contains an 7overview, a list of suggested significant events and individuals that can be included, and 8sample lessons that are aligned to the Ethnic Studies values and principles from 9chapter 1 and the state-adopted content standards in history–social science, English 10language arts, and English language development. 11The first course outline is for a general Introduction to Ethnic Studies course. The next 12four outlines address the original Ethnic Studies disciplines. When stand-alone Ethnic 13Studies courses were initially developed at the college level, they represented four core 14people of color groups: Black/African American Studies, Chicano/a Studies, Native 15American Studies, and Asian American Studies. The use of these four groups as an 16umbrella for a myriad of ethnically and culturally diverse representations was replicated 17when courses in Ethnic Studies were developed at the high school level. This chapter 18concludes with two examples of courses for groups that are sometimes under the 19broadly defined umbrella of Asian American Studies: Arab Americans and Pacific 20Islanders. The purpose for the inclusion of these two course models, in addition to the 21other stand-alone courses, is a direct response to specific concerns of representation by 22Arab American and Pacific Islander communities. More importantly, it can serve as a 23model for other communities of color who do not see their unique experiences 24represented in current course offerings and may have an interest in developing their 25own course. 26Additional guidance for communities, schools, and districts to create their own Ethnic 27Studies lessons, units, and courses is provided in chapter 3. 28Introduction to Ethnic Studies Course Outline 29Course Overview: This course is designed to help students develop an intersectional 30and global understanding of the impact of race and racism, ethnicity, and culture in the 31shaping of individuals and communities in the United States. They will learn about the 32interlocking systems of oppression and privilege that impact all people of color. Students 33will be exposed to a multitude of histories, perspectives, and cultures, with the goal of 34students being able to build critical analytical and intercultural communication skills; 35developing an understanding of geo-historical and cultural knowledge and contributions; 36fostering of humanism and collaboration across lines of difference; learning the value 37and strength in diversity; and developing a rigorous historical understanding of the 38development of racial and ethnic identities in the United States; and engaging in civic 39action, community service and/or community education to dismantle white supremacy 40and institutional racism. 41Course Content: Given the interdisciplinary nature of Ethnic studies, students will be 42exposed to many subject areas, including, but not limited to, history, geography, 43literature, sociology, and visual arts. In engaging a thematic approach to teaching 44courses in the field, teachers can organize their instruction around various themes, such 45as: identity formation (assigned and chosen), migration, cultural retentions, the history 46of racial formation and racial hierarchies, ideologies and institutions, social movements 47and resistance to oppressive systems of power (i.e., racism, classism, sexism), 48hegemony, and colonialism. These units should focus on drawing out student voices 49and their experiences. They should also emphasize the integral role of both white and 50oppressed groups in creating alliances, resistance, and resilience (including the positive 51contributions of the oppressed groups). 52The use of a thematic approach to teaching Ethnic studies is incredibly generative as 53students are able to consider an array of inquiry-based questions—from more 54overarching questions around racial formation and their own ancestral legacies, to more 55focused inquiries that may address issues in their communities, like a public health 56inequity that is being exacerbated because of the racial and/or class make-up. Themes Page 2 of 300 57also allow students to delve into various perspectives simultaneously, where they are 58able to draw connections across racial and ethnic groups. Throughout the course, each 59unit and lesson plan should support and develop the key principles and values of Ethnic 60Studies as described in Chapter 1. 61Sample Key Concepts of This Course: 62  agency 63  capitalism/class/classism 64  colonialism/imperialism 65  economic/political/social/cultural 66  four I’s of oppression – ideological, institutional, interpersonal and internalized 67  gender 68  hegemony/counter hegemony 69  humanization/dehumanization 70  ideology 71  indigeneity 72  intergenerational trauma and healing 73  resistance 74  patriarchy/sexism/heteropatriarchy/cis-heteropatriarchy 75  race/racism 76  white supremacy Page 3 of 300 77  xenophobia 78These concepts should be taught within the thematic units and used as tools of 79analysis. For definitions of key terms, see the Glossary. 80Sample Theme #1: Systems of Power 81For example, a theme that can be covered in this type of Ethnic studies course is 82systems of power. Teachers can introduce the theme by defining and providing 83examples of systems of power. These are structures that have the capacity to control 84circumstances within economic, political, and/or social-cultural contexts. These systems 85are often controlled by those in power and go on to determine how society is organized 86and functions. 87Some examples of systems of power are: white supremacy, capitalism, and patriarchy. 88In introducing this theme, teachers should consider taking one system of power, like 89sexism and patriarchy, and offering perspectives across the various ethnic groups. 90Discussions of systems of power should include both the struggles that come with being 91entangled and impacted by these systems, but also resistance to them. Systems of 92power can be analyzed using the four “I”s of oppression (ideology, institutional, 93interpersonal, and internalized). 94Building on the theme of sexism and patriarchy, teachers can concentrate on the 95various ways in which women and femmes of color have been oppressed and resisted. 96For example, teachers could introduce Ethnic studies concepts like machismo 1 and 97misogyny/misogynoir2 to discuss how women of color are impacted by overt displays of 98patriarchy and sexism within the context of their respective communities. Alternatively, 99this section can also include a discussion on how women of color resisted and elevated 11 Machismo is a Spanish word that translates to “macho” or the sense of being “manly.” 2The word was popularized during the 1960s and 1970s by Latinx feminists to describe 3the overt attitudes and behaviors exhibited Latinx men, which often enforced very 4oppressive gender roles that were not favorable towards women, and an overall sense 5of male superiority. 62 Misogynoir is the intersection of racism and sexism specifically directed towards Black 7women and girls. Page 4 of 300 100women’s rights issues (e.g., adequate reproductive health care and equal pay) via 101social movements (e.g. the second wave feminist and #Metoo movements), the creation 102of their own organizations, through writings (literature, poems, and scholarly works), and 103other mediums. 104Sample Lesson 1 105Title and Grade Level: Redlining Real Estate in Communities, 9–12 106Ethnic Studies Values and Principles Alignment: 1–7 107Standards Alignment: 108CA CCSS for ELA/Literacy: RH.11–12.1, 2, 7; WHST.11–12.1A, 4; SL.11–12.1, 2, 5 109Lesson Purpose and Overview: 110The teacher introduces redlining to students. Students define vocabulary words and 111discuss. Students write “quick write” about effects of redlining, inequality and 112disenfranchisement of certain groups. Students view actual home redlining deed and 113discuss. Teacher gives New York Times article, students connect article to redlining. 114Students use internet to compare and contrast different incomes of racial groups. 115Key Terms and Ethnic Studies Concepts: Redlining, Disenfranchisement, Racism, 116Socioeconomics, Real Estate, Wealth, Inequality, House Deed 117Prerequisite Skills and Knowledge: 118Content and Language Objectives: 119 120 121 122 1. Years after slavery, many African-Americans continue to live in poverty because of racist, discriminatory laws. 2. Institutions exist that keep people of color in positions of disadvantage despite of the narrative of equality for all. Page 5 of 300 123 3. Where you live can determine the opportunities have and how successful you are 124 125 in life. 4. In instances such as these, should African-Americans receive reparations from 126 the government for institutional injustices? 127Essential Questions: 128 1. How has social economic disenfranchisement, inequality, racism and 129 discriminatory laws affected our communities in the past and present. Do we see 130 this today? 131Lesson Steps/Activities: 132Day 1: 133 1. Teacher gives students vocabulary handout. Students use Internet to define 134 135 words. Students write down words and define. 2. Teacher facilitates discussion about meaning of words. Students write a 136 137 summary of what they learned. 3. Teacher gives students a homework question: Q: How has social economic 138 disenfranchisement affected communities? Students can begin homework 139 question if time permits. 140Homework: Students answer homework question. 141Day 2: 142 143 144 4. Students discuss what they wrote for homework with a neighbor for 1 min. Teacher facilitates discussion 5. Teacher provides students with copy of the primary source artifact of “The 145 Restrictive Deed” (with transcript). Students analyzes document. Students can 146 use “S.O.A.P.S” analysis to dissect document. Page 6 of 300 147 6. Students discuss with a partner what they read and SOAPS findings. 148 7. Teacher facilitates discussion with class. 149 8. Teacher gives New York Times article. Students read and write summary, 150 thoughts, and interesting findings. 151Homework: Summary and connections to article and redlining. 152Day 3: 153 9. Teacher discusses article from previous day. 154 10. Teacher asks, Did the same thing happen in our local area? How did this affect 155 families today? Are there black Neighborhoods, Latino, Asian, and White? Make 156 predictions about what would happen. 157 11. Teacher has students go to computers, open article from New York Times. 158 Students locate digital map section; “Expected adult household income for poor 159 children who were raised in these places.” (In this section there is an interactive 160 map that compares racial demographics.) 161 12. Students locate their neighborhood to explore the racial demographics. 162Homework: Students compare and contrast family incomes from: Black, White, Asian, 163and Latino, from the New York Times article. Students write findings on a Venn diagram. 164Are there any signs of redlining in your neighborhood or is your neighborhood 165segregated? 166Extended Lesson: Students will write an argumentative essay about whether African167American’s should be paid reparations based on lessons learn on redlining lesson. 168Lesson Modifications/Accommodations for Students with Diverse Needs: 169Assessment, Application, Action, and Reflection: 170Materials and Resources: Page 7 of 300 171Computer, Internet, Redlining Deed, Student Vocabulary Handout, New York Times 172article: Badger, Emily, and Quoctrung Bui. “Detailed Maps Show How Neighborhoods 173Shape Children for Life.” The New York Times, The New York Times, 1 Oct. 2018, 174https://www.nytimes.com/2018/10/01/upshot/maps-neighborhoods-shape-child175poverty.html. Page 8 of 300 176Source Document: Redlining Deed i- II at tn ul "non mum 11. um cmmnu. a mum cumam.- Dull-m, an mm plulpcl 31:? a! who? mum, cum-u: am hm? an: ?ui? cm, In: In." :11 an lul mum; num- II It. Cum 9! in hull-lilo, am of cum-mo. tonallook II on? In 'I'l If nu, Inn? of 0m Cont}. ms lulult I?m ?not. mm N: Indium, nan-?an. mm or ?mm or a! null. mo am lumi- an no pm or p?lltutu. "mu. mf?tm?h?, and!? or balm. Momma; uponam. tum-d. 1m?. rut-I u- anphd In: at I II Cumin unplug mama: that can ul? mm to rum: to no me unto: Q: In lug-non 1 humt. mu Inn the rl?t of {lull-u n-wr upon an run: I: mm 0! n: ma Imam ml. to th- olnlr or oran or i [If If um ma mu, {trolling audition: mu upon? as mount- I with In 1nd, an: :11: mm or my nub mun-at, or unnwuu ?loud or mm a "null by imprint. ??t?llul sun-mum I: ml: 0mm or In ummn II Inn-m, I: as war I 0121 Lot that I brush or In: at tha forming un?um. or II: thatum: all radar 11mm. the 1m 9! In: Imprun}, or up part thin-Id. 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Page 9 of 300 178Redlining Deed Transcript 179In CONSIDERATION of Ten and No/100 Dollars FARM HOMES CORPORATION, a 180corporation organized and existing under the laws of the State of Delaware, and having 181its principal place of business at Los Angeles, California does hereby Grant to [Name 182Removed] and [Name Removed] his wife, as joint tenants all that Real Property situate 183in the County of San Bernardino, State of California, described as follows: 184Lot 374, Trust No. 2258, as per Map recorded in Book 32 pages 72 to 77 of Maps, 185Records of said County, EXCEPT the Westerly 137 feet thereof. 186SUBJECT TO: All conditions, restrictions, reservations, rights of way, visible or of 187record. 188ALSO SUBJECT TO: The condition that no part of said premises shall ever at any time 189used for the purpose of buying, selling, manufacturing, vending or handling intoxicating 190liquors; and that no part of said premises shall ever at any time be be sold, conveyed, 191leased, rented or occupied by any person not of the Caucasian or white race. 192IT IS AGREED that a breach of any of the foregoing conditions shall cause said realty to 193revert to the said Grantor or its successors in interest, who shall have the right of 194immediate re-entry upon said realty in the event of any such breach; and, as to the 195owner or owners of any Lot or Lots in said Tract, the foregoing conditions shall operate 196as covenants running with the land, and the breach of any such covenant, or the 197continuation of any such breach, may be enjoined or abated or remedied by appropriate 198proceedings instituted by such Grantor or its successors in interest, or by the owner of 199any Lot in said Tract. 200IT IS FURTHER AGREED that a breach of any of the foregoing conditions, or any re201entry by reason of such breach, shall not defeat or render invalid, the lien of any 202mortgage or deed of trust, made in good faith, and for value, as to said realty, or any 203part thereof. Page 10 of 300 204EXCPECTING AND EXPRESSLY RESERVING unto the Grantor, its assigns and 205successors in interest, all waters, surface and subsurface, on or in said lands, and all 206water and water rights, riparian or appurtenant to said lands. 207IN WITNESS WHEREOF, said FARM HOMES CORPORATION has hereunto caused 208its corporate name to be subscribed and its seal affixed by its President and Secretary, 209thereunto duly authorized by resolution of its Board of Directors, this 27 th day of April, 2101943. 211(CORPORATE SEAL) 212(U.S.I.R.S. $1.10 Cancelled) 213FARM HOMES CORPORATION 214By [Name Removed], President 215By [Name Removed], Secretary 216STATE OF CALIFORNIA, 217COUNTY OF LOS ANGELES 218On this 27th day of April in the year one thousand nine hundred forty-three, before me, 219[Name Removed], a Notary Public in and for said County and State, personally 220appeared [Name Removed], known to me to be the President, and [Name Removed], 221known to me to be the Secretary of the corporation that executed the within instrument, 222and known to me to be the persons who executed the within instrument on behalf of the 223corporation therein named, and acknowledged to me that such corporation executed the 224same. 225WITNESS my hand and official seal the day and year in this certificate first above 226written. 227(NOTARIAL SEAL) Page 11 of 300 228[Name Removed] 229Notary Public in and for said County and State. 230No. 126 “Endorsed” Recorded at request of Grantee, Jun 1, 1943 at 4:15 P.M., in Book 2311602, Page 257, Official Records, San Bernardino County, Calif., [Name Removed], 232County Recorder, by [Name Removed], Deputy. Fee $1.30. Page 12 of 300 233 234 Student Handout: Redlining Vocabulary 235Instructions: Use the Internet to define terms at the bottom. Draw a symbol to 236illustrate the definition. 237Vocabulary: 238Redlining: 239Disenfranchisement: 240Racism: 241Socioeconomics: 242Real estate: 243Wealth: Page 13 of 300 244Vocabulary Definitions: 245Racism: prejudice, discrimination, or antagonism directed against someone of a 246different race based on the belief that one's own race is superior. 247Redlining: In the United States, redlining is the systematic denial of various services to 248residents of specific, often racially associated, neighborhoods or communities, either 249directly or through the selective raising of prices. 250Disenfranchisement: the state of being deprived of a right or privilege, especially the 251right to vote. 252Socio Economic: Socioeconomics is the social science that studies how economic 253activity affects and is shaped by social processes. In general it analyzes how societies 254progress, stagnate, or regress because of their local or regional economy, or the global 255economy. Societies are divided into three groups: social, cultural and economic. 256Real Estate: property consisting of land or buildings. 257Wealth: an abundance of valuable possessions or money. The state of being rich; 258material prosperity. 259Sample Lesson 2 260Title and Grade Level: Systems at the Root, 9–12 261Ethnic Studies Values and Principles Alignment: 1, 7 262Standards Alignment: 263CA HSS Analysis Skills (9–12): Research, Evidence, and Point of View 3, 5; Historical 264Interpretation 4 265CA CCSS for ELA/Literacy: RH.9–10.4 266Lesson Purpose and Overview: Page 14 of 300 267Students will be introduced to the concept and practice of how, at its foundations, those 268in power within our society use systems to maintain order within the status quo. 269Students will name and critically examine the function and impact of systems of power, 270identifying who maintains power, while imagining ways to recreate and transform those 271systems. 272Key Ethnic Studies Terms and Concepts: systems of power, transformational change, 273privilege, meritocracy, oppression, 4 I’s of oppression, resistance, causality/causation 274Prerequisite Skills and Knowledge: 275Students should understand the Ethnic Studies concepts of Identity and Indigeneity 276(recognizing and relating to the indigenous nations of the land where the course is being 277taught, as students consider their own pre-colonial ancestries). This should follow a 278lesson on the establishment of community norms and expectations. 279Content and Language Objectives (Students will be able to…): 280 1. Identify and define three types of systems - economic, political and socio-cultural 281 2. Explain the impact of systems of power on society 282 3. Explore the relationship between individuals and systems of power 283Essential Questions: 284 1. How do systems of power shape our society? And who gets to decide how 285 systems of power are wielded? 286 2. How do social, political, and economic systems channel power? 287 3. How have people historically, and in the present, challenged systems of power? 288Lesson Steps/Activities: 289  Day One – Defining Power Page 15 of 300 290  Day Two – Exploring Privilege 291  Day Three – Examining Systems at the Root 292Day One – “Defining Power” 293 294 295 1. Cultural energizer a. Have students respond to the following prompts. Share in small group. Take three volunteers to share to larger class. 296 i. “If you could have any super power, what would it be? Why?” 297 ii. What is the closest thing to this superpower in real life? For 298 example: super strength and physical prowess, invisibility and 299 surveillance society, flying and jet packs, etc. 300 301 b. Have students individually respond (pen to paper) to the following prompt. Students share out responses. 302 303 304 305 i. “Money makes the world go ‘round.” Agree? Disagree? Explain 2. Transition into lesson with the definition of power. Have students copy the definition: a. Power:-the ability to control circumstances; the freedom to do as you 306 please; the ability to impact and control what is and is not possible for 307 one’s self and other people. Also directly relates to the dominant groups’ 308 privilege at different intersections of society and non-dominant groups’ 309 work toward liberation. 310 311 312 3. Activity: a. In groups of 3–4, reflect upon the following questions in relation to power: i. Power and You Page 16 of 300 313 1. Think of times when you feel that you have control over your 314 life or the lives of others. How does that make you feel? 315 Explain. 316 2. Think of times where you feel powerless. How does this 317 make you feel? Explain. 318 ii. Power and School 319 1. On piece of paper, draw a ladder. 320 2. This ladder represents who has the most power at 321 school. Those you place at the top, have the most power, 322 and those at the bottom, the least. 323 3. Who is at the top? Who is at the middle? At the bottom? 324 325 326 Explain. 4. Conclusive Dialogue a. Use the following prompts to prepare students for closing activity. 327 i. “Today in class, I thought about or learned the following three 328 things. First ______. Second, ______. And lastly, I 329 learned_______.” 330 ii. “I have the following questions_______.” 331Day Two – “Exploring Privilege” 332 333 334 335 1. Cultural Energizer: a. Copy, reflect and then respond to one of the following quotes: i. “Privilege is waking up on third base and thinking you hit a triple.” -former Texas Governor, Anne Richards Page 17 of 300 336 ii. “I know what it's like to access the privilege of a ZIP Code but also 337 be born in one that could have destined me to something else.” 338 -House of Representatives, Member, Alexandria Ocasio-Cortez 339 340 341 342 343 b. Debrief student responses and transition to lesson. 2. Have students copy the definitions of privilege and meritocracy a. Privilege - unearned reward or advantage a person or group has by virtue of who they are, and not by any particular action. b. Meritocracy – a system of allotting rewards/privileges/responsibilities to 344 those with outstanding performance and/or qualifications; rule by persons 345 chosen not because of birth or wealth, but for their superior talents or 346 intellect 347 348 349 350 3. Check for understanding. Support with a plethora of examples. Reteach if necessary. 4. Activity - “Race to The Finish Line: Examining the Impact of Privilege” a. Option 1: “Power, Privilege and Five People I Know” 351 i. Form groups of five 352 ii. Distribute handouts A, B and C 353 iii. Students read Handout A (student bios), 354 iv. Students then use Handout B (privilege walk prompts) and reflect 355 upon the student bios to determine how far each individual moves 356 (forward/backward) on the chart (Handout C). 357 358 v. After 5–7 questions, have students identify who is closest to the finish line (the right side of the chart), and who is furthest. Page 18 of 300 359 vi. 360 361 Have participants roll dice for each of the students on the chart. Continue until someone crosses the “finish line”. vii. 362 Reflect upon the following questions: 1. What factors moved these young people (forward or 363 backward) during the scenarios? 364 2. How are their experiences shaped by privilege and power? 365 3. How is this related to the idea of meritocracy? 366 4. How does their position at the start impact their chances of 367 368 369 “winning”? b. Option 2: “Take Your Shot” i. Tell students they will be playing a game that requires them to 370 shoot a piece of paper into a recycling bin. To ensure that things 371 are equal, every participant will get one shot. The student(s) that 372 successfully make their shot, wins. Students will attempt to make 373 the basket from where they are seated in the classroom. 374 ii. 375 376 You may incentivize this activity to help raise the stakes and heighten the point. iii. Student instructions: 377 1. Grab two pieces of scratch paper and crumple it up. 378 2. You will each take a turn shooting your paper into the basket. 379 3. After the first round, we will evaluate you based on your 380 381 382 performance. iv. ***Special Note to Teacher*** A handful of students will make both their shots, some will make one, while most will not make any. Page 19 of 300 383 Odds of making the shot will be affected by their proximity to the 384 basket. Students will start to complain about the lack of “fairness” 385 about the game. In order to help students see the unfair nature, you 386 must provoke them by emphasizing that the notion of two shots is 387 in fact fair. 388 v. 389 390 391 392 After students have taken their shots, evaluate them on their performance, and reward those who are successful. 5. Reflection Questions and Debrief (teacher: use think pair share or other structured protocol to discuss the following) a. What is privilege and how does it play a role in advancing individuals 393 through this race? (Benefiting individuals in this game - for Option B)? 394 b. Based on the activity, do we all have the SAME chance of winning the 395 396 397 398 399 400 401 402 race/game? Explain? c. What are some commonly held beliefs (and explanations) for success? Failure? d. How does this activity relate to the idea of meritocracy (i.e., those who are the best, win)? e. What, if anything, can be done to make things more meritocratic (fair)? 6. Conclusive Dialogue a. Reflecting on your own experiences: 403 i. Identify one way privilege has benefited you. Explain. 404 ii. Identify one way any aspect of your personal situation/lived 405 experience, places you at a disadvantage. Explain. Page 20 of 300 406 407 iii. How did the exercise make you feel? What are some things it made you think about? 408Day Three - “Systems at the Root: The Reason for Why Things Happen.” 409 1. Cultural Energizer 410 a. Show the music video, “This Too Shall Pass”, by the band OK Go. 411 b. Ask students to identify 5 examples of something happening, because of 412 something else causing it to happen. (i.e., the toy car bumps into the 413 domino and causes the domino to fall.) 414 c. After the video, have students share out examples they identified, with an 415 elbow/table partner. Have volunteers share out several examples, to the 416 larger class. 417 2. Share, and have students copy down the definition for causality/causation. 418 a. The relationship between an event (the cause) and a second event (the 419 effect), where the second event is understood as a result of the first. 420 421 b. Check for understanding of causality/causation. Continue example-making if needed. 422 3. Transition to the activity, “Systems at the Root”. 423 a. Project the image of a clipart tree. 424 b. Indicate that the tree is a metaphor for causality/causation. 425 c. Ask students to explain how this is an example of cause and effect. 426 d. Close by emphasizing that the roots allow for the trunk to grow, branch 427 out, and bare fruit - that one leads to/causes the other. An old saying, 428 “From the root, to the fruit...” is a catchy way to help students internalize 429 the point. Page 21 of 300 430 431 e. Label the tree’s roots, cause(s), and its fruit, effect(s) 4. Activity: 432 a. As a class, brainstorm a list of 10–15 problems facing their families, 433 community and/or society. Write this down on the board (or type and 434 project). 435 b. In groups of 4–5, have students draw out a tree on a large poster paper. 436 c. Students will categorize the problems as either cause or effect. 437 i. red construction paper if they believe that it’s an effect 438 ii. brown construction paper if they believe it to be a cause 439 440 441 442 443 444 d. Students will place causes at the root, and effects on the branches, as fruit. e. Have students share out their posters. Facilitate discussion encouraging students to explain their thinking. 5. Share and have students copy the definitions of the terms: system, economic system, political system, social-cultural system 445 a. System - an organized way of doing something 446 b. Political system - An organized way groups of people make decisions 447 c. Social-cultural system – “Ways of being. Ways of seeing”. Guidelines for 448 449 people’s behavior d. Economic system - Organized way goods and services are produced and 450 distributed to fulfill people’s needs and/or wants. Three important 451 questions: Who makes what? Who gets what? And how is this 452 determined? Page 22 of 300 453 6. Revisit the clipart tree. Emphasize that in Ethnic Studies, critical thinking will be a 454 key part of the learning experience. Critical thinking requires individuals to 455 evaluate phenomenon through the lens of systems, the rules within those 456 systems, who wields power within systems and the impact of that power on the 457 relationships between people existing within systems. 458 459 460 a. A powerful way to frame critical thinking is that critical thinking requires individuals to: i. 461 1. What are the reasons for why something is happening/ 462 463 happened? ii. 464 Think historically 1. What is the relationship between the past and the present? 465 466 Think causally (cause and effect) How can individuals, today, shape tomorrow? iii. Think systems (and power) 467 1. How do systems shape society? 468 2. What role do people play within systems? 469 3. How do we evaluate the efficacy of systems? 470 7. Add the label, “Systems at the Root - Political/Social-Cultural/Economic” at the 471 bottom of the tree. Revisit the discussion to help make connections between the 472 three types of systems, and the problems brainstormed. 473 474 475 476 8. Community Reflection a. “Today in class, I thought about or learned the following three things. First ______. Second, ______. And lastly, I learned_______.” b. “I have the following questions_________.” Page 23 of 300 477 c. Close class with a debrief of their responses to the prompt. Allow 478 adequate time for everyone to complete their reflection. Make sure to 479 close out by encouraging students who have not yet had a chance to 480 share with the larger class, to share their responses. 481Lesson Modifications/Accommodations for Students with Diverse Needs: 482  483 484 student interaction.  485 486 The lesson is designed to break up teacher talk time and to enhance structured Each of the lesson steps should be made into slides using a presentation software (google slides, PPT., Keynote, etc.) to better support visual learners.  487 Teachers should regularly check for understanding, and reteach points if necessary, before moving on. 488  Students should be utilized as resources to support peers in their learning. 489  Reflection/Response prompts can be developed to support ELL’s to engage in 490 small group and larger class discussion. 491Assessment, Application, Action, and Reflection: 492  Students will represent their mastery of the lesson via written reflection from each 493 day’s activities, tree reproduction with problems and root causes, active listening 494 and discussion. 495Materials and Resources: 496  497 Materials: poster paper, red and green construction paper, glue sticks, projector, speakers, presentation software (google slides, PPT., Keynote, etc.) 498  Handouts A, B, C 499  “This Too Shall Pass” https://www.youtube.com/watch?v=qybUFnY7Y8w Page 24 of 300 500  Clipart Tree https://pixabay.com/vectors/tree-roots-leaves-cross-section-306056/ Page 25 of 300 501Handout A 502“Power, Privilege and Five People I Know” 503ANGELA Black female. Age 16. Lives with aunt for now and sleeps on her couch. Aunt 504rents an in-law in the Bayview neighborhood of San Francisco. Mom works in a 505restaurant and dad is a valet parking attendant. Angela attends a public high school and 506has to do credit recovery afterschool through Cyber High in order to graduate on time. 507She worked all summer helping her parents take care of her 6 y/o brother. 508TINA Recently emigrated from Samoa. Age 16. Currently lives with her uncle and her 509three cousins in a three bedroom house in a historically working-class neighborhood. 510She has to care for her younger brother and cousins after school. Her mother works 511part time at the elementary school down the street. Her father is currently unemployed. 512She would like to go to a four year university but is planning on going to community 513college, first. 514ABEL Filipino gender non-conforming young adult. Age 18. Lives with 9 people in a 515three bedroom rental in Daly City. Their mother is a nurse assistant, and father, an 516unemployed accountant. Abel immigrated with their family when they were 9 and has 517moved 5 times since their arrival to the United States. Abel attends the local public high 518school but also has to go to night school across town to improve their reading and 519writing skills in English. 520KEVIN White male. Age 14. Lives with his mother in a two bedroom apartment in a 521historically lower middle class neighborhood. He is an only child and has never met his 522father. His mother is a nurse. He attends an all-boys private school in the city. Kevin 523spends summers with his grandparents in Napa and helps out in their restaurant when 524he’s not playing competitive baseball as part of his elite travel team. 525ROGER Chinese and French. Passes as white. Male. Age 17. Lives at home with both 526of his parents. They own a house in a wealthy neighborhood. Mom is a doctor. Dad is 527an engineer. He attends University High School, an elite private school in the city. His Page 26 of 300 528parents gave him a car for his 16th birthday. He spent his summer in Nassau working 529on his SCUBA diving certification. He will be attending Stanford University in the fall. Page 27 of 300 530Handout B 531Privilege Walk 532Race/Ethnicity/Nationality 533 1. If you were ever accused of cheating or lying because of your race, take one step 534 535 backward. 2. If your ancestors were forced to come to this country or forced to leave their 536 country of origin, take a step back. 537 3. If you identify as an "American" take one step forward. 538 4. If you were ever called names or bullied because of your race, or ethnicity take 539 one step backward. 540 5. If you ever tried to change your racial or ethnic identity, take one step backward. 541 6. If you studied the history and culture of your ancestors in school, take one step 542 forward. 543 7. If English was your second (or more) language, take one step backward. 544 8. If English is your first language, take one step forward. 545 9. If you were ever discouraged at school because of your race or ethnicity, take 546 547 one step backward. 10. If you’ve ever been followed in a store, or stopped by police, take a step 548 549 backward. 11. If you think of the police as people that will help you, take one step forward. 550Class 551 1. If one of your parents are not in your life, take a step back. Page 28 of 300 552 2. If both of your parents are raising you, take one step forward. 553 3. If your family has ever had to skip a meal because of lack of money/resources, 554 555 556 take one step backward. 4. If your family has ever been worried about paying rent on time, or missed rent because of money, take one step backward. 557 5. If everyone in your family has health insurance, take a step forward. 558 6. If you were ever embarrassed or ashamed of the house you live in take one step 559 560 561 562 563 564 565 backward. 7. If you were ever embarrassed or ashamed of your family car when growing up take one step backward. 8. If your neighborhood has illegal drugs and/or prostitution readily available, take a step backwards. 9. If you were taken to art galleries, museums or plays by your parents take one step forward. 566 10. If you ever attended a private school or summer camp take one step forward. 567 11. If your parent/s are willing and able to support you and encourage you to go to 568 college take one step forward. 569 12. If you have a parent who did not complete high school take one step backward. 570 13. If your parent(s) are college educated, take two steps forward. 571 14. If your parent(s) own their own house take two steps forward. 572 15. If you primarily use public transportation to get where you need to go take one 573 step backward. 574Gender Page 29 of 300 575 576 577 578 1. If any women in your family have been sexually harassed or abused, one step backward. 2. If you’ve ever been discouraged from doing something because of your gender take one step backward. 579 3. If you face harassment or get hollered at on the street take one step backwards. 580 4. If your looks are valued more than your smarts, take one step backward. 581 5. If your family values the opposite gender more than yours, take a step backward. 582 6. If your gender is non-binary, take one step backward. 583 7. If your gender is celebrated by society, take two steps forward. 584 Page 30 of 300 585Handout Hngela Tina Abel 5 Kevin Roger 586 587 Page 31 of 300 588Sample Theme #2: Social Movements 589Another theme that this course could explore are the multitude of effective social 590movements communities have initiated and sustained in response to oppression and 591systems of power. Teachers will develop and facilitate instructional opportunities for 592students to explore major social movements like: 593  The Civil Rights Movement 594  The Farm Workers Movement 595  Japanese American Redress and Reparations 596  Black Lives Matter 597  Mni Wiconi Water is Life: No Dakota Access Pipeline at Standing Rock 598In addition to learning more about the history of social movements and the gains 599achieved through solidarity, activism, civil disobedience, and participation in the 600democratic process, teachers can help facilitate discussions on resistance to 601oppression, the broad support these movements mobilized, and their lasting impacts of 602the change. 603Sample Lesson 604Title and Grade Level: Social Movements and Student Civic Engagement, 9–12 605Ethnic Studies Values and Principles Alignment: 2, 5, 6 606Standards Alignment: 607CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1; Historical 608Interpretation 1, 3, 4 609CA CCSS for ELA/Literacy: RH.9–10.1, 2, 3, 8; WHST.9–10. 1, 2, 4, 7 610CA ELD Standards: ELD.PI.9–10.1, 2, 6a, 6c, 11 Page 32 of 300 611Lesson Purpose and Overview: 612This primary source analysis assignment turns students into researchers, while 613simultaneously allowing the students to orient themselves with the history of the Ethnic 614Studies Movement, and contemporary social movements. 615The purpose of the lesson is for students to learn, analyze and discuss current social 616movements happening both in the United States and abroad. By learning about past 617and present social movements students will learn first-hand how communities of color 618have resisted and fought for their human rights and self-determination. 619Key Ethnic Studies Terms and Concepts: social movement, The Third World Liberation 620Front, Black Panther Party, solidarity 621Prerequisite Skills and Knowledge: Students should have some familiarity with the 622concept of a social movement. Lessons on organizing should be taught prior to this 623lesson and the impact of those lessons on student learning reflected upon. 624Content and Language Objectives (Students will be able to…): 625 626 627 628 629 630 1. Conduct a primary source analysis in relation to social movements and the development of Ethnic Studies 2. Consider how social movements emerge; understand tactics employed; and identify their overall contributions/impact to society. 3. Engage in critical analysis, learn to decipher credible and non-credible sources, further develop public speaking skills, and work collaboratively. 631Essential Questions: 632 1. What causes social movements? 633 2. What strategies and tactics are most effective within social movements? What 634 gives rise to the proposals and demands of social movements? Page 33 of 300 635 636 3. What impact have past and present social movements had on society? Why might people have different responses to social movements? 637Lesson Steps/Activities: 638 1. Begin the lesson by defining what social movements are and how they start. 639 Introduce the history of the Ethnic Studies Movement and the Third World 640 Liberation Front (TWLF) strike to students. Include in the introduction/overview 641 pictures and brief video clips of San Francisco State College students protesting. 642 Throughout the overview, highlight that the Ethnic Studies Movement was 643 successful due to unity and solidarity building, as well as drawing on momentum 644 from other movements that were happening simultaneously, like, the Black 645 Power, American Indian, Anti-war, Asian American, Chicano, United Farm 646 Workers, and Women’s Liberation movements. 647 648 2. Divide students into pairs, providing each group with two primary source documents including: 649 a. The original demands of the TWLF 650 b. Student proposals for Black, Asian American, Chicano, and Native 651 American studies 652 c. Images from the strike 653 d. Speeches and correspondence written by San Francisco State College 654 655 656 657 administrators concerning the TWLF strike e. Student and Black Panther Party newspaper clippings featuring articles about the TWLF strike 3. Introduce each of the materials, providing a small amount of context, and a brief 658 overview of what is a primary source. Instruct each pair to read each document 659 carefully, conduct additional research to better contextualize and situate the Page 34 of 300 660 source within the history of this period, and to complete a primary source 661 analysis worksheet for each source (see below). 662 663 664 4. Provide students with class time to work on this assignment. They should also have an opportunity to work on the assignment as homework. 5. After completing the primary source worksheet, each group is paired with another 665 group where they share their primary source analyses with each other. The 666 groups are also tasked with finding themes, commonalities, or connections 667 between their four sources. 668 6. Ask each group to write on a large piece of paper/poster board what they 669 believed were the key tactics/strategies, vision, and goals of the TWLF 670 movement based on their research findings. They can also decorate the poster 671 board with pictures, a copy of their primary source, and other materials. 672 7. While still in groups of four, assign each group a contemporary and relevant 673 social movement. Alternatively, the students can work with the teacher to select 674 the movement that they wish to research. 675 a. List of Potential Social Movements: 676 i. #BlackLivesMatter/The Movement for Black Lives 677 ii. Land and Rights Movement, i.e., The Standing Rock Movement 678 iii. The Occupy Movement 679 iv. The #MeToo and Feminist Movement 680 v. The Criminal Justice Reform Movement 681 vi. The Immigration Rights/Reform Movement/Dreamers Movement 682 vii. The “Defend Science”/Climate Movement 683 viii. Boycott, Divestment, and Sanctions Movement for Palestine Page 35 of 300 684 ix. Fossil Fuels Divestment and Indigenous Rights Movement 685 x. Ethnic Studies Movements 686 xi. Poor People’s Movement 687 xii. LGBTQ Movement 688 8. Environmentalism and Environmental Justice Movements: Let each group of four 689 know that they are now responsible for completing the two previous assignments 690 (primary source analysis and poster board) with their new social movement. 691 Students are to identify two primary sources on the movement, conduct research 692 (including a review of secondary sources like credible news articles, scholarly 693 research, interviews, informational videos, etc.), and complete the primary source 694 analysis worksheet. They are also to complete a poster board displaying the 695 goals, vision, and tactics/strategies of their assigned contemporary social 696 movement. 697 9. At the end of the unit, each group presents their poster board and social 698 movement to their peers. After all group presentations have been completed, 699 students will have an opportunity to have a class discussion around the impact of 700 social movements. The class will ultimately return back to the original guiding 701 questions for the lesson. 702 Page 36 of 300 703Source Analysis Worksheet 704What Kind of Source? (Circle All that Apply) 705Letter Chart 706Photo Legal document (city ordinance, legislation, etc.) 707Newspaper article Diary 708Speech Oral history interview 709Photograph Artistic piece (poem, song, poster, etc.) 710Press release Event flyer 711Report Identification document 712Other:_______________________________________________________________ 713Describe your source (is it handwritten or typed? In color or black and white? Who is the 714author or creator? How long is it? What do you see?) 715______________________________________________________________________ 716______________________________________________________________________ 717______________________________________________________________________ 718______________________________________________________________________ 719Identifying the Source 720 1. Is it a primary or secondary source? 721 2. Who wrote/created the source? Page 37 of 300 722 3. Who is the audience? 723 4. When and where is it from? 724Making Sense of the Source 725 1. What is the purpose of the source? 726 2. What was happening at the time in history when this source was created? 727 Provide historical context. 728 3. What did you learn from this source? 729 4. What other documents or historical evidence will you use to gain a deeper 730 731 732 understanding of this event or topic? 5. What does this source tell you about the Ethnic studies movement and Third World Liberation Front Strike? Page 38 of 300 733Assessment, Application, Action, and Reflection: 734  Peer assessments are used to help students refine their primary source 735 worksheets and poster boards prior to presenting them to the class. The teacher 736 should visit the groups and provide constructive feedback to students who are 737 having difficulty with the assignment. 738  During the student presentations, the teacher can evaluate the students’ 739 presentation skills in the context of the grade-level expectations in the CA CCSS 740 for ELA/Literacy, especially the standards for Speaking and Listening. 741  Teachers can use the completed poster boards and the final discussion session 742 to determine how effectively the students have absorbed the key concepts and 743 connections from the lesson. 744Materials and Resources: 745  746 For Primary Sources on the Third World Liberation Front o University of California, Berkeley Third World Liberation Front Archive 747 (includes oral histories, bibliography of sources, access to dissertations on 748 the topic, primary sources and archived materials, etc.) 749 http://guides.lib.berkeley.edu/twlf 750 o It’s About Time the Black Panther Party Digital Archive- 751 http://www.itsabouttimebpp.com/home/home.html 752 753 o The Freedom Archives- http://freedomarchives.org/  For Information on Contemporary Social Movements: 754 o #BlackLivesMatter/The Movement for Black Lives 755 o The Movement for Black Lives Policy Platform- 756 https://policy.m4bl.org/platform/ Page 39 of 300 757 o Black Lives Matter Main Webpage- https://blacklivesmatter.com/ 758 o Books: When they Call You a Terrorist: A Black Lives Matter Memoir by 759 Patrisse Khan-Cullors and Asha Bandele; Unapologetic: A Black, Queer, 760 and Feminist Mandate for Radical Movements by Charlene Carruthers. 761  762 The Standing Rock Movement o The Standing Rock Movement Main Page- 763 https://standwithstandingrock.net/ 764 o National Geographic Article, “These are the Defiant ‘Water Protectors’ of 765 Standing Rock”- https://news.nationalgeographic.com/2017/01/tribes- 766 standing-rock-dakota-access-pipeline-advancement/ 767 768 769  The Occupy Movement o Archiving the Occupy Movement from 2011http://occupyarchive.org/items 770Sample Theme #3: Migration 771Another theme that this course could focus on an in-depth study of the migration of 772people of color to California. Within this theme of migration, teachers will develop and 773facilitate instructional opportunities for students to explore intense migration periods like: 774 The Second Great Migration (1940-1970) – The mass exodus of African Americans 775 from the rural South to urban cities across the Northeast, Midwest, and West coast. 776 Students could focus on the World War II era, in particular port cities like Los 777 Angeles, Oakland, San Francisco, and Richmond, whose African American 778 populations skyrocketed with the increase of job opportunities to support the 779 maritime, munitions, and other military industries. Teachers can discuss how this 780 period of migration reshaped urban cities in California; grapple with how the influx of 781 African American migrants impacted racial politics and dynamics in the state; and Page 40 of 300 782 highlight the major contributions African Americans made to the political, 783 socioeconomic, and cultural life of the state. 784 Southeast Asian Refugee Crisis – Students can discuss the implications of the 785 Vietnam War on Vietnamese, Cambodian, Hmong, and Laotian populations into the 786 1970s and 1980s. Beyond learning about the war, the fall of Saigon, the era of the 787 Khmer Rouge, and other significant events of this period, students can also delve 788 into the experiences of Southeast Asian immigrants, the racial enclaves they created 789 in California (Sacramento, Long Beach, and Fresno are just a few cities with vibrant 790 Southeast Asian refugee communities), their contributions, and ongoing struggles. 791 This group of refugees can be considered with the earlier immigrants and the larger 792 new immigration of different Asian groups (Chinese, Japanese, Filipino, Korean, and 793 South Asian, among others) arriving after the Immigration and Reform Act of 1965. 794 Settler Colonialism and Native American Removal – Students can learn about the 795 forced removal of California Native American tribes, the creation of Reservations, 796 and the state’s dark history of seizing native/indigenous lands and enacting 797 genocide against Native American people. Additionally, this perspective allows for 798 students to engage settler colonialism—an Ethnic Studies based theory that 799 captures the nature of colonialism that many Native American tribes were subjected 800 to. The theory articulates how mass genocide and displacement were leveraged as 801 a means to create room for settlers seeking to establish a new identity for lands that 802 were once home to Native Americans. 803 Migrants and Refugees from Mesoamerica – Students can discuss the growing 804 number of refugees from Central America, beginning with refugees from El Salvador, 805 Guatemala, Honduras, Mexico, and Nicaragua in the late 1970s. Beyond learning 806 about U.S. intervention in the region, students can explore the experience of recent 807 refugees in California. For example, the mass exodus of Salvadorans fleeing the 808 war-torn country during the 1980s, later settling in California in large numbers. 809 These latest refugees can be considered with the indigenous Latinx community in 810 the United States, which has faced historic loss of lands and rights. Related topics Page 41 of 300 811 include the 1910 Great Mexican Migration, the Great Depression, Mexican 812 repatriation, the Bracero Program, and Operation Wetback. Additionally, students 813 should delve into the migration of Central American, Latin American, and Caribbean 814 populations. This history can help students better contextualize current controversial 815 discussions on immigration. Further, students can learn how California and the 816 Southwest were part of Mexico from 1810–1848 (see map of Disturnell). 817In addition to learning more about the history of migration from these various 818perspectives, teachers can help facilitate discussions on xenophobia and anti-immigrant 819sentiment, while emphasizing the nation’s history of being a home for immigrants and 820the value of having a diverse citizenry. 821Sample Lesson 822Title and Grade Level: Migration Stories and Oral History, 9–12 823Ethnic Studies Values and Principles Alignment: 1, 3, 6 824Standards Alignment: 825CA HSS Analysis Skills (9–12): Historical Interpretation 1 826CA CCSS for ELA/Literacy: RH.9–10.1, 3, 8, 10; WHST.9–10.2, 4, 6, 7, SL.9–10.1, 4, 5, 8276 828CA ELD Standards: ELD.PI.9–10.1, 5, 9, 10a 829Lesson Purpose and Overview: 830As part of a larger unit on migration, this lesson guides students to explore their 831personal stories around how migration has impacted their families. The students will 832learn about how their own family migration stories connect to their local history. 833Key Ethnic Studies Terms and Concepts: oral history, forced migration Page 42 of 300 834Prerequisite Skills and Knowledge: Students should have some familiarity with 835interviewing and oral history. 836Content and Language Objectives (Students will be able to…): 837 838 839 840 841 842 1. Conduct oral history interviews, transcribe narratives, develop questions, and develop their interpersonal communication skills 2. Learn from each other by being exposed to the unique migration stories of their peers 3. Strengthen their public speaking skills through interviewing and presenting their research findings. 843Essential Questions: 844 1. How does your family’s story connect to your local history? 845Lesson Steps/Activities: 846 1. Open up the course with a discussion on the United States’ history as a nation of 847 settler colonialists, while also acknowledging that native people were here prior 848 to settlers. 849 2. Create a PowerPoint presentation that highlights several major waves of 850 migration (both voluntary and forced). Include slides that provide data on the 851 local immigrant community. 852 3. To respond to the students’ overarching questions, create an oral history project 853 for the students, where they are tasked with interviewing one family member 854 (preferably an elder) and one community member. The interviews will focus on 855 the interviewees’ migration stories, childhood, and memory of the city. You may 856 show a video clip of an interview from a digital oral history archive (see 857 recommended sources for examples). Teachers need to be sensitive to varying Page 43 of 300 858 family situations and have alternative ways for students to conduct the interview 859 if their families are not united. 860 861 862 4. After introducing the project, provide an overview of the mechanics of oral history. 5. Discuss the types of equipment and materials students will need (an audio or 863 video recording device or application, and field notebook); helps students come 864 up with questions, discussing the differences between closed and open-ended 865 questions; and begins to introduce transcribing. 866 6. During several class sessions students engage in peer-interviewing. After each 867 mini-oral history interview (no more than seven to ten minutes) with a peer, they 868 are given time to reflect on the interviewing process. Using the “think, pair, share” 869 method; students first write their own reactions to the interviewing process, 870 discuss how it went with their peer, and then share out with the larger class. 871 a. If students have access to headsets and computers in the classroom or 872 nearby, they can use the remaining time to practice transcribing their mini- 873 oral history interviews. After two to three mock oral history interviews with 874 their peers, students should be prepared to carry out their own full 875 interviews with a family elder and community member. 876 7. For the overall project, students should be expected to conduct a thirty minute 877 oral history interview with their interviewees, and transcribe at least one 878 interview. This is given as a homework assignment and should be completed 879 over two weeks. Students are also encouraged to ask their interviewees for 880 copies of old pictures, images of relics that hold some significant meaning or 881 value to them, and/or other primary sources that speak to their migration story. 882 8. After completing the interview and transcribing, students take excerpts from the 883 interview, as well as pictures or other primary sources they may have from their 884 interviewee, and create a three to five minute presentation (either a video, 885 PowerPoint, Prezi, or poster board) discussing their interviewees migrant story, Page 44 of 300 886 connection to the city, and a brief reflection on their experience conducting the 887 interview. Students are allotted three days to work on their presentations in class 888 and as a homework assignment. Students are given an opportunity to practice 889 their presentations with peer to peer and peer to small group sessions before 890 their presentation to the whole class. 891 9. Before students begin their presentations, teachers should review or establish 892 norms about presenting and audience expectations that are based on the Ethnic 893 Studies guiding principles. During the presentations, students in the audience 894 should be active listeners, taking notes, and asking follow-up questions at the 895 end of each presentation. Students are provided a graphic organizer for 896 notetaking during the presentations. The graphic organizer includes space for 897 questions and connections to the migration themes covered in the unit. 898 Presenters should use this time to demonstrate their public speaking skills— 899 maintaining eye contact, using “the speaker’s triangle,” and avoiding reading 900 slides or poster boards. 901 10. Publication of these oral history projects can be on a class website or shown 902 during a school event where families and community members are present. 903Assessment, Application, Action, and Reflection: 904  Peer assessments are used to help students refine their oral history 905 presentations prior to presenting them to the class. The teacher should visit the 906 practice groups and provide constructive feedback to students who are having 907 difficulty with the assignment. 908  During the student presentations, the teacher can evaluate the students’ 909 presentation skills in the context of the grade-level expectations in the CA CCSS 910 for ELA/Literacy, especially the standards for Speaking and Listening. Page 45 of 300 911  Teachers can use the students’ graphic organizers to determine how effectively 912 they have absorbed the key concepts and connections from the student 913 presenters. 914Materials and Resources: 915 Oral History Association, “How Do I Engage Students in Oral History Projects?”- 916 http://www.oralhistory.org/how-do-i-engage-students-in-oral-history-projects/ 917 CSU Japanese American History Digitization Project- http://csujad.com/ 918 Online Archive of California- https://oac.cdlib.org/ 919 The Freedom Archives: https://freedomarchives.org/ 920 SNCC (The Student Non-Violent Coordinating Committee) Digital Gateway: 921 https://snccdigital.org/resources/digital-primary-sources/ Page 46 of 300 922African American Studies Course Outline 923Course Title: African American Experience 924Note on Disciplinary Naming: Throughout Ethnic Studies, the study of people of African 925descent has taken on various academic field names, including: Afro-American Studies, 926African American Studies, Africana Diaspora Studies, Pan African Studies, Black 927Studies, and Africana Studies, to name a few. While they all cover the contributions, 928histories, cultures, politics, and socialization of people of African descent, naming often 929differs as a way denote an emphasis on particular political background or ideological 930approach; to express that this iteration of the field will be African-centered or focus on 931people of African descent in the Americas; and some names are no longer used simply 932due to the evolution of the field and shifting identity markers. For example, Afro933American Studies dates back to the late 1960s, and is mostly no longer used. The name 934was largely replaced with Black Studies in response to the Black Power movement. 935While the Ethnic Studies Model Curriculum does not endorse any particular field over 936another, we strongly encourage Ethnic Studies educators and administrators to consider 937student demographics, needs, interests, and current events when crafting a course or 938lesson, as this may help determine what iteration of the field will be most useful for the 939class. For example, if you are teaching a class with a large amount of first generation 940African students, perhaps an Africana or African Diaspora Studies approach would be 941most beneficial. 942Course Overview: This course is designed to be an introduction to the study of people 943of African descent in the United States, while drawing connections to Africa and the 944African diaspora. Students will explore the history, cultures, struggles, and politics of 945African Americans as part of the African diaspora across time. This course will contend 946with how race, gender, and class shape life in the United States for people of African 947descent, while simultaneously introducing students to new frameworks like Afrofuturism. 948Ultimately, this course will consider the development of Black identity in the United 949States and explore the importance African Americans played in the formation of the 950United States, the oppression they faced, and the continued fight for liberation. Page 47 of 300 951Course Content: This course will explore the African American and African Diaspora 952experience, from the precolonial ancestral roots in Africa to the trans-Atlantic slave trade 953and enslaved people’s uprisings in the antebellum South, to the elements of Hip Hop 954and African cultural retentions. This class is designed to engage various themes, time 955periods, genres and cultures along the spectrum of Blackness. 956Sample Topics: 957  The Origins of Humans from Africa and African Indigeneity 958  The Great West African Empires of Ghana, Mali, and Songhay 959  The Trans-Atlantic Slave Trade and the Making of the African Diaspora 960  Modes of Resistance to Enslavement 961  Evolution of Black Political and Intellectual Thought (e.g., racial 962 accommodationism, Black nationalism, and revolutionary intercommunialism) 963  African Americans and the Gold Rush 964  The Anti-Lynching Movement 965  The Harlem Renaissance and the Blues and Jazz Tradition 966  The Great Migration and Blacks in the West during the World War II Era 967  The War on Drugs, Mass Incarceration, and The New Jim Crow 968  African American Spiritual and Religious Traditions (e.g., Hebrew Israelites, 969 National of Islam, Moorish Science Temple, Afro-Pentecostalism) 970  Contemporary Black Immigration 971  African Americans and War Page 48 of 300 972  The Civil Rights and Black Power Eras 973  Black Feminism and Womanism 974  Hip Hop: The Movement and Culture 975  African Americans in the Urban City 976  African Americans and Gentrification 977  African American Foodways 978  The Black LGBTQIA Experience 979  Police Brutality and #BlackLivesMatter 980  African American Political Figures 981Potential Significant Figures to Cover (this list is in no way exhaustive): 982  bell hooks 983  June Jordan 984  Bobby Seale 985  Clara Mohammed 986  Assata Shakur 987  Mumia Abu-Jamal 988  Dorothy Mulkey 989  Frederick Douglas 990  Frantz Fanon Page 49 of 300 991  Ida B. Wells 992  Booker T. Washington 993  Amy Jacques Garvey 994  Zora Neale Hurston 995  Carter G. Woodson 996  Ella Jo Baker 997  Malcolm X 998  Septima Clark 999  Fred Hampton 1000  Angela Davis 1001  James Baldwin 1002  Audre Lorde 1003  Ta-Nehisi Coates 1004  Patrisse Khan-Cullors 1005  Marsha P. Johnson 1006Sample Lesson 1 1007Title and Grade Level: U.S. Housing Inequality: Redlining and Racial Housing 1008Covenants, 9–12 1009Ethnic Studies Values and Principles Alignment: 4, 6, 7 Page 50 of 300 1010Standards Alignment: 1011CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1, 3, 4; Historical 1012Interpretation 1, 2, 3, 5 1013CA CCSS for ELA/Literacy: RH.9–10.1, 2, 4, 7; WHST.9–10. 6, 7 1014CA ELD Standards: ELD.PI.9–10.1, 5, 9, 10a 1015Lesson Purpose and Overview: 1016This lesson introduces students to the process of purchasing a home, while addressing 1017the history of U.S. housing discrimination. Students will learn about redlining, racial 1018covenants, and better understand why African Americans, as well as other people of 1019color, have historically settled in certain neighborhoods, whether voluntarily or 1020involuntarily. Additionally, students will be able to better contextualize the state’s current 1021housing crisis. With regards to skills, students will analyze primary source documents 1022like original house deeds, conduct research (including locating U.S. census data), and 1023write a brief research essay or complete a presentation on their key findings. 1024Key Terms and Ethnic Studies Concepts: segregation, racial housing covenants, 1025gentrification, redlining 1026Prerequisite Skills and Knowledge: Students should have an established understanding 1027of the history of racial segregation in the United States, and be familiar with the 1028differences between urban centers, rural and agrarian communities, and suburbs. 1029Additionally, students should be comfortable reading and analyzing primary and 1030secondary sources, including maps, census data, and cultural texts. 1031Content and Language Objectives (Students will be able to…): 1032 1. Reflect upon what they learned from the lesson overview, A Raisin in the Sun, 1033 and their own narratives, and will draw connections related to the theme of 1034 housing inequality. Page 51 of 300 1035 2. Understand institutional racist practices such as racial segregation, legal 1036 covenants, and reasons that leads to housing displacement and gentrification. 1037 3. Develop strategies to address and eradicate institutional racism. For example, 1038 students will be able to prepare a presentation of their key findings to a city 1039 planning commission. 1040 4. Students will be introduced to terms being used to describe the current housing 1041 crisis and history of racial housing segregation (i.e. gentrification and redlining). 1042 Additionally, students will read a section of Lorraine Hansberry’s play, A Raisin in 1043 the Sun. Through this text, students will become more familiar with dramatic 1044 devices. 1045Essential Questions: 1046 1. Why have African Americans struggled to find adequate and affordable housing? 1047 2. What was the role of the FHA in institutionalizing housing discrimination and 1048 1049 redlining? 3. How are wealth and housing inequality connected? 1050Lesson Steps/Activities: 1051 1. Introduce the lesson by posting the definition of “racial housing covenants” and 1052 “redlining” to engage students in a discussion on the housing conditions African 1053 Americans often encounter in urban cities, both in the past and currently. 1054 2. Provide an abbreviated walk-through of how to purchase a home (identifying a 1055 realtor, finding a lender, mentioning of the Federal Housing Administration and 1056 loan underwriters, etc.). See videos in resources section for more context. 1057 a. Make it clear that African Americans have historically been subjected to 1058 housing discrimination. Provide the examples of the Federal Housing 1059 Administration’s refusal to underwrite loans for African Americans looking Page 52 of 300 1060 to purchase property in white neighborhoods through 1968, and the 1061 California Rumford Fair Housing Act (1963–1968). Furthermore, provide a 1062 more contemporary example of African Americans disproportionately 1063 being given poor quality housing loans (subprime), which ultimately 1064 resulted in many African American families losing their homes during the 1065 2008 economic crash and recession (the use of primary sources such as 1066 digital maps are suggested for this part of the lesson). 1067 b. Consider using Lorraine Hansberry’s A Raisin in the Sun as a supporting 1068 text. Have students read Act II Scene III. Following the in-class reading, 1069 ask students to reflect on Mr. Lindner’s character and how he is connected 1070 to the larger discussion of housing inequality. How is Mr. Lindner aiding in 1071 housing discrimination? 1072 3. After completing A Raisin in the Sun, continue to build on this lesson by 1073 introducing students to “Mapping Inequality” and “T-Races,” two digital mapping 1074 websites that include primary sources on redlining and racial housing covenants 1075 in the U.S. Then provide students with an overview of the two websites, 1076 highlighting the various features and resources. 1077 4. For the culminating activity, group students into pairs where they are encouraged 1078 to delve into the “Mapping Inequality” and “T-Races” archives. After identifying a 1079 California city (must be a city that is on the T-RACES digital archive) that each 1080 pair would like to study, they should be tasked with completing the following over 1081 two weeks: 1082 a. Describe how race factors into the makeup of the city being studied 1083 b. Identify any racial housing covenants for the city being studied 1084 c. List any barriers that may have limited African Americans from living in 1085 certain neighborhoods within the city. Page 53 of 300 1086 1087 1088 1089 d. Identify areas where African Americans were encouraged to live or where they were able to create racial enclaves. e. Identify current U.S. Census data and housing maps on how the city/neighborhoods look now, specifically noting racial demographics. 1090Lesson Modifications/Accommodations for Students with Diverse Needs: For students 1091that may need assistance with analyzing census data, provide a brief discussion on how 1092to read survey and statistical data. For students that may have difficulties reading the 1093play, be sure to keep a running list of new vocabulary words that should be reviewed 1094and clarified either with individual students, or with the entire class if several students 1095are in need of support. 1096Assessment, Application, Action, and Reflection: 1097 Students will conduct research (identifying primary sources) on the history of 1098 housing discrimination and redlining across California cities. 1099 Students will write a standard four paragraph essay or 5–7 minute oral presentation 1100 on their research findings. 1101 Have students reflect on how this history of housing discrimination has (or has not) 1102 impacted their own families’ housing options and livelihoods. 1103 Students will share their research findings with an audience such as, family, 1104 community members, online, elected officials, etc. 1105Materials and Resources: 1106 A Raisin in the Sun by Lorraine Hansberry 1107 Mapping Inequality- https://dsl.richmond.edu/panorama/redlining/#loc=5/39.105/- 1108 94.583andopacity=0.8 1109 T-RACES Archive- http://salt.umd.edu/T-RACES/ Page 54 of 300 1110 Self, Robert. American Babylon: Race and the Struggle for Postwar Oakland. 1111 Princeton, NJ: Princeton University Press, 2003. 1112 The Case of Dorothy J. Mulkey- https://www.kcet.org/shows/lost-la/how-one-oc- 1113 woman-took-her-fight-for-fair-housing-all-the-way-to-the-supreme-court-and 1114 NPR “Why Are Cities Still So Segregated?- https://www.youtube.com/watch? 1115 v=O5FBJyqfoLM 1116 Race – The Power of an Illusion - https://www.pbs.org/race/000_General/000_00- 1117 Home.htm 1118Vignette 1119A Raisin in the Sun by Lorraine Hansberry 1120Act II Scene Three 1121Man in a business suit holding his hat and a briefcase in his hand and consulting a 1122small piece of paper) 1123MAN Uh—how do you do, miss. I am looking for a Mrs.—(He looks at the slip of paper) 1124Mrs. Lena Younger? (He stops short, struck dumb at the sight of the oblivious WALTER 1125and RUTH) 1126BENEATHA (Smoothing her hair with slight embarrassment) Oh—yes, that’s my mother. 1127Excuse me (She closes the door and turns to quiet the other two) Ruth! Brother! 1128(Enunciating precisely but soundlessly: “There’s a white man at the door!” They stop 1129dancing, RUTH cuts off the phonograph, BENEATHA opens the door. The man casts a 1130curious quick glance at all of them) Uh—come in please. 1131MAN (Coming in) Thank you. 1132BENEATHA My mother isn’t here just now. Is it business? 1133MAN Yes … well, of a sort. Page 55 of 300 1134WALTER (Freely, the Man of the House) Have a seat. I’m Mrs. Younger’s son. I look 1135after most of her business matters. (RUTH and BENEATHA exchange amused glances) 1136MAN (Regarding WALTER, and sitting) Well—My name is Karl Lindner … 1137WALTER (Stretching out his hand) Walter Younger. This is my wife—(RUTH nods 1138politely)—and my sister. 1139LINDNER How do you do. 1140WALTER (Amiably, as he sits himself easily on a chair, leaning forward on his knees 1141with interest and looking expectantly into the newcomer’s face) What can we do for you, 1142Mr. Lindner! 1143LINDNER (Some minor shuffling of the hat and briefcase on his knees) Well—I am a 1144representative of the Clybourne Park Improvement Association— 1145WALTER (Pointing) Why don’t you sit your things on the floor? 1146LINDNER Oh—yes. Thank you. (He slides the briefcase and hat under the chair) And 1147as I was saying—I am from the Clybourne Park Improvement Association and we have 1148had it brought to our attention at the last meeting that you people—or at least your 1149mother—has bought a piece of residential property at—(He digs for the slip of paper 1150again)—four o six Clybourne Street … 1151WALTER That’s right. Care for something to drink? Ruth, get Mr. Lindner a beer. 1152LINDNER (Upset for some reason) Oh—no, really. I mean thank you very much, but no 1153thank you. 1154RUTH (Innocently) Some coffee? 1155LINDNER Thank you, nothing at all. (BENEATHA is watching the man carefully) 1156LINDNER Well, I don’t know how much you folks know about our organization. (He is a 1157gentle man; thoughtful and somewhat labored in his manner) It is one of these Page 56 of 300 1158community organizations set up to look after—oh, you know, things like block upkeep 1159and special projects and we also have what we call our New Neighbors Orientation 1160Committee … 1161BENEATHA (Drily) Yes—and what do they do? 1162LINDNER (Turning a little to her and then returning the main force to WALTER) Well— 1163it’s what you might call a sort of welcoming committee, I guess. I mean they, we—I’m 1164the chairman of the committee—go around and see the new people who move into the 1165neighborhood and sort of give them the lowdown on the way we do things out in 1166Clybourne Park. 1167BENEATHA (With appreciation of the two meanings, which escape RUTH and 1168WALTER) Un-huh. 1169LINDNER And we also have the category of what the association calls—(He looks 1170elsewhere)—uh—special community problems … 1171BENEATHA Yes—and what are some of those? 1172WALTER Girl, let the man talk. 1173LINDNER (With understated relief) Thank you. I would sort of like to explain this thing in 1174my own way. I mean I want to explain to you in a certain way. 1175WALTER Go ahead. 1176LINDNER Yes. Well. I’m going to try to get right to the point. I’m sure we’ll all appreciate 1177that in the long run. 1178BENEATHA Yes. 1179WALTER Be still now! 1180LINDNER Well— 1181RUTH (Still innocently) Would you like another chair—you don’t look comfortable. Page 57 of 300 1182LINDNER (More frustrated than annoyed) No, thank you very much. Please. Well—to 1183get right to the point I—(A great breath, and he is off at last) I am sure you people must 1184be aware of some of the incidents which have happened in various parts of the city 1185when colored people have moved into certain areas—(BENEATHA exhales heavily and 1186starts tossing a piece of fruit up and down in the air) Well—because we have what I 1187think is going to be a unique type of organization in American community life—not only 1188do we deplore that kind of thing—but we are trying to do something about it. 1189(BENEATHA stops tossing and turns with a new and quizzical interest to the man) We 1190feel— (gaining confidence in his mission because of the interest in the faces of the 1191people he is talking to)—we feel that most of the trouble in this world, when you come 1192right down to it—(He hits his knee for emphasis)—most of the trouble exists because 1193people just don’t sit down and talk to each other. 1194RUTH (Nodding as she might in church, pleased with the remark) You can say that 1195again, mister. 1196LINDNER (More encouraged by such affirmation) That we don’t try hard enough in this 1197world to understand the other fellow’s problem. The other guy’s point of view. 1198RUTH Now that’s right. (BENEATHA and WALTER merely watch and listen with genuine 1199interest) 1200LINDNER Yes—that’s the way we feel out in Clybourne Park. And that’s why I was 1201elected to come here this afternoon and talk to you people. Friendly like, you know, the 1202way people should talk to each other and see if we couldn’t find some way to work this 1203thing out. As I say, the whole business is a matter of caring about the other fellow. 1204Anybody can see that you are a nice family of folks, hard working and honest I’m sure. 1205(BENEATHA frowns slightly, quizzically, her head tilted regarding him) Today everybody 1206knows what it means to be on the outside of something. And of course, there is always 1207somebody who is out to take advantage of people who don’t always understand. 1208WALTER What do you mean? Page 58 of 300 1209LINDNER Well—you see our community is made up of people who’ve worked hard as 1210the dickens for years to build up that little community. They’re not rich and fancy people; 1211just hard-working, honest people who don’t really have much but those little homes and 1212a dream of the kind of community they want to raise their children in. Now, I don’t say 1213we are perfect and there is a lot wrong in some of the things they want. But you’ve got 1214to admit that a man, right or wrong, has the right to want to have the neighborhood he 1215lives in a certain kind of way. And at the moment the overwhelming majority of our 1216people out there feel that people get along better, take more of a common interest in the 1217life of the community, when they share a common background. I want you to believe me 1218when I tell you that race prejudice simply doesn’t enter into it. It is a matter of the people 1219of Clybourne Park believing, rightly or wrongly, as I say, that for the happiness of all 1220concerned that our Negro families are happier when they live in their own communities. 1221BENEATHA (With a grand and bitter gesture) This, friends, is the Welcoming 1222Committee! 1223WALTER (Dumbfounded, looking at LINDNER) IS this what you came marching all the 1224way over here to tell us? 1225LINDNER Well, now we’ve been having a fine conversation. I hope you’ll hear me all 1226the way through. 1227WALTER (Tightly) Go ahead, man. 1228LINDNER You see—in the face of all the things I have said, we are prepared to make 1229your family a very generous offer … 1230BENEATHA Thirty pieces and not a coin less! 1231WALTER Yeah? 1232LINDNER (Putting on his glasses and drawing a form out of the briefcase) Our 1233association is prepared, through the collective effort of our people, to buy the house 1234from you at a financial gain to your family. Page 59 of 300 1235RUTH Lord have mercy, ain’t this the living gall! 1236WALTER All right, you through? 1237LINDNER Well, I want to give you the exact terms of the financial arrangement— 1238WALTER We don’t want to hear no exact terms of no arrangements. I want to know if 1239you got any more to tell us ’bout getting together? 1240LINDNER (Taking off his glasses) Well—I don’t suppose that you feel … 1241WALTER Never mind how I feel—you got any more to say ’bout how people ought to sit 1242down and talk to each other? … Get out of my house, man. (He turns his back and 1243walks to the door) 1244LINDNER (Looking around at the hostile faces and reaching and assembling his hat 1245and briefcase) Well—I don’t understand why you people are reacting this way. What do 1246you think you are going to gain by moving into a neighborhood where you just aren’t 1247wanted and where some elements—well—people can get awful worked up when they 1248feel that their whole way of life and everything they’ve ever worked for is threatened. 1249WALTER Get out. 1250LINDNER (At the door, holding a small card) Well—I’m sorry it went like this. 1251WALTER Get out. 1252LINDNER (Almost sadly regarding WALTER) You just can’t force people to change their 1253hearts, son. (He turns and put his card on a table and exits. WALTER pushes the door 1254to with stinging hatred, and stands looking at it. RUTH just sits and BENEATHA just 1255stand 1256Sample Lesson 2 1257Title and Grade Level: #BlackLivesMatter and Social Change, 9–12 1258Ethnic Studies Values and Principles Alignment: 1, 2, 4, 6, 7 Page 60 of 300 1259Standards Alignment: 1260CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 4; Historical 1261Research, Evidence, and Point of View 1, 2 1262CA CCSS for ELA/Literacy: RH.9–10.1, 2, 3, 4, 6, 7, 9; WHST.9–10.2, 4, 5, 6, 7 1263CA ELD Standards: ELD.PI.9–10.1, 2, 3, 4, 5, 6, 10 1264Lesson Purpose and Overview: 1265Students will be exposed to contemporary discussions around policing in the U.S., 1266specifically police brutality cases where unarmed African Americans have been killed. 1267They will conduct research on various incidents, deciphering between reputable and 1268scholarly sources versus those with particular political bents. Students will also begin to 1269think about how they would respond if an incident took place in their community. 1270Students will have the opportunity, via the social change projects, to describe what tools 1271and/or tactics of resistance they would use. With regards to skills, students will learn 1272how to develop their own informational videos, conduct research, and work 1273collaboratively. 1274Key Terms and Ethnic Studies Concepts: racial profiling, oppression, police brutality, 1275social movements, resistance 1276Prerequisite Skills and Knowledge: Students should have some knowledge of Black 1277social movements, resistance, and incidents of police brutality. With regards to skills, 1278students should be able to identify and analyze primary and secondary sources, and 1279have some knowledge on how to develop video presentation projects. 1280Content and Language Objectives (Students will be able to…): 1281 1. Develop an understanding and analyze the effectiveness of #BlackLivesMatter 1282 and the broader Movement for Black Lives (M4BL), specifically delving into the 1283 movement’s structure, key organizations, and tactics/actions used to respond to 1284 incidents of police brutality. Page 61 of 300 1285 1286 2. Identify how the Black community has been impacted by police brutality and racial profiling. 1287Essential Questions: 1288 1. What can be done to help those impacted by police brutality and racial profiling? 1289 2. How did #blacklivesmatter and the Movement for Black Lives emerge? 1290Lesson Steps/Activities: 1291 1. Begin the lesson by discussing a recent incident in your community where an 1292 African American has been subjected to racial profiling or police brutality. If you 1293 are unable to find a specific incident that took place in your community, highlight 1294 a national incident. 1295 2. Link this incident to the broader Movement for Black Lives. Be sure to provide 1296 some context on the movement, including its “herstory,” organizations associated 1297 with the movement, key activists and leaders, the Movement for Black Lives 1298 policy platform, tactics, and key incidents the movement has responded to. 1299 3. To further discussion, have students read Wille Perdomo’s poem “41 Bullets Off- 1300 Broadway”. Allow students to share their visceral reactions to the piece and 1301 identify some key themes or topics that emerged within the poem. 1302 4. After completing the reading and discussion, provide an overview of the 1303 Movement for Black Lives for students, detailing key shootings, defining and 1304 framing terms (i.e. riot vs. rebellion, antiblackness, state sanctioned violence, 1305 etc.), highlighting the narratives of Black women and LGBTQIA identifying people 1306 that have been impacted by police brutality, and providing various examples of 1307 the tactics of resistance used by activists and organizers within the movement. 1308 5. In groups of four, assign students a specific police brutality incident that has been 1309 a focal point within the Movement for Black Lives. Each group is responsible for 1310 researching the following: Page 62 of 300 1311 a. Describe the incident. What are the details surrounding their death? 1312 b. What are the arguments? Present both sides. 1313 c. Are any laws, policies, or ordinances cited as a justification of their death 1314 (e.g., stand your ground, stop and frisk, noise ordinance, police officers bill 1315 of rights, etc.)? If so, which? 1316 1317 1318 1319 d. What was the community’s response? Were there any protests or direct actions? If so, what types of tactics did activists employ? e. What organizations are working to address community concerns raised by this incident? 1320 f. What type of social change has occurred in the aftermath of this incident? 1321 g. What can you do to help support those impacted by police brutality? 1322 6. Students are encouraged to identify sources online (including looking at social 1323 media posts or hashtags that feature the name of the person they are studying), 1324 examine scholarly books and articles, and even contact non-profits or grassroots 1325 organizations that may be organizing around the case that they were assigned. 1326 Stress the importance of students being able to identify credible first-person 1327 sources. 1328 7. As a second component of this lesson, each student (individually) is tasked with 1329 responding to the last question required for their project, “what can you do to help 1330 support those impacted by police brutality?” In response, students must come up 1331 with an idea/plan of how they would help advocate for change in their 1332 communities if an issue around police brutality were to arise. Provide some 1333 examples of possible projects, like—writing letters to city and state lawmakers, 1334 creating posters and other forms of political art for protests, developing a know 1335 your rights training, helping plan a fundraiser for families that may be directly 1336 impacted, writing a news story, organizing a direct action (e.g., a sit-in, die-in, Page 63 of 300 1337 march, boycott, strike), providing policy research support, developing a power 1338 mapping tool, etc. 1339 8. Students should be provided an additional week to produce their individual 1340 “social change” projects, whether it be drawing a protest poster or drafting a plan 1341 to organize a direct action. 1342Lesson Modifications/Accommodations for Students with Diverse Needs: Consider 1343allowing additional time for students to complete their social change projects depending 1344on the scope of the projects. 1345Assessment, Application, Action, and Reflection: 1346 Students will research incidents of police brutality and respond to key questions. 1347 Students will complete an action-oriented “social change” assignment where they 1348 are expected to consider how they would respond if an incident of police brutality 1349 occurred in their community. 1350Materials and Resources: 1351Possible Cases for Students to Study (this list is in no way exhaustive): 1352  Rekia Boyd 1353  Alton Sterling 1354  Akai Gurley 1355  Sandra Bland 1356  Stephon Clark 1357  Mya Hall 1358  Jordan Davis Page 64 of 300 1359  Charleena Lyles 1360  Laquan McDonald 1361  Kiwi Herring 1362  Michael Brown 1363  Freddie Gray 1364  Aiyanna Stanley-Jones 1365  Tamir Rice 1366  San Francisco Unified School District’s “Teaching #Blacklivesmatter”- 1367 1368 http://sfusd.libguides.com/c.php?g=668216andp=4699388  Teaching Tolerance’s “Bringing Black Lives Matter into the Classroom Part II”- 1369 https://www.tolerance.org/magazine/summer-2017/bringing-black-lives-matter- 1370 into-the-classroom-part-ii 1371Vignette: 137241 Bullets Off-Broadway 1373By Willie Perdomo 1374It’s not like you were looking at a vase 1375filled with plastic white roses 1376while pissing in your mother’s bathroom 1377and hoped that today was not the day 1378you bumped into four cops who happened to 1379wake up with a bad case of contagious shooting Page 65 of 300 1380From the Bronx to El Barrio 1381we heard you fall face first into the lobby 1382of your equal opportunity 1383forty-one bullets like silver push pins 1384holding up a connect-the-dots picture of Africa 1385forty-one bullets not giving you enough time 1386to hit the floor with dignity and justice for all 1387forty-one bullet shells trickling 1388onto a bubble gum-stained mosaic 1389where your body is mapped out 1390Before your mother kissed you goodbye 1391she forgot to tell you that American kids 1392get massacred in gym class and shot during Sunday sermon 1393They are mourned for a whole year 1394while people like you go away quietly 1395Before you could show your I.D. and say, 1396“Officer —” Four regulation Glock clips went achoo 1397and smoked you into spirit 1398and by the time a special street unit decided 1399what was enough Page 66 of 300 1400another dream submitted an application 1401for deferral 1402It was la vida te da sorpresas 1403sorpresas te da la vida 1404ay dios and you probably thought I was singing 1405from living la vida loca 1406but be you prince 1407be you pauper 1408the skin on your drum makes you the usual suspect 1409around here 1410By the time you hit the floor 1411protest poets came to your rescue 1412legal eagles got on their cell phones 1413and booked red eyes to New York 1414File folders were filled 1415with dream team pitches for your mother 1416who was on TV looking suspicious at your defense 1417knowing that Justice has been known 1418to keep one eye open for the right price 1419By the time you hit the floor Page 67 of 300 1420the special unit forgot everything they learned 1421at the academy 1422The mayor told them to take a few days off 1423and when they came back 1424he sent them to go beat up a million young black men 1425while your blood seeped through the tile 1426in the lobby of your equal opportunity 1427from the Bronx to El Barrio 1428there were enough shots to go around 1429Sample Lesson 3 1430Title and Grade Level: Resistance Against Mass Incarceration: The Attica Uprising, 9– 143112 1432Ethnic Studies Values and Principles Alignment: 1, 6 1433Standards Alignment: 1434CA HSS Analysis Skills (9–12): Historical Interpretation 1, 3, 4 1435CA CCSS for ELA/Literacy: RH 1, 2, 7, 10; WHST 4, 7, 10 1436CA ELD Standards: ELD 1, 2, 4, 6, 9-12 1437Lesson Purpose and Overview: 1438This two-part lesson introduces students to the Attica Prison uprising, one of the most 1439well-known and significant uprisings of the Prisoners' Rights Movement. Students will 1440analyze prisoners' demands for better living conditions and political rights, while Page 68 of 300 1441contextualizing them within the larger historical movement for prisoners’ rights in the 1442United States. Activities in this lesson ask students to review material and synthesize 1443their learning. This lesson can either be used as a stand-alone lesson or come at the 1444end of a unit on systems of power and mass incarceration. Furthermore, the lesson 1445steps can be broken up and used as shorter activities. 1446Key Terms and Ethnic Studies Concepts: Prison Industrial Complex, Mass 1447Incarceration, Oppression, Resistance, Systems of Power/Oppression, and Humanize 1448Prerequisite Skills and Knowledge: Students must be able to identify how systems of 1449oppression have led to the conditions prisoners face, both historically and currently, in 1450the US. Thus, it is encouraged that students have some familiarity with the following 1451topics and texts: “the school-to-prison pipeline,” prison labor exploitation, prison 1452abolition, political prisoners, the Netflix film 13th, and The New Jim Crow: Mass 1453Incarceration in the Age of Colorblindness by Michelle Alexander. Students should also 1454be able to annotate a text and view digital media with the goal of identifying essential 1455information. 1456Content and Language Objectives: 1457 1458 1459 1460 1461 1. Students will empathize with Attica prisoners by examining the importance of the demands prisoners made in written form. 2. Students will construct a visual summary of the importance of the Attica Prison Uprising using multiple written and digital texts. 3. Students will present their understanding of the importance of the Attica Uprising 1462 in connection to the Prisoners' Rights Movement in poetic form in front of a group 1463 of their peers. 1464Essential Questions: 1465 1. How have systems of power been used to oppress people in the United States? Page 69 of 300 1466 1467 1468 1469 1470 1471 2. How have people historically, and in the present, resisted forms of oppression in the United States? 3. How have people historically, and in the present, exercised their power to participate in social, political and economic systems? 4. What does the Attica Prison Uprising tell us about the historical and present-day fight for prisoners’ rights? 1472Lesson Steps/Activities: 1473 1. At the start of the first lesson, distribute copies of the “Uncle George” song lyrics. 1474 While listening to the song, have students highlight three lines that stand out to 1475 them. Tell students that they can write down any questions they have related to 1476 the song in the margins, and assure them that there will be time to revisit them 1477 later in the lesson. Next, have the students write a statement reflecting on what 1478 the song has taught them about George Jackson. At this point, open the class up 1479 for a short all-class discussion (10 minutes). Ask students, “what stood out to 1480 them?” and “what were their favorite lyrics, and why?” 1481 2. Show the film Death of a Revolutionary: George Jackson Soledad Brother. After 1482 the film screening, be sure to provide some additional context on the life and 1483 activism of George Jackson. 1484 i. George Jackson spent ten years behind prison walls: from 1961 to 1971. 1485 During this period, Jackson became a revolutionary warrior for Black 1486 liberation and prison reform. Sept. 2—At 1:15 on Saturday afternoon, Aug. 21, 1487 George Jackson, 29 years old, was killed by prison guards. His death sparked 1488 a nationwide movement. Jackson’s life matters now more than ever, 1489 particularly within the context of institutionalized racism and the resistance 1490 against mass incarceration. (5 min) 1491 1492 3. Following the discussion on George Jackson, distribute copies of the “Attica Prison Uprising 101: A short primer by Marame Kabe with contributions by Lewis Page 70 of 300 1493 Wallace”. Lead the whole class in popcorn-style reading of the document 1494 followed by a discussion on the following:3 1495 i. As Howard Zinn explains in A People’s History of the United States, the most 1496 direct effect of the death of George Jackson was the rebellion at Attica prison 1497 —a rebellion that came from long, deep issues within the prison system and 1498 the country at large. Students should refer to the aforementioned reading for 1499 future reference when completing the silhouette of Elliott James "L.D." 1500 Barkley and/or the found poem. 1501 4. After distributing a modified version of the Attica Manifesto, have students get 1502 into pairs and read through the demands. Each pair should be tasked with 1503 choosing up to five demands that they find to be the most important. The group 1504 then must write a paragraph explaining their rationale. Be sure to provide writing 1505 examples of the assignment for students. After completing the writing task, each 1506 pair shares their reflection around the manifesto with the whole class. Topics that 1507 were not covered by students should be mentioned by the teacher, this is also a 1508 good time to connect issues raised in the Attica Manifesto to current prison 1509 struggles. For example, highlight that prisoners are still fighting for a minimum 1510 state wage for work done. Students should keep the reading for future reference 1511 when completing the silhouette of Elliott James "L.D." Barkley and/or the found 1512 poem. 1513 5. Collect the student work and grade it based on understanding of the demands 1514 being made during the Attica Prison Uprising, and the ability to summarize 1515 essential information and offer a unique analysis of their importance. Creating 1516 your own rubric or grading guide is highly encouraged. 83 Popcorn Reading: A common reading practice, but if used should be modified in the 9following way: The teacher asks for volunteers to read chunks of the text. Teacher 10allows students a few minutes to read and rehearse their part before reading aloud. This 11way, students will not feel anxious about reading their section and can more easily focus 12and follow along with the current readers. Page 71 of 300 1517 6. Optional: Distribute testimonies from prisoners found in the Attica Prison Uprising 1518 101: A Short Primer Project NIA. Students can use these to better understand 1519 what happened after Attica was retaken. 1520 7. Provide students with another handout from the “Attica Prison Uprising 101: A 1521 short primer”, this one showing a silhouette of George Jackson. It is also 1522 recommended that the image be projected on the board for a fuller visual. While 1523 students are reviewing the image and text, explain the next assignment: 1524 i. Students will take the information recently learned and create a visual 1525 summary of the importance of the Attica Prison Uprising. Each student will 1526 have an opportunity to design a “humanizing silhouette” of prisoner, Elliott 1527 Barkley, similar to the one of George Jackson that was handed out earlier. 1528 8. Provide students with a silhouette of Elliott James "L.D." Barkley (A leader of the 1529 Attica Uprising who was 21 years old when he was killed by prison guards during 1530 the uprising). Task students with filling in the blank spaces based on what they’ve 1531 learned from the first half of the lesson. The goal is have students humanize 1532 Barkley by providing additional context surrounding his imprisonment and 1533 activism at Attica. If time permits, screen a short clip of Elliott Barkley speaking to 1534 help students visualize the uprising and Barkley’s commitment. (45 min) 1535 9. Let students know that their silhouette/picture must include the following: 1536 a. The reflection from the Attica Prison Uprising 101: A short primer 1537 b. Words, pictures, and/or quotes from the Attica Manifesto 1538 c. Descriptions from the videos shown in class 1539 d. Optional--Words and/or quotes from the Aftermath: Testimonies from 1540 prisoners 1541 10. Collect the silhouettes of Elliott James "L.D." Barkley and use them to assess 1542 student understanding of the events taking place during the Attica Prison Page 72 of 300 1543 Uprising. Again, having a rubric is encouraged. Make sure students have 1544 incorporated key words and/or quotes from the numerous texts included in the 1545 lesson. 1546 11. The second part of this lesson asks students to create a “found poem” about the 1547 Attica Prison Uprising. A “found poem” is created by using only words, phrases, 1548 or quotations that have been selected and rearranged from sources. Have 1549 students choose language that is particularly meaningful to them and organize 1550 the language around a theme or message connected to the larger unit concepts 1551 and/or lesson topic. 1552 12. In order to start drafting their “found poems”, have each student take out all the 1553 written texts they have from the previous lesson (lyrics to the song, Uncle George 1554 by Steel Pulse, the “Attica Prison Uprising 101: A short primer” by Marame Kabe 1555 with contributions by Lewis Wallace, the “Attica Manifesto and the Aftermath: 1556 Testimonies from prisoners”). 1557 13. Provide each student with three post-it notes explaining that while they are 1558 watching a film about the Attica Uprising, “Attica: The US prison rebellion that 1559 ended in carnage - BBC News” (or another similar film), they should write down 1560 quotes and/or observations from the film that strike them as meaningful 1561 14. Distribute three additional post-it notes to each student and explains that while 1562 they are watching and reading Muhammad Ali’s, Attica prison riot poem, they 1563 should write down quotes and/or observations that strike them as meaningful. An 1564 alternative to this poem would be one of the poems found in the “Attica Prison 1565 Uprising 101: A short primer”. 1566 15. After students have filled in their post-it notes, have them walk to the front of the 1567 classroom and place them on a wall or other designated space. Allow at least ten 1568 minutes for students to walk around and read all the notes. Then instruct 1569 students to take five notes that will then be used to draft their “found poem.” Page 73 of 300 1570 16. Using the five post-it notes and the texts from the previous lesson, instruct 1571 students to create a list of words, phrases, and quotations that are meaningful to 1572 them. Encourage them to identify between at least 15 different words or phrases 1573 so that they have plenty of ideas from which to choose when creating their 1574 poems. (10 min) 1575 17. After creating a list, have each student identify a theme and message that 1576 1577 represents some or all of the language they have selected. 18. Using all their “found” recourses, have each student compose their poem. They 1578 can start by moving the post-its around until they are satisfied with their poem. 1579 Traditionally, a found poem does not use additional words, but they can repeat 1580 words or phrases as often as they like. Also, students do not need to use all of 1581 the words or phrases they have previously selected. Once students are done, 1582 they should give their poem a title and practice reading it aloud before peer 1583 presentations. 1584 19. After students have practiced their poems and/or received feedback from peers, 1585 have each student present their poem to the class or larger school audience as 1586 part of a public poetry slam. 1587Lesson Modifications/Accommodations for Students with Diverse Needs: 1588Consider providing written instructions to relay information on rules, procedures, 1589grading, and strategies. For collaborative activities, teachers should place students in 1590mixed ability groups. 1591Assessment, Application, Action, and Reflection: 1592  The summative assessment for the first part of the lesson will be the “humanizing 1593 silhouette” of Elliott James "L.D." Barkley. Students will be assessed on their 1594 ability to use words and/or quotes from the numerous texts that demonstrate a 1595 clear understanding of the events of the Attica Prison Uprising, but that also show 1596 understanding of the perspectives of the prisoners and their demands. Page 74 of 300 1597  Student work can be displayed as public memoriam to the prisoners of Attica. For 1598 examples, consider posting the silhouettes in a busy hallway with background 1599 information and accompanying pictures of the uprising. 1600  Students should reflect critically on both the assignment and their habits around 1601 how they approached and took this assignment to completion [or not]. 1602 Furthermore, teachers should reflect on the effectiveness of the lesson based on 1603 student work and reflections. More specifically, students can be tasked with 1604 responding to the following reflection questions: 1605 1. How much did you know about the writing genre or content before we 1606 started? 1607 2. What does this piece reveal about you as a learner? What did you learn about 1608 yourself as you worked on this piece? 1609 3. What does this piece say about your understanding of the Ethnic Studies 1610 Values and Principles? 1611 4. If you were the teacher, what comments would you make about this piece as 1612 it is now? 1613 5. If someone else were only looking at the piece of writing, what might they 1614 learn about who you are? 1615 1616 6. What is one aspect of the work you would like to improve upon?  The summative assessment for the second part of the lesson will be “a found 1617 poem”. Similar to the silhouette assignment, students will be assessed on their 1618 ability to use words and/or quotes from the numerous texts that demonstrate a 1619 clear understanding of the prison rights movement. The content can include, but 1620 is not limited to, specific details from the Attica Prison Uprising. Students should 1621 not be assessed on the presentation of their poem unless the teacher has Page 75 of 300 1622 specifically given instruction on presentation skills and ample opportunity for the 1623 practice and revision of poetry reading. 1624Materials and Resources: 1625 Attica Prison Uprising 101: A SHORT PRIMER by Mariame Kaba, Project NIA 1626 https://www.prisonlegalnews.org/media/publications/project_nia_attica_uprising_101 1627 _a_short_primer_2011.pdf 1628 Death of a Revolutionary: George Jackson Soledad Brother 1629 https://www.youtube.com/watch?v=WgA7FkV3BJY 1630 Attica: The US prison rebellion that ended in carnage - BBC News 1631 https://www.youtube.com/watch?v=kNzSV6AVpAQ 1632 Muhammad Ali’s Attica Prison Riot poem https://www.youtube.com/watch? 1633 v=bhGX8f7vEqc 1634 Page 76 of 300 1635Chicana/o/x and Latina/o/x Studies Course Outline 1636Course Title: Chicana/o/x and Latina/o/x Experience in the United States: From the Pre1637Contact Era to the Present 1638Note on Disciplinary Naming: Chicana/o/x and Latina/o/x Studies 1639Throughout Ethnic Studies, the study of people of Latinx descent has taken on various 1640academic field names, including: Raza Studies, Chicano Studies, Chicana/o Studies, 1641Latina/o Studies, Central American Studies, Chican@/Latin@ Studies, Chicanx/Latinx 1642Studies, and Xicanx/Latinx Studies, to name a few. While they all cover the 1643contributions, hxrstories, cultures, politics, and socialization of people from 1644Mesoamerica, South America, the Caribbean, and the United States Southwest, naming 1645often differs as a way to denote an emphasis on a particular experience, and language 1646evolution. For example, Chicano derived fields focused on the experiences of Mexican 1647Americans, coming out of a struggle for Chicano studies that called attention to the 1648injustices and historical oppression of primarily Mexican Americans. But today, choosing 1649to be Chicano or study Chicano studies has been broadened to include others in the 1650Latinx diaspora. Embracing the term Chicano or the identity is embracing the inherent 1651activism and social justice leanings. As another example, the use of “@” was 1652popularized during the early 2000s as a way to include both genders and as a nod to 1653the burgeoning digital age. The recent use of “x” is done for two purposes. The first “x” 1654in Xicanx replaces the “ch” to emphasize indigenous roots to be more inclusive of 1655Central Americans and other relatives throughout Abya Yala (the Americas) and reject 1656colonialism, including colonial language.4 The sound produced by “x” is much more in 1657line with the Náhuatl language and indigenous etymologies. The second “x” renders the 1658term gender-neutral and more inclusive of all identities. 134 While more commonly referred to as the Americas, Abya Yala is the pre14colonial/indigenous name that the Guna (or Kuna) people of present-day Panama and 15Colombia used to describe North America, Central America, and South America. The 16name is often evoked as a way to preserve and recognize indigenous languages and 17naming. It is for that reason that it is included within this work. Page 77 of 300 1659Course overview: This course explores the complexities of the indigenous, mestizo and 1660Afro-mestizo populations from Latin America (the Americas and Caribbean) that have 1661been grouped in the United States under the demographic label of Latino/a, and more 1662recently, Latinx. Latinx populations come from different countries with varying languages 1663and dialects, customs and cultural practices. The common experiences that unite these 1664diverse populations are their indigenous and African roots/identities, the experience and 1665ancestral memories of European colonization, cultural practices, U.S. imperialism, 1666migration, resistance, and colonial languages (i.e. Spanish and Portuguese). 1667Furthermore, this course offers an introductory study of Chicana/o/x in the 1668contemporary United States, focusing primarily on history, roots, migration, education, 1669politics, and art as they relate to the Chicana/o/x experience. More specifically, this 1670course will also introduce the concept and terminology of Chicano/a, Xicanx, or Latinx 1671as an evolving political and social identity. Lastly, students will cover the birth of the 16721960s Chicano Movement. 1673Course content: This course will delve into a wealth of topics that have defined the 1674Chicana/o/x and Latina/o/x experience ranging from indigeneity, the European invasion 1675of the Americas, colonial independence movements, migration to the United States, 1676assigned or chosen identity formation, culture, and social movements. Through 1677interactive lectures, readings, class activities, writing prompts, collaborative group 1678projects, presentations, and discussions, students in this course will examine the 1679following: The cultural formation and transformation of Chicana/o/x and Latina/o/x 1680communities, the role of women in shaping Chicana/o/x and Latina/o/x culture, Chicana 1681feminism, Chicana/o/x muralism, Mexican immigrants in American culture, and much 1682more. 1683Sample Topics: 1684 1685  Maiz As Our Mother, Pre-Contact Indigenous Civilizations and Cultures, and their Continuity in Us Today Page 78 of 300 1686  1687 Doctrine of Discovery and Indigenous Cultures Under the Colonization of the Americas 1688  The Casta System and Identity Formation 1689  Simon Bolivar and José Martí’s “Nuestra America” 1690  The Map of Disturnell, The Mexican American War and the Treaty of Guadalupe 1691 1692 Hidalgo, 1848  1693 Migration trends to the United States: From the Bracero program to the Dreamers’ Movement 1694  The Lynching of Mexicans in the Southwest 1695  Mexican Repatriation (1930s) and Operation Wetback (late 1950s) 1696  Labor Force 1697  Chicana/o/x and Latina/o/x U.S. Military Veterans - GI Forum, LULAC, and 1698 1699 Community Service Organization  1700 The Lemon Grove Incident (Alvarez v. Lemon Grove), Mendez v. Westminster, Hernandez v. Texas 1701  Pachuco Culture, the Zoot Suit Riots, and the Sleepy Lagoon Case 1702  The Chicano Movement, the Los Angeles Student Walkouts of 1968, and the 1703 1704 Making of Chicano/a Studies  Chicana/o/x and Latina/o/x in Higher Education, The Plan of Santa Barbara, and 1705 birth of the student organization, Movimiento Estudiantil Chicano de Aztlan 1706 (MEChA) 1707  The United Farm Workers (UFW) movement Page 79 of 300 1708  Brown Berets and Chicana/o/x cultural nationalism 1709  Chicana/o/x Art, Muralism, and Music 1710  Ancestral Foodways 1711  U.S. Interventions in Chile, Guatemala, Nicaragua, El Salvador, and Panama. 1712  The Implications of Immigration and Trade Policies on Latina/o/x Communities: 1713 Immigration Reform and Control Act (IRCA), North American Free Trade 1714 Agreement (NAFTA), Operation Gatekeeper, International Monetary Fund (IMF) 1715  The Contemporary Immigrants’ Rights Movement 1716  The Politics of Fútbol in Chicana/o/x and Latina/o/x Communities 1717  The Ethnic Studies movement in the Tucson School District and the teaching of 1718 In’ Lak Ech, Panche Be, and Hunab Ku 1719  Chicana Feminism 1720  Afro-Latinindad 1721  La Raza Unida Partido 1722  Bilingual Education Movement 1723  Chicana/o/x Art 1724  Barrio Creation (Urban renewal, Housing Act, Federal Highway Act, 1725 Gentrification) 1726Potential Significant Historical and Current Figures to Cover (this list is in no way 1727exhaustive): 1728  Oscar López Rivera Page 80 of 300 1729  Elizabeth Betita Martínez Sutherland 1730  Rodolfo “Corky” Gonzalez 1731  Reies Tijerina 1732  Ana Nieto-Gómez 1733  Sylvia Morales 1734  Mama Cobb 1735  Rigoberta Menchú 1736  Comandanta Ramona 1737  Gloria Andalzúa 1738  Maria de Jesus Patricia Martinez (Marichuy) 1739  Emma Tenayuca 1740  Ruben Salazar 1741  Alexandria Ocasio-Cortez 1742  Edward Roybal 1743  Dolores Huerta 1744  Celia Cruz 1745  Joaquin Murrieta Carrillo 1746  César Chávez 1747  Sylvia Mendez Page 81 of 300 1748  Phil Soto 1749  Lolita Lebrón 1750  Arturo Alfonso Schomburg 1751  Sylvia del Villard 1752  Felipe Luciano 1753  Feliciano Ama 1754  Farabundo Martí 1755  Violeta Parra 1756  Eduardo Galeano 1757  Monseñor Oscar Arnulfo Romero 1758  Cherríe Moraga 1759  Emiliano Zapata 1760  Benito Juárez 1761  Roque Dalton 1762  Rubén Darío 1763  Roberto Cintli Rodriguez 1764  Raul Yzaguirre 1765  Sonia Sotomayor 1766  Sal Castro Page 82 of 300 1767  Vickie Castro 1768Sample Lesson 1 1769Title and Grade Level: U.S. Undocumented Immigrants from Mexico and Beyond: 1770Mojada, a Relocation of Medea. Adapted from The Association of Raza Educators 1771(ARE) Ethnic Studies Curriculum, 9–12 1772Ethnic Studies Values and Principles Alignment: 1, 5 1773Standards Alignment: 1774CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1; Historical 1775Research, Evidence, and Point of View 1, 2, 4; Historical Interpretation 1 and 4 1776CCSS.ELA-LITERACY.RH. 9–10. 2-5, 8; WHST.9–10. 1, 2, 4 1777CA CCSS. ELD Standards: ELD. PI. 9–10. 1, 2, 3, 5, 6a, 10 1778Lesson Purpose and Overview: 1779The lesson is applicable to many U.S. urban areas but is written specifically about the 1780Los Angeles Boyle Heights area. Some students in urban working-class communities 1781have been impacted by gentrification (the process of upgrading a neighborhood while 1782pushing out working class communities), the growing housing crisis, and being 1783undocumented/DACAmented. Consequently, many families have experienced detention 1784and deportation, while others express growing concerns of being pushed out of their 1785community altogether. 1786This lesson introduces students to the plight of undocumented immigrants, gentrification 1787in the greater Los Angeles area, cultural preservation vs. assimilation, and Greek 1788mythology and tragedy. Students will learn about the use of immigrant laborers for the 1789construction and garment industry; the impact of drug cartels and lack of opportunities 1790in Mexico and how that factors into people’s decision to emigrate; and how Page 83 of 300 1791contemporary playwrights of color are leveraging ancient literature and theatre to 1792discuss modern-day issues. 1793Key Ethnic Studies Terms and Concepts: colonialism, cultural preservation, assimilation, 1794gentrification, undocumented, patriarchy, machismo, barrios 1795Content and Language Objectives (Students will be able to…): 1796 1797 1798 1799 1800 1801 1. Develop an understanding about the process of migration, assimilation, cultural preservation, and gentrification. 2. Engage key English language arts content, such as literary and dramatic devices. 3. Learn about student organizing and advocacy to counteract institutional racism as it relates to housing and immigration. 1802Essential Questions: 1803 1. What is gentrification and why is it disproportionately impacting communities of 1804 color? What are the short and long term effects on communities of color? 1805 2. How and why were barrios created? How did it influence the identity and 1806 1807 experiences of the communities living there? 3. Why do indigenous populations from Mexico and Latin America migrate to the 1808 U.S.? What are the push and pull factors? To what extent has migration been a 1809 positive/negative experience for these populations? 1810Lesson Steps/Activities: 18111. Begin the lesson by posting the definition to bruja, chisme, curandera, El Guaco, 1812 migra, mojada, and Náhuatl5 on the board. Also provide a compare and contrast 185 Bruja: witch; Chisme: a rumor, a piece of gossip. Chismosa/o: a gossiper; Curandera: 19healer; El Guaco: migrating falcon of the Americas. Often referred to as a laughing 20falcon because of its call. It is an ophiophagous (snake-eating) bird; Migra: immigration 21police.; Mojada: offensive term used for a Mexican who enters the United States without Page 84 of 300 1813 chart of the ancient Greek playwright, Euripides, and the contemporary Xicanx 1814 playwright Luis Alfaro—author of Mojada: A Relocation of Medea. In this 1815 introduction, thoroughly cover the tenets of Greek mythology and tragedy, the 1816 traditional roles of women in Ancient Greece, the garment industry in Los Angeles, 1817 the use of immigrant labor to construct the edifices of gentrification development, 1818 and drug cartels in the Mexican state of Michoacán. 1819 a. If available, consult with the English Department of your site to collaborate on 1820 a reader’s theatre approach to the play Mojada: A Relocation of Medea. 1821 Students could be provided time to engage the play in both classes. 18222. Following the in-class readings, ask the students to reflect on the characters and 1823 their relationship to immigration, gentrification and cultural preservation vs. 1824 assimilation. Later divide students into small groups where they are tasked with 1825 responding to the following questions. The questions can be divided equally per 1826 group, or the teacher can choose to focus on some of them as time allows. 1827 a. Refer to your research on the introduction on Aristotle’s definition of a tragic 1828 hero. To what extent does Medea fit the definition of a tragic hero? What is 1829 her tragic flaw? What does Medea learn from her journey? What does the 1830 audience learn from her journey? 1831 b. At the beginning of the play, Tita says that being in the United States is 1832 Hason’s dream. What is his dream? How do Medea and Acan fit into his 1833 dream? What is Medea’s dream? 1834 c. Refer to your research on multiculturalism vs. assimilation. Which characters 1835 are able to assimilate to living in the United States? What are the benefits for 1836 characters that are able to assimilate? Which characters are not able to? 22documents.; Náhuatl: is an Uto-Aztecan language, which is widespread from Idaho to 23Central America and from the Rocky Mountains to the Pacific Ocean. Náhuatl 24specifically refers to the language spoken by many tribes from South-Eastern Mexico to 25parts of Central America. It translates to an agreeable, pleasing and clear sound. Page 85 of 300 1837 What is the cost of their inability to assimilate? Which characters are able to 1838 be in the United States and still maintain their native culture? 1839 d. Refer to your research on Michoacán and Boyle Heights. How is the physical 1840 environment of Michoacán different from that of Boyle Heights? Why can’t 1841 Medea leave her yard? What role does Medea’s environment play in her 1842 inability to assimilate? 1843 e. In what ways are Medea and her family in exile? How does immigration and 1844 specifically the idea of exile help the audience understand Medea’s journey in 1845 the play? 1846 f. What abilities does Medea possess that keep her connected to her Mexican 1847 culture? In what ways does this connection conflict with Hason and Acan’s 1848 desires to fit in and become “American”? 1849 g. What is Hason willing to do to achieve success in the United States? Does he 1850 make those choices for his family or for personal fulfillment? What are the 1851 consequences of his ambition? 1852 h. In what way does the assault Medea experienced during her journey affect 1853 her ability to adjust and thrive in the United States? When accosted by the 1854 soldiers at the border why does Medea sacrifice herself? How does Medea’s 1855 sacrifice affect her relationship with Hason? 1856 i. Compare and contrast Medea, Armida, and Josefina. What were their 1857 journeys to get to the United States? How does each react to being in a new 1858 country? In what ways does each woman’s choices bring them success? 1859 What is the cost of some of their choices? 1860 j. Refer to your research on multiculturalism and assimilation. What 1861 comparisons do Medea, Tita, Josefina, and Armida make between Mexico 1862 and United States? In what ways is the love of their culture and Mexican way Page 86 of 300 1863 of life seen as anti-American and by whom? How does each character 1864 reconcile the division they experience between old and new worlds, if at all? 1865 k. Refer to your research on gender roles, patriarchy and machismo in ancient 1866 Greece and those in the play. In what ways is Euripides’ Medea hindered by a 1867 male-dominant society? In what ways is Alfaro’s Medea hindered by a male- 1868 dominant society? How do Tita, Josefina, and Armida work with or against 1869 their gender roles to survive and achieve success? In what ways is Hason 1870 privileged by these traditional gender roles? In what ways is he hindered by 1871 traditional expectations? 1872 l. In what ways is Acan torn between the old world of his mother and the new 1873 world his father has decided to embrace? In what ways does he contribute to 1874 Medea taking vengeance? 1875 m. How does the revelation of Medea’s circumstances in Mexico and the reason 1876 for leaving heighten the stakes surrounding the eviction from her apartment? 1877 What is Medea running from and why? What does her past tell us about her 1878 in the present? 1879 n. Refer to your research on Michoacán, Mexico. Why might Hason have 1880 wanted to move to the United States? What might his options have been if he 1881 stayed in Michoacán? What actions is he willing to take to fulfill his ambitions 1882 in the U.S.? What costs do these actions have? 1883 o. Why does Medea refer to herself as a mojada or wetback with Armida? In 1884 what ways does she believe she is a mojada? In what ways does she not? 1885 What is the significance of the title, Mojada: A Relocation of Medea? 1886 p. What events contribute to Medea taking vengeance on Hason and Armida? In 1887 what ways does the story of Medea’s life in Michoacán contribute to her killing 1888 Armida and Acan? Why does Medea kill Acan? Page 87 of 300 1889 q. Who has betrayed Medea in Mexico and in the U.S., and in what ways? What 1890 effect do these betrayals have on her? How do the betrayals contribute to her 1891 actions at the end of the play? 1892 r. Refer to your research on el guaco. In what ways is Medea like el guaco? 1893 What becomes of Medea at the end of the play? What could her final 1894 transformation symbolize? 1895 s. If you are seeing Julius Caesar, compare and contrast what Brutus and 1896 Medea want to pass on to the next generation, versus Hason and Caesar. In 1897 what ways is violence a part of the legacies of Brutus and Medea? In what 1898 ways is it a part of Hason and Caesar’s legacies? How do Hason and Caesar 1899 contribute to their own downfalls? What other actions could Brutus have taken 1900 toward Caesar and Medea toward Hason? 19013. Have students demonstrate their knowledge by developing and delivering a brief 1902 presentation that highlights the concepts learned from the play to current topics of 1903 immigration and gentrification in their respective communities. 1904Assessment, Application, Action, and Reflection: 1905  1906 1907 Students will work in groups to analyze and discuss the text while responding to the provided questions.  1908 Students deliver a presentation to an authentic audience that connects the play to experiences in their communities. 1909Materials and Resources: 1910  Mojada: A Relocation of Medea, a play by Luis Alfaro 1911  “Gender in the Ancient Greek World” 1912 https://www.reading.ac.uk/Ure/tour/citizenship/gender.php 1913Sample Lesson 2 Page 88 of 300 1914Title and Grade Level: East L.A. Blowouts: An Anchor to the Chicano Movement, 9–12 1915Ethnic Studies Values and Principles Alignment: 4, 5, 6, 7 1916Standards Alignment: 1917CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1-3; Historical 1918Interpretation 1, 3, 4 1919CA CCSS for ELA/Literacy: RH. 9–10. 2, 3, 4; WHST. 9–10. 4, 8, 9 1920CA ELD Standards: ELD. PI. 9–10. 1, 2, 5, 6a, 9 1921Lesson Purpose and Overview: 1922This lesson introduces students to the East Los Angeles student blowouts (or walkouts) 1923of 1968 and the Chicano Movement. They will explore the student response to 1924discrimination and injustice within the system of education (past and present). In being 1925introduced to this relevant piece of history, students will engage in critical dialogue and 1926inquiry about early Chicana/o/x youth and social movements. At the end of the lesson, 1927students will be able to identify similar injustices that are visible and prevalent within 1928schools today, while considering how they can work to address them. 1929Prerequisite Skills and Knowledge: Students should have some familiarity with 1930Chicana/o/x and Latina/o/x social movements and modes of resistance. Students 1931should be comfortable with reading and analyzing primary and secondary sources. 1932Content and Language Objectives (Students will be able to…): 1933 1934 1. Gain a better understanding of root causes of protests, revolutions, and uprisings. 1935 2. Articulate the history of the East Los Angeles student blow outs and the Chicano 1936 Movement, with a focus on key leaders, movement demands, and outcomes. 1937Essential Questions: Page 89 of 300 1938 1939 1940 1941 1942 1943 1944 1945 1. How did the students from East Los Angeles respond to dehumanizing systems and other social constructs, and to what extent did it lead to change? 2. How were the East Los Angeles blowouts and the broader Chicano Movement connected to the same root causes? 3. Is transformative social change possible when working within existing institutions, like the public school system? 4. What is the role of education and who should have the power to shape what is taught? 1946Lesson Steps/Activities: 1947 1. Open the class by displaying the following excerpt from the Los Angeles Times 1948 article, “East L.A., 1968: ‘Walkout!’ The day high school students helped ignite 1949 the Chicano power movement: 1950 “LOS ANGELES — Teachers at Garfield High School were winding down classes 1951 before lunch. Then they heard the startling sound of people running the halls, 1952 pounding on classroom doors. ‘Walkout’ they were shouting. ‘Walkout!’ 1953 Students left classrooms and gathered in front of the school entrance. They held 1954 their clenched fists high. ‘Viva la revolución!’ they called out. ‘Education, not 1955 eradication!’ 1956 It was just past noon on a sunny Tuesday, March 5, 1968 — the day a revolution 1957 began for Mexican-Americans, people whose families came to the United States 1958 from Mexico.” 1959 2. Proceed to ask students why they think students at Garfield were shouting 1960 “Walkout”, and what do the phrases “Viva la revolución!” and “Education, not 1961 eradication!” mean? In pairs, students discuss the above questions, later sharing 1962 their thoughts with the entire class. Following discussion, provide definitions for 1963 the following terms: protest, eradication, revolución, uprising, Chicano, Brown Page 90 of 300 1964 Berets, and unrest. Then instruct students to read, “East L.A. 1968: ‘Walkout!’ 1965 The day high school students helped ignite the Chicano power movement”. 1966 3. After giving students about fifteen minutes to read the article and discuss their 1967 immediate reactions in think, pair and share formats, proceed to write down any 1968 questions students may have about the article on the board and respond to them. 1970 a. To supplement the article, play a short video clip on the youth movement, 1971 “The 1968 student walkout that galvanized a national movement for 1972 Chicano rights.” 1973 4. Following the screening, lead a discussion about how the students experienced 1974 police aggression and were even targeted with federal charges for “invoking 1975 riots.” Be sure to emphasize that the students were resilient and persisted in 1976 other forms of protest by organizing their peers and parents, and attending 1977 school board meetings where they presented a list of demands. 1978 5. Hand each pair a copy of the two primary sources listed below. 1979 “Student Walkout Demands,” proposal drafted by high school students of East 1980 Los Angeles to the Los Angeles Unified School District (LAUSD) Board of 1981 Education 1982 No student or teacher will be reprimanded or suspended for participating in any 1983 efforts which are executed for the purpose of improving or furthering the 1984 educational quality in our schools. 1985 Bilingual-Bi-cultural education will be compulsory for Mexican-Americans in the 1986 Los Angeles City School System where there is a majority of Mexican-American 1987 students. This program will be open to all other students on a voluntary basis. 1988 In-service education programs will be instituted immediately for all staff in order 1989 to teach them the Spanish language and increase their understanding of the 1990 history, traditions, and contributions of the Mexican culture. Page 91 of 300 1991 All administrators in the elementary and secondary schools in these areas will 1992 become proficient in the Spanish language. Participants are to be compensated 1993 during the training period at not less than $8.80 an hour and upon completion of 1994 the course will receive in addition to their salary not less than $100.00 a month. 1995 The monies for these programs will come from local funds, state funds and 1996 matching federal funds. 1997 Administrators and teachers who show any form of prejudice toward Mexican or 1998 Mexican-American students, including failure to recognize, understand, and 1999 appreciate Mexican culture and heritage, will be removed from East Los Angeles 2000 schools. This will be decided by a Citizens Review Board selected by the 2001 Educational Issues Committee. 2002 Textbooks and curriculum will be developed to show Mexican and Mexican- 2003 American contribution to the U.S. society and to show the injustices that 2004 Mexicans have suffered as a culture of that society. Textbooks should 2005 concentrate on Mexican folklore rather than English folklore. 2006 All administrators where schools have majority of Mexican-American descent 2007 shall be of Mexican- American descent. If necessary, training programs should 2008 be instituted to provide a cadre of Mexican- American administrators. 2009 Every teacher's ratio of failure per students in his classroom shall be made 2010 available to community groups and students. Any teacher having a particularly 2011 high percentage of the total school dropouts in his classes shall be rated by the 2012 Citizens Review Board composed of the Educational Issues Committee. 2013 “Student Rights,” proposal drafted by high school students of East Los Angeles to 2014 the Board of Education: 2015 Corporal punishment will only be administrated according to State Law. 2016 Teachers and administrators will be rated by the students at the end of each 2017 semester. Page 92 of 300 2018 Students should have access to any type of literature and should be allowed to 2019 bring it on campus. 2020 Students who spend time helping teachers shall be given monetary and/or credit 2021 compensation. 2022 Students will be allowed to have guest speakers to club meetings. The only 2023 regulation should be to inform the club sponsor. 2024 Dress and grooming standards will be determined by a group of a) students and 2025 b) parents. 2026 Student body offices shall be open to all students. A high-grade point average 2027 shall not be considered as a pre-requisite to eligibility. 2028 Entrances to all buildings and restrooms should be accessible to all students 2029 during school hours. Security can be enforced by designated students. 2030 Student menus should be Mexican oriented. When Mexican food is served, 2031 mothers from the barrios should come to the school and help supervise the 2032 preparation of the food. These mothers will meet the food handler requirements 2033 of Los Angeles City Schools and they will be compensated for their services. 2034 School janitorial services should be restricted to the employees hired for that 2035 purposes by the school board. Students will be punished by picking up paper or 2036 trash and keeping them out of class. 2037 Only area superintendents can suspend students. 2038 6. After reading the primary source documents, proceed to have the pairs construct 2039 what their own demands would be if they were to organize a presentation to the 2040 Board of Education on flip chart paper. Once the pairs have completed their own 2041 demands, then task the students with responding to the following reflection 2042 questions related to the primary sources listed above: Page 93 of 300 2043 a. What student demand do you think is the most important, and why? 2044 b. What is one student right you would add to this list? 2045 c. Which student rights and/or demands do you view as less important, and 2046 why? 2047 d. The East Los Angeles Walkouts were led by students. Do you think they 2048 would've been more effective if they had been led by teachers or other 2049 adults, why or why not? 2050 e. What do you think happened after the East Los Angeles Walkouts? 2051 f. What is happening in the U.S. currently that relates to the 1968 East Los 2052 Angeles Walkouts? 2053 g. What other youth-led movements have occurred within contemporary U.S. 2054 history? 2055 h. Beyond walkouts, what are other ways students can best advocate for 2056 2057 themselves? 7. Finally, each pair is given the opportunity to present their proposed student 2058 demands and response to question number eight to the entire class. 2059Lesson Modifications/Accommodations for Students with Diverse Needs: Consider 2060using other types of primary sources, including video footage, audio files, pictures, etc., 2061to engage different learning styles, as well as to better illustrate the movement. 2062Assessment, Application, Action, and Reflection: 2063  2064 2065 2066 Students will show understanding of the content by discussing and responding to the questions provided.  Students will create a presentation of demands on how to improve schools in their district. Page 94 of 300 2067Materials and Resources: 2068  “East L.A., 1968: ‘Walkout!’ The day high school students helped ignite the 2069 Chicano power movement” https://www.latimes.com/nation/la-na-1968-east-la- 2070 walkouts-20180301-htmlstory.html 2071  2072 2073 Movement for Chicano Rights” https://www.youtube.com/watch?v=7jvzv1M7VGI  2074 2075 Timeline News, “The 1968 Student Walkout that Galvanized a National PBS “Los Angeles Walk Out” https://www.pbs.org/video/latino-americans-losangeles-walk-out/  KCET “East L.A. Blowouts: Walking Out for Justice in the Classrooms (“Student 2076 Demands” and “Student Rights” primary sources are embedded). 2077 https://www.kcet.org/shows/departures/east-la-blowouts-walking-out-for-justice- 2078 in-the-classrooms 2079  Garcia, Mario and Castro, Sal. Blowout!: Sal Castro and The Chicano Struggle 2080 for Educational Justice. Chapel Hill, NC: University of North Carolina Press, 2081 2014. 2082Sample Lesson 3 2083Title and Grade Level: ‘Decolonizing Your Diet’: Native American x Mexican Foodways, 20849–12 2085Ethnic Studies Values and Principles Alignment: 3, 4, 7 2086Standards Alignment: 2087CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1, 2, 3; Historical 2088Interpretation 1, 2, 3, 5. 2089CA CCSS for ELA/Literacy: RH.9–10. 2, 4, 6, 9; WHST. 9–10. 2, 5, 6, 7, 9. 2090CA ELD Standards: ELD PI. 9–10. 1, 2, 5, 9, 10b. Page 95 of 300 2091Lesson Purpose and Overview: 2092This lesson will introduce students to Native American and Mexican cuisine, with a 2093focus on planting, indigenous Mexican ingredients, the four periods of Native American 2094cuisine, and Mexican cookery. Students will learn about biodiversity and how to 2095“decolonize your diet”. Before introducing this lesson, it is recommended that the 2096teacher research and introduce students to the history of Native American tribes nearby 2097and in the region where their school is located. In addition to exposing students to 2098Native American and Mexican diets, this lesson will help students understand how these 2099two foodways and cultures are connected. 2100Key Ethnic Studies Terms and Concepts: foodways, colonialism, decolonization, 2101biodiversity, well-balanced diet, talking circles. 2102Content and Language Objectives (Students will be able to…): 2103 1. Develop an understanding of Native American and Mexican American culture, 2104 2105 and draw links between the two through the lens of food. 2. Research and develop an activity that will demonstrate their understanding of a 2106 Native American cultural practice, like growing indigenous plants and cooking 2107 traditional Native American and Mexican foods that can be shared with their 2108 peers, families, and respective communities. 2109Essential Questions: 2110 1. What does it mean to “decolonize your diet”? 2111 2. How has colonialism impacted Mexican and Native American foodways? 2112Lesson Steps/Activities: 2113Day 1 21141. Ask students to pull out a sheet of paper for a quick free writing exercise. Instruct 2115 students to write down some cultural food dishes specific to their backgrounds. Also Page 96 of 300 2116 ask students to write what comes to mind when they think about Native American 2117 food. 21182. After giving the students about three to five minutes to respond to the prompts, ask 2119 students to share some of their responses aloud. After everyone has shared their 2120 responses, begin to introduce the Native American food tradition of the “Three 2121 Sisters”. Explain that the “Three Sisters” are corn, beans, and squash, which 2122 represent some of the most important crops to Native Americans broadly. These 2123 crops provide a well-balanced diet—carbohydrates, protein, vitamins, and amino 2124 acids, can be planted together (companion planting), and can be stored for long 2125 periods of time when dried. Teachers should also show some images of traditional 2126 Native American dishes that can be made with the “Three Sisters.” 21273. Following the introduction to the “Three Sisters”, play the video “Why You Must Try 2128 Native American Cuisine” and ask students to write down any vocabulary words that 2129 they might be unfamiliar with and to take notes. After watching the film, have 2130 students use the duration of the class period to read and annotate the vignette 2131 below. Before closing out for the day, explain that tomorrow the class will engage in 2132 a “talking circle,” where they will have a conversation about Native American and 2133 Mexican food and how to “decolonize your diet.” Instruct students to come prepared 2134 with at least two guiding questions for discussion. 21354. Close with student and community reflection on the film. 2136Day 2 21371. If the teacher is familiar with community circles the following activity is 2138 recommended: 2139 a. Start by having students arrange their chairs into a circle. 2140 b. Explain that talking circles have historically been facilitated by Native 2141 American tribes to reflect, problem-solve, grieve, brainstorm, or just come 2142 together to build community. Page 97 of 300 2143 i. Also note that some circles will often use an object to represent a 2144 talking piece to help facilitate discussion—whoever has the talking 2145 piece is the only person allowed to speak. Instead of using a talking 2146 piece, ask students to respect the rule—one mic, one voice. 2147 ii. Ideally the class should have created a list of community agreements 2148 at the start of the year, if you have not, it is recommended that you 2149 create some in collaboration with your students for this discussion. 21502. Have students take turns asking and responding to guiding questions. Also create a 2151 list of your own guiding questions that you can use to support students through the 2152 talking circle discussion. If the teacher is not familiar with talking circles, the guiding 2153 questions can be done in collaborative groups, as a whole class discussion or 2154 individual writing prompts. 21553. Guiding Questions: 2156 a. What are the four periods of Native American cuisine? 2157 b. What does decolonize mean? 2158 c. How can you decolonize your diet? 2159 d. What are the “magic eight”? 2160 e. How is Native American cuisine connected to current zero-waste and 2161 2162 2163 2164 2165 2166 vegan/plant-based movements? f. What do traditional Mexican and Native American foodways have in common? How are they different? g. Describe how colonialism directly impacted health inequities amongst Native American tribes? h. What is a food desert? Do you live in a food desert? Page 98 of 300 2167 i. What is biodiversity? 21684. After about 25-30 minutes of discussion, introduce a new project for the students. 2169 Design a cultural production assignment that will be showcased for parents and the 2170 school community to see/experience. Students are given the option of producing one 2171 of the following (note – students with no access to resources should be provided 2172 with an alternate cultural assignment): 2173 a. Cook: Research at least five different Native American recipes across the four 2174 periods of Native American cuisine. Have students research in depth the 2175 history of the food ingredients and the history of the tribes that harvested the 2176 ingredients. After studying the various ingredients and recipe steps, work to 2177 create your own Native American-inspired dish. Each student will be 2178 responsible for creating a dish that can serve (small appetizer portions) at 2179 least 20 people. In addition to making the dish, each student will need to 2180 create 20 recipe cards listing the steps, ingredients, and a brief chef’s 2181 statement explaining the significance of the dish. 2182 b. Grow: Beyond the “Three Sisters” and “magic eight” identify at least five other 2183 herbs, vegetables, and/or grains significant to Native American or Mexican 2184 cuisine. Write a brief report on these ingredients identifying where they are 2185 commonly grown, how they are used, how they are planted, and their 2186 significance (if any) to specific Native American tribes. In addition to the 2187 report, students will grow their own mini gardens. Each student will grow at 2188 least one herb and/or vegetable. Students should try to plant items that grow 2189 best during the current season, use seeds, and plant in an easily portable pot. 2190 c. Learn: Research at least five different Native American recipes across the 2191 four periods of Native American cuisine or traditional Mexican recipes. 2192 Arrange a time to share what you have learned with an elder or the primary 2193 cook in your family. In addition to sharing these recipes, each student will also 2194 conduct a brief interview with the person they identified. Students are 2195 expected to come up with at least four questions to ask their interviewee, they Page 99 of 300 2196 should address the following: their family member’s style of cooking, favorite 2197 recipes, cooking memories, etc. Each interview must include the interviewee 2198 sharing a family recipe. These interviews should be video recorded and the 2199 final video should be no more than three to five minutes. Students are 2200 expected to edit their video and upload them to the platform that the teacher 2201 has created (i.e., Youtube, Vimeo, etc.) 22025. After explaining the three cultural production assignment options, students use the 2203 remainder of their time to begin brainstorming and outlining their projects. Provide 2204 students time in class to complete the assignment for the next week. For the 2205 community event, the students all bring in their cultural production assignments to 2206 showcase. Have students line their plants up on a shelf in the rear of the room. The 2207 video interviews are playing on a loop via the classroom projector. And “tasting 2208 stations” are setup around the room for parents and guests to sample some of the 2209 dishes that were made. 22106. Close with student, parent, and community reflection. 2211Assessment, Application, Action, and Reflection: 2212  2213 2214 Native American and traditional Mexican cuisine and diet.  2215 2216 2217 Students will respond to writing prompts that will demonstrate understanding of Students will generate discussion questions that will help facilitate a dialogue about Native American cuisine and diet.  Students can start a school campaign to include Native American and Mexican cuisine into their school lunch menu. 2218Materials and Resources: 2219 “Why You Must Try Native American Cuisine” (video) 2220 https://www.youtube.com/watch?v=fe52rEPQSuU 2221 PBS Native America Series (video) http://www.pbs.org/native-america/home/ Page 100 of 300 2222 KCET “Healing The body with United Indian Health Services” (video) 2223 https://www.kcet.org/shows/tending-nature/episodes/healing-the-body-with-united- 2224 indian-health-services 2225 KCET “Tending the Wild” (video) https://www.kcet.org/shows/tending-the- 2226 wild/episodes/tending-the-wild 2227 Calvo, Luz and Esquibel, Catarina Rueda. Decolonize your Diet: Plant-Based 2228 Mexican- American Recipes for Health and Healing. Vancouver, BC: Arsenal Pulp 2229 Press, 2015. 2230 Native Seeds/SEARCH (website includes information on “Three Sisters” and other 2231 crops traditionally farmed by Native Americans) https://www.nativeseeds.org/ 2232 Center for Disease Control and Prevention “Traditional Foods in Native America” 2233 Series (Parts I-V) https://www.cdc.gov/diabetes/ndwp/traditional-foods/index.html 2234Vignette: Decolonize Your Diet: Plant-Based Mexican American Recipes for Health and 2235Healing 2236In 1521, Spanish conquistadores, led by Hernán Cortés, conquered the city of 2237Tenochtitlán, the capital and religious center of the Mexica (Aztec) empire. Over the 2238ensuing centuries, millions of indigenous peoples were killed or died of disease brought 2239by the colonizers. Many indigenous people were forced to convert to Christianity. Some 2240foods, such as amaranth in Mesoamerica and quinoa in the Andes, were outlawed 2241because of their use in indigenous religious ceremonies. At the time of the Conquest, 2242there were hundreds of indigenous groups, each with distinct languages, religious 2243beliefs, and cultures. In the area that is now Mexico, in addition to the Mexica (Aztec) 2244there were Mxtec, Zapotec, Maya, Purépecha, Otomi, Huichol, Tarahumara, Yaqui, Seri, 2245O’odham, and many others. Over time, Spanish colonizers gained control of the land 2246and resources of most of these indigenous groups, often through violent exertions of 2247power. Because they were the most powerful group in Mesoamerica, there are many 2248resources about the Mexica culture at the time of the Conquest, and through study, we Page 101 of 300 2249can learn quite a bit about their food, ceremonies, and social organization. Other 2250indigenous groups keep this information through oral tradition, and it is not as widely 2251known or recoverable to those of us not connected to our ancestors… 2252We believe that indigenous cultural traditions in religion, art, music, literature, and food 2253were never completely suppressed by the colonizers but kept alive, sometimes 2254surreptitiously, through daily acts of storytelling, cooking, and prayer. In a Chicana/o 2255context, one important site of this maintenance of indigenous knowledge and culture is 2256the tradition of passing down recipes from generation to generation. Learning to make a 2257corn tortilla or preparing a pot of tamales are practices that have been sustained for 2258more than a thousand years. That we still engage in these practices today is a 2259testament to our ancestors and their extraordinary knowledge about food. 2260Both of us have grandparents who spoke fondly of finding and preparing quelites 2261(lamb’s quarters) and verdolagas (purslane). Quelites comes from the Náhuatl word 2262quelitl, meaning edible wild green. Technically, verdologas are also wild green and thus 2263a subset of the larger group of quelites; however, in the US Southwest, our grandparent 2264used the word quelites to refer specifically to lamb’s quarters. Verdologas (Portulaca 2265olera-cea) is often said to have originated in North Africa and the Middle East; however, 2266there is considerable archeological evidence of its presence in the Americas before 2267colonization. One type of lamb’s quarters (Chenopodium berlandieri) is native to the 2268Americas and closely related to quinoa (Chenopodium quinoa). Another type of lamb’s 2269quarters is Chenopodium album, which is native to Europe and Asia. Throughout the 2270world, agribusiness considers both quelites and verdolagas to be weeds and uses 2271herbicides, such as Monsanto’s Roundup, to try to kill these nutritious plants. 2272Global food activist Vandana Shiva critiques the single-minded corporate worldview that 2273favors the eradication of biodiversity and modification of all nature into plantations for 2274profit. She argues, “Not being commercially useful, people’s crops [indigenous foods 2275grown in indigenous ways] are treated as ‘weeds’ and destroyed with poisons. The most 2276extreme example of this destruction is that of bathua (Chenopodium album) an 2277important green leafy vegetable, with a very high nutritive value and rich in Vitamin A.” Page 102 of 300 2278This bathua, regarded as a pernicious weed and a threat to commercial wheat crops, is 2279the wild green our grandparents called quelites. Shiva brings attention to the horrific 2280inhumanity of using weed killers on wild crops: “Forty thousand children in India go blind 2281each year for lack of Vitamin A, and herbicides contribute to this tragedy by destroying 2282the freely available sources of Vitamin A [bathua]”… 2283Real food has, for many of us and in many ways, become unrecognizable as such. Most 2284Americans do not eat a plant-based diet with plenty of fresh fruits, vegetables, and 2285herbs. Instead, North Americans consume a lot of sugary, fried, or fake foods like sodas, 2286energy drinks, chips and other bagged snacks, candy bars, and cookies which contain 2287considerable amounts of high fructose corn syrup, sugar and artificial sweeteners, corn 2288and soybean oils, and sodium. The average American eats 156 pounds (seventy-one 2289kg) of added sugar every year. Not only are Americans eating these foods, they are 2290eating more of them: per person we’re now eating 750 more calories per day than we 2291consumed thirty years ago. There are multiple factors that influence the dismal eating 2292habits of many Americans. These include lack of access to healthy, fresh foods, which is 2293a particular problem in working-class communities of color; easy access to fast food and 2294junk food; advertising campaigns for sodas, fast food, and junk food that target youth; 2295and agricultural subsidies that make processed and fake foods cheap and accessible. 2296Unlike immigrant Latinas/os who grew up with ready access to fresh foods grown and 2297produced on small local farms, many US-born Latinas/os have never ever tasted real 2298food. One study on immigrant diets found that Latinas who brought fresh food from 2299street markets in the US reported that the food in their home countries was tastier, 2300fresher, and “more natural.” For US Latina/o communities, the Standard American Diet 2301has been imposed through Americanization programs, school lunch programs, targeted 2302advertising campaigns and national food policies. Our communities are now riddled with 2303the diseases of development—diabetes, high blood pressure, heart disease, and some 2304cancers. 2305While we believe that individuals, families, and communities can take concrete steps to 2306decolonize their diets by reintroducing traditional and ancestral foods, we recognize that Page 103 of 300 2307a true solution to this problem will entail radical structural changes to the way food is 2308produced, distributed, and consumed both in the US and globally. As we join others in 2309calling for an end to the Standard American Diet of over-processed foods, we also want 2310to challenge the language that frames questions of health and diet as problems related 2311only to individual’s “choices.” This focus on the individual is especially pronounced in 2312popular discussions of obesity. Although obesity is classified as a risk factor for 2313diabetes, heart disease, and some cancers, the relationship between weight and 2314disease is quite complex. It is important to keep in mind that there are healthy and 2315unhealthy people in all weight categories: underweight “normal” weight, and overweight. 2316We think the public focus on obesity makes it too easy to demonize individual fat people 2317without seriously engaging with the social policies that are corrupting our food supply 2318and in turn, our health. A cultural obsession with being thin does not help our 2319understanding of what it means to be healthy. 2320Central American Sample Unit 2321Unit Title: Salvadoran American Migration and Collective Resistance 2322Grade Level: 9–12 2323Ethnic Studies Values and Principles Alignment: 4, 7 2324Standards Alignment: 2325CA HSS Analysis Skills (9–12): Historical Research, Evidence, and Point of View 1, 2, 4; 2326Historical Interpretation 1, 4 2327CCSS for ELA/Literacy: W.9–10.9; RH.9–10.1; RH.9–10.3; W.11–12.9; RH.11–12.1; 2328RH.11–12.3 2329CA CCSS. ELD Standards: ELD. PI. 1a 1–4; 1b 5–6; 1c 9–12 2330Unit Purpose and Overview: Page 104 of 300 2331In this unit students will be introduced to how the effects of the Civil War in El Salvador 2332in the 1980s prompted the initial surge of migration from El Salvador to the United 2333States, and the push and pull factors that have impacted immigration from El Salvador 2334since then. Next, students will research the various immigration policies that have 2335regulated immigration from El Salvador since 1965. Then, students will fact-check 2336common myths about immigration to the United States. Finally, students will select one 2337of the current immigration policy questions and research competing perspectives before 2338developing their own position, which they formulate in a persuasive essay format or an 2339advocacy letter to an elected official. 2340Key Ethnic Studies Terms and Concepts: agency, asylum, citizenship, consciousness 2341raising, inequality, migration, naturalization, resilience, war refugee, temporary 2342protection service (TPS) 2343Prerequisite Skills and Knowledge: Students should have a basic understanding of the 2344Cold War era and the U.S. involvement in Central America. Students should also be 2345exposed to the Universal Declaration of Human Rights and have basic understanding of 2346articles which grant asylum in the United States to war refugees. Students should be 2347able to analyze texts and discern which of the Four I’s of Oppression are applicable to 2348understanding the impact on individuals and communities. 2349Unit Objectives (Students will be able to…): 2350 2351 2352 ● Understand the root causes of the waves of migration from El Salvador to the United States since the 1980s. ● Identify the major shifts in U.S. immigration policy since 1965, explaining the 2353 events that caused the new policies, the groups impacted, the specific 2354 regulations, the benefits, and the restrictions or limitations of the new policies. 2355 2356 ● Determine the accuracy of commonly held beliefs about immigration by investigating statistical evidence. Page 105 of 300 2357 2358 2359 2360 2361 2362 ● Analyze the pros and cons of current policies that affect different groups of immigrants from El Salvador. ● Form a policy recommendation that addresses controversies surrounding a current immigration policy in the United States. ● Apply their understanding of the Four I’s of Oppression to their analysis of the history and policies of migration in El Salvador. 2363Unit Essential Questions: 2364 2365 ● What push and pull factors were responsible for the waves of migration from El Salvador to the United States since the 1980s? 2366 ● What values and principles guided U.S. immigration policy? 2367 ● How can the United States resolve the current controversies surrounding 2368 immigration policy and detention practices? 2369Unit Steps/Activities: 2370Lesson One: Building Background Knowledge: Four I’s of Oppression and Relationship 2371to Salvadoran Migration to the United States 2372In this lesson students will be learning about the history and systems of oppression 2373related to the migration of people from El Salvador to the United States. In groups of 2374five, students: 2375 1. Begin the lesson with the following guiding question: “Why have people 2376 emigrated from El Salvador to the United States?” Students should 2377 write/pair/share on Four I’s of Oppression: El Salvador Lesson One 2378 Document. 2379 2. Have students view and comment on the “primary text” image. Which type(s) of 2380 oppression does this text (Primary text-Child’s Drawing, San José Las Flores, Page 106 of 300 2381 El Salvador) best exemplify? Record the answer(s) on the Four I’s of 2382 Oppression: El Salvador Lesson One Document. This is where the primary 2383 text can be accessed: “When We Were Young / There Was a War” website 2384 http://www.centralamericanstories.com/characters/yesenia/. 2385 3. Have students watch the documentary “Juan’s Story” from When We Were 2386 Young website: https://www.centralamericanstories.com/characters/juan/. Have 2387 students reflect, analyze, and discuss the main themes and types of 2388 oppression(s) of “Juan’s Story.” Record the type of oppression(s) on Four I’s of 2389 Oppression: El Salvador Lesson One Document. 2390 4. Distribute one of the five informational texts (links listed at the end of unit under 2391 “Lesson One Materials/Resources) to each student in the small groups of five. 2392 Each student will read and annotate ONE of the texts for important ideas and 2393 record key ideas in the “Four I’s of Oppression: El Salvador Lesson One 2394 Document.” When sharing ideas, each group member should teach the other 2395 group members about the content and discuss the type of oppression in their 2396 respective article. 2397 2398 5. Ask students to collaborate to answer the following two discussion questions. Ask one member from each of the groups to present the group response: 2399 a. What did you appreciate about this lesson? 2400 b. What new insights do you have about immigration to the United States? 2401Lesson Two: Youth Scholars Teach U.S. Immigration Policy Shifts to the People 2402In this lesson, students will investigate how U.S. immigration policies evolved in 2403response to historical events. Small groups will be assigned to research one of five 2404shifts in immigration policy, collaborate to create presentation slides on the new policy, 2405and then present this information to community members, including their families. Page 107 of 300 2406 1. Distribute the Rating Preferences Activity handout to students. Instruct 2407 students to work independently first to rank the factors in terms of which they 2408 believe should be most important to least important in determining whether an 2409 immigrant should be able to gain legal status in the United States. Once students 2410 have determined their rankings, group them in fours and instruct them to 2411 compare their rankings and to try to come to a consensus on the top four factors 2412 as a group. 2413 2. Instruct each group to share out their top four factors with the class, and then 2414 facilitate a short discussion, noting similarities and differences between group’s 2415 answers and asking probing questions to get students to justify responses. 2416 3. Inform students that they will be learning about how the actual immigration 2417 system determines who is able to immigrate and who isn’t. They will work in 2418 small groups to research one of six immigration policies beginning with the 2419 Immigration and Nationality Act in 1965. Distribute the Immigration 2420 Presentation Assignment Sheet and explain the expectations to students. (For 2421 more background on the racist origins of the Immigration Act of 1924 you can 2422 read with students “DACA, The 1924 Immigration Act, and American Exclusion” 2423 in the Huffington Post, https://www.huffpost.com/entry/daca-the-1924- 2424 immigration-act-and-american-exclusion_b_59b1650ee4b0bef3378cde32). 2425 2426 4. Next, assign students to small groups to research one of the six policies regulating the American immigration system since 1965. 2427 5. Have students start their research by reading the relevant section of Juan’s story 2428 on the tab marked “U.S. Immigration: A Policy in Flux” to get basic background 2429 overview of their assigned policy 2430 (https://www.centralamericanstories.com/characters/juan/#top). Directions for 2431 which paragraph of “A Policy in Flux” to read for each topic are in parenthesis 2432 behind the topic title on the assignment sheet. Additional links are provided for 2433 each of the other topics, but students can research additional online resources to 2434 create their presentations. Page 108 of 300 2435 6. Instruct students to use the Immigration Presentation Assignment Sheet to 2436 prepare the research for presentation on a slides presentation program. Have 2437 students analyze which of the Four I’s of Oppression explain the implementation 2438 of the immigration policy and include it in the slides presentation. 2439 7. Have students refer back to the opening activity, and ask which of the factors 2440 determining immigration preference influenced each of the policies. Naturally, this 2441 will lead to a discussion of whether the United States is implementing a fair and 2442 principled immigration policy. 2443 8. Organize an opportunity for students to present information on the preferences 2444 used to implement U.S. immigration policy shifts at the school, in the community, 2445 and with their families. 2446Lesson Three: “Immigrants Take Our Jobs:” Fact or Fiction? 2447In this lesson students will investigate facts and/or myths about certain immigration 2448statements. By analyzing and discussing the statements provided students will debunk 2449myths about immigrants. Students will research factual data to replace, rewrite and 2450have discourse on the misinformation of the fictional statements and the real impact of 2451immigrants in society. 2452 1. Begin the lesson with the Immigration: Fact or Fiction? Survey (handout 1) 2453 resource handout. Students will work independently to opine whether each of the 2454 six statements are true or not, based on what they’ve read in the past or what 2455 they “know”. Once students have finished, poll the class to see their responses, 2456 calculate the percentage of students who believe each statement is true, and 2457 have students record these on Immigration: Fact or Fiction? Survey (handout 2458 1). The class can compare their perspectives to those of the general American 2459 public based on recent Gallop polling 2460 (https://news.gallup.com/poll/1660/immigration.aspx). Note, the last survey item 2461 “Unauthorized immigrants pose a security threat” was not included in the Gallup 2462 polling. Page 109 of 300 2463 2. Have students spend some time with partners investigating whether the 2464 statements are fact or fiction, using the relevant tab in “Juan’s story” marked 2465 Immigration Myths and Facts. They will also need to find two pieces of statistical 2466 evidence as proof of their answers. They will need to use the links provided at 2467 the bottom of the webpage to find supporting evidence, and they may also use 2468 other online sources. Students will use pages 2 and 3 of the Immigration: Fact 2469 or Fiction? Survey (handout 1). Students must cite the organization who 2470 published each piece of evidence and should strive to find sources that are 2471 reputable and not highly biased. 2472 3. After all pairs have completed researching the veracity of each statement, review 2473 each of the statements, again polling the class for their responses. (All the 2474 statements should be marked as fiction.) Then compare the percentage of 2475 people who believed each statement at the beginning and end of the activity. If 2476 any students still believe any of the statements are true, the class should discuss 2477 the supporting evidence on both sides. The teacher can use this opportunity to 2478 talk about the credibility of sources and how data can be skewed to support 2479 particular perspectives. 2480 4. Instruct the class to work in small groups to develop an accurate statement to 2481 replace each of the myths. For example, instead of the statement, “Unauthorized 2482 immigrants take jobs away from U.S. workers” the small groups could develop an 2483 opposing statement like: “Unauthorized immigrants are frequently employed in 2484 low-wage jobs that are difficult to fill, and the wages they spend create more total 2485 jobs, which strengthens the economy.” 2486 5. Facilitate a Socratic Seminar activity with a discussion leader (a student and/or 2487 the teacher) asking an open-ended question that comes from the Immigration: 2488 Fact or Fiction? Survey (handout 1), like “Do unauthorized immigrants take jobs 2489 away from U.S. workers?” For larger classes you can organize a Socratic 2490 Seminar activity like a “Fishbowl” activity, with some students participating in the 2491 discussion and the rest of the class cross-referencing arguments that come from Page 110 of 300 2492 pages 2-3 of Immigration: Fact or Fiction? Survey (handout 1) while they are 2493 observers. Once the first group finishes their Socratic Seminar, the two groups 2494 switch places with one another. 2495 2496 6. Have students write a closing reflection about what they learned about the myths of immigration as part of the Socratic Seminar. 2497Lesson Four: Taking a Stand on Immigration Policy to Heal the Wounds of Time 2498In this lesson students will form their own arguments on specific policies that have 2499sparked controversy in recent years. Students will consider evidence from multiple 2500different perspectives. Then they will make an argument for a particular policy proposal 2501related to: 1. Deferred Action for Childhood Arrivals (DACA), 2. Temporary Protected 2502Status (TPS), 3. Unaccompanied Immigrant Children 2503 1. Policy Briefs and Research: Begin the lesson with a gallery walk, introducing 2504 students to the three contemporary immigration issues that they might choose for 2505 this assignment. Tell students that they will be writing policy recommendations on 2506 one of the three topics, so they should read with the purpose of identifying which 2507 topic is most interesting to them. 2508 2. The policy briefs should be displayed around the classroom. Print the headlines 2509 and excerpts from newspaper articles that reflect the current status of the debate 2510 and display them next to the policy briefs. Headlines and excerpts of newspaper 2511 articles are provided, but you may want to add an article to reflect how policies 2512 evolved since December 2017. 2513 3. In small groups, have students read aloud the policy brief for the topic they have 2514 selected. A different group member will read each section aloud. After each 2515 section, another person in the group will attempt to summarize the section in 2516 his/her own words before moving on to the next section. Students should note 2517 clarifying questions in the margins, and the teacher should circulate the room and 2518 answer questions as they arise. Page 111 of 300 2519 4. Next, give students 30-45 minutes to individually read the articles provided at the 2520 bottom of the policy brief that argue for or against the immigration policy they 2521 have chosen. Before the reading time, distribute the Document for Immigration 2522 Policy Debate Notes. Tell students that as they read, they will be choosing the 2523 two strongest arguments IN FAVOR of the policy and the two strongest 2524 arguments OPPOSED to the policy. Students can annotate the text, highlighting 2525 evidence that supports arguments on both sides. Students will be using these 2526 arguments and evidence to participate in flash debates, which will help them to 2527 decide which arguments are the strongest and how to counter opposing 2528 perspectives. Students should complete two pieces of evidence with reasoning 2529 for each of the four arguments. 2530 5. Review the Model/Exemplar “Argument” and T chart note catcher included with 2531 the note-catcher highlighting the following points: 2532  Find quotations that support the argument being made 2533  Provide a brief description of the context/background of the quote 2534  Cite the name of the publication or organization in parentheses after the 2535 2536 2537 2538 quotation  Use the analysis box to explain HOW/WHY the evidence supports the argument 6. Debates: Next, direct students to participate in two “debates” with classmates 2539 who have researched the same topic. The flash debate structure allows students 2540 to test out their arguments and evidence, to hear feedback on the strength of 2541 their ideas, and to practice countering arguments from the other side. Each 2542 student will have one turn arguing in favor and one turn arguing against policies 2543 protecting undocumented immigrants. Each round of flash debates will take 25 2544 minutes to complete, for a total of 50 minutes. Page 112 of 300 2545 7. Students should use the Document for Immigration Policy Debate Notes to 2546 structure their debate. Students could use timers on their cell phones to manage 2547 the time for their own debates, or project an internet timer projected on the 2548 screen to keep time for all the groups at once. Students will take notes 2549 throughout the protocol so that they will remember the strongest arguments, 2550 evidence, and counterarguments. They will use these notes to help them write 2551 their policy recommendations in the next lesson. 2552 8. Policy Recommendation: Each student will write a policy recommendation on 2553 their topic, which includes an introduction with basic background about the policy, 2554 a rebuttal of a counterargument, and policy recommendation that is supported 2555 with evidence and reasoning. 2556 9. Students could be given the choice to structure their writing in the form of a 2557 traditional persuasive essay or in the form of an advocacy letter to an elected 2558 official. If students choose to write a letter to an elected official, tips for how to 2559 structure the letter, what content to include, and how to send the letter can be 2560 found at https://www.thoughtco.com/write-effective-letters-to-congress-3322301. 2561 10. Provide graphic organizers to assist students in planning their essay or advocacy 2562 letter. Students should be provided the opportunity to revise based on peer and 2563 teacher feedback so that their letters are clear, well supported, professional, and 2564 error free. 2565Resources/Materials: 2566-https://www.teachingforchange.org/contact/central-america-teaching 2567Lesson 1 2568-Four I’s of Oppression: El Salvador Day One Document (see day one handout below) 2569-Primary Text: Child’s Drawing, San José Las Flores, El Salvador from “When We Were 2570Young / There Was a War” website. 2571http://www.centralamericanstories.com/characters/yesenia/. Page 113 of 300 2572-Documentary text: “Juan’s Story” from When We Were Young website. 2573https://vimeo.com/191532459 2574-Informational Texts 2575  Informational Text #1: The Civil War In El Salvador 2576 Gzesh, Susan. “Central Americans and Asylum Policy in the Reagan Era.” 2577 Migrationpolicy.org, Migration Policy Institute, 2 Mar. 2017, 2578 https://www.migrationpolicy.org/article/central-americans-and-asylum-policy- 2579 reagan-era 2580  Informational Text #2: Family Reunification 2581 Ayala, Edgardo. "BROKEN HOMES, BROKEN FAMILIES." Inter Press Service, 2582 18 Oct. 2009. NewsBank, http://www.ipsnews.net/2009/10/migration-el-salvador- 2583 broken-homes-broken-families/. 2584  Informational Text #3: Lack of Economic Opportunity 2585 "Unhappy anniversary; El Salvador." The Economist, 21 Jan. 2017, p. 28(US). 2586 General OneFile, https://www.economist.com/the-americas/2017/01/21/el- 2587 salvador-commemorates-25-years-of-peace 2588  Informational Text #4: Natural Disasters 2589 Schmitt, Eric. “Salvadorans Illegally in U.S. Are Given Protected Status.” The 2590 New York Times, The New York Times, 2 Mar. 2001, 2591 www.nytimes.com/2001/03/03/us/salvadorans-illegally-in-us-are-given-protected- 2592 status.html. 2593  Informational Text #5: Gang Violence 2594 Linthicum, Kate. “Why Tens of Thousands of Kids from El Salvador Continue to 2595 Flee to the United States.” Los Angeles Times, Los Angeles Times, 16 Feb. 2017, Page 114 of 300 2596 www.latimes.com/world/mexico-americas/la-fg-el-salvador-refugees-20170216- 2597 htmlstory.html. 2598 Page 115 of 300 2599 Four I’s of Oppression: El Salvador Lesson One (handout) 2600Background knowledge/Guiding Question: 2601“Why have people emigrated from El Salvador to the United States?” Students should 2602write/pair/share. 2603These are the texts we will be using for this lesson: 2604 2605 1. Primary Text: Child’s Drawing, San José Las Flores, El Salvador from “When We Were Young / There Was a War” website. 2606 2. Documentary text: “Juan’s Story” from When We Were Young website. 2607 3. Informational texts: 2608 a. Informational Text #1: The Civil War In El Salvador Gzesh, Susan. 2609 “Central Americans and Asylum Policy in the Reagan 2610 Era.”Migrationpolicy.org, Migration Policy Institute, 2 Mar. 2017 2611 2612 b. Informational Text #2: Family Reunification Ayala, Edgardo. "BROKEN HOMES, BROKEN FAMILIES." Inter Press Service, 18 Oct. 2009. 2613 c. Informational Text #3: Lack of Economic Opportunity "Unhappy 2614 anniversary; El Salvador." The Economist, 21 Jan. 2017, p. 28(US). 2615 General OneFile. 2616 d. Informational Text #4: Natural Disasters Schmitt, Eric. “Salvadorans 2617 Illegally in U.S. Are Given Protected Status.” The New York Times, The 2618 New York Times, 2 Mar. 2001, 2619 e. Informational Text #5: Gang Violence Linthicum, Kate. “Why Tens of 2620 Thousands of Kids from El Salvador Continue to Flee to the United 2621 States.” Los Angeles Times, Los Angeles Times, 16 Feb. 2017. Page 116 of 300 2622Instructions: Which texts go with each type of oppression? Write the name of the 2623text in the correct oppression box and explain the connection. Four I’s of Oppression Ideological Oppression Student Answer The idea that one group is better than another, and has the right to control the “other” group. The idea that one group is more intelligent, more advanced, more deserving, superior, and hold more power. The very intentional ideological development of the …isms Examples: dominant narratives, “Othering.” Institutional 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, nongovernmental organizations, families, and religious institutions, among others). Interpersonal Oppression Interactions between people Page 117 of 300 Four I’s of Oppression where people use oppressive Student Answer behavior, insults or violence. Interpersonal racism is what white people do to people of color up close—the racist jokes, the stereotypes, the beatings and harassment, the threats, the whole range of personal acts of discrimination. Similarly, interpersonal sexism is what men to do to women— the sexual abuse/harassment, the violence directed at women, the sexist jokes, ignoring or minimizing of women’s thinking, 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. Internalized Oppression 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 Page 118 of 300 Four I’s of Oppression the oppressor doesn't have to Student Answer 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. 2624 Page 119 of 300 2625 Lesson 2 2626 Rating Preferences Activity 2627Who should be allowed to immigrate and why? 2628What factors should be most important in determining who should be allowed to 2629immigrate permanently to the United States? 2630 2631Rate the factors in order of preference: 26321st preference: ________________________________________________ 26332nd preference: ________________________________________________ 26343rd preference: _________________________________________________ Page 120 of 300 26354th preference: _________________________________________________ 26365th preference: _________________________________________________ 26376th preference: _________________________________________________ 26387th preference: _________________________________________________ 26398th preference: _________________________________________________ 26409th preference: _________________________________________________ 264110th preference: _________________________________________________ 264211th preference: _________________________________________________ 264312th preference: _________________________________________________ 2644 Page 121 of 300 2645Immigration Presentation Assignment 2646Purpose: to gather and share accurate information about changes to U.S. immigration 2647policy since 1965 in the form of a presentation. Information to Include in a Slideshow 2648Presentation: 2649  Title slide with name of policy, date, and an evocative image 2650  One slide that explains the historical events that prompted the policy 2651  One slide that explains the basic regulations of the new policy 2652  One slide that explains who the policy affects and how 2653  One slide with a connection to at least one of The Four I’s of Oppression 2654Topics and Resources 2655Each group should read the short overview of its assigned policy using the tab “A Policy 2656in Flux,” using the directions next to your topic below to see which paragraph of “A 2657Policy in Flux” to read. Then groups can use the links provided (and others you find) to 2658find information to use in the creation of the PowerPoint slides. 2659Immigration and Nationality Act 1965 (2nd paragraph of “A Policy in Flux”) 2660 ● https://www.history.com/topics/immigration/us-immigration-since-1965 2661 ● https://www.migrationpolicy.org/article/fifty-years-1965-immigration-and- 2662 nationality-act-continues-reshape-united-states 26631980 Refugee Act (3rd paragraph of “A Policy in Flux”) 2664 ● http://www.rcusa.org/history/ 2665 ● https://www.migrationpolicy.org/article/central-americans-and-asylum-policy- 2666 reagan-era/ Page 122 of 300 2667Immigration Reform and Control Act 1986 (4th paragraph of “A Policy in Flux”) 2668 ● https://www.theatlantic.com/notes/2016/05/thirty-years-after-the-immigration- 2669 2670 reform-and-control-act/482364/ ● https://www.migrationpolicy.org/research/lessons-immigration-reform-and-control- 2671 act-1986 2672Temporary Protective Status (1990) (not covered in “A Policy in Flux”) 2673 ● https://www.everycrsreport.com/reports/RS20844.html 2674 ● https://www.americanimmigrationcouncil.org/research/temporary-protected- 2675 status-overview/ 2676Illegal Immigration Reform and Immigrant Responsibility Act (1996) (5th paragraph 2677of “A Policy in Flux”) 2678  2679 2680 immigrant-responsibility-act/  2681 2682 http://www.destinyschildren.org/en/timeline/illegal-immigration-reform-and- http://immigrationtounitedstates.org/577-illegal-immigration-reform-andimmigrant-responsibility-act-of-1996.html  2683 https://www.colorlines.com/articles/20-years-ago-today-terrible-law-setfoundation-mass-detention-and-deportation 2684Deferred Action for Childhood Arrivals (2012) (8th paragraph of “A Policy in Flux”) 2685  2686 2687 2688 https://www.npr.org/2017/09/05/548754723/5-things-you-should-know-aboutdaca  https://www.migrationpolicy.org/research/daca-four-participation-deferred-actionprogram-and-impacts-recipients 2689 Page 123 of 300 2690Timeline Document for group presentations 2691 Signi?cant Events Historical Background Policy Summary Effects and Impact Immigration and Nationality act of 1965 198E) Refugee Act Immigration Reform and Control Act 1985 Temporary Protective Status Illegal Immigration Reform and Immigrant Responsibility Act {1995) Deferred Action for Childhood Arrivals {2012) Page 124 of 300 2692 Lesson 3 2693 Handout 1- Immigration: Fact or Fiction? Survey 2694Which of the following statements are FACT and which are FICTION? 26951. ___________________ Unauthorized immigrants take jobs away from US workers. 26962. ___________________ Unauthorized immigrants don’t pay taxes but receive 2697benefits. 26983. ___________________ The percentage of immigrants within the overall population is 2699dramatically increasing. 27004. ___________________ Unauthorized immigrants can easily apply for legal status to 2701the United States. 27025. ___________________ Unauthorized immigrants boost the crime rate in the United 2703States. 27046. ___________________ Unauthorized immigrants pose a security threat. 2705 Page 125 of 300 2706 Handout 2- Immigration: Fact or Fiction? Finding Evidence 27071. ____________________ Unauthorized immigrants take jobs away from US workers. 2708 27092. ____________________ Unauthorized immigrants don’t pay taxes but receive 2710benefits. 2711 Page 126 of 300 27123. ____________________ The percentage of immigrants within the overall population 2713is dramatically increasing. 2714 27154. _________________________ Unauthorized immigrants can easily apply for legal 2716status to the United States. 2717 2718 Page 127 of 300 27195. ________________________ Unauthorized immigrants boost the crime rate in the 2720United States. 2721 27226. ________________________ Unauthorized immigrants pose a security threat. 2723 2724 Page 128 of 300 2725 Lesson 4 2726Policy Briefs on immigration controversies, which include links to arguments on 2727both sides 2728 Deferred Action for Childhood Arrivals (DACA) 2729 (Document A) 2730Context or Scope of Issue 2731The Migration Policy Institute estimates that nearly 2 million minors were brought to the 2732United States illegally as children. Most of them were from Mexico, El Salvador, 2733Guatemala, and Honduras, but there are several thousand from South Korea and the 2734Philippines. This group adopted the name Dreamers, from the legislative bill first 2735introduced in 2001, called the Development, Relief and Education for Alien Minors 2736(DREAM) Act, which sought to offer permanent legal status to those brought to the U.S. 2737as children. The Dreamers have been raised and educated in the United States and no 2738longer want to live in the shadows here, constantly fearing deportation to countries of 2739origin that feel foreign to them. 2740DACA Policy 2741Attempts to pass a DREAM Act were thwarted in Congress for more than a decade, so 2742Barack Obama issued Deferred Action for Childhood Arrivals as an executive order in 27432012. DACA allowed people brought to the US illegally as children the temporary right 2744to live, study and work in America. Deferred action does not provide permanent lawful 2745status. 2746Immigrants were eligible for DACA under these conditions: 2747 2748 2749    Under the age of 31 as of June 15, 2012; Entered the United States by the 16th birthday; Continuous residence in the United States since June 15, 2007; Page 129 of 300 2750  2751 2752 2753 Currently in school, graduated or obtained a certificate of complete from a high school, or have obtained a GED, or honorably discharged veteran of the Coast  Guard or Armed Forces of the United States, and; Have not been convicted of a felony, significant misdemeanor, or three or more 2754 misdemeanors, and do not otherwise pose a threat to national security or public 2755 safety. 2756Nearly 800,000 immigrants between the ages of 16 and 31 received temporary legal 2757status through DACA between 2012 and September 2017. Recipients of DACA are 2758required to renew their status every two years, and they became eligible to receive a 2759driver’s license, a work permit, and the ability to enroll in college. 2760Recent Developments 2761The Trump administration announced on September 5, 2017, that the Department of 2762Homeland Security would stop processing renewals for DACA. The legal status of 2763DACA recipients will begin expiring in March 2018 and all Dreamers would lose legal 2764status by March 2020 unless Congress passes legislation to protect it. 2765Arguments in Favor of DACA 2766 ● https://thinkprogress.org/trump-admin-constitutional-case-daca-a3134e0059e3/ 2767 ● https://www.cnbc.com/2017/09/05/daca-deportations-could-cost-us-economy- 2768 2769 more-than-400-billion.html ● http://www.cnn.com/2017/09/05/politics/obama-full-statement-daca/index.html 2770Arguments Against DACA 2771 2772 2773 2774 ● https://www.heritage.org/immigration/commentary/daca-unconstitutional-obamaadmitted ● https://thehill.com/blogs/pundits-blog/immigration/316765-why-trump-must-enddaca Page 130 of 300 2775 2776 ● https://www.justice.gov/opa/speech/attorney-general-sessions-delivers-remarksdaca 2777 Page 131 of 300 2778 Temporary Protected Status (TPS) 2779 (Document B) 2780Context or Scope of Issue 2781Congress created Temporary Protected Status in 1990 to establish a clear system for 2782granting temporary protection from deportation for immigrants from countries that were 2783unsafe to return to. This policy was intended to provide clear criteria for designating 2784protection after the Reagan administration didn’t provide Extended Voluntary Departure 2785to those who fled El Salvador during the Civil War during the 1980s. 2786As of 2017, the United States provides TPS to approximately 437,000 foreign nationals 2787from 10 countries: El Salvador, Haiti, Honduras, Nepal, Nicaragua, Somalia, Sudan, 2788South Sudan, Syria, and Yemen. 2789TPS Policy 2790Under the current law, the Homeland Security Secretary may designate a country for 2791TPS when one of three circumstances occurs: 2792 2793 2794  there is “ongoing armed conflict” that creates unsafe conditions for returning  nationals; there has been an earthquake, flood, drought, epidemic, or other environmental 2795 disaster that makes the state temporarily unable to accept the return of its 2796 2797 nationals, and the state has requested TPS designation; or “extraordinary and temporary” conditions in a state prevent its nationals from 2798  returning safely. 2799To receive TPS, applicants must have been continuously present in the United States 2800since the country of origin was assigned TPS status. Immigrants may not receive TPS if 2801they have committed a felony offense, two or more misdemeanors, or committed a 2802controlled substance offense. Page 132 of 300 2803Recipients of TPS do not receive Permanent Residence Card, known as a green card, 2804nor are they eligible to apply for permanent residence. They are merely given temporary 2805protection against immediate deportation and receive authorization to work. The TPS 2806status of a country must be renewed by the Secretary of Homeland Security every 6-18 2807months. 2808Recent Developments 2809The Trump administration has signaled that it would like to rescind Temporary Protected 2810Status from several countries who have held this status for nearly two decades. In 2811November 2017, the Department of Homeland Security revoked the temporary 2812protected status from approximately 2,500 Nicaraguans living in the United States. 281357,000 Hondurans received a six month extension of TPS in November rather than an 281418 month extension. 50,000 Haitians and 200,000 Salvadorans will lose their legal 2815status in the United States unless the White House changes course and chooses to 2816extend it. 2817Arguments in Favor of TPS 2818 2819 2820 2821 2822 ● https://www.ncronline.org/news/politics/study-says-doing-away-immigrationprogram-would-harm-economy ● https://www.insightcrime.org/news/analysis/5-ways-ending-tps-central-americaimpact-security/ ● https://nacla.org/news/2017/10/20/temporary-protected-status-limbo 2823Arguments Against TPS 2824 ● https://www.fairus.org/issue/legal-immigration/temporary-protected-status 2825 ● https://www.nationalreview.com/corner/tps-permanent-temporary-status/ 2826 ● https://thehill.com/opinion/immigration/357305-temporary-status-for-immigrants- 2827 shouldnt-mean-permanent-residency Page 133 of 300 2828 Unaccompanied Immigrant Children 2829 (Document C) 2830Context or Scope of Issue 2831Due to increasing violence in the Northern Triangle, the number of unaccompanied 2832minors attempting to cross the border to the United States surged, reaching peak 2833numbers in 2014. Nearly 70,000 unaccompanied minors were stopped by U.S. Border 2834Patrol in 2014, a significant increase from 2013 (39,000) and 2012 (24,000). The 2835majority of minors were from Honduras (27%), Guatemala (25%), and El Salvador 2836(24%), and many of them were much younger than child immigrants historically. In 28372014, approximately one quarter of the unaccompanied minors from Honduras and El 2838Salvador were younger than twelve years old. 2839Protections for minors were strengthened in the Trafficking Victims Protection Act of 28402000, which was reauthorized under both the Bush and Obama administrations. The 2841law mandates screening of all unaccompanied minors as potential victims of human 2842trafficking. Children from countries that do not share a border with the United States 2843(Mexico and Canada) are afforded an immigration hearing and are assigned legal 2844counsel. Rather than facing rapid deportation, they would be placed with family 2845members or in “the least restrictive setting” in the best interest of the child. 2846Unaccompanied Immigrant Minors Policy 2847In 1997, the Flores settlement required that unaccompanied minors detained at the 2848border must be released as quickly as possible to adult relatives or be housed in the 2849least restrictive setting under the supervision of the Department of Health and Human 2850Services Office of Refugee Resettlement. The ruling acknowledged that immigrants 2851under eighteen traveling alone were often escaping desperate life conditions and were 2852particularly vulnerable to exploitation. Immigration detention facilities were deemed an 2853inappropriate policy response to a humanitarian need. Page 134 of 300 2854Recent Developments 2855The Trump administration is attempting to reduce the number of unaccompanied minors 2856entering the United States in a variety of ways. Customs and Border Protection officers 2857have begun sharing information about children’s relatives with Immigration and 2858Customs Enforcement. Rather than reunifying children with family members, family 2859members are being detained and possibly deported for immigration violations. 2860Furthermore, the administration is trying to roll back existing legal protections for the 2861length of stay and quality of treatment at immigration detention centers. There have 2862been attempts to scale back Special Immigrant Juvenile Status, a pathway to legal 2863residency for immigrant children who have been abused, abandoned, or neglected. 2864Finally, the federal government is trying to restrict the ability to apply for asylum status 2865from outside the borders of the United States. 2866Arguments in Favor of Protections for Unaccompanied Immigrant Minors 2867 2868 2869 2870 2871 2872 ● https://www.americanimmigrationcouncil.org/research/guide-children-arrivingborder-laws-policies-and-responses ● https://www.americanprogress.org/issues/immigration/news/2014/06/18/92056/5things-you-need-to-know-about-the-unaccompanied-minors-crisis/ ● https://www.migrationpolicy.org/news/what-right-policy-toward-unaccompaniedchildren-us-borders 2873Arguments Opposed to Protections for Unaccompanied Immigrant Minors 2874 2875 ● https://www.dailysignal.com/2016/02/22/the-unaccompanied-minor-childrenimmigration-crisis-never-really-ended/ 2876 ● https://www.fairus.org/qa-border-crisis-unaccompanied-alien-minors 2877 ● https://www.washingtontimes.com/news/2015/apr/6/illegal-immigrant-children- 2878 surge-across-border-at-/ Page 135 of 300 2879 Immigration Gallery Walk: Newspaper Articles 2880DACA Headlines 2881 ● Trump ends DACA program protecting young immigrants 2882 https://www.chicagotribune.com/news/immigration/ct-daca-deportation-delay- 2883 dreamers-20170905-story.html 2884 ● Bipartisan DACA, spending talks set to commence with White House: The ‘Big 2885 Four’ congressional leaders will meet Wednesday with senior White House 2886 officials. https://www.politico.com/story/2017/12/29/trump-congress-daca-talks- 2887 319628 2888TPS Newspaper Headlines 2889 ● Protected status no longer justified for Central Americans and Haitians in U.S., 2890 State Dept. says https://www.washingtonpost.com/world/central-americans-and- 2891 haitians-no-longer-need-protected-status-state-dept-says/2017/11/03/647cbd5c- 2892 c0ba-11e7-959c-fe2b598d8c00_story.html? 2893 noredirect=on&utm_term=.aa360c8d8c49 2894 ● Central Americans Fear Trump May End Immigration Program 2895 https://www.voanews.com/a/central-americans-fear-donald-trump-end- 2896 temporary-protected-status-immigration-program/4092205.html 2897Unaccompanied Immigrant Children Newspaper Headlines 2898 ● Children From Central America Flood the Border Again 2899 https://www.usatoday.com/story/news/nation/2016/09/23/unaccompanied-minors- 2900 central-america-rushing-across-us-border/90911644/ 2901 ● U.S. ends program for Central American minors fleeing violence 2902 https://www.reuters.com/article/us-usa-immigration-minors/u-s-ends-program-for- 2903 central-american-minors-fleeing-violence-idUSKCN1AW2OZ Page 136 of 300 2904 Document for Immigration Policy Debate Notes 2905Model/Exemplar on the topic of Sanctuary Cities 2906Argument: Cities and states should provide a sanctuary for undocumented immigrants 2907by refusing to work with Immigration and Customs Enforcement (ICE) in order to foster 2908positive relationships between law enforcement and immigrant communities. Evidence Analysis The chief of police in Montgomery County, a large district just outside of DC with a large immigrant population, said: Leaders of the best police departments in the country agree that the police’s role is to prevent and prosecute crime so that all members of the community, no matter their status, are safe. Forcing them to assist ICE will make their job more difficult, increasing the crime rate. "To do our job we must have the trust and respect of the communities we serve. We fail if the public fears their police and will not come forward when we need them. Whether we seek to stop child predators, drug dealers, rapists or robbers—we need the full cooperation of victims and witnesses” (American Immigration Council). In Tucson, Arizona, an undocumented immigrant stopped a criminal who was trying to steal a car with children inside. “The immigrant held the criminal long enough for local police to arrive, then cooperated with detectives in the followup investigation. As a result, the suspect was charged with kidnapping, auto theft and burglary” (LA Times). 2909Arguments in FAVOR of Policy Protecting Immigrants Page 137 of 300 2910Argument #1: 2911______________________________________________________________________ 2912______________________________________________________________________ 2913______________________________________________________________________ 2914 2915 Page 138 of 300 2916Argument Evidence Analysis 2917 2918 Page 139 of 300 2919Arguments OPPOSED to Policy Protecting Immigrants 2920Argument #1: 2921______________________________________________________________________ 2922______________________________________________________________________ 2923______________________________________________________________________ 2924 2925 Page 140 of 300 2926Argument #2: 2927______________________________________________________________________ 2928______________________________________________________________________ 2929______________________________________________________________________ 2930 2931 Page 141 of 300 2932 Debate Protocol and Document for Notes 2933Today you will participate in two debates to practice arguments for and against a 2934particular immigration policy. You will use the protocol below and will take notes to 2935record the arguments and evidence that are the most convincing and the 2936counterarguments that your opponent will have. The goal is to strengthen your 2937arguments before you write a persuasive essay defending your position. 2938 Round One (10 minutes) 2939 1. Meet your opponent for a debate 2940 2. Decide who will argue which side and who will present first 2941 3. Start the first two minute timer 2942 4. Person One presents the best arguments and evidence in support of the position 2943 5. Person Two takes notes 2944 6. When the first timer runs out, switch roles and repeat steps 3-5 Notes on your Opponent’s Best Arguments, Evidence, and Reasoning Page 142 of 300 2945 Round One Debrief (5 minutes) 2946 1. Start the timer for one minute 2947 2. Person Two tells Person One which arguments, evidence, and reasoning were 2948 2949 2950 the most convincing and why 3. Person One tells Person Two which arguments, evidence and reasoning were the most convincing and why 2951 Page 143 of 300 2952Round One Counterarguments (10 minutes) 2953 1. Plan a rebuttal to your opponent’s best argument. Explain why the evidence 2954 wasn’t convincing, why the reasoning was illogical, or what important ideas your 2955 opponent ignored. 2956 2957 2. Start a one minute timer 2958 2959 2960 3. Person One presents his/her rebuttal to Person Two’s argument 4. Start a one minute timer 5. Person Two presents his/her rebuttal to Person One’s argument 2961 All class members will now have the opportunity to argue the other side of the 2962 debate. If they were in favor of a particular immigration policy, they will now be 2963 opposed, and vice versa. Students should find a different partner who is arguing the 2964 opposite position and complete the steps for Round Two of the flash debates. 2965 Page 144 of 300 2966Round Two (10 minutes) 2967 1. Meet your opponent for a debate 2968 2. Decide who will argue which side and who will present first 2969 3. Start the first two minute timer 2970 4. Person One presents the best arguments and evidence in support of the position 2971 5. Person Two takes notes 2972 6. When the first timer runs out, switch roles and repeat steps 3-5 2973 Page 145 of 300 2974Round Two Debrief (5 minutes) 2975 1. Start the timer for one minute 2976 2. Person Two tells Person One which arguments, evidence, and reasoning were 2977 2978 2979 the most convincing and why 3. Person One tells Person Two which arguments, evidence and reasoning were the most convincing and why 2980 Page 146 of 300 2981 Round Two Counter arguments (10 minutes) 2982 1. Plan a rebuttal to your opponent’s best argument. Explain why the evidence 2983 wasn’t convincing, why the reasoning was illogical, or what important ideas your 2984 opponent ignored. 2985 2. Start a one minute timer 2986 2987 3. Person One presents his/her rebuttal to Person Two’s argument 2988 4. Start a one minute timer 2989 5. Person One presents his/her rebuttal to Person Two’s argument 2990 6. Start a one minute timer 2991 7. Person Two presents his/her rebuttal to Person One’s argument Page 147 of 300 2992Lesson Modification/Accommodations for Students with Diverse Needs: For students 2993that have anxiety or phobia of public speaking, they will create a research poster 2994informing about a specific immigration policy. 2995Assessment, Application, Action, and Reflection: 2996 ● Students will represent their mastery of the lesson objectives via group 2997 presentations, letters to elected officials and will compose an argumentative 2998 essay based on the knowledge gained from each day’s activities. 2999 ● Students will research past and present Immigration policies, and compose pro 3000 and con arguments that support or oppose such policies. Students will 3001 demonstrate knowledge of the policies and how they affect immigrants from 3002 Central America by participating in a debate or Socratic seminar format. Parents, 3003 student peers, and other community members will be invited to be part of the 3004 audience. 3005 ● Students that have anxiety or phobia of public speaking will participate in a 3006 poster session that will inform audiences of the pros and cons of the immigration 3007 policies and how such policies affect positively or negative immigrants in this 3008 country, with special attention to Central American immigrants that immigrated as 3009 war refugees. 3010 Page 148 of 300 3011Asian American Studies Course Outline 3012Course Title: Asian American and Pacific Islander Experience 3013Note on Disciplinary Naming: Asian American Studies 3014Throughout Ethnic Studies, the study of people of Asian descent has taken on various 3015academic field names, including Asian American Studies and Asian American and 3016Pacific Islander Studies. Additionally, various subfields have emerged out of Asian 3017American Studies as a means of including groups that have been historically 3018marginalized and understudied within the field. Arab and Muslim American Studies, 3019Southeast Asian Studies, Filipina/o Studies, Filipinx Studies, and Pacific Islander 3020Studies are just a few. While the Ethnic Studies Model Curriculum does not endorse any 3021particular field or subfield over another, we strongly encourage Ethnic Studies educators 3022and administrators to consider student demographics, needs, interests, and current 3023events when crafting a course or lesson, as this may help determine what iteration of 3024the field will be most useful for the class. For example, if you are teaching a class with a 3025large amount of first generation Hmong and Vietnamese students, perhaps a Southeast 3026Asian Studies approach would be most beneficial. 3027Course Overview: This course is designed to be an introduction to the socio-political 3028construction of Asian American identity in the United States. Students will explore the 3029history, cultures, struggles, and politics of Asian Americans as part and parcel of the 3030larger Asian diaspora. This course will contend with how race, gender, and class shape 3031life in the United States for people of Asian descent, while simultaneously introducing 3032students to concepts like Pan-Asianism, and transnationalism. Ultimately, this course 3033will consider the re/formation of Asian identity, culture, and politics within the United 3034States. 3035Course Content: This course will explore a broad range of topics and events pertaining 3036to the Asian American and Pacific Islander experience, and examine their contributions 3037to U.S. history. Topics may include: immigration, intergenerational conflict, and the myth 3038of the model minority, to name a few. Page 149 of 300 3039Sample Topics: 3040  Asian Immigration to the United States 3041  The History of Anti-Asian Immigration Policies (Chinese Exclusion Act of 1882, 3042 3043 Gentleman’s Agreement, etc.)  Anti-Asian Violence (e.g., Chinese Massacre of 1871 in Los Angeles, Rock 3044 Springs Massacre, Tacoma Method of removing Chinese in 1885, Galveston Bay 3045 KKK attacks on Vietnamese Fishermen in the 1970s, Stockton school yard 3046 shooting in 1989, etc.) 3047  3048 The Formation of U.S. Asian Enclaves (i.e. Koreatowns, Chinatowns, Japantowns, Little Saigon, Cambodia Town, Pachappa camp, etc.) 3049  Coolie Labor and The Early Asian American Work Force 3050  Yellow Peril and Anti-Asian Sentiment (e.g., Dr. Seuss racist political cartoons 3051 during World War II, William Randolph Hearst’s racist propaganda against Asian 3052 Americans, etc.) 3053  World War II and Japanese Incarceration 3054  The Model Minority Myth 3055  The Asian American Movement, Yellow Power, and Asian American Radicalism 3056  Deportations of Cambodian Americans for old crimes 3057  Southeast Asian resettlement in the U.S. 3058  The Vietnam War and the Southeast Asian Refugee Crisis 3059  Hurricane Katrina: Vietnamese and African Americans unite to get more 3060 resources Page 150 of 300 3061  Asian Americans and Access to Higher Education 3062  Desi American Cultural Production 3063  Filipino Americans and the Farm Labor Movement 3064  Asian Americans in California Politics 3065  The Hapa Movement 3066  Pacific Islander Cultures 3067  Asian American Feminism 3068  Asian American Foodways 3069  Contemporary Asian American Youth Movements 3070  Asian American Entrepreneurship and Co-operative Economics 3071  From K-Pop to Kawaii: Asian Popular Culture in the U.S. 3072  Mixed Asian Identities and Colorism 3073  Asian Americans in the Media Challenging Stereotypes (e.g., Margaret Cho, 3074 Awkwafina, Jacqueline Kim, Ken Jeong, Mindy Kaling, Hasan Minaj, Ali Wong) 3075  Asian Law Caucus 3076  Asian Women United 3077  Center for Asian American Media (National Asian American Telecommunications 3078 Association) 3079  Gidra 3080  I Wor Kuen Page 151 of 300 3081  International Hotel Tenants Association 3082  KDP (Union of Democratic Filipinos) Katipunan ng Demokratikong Pilipino 3083  Kearny Street Workshop 3084  Visual Communications 3085  Yellow Brotherhood 3086Potential Significant Figures to Cover (this list is in no way exhaustive): 3087  Queen Liliuokalani 3088  Eddy Zheng 3089  Mitsuye Endo 3090  Fred Korematsu 3091  “Dosan” Anh Chang Ho 3092  Philip Ahn 3093  Susan Ahn Cuddy 3094  Jose Antonio Vargas 3095  March Fong Eu 3096  Fred Ho 3097  Larry Itliong 3098  Grace Lee Boggs 3099  Yuri Kochiyama Page 152 of 300 3100  Young Oak Kim 3101  Tam Nguyen 3102  Dalip Singh Saund 3103  Vincent Chin 3104  Bhagat Singh Thind 3105  Edward Said 3106  Dawn Mabalon 3107  Isao Fujimoto 3108  Sammy Lee 3109  Angela Oh 3110  K.W. Lee (Kyung Won Lee) 3111 3112Sample Lesson 1 3113Title and Grade Level: Little Manila, Filipino Laborers, and the United Farm Workers 3114(UFW) Movement, 9–12 3115Ethnic Studies Values and Principles Alignment: 1, 2, 6 3116Standards Alignment: 3117CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 3; Historical 3118Interpretation 1 3119CA CCSS for ELA/Literacy: RH.9–10.1, 4, 5, 9; WHST.9–10.1, 2, 4, 9 Page 153 of 300 3120CA ELD Standards: ELD.PI.9–10.1, 2, 5, 6, 7, 9, 10, 11a. 3121Lesson Purpose and Overview: 3122Students will be introduced to the history of the United Farm Workers (UFW) Movement, 3123Filipino migration to Stockton, the formation of “Little Manila,” and protest music. 3124Students will be introduced to the organizing and intercultural relations between the 3125Filipino and Mexican farmworkers. Students will also complete a cultural analysis 3126assignment on the topic. 3127Key Ethnic Studies Terms and Concepts: United Farm Workers (UFW), Pinay and 3128Pinoy, strike, protest music, labor union, intercultural relations 3129Content and Language Objectives (Students will be able to…): 3130 1. Understand the history of the UFW movement and how it brought together both 3131 Filipino and Mexican laborers. 3132 2. Understand Filipino migration to Stockton, California. 3133 3. Further develop their oral presentation, public speaking, and analysis skills via 3134 the cultural analysis assignment. 3135Essential Questions: 3136 1. How do you build solidarity within social movements? 3137 2. What is the role of art and culture within social movements? 3138Lesson Steps/Activities: 3139Day 1 3140 1. Provide an introduction of the United Farm Workers movement, highlighting the 3141 work of Larry Itliong, Cesar Chavez, Dolores Huerta, and others, while 3142 foregrounding the goals, tactics, and accomplishments of the movement. Page 154 of 300 3143 2. Following the introduction, screen the KVIE produced short film, Little Manila: 3144 Filipinos in California’s Heartland. Before starting the video, tell students that they 3145 are responsible for taking thorough notes (refer to a graphic organizer or note 3146 taking tool) and will be expected to have a discussion around the following 3147 guiding questions: 3148 a. Why was Stockton a popular landing place for Filipino immigrants? 3149 b. What crop did Filipinos primarily harvest in Stockton? 3150 c. How did Filipino farm workers build community and develop a new social 3151 identity in Stockton? 3152 d. How did colonialism shape Filipino immigrants’ impression of the U.S.? 3153 e. What U.S. policies were implemented to limit Filipino immigration? How did 3154 3155 3156 Filipinos in Stockton resist these policies? f. Discuss the political and strategic differences of Cesar Chavez and Larry Itliong? 3157 g. What role did Filipinos play in the formation of the United Farm Workers? 3158 h. How did urban redevelopment aid in the destruction of Little Manila? 3159 3. Provide the following key terms for students to define using context clues from 3160 the film: 3161 a. Mestizos 3162 b. Anti-miscegenation 3163 c. Race riots 3164 d. Naturalization 3165 e. War brides Page 155 of 300 3166 f. Pinay and Pinoy 3167 g. Urban redevelopment 3168 h. Labor union 3169 4. Following the film, divide the students into groups of four to five. Each group is 3170 given twenty minutes to read the following excerpt, discuss the film, respond to 3171 the aforementioned guiding questions, and come up with definitions for the terms 3172 listed above. 3173 5. Excerpt from Our Stories in Our Voices “Filipinos and Mexicans for the United 3174 Farm Workers Union” by James Sobredo: 3175 a. By the 1950s and 1960s, the remaining Filipinos in the United States are 3176 now much older. They were also working side-by-side with other Mexican 3177 farm workers. Then in 1965, under the leadership of Larry Itliong, Filipinos 3178 went on strike for better salaries and working conditions in Delano. Itliong 3179 had been a long-time labor union organizer, but although they won strikes 3180 in the past, they had never been able to gain recognition as a union for 3181 farm workers. To make matters worse, when Filipinos went on strike, 3182 Mexican farm workers were brought in by the farmers to break the strike; in 3183 the same way, when Mexican farm workers went on strike, Filipinos were 3184 brought in to break their strike. Itliong recognized this problem, so he 3185 asked Cesar Chavez and Dolores Huerta, who had been organizing 3186 Mexican farm workers, to meet with him. Itliong asked Chavez to join the 3187 Filipino grape strike, but Cesar refused because he did not feel that they 3188 were ready. It was Huerta, who had known Itliong when she lived and 3189 worked in Stockton, who convinced Chavez to join the Filipino strike. Thus, 3190 for the first time in history, Filipinos and Mexicans joined forces and had a 3191 unified strike for union recognition and workers’ rights. This led to the 3192 establishment of the United Farm Workers union (UFW), which brought 3193 together the Filipino workers of the Agricultural Workers Organizing Page 156 of 300 3194 Committee (AWOC) and the Mexican workers of the National Farm 3195 Workers Association (NFWA) in a joint strike. 3196 One of the important labor actions the UFW did to gather support for the 3197 Grape Strike was a 300-mile march from the UFW headquarters in Delano 3198 in the Central Valley to the State Capitol in Sacramento. The march started 3199 on March 17, 1966, when 75 Filipino and Mexican farm workers started 3200 their long trek down from Delano, taking country roads close to Highway 3201 99, all the way up to Sacramento. They were stopping and spending the 3202 night at small towns along the way, giving speeches, theater 3203 performances, and singing songs. They were following the tradition of 3204 nonviolent protests started by Mahatma Gandhi in India and Dr. Martin 3205 Luther King, Jr. in the South. The march to Sacramento was very 3206 successful. By the time, the Filipinos and Mexicans arrived in Sacramento, 3207 they were now 10,000 marchers strong, and the march brought more 3208 media coverage and national support to the UFW grape strike... 3209 The connection to the Filipino and Mexican farmworkers remains a strong 3210 thread in the California Assembly. Rob Bonta (Democrat, 18 District) is the 3211 first Filipino American Assembly member to be elected to office. He is the 3212 son of Filipino labor union organizers and grew up in La Paz, in Kern 3213 County, in a “trailer just a few hundred yards from Cesar Chavez’s home.” 3214 His parents were civil rights activists and labor union organizers who 3215 worked with the UFW to organize Filipino and Mexican farm workers… 3216 6. While students are working in groups, write down the seven key terms on the 3217 white board, leaving plenty room between each. After the time has expired, signal 3218 to students that it is time to come back together. Facilitate a discussion where 3219 students are able to respond to each of the guiding questions aloud. Finally, ask 3220 one member from each group to go to the board. Each student is assigned a 3221 word and is expected to write their definition of the word with their group’s 3222 support. After completing this task, the class talks through each term. Provide Page 157 of 300 3223 additional information, examples, and support to better clarify and define the 3224 terms. 3225 7. Close with student and community reflection. 3226Day 2 3227 1. Bring to class a carton of strawberries and grapes, several pieces of sugar cane, 3228 and a few asparagus spears. Engage the class by asking how many students 3229 have ever worked on a farm or have grown their own food? Then ask if anyone 3230 knows how the food items brought in are grown and/or harvested? Let students 3231 know that the food items brought in are among some of the most labor-intensive 3232 to harvest, are in high demand, and are largely hand-picked or cut by often 3233 under-paid farm workers. Proceed to display images detailing the process of 3234 each crop being harvested. Be sure to highlight that farm labor is often repetitive 3235 and menial, yet damaging to the body. After completing this overview, allow the 3236 students to eat the food items brought in. 3237 2. After the discussion about harvesting crops, play “Brown-Eyed Children of the 3238 Sun”, a song by Daniel Valdez that was popularized during the United Farm 3239 Workers Movement. After listening to the song, ask students what the song is 3240 about? Allow for about ten minutes of discussion followed by an overview on 3241 protest songs and music that were played/sung while Filipino and Mexican 3242 workers toiled the fields and during protests. The overview should foreground the 3243 Filipino contribution in the UFW, like the book Journey for Justice: The Life of 3244 Larry Itliong. Then proceed to describe how protest and work songs provided a 3245 unifying message, energized crowds during rallies and marches, and helped 3246 amplify dissent. 3247 3. Following this overview, divide students into pairs. Each pair is then assigned a 3248 protest or work song from the list below (students also have the option to create 3249 their own protest song): Page 158 of 300 3250 3251 a. “Brown-Eyed Children of the Sun” by Daniel Valdez, Sylvia Galan, and Pedro Contreras 3252 b. “El Picket Sign” by Lis Valdez 3253 c. “Huelga En General”/ “General Strike” by Luis Valez 3254 d. “El Esquirol”/ “The Scab” by Teatro Campesino 3255 e. No Nos Morrean 3256 f. “Pastures of Plenty” by Woody Guthrie 3257 g. “Solidaridad (Pa) Para Siempre” (Solidarity forever) 3258 h. “Nosotros Venceremos” (We shall overcome) 3259 4. Let the pairs know that they will be responsible for completing a two-page cultural 3260 analysis essay that must address the following steps and prompts: 3261 a. Find the lyrics and an audio recording of your assigned song. 3262 b. Analyze the song and identify three to five key themes or points. 3263 c. What is the purpose and/or meaning of this song? 3264 d. Who is the intended audience? 3265 e. What types of instruments, sounds, poetic devices, etc. are used? 3266 f. How does this song situate within the history of Filipino farm workers and the 3267 3268 broader United Farm workers’ movement? 5. Allow the pairs to use the remainder of the class period to listen to their songs 3269 and take notes. In addition, students can invite other classes and have a listening 3270 party. Give the students ample time in class for the next two days to work on their 3271 essays. During those days offer writing support, carving out time to help each Page 159 of 300 3272 pair craft their thesis statement, core arguments, and better structure their 3273 essays overall. 3274 6. On the final day, each pair exchanges their essay with another pair. The pairs are 3275 given fifteen minutes to conduct a brief peer review of each essay. After the 3276 review, have a “listening party”. The entire class is given the opportunity to listen 3277 to the various songs. After each song is played, the pair that wrote an essay on 3278 the song, and the pair that reviewed the song, are able to briefly share their 3279 thoughts and analysis of the cultural text to the class. 3280Assessment, Application, Action, and Reflection: 3281Students will complete a cultural analysis essay where they are expected to analyze 3282protest songs (or other cultural texts) that were assigned to them in class. Their analysis 3283should include themes that emerged in the songs, connecting them back to the history, 3284struggles, tactics, leaders, and goals of the UFW. 3285Materials and Resources: 3286 Asian Americans Advancing Justice. “Filipino American Farm Worker History 3287 Timeline” https://www.advancingjusticela.org/sites/default/files/ESUSHELAPVC 3288 %20Filipino_Am_Farm_Worker_History_Timeline.pdf 3289 University of California, San Diego Archives. “The UFW: Songs and Stories Sung 3290 and Told by UFW Volunteers” 3291 https://libraries.ucsd.edu/farmworkermovement/media/Scott/INTRODUCTIONTOSO 3292 NGSANDCOMMENTARY(FINAL).pdf 3293 University of California, San Diego Archives. “Song Lyrics With Translations” 3294 https://libraries.ucsd.edu/farmworkermovement/media/Scott/SONGLYRICSWITHTR 3295 ANSLATIONS(COMBINED).pdf 3296 The Little Manila Center- https://www.littlemanila.org/ Page 160 of 300 3297 Little Manila: Filipinos in California’s Heartland (short film) 3298 https://www.pbssocal.org/programs/viewfinder/kvie-viewfinder-little-manila-filipinos- 3299 californias-heartland/ 3300 Bohulano Mabalon, Dawn. “Little Manila is in the Heart: The Making of the Filipina/o 3301 American Community in Stockton, California. Durham, NC: Duke University Press, 3302 2013. 3303 Scharlin, Craig and Lilia V. Villanueva Philip Vera Cruz. “Philip Vera Cruz/A Personal 3304 History of Filipino Immigrants and the Farmworkers Movement”: University of 3305 Washington Press, 2000. 3306 Delano Manongs: Forgotten Heroes of the United Farm Workers Movement 3307 http://www.delanomanongs.com 3308 Dollar A Day, Ten Cents A Dance https://vimeo.com/45513418 3309 3310Sample Lesson 2 3311Title and Grade Level: Myths and Realities Surrounding the Asian Pacific Islander 3312American Community, 9–12 3313Ethnic Studies Guiding Values and Principles Alignment: 2, 6 3314Standards Alignment: 3315CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1, 2; Historical 3316Research, Evidence, and Point of View 1, 2, 3; Historical Interpretation 1, 2, 3 3317CA CCSS for ELA/Literacy: RH.9–10.1, 4, 5, 9; WHST.9–10. 1, 2, 4, 6, 7 3318CA ELD Standards: ELD.PI.9–10.1, 2, 3, 5-8, 10b, 11a 3319Lesson Purpose and Overview: Page 161 of 300 3320This lesson introduces students to the complexity of the term ‘Asian American,’ 3321ultimately coming to understand the various ethnic groups and politics associated with 3322the identity marker. Additionally, students will also be exposed to the concept of the 3323model minority myth. This course will provide for students the implications that result 3324when lumping all Asian groups together and labeling them the Model Minority. For 3325example, marginalized groups (i.e. Pacific Islanders, Southeast Asians) suffer from 3326being cut out of programs and resources. It presents a false narrative that Asian 3327Americans have overcome racism and prejudice. It glosses over the violence, harm, 3328and legalized racism that Asian Americans have endured, e.g., the Chinese massacre in 3329Los Angeles in 1871, the annexation of Hawaii, and the shooting of Southeast Asian 3330school children in Stockton. 3331Furthermore, students will understand how this label for the Asian American becomes a 3332hindrance to expanding democratic structures and support, and worst how it creates a 3333division among the Asian American community and places a wedge between them and 3334African Americans and other oppressed groups. 3335Key Ethnic Studies Terms and Concepts: assimilation, stereotype, identity, model 3336minority, racism 3337Content and Language Objectives (Students will be able to…): 3338 3339 3340 3341 3342 1. Analyze the misconceptions of the use of the model minority to describe some Asian Americans and Pacific Islanders. 2. Differentiate the various identities, nationalities, and ethnicities that make up the Asian American and Pacific Islander community. 3. Learn to analyze legislation that directly impacts communities of color. 3343Essential Questions: 3344 1. What does Asian American mean? Who is Asian American? Page 162 of 300 3345 3346 2. How has the model minority myth been used to oppress and/or stymie certain Asian American and Pacific Islander communities? 3347Lesson Steps/Activities: 3348 1. Place four large pieces of flip chart paper in each corner of the room along with 3349 three to five markers. Engage the class by asking students what does Asian 3350 American mean? Before delving too deeply into discussion, divide the class up 3351 into four groups. Each group is assigned to a corner and instructed to take ten 3352 minutes as a group to respond to the aforementioned question. Also ask the 3353 groups to list the various ethnic groups that comprise ‘Asian American’. 3354 2. After about ten minutes, signal for the groups to stop what they are doing. Allow 3355 each group to share what they discussed with the class. After each group has 3356 shared, provide a definition for Asian American and begin listing some of the 3357 various ethnic groups (see below for a sample list). 3358 a. Sample Ethnic Groups (this list is in no way exhaustive) 3359 i. Chinese 3360 ii. Korean 3361 iii. Vietnamese 3362 iv. Japanese 3363 v. Filipino 3364 vi. Pakistani 3365 vii. Indian 3366 viii. Bangladeshi 3367 ix. Burmese Page 163 of 300 3368 x. Hmong 3369 xi. Laotian 3370 xii. Cambodian 3371 xiii. Malay 3372 xiv. Thai 3373 xv. Iranian 3374 xvi. Fijian 3375 xvii. Samoan 3376 b. Definition of Asian American: The term Asian American was born out of the 3377 Asian American Movement (1968-1975) as a means of identifying people 3378 of Asian descent living in the United States. During the late 1960s, the 3379 term was largely seen as radical and unifying, a rejection of ‘oriental’ and 3380 other pejoratives that were associated with people of Asian descent. The 3381 collective coining of the term was an act of self-naming and self- 3382 determination, and aligned with the broader goals of the Asian American 3383 movement—equality, justice, and anti-racism. 3384 3. After sharing the definition and ethnic groups listed above, reiterate that Asian 3385 American is a loaded term that encompasses dozens of different Asian ethnic 3386 groups that have settled in the U.S., with large populations settling in California. 3387 4. While still in groups, also ask students to name some stereotypes about Asian 3388 Americans that they have heard. Before asking this question remind students to 3389 be respectful and considerate. After writing down some of the various 3390 stereotypes on the board, emphasize that this exercise is not to validate said 3391 stereotypes, but to highlight how stereotypes can be harmful. Page 164 of 300 3392 5. Of the various stereotypes listed are, “Asians are smart,” “Asians are good at 3393 math,” and “Asians are successful”. State that these stereotypes are a product of 3394 the model minority myth. Project images of William Petersen’s 1966 New York 3395 Times article, “Success Story: Japanese American Style” on the board or screen. 3396 Also provide a quick summary of the article’s main point. 3397 6. Note that this article inherently pitted Japanese Americans (arguably Asian 3398 Americans more broadly) against African Americans, with Petersen identifying 3399 the latter group as the “problem minority.” Following internment, Japanese 3400 Americans were able to achieve some level of social and economic mobility, 3401 rendering them the “model minority,” for their ability to thrive in the face of 3402 adversity unlike their African American counterparts. Petersen believed Japanese 3403 Americans were able to achieve this success because of their value of education, 3404 pride in heritage, tight knit family structures and community, and respect for 3405 authority. 3406 7. Have students read the article for themselves, reminding them to ask for help if 3407 they need support defining any unfamiliar words or terms. After reading the 3408 piece, explain to students that this article is the first time the term “model 3409 minority” was used (or coined) and marks the beginning of the stereotyping of 3410 Asian Americans as inherently “smart” and “successful”. 3411 8. Teacher models counter arguments. For homework, asks students to list three 3412 counter arguments refuting Petersen’s article. 3413Day 2 3414 1. Start the class by asking students to share their counter arguments with the 3415 groups that they were in yesterday. After each groupmate has shared their 3416 counter arguments, ask the groups to share what they believe to be the strongest 3417 counter argument with the entire class. Be sure to provide your own analysis of 3418 the article and a counter argument. Stress that Petersen’s article and model 3419 minority helped render ‘Asian American’ monolithic. Also point out that the Page 165 of 300 3420 experience that Petersen mentioned were not reflective of all Asian Americans, 3421 as Southeast Asian and Pacific Islander ethnic groups remain largely 3422 marginalized and are disproportionately impacted by poverty, mental health 3423 issues, low-wage jobs, and access to higher education, among other barriers. 3424 2. To better illustrate the problems with ‘model minority,’ play a short video, “Re- 3425 Examined: Does Disaggregated Data Matter in Education?” Following the 3426 screening, explain what it means to disaggregate data and its connection to the 3427 model minority myth. Point back to the flip chart papers around the room that lists 3428 the various ethnic groups within Asian American. Underscore how this term that 3429 was intended to be a unifying identity-marker has created some problems, 3430 including rendering smaller ethnic groups (often those in the most need) less 3431 visible, and not being inclusive enough of a term, especially for those of the Asian 3432 diaspora that have origins from islands in the Pacific (i.e. Filipinos, Melanesians, 3433 Polynesians, etc.), hence the more updated identity-marker, Asian Americans 3434 and Pacific Islanders. 3435 3. During the second half of class hand out copies of California Assembly Bill 1726 3436 (Data Collection). Have students take turns reading the bill aloud popcorn style. 3437 After the in-class reading, provide necessary context on what a bill is, and 3438 summarize how bills become laws. Additionally, define any words or terms 3439 students may be struggling with. In groups, have students discuss the purpose of 3440 the bill, impact that it will have on Asian American communities, and how the 3441 legislation helps dispel the model minority myth. 3442 4. As a homework, ask students to complete a “mini bill analysis” of Assembly Bill 3443 1726 using the worksheet below. Let students know that they should refer to 3444 analyses of the bill available on www.leginfo.legislature.ca.gov and other 3445 sources. 3446Assessment, Application, Action, and Reflection: Page 166 of 300 3447  Students will read and analyze an article and legislative document, providing 3448 their own informed critiques, opinions, and feedback on the sources. Students 3449 will further analyze how the document supports or argues against the model 3450 minority myth. 3451Materials and Resources: 3452 “Re-Examined: Does Disaggregated Data Matter in Education?” 3453 https://www.nbcnews.com/news/asian-america/california-data-disaggregation-bill- 3454 sparks-debate-asian-american-community-n638286 3455 “How Does a Bill Become a Law?” Infographic/Handout https://www.usa.gov/how- 3456 laws-are-made#item-213608 3457 “Unmasking the Myth of the Model Minority” 3458 https://usu.instructure.com/courses/372330/files/58303434/download? 3459 verifier=RDvnl8Oi8VfGK4sAeOZjoscdO2lyDrkusGTWQPrMandwrap=1 3460 Petersen, William. “Success Story, Japanese-American Style” New York Times, 3461 1966. Digital pdf download: 3462 http://inside.sfuhs.org/dept/history/US_History_reader/Chapter14/modelminority.pdf 3463 California Assembly Bill 1726 3464 https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201520160AB1726 3465 Wu, Ellen. The Color of Success: Asian Americans and the Origins of the Model 3466 Minority. Princeton, NJ: Princeton University Press, 2014. 3467 Fuchs, Chris. “Behind the 'Model Minority' Myth: Why the 'Studious Asian' 3468 Stereotype Hurts.” NBC News.com, August 27, 2017. 3469 https://www.nbcnews.com/news/asian-america/behind-model-minority-myth-why- 3470 studious-asian-stereotype-hurts-n792926. Page 167 of 300 3471 Blackburn, Sarah-SoonLing. “What Is the Model Minority Myth?” Teaching 3472 Tolerance.com, March 21, 2019. https://www.tolerance.org/magazine/what-is-the- 3473 model-minority-myth 3474 Page 168 of 300 3475 Bill Analysis Worksheet 3476 Bill Information (Name, Legislative Year, and Author): 3477 ___________________________________________________________________ 3478 ___________________________________________________________________ 3479 ___________________________________________________________________ 3480 ___________________________________________________________________ 3481 ___________________________________________________________________ 3482 What does this bill aim to do? What does it address? 3483 ___________________________________________________________________ 3484 ___________________________________________________________________ 3485 ___________________________________________________________________ 3486 ___________________________________________________________________ 3487 ___________________________________________________________________ 3488 What, if any, are the social and/or economic benefits of this bill? 3489 ___________________________________________________________________ 3490 ___________________________________________________________________ 3491 ___________________________________________________________________ 3492 ___________________________________________________________________ 3493 ___________________________________________________________________ 3494 Does this bill directly or indirectly impact your community and/or family? If so, how? 3495 ___________________________________________________________________ 3496 ___________________________________________________________________ 3497 ___________________________________________________________________ 3498 ___________________________________________________________________ 3499 ___________________________________________________________________ 3500 Page 169 of 300 3501 Do you agree with what this bill seeks to do? Please explain. 3502 ___________________________________________________________________ 3503 ___________________________________________________________________ 3504 ___________________________________________________________________ 3505 ___________________________________________________________________ 3506 ___________________________________________________________________ 3507 Beyond legislation, what can be done to address the issue this bill calls attention to? 3508 ___________________________________________________________________ 3509 ___________________________________________________________________ 3510 ___________________________________________________________________ 3511 ___________________________________________________________________ 3512 Page 170 of 300 3513Sample Lesson 3 3514Title and Grade level: Chinese Railroad Workers, 9–12 3515Ethnic Studies Values and Principles Alignment: 1, 2, 4 3516Standards Alignment: 3517HSS Analysis Skills (9–12): Historical Research, Evidence, and Point of View 2; 3518Historical Interpretation 1 3519CA CCSS for ELA/Literacy: RH.9–10.1, 2, 6, 9; SL.9–10.1.A, 1.B, 1.C. 3520Lesson Purpose and Overview: 3521The fact that there is one sentence or a paragraph in the U.S. History textbooks on the 3522Chinese railroad workers is testament to the minimizing of the role of people of color in 3523building the economic apparatus of the United States. Chinese Americans are 3524Americans and have played a key role in building this country. Had it not been for this 3525work force, the greatest engineering feat of the 19th century (the railroad), would not 3526have been built within the allotted timeline. Asian Americans have been active labor 3527organizers and strikers throughout history to fight racism and exploitation. The image of 3528the transcontinental railroads meeting at Promontory Point on May 10th, 1969 with no 3529Chinese workers exemplifies the white supremacy view of U.S. history. 3530Key Ethnic Studies Terms and Concepts: systems of power, assimilate, 3531transcontinental, Central Pacific Railroad Company (CPRR), congenial, amassed 3532Content and Language Objectives (Students will be able to…): 3533 3534 3535 3536 1. Understand how Asian Americans have been active labor organizers and strikers throughout history to fight racism and exploitation. 2. Develop an appreciation for the contributions of Chinese Americans to U.S. history and infrastructure. Page 171 of 300 3537 3. Students will develop their speaking skills through a Socratic seminar discussion. 3538Essential Questions: 3539 1. How have Asian Americans responded to repressive conditions in U.S. history? 3540 2. What role have Asian Americans played in the labor movement? 3541 3. Why is it important to recognize the contributions of immigrant labor in building 3542 3543 the wealth of the United States? 4. Why is it important to remember the Chinese Railroad Strike? 3544Lesson Steps/Activities: 3545Overview: 3546Day 1 – Transcontinental Railroad and Chinese Immigration 3547Day 2 – Chinese Labor and the Building of the Transcontinental Railroad 3548Day 3 – Socratic Seminar – addressing key questions 3549Day 4 – Commemoration of the Golden Spike 3550Detailed Daily Lesson Procedures 3551Day 1 – Transcontinental Railroad and Chinese Immigration 3552 3553 3554 3555 3556 3557 1. Post the image of a Chinese railroad worker on the screen. a. Teacher will ask students what they know about Chinese Americans and their contribution to the U.S. 2. Introduce the lesson with the key overarching question: a. Why is it important to recognize the contributions of immigrant labor to building the wealth of the U.S.? Page 172 of 300 3558 3. Read “The Chinese Experience in 19th Century America – Background for 3559 Teachers”, and the “Chinese Railroad Workers in North America Project” at 3560 Stanford University. 3561 a. Have students read in pairs using any reading strategy for the level of the 3562 class (annotation, mark the text, Cornell notes, choral reading, etc.) 3563 b. Respond to Key Questions and answer the questions on the students’ 3564 handout (see attached). 3565Day 2 – Chinese Labor and the Building of the Transcontinental Railroad 3566 3567 3568 3569 3570 3571 3572 3573 3574 1. Teacher discusses the answers to the questions students have completed and asks the question: a. To what extent have Chinese Railroad workers been given credit for their contribution to the building of the transcontinental railroad? b. Have students look up “transcontinental railroad” in the index of their US History textbook and have them look for text on Chinese laborers. 2. Show on the screen the image of the May 10, 1869, Promontory Point celebration. 3. Have students analyze the photograph. 3575 a. What do they see and notice? 3576 b. Are there any Chinese laborers in the picture? 3577 4. Show video on YouTube: https://www.youtube.com/watch?v=rQUP8- 3578 DJpMsandt=6s, tell the students to pay special attention to Connie Young Yu’s 3579 interview from 1:59–2:31. The whole video is 5:31 minutes. Page 173 of 300 3580 5. In the last half of class, individually, in pairs, or in groups, create an item to 3581 remember the Chinese laborers: video of a skit, children’s book made of 3582 construction paper, poster, flyer, drawing, poem, etc. 3583Day 3 – Socratic Seminar – addressing key questions 3584Key Questions: 3585 1. Describe the process from the beginning to end in getting Chinese immigrants to 3586 come to the U.S to build the transcontinental railroad and the conditions and 3587 treatment they endured. 3588 2. Why is it important to remember the Chinese Railroad strike? 3589 3. Why is it important to recognize the contributions of immigrant labor in building 3590 the wealth of the U.S.? 3591Socratic Seminar Procedures and Norms: 3592Teacher creates a circle of 9–10 chair/desks depending on how many students are in 3593the class. Arrange Seating: 3594 1. Divide students into groups of 3 or 4. 3595 2. Number the students 1–4. 3596 3. Each number will have a role but the role will rotate so each student will be 3597 performing each role. 3598Assign and Explain Roles: 3599Participant #1 – Discussant. Sits in Socratic seminar circle and talks. 3600Participant #2 – Tally-er. Tallies how many times their person talks. 3601Participant #3 – Research Supporter. Supports the speaker with facts from research. Page 174 of 300 3602Participant #4 – Questioner. Thinks of questions the participant can ask and to whom. 3603Teacher states the goal of the Socratic seminar: To learn and build on each other’s 3604knowledge. Teacher note: It is important to emphasize that the seminar is not a debate, 3605but an opportunity to think deeply (both individually and collectively) about the guiding 3606questions. 3607Use phrases “I agree with (name of student) and I would like to add….”, (name of 3608student) makes a good point because…, Use examples from this lesson on Chinese 3609Railroad Workers, from what you have learned in any of their history classes, from the 3610media or from their own experiences. 3611Establish Norms: No raising hands to talk, each person needs to talk at least once, be 3612respectful, and refrain from side discussions. 3613Teacher can be the discussion leader or choose a student to lead. The role of the leader 3614is to choose someone to start the discussion and then keep the discussion going by 3615calling on someone if there is a lull in the discussion. 3616Start the discussion with 5 minute rotations. The participant will sit and talk, while the 3617others in the group stand behind the participant and perform their roles. 3618Teacher calls out the rotations, for example, “1s you are in the circle, 2s tally-ers, 3s 3619research supporter, and 4 questioner, next round 2s are in the circle, 3s are tally-ers, 4s 3620research supporter and 1s questioner, etc. Each rotation addresses the questions. 3621Teacher can issue points every time a student participates. 3622Assessment, Application, Action, and Reflection: 3623Commemoration of the Golden Spike 3624Day 4: Every year, on May 10, the Golden Spike Foundation commemorates the coming 3625together of the Central Pacific and Union Pacific Railroads to create the 3626Transcontinental Railroad. Every year, there is little to no representation of the Chinese Page 175 of 300 3627laborers who have built the central pacific railroad. What are your ideas of how this 3628committee should recognize the Chinese laborers? Use your creativity and imagination 3629and write a letter to the committee and propose a way in which Chinese laborers can be 3630put into the program and paraphernalia of this annual commemoration. 3631What is the best way to commemorate the building of the transcontinental railroad? 3632Discuss this question with your partner or in your group expressing your viewpoint on 3633how Chinese should be included in every celebration and commemoration of the of the 3634transcontinental railroad, not in a simplistic, nominal, “Oh I forgot to mention…” manner, 3635but in a deep, integral method that gives true tribute to the labor that has built this 3636country. 3637Write a letter to the Golden Spike Foundation, 60 South 600 East, Suite 150, Salt Lake 3638City, Utah 84102. 3639Participation in a Socratic Seminar using the overarching questions and letter to the 3640Golden Spike Foundation. 3641A letter to the Golden Spike Foundation and/or a representation of what you have 3642learned in this lesson: video of a skit, children’s book made of construction paper, 3643poster, flyer, drawing, or poem. 3644Materials and Resources: 3645  “150 Years Ago, Chinese Railroad Workers Staged the Era's Largest Labor 3646 Strike”, NBC News, June 21, 2017 https://www.nbcnews.com/news/asian- 3647 america/150-years-ago-chinese-railroad-workers-staged-era-s-largest-n774901 3648  3649 3650 “The Chinese Experience in 19 Century America – Background for Teachers” th http://teachingresources.atlas.illinois.edu/chinese_exp/introduction04.html  Chang, Gordon, Shelley Fishkin, Chinese Railroad Workers in North America 3651 Project at Stanford University, Key Questions 3652 https://web.stanford.edu/group/chineserailroad/cgi-bin/website/ Page 176 of 300 3653  Kwan, Rick, “CHSA tribute to the Chinese Railroad Workers”, August 11, 2014. 3654 1:59-2:31 (Connie Young Yu describes how Chinese are not recognized at the 3655 100th anniversary of the May 10 Promontory Point Anniversary) 3656 https://www.youtube.com/watch?v=rQUP8-DJpMsandt=6s 3657  Image of the Celebration of the final golden spike being pounded in to the track 3658 at Promontory Point where the Union Pacific and Central Pacific railroads met to 3659 create the Transcontinental Railroad. (No Chinese laborers are in the picture) 3660Other sources: 3661  3662 3663 Chew, William R., Nameless Builders of the Transcontinental Railroad, Trafford Publishing, 2004.  SPICE Lesson: Modules on the Chinese Railroad Workers. 3664 https://spice.fsi.stanford.edu/multimedia/chinese-railroad-workers-north-america- 3665 project 3666  Gordon H. Chang and Shelley Fisher Fishkin, editors, with Hilton Obenzinger and 3667 Roland Hsu, The Chinese and the Iron Road: Building the Transcontinental 3668 Railroad, Stanford University Press, 2019. 3669  Page 177 of 300 3670Handout A 3671Transcontinental Railroad and Chinese Immigration 3672Read “The Chinese Experience in 19th Century America – Background for Teachers”, 3673http://teachingresources.atlas.illinois.edu/chinese_exp/introduction04.html 3674Answer the questions below: 3675 1. When did the Chinese first start emigrating to the U.S.? 3676 2. What were the push factors (conditions in China that pushed Chinese out) for 3677 3678 why Chinese were immigrating to the U.S. in the early 1800s? 3. What were the pull factors (conditions in the U.S. the pulled Chinese in)? 3679Use this source to answer the questions below: 3680Read the Key Questions section https://web.stanford.edu/group/chineserailroad/cgi3681bin/website (Gordon Chang and Shelley Fishkin, Chinese Railroad Workers in North 3682America Project at Stanford University) 3683 3684 3685 3686 3687 3688 3689 1. Explain why and how Chinese were sought after to come to the U.S. to build the transcontinental railroad. 2. Describe the types of repression and discrimination Chinese railroad workers endured under the railroad companies and management. 3. Discuss the details of the Chinese railroad strike that occurred in 1867 and their demands. 4. To what extent was the strike a success? 3690 Page 178 of 300 3691Sample Lesson 4 3692Title and Grade Level: Hmong Americans – Community, Struggle, Voice, 9–12 3693Ethnic Studies Values and Principles Alignment: 1, 2, 4 3694Standards Alignment: 3695HSS Content Standard 11.11.1 3696CA CCSS for ELA/Literacy: RH.9–10.1, 2, 3, 7; W.9–10.1; SL.9–10.1 3697Lesson Purpose and Overview: 3698Overview: Hmong Americans are seen as Asian Americans, yet they have a very unique 3699experience and history in the U.S. The goal of this lesson is to delve deeply into their 3700experience and understand their formation as a community and as a voice within 3701American society. This lesson uses the voices of Hmong women, men, girls, and boys, 3702as well as an article from the Amerasia Journal to create an understanding of the issues 3703and experiences of the Hmong American Community. 3704Takeaways: 3705  3706 3707 Understand the distinct experience of the Hmong American community, as a subgroup in Asian American community, that it is complex and not monolithic.  Use the inspiration of the spoken word examples of two Hmong teenagers to 3708 create a spoken word poem to reflect on individual experiences and explore 3709 identity. 3710Key Ethnic Studies Terms and Concepts: 3711Hmong – Minority Ethnic Group located in the mountains of southern China and 3712Southeast Asia. Most Hmong Americans are from Laos and Vietnam. 3713Oral history – Stories told from experience passed down through the generations. Page 179 of 300 3714Laos – country located in Southeast Asia. 3715CIA – Central Intelligence Agency that conducted the Secret War in Laos during the 3716Vietnam War. 3717Refugee Resettlement Act of 1980 – Law passed to add an amendment onto the 3718Naturalization Act of 1965 that allowed Southeast Asian immigrants to the U.S. for 3719humanitarian reasons. 3720Asian American – Americans of Asian ancestry including all countries in Asia. 3721Secret War in Laos – During the Vietnam War, Kennedy and then Nixon directed the 3722CIA to conduct a secret war without telling Congress, utilizing Hmong, Iu Mien, Laotians, 3723and other Southeast Asians to fight the communists, Pathet Laos. 3724Patriarchy - a system of society or government in which men hold the power and 3725women are largely excluded from it. 3726Content and Language Objectives (Students will be able to…): 3727Students will be able to understand the diversity of the Hmong American experience 3728through spoken word poems, oral histories, and articles as evidenced by creating a 3729spoken word poem expressing their own experience, or by addressing each essential 3730question with a well written paragraph. 3731Essential Questions: 3732 1. What is the history of Hmong immigration to the U.S? 3733 2. Based on the videos of Hmong Americans speaking about their lives, how can 3734 3735 you best describe how they came here and their experience here in the U.S? 3. Compare the experiences of the first generation Hmong immigrants to their 3736 children who were born in the U.S. and differentiate the experiences between the 3737 girls and the boys. Page 180 of 300 3738Lesson Steps/Activities: 3739 1. Ask the question – Is anyone here Hmong? (If anyone raises their hand, ask 3740 them to feel free add and comment to any content that is being presented as this 3741 lesson on Hmong Americans – their experiences and identity. But to not feel any 3742 pressure to represent their whole community.) 3743 3744 2. Today we are going to learn about the Hmong in American and focus on these essential questions (read essential questions 1–3 aloud). 3745 3. But first we are going to learn some basic information about the Hmong, which is 3746 a group within the Asian American community. What are questions you have 3747 about the Hmong? (Teacher solicits questions and writes the on the white board.) 3748 4. Let’s read aloud together the Quick Fact Sheet about the Hmong community in 3749 the U.S. And see if some of these questions will be answered. (Alternate choral 3750 reading – teacher reads one fact, the whole class reads the next fact, teacher 3751 walks around the room as students and teacher read the facts – Quick Fact 3752 Sheet attached.) 3753 3754 3755 5. Based on this information, which questions have we answered? Go through the questions and answers. 6. These are general facts about the Hmong community but let’s go deeper in trying 3756 to understand what the Hmong experience here in the U.S. What is Hmong 3757 American experience? What was their experience in getting here to the U.S.? 3758 And let’s compare the experiences of the first generation Hmong immigrants to 3759 their children who were born in the U.S. and differentiate the experiences 3760 between the girls and the boys. 3761 We are going to watch a video interview of a Hmong couple who immigrated to 3762 the U.S. and learn about how they came to the U.S. As you watch, you must read Page 181 of 300 3763 the subtitles, as they speak Hmong. Think about the question what hardships did 3764 they endure to get to the U.S as you watch the video: 3765 “Starting Again in the Refugee Camp” A short Documentary about Pang Ge Yang 3766 and Mee Lee. An incredible story of Love, Loss and Hope. At the end of the 3767 Secret War, Pang Ge Yang escapes from Laos into Thailand. Through the harsh 3768 journey through the jungle, Pang Ge's pregnant wife dies and he is unable to 3769 leave her body for three days. Mee Lee also is fleeing war torn Laos, and her 3770 husband dies during the escape. Mee found herself as a near death, broken 3771 widow in the Thailand refugee camps. After losing everything, a miracle happens 3772 and these two widows find each other and a new reason for life again in each 3773 other. 9 mins https://www.youtube.com/watch?v=eDWU5zP-B6g 3774 7. We are going to watch two spoken word poems of two teenage Hmong females. 3775 As you watch them, think about how they have developed their identity as being 3776 Hmong American. As you watch them, think about what it is like to be a young 3777 Hmong American woman. https://www.youtube.com/watch?v=N6XxuyYI6ho 3778 8. After the videos do a Think, Write, Pair/Share exercise: Let students think about 3779 the question you have written on the board (what it is like to be a young Hmong 3780 American woman?) for one minute in silence, then write for one minute and then 3781 share their written thoughts with a partner. 3782 Some important things to point out in the discussion: 3783  being caught between two worlds, with their parents and the pressures of 3784 American society, language barrier with parents and not fully accepted into 3785 the American society 3786  3787 3788 the frustration they feel not being appreciated for being Hmong but rather being called Chinese or from Hong Kong  living in a patriarchy and family expectations, and family hypocrisies Page 182 of 300 3789  3790 feeling ashamed not meeting the high expectations of the American educational system 3791  feeling proud to be Hmong and a daughter 3792  learning how to embrace their heritage and culture but at the same time 3793 3794 3795 pursue their dreams of going to college  developing an identity of their own as proud Hmong Americans 9. We are going to read an excerpt from “Criminalization and Second Generation of 3796 Hmong American Boys.” As you read this excerpt think about a similar question 3797 what it is like to be a young Hmong American male? (pages 113-116, 3798 “Criminalization and Second Generation Hmong American Boys” by Bao Lo.) 3799 a. As students read the article, give them the annotation chart and direct 3800 them to annotate as they read. (Adding a symbol next to a sentence that 3801 corresponds to their thinking or feeling about the text – annotation sheet 3802 attached.) Tell the students to be ready to answer the question using 3803 evidence from the text. 3804 3805 3806 b. Hold a reflective class discussion: What is it like to be a young Hmong American male? c. Some important things to point out in the discussion: 3807 i. Similar to African American and Latino young males, Hmong young 3808 males are thought of as gangsters, drop outs and delinquents by 3809 law enforcement and authority figures. 3810 ii. The invisibility of Asian American and Pacific Islander groups 3811 regarding incarceration and criminalization in research and public 3812 policy shows a need to understand it better. Page 183 of 300 3813 3814 3815 iii. Teachers often treat the dress of baggy clothing, quietness, and swaggering of the Hmong boys as deviant. iv. This implicit bias among authority members leads to racial profiling 3816 of Hmong boys and leads to the boys feeling of isolation and 3817 frustration. 3818 v. The criminalization of men and boys of color goes hand in hand 3819 with the decriminalization of white males as a result white 3820 criminality is less controlled, surveilled and punished while black, 3821 Latino, and Southeast Asian criminality is treated at threatening and 3822 in need of punishment. 3823 3824 3825 3826 3827 10. Assessment – To show evidence of what you have learned you can choose one of two assignments: a. Write a paragraph of 5–10 sentences answering each essential question using the evidence from the sources we used, or b. Write a spoken word poem expressing your identity – follow these 3828 directions on this website: https://www.powerpoetry.org/actions/5-tips- 3829 spoken-word, you will get extra credit for performing your poem in class. 3830Lesson Modifications/Accommodations for Students with Diverse Needs 3831 3832 1. During the video of the Hmong couple who speak Hmong, read the subtitles out loud over a microphone if available. 3833 2. Show the spoken word video twice to give students time to grasp the information. 3834 3. Give students more time to think and write. 3835 4. On the Think Write Pair/Share Handout, use sentence starter frames. Page 184 of 300 3836 3837 3838 3839 3840 3841 3842 5. If available, have a special education aide read the hand out with a student or group of students and ask the key questions. 6. If available, have the special education aide lead a small group discussion on the handout that will help prompt the students in their writing. 7. Read “Criminalization and Second Generation Hmong American Boys” out loud and have students read along with the teacher. 8. Provide a paragraph frame: Topic Sentence, evidence, explanation, commentary. 3843Assessment, Application, Action, and Reflection: See Step 10 above. 3844Materials and Resources: 3845Create a Spoken Word Poem Directions Handout from the website: 3846https://www.powerpoetry.org/actions/5-tips-spoken-word 3847“Starting Again in the Refugee Camp” - A short Documentary about Pang Ge Yang and 3848Mee Lee. https://www.youtube.com/watch?v=eDWU5zP-B6g 3849Lo, Bao “Criminalization and Second-Generation Hmong American Boys”, Ameriasia 3850Journal 44:2, 113-126. UCLA Asian American Studies Center Press, 2018 3851“Hmong Story 40 Project” (a series of video interviews and documentaries of Hmong 3852refugees and immigrants) https://www.youtube.com/channel/UCZ3853kAFGMfquHnAy7lJV5rhg 3854Quick Fact Sheet (below) 3855Think Write Pair/Share Handout (below) 3856Annotation Chart (below) 3857 Page 185 of 300 Quick Fact Sheet about the Hmong in the U.S. 3858 3859  The Hmong are an ethnic group that lives in the mountains primarily in southern 3860 China, Laos, Burma, northern Vietnam and Thailand. They are a subgroup of 3861 the Miao ethnic group and have more than one dialect within and among the 3862 different Hmong communities. 3863  During the Vietnam War, Laos also experienced a civil war in which three 3864 princes sought control over the Royal Lao government. One of the princes 3865 sought support from the Vietnamese communists, while the other sought 3866 support from the U.S. Both sides swept in and recruited Hmong to join their 3867 military forces. 3868  3869 3870 The most successful was the Royal Lao government, which was backed by the U.S. CIA.  In 1961, 18,000 young Hmong men joined the U.S. backed armies in the Secret 3871 War in Laos with the promise that the Royal Lao government and the U.S. would 3872 take care of them if Laos fell to the communists. 3873  When Vietnam and Laos fell to the communists in 1973, the Hmong were 3874 persecuted by the communists causing most to flee their homeland. The 3875 majority crossed the Mekong River and made their way to Thailand to live in 3876 refugee camps. 3877  3878 3879 either returned to their home countries or sent to the U.S.  3880 3881 3882 Several families stayed in these camps for years until being processed and The U.S. refugee resettlement Act of 1980 brought in over 200,000 Hmong families to live in cities spread across the U.S. from 1980-2000.  Over the years, the Hmong migrated to specific Hmong ethnic enclaves within U.S. cities within California, Minnesota, and Wisconsin. Page 186 of 300 3883  From the mid-1980s–2000s there has been a gradual rise in undergraduate 3884 college enrollment particularly in Minnesota, Wisconsin, and California. This has 3885 led to college courses on Hmong language and Hmong American history and 3886 culture. 3887  Today there are large Hmong communities in Fresno, St. Paul, Minneapolis, 3888 Sacramento, Merced, Milwaukee, Wausau, and Green Bay, with the total 3889 population over 300,000. 3890  3891 3892 flourish.  3893 3894 The Hmong have played a key role in helping the farm communities grow and The rich Hmong culture involved embroidery, story clothes, ghost stories, and many rituals.  Although the Hmong fall under the category of Asian American in the U.S., they 3895 endure one of the highest poverty rates at 37.8 in 2004 among all ethnic groups 3896 so they do not receive the services they need because they have been lumped 3897 into the Asian American group. 3898 3899  The Hmong struggle with the dual identities of being labeled as the Model Minority or as criminals for the young males. 3900Sources: 3901 3902 3903 “Hmong Timeline.” Minnesota Historical Society, www.mnhs.org/hmong/hmongtimeline Her, Vincent K, and Mary Louise Bulby-Meissner, Hmong and American From 3904 Refugees to Citizen. Minnesota Historical Society Press. 2012. 3905 Lo, Bao “Criminalization and Second-Generation Hmong American Boys”, 3906 Ameriasia Journal 44:2, 113-126. UCLA Asian American Studies Center 3907 Press, 2018. Page 187 of 300 3908 Thao, Dee, director. “Searching For Answers: Retracing a Hmong Heritage,” 3909 YouTube, 4 June 2013, www.youtube.com/watch?v=sF6pm6gYfk4. 3910 Xiong, Yang Sao, “An Analysis of Poverty in Hmong America” - Diversity in 3911 Diaspora Hmong Americans in the Twenty-First Century, edited by Mark 3912 Edward Pfeifer, Monica Chiu, and Kou Yang University of Hawai‘i Press, 3913 Honolulu, 2012. 3914 Page 188 of 300 3915 Think Write Pair/Share 3916Essential Question: _________________________________________________________________ Think for one minute about how the source had details that answered the 3917 3918 essential question. Write for one minute about the details and facts you can remember from the 3919 3920 source which addresses the essential question. 3921____________________________________________________________________________________ 3922____________________________________________________________________________________ 3923____________________________________________________________________________________ 3924____________________________________________________________________________________ Pair/Share for one minute per person, share out your thinking and writing 3925 3926about the essential question using the sources provided. Be ready to share out the 3927information your partner provided if the teacher calls on you. 3928 Page 189 of 300 3929 Symbol ? + - * ! 0 Annotation Chart 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 Surprising details/claims explanation) The part about _______ made me feel… because… 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… 3930 Page 190 of 300 3931Sample Lesson 5 3932Title and Grade Level: Cambodian Americans – Deportation Breaking Families Apart, 9– 393312 3934Ethnic Studies Values and Principles Alignment: 1, 3, 4, 5, 6 3935Standards Alignment: 3936HSS Content Standards: 10.9.3, 11.9.3, 11.11.7 3937CA CCSS for ELA/Literacy: RH.9–10.1, 2, 3, 6, 7; W.9–10.1; SL.9–10.1 3938Lesson Purpose and Overview: 3939Cambodian Americans are a sub Asian American group that are experiencing numerous 3940deportations as a result of a repatriation act passed in the 1990s. This act focuses on 3941deporting Cambodian Refugee felons for petty crimes even after they have served their 3942time. Over 500 mainly Cambodian American males have been deported back to 3943Cambodia to live in a society that is unwelcoming to them. They are culturally American 3944yet they are barred from ever returning to the U.S. Many of them have wives and 3945children in the U.S. These family separations are causing generational trauma to the 3946wives, children, and parents. They are forced to live in a “borderland” as they are also 3947not treated as equals in Cambodia. This criminalization of Cambodian male youth 3948mirrors the experiences of Chicana/o/x and Latina/o/x youth with the added Cambodian 3949U.S. repatriation act. Fortunately there are organizations recognizing this is a human 3950rights issue and are making this issue known. 3951Key Ethnic Studies Terms and Concepts: 3952Cambodia – Southeast Asian country that got caught in the Vietnam War due to the 3953secret bombings. 3954Immigration Naturalization Act – This law defines who can immigrate to the U.S. and 3955causes for deportation. Page 191 of 300 3956U.S. involvement in the Vietnam War – During the Cold War era, the U.S. became 3957militarily involved in the Vietnam War to stop the spread of communism. The war spread 3958to neighboring Southeast Asian Countries like Cambodia and Laos causing instability, 3959chaos, death, destruction and a refugee crisis. 3960U.S. secret bombing of Cambodia – From 1969 to 1973, under the Nixon administration, 3961the U.S. Air Force secretly dropped bombed in Cambodian near the border of Vietnam 3962to try to destroy the Ho Chi Minh trails that the Viet Cong used to travel down to South 3963Vietnam to attack. 3964Pol Pot – The communist leader who fought the U.S. backed Cambodian government 3965who took power and tried to weed out anything that had any U.S. or western influence 3966as a reaction to the bombings. This caused a period of time called the Killing Fields in 3967which 10% of the population was killed. 3968Killing Fields – genocide in which the Cambodian government killed any person 3969suspected of siding with the U.S. or being influenced by the U.S. Doctors, teachers, and 3970anyone educated was killed. 3971Refugee – a person forced to leave their home country for fear of losing their lives, or of 3972suffering. 3973Khmer Rouge – Po Pot’s political organization that was staffed with youth, child soldiers. 3974Genocide – mass murder of an entire group of people. 3975Trauma – a deeply distressing or disturbing experience that causes negative 3976psychological effects, i.e. depression, anxiety, etc. 3977Content and Language Objectives (Students will be able to…): 3978 1. Understand the history of how the U.S. involvement in the Vietnam War drew 3979 Cambodia into political turmoil, leading to the killing fields and forcing many 3980 Cambodians to flee to the U.S. as refugees. Page 192 of 300 3981 2. Understand the specific issues that Cambodian Americans face, including high 3982 poverty rates, high incarceration rates, and high rates of deportations. 3983 3. Understand the impact of these deportations on the Cambodian American 3984 community. 3985Essential Questions: 3986 1. What is the history of Cambodian immigration to the U.S? Why and how did they 3987 3988 come to the U.S.? 2. Describe the Cambodian American community today, and in particular the issue 3989 3990 of deportations that they are dealing with. 3. What impact are these deportations having on Cambodian American families and 3991 why are advocacy groups calling it a human rights issue? 3992Lesson Steps/Activities: 3993Day 1 3994 1. Ask the question – How many people know where Cambodia is on the world 3995 map? If a student raises their hand, ask them to come point out where it is on a 3996 world map or globe. Also project a picture of the Cambodian Flag on the screen if 3997 you are able. 3998 2. Today we are going to learn about Cambodian Americans, their history of 3999 immigration to the U.S. and what issues they are facing today (read essential 4000 questions 1-3 aloud). 4001 3. In pairs, bring up the source: “Cambodian Americans” http://www.asian- 4002 nation.org/cambodian.shtml#sthash.G7I688Ox.dpbs and answer the questions 4003 on the handout “Cambodian Americans – Immigration and Experience in 4004 America.” Page 193 of 300 4005 4. Have students work in pairs to answer the questions on the hand out. They can 4006 take turns reading to each other and listening. Turn it in at the end of class. 4007Day 2 4008 5. Jigsaw Export/Home groups – break students into groups of 4, number them 1-4. 4009 Tell them they are currently in their home groups, and that each number is going 4010 to become an expert on a source that will give them more information about the 4011 deportation issue within the Cambodian American community. 4012 6. Before they break into the expert groups – Discuss the deportation issue with 4013 your class, give a short 5-10 minute lecture on why and how are Cambodian 4014 Americans who were born in refugee camps, have green cards and have lived in 4015 the U.S. the majority of their lives are now at risk of being deported. 4016 Mini Lecture –The NPR article, “The U.S. Immigration and Nationality Act” 4017 outlines how non-U.S. citizens may be deported back to their country of origin, 4018 even if they're in the country legally. "Violation of law" is listed as a deportable 4019 offense. https://www.uscis.gov/ilink/docView/SLB/HTML/SLB/0-0-0-1/0-0-0-29/0- 4020 0-0-5684.html 4021 The U.S. has been repatriating Cambodian immigrants since 2002, when an 4022 agreement was made between Washington and Phnom Penh that said 4023 Cambodia would accept deportees. That deal fell apart last year 4024 (https://www.straitstimes.com/asia/se-asia/cambodia-suspends-repatriation- 4025 agreement-with-us), prompting the Trump administration to impose visa 4026 sanctions on some Cambodian officials and families 4027 (https://www.voanews.com/a/united-states-cambodia-agree-on- 4028 deportations/4248241.html). The two governments eventually worked out a new 4029 agreement in early 2018 and Cambodia began accepting Cambodian nationals, 4030 this time in even greater numbers than before.” Many times Cambodian 4031 Americans are deported for a crime they committed when they were young and 4032 they did their time, they move on with their lives, marrying and having kids. As Page 194 of 300 4033 mature husbands and fathers, they are now being deported for something they 4034 thought was a part of their past and dealt with. (Check for understanding) 4035 7. Expert Groups – Tell them they will be given a source to access online through 4036 their Chromebooks, or teachers can make hard copies and set up video watching 4037 stations and that while they are reading and watching to use critical literacy to 4038 think about the information they are learning. Questions they should think about 4039 while they are analyzing their sources are: 4040 a. What is the legal basis for these deportations? 4041 b. Why are these deportations unfair? 4042 c. What effect are these deportations having on the deportees and the 4043 4044 4045 families still living in the U.S? d. What groups are doing something about the deportations and what are they doing? 4046 Since they will be the only person reporting back to their home group on their 4047 source, they really need to pay attention and take good notes. (All of these 4048 directions are on the two page handout – make hard copies for every student). 4049 8. Home Groups – Tell students to return to their home groups and report to their 4050 groups their findings from their sources. They take turns from 1-4 presenting their 4051 facts, quotes and evidence while the rest of the group takes notes from listening 4052 to the expert. At the end of the time period, all of their quadrants should be filled 4053 out completely. 4054 4055 9. Assessment a. Reflect on your learning: What effects are these deportations having on 4056 the Cambodian American community? Why are advocacy groups calling 4057 these deportations a human rights violation? Page 195 of 300 4058 10. Action: To show evidence of your learning from this lesson you can choose one 4059 of the three options below: 4060  Write a letter to or call your congressperson to advocate and end to these 4061 deportations as well as to the deportations of undocumented immigrants from 4062 the Latino community. 4063  Join one of the organizations that is working towards helping these families 4064 that are dealing with a loved one being deported and report back how you are 4065 participating. 4066  Create a public service announcement that educates others about this issue 4067 and post it on Instagram or Facebook. It must include a way for people to get 4068 involved. 4069Lesson Modifications/Accommodations for Students with Diverse Needs 4070 1. As an alternative, instead of jigsaw expert groups, you can show the videos and 4071 read the articles as a whole class and then have students take notes in groups. 4072 2. Use sentence frames to help students access the assessments (writing a letter to 4073 their congressperson). 4074Assessment, Application, Action, and Reflection: See steps 9 and 10 above. 4075Materials and Resources: 4076Dunst, Charles, “Cambodian Deportees Return to a 'Home' They've Never Known”, The 4077Atlantic, 16 Jan 2019. 4078https://www.theatlantic.com/international/archive/2019/01/america-deports-cambodian4079refugees/580393/ 4080Couture, Denise, “U.S. Deports Dozens More Cambodian Immigrants, Some For 4081Decades-Old Crimes”, NPR, 18 Dec 2018. Page 196 of 300 4082https://www.npr.org/2018/12/18/677358543/u-s-deports-dozens-more-cambodian4083immigrants-some-for-decades-old-crimes 4084“Deported from U.S., Cambodians fight immigration policy” PBS Newshour, 7 May 2017 4085https://www.youtube.com/watch?v=AQMuGOXc-i4 4086“Deported: Forced Family Separation (Part 2 of 5) NBC Asian America”, NBC News, 408716 Mar 2017 https://www.youtube.com/watch?v=dULdy78KOLU 4088“Cambodian Americans”, Asian Nation, Asian American History Demographics and 4089Issues (This article is an edited chapter on the major historical events and contemporary 4090characteristics of the Cambodian American community, excerpted from The New Face 4091of Asian Pacific America: Numbers, Diversity, and Change in the 21st Century, edited by 4092Eric Lai and Dennis Arguelles in conjunction with AsianWeek Magazine and published 4093by the UCLA Asian American Studies Center.) 4094http://www.asiannation.org/cambodian.shtml#sthash.G7I688Ox.dpbs Page 197 of 300 4095Native American Studies Course Outline 4096Course Title: Native American Experience 4097Note on Disciplinary Naming: Native American Studies 4098Throughout Ethnic Studies, the study of Native and indigenous people have taken on 4099various academic field names, including, American Indian Studies, Native American 4100Studies, and Indigenous Studies. While they all cover the histories, contributions, 4101politics, and cultures of indigenous people, the specific academic field names are often 4102used to denote specific groups. While American Indian and Native American Studies 4103refer to the study of indigenous people in the Americas, Indigenous Studies takes a 4104more global approach and is used to discuss indigenous and aboriginal people beyond 4105the U.S. While Mexican Americans and Latina/o/x Americans have native ancestry, their 4106indigenous hxrstories are addressed in the Chicana/o/x and Latina/o/x course outline. In 4107the U.S. and Canada, all native groups have been impacted by their status and federal 4108recognition. 4109Course Overview: The course will explore the complexity and diversity of Native 4110American experiences from the pre-contact era to the present, highlighting key concepts 4111like indigeneity, settler colonialism, environmental justice, cultural retention, cultural 4112hegemony, imperialism, genocide, language groups, self-determination, land 4113acknowledgement, and tribal sovereignty. The course will provide students with a 4114comprehensive understanding of how the role of role of imperialism, settler colonialism, 4115and genocide, both cultural and physical, of North American Native Americans 4116contributed to the formation of the United States. Students will be exposed to the history 4117and major political, social, and cultural achievements of various Native American tribes. 4118Overall, students will have an opportunity to critically engage readings, materials, and 4119sources from indigenous perspectives. 4120Course Content: The course will: (1) Foreground the rich history of sovereign and 4121autonomous Native American tribes as dynamic civilizations and holistic human beings. 4122(2) Delve into the implications of genocide and forced land removal on Native American Page 198 of 300 4123populations. (3) Grapple with the cultural and ideological similarities and differences 4124amongst various tribes in and outside of the California region. Students will identify 4125salient values, traditions, and customs relevant to California-based Native American 4126populations. And (4), highlight major periods of resistance and social activism, like the 4127American Indian Movement (AIM), and recent movements around the Emeryville 4128Shellmounds and the Dakota Access Pipeline. 4129Sample Topics: 4130  Pre-contact Native American knowledge, epistemologies, and culture 4131  Cahokia Pyramids Cliff Dwellings 4132  Settler Colonialism and Land Removal 4133  Land acknowledgement and the recognition of the different regions (California 4134 Region, Plains, Northeast, Northwest, Southwest, Southeast) 4135  The Doctrine of Discovery and Manifest Destiny6 4136  The History and Implications of Broken Treaties 4137  The Enslavement of California Native Americans during the Gold Rush and 4138 Mission Periods 4139  Symbolism of Regalia Worn at Pow Wows. 4140  Destruction of the Ecology, Sacredness of Nature, and traditional ecological 4141 knowledge (TEK) 4142  Native American Enslavement and Genocide in California Missions 4143  The Medicine Wheel 26 27 6 The Doctrine of Discovery is a papal policy created in Europe that gave the right to Europeans to take the land of non-Christians around the world. Page 199 of 300 4144  The Peace and Dignity Journeys 4145  The Prophecy of the Eagle and the Condor 4146  Genocide, Past and Present, in Native Communities 4147  Native Americans and their Relationship to the United Nations Definition on 4148 Genocide 4149  American Indian Religious Freedom Act 4150  Native American Graves Protection and Reparation Act 4151  Forced Assimilation and American Indian Boarding Schools 4152  Native American Foodways and Seed Protection 4153  The Contributions of Native Americans During World War II 4154  The American Indian Movement (AIM) 4155  From Acorns to the Three Sisters: Native American Cultural Retention 4156  The Occupation of Alcatraz 4157  The Struggle for and Separation of Native American Sacred Lands 4158  Native Americans and the Environmental Justice Movement 4159  Contemporary Debates on the Appropriation of Native American Culture 4160  Native American Identity and Federal Recognitions 4161  Native American Literature and Folklore 4162  The Native American Oral Tradition Page 200 of 300 4163  4164 Identification of Contemporary Debates on Claiming Indigeneity and Blood Quantum Restrictions 4165  Life on Reservations and Rancherias, and Forced Urban Relocation 4166  Native American Intergenerational Health Disparities and Healing 4167  Native American Feminism 4168  Eighteen California Treaties that were Unratified 4169  Native American Mascot Controversy in Mainstream Sports 4170Potential California Tribes to Cover7 (this list is in no way exhaustive): 4171  Patwin Wintun 4172  Ohlone 4173  Hupa 4174  Maidu 4175  Chumash 4176  Yurok 4177  Winnemen Wintu 4178  Tuolume Band Me-Wuk 4179  Wiwok 4180  Cahuilla 287 It is recommended that teachers do an intensive research on local indigenous groups 29and their current status. Page 201 of 300 4181  Kumeyaay 4182  Tataviam 4183  Tongva 4184  Shoshone 4185Potential Significant Historical Figures to Cover (this list is in no way exhaustive) 4186  Zitkala Sa Chase Iron Eyes 4187  Jim Thorpe 4188  Diane Almendariz 4189  Corrina Gould 4190  Caleen Sisk 4191  Toypurina 4192  Xiuhtezcatl Martinez 4193  John Trudell 4194  Pomponio 4195  Geronimo 4196  Dennis Banks 4197  Sharice Davids 4198  Winona Laduke 4199  Sitting Bull Page 202 of 300 4200  Vine Deloria 4201  Gregory Cajate 4202  Sandy Grande 4203  Sasheen Little Feather 4204  Donald Fixico 4205  Jacque Nunez 4206  Deb Haaland 4207  Shannen Koostachin 4208  Wilma Mankiller 4209 4210Sample Lesson 1 4211Title and Grade Level: Develop or Preserve? The Shellmound Sacred Site Struggle, 9– 421212 4213Ethnic Studies Values and Principles Alignment: 2, 3 4214Standards Alignment: 4215CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 4; Historical 4216Research, Evidence, and Point of View 1, 2, 4; Historical Interpretation 1, 5. 4217CA CCSS for ELA/Literacy: RH.9–10.1, 4, 6, 9; WHST. 9–10.1, 4, 5, 6, 7. 4218CA ELD Standards: ELD PI.9–10. 1, 2, 3, 6, 9, 10, 11. 4219Lesson Purpose and Overview: Page 203 of 300 4220This lesson exposes students to a highly contentious and ongoing debate around Native 4221American sacred sites. Students will be introduced to the history of the Ohlone people, 4222the significance of shellmounds, and ongoing protests that have been organized to 4223protect sacred sites. Students will engage sources that both support the preservation of 4224these sites and those that are in favor of development. Finally, students will develop a 4225persuasive essay where they are able to offer their own opinion on the issue supported 4226by primary and secondary source research. 4227Key Terms and Ethnic Studies Concepts: marginalization, sacred sites, shellmounds, 4228preservation, repatriation 4229Content and Language Objectives (Students will be able to…): 4230 4231 4232 4233 1. Learn about the significance of shellmounds and sacred sites for Native Americans, specifically for the Ohlone people. 2. Analyze how redevelopment and gentrification further settler colonial practices and violate the sovereignty of indigenous lands and sacred sites. 4234Essential Questions: 4235 4236 1. Should indigenous lands and sacred sites be saved and protected? If so, what are the challenges in doing so? 4237 2. Who should determine what happens to indigenous lands and sacred sites? 4238 3. What should be done to reclaim and restore sacred lands? 4239Lesson Steps/Activities: 4240*Lesson Note: This lesson focuses on the San Francisco Bay Area, but can be adapted 4241to highlight a number of sacred sites that are currently or have been a space of 4242contention. For example, a similar lesson on the Puvungna burial site located at 4243California State University, Long Beach or the Standing Rock Movement, would also Page 204 of 300 4244introduce students to contemporary debates and struggles regarding the use of sacred 4245lands. 4246Day 1 4247 4248 4249 1. Begin with a community building activity (5-10 minutes). A sample list of community building activities are provided in the glossary. 2. Engage the class by asking how many students have shopped or visited the 4250 movie theater at the Emeryville Bay Street Mall. While students briefly discuss 4251 their experiences at Bay Street Mall, project a current image of the mall next to a 4252 1924 image of the Emeryville Shellmound. 4253 3. Explain to the students that the second image depicts what parts of Berkeley and 4254 Emeryville looked like prior to development, specifically noting that the Bay Street 4255 Mall was constructed atop of one of the largest shellmound sites in the area. 4256 Mention that shellmounds often served as burial grounds and sacred sites where 4257 Ohlone people would meet for rituals and traditions thousands of years before 4258 the formation of the United States. Point out that there was once over 400 4259 shellmounds all around the San Francisco Bay Area, making the region part of 4260 the Ohlone people’s sacred geography. 4261 4. As a class, read aloud a local news article, “Emeryville: Filmmaker tells story of 4262 forgotten Indian burial ground disrupted by quest for retail”. After reading the 4263 article, screen two short videos, “A New Vision for the West Berkeley 4264 Shellmound” and “The Shellmound: Berkeley’s Native Monument.” Prior to 4265 screening the videos remind students to be attentive and take notes. 4266 5. After screening the videos, ask students to define the following terms in their own 4267 words: shellmound, monument, sacred geography, burial grounds, development, 4268 and repatriation, using context clues from the sources they recently read and 4269 watched. After taking five minutes to define the terms on their own, have students 4270 talk through each term aloud. Following the discussion, divide the class into four 4271 groups and ask them to respond to the following questions: Page 205 of 300 4272 a. What is the significance of shellmounds and land in the 4273 Berkeley/Emeryville area to the Ohlone people? 4274 b. Why are the West Berkeley and Bay Street sites highly sought after by 4275 non-Native American groups? 4276 c. How does the struggle for shellmounds intersect with environmental 4277 issues in the region? 4278 d. Do you think places where shellmounds are or once stood should be 4279 preserved? 4280 e. Are there any sacred or historical sites that members in your community 4281 4282 and/or family revere? If so, please share with the group. 6. After allowing the groups to discuss the five reflection questions for fifteen to 4283 twenty minutes, provide a few minutes for the class to come together and debrief 4284 what was discussed in groups. 4285Day 2 4286 1. Continue the second day of class by introducing a new assignment. Have 4287 students conduct research on both sides (the position of the Ohlone people and 4288 those in support of further developing the area) of the Berkeley/Emeryville 4289 Shellmound struggle and write a persuasive essay noting whether they believe 4290 the sites should be preserved, destroyed and/or developed, or propose a solution 4291 that would address both sides. The persuasive essay should be assigned as 4292 homework, however, students should be provided ample time in class over the 4293 next three days to conduct research, draft an outline and thesis statement, and 4294 have their work peer-reviewed. 4295 2. For additional guidance, create a grading rubric for the persuasive essay, 4296 compile a brief list of recommended sources, and let students know that their 4297 essays must include the following: Page 206 of 300 4298 a. Your persuasive essay must be five paragraphs (introduction, three body 4299 paragraphs, and a conclusion), be typed in 12 point times new roman font, 4300 and include a bibliography listing at least four sources (scholarly and 4301 credible) in MLA format. 4302 b. Your persuasive essay must have a well-conceived thesis statement that 4303 includes your three major talking points/arguments. 4304 c. Each of your talking points/arguments must be supported with evidence. 4305 d. Your essay should be well organized and include rhetorical devices. 4306 3. After a week, students should submit their persuasive essays in class. Provide 4307 each student with a 3x5 index card where they are tasked with writing down their 4308 three talking points/arguments. After everyone has finished filling out their index 4309 card, randomly selects students to come to the front of the class and share their 4310 three talking points and the overall premise of their persuasive essay. Limit 4311 student presentations to two to three minutes each. 4312Assessment, Application, Action, and Reflection: 4313  Students will conduct research on Native American sacred lands. They will 4314 analyze the positions of both the Ohlone people and developers in the ongoing 4315 movement around sacred sites. 4316  Students will write a five paragraph persuasive essay detailing their position on 4317 sacred sites. They will also present their research findings and arguments to the 4318 class. 4319Materials and Resources: 4320 4321  “A New Vision for the West Berkeley Shellmound” https://www.youtube.com/watch?v=QZoapMtyRsA Page 207 of 300 4322  4323 4324 “The Shellmound: Berkeley’s Native Monument” https://www.youtube.com/watch?v=YL4LaCkEnNE  “Emeryville: Filmmaker tells story of forgotten Indian burial ground disrupted by 4325 quest for retail” https://www.sfgate.com/bayarea/article/Emeryville-Filmmaker- 4326 tells-story-of-forgotten-2690138.php#ixzz15O32O3N7 4327  Sacred Land Film Project Website https://sacredland.org/ 4328  The Phoebe A. Hearst Museum of Anthropology “San Francisco Bay 4329 4330 Shellmounds” Website https://hearstmuseum.berkeley.edu/shellmounds/  “There Were Once More Than 425 Shellmounds in the Bay Area. Where Did 4331 They Go?” (article and audio interview) 4332 https://www.kqed.org/news/11704679/there-were-once-more-than-425- 4333 shellmounds-in-the-bay-area-where-did-they-go 4334  4335 4336 Nelson, N.C. “Shellmounds of the San Francisco Bay Region” http://digitalassets.lib.berkeley.edu/anthpubs/ucb/text/ucp007-006-007.pdf  4337 Indian People Organizing for Change http://ipocshellmoundwalk.homestead.com/index.html 4338  An Indigenous People’s History of the United States. By Rachel Dunbar-Ortiz 4339  California through Native Eyes: Reclaiming History. By William J. Bauer Jr. 4340  Films: Beyond Recognition and In the White Man’s Image 4341 4342Sample Lesson 2 4343Title and Grade Level: Context of Oppression and Struggle, 9–12 4344Ethnic Studies Values and Principles Alignment: 1, 2, 3, 4 Page 208 of 300 4345Standards Alignment: 4346CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 4; Historical 4347Research, Evidence, and Point of View 1, 2, 4; Historical Interpretation 1, 5. 4348CA CCSS for ELA/Literacy: RH.9–10. 1, 4, 6, 9; WHST. 9–10. 1, 4, 5, 6, 7. 4349CA ELD Standards: ELD PI. 9–10. 1, 2, 3, 6, 9, 10, 11. 4350Lesson Purpose and Overview: The goal of this lesson is to expose students to the 4351complexities behind the absence of Native oral and cultural history in traditional history 4352textbooks. Students will examine policies, resolutions and broken treaties in U.S. history 4353that have oppressed and marginalized Native American tribes in the past, and the 4354current oppressive conditions for all indigenous communities. Students will begin to 4355understand how these historical practices play out in the realm of public policy, politics 4356and sovereignty and resistance in tribal communities. 4357Key Terms and Ethnic Studies Concepts: Tribal sovereignty, self-determination, 4358oppression, domination and resistance, doctrine of discovery, genocide, sovereignty, 4359broken treaties, institutional policies, Cherokee v. Georgia, Worcester v. Georgia, 4360Unratified Treaties of 1851, California Indian Slavery, status, federally and non-federally 4361recognized tribes, California Indian, homeland, historical trauma, cultural survival, 4362cultural revitalization, and Pan-Indian movements. 4363Content and Language Objectives (Students will be able to…): 4364 1. Develop critical thinking skills by researching and analyzing how institutional 4365 policies have shaped the historical status and oppressive realities of Native 4366 American tribes—specifically California Indian. 4367 2. Develop and compose editorial letters to their local newspaper to bring 4368 awareness to California Indigenous culture, ecology, health, and education. 4369 Students will also discuss the importance of past broken treaties, policies and 4370 resolution affecting Native American Tribes, in particular to California. Page 209 of 300 4371Essential Questions: 4372 4373 4374 1. How have Native Americans in California resisted oppression and survived physically, ethnically, and culturally? 2. What is tribal sovereignty and self-determination? 4375Lesson Steps/Activities: 4376 1. Begin lesson with a community builder or energizer. See appendix for examples. 4377 2. Introduce students to the concepts of domination and oppression, and resistance 4378 and resilience. It is recommended that teachers post definitions of the terms and 4379 provide examples for additional context. Within this discussion, also emphasize 4380 that Natives Americans are survivors and have been disproportionately impacted 4381 by the aforementioned concepts. Also note that Native Americans contribute to 4382 contemporary society and the political economy. For example, California Native 4383 American Casinos help support the State economy and contribute to many 4384 humanitarian causes (e.g., food pantries, schools, and hospitals). 4385 4386 3. Have students work in collaborative groups to research, explain, and clarify the impacts and implications of the following policies, resolutions and treaties: 4387  Doctrine of Discovery 4388  Mission system 4389  Trail of Tears 4390  Cherokee v. Georgia 4391  Worcester v. Georgia 4392  Manifest Destiny 4393  18 Unratified Treaties of 1851-1852 Page 210 of 300 4394  California Indian Slavery 4395  The Gold, Greed, and Genocide Period on the Status of California Indians 4396 4. After students have conducted research on the concepts and topics listed above, 4397 have the entire class gather for a community dialogue and reflection. Go through 4398 each concept and/or topic, allowing for defining and reflection. 4399 5. Following discussion, let students know that they will need to write an editorial 4400 letter (500 words minimum) to help raise awareness about an issue, policy, or 4401 resolution (or lack thereof) that is important to Native Americans, specifically 4402 California Indian culture, ecology, health, or education. Their letter must include 4403 some language or mentioning of the research they conducted during the first half 4404 of class. In preparation for this assignment, allow students to draft an outline in 4405 class and conduct any additional research. Provide time in class the following 4406 day for students to complete the assignment. If necessary, also make the 4407 assignment homework. 4408Assessment, Application, Action, and Reflection: 4409  4410 4411 Students will conduct research on Native American history, politics, and engagement with the U.S. government.  After researching various treaties, policies, and topics concerning Native 4412 Americans, students will write an editorial letter advocating for California Indians’ 4413 rights. This letter can be addressed to a politician or lawmaker, non-profit, 4414 advocacy group, funder, or news outlet. 4415  4416 Students will have time to reflect on the treatment of Native Americans by the U.S. government during whole class discussion. 4417Materials and Resources: 4418  We Shall Remain by PBS Page 211 of 300 4419  California through Native Eyes: Reclaiming History book by William J. Bauer 4420  Gold, Greed, Genocide https://www.youtube.com/watch?v=FeksO_rGepw 4421  StoryCorps: Laurel Phillips Seban and Diana Almendariz 4422 https://www.youtube.com/watch?v=5_w4e1n2OQA 4423  Beyond Recognition Directed by Michelle Steinberg (2014) 4424  Seeds of our Ancestors – Native Youth Awakening to Foodways 4425 4426 https://www.youtube.com/watch?v=nEAg7KQiSbw  4427 4428 "Buried" – Injunuity https://www.youtube.com/watch? v=OFovOCyRACI&list=PLKu19WczxIAhqnChDfeWkK0oCGDs7g5nC  4429 Tending the Wild Native American Knowledge and the Management of California Natural Resources book by Kat Anderson 4430  Mother Earth (music video) https://www.youtube.com/watch?v=XtHHBlxKvxs 4431  Native Plants Will Take root Again (Sample of letter to an Editor) 4432 https://www.davisenterprise.com/forum/letters/native-plants-will-take-root-again/ 4433 4434Sample Lesson 3 4435Title and Grade level: This is Indian Land: The Purpose, Politics and Practice of Land 4436Acknowledgment, 9–12 4437Ethnic Studies Values and Principles Alignment: 3, 5 4438Standards Alignment: 4439CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1; Historical 4440Research, Evidence, and Point of View 3; Historical Interpretation 4. Page 212 of 300 4441Lesson Purpose and Overview: 4442Students will be introduced to the purpose, politics, and practice of indigenous land 4443acknowledgement in order to: show respect for indigenous peoples and recognize their 4444enduring relationship to the land, raise awareness about histories that are often 4445suppressed or forgotten, recognize that colonization is an ongoing process, and to 4446inspire critically conscious action and reflection. Students will be introduced to the 4447concept of settler colonialism, and identify counter hegemonic truth telling and 4448reconciliation efforts. 4449Key Terms and Ethnic Studies Concepts: hegemony, counter-hegemony, indigenous, 4450land acknowledgement, pre-contact, settler colonialism, genocide, master narrative, 4451counter-narrative 4452Prerequisite Skills and Knowledge: 4453Students should understand the Ethnic Studies concepts of narrative/counter-narrative 4454and hegemony/counter-hegemony. They should also be familiar with the legacy of 4455colonialism, the transatlantic slave trade, the doctrine of discovery, the civilizations of 4456the First Nations prior to European colonization, and the perspectives of colonizers like, 4457Christopher Columbus. 4458Content and Language Objectives (Students will be able to…): 4459 1. Recognize Indigenous people’s enduring relationship to the land. 4460 2. Analyze histories that are often suppressed or forgotten, and critique ongoing 4461 systems of colonization. 4462 3. Collaborate to create, deliver, and propose their own First Nations land 4463 acknowledgement statement as part of a broader historical truth telling 4464 campaign. 4465Essential Questions: Page 213 of 300 4466 4467 1. What makes someone a guest? Do you consider people in your community to be guests? Why or why not?8 4468 2. What does “guests” mean to Native and non-Native communities? 4469 3. What are the Indigenous protocols involved in being a “guest” and what are our 4470 responsibilities towards our host, Mother Earth? To what extent are our events, 4471 actions benefiting our host, Mother Earth?” 4472Lesson Steps/Activities: 4473 1. Start the lesson by asking the class the following questions and having students 4474 respond to them in small groups. After each group has responded to the 4475 questions, have one point person share their group’s discussion with the larger 4476 class. 4477 a. When guests come to your home or neighborhood, what, if anything is 4478 expected to them? As a host, how do you communicate hospitality? 4479 b. When you are a guest in someone’s house or neighborhood, how might 4480 4481 4482 4483 you show respect? 2. Next, have each student write a written response to the following quotes/prompts: a. “When the blood in your veins returns to the sea, and the earth in your 4484 bones returns to the ground, perhaps then you will remember that the land 4485 does not belong to YOU, it is YOU that belong to the land.” -Chief Seattle 308 The use of “guests” throughout this lesson draws on Native American epistemology 31that places high reverences on land and the environment, and considers all human 32beings as “guests” on Earth. However, this analogy of “guests” can also be used to 33discuss settler colonialism and how non-Native people are also “guests” on lands that 34formerly belonged to indigenous people. When using the latter analogy, it is important to 35recognize that some non-Native people, such as African Americans, have more complex 36histories of forced migration, thus, the notion of “guests” will not always adequately 37capture the nature of non-Native positionalities on the land. Page 214 of 300 4486 b. “We all need relationships. I don’t believe in fake relationships, instead I 4487 try to establish genuine relationships everywhere I go. As a guest/visitor, 4488 you do that by being respectful and then this will be 4489 reciprocated...because in the end, we’re only from one place.” -Nipsey 4490 Hussle 4491 3. After providing students with 10-15 minutes to respond to the aforementioned 4492 quotes, ask students to share their writing and thoughts with the larger class. 4493 Below are some key takeaways that should be emphasized as the teacher 4494 facilitates this discussion: 4495 4496 4497 4498 4499 4500 4501 4502 a. Indigenous peoples have had, and continue to have, an enduring relationship to Mother Earth. b. We should strive for a genuine and respectful relationships wherever we go. 4. After discussing the quotes above, have students reflect on one of the lesson’s essential question: a. What are the Indigenous protocols involved in being a “guest” and what are our responsibilities towards our host Mother Earth? 4503 5. After splitting the class into two groups, have the first group read an excerpt from 4504 An Indigenous People’s History of the United States- (http://www.beacon.org/An- 4505 Indigenous-Peoples-History-of-the-United-States-P1164.aspx, click on 4506 “Excerpt”). Meanwhile, have the second group read the introduction from A 4507 Patriot’s History of the United States: From Columbus’s Great Discovery to the 4508 War on Terror- (excerpted below). Ask each group to have a discussion 4509 addressing the following prompts and questions after they have finished reading 4510 their assigned text: 4511 4512 a. What are the main arguments? What does the author assume? Do you agree or disagree? Page 215 of 300 4513 b. In mixed pairs (one person from each group), compare and contrast the 4514 two authors’ perspectives on how the nation was built and why this 4515 matters. 4516 c. In those same pairs, discuss which perspective you would identify as the 4517 master narrative and why? Which perspective might be the counter 4518 narrative? 4519 6. Create three stations around the room that have copies of the articles and 4520 handouts listed below. Allow students to spend at least five minutes at each 4521 station to review the provided handouts. 4522 a. Station 1: Purpose of Land Acknowledgement: Indigenous Land 4523 Acknowledgement, Explained 4524 (https://www.teenvogue.com/story/indigenous-land-acknowledgement- 4525 explained) 4526 4527 4528 b. Station 2: Politics of Land Acknowledgement: Native Artists Speak: This is _________ Land Artistic Posters (https://usdac.us/nativeland) c. Station 3: Practice of Land Acknowledgement: TDSB schools now pay 4529 daily tribute to Indigenous lands they're built on 4530 (https://www.cbc.ca/news/canada/toronto/tdsb-indigenous-land- 4531 1.3773050) 4532 4533 7. After each student has visited all three stations, have students reflect on the following in pairs: 4534 a. What are First Nations land acknowledgements and why are they done? 4535 b. Should our school begin morning announcements with a land 4536 acknowledgement? If so, what might this announcement sound like and 4537 would it be part of a broader historical truth telling campaign? Page 216 of 300 4538 8. While still in pairs, have students work together to create their own land 4539 acknowledgement statement and poster. Start this activity by having each pair 4540 identify an area in the state that they would like to learn more about, specifically 4541 around the indigenous people from that area. Have each pair visit https://native- 4542 land.ca/ to research which tribes inhabit the area that they’ve identified, as well 4543 as any traditions, customs, languages, practices, etc. 4544 9. After each pair has finished conducting research on the area of their choosing, 4545 they should begin to draft language to formulate a land acknowledgement 4546 statement. Express that there is no exact template or script, so they will need to 4547 incorporate their research and draw from examples. Be sure to provide students 4548 with an example of your own or the one below: 4549 a. At minimum, a land acknowledgement should include the following: “We 4550 acknowledge that we are on the traditional land of the _________ People.” 4551 Beginning with just this simple sentence would be a meaningful 4552 intervention in most U.S. gathering spaces. However, this statement could 4553 also include a recognition of sacred sites, elders, the local environment, 4554 history specific to the tribe, among other topics, to make the statement 4555 more tailored and robust. Below are other examples: 4556 1. Often, statements specifically honor elders: 4557 “I would like to acknowledge that this meeting is being held on the 4558 traditional lands of the _______ People, and pay my respect to elders 4559 both past and present.” 4560 2. Some allude to the caring, reciprocal relationship with land: 4561 “I want to respectfully acknowledge the ________ People, who have 4562 stewarded this land throughout the generations.” 4563 4564 3. Acknowledgments may also make explicit mention of the occupied nature of the territory in which a gathering is taking place: Page 217 of 300 4565 “We would like to begin by acknowledging that the land on which we 4566 gather is the occupied/unceded/seized territory of the _______ 4567 People.” 4568 “I would like to begin by acknowledging that we are in _____, the 4569 ancestral and unceded territory of the ________ People. 4570 10. After each pair has come up with their land acknowledgement statement and 4571 written it out on a poster board (this can also be decorated), have them share 4572 their statement with the class. Teachers should also consider hosting a larger 4573 event where other students, faculty, parents, and community members can hear 4574 the students present their land acknowledgement statements. 4575 11. To close out the lesson, reiterate the following: 4576 a. Acknowledgment should be approached not as a set of obligatory words 4577 to rush through. These words should be offered with respect, grounded in 4578 authentic reflection, presence, and awareness. 4579 b. Statements of acknowledgment do not have to be confined to spoken 4580 words. 4581 c. Any space presents an opportunity to surface buried truths and priming 4582 our collective culture for deeper truth and reconciliation efforts. 4583Lesson Modifications/Accommodations for Students with Special Needs: 4584  Consider writing the lesson steps and directives on PowerPoint slides or use 4585 other presentation software (e.g., google slides, Keynote, etc.) to better support 4586 visual learners. 4587  4588 4589 Teachers should regularly check for understanding, and reteach points if necessary, before moving on.  Students should be utilized as resources to support peers in their learning. Page 218 of 300 4590Assessment, Application, Action, and Reflection: 4591  4592 Students will conduct research on different Native American tribes and draft a land acknowledgement statement and corresponding poster. 4593Materials and Resources: 4594  Honor Native Land Guide 4595 (https://drive.google.com/file/d/0B_CAyH4WUfQXTXo3MjZHRC00ajg/view? 4596 usp=sharing) 4597  Native Artists Posters on Land Acknowledgement (https://usdac.us/nativeland) 4598  “Indigenous land acknowledgement explained” 4599 (https://www.teenvogue.com/story/indigenous-land-acknowledgement-explained) 4600  Map of Native Lands (https://native-land.ca/) 4601  “What does it mean to acknowledge the past?” 4602 (https://www.nytimes.com/2016/12/31/opinion/sunday/what-does-it-mean-to- 4603 acknowledge-the-past.html) 4604  “America Before Columbus” 4605 (https://www.westada.org/cms/lib8/ID01904074/Centricity/Domain/2437/America 4606 %20Before%20Columbus.pdf) 4607  Interactive Time-Lapse Map of the Conquest of America 4608 (http://www.slate.com/blogs/the_vault/2014/06/17/interactive_map_loss_of_india 4609 n_land.html) 4610  4611 4612 An Indigenous Peoples' History of the United States (http://www.beacon.org/AnIndigenous-Peoples-History-of-the-United-States-P1164.aspx)  A Patriot’s History of the United States (see excerpt below) Page 219 of 300 4613  4614 4615 4616 TDSB schools now pay daily tribute to Indigenous lands they're built on (https://www.cbc.ca/news/canada/toronto/tdsb-indigenous-land-1.3773050)  Article: “Beyond Territorial Acknowledgements” (https://apihtawikosisan.com/2016/09/beyond-territorial-acknowledgments/) 4617 Page 220 of 300 4618Excerpt from the Introduction of A Patriot’s History of the United States: From 4619Columbus’s Great Discovery to the War on Terror by Larry Schweikart and Michael 4620Allen (New York: Penguin Group, 2004) 4621Is America’s past a tale of racism, sexism, and bigotry? Is it the story of the conquest 4622and rape of a continent? Is U.S. history the story of white slave owners who perverted 4623the electoral process for their own interests? Did America start with Columbus’s killing 4624all the Indians, leap to Jim Crow laws and Rockefeller crushing the workers, then finally 4625save itself with Franklin Roosevelt’s New Deal? The answers, of course, are no, no, no, 4626and NO. 4627 4628One might never know this, however, by looking at almost any mainstream U.S. history 4629textbook. Having taught American history in one form or another for close to sixty years 4630between us, we are aware that, unfortunately, many students are berated with tales of 4631the Founders as self-interested politicians and slaveholders, of the icons of American 4632industry as robber-baron oppressors, and of every American foreign policy initiative as 4633imperialistic and insensitive. At least Howard Zinn’s A People’s History of the United 4634States honestly represents its Marxist biases in the title! 4635 4636What is most amazing and refreshing is that the past usually speaks for itself. The 4637evidence is there for telling the great story of the American past honestly—with flaws, 4638absolutely; with shortcomings, most definitely. But we think that an honest evaluation of 4639the history of the United States must begin and end with the recognition that, compared 4640to any other nation, America’s past is a bright and shining light. America was, and is, the 4641city on the hill, the fountain of hope, the beacon of liberty. We utterly reject “My country 4642right or wrong”—what scholar wouldn’t? But in the last thirty years, academics have 4643taken an equally destructive approach: “My country, always wrong!” We reject that too. 4644 4645Instead, we remain convinced that if the story of America’s past is told fairly, the result 4646cannot be anything but a deepened patriotism, a sense of awe at the obstacles 4647overcome, the passion invested, the blood and tears spilled, and the nation that was 4648built. An honest review of America’s past would note, among other observations, that 4649the same Founders who owned slaves instituted numerous ways—political and 4650intellectual—to ensure that slavery could not survive; that the concern over not just 4651property rights, but all rights, so infused American life that laws often followed the 4652practices of the common folk, rather than dictated to them; that even when the United 4653States used her military power for dubious reasons, the ultimate result was to liberate 4654people and bring a higher standard of living than before; that time and again America’s 4655leaders have willingly shared power with those who had none, whether they were 4656citizens of territories, former slaves, or disenfranchised women. And we could go on. 4657 4658The reason so many academics miss the real history of America is that they assume 4659that ideas don’t matter and that there is no such thing as virtue. They could not be more 4660wrong. When John D. Rockefeller said, “The common man must have kerosene and he 4661must have it cheap,” Rockefeller was already a wealthy man with no more to gain. Page 221 of 300 4662When Grover Cleveland vetoed an insignificant seed corn bill, he knew it would hurt him 4663politically, and that he would only win condemnation from the press and the people—but 4664the Constitution did not permit it, and he refused. 4665 4666Consider the scene more than two hundred years ago when President John Adams— 4667just voted out of office by the hated Republicans of Thomas Jefferson—mounted a 4668carriage and left Washington even before the inauguration. There was no armed 4669struggle. Not a musket ball was fired, nor a political opponent hanged. No Federalists 4670marched with guns or knives in the streets. There was no guillotine. And just four years 4671before that, in 1796, Adams had taken part in an equally momentous event when he 4672won a razor-thin close election over Jefferson and, because of Senate rules, had to 4673count his own contested ballots. When he came to the contested Georgia ballot, the 4674great Massachusetts revolutionary, the “Duke of Braintree,” stopped counting. He sat 4675down for a moment to allow Jefferson or his associates to make a challenge, and when 4676he did not, Adams finished the tally, becoming president. Jefferson told confidants that 4677he thought the ballots were indeed in dispute, but he would not wreck the country over a 4678few pieces of paper. As Adams took the oath of office, he thought he heard Washington 4679say, “I am fairly out and you are fairly in! See which of us will be the happiest!”1 So 4680much for protecting his own interests! Washington stepped down freely and 4681enthusiastically, not at bayonet point. He walked away from power, as nearly each and 4682every American president has done since. 4683 4684These giants knew that their actions of character mattered far more to the nation they 4685were creating than mere temporary political positions. The ideas they fought for together 4686in 1776 and debated in 1787 were paramount. And that is what American history is truly 4687about—ideas. Ideas such as “All men are created equal”; the United States is the “last, 4688best hope” of earth; and America “is great, because it is good.” 4689 4690Honor counted to founding patriots like Adams, Jefferson, Washington, and then later, 4691Lincoln and Teddy Roosevelt. Character counted. Property was also important; no 4692denying that, because with property came liberty. But virtue came first. Even J. P. 4693Morgan, the epitome of the so-called robber baron, insisted that “the first thing is 4694character…before money or anything else. Money cannot buy it.” 4695 4696It is not surprising, then, that so many left-wing historians miss the boat (and miss it, 4697and miss it, and miss it to the point where they need a ferry schedule). They fail to 4698understand what every colonial settler and every western pioneer understood: character 4699was tied to liberty, and liberty to property. All three were needed for success, but 4700character was the prerequisite because it put the law behind property agreements, and 4701it set responsibility right next to liberty. And the surest way to ensure the presence of 4702good character was to keep God at the center of one’s life, community, and ultimately, 4703nation. “Separation of church and state” meant freedom to worship, not freedom from 4704worship. It went back to that link between liberty and responsibility, and no one could be 4705taken seriously who was not responsible to God. “Where the Spirit of the Lord is, there 4706is liberty.” They believed those words. 4707 Page 222 of 300 4708As colonies became independent and as the nation grew, these ideas permeated the 4709fabric of the founding documents. Despite pits of corruption that have pockmarked 4710federal and state politics—some of them quite deep—and despite abuses of civil rights 4711that were shocking, to say the least, the concept was deeply imbedded that only a 4712virtuous nation could achieve the lofty goals set by the Founders. Over the long haul, 4713the Republic required virtuous leaders to prosper. 4714 4715Yet virtue and character alone were not enough. It took competence, skill, and talent to 4716build a nation. That’s where property came in: with secure property rights, people from 4717all over the globe flocked to America’s shores. With secure property rights, anyone 4718could become successful, from an immigrant Jew like Lionel Cohen and his famous 4719Lionel toy trains to an Austrian bodybuilder-turned-millionaire actor and governor like 4720Arnold Schwarzenegger. Carnegie arrived penniless; Ford’s company went broke; and 4721Lee Iacocca had to eat crow on national TV for his company’s mistakes. Secure 4722property rights not only made it possible for them all to succeed but, more important, 4723established a climate of competition that rewarded skill, talent, and risk taking. 4724 4725Political skill was essential too. From 1850 to 1860 the United States was nearly rent in 4726half by inept leaders, whereas an integrity vacuum nearly destroyed American foreign 4727policy and shattered the economy in the decades of the 1960s and early 1970s. Moral, 4728even pious, men have taken the nation to the brink of collapse because they lacked 4729skill, and some of the most skilled politicians in the world—Henry Clay, Richard Nixon, 4730Bill Clinton—left legacies of frustration and corruption because their abilities were never 4731wedded to character. 4732 4733Throughout much of the twentieth century, there was a subtle and, at times, obvious 4734campaign to separate virtue from talent, to divide character from success. The latest in 4735this line of attack is the emphasis on diversity—that somehow merely having different 4736skin shades or national origins makes America special. But it was not the color of the 4737skin of people who came here that made them special, it was the content of their 4738character. America remains a beacon of liberty, not merely because its institutions have 4739generally remained strong, its citizens free, and its attitudes tolerant, but because it, 4740among most of the developed world, still cries out as a nation, “Character counts.” 4741Personal liberties in America are genuine because of the character of honest judges 4742and attorneys who, for the most part, still make up the judiciary, and because of the 4743personal integrity of large numbers of local, state, and national lawmakers. 4744 4745No society is free from corruption. The difference is that in America, corruption is viewed 4746as the exception, not the rule. And when light is shown on it, corruption is viciously 4747attacked. Freedom still attracts people to the fountain of hope that is America, but 4748freedom alone is not enough. Without responsibility and virtue, freedom becomes a 4749soggy anarchy, an incomplete licentiousness. This is what has made Americans 4750different: their fusion of freedom and integrity endows Americans with their sense of 4751right, often when no other nation in the world shares their perception. 4752 Page 223 of 300 4753Sample Lesson 4 4754Title and Grade Level: Native American Mascots, 11–12 4755Ethnic Studies Values and Principles Alignment: 1–6 4756Standards Alignment: 4757CA CCSS for ELA/Literacy: RH.11–12.1, 2, 7; WHST.11–12.1, 4 4758Lesson Purpose and Overview: Students will examine past and present historical 4759portrayals of Native American iconography and culture used as mascots for major U.S. 4760sports teams. Students will explore and discuss how mascots can be viewed as 4761negative or prideful. Students will have an opportunity to read and analyze various 4762articles and sources on the topic and determine if the use of Native American mascots 4763should be continued or banned. 4764Key Terms and Ethnic Studies Concepts: Redskins, Stereotypes, Chief Wahoo, Florida 4765State’s Chief Osceola Renegade, Tomahawk Chop, Colonialism, Disenfranchisement, 4766Hegemony 4767Content and Language Objectives (Students will be able to…): 4768 4769 1. Continue conversations about Native Americans from a historical context and today. 4770 2. Examine stereotypes and myths about Native Americans. 4771 3. Compare and contrast the relationship between Native American tribes that 4772 support the use mascots and those that do not. 4773 4. Listen to opposing points of view. 4774 5. Examine economic reasons for using Native Americans as mascots. Page 224 of 300 4775 6. Examine sports teams that have changed the mascot/nicknames from Native 4776 4777 Americans. 7. Analyze viewpoints, take a position, and write a thesis and paragraph. 4778Essential Questions: 4779 1. How have Native Americans in the U.S. been portrayed historically? 4780 2. How has the use of Native American iconography, imagery, and culture impacted 4781 4782 Native Americans today? 3. Should sports teams continue to use these problematic mascots? Why or why 4783 not? 4784Lesson Steps: 4785Day 1 4786 1. Introduce the lesson by writing the following on the board: “Why might Native 4787 American mascots be considered offensive to some and prideful to others?” 4788 Have students respond to this question on a sheet of paper. After completing 4789 their written responses, have each student share their work with a neighbor. After 4790 allowing about three to five minutes for the pairs to share, have a whole class 4791 discussion responding to the question. 4792 2. Ask two students to come to the board and list sports teams that use Native 4793 American imagery, iconography, or cultural traits as part of their mascots, team 4794 names, or nicknames. Below is a sample list just in case students struggle to 4795 identify some teams: 4796 a. Atlanta Braves 4797 b. Kansas City Chiefs 4798 c. Washington Redskins Page 225 of 300 4799 d. Florida State Seminoles 4800 e. Chicago Blackhawks 4801 f. Cleveland Indians 4802 g. San Diego State Aztecs 4803 4804 3. After drafting the list, project some images of the mascots, logos, etc. on the 4805 other side of the board. Feel free to use some of the images provided below. 4806 Again, ask students if they find the images to be disrespectful. 4807 4. After projecting the images, show the following video clips of the Florida State 4808 Seminoles pre-game ceremony performed by Chief Osceola Renegade, as well 4809 as a clip of the Kansas City Chiefs and Atlanta Braves Tomahawk chop. Ask that 4810 student take notes on the videos and reflect on the earlier questions. 4811 a. Florida State Seminoles: https://www.youtube.com/watch? 4812 4813 4814 4815 4816 4817 4818 v=J20wsKNV0NI b. Kansas City Chiefs Tomahawk chop: https://www.youtube.com/watch? v=N4P6z_DTHf8 c. Atlanta Braves Tomahawk chop: https://www.youtube.com/watch? v=2bN7f4AlaGM 5. If time permits, hand out a copy of the NPR article, “Are You Ready for Some Controversy?” and have students read it in class. If no time remains during the Page 226 of 300 4819 class period, assign the reading as homework. Ask students to also respond to 4820 the following questions: 4821 a. What do those who refuse to say the name “Redskin” call the team? 4822 b. What media outlets have protested the use of the name Redskins? 4823 c. When was the term “Redskin” first recorded, and whom was it used by? 4824 Why was it used? 4825 d. How did Earl Edmonds’ book, “Redskins Rime” portray Native Americans 4826 and the name Redskin? 4827 e. What did the Washington Redskins owner say about the possibility of 4828 changing the name? 4829Day 2 4830 1. Start the second day of the lesson by asking students to pull out their homework. 4831 Ask the student to discuss their answers with a neighbor. After about five minutes 4832 of discussion be sure to collect the homework assignment. 4833 2. First play commercial “Proud to Be”- https://www.youtube.com/watch?v=mR- 4834 tbOxlhvE. Next, play “Redskins is a Powerful Name”- 4835 https://www.youtube.com/watch?v=40SFqadRTQ0 4836 3. Ask students what are the differences between these two videos? Discuss in 4837 pairs and later as a whole class. Also ask students, “Is there a difference 4838 between what Chief Osceola Renegade does at the beginning of Florida State 4839 University’s games versus what occurs at the Kansas City Chiefs and Atlanta 4840 Braves games? 4841 4. If time permits, have student research the Florida State University’s relationship 4842 with the Seminole tribe. This can also be assigned as homework. As a starting 4843 point, have students review the website listed below: Page 227 of 300 4844 a. Seminole Tribe of Florida Website- https://www.semtribe.com/stof 4845 b. “Relationship with the Seminole Tribe of Florida”- 4846 https://unicomm.fsu.edu/messages/relationship-seminole-tribe-florida/ 4847 c. National Congress of Indian Americans. “Anti-Defamation & Mascots”- 4848 http://www.ncai.org/policy-issues/community-and-culture/anti-defamation- 4849 mascots 4850Day 3 4851 4852 4853 1. Start the day by having students report back what they learned from the homework assignment to the whole class. 2. Ask students if there are any sports teams that have removed/retired Native 4854 American mascots or names. If students are unable to respond to the question, 4855 emphasize that the following teams and/or institutions have removed or retired 4856 the use Native American imagery from their sports teams marketing: Stanford 4857 University, the University of Illinois, the Golden State Warriors, the University of 4858 Oklahoma, Marquette University, Marquette University, Dartmouth College, 4859 Syracuse University, and Coachella Valley High School. Provide some images of 4860 the retired mascots for additional reference. Two examples are included below. 4861 4862 4863 4864 4865 4866 4867 3. Show an excerpt of the film “In Whose Honor”- https://www.youtube.com/watch? v=8lUF95ThI7s 4. After watching the film, have students complete the handout provided below. Page 228 of 300 4868 5. After completing the handout, have students share their answers with each other 4869 in pairs. 4870Assessment, Application, Action, and Reflection: 4871  4872 4873 culture, and imagery being used in the marketing of U.S. sports teams.  4874 4875 Students will conduct research on the history of Native American iconography, Students will engage in class dialogue and debate around the highly contentious topic.  4876 Students will have several opportunities to reflect on the differing positions of Native American tribes related to this topic. 4877Materials and Resources: 4878  4879 4880 “Anti-Defamation & Mascots”- http://www.ncai.org/policy-issues/community-andculture/anti-defamation-mascots  “Sports Teams That Retired Native American Mascots, Nicknames”- 4881 https://www.sportingnews.com/us/baseball/list/washington-redskins-native- 4882 american-mascot-controversies-history/1wmax2elthrth1kvstmdeyre65 4883  4884 4885 v=40SFqadRTQ0  4886 4887 4890 National Congress of American Indians. “Proud to Be (Mascots)”https://www.youtube.com/watch?v=mR-tbOxlhvE  4888 4889 “Redskins Is a Powerful Name”- https://www.youtube.com/watch? “The Final Chop at Turner Field”- https://www.youtube.com/watch? v=2bN7f4AlaGM  “Kansas City Chiefs Tomahawk Chop- Loudest Crowd in the World (Guinness World Record).”- https://www.youtube.com/watch?v=N4P6z_DTHf8 Page 229 of 300 4891  4892 4893 “FSU Football Chief Osceola Renegade at Doak Tomahawk Chop”https://www.youtube.com/watch?v=J20wsKNV0NI  “Are You Ready For Some Controversy? The History of ‘Redskin’- 4894 https://www.npr.org/sections/codeswitch/2013/09/09/220654611/are-you-ready- 4895 for-some-controversy-the-history-of-redskin 4896  4897 4898 “Relationship with the Seminole Tribe of Florida”http://unicomm.fsu.edu/messages/relationship-seminole-tribe-florida/  “Two Years Later, Effect of California Racial Mascots Act Looks Diminished”- 4899 https://www.dailycal.org/2017/10/09/two-years-later-effect-california-racial- 4900 mascots-act-looks-diminished/ 4901 Page 230 of 300 4902 “In Whose Honor” Video Questions 4903This documentary profiles Charlene Teeters, a Native American activist who tries to 4904educate the University of Illinois community about the negative impact of the “Chief 4905Illiniwek” mascot, which is an inaccurate, stereotypical portrayal of a Native American. 4906 1. Why is Charlene Teeters Upset? 4907 2. Why does she find the use of Native American iconography and imagery in 4908 mascots offensive? 4909 3. What forms of resistance does she use against the university? 4910 4. What is the reaction from the community? 4911 5. What is the university’s response to Charlene’s protest? 4912 6. What resolution is made? Page 231 of 300 4913 7. What is your opinion of the university?s use of the mascot? 4914 Page 232 of 300 4915Arab American Studies Course Outline 4916Course Overview: This course will provide students with a comprehensive 4917understanding of Arabs and Arab Americans, and offer support for inclusive teaching 4918strategies to provide a welcoming environment for Arab-American students. Students 4919will be exposed to the experiences of Arab Americans and see them as a diverse group 4920with a history stretching back over a century in California and across the country. This 4921course will address how class conflict, migration, exile, interethnic relations, religious 4922diversity, transnational politics and gender, etc. impact Arab Americans, while 4923introducing students to concepts such as race, Orientalism, Islamophobia, hegemony 4924and Xenophobia. Ultimately, this course will examine the formation of Arab American 4925identity, culture, and politics within the United States using a variety of sources and 4926centering the Arab voice. 4927Course Content: This course will explore a broad range of topics and events pertaining 4928to the complex and diverse experiences of Arab Americans. This course will focus on 4929the history of Arab Americans, starting from their first immigration into the country to 4930present day, highlighting their contributions and how they have—similar to other 4931communities of color—struggled against racism, discrimination, harmful stereotypes, 4932and social, political, and economic marginalization. For example, students will be 4933exposed to how Arab Americans, along with non-Arab Muslims, South Asians, Sikhs, 4934and others, have suffered from being perceived as a domestic enemy in the wake of the 4935terrorist attacks of September 11, 2001. These negative sentiments toward Arab 4936Americans stem primarily from ignorance, but they also reflect a troubled relationship 4937between the US and the Arab world as a result of US imperialism. 4938Sample Topics: 4939  The Arab World vs. The Middle East 4940  Defining Arab and Muslim 4941  Islamophobia Page 233 of 300 4942  Arab Immigration to the United States 4943  Dow v. United States (1915) 4944  Race and the Arab-American Experience 4945  The history of Anti-Arab Immigration Policies 4946  The Muslim Ban Executive Order 13769 4947  Terrorism Against Arabs: Arab American and Civil Liberties post-9/11 4948  Orientalism and Arab Representations in the Media 4949  Arab and Muslim Women in the United States 4950  Anti-Arab and Muslim Violence 4951  Direct Action Front for Palestine and Black Lives Matter 4952  Call to Boycott, Divest, and Sanction Israel 4953  Comparative Border Studies: Palestine and Mexico 4954Potential Significant Figures to Cover (this list is in no way exhaustive): 4955  Mustafa az-Zammouri 4956  Kahlil Gibran 4957  Philip Hitti 4958  Nagi Daifullah 4959  Edward Wadie Said 4960  Ralph Nader Page 234 of 300 4961  Jack George Shaheen 4962  Candy Lightner 4963  Kemal Amin "Casey" Kasem 4964  Alia Martine Shawkat 4965  Linda Sarsour 4966  Rashida Harbi Tlaib 4967  Ilhan Abdullahi Omar 4968  George John Mitchell Jr. 4969  Helen Thomas 4970 4971Sample Lesson 1 4972Title and Grade Level: Arab Immigration to the US (Modified Lesson Plan from the Arab 4973Cultural), Grade 11 4974Ethnic Studies Values and Principles Alignment: 1, 2 4975Standards Alignment: 4976HSS Content Standards: 11.3.4; 11.11.1; 11.11.7 4977CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1; Historical 4978Interpretation 3 4979CA CCSS for ELA/Literacy: RH.11–12.1, 2, 3 4980Lesson Purpose and Overview: Page 235 of 300 4981This lesson introduces students to the history of Arab immigration to the United States, 4982patterns of settlement, and issues faced by Arab Americans. This lesson plan can be 4983used any time immigration is being discussed but is specially designed to be used in the 4984eleventh-grade curriculum, which calls for studying immigration policy and reform and 4985the diversifying effect of immigration on American society. 4986Key Ethnic Studies Terms and Concepts: Immigration Act of 1924 (Johnson-Reed Act), 4987Immigration and Nationality Act of 1965, the Nakba, Immigration and Nationality Act of 49881965, Special Registration Program, Race, Ethnicity, Nativist, Nationality, Solidarity 4989Prerequisite Skills and Knowledge: This lesson should proceed lessons on the meaning 4990of the “Arab World”; the difference between Arab and Muslim; the attacks of 9/11. It is 4991also recommended that students have a clear understanding of the meanings of race, 4992ethnicity, nationality, and culture. Students should be able to mark a text purposefully 4993and view digital media with the goal of identifying essential information. Students should 4994be able to analyze song lyrics and poems. 4995Content and Language Objectives (Students will be able to…): 4996 1 Students will describe the course of Arab immigration to the United States. 4997 2 Students will explain the reasons for Arab immigration to the United States. 4998 3 Students will identify major US policies toward immigrants, specifically those from 4999 the Arab world. 5000 4 Students will make connections between labor and immigration patterns. 5001 5 Students will explain some intersections between attitudes toward race and 5002 5003 5004 immigration. 6 Students will link Arab immigration to immigration in other communities, particularly Latinos. 5005Essential Questions: Page 236 of 300 5006 5007 5008 5009 5010 5011 1. What are the similarities and differences between the immigration patterns among Arabs throughout US history? 2. What are the similarities and differences in the experiences of Arab groups after immigrating to America? 3. How are the experiences of Arab immigrants connected to those of other communities? 5012Lesson Steps/Activities: 5013Time Required: 100-150 minutes 5014 ● Teacher distributes the “History of Arab Immigration to the United States” 5015 handout to students the day before the lesson. Depending on time, teacher can 5016 either have students read the handout for homework or as a warm up. Students 5017 are assigned to mark three points that surprised them and write out three 5018 questions they have after reading the handout. 5019 ● Teacher distributes a blank map of North Africa and the Middle East. Students 5020 write in the names of any countries they recognize and mark each Arab country 5021 with a star. When student have finished, the teacher projects the same map and 5022 fills it in along with the students. To wrap up the exercise, students identify the 5023 ways that one might identify a country as “Arab,” (e.g. predominantly Arabic- 5024 speaking, member of the Arab League). If time permits, students highlight 5025 Lebanon, Syria, Israel-Palestine, and Iraq, and for each country teacher explains 5026 what time periods saw significant immigration from each of those countries to the 5027 US. (10 min) 5028 ● Teacher has students take out the handout that they read for homework along 5029 with their questions. Teacher asks students to share what points surprised them. 5030 Teacher collects their questions and uses them to inform the next day of 5031 teaching. (5-10 min) Page 237 of 300 5032 ● Teacher divides students into three groups, and gives each group copies of one 5033 of the three immigrant narratives. Students read the narratives, discuss, and 5034 answer the questions. Afterwards, teacher calls on one member of each group to 5035 summarize the narrative for the rest of the class. Teacher leads a class 5036 discussion on the similarities and differences among the narratives, using the 5037 following questions for each: What challenges has the author faced as an Arab in 5038 America? What opportunities has the author encountered? How has the author 5039 been labeled and categorized based on his or her identity? (30 min) 5040 ● Extension Writing Activity: Students write a final paragraph in response to the 5041 following prompt: “How have these individuals been affected by labels that others 5042 have applied to them? What labels have people applied to you that ignore your 5043 right to define yourself, and what effect has that had on you?” 5044 ● Day 2: Teacher distributes the “Arab American Immigration and Labor” handout 5045 to students. Depending on time, teacher can either have students read the 5046 handout for homework or as a warm up. Students read the handout and mark 5047 three points that surprised them and write out three questions they have after 5048 reading the handout. 5049 ● Students write down three reasons why a person might leave his or her native 5050 country and immigrate to a new land. Students share their ideas and reflect on 5051 whether they know anyone (including themselves and their own families) who 5052 has immigrated for any of those reasons. (5 min) 5053 ● Teacher projects the figure 2: Arab Population in the U.S. from the Arab American 5054 Settlement handout or has students look at the map in the packet. Teacher 5055 explains the key and helps the students understand the meaning of the map, 5056 then has students identify which states and metropolitan areas have the highest 5057 concentration of Arabs. (5 min) 5058 ● If students have computer access in the classroom, they can visit the Mapping 5059 History website and the New York Times interactive Immigration Explorer to Page 238 of 300 5060 answer the questions on the handout singly or in pairs. If students do not have 5061 computer access, teacher should guide them through the relevant demographic 5062 data. Students complete the map then teacher projects the map and has student 5063 volunteers mark the appropriate areas. (15 min) 5064 ● Teacher leads the class in a discussion about the relationship between 5065 immigration and industry. Teacher distributes the handout of immigrant profiles 5066 and assigns one to each student. Teacher instructs them that, they are to decide 5067 where in America they would try to reach and write a paragraph explaining their 5068 choice. They should address the following: family, community, work. (Depending 5069 on time and student need, this can be done as homework, in pairs or individually) 5070 ● Teacher distributes the handout on connections among immigrant communities. 5071 Teacher leads students in a discussion comparing the immigrant experience of 5072 Arabs and Latinos. Teacher asks the following: 5073 What challenges do they face in common? What experiences are unique 5074 to each community? How has reaction to immigration from one community 5075 affected the other (e.g.: militarization of US-Mexico border for anti-terror 5076 reasons)? How did the experience of Naji Daifullah and the other Arab 5077 American and Latino farm workers differ from the promise of the “land of 5078 opportunity”? (5 min) 5079 5080 5081 ● Optional: Play videos from the MEARO website on the Arab American experience. Have the students answer the questions from the website. ● Using the information in all the handouts, books or on the Internet, have the 5082 students complete the following assignment: students imagine they are a laborer 5083 and write a letter to a family member back in their home country. Within the letter 5084 they describe what they think it means to be “Arab” within the US; what are the 5085 similarities and differences among various “Arab” groups. Students also explain 5086 the work they are doing and make connections among other immigrant 5087 communities they work with. (20 min) Page 239 of 300 5088Lesson Modifications/Accommodations for Students with Diverse Needs: 5089Direct and written instructions can be used to relay information on rules, procedures and 5090strategies. Students will be placed in mixed ability groups when reading. Readings can 5091be broken into various lexiles if needed, like those found in Newsela. Sentence starters 5092can be created for letter. Examples can also be used. Students will receive constructive 5093feedback and opportunity for revision if need be. 5094Assessment, Application, Action, and Reflection: 5095Assessment: The summative assessment for the lesson is a letter addressed to a family 5096member from the perspective of an Arab laborer describing their experiences in 5097America. Students will be assessed on their ability to address the following topics within 5098their letter: what it means to be “Arab” within the US; what are the similarities and 5099differences among various “Arab” group; connections among other immigrant 5100communities they work with. 5101Application: Students will apply Ethnic Studies principles 1 and 6 to their letters. 5102Action: Students can do a number of things with what they learned. First, they can use 5103the material to analyze immigration policy that is important today. The teacher can 5104include an extension activity so that students can contact a local politician or ACLU to 5105make their voices heard on issues of immigration policy. Another possibility would be to 5106present the material they learned to the history department, encouraging them to teach 5107about the diverse group that unionized farm workers. Americans who know anything 5108about the farm workers movement know it was started by César Chávez. In reality, 5109Arab, Chicano/a, Mexican, Filipino/a, black, and white farm workers founded it too. 5110Reflection: Students should reflect critically on both the assignment and their habits 5111around how they approached and took this assignment to completion [or not]. 5112Furthermore, teachers should reflect on the effectiveness of the lesson based on 5113student work and reflections. 5114Example student reflections: Page 240 of 300 5115 1. How much did you know about the writing genre or content before we started? 5116 2. What does this piece reveal about you as a learner? What did you learn about 5117 5118 5119 5120 5121 5122 5123 5124 yourself as you worked on this piece? 3. What does this piece say about your understanding of the Ethnic Studies Values and Principles? 4. If you were the teacher, what comments would you make about this piece as it is now? 5. If someone else were only looking at the piece of writing, what might they learn about who you are? 6. What is one aspect of the work you would like to improve upon? 5125Materials and Resources: 5126 THE HISTORY OF ARAB IMMIGRATION TO THE UNITED STATES 5127Immigration has always been a central characteristic of the American experience. The 5128settlers who established the original colonies were immigrants from Britain, and 5129subsequent waves of immigration have diversified American society in each generation. 5130Arabs began to arrive in the United States in significant numbers in the late nineteenth 5131century. Beginning around 1870, there were three major waves of Arab immigration. The 5132first wave came mostly from a region of the Ottoman Empire then called Syria (which 5133includes the modern states of Syria, Lebanon, and Palestine/Israel), in particular the 5134region of Mount Lebanon. Many of these immigrants, about 200,000 in all, were young 5135men pursuing economic opportunity in the United States. First wave immigrants were 5136generally called Syrians or Turks, and in fact many did not necessarily think of 5137themselves primarily as Arab. They often identified as members of a particular religious 5138group or geographic area: Christians, Muslims, or Jews, from Lebanon, Aleppo, or 5139Jerusalem. Page 241 of 300 5140The influx of immigrants from outside Western Europe in the late nineteenth century 5141provoked a backlash in the US from some among the white majority of European origin, 5142who believed that these immigrants would negatively influence the character of 5143American society. This nativist trend resulted in restrictive immigration policy and legal 5144and institutionalized discrimination against groups that did not fit the white, Western 5145European, Protestant profile. This first wave of Arab immigration ended with the 5146passage of the Immigration Act of 1924 (the Johnson-Reed Act), which sharply 5147restricted the number of immigrants through a quota system. Only one hundred Arabs 5148were allowed to immigrate each year. 5149The second wave of immigrants, in the middle of the twentieth century, arrived more 5150slowly because of these restrictions in immigration law. This wave was smaller (less 5151than 100,000) and much less homogeneous than the first. Immigrants both Christian 5152and Muslim arrived from all over the Arab world, not just Syria. The largest single group 5153was Palestinian, as hundreds of thousands of Palestinians had been displaced in the 5154Nakba (Arabic for “Catastrophe,” the term used to describe the dispossession and 5155dispersal of many Palestinian Arabs from the new state of Israel in the 1948 Palestine 5156War). Most of the Arab immigrants to the US in this period, Palestinian and otherwise, 5157were well-educated professionals because restrictive immigration laws kept out those 5158without wealth or a trade. 5159Second wave immigrants left the Arab world at a time when Arab nationalism was rising 5160as a powerful ideological force. Many of these new immigrants identified as Arabs and 5161considered their Arab identity politically central. The term “Arab” is generally used to 5162mean someone who speaks Arabic, but as with other ethnic terms, an Arab is anyone 5163who identifies with Arab culture and history and the Arabic language. 5164The Immigration and Nationality Act of 1965 loosened the restrictions that had kept out 5165many immigrants, ushering in a massive third wave of Arab immigration. Many Arabs in 5166the third wave, which continues today, were fleeing violence at home. The Lebanese 5167Civil War from 1975 to 1990 prompted thousands of Lebanese to seek security in the 5168West. Iraqi refugees fled the Gulf War, the abuses of the regime of Saddam Hussein, Page 242 of 300 5169and the Iraq War. Many of the immigrants in this wave were Muslim, contributing to a 5170slow demographic shift in a population that was once almost entirely Christian. 5171The terrorist attacks on September 11, 2001 resulted in increased discrimination against 5172Arabs not only among the American public, but at the level of government policy as well. 5173In late 2002 the government initiated the National Security Entry-Exit Registration 5174System, commonly called the Special Registration Program. Noncitizens over the age of 517516 who were born in any of 25 specially designated countries were required to register 5176with authorities and be fingerprinted, photographed, and interviewed. All but one of the 517725 countries were predominantly Muslim, and 18 of them were Arab countries. The 5178program has been terminated, but increased monitoring of Arab Americans remains. 5179Deportations of Arabs and Muslims from those countries increased by nearly a third in 5180the two years after 9/11. In the post-9/11 period, immigration enforcement was brought 5181into much closer alignment with national security agencies and priorities. 5182 ARAB-AMERICAN IMMIGRATION AND LABOR 5183Labor has always been an important factor in Arab immigration to the United States. 5184The first wave of immigrants to the United States, mostly Christians from Mount 5185Lebanon, left their ancestral lands in a time of great change. The spread of foreign 5186educational institutions (many set up by missionaries) and increasing economic 5187connections with the West opened up new migration routes. Political violence, 5188particularly the massacres of 1860, destabilized the Christian population of Mount 5189Lebanon, and conscription and taxation by Ottoman authorities exacerbated the 5190situation. In the end many left for economic reasons. There was a shortage of land to 5191work, and the land under cultivation suffered from a series of droughts and blights in the 5192late nineteenth century. The silk industry, which had been central in the economy of 5193Mount Lebanon, also collapsed. World War I prompted a redoubling of the exodus from 5194Mount Lebanon, which suffered immensely during the war. After conscription stripped a 5195significant proportion of the working male population from the area, Mount Lebanon was Page 243 of 300 5196crippled by an Allied naval blockade combined with brutal administration by the Young 5197Turk Djemal Pasha. Perhaps a quarter of the population died. 5198Whether driven away from Lebanon by famine or simply attracted by the promise of 5199making a fortune in the US, most Arab immigrants in this period came for work. The first 5200wave was overwhelmingly male, mostly single young men hoping to work for a few 5201years and send money to their families or return home with their fortunes. Almost all 5202immigrants arrived and were processed in New York, and many stayed in the city. 5203Others moved on to cities where industry provided jobs for uneducated workers, like 5204Detroit for the auto industry and Chicago for the meatpacking industry. Many, however, 5205became traveling peddlers, selling goods across the country. This mobility resulted in 5206Arab immigrants settling in small communities across the United States. Like other 5207immigrant communities, Arabs coming to the United States in subsequent years tended 5208to settle in areas with an existing Arab population, especially where family or friends 5209were already living. 5210Often on foot, Syrian peddlers traveled door to door for months at a time hauling packs 5211full of necessaries and trinkets to sell to housewives. Their packs might include fabric 5212and clothing, notions (items used for sewing), and items such as rosaries from the Holy 5213Land (though these were often made in the United States). The Syrian peddler was a 5214fixture in early twentieth-century American life, but this mode of work was eventually 5215made obsolete by large stores and magazines like Sears and Roebuck. Formerly 5216itinerant peddlers, many having saved up decent sums, settled down to other types of 5217work in the many small Arab communities scattered across the country. 5218Of course peddling was not the only Arab occupation by any stretch. Arabs took up all 5219manner of professions and worked in local industries. Arab-American immigrants to 5220southern California who became agricultural laborers faced the same difficulties as the 5221larger Latino laborer community there. Many Arabs joined the National Farm Workers 5222Association, the union founded by Cesar Chavez. One of them, a Yemeni immigrant 5223named Naji Daifullah, became an important NFWA activist and organized strikes for fair Page 244 of 300 5224wages and labor practices. During a protest in 1973 he was beaten in the back of the 5225head with a flashlight by a sheriff’s deputy and killed. 5226Naji Daifullah’s legacy continues in cooperation between Arab and Latino groups, 5227especially since US government policy increasingly targets both groups through the 5228dual lenses of immigration and security. Arabs and Latinos have been the victim of 5229increased amounts of legal, government-sanctioned surveillance and profiling. Arizona 5230Senate Bill 1070, which overhauled enforcement of immigration law in 2010, required 5231police officers to determine the immigration status of any individual suspected of being 5232an illegal immigrant. It also required all immigrants aged 14 and over to register with the 5233government after 30 days of residence in the country and to carry immigration status 5234documents with them at all times, though these key abusive provisions of the law were 5235struck down by the Supreme Court in 2012. 5236The increased militarization of the US-Mexico border also reflects the connection 5237between the issues of the two communities. Large defense companies like Raytheon, 5238Lockheed Martin, and Northrup Grumman are scrambling to secure contracts to provide 5239weaponry, including drones, for the border to make up for the drawdown of US forces in 5240Iraq and Afghanistan. 5241 IMMIGRANT NARRATIVE 1 5242AMEEN RIHANI 5243This letter is from Ameen Rihani’s The Book of Khalid, considered the first Arab5244American novel in English. Although the book is a work of fiction, it draws from Rihani’s 5245own experience as an Arab immigrant to the United States in the late nineteenth 5246century. In this excerpt the book’s protagonist, Khalid, writes to his friend Shakib about 5247the life of a peddler in the Bronx. 5248My loving Brother Shakib, Page 245 of 300 5249I have been two months here, in a neighbourhood familiar to you. Not far from the place 5250where I sleep is the sycamore tree under which I burned my peddling-box. And perhaps 5251I shall yet burn there my push-cart too. But for the present, all’s well. My business is 5252good and my health is improving. The money-order I am enclosing with this, will cancel 5253the note, but not the many debts, I owe you. And I hope to be able to join you again 5254soon, to make the voyage to our native land together. Meanwhile I am working, and 5255laying up a little something. I make from two to three dollars a day, of which I never 5256spend more than one. And this on one meal only; for my lodging and my lunch and 5257breakfast cost next to nothing. Yes, I can be a push-cart peddler in the day; I can sleep 5258out of doors at night; I can do with coffee and oranges for lunch and breakfast; but in the 5259evening I will assert my dignity and do justice to my taste: I will dine at the Hermitage 5260and permit you to call me a fool. And why not, since my purse, like my stomach, is now 5261my own? Why not go to the Hermitage since my push-cart income permits of it? But the 5262first night I went there my shabbiness attracted the discomforting attention of the 5263fashionable diners, and made even the waiters offensive. Indeed, one of them came to 5264ask if I were looking for somebody. ‘No,’ I replied with suppressed indignation; ‘I’m 5265looking for a place where I can sit down and eat, without being eaten by the eyes of the 5266vulgar curious.’ And I pass into an arbor, which from that night becomes virtually my 5267own, followed by a waiter who from that night, too, became my friend. For every evening 5268I go there, I find my table unoccupied and my waiter ready to receive and serve me. But 5269don’t think he does this for the sake of my black eyes or my philosophy. That disdainful 5270glance of his on the first evening I could never forget, billah. And I found that it could be 5271baited and mellowed only by a liberal tip. And this I make in advance every week for 5272both my comfort and his. Yes, I am a fool, I grant you, but I’m not out of my element 5273there. 5274Reading Questions 5275 5276 5277 1. Based on clues in the letter, identify some positives and some negatives of Khalid’s life as a peddler. 2. What hopes and goals does Khalid express in the letter? Page 246 of 300 5278 5279 3. How does Khalid reflect the average profile of a Lebanese Arab immigrant to the United States during this period? 5280 IMMIGRANT NARRATIVE 2 5281ZAFIR HANDI ELSABAWI 5282This excerpt is taken from an oral interview with Zafir Handi Elsabawi, a Palestinian5283American from Florida. Source: Arab Immigrants Oral History Project, 5284http://ufdc.ufl.edu/AA00007498. 5285[Pursuing medicine] was my family’s decision. In Palestine, wars and the consequent 5286hard life circumstances caused a heavy pressure on people there. This motivated them 5287to care very much about their children’s education to secure a good living and 5288employment for themselves. I was one of those who were falling under heavy pressure 5289that we should continue with our education, go to university, and obtain a certificate. 5290While I was [in England], I got to know a woman who later became my first wife who is 5291now deceased, may God grant her soul peace and mercy. I went back to Egypt, but 5292because of my status as a carrier of Palestinian refugee document, the British 5293authorities did not allow me to go back to England to see my wife. I still remember the 5294words of the consul when she refused to give me a visa. Her words were literally, “You 5295are a homeless, stateless person and for that reason you can’t go.” It was very difficult 5296for me. I left her office and sat outside on the street curb. I cried and prayed to Allah to 5297ease things for me. 5298[Most Arabs in the area] are very busy from one another. We are a new generation here 5299and we are busy with work and providing our children’s needs such as cars, a good 5300living place, education and others. This is keeping everybody busy. It is also making 5301their visits to each other less than what it would have been if they were living in their 5302Arab countries. Page 247 of 300 5303The West gave me a lot. It gave me settlement and a nationality, especially for a 5304Palestinian like me who never had a nationality certificate. You remember what I told 5305you earlier, what the British consul had said to me. Now I have both the American and 5306the European nationalities. God has answered my prayers when I was sitting on the 5307curb, and opened all the countries of the world for me…It gave me feeling of settling 5308down and personal security which I lacked when I was in the Arab countries. The 5309political and economic situations and the living conditions were very unstable there. 5310Here things are stable. 5311Reading Questions 5312 1. What challenges did the narrator face as a stateless immigrant? 5313 2. How did the experience of immigration factor into Zafir Elsabawi’s career choice? 5314 4. Identify some advantages and disadvantages to life in the United States, 5315 according to the narrator. 5316 IMMIGRANT NARRATIVE 3 5317RASHIDA TLAIB 5318This excerpt comes from an oral interview with Rashida Tlaib (pronounced Tah-leeb), 5319the first Muslim woman to serve in the Michigan state legislature. Source: StoryCorps 5320Oral Histories, http://arabstereotypes.org/resources/storycorps. 5321 5322After 9/11 I was in law school and I said to myself, okay what do I need to do? And I got 5323very very much engaged in post-9/11 issues, especially when it came to the FBI 5324interviews, the special registration of green card holders and people with immigrant 5325visas of Muslim faith or from Muslim countries. My husband at the time, he was a green 5326card holder for just less than five years or so, and I immediately filed his application to Page 248 of 300 5327become a US citizen immediately after that, and then starting doing that for a number of 5328other people because I was really worried. 5329I think someone had mentioned this at one of the panels that we had, that there was this 5330idea of putting us in camps, and I didn’t remember that until that person said that but it 5331was true. I remember, oh my God are they going to put us in camps, like they did people 5332who were from Japan? I mean we were really scared because we knew the FBI was 5333going to come door knocking, and they did. 5334My mother had the first visit, when my father wasn’t home. And then my father had the 5335swat team show up to his business. My brother, someone called the 800 number and 5336said he was a terrorist. If you know anything about my brother Rashad, he’s nothing but 5337a partier in college, you know, just a regular young college student. It was just a number 5338of things, every single month, every single year passed, we were somehow being 5339targeted… One email that came in, it was someone that hacked in our system, and we 5340had over 200 employees at the time, so a lot of us got the email at the same time…It 5341was in these big fonts, and the word blood was in a big bolded red font, but it said 5342something about skinning us like sheep and blood in a river and it was just all you saw 5343was blood and skinning and very hateful things… 5344 5345Reading Questions 5346 1. What effect did 9/11 have on the narrator’s career choice and life path? 5347 2. Although the narrator herself was born in the US, how have immigration issues 5348 5349 affected her life? 3. The narrator connects the Arab-American experience after 9/11 to the Japanese- 5350 American experience in World War II. Compare and contrast the two 5351 experiences. 5352 Page 249 of 300 5353 ACTIVITY: ARAB-AMERICAN SETTLEMENT 5354Before answering the following questions, take a look at the interactive map and module 5355on the following websites: 5356Mapping History (University of Oregon): Industrialization 1870-1930 5357https://mappinghistory.uoregon.edu/english/US/US26-00.html 5358New York Times interactive Immigration Explorer 5359http://www.nytimes.com/interactive/2009/03/10/us/20090310-immigration-explorer.html 5360 1. Look at the Industrialization module 1870-1930 and read the introduction. Make 5361 your way through the module and write three points—one from each module— 5362 that summarizes the change in industry over time. 5363 5364 5365 5366 5367 2. Look at the Immigration Explorer map. For the years 1880, 1900, and 1930, identify what parts of the country exhibited the highest foreign-born population. 3. What do these two sources suggest about the relationship between immigration and industry in America around the turn of the century? Now compare the figures bellow: Page 250 of 300 5368 5369 Figure 1: North America's Industrial Areas 5370 5371 Figure 2: Arab Population in the U.S. 5372 http://www.asjournal.org/52-2008/the-success-story-of-an-american-family/ 5373 Page 251 of 300 5374 5375 4. On the map below, mark the three highest concentrations of Arab Americans with an X, and then circle the areas providing the most jobs in industry. 5376 5377 5378 5. Describe the relationship between the two sets of marks you made. What does that suggest about Arab settlement patterns in the US? 5379FURTHER RESOURCES 5380Teaching with the News: The Iraqi Refugee Crisis https://www.choices.edu/teaching5381news-lesson/iraqi-refugee-crisis/ 5382Arab Americans: History, Culture and Contributions (Arab American National Museum) 5383http://arabamericanmuseum.org/umages/Arab-Americans.pdf 5384Bayoumi, Moustafa. How Does It Feel to Be a Problem?: Being Young and Arab in 5385America. New York: Penguin Press, 2008. 5386Haddad, Yvonne Yazbeck. Not Quite American?: The Shaping of Arab and Muslim 5387Identity in the United States. Waco, Texas: Baylor University Press, 2004. 5388The Middle Eastern-American Experience: The Early Years (MEARO) 5389http://www.mearo.org/lesson1.php Page 252 of 300 5390Middle Eastern-Americans in the Post-1965 Era (MEARO) 5391http://www.mearo.org/module2/lesson1/ 5392Naff, Alixa. Becoming American: The Early Arab Immigrant Experience. Carbondale, IL: 5393Southern Illinois University Press, 1985. 5394The New Americans (PBS) 5395http://www.pbs.org/independentlens/newamericans/foreducators_index.html#resources 5396Orfalea, Gregory. Before the Flames: A Quest for the History of Arab-Americans. Austin: 5397University of Texas Press, 1988. 5398 5399Sample Lesson 2 5400Title and Grade Level: Hip-hop as Resistance, 9–12 5401Ethnic Studies Values and Principles Alignment: 2, 5, 6, 7 5402Standards Alignment: 5403CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1; Historical 5404Interpretation 3 5405CA CCSS for ELA/Literacy: RH 1, 2, 7, 10; WHST 4, 7, 10 5406CA ELD Standards: ELD 1, 2, 4, 6, 9-12 5407Lesson Purpose and Overview: This lesson allows students to explore how Hip-hop can 5408be used to resist oppression and counter hegemonic beliefs perpetuated through the 5409media. The lesson uses Arabs as a case study and introduces students to Arab5410American Hip-hop. Activities in this lesson ask students to analyze, review, synthesize 5411their learning and create new cultural material. This lesson can either be used as a 5412stand-alone lesson or come at the end of a unit on Arab Representations in the Media. Page 253 of 300 5413Key Ethnic Studies Terms and Concepts: Hip-hop, Resistance, Oppression, Media, 5414Critical Consciousness, Hegemony, Counter-hegemony 5415Prerequisite Skills and Knowledge: Students must be able to explain how Institutions 5416like the media can be the vehicle for hegemonic ideas, which can shape and reinforce 5417stereotypes. Students should also be able to identify commonly held stereotypes of 5418Arab Americans, recognize their origins and describe how Arab Americans, along with 5419non-Arab Muslims, South Asians, Sikhs, and others, have suffered from them. Students 5420should have a clear understanding of the key terms and Ethnic Studies Concepts from 5421previous lessons and/or units. Students should be able to mark a text purposefully and 5422view digital media with the goal of identifying essential information. Finally, students 5423should be able to analyze song lyrics. 5424Content and Language Objectives (Students will be able to…): 5425 5426 5427 5428 5429 5430 5431 5432 1. Students will recall commonly held stereotypes of Arab-Americans and give examples of how they are used in Hip-hop videos; 2. Students will determine whether or not an artist should be held solely responsible for reinforcing stereotypes; 3. Students will recognize that Hip-hop can be used as a form of resistance and counter-hegemonic media 4. Students will construct their own counter-hegemonic song and perform it in front of their peers 5433Essential Questions: 5434 1. How can the media empower or disempower groups within society? 5435 2. How can Hip-hop be used as a form of resistance against hegemonic beliefs? 5436Lesson Steps/Activities: 5437Time Required: 50-200 Min Page 254 of 300 5438 ● On a piece of paper, teacher asks students to recall some commonly held 5439 stereotypes of Arab-Americans. Then teacher distributes the handout, Arab 5440 Stereotypes: A one-pager of common stereotype from the American-Arab Anti- 5441 Discrimination Committee (ADC) to review student answers. (5 min) 5442 ● Students will then watch Busta Rhyme's song, "Arab Money" and give 5443 examples--on the same piece of paper--of how Arab American Stereotypes are 5444 perpetuated in the video. Students share their responses. (10 min) 5445 ● The teacher introduces the Hip-hop artist, Narcy (formally the Narcicyst) by 5446 projecting a picture of him and explaining the following or If time allows, teacher 5447 can also show the video Rapper and Artist Narcy is Creating Space for Voices of 5448 the Muslim Community: (5 min) 5449 Rap music and Hip-hop culture has its roots within the Black community of 5450 New York. Hip-hop originated as a form of political expression and 5451 resistance; the environment in which it emerged from in the Bronx during 5452 the 70’s is very similar to the environment in which other communities of 5453 color find themselves today all over the US. Hip-hop, like other music can 5454 be an effective tool for creating and expanding the awareness of social 5455 movements, and communicating the need for social justice among all 5456 oppressed communities. 5457 Yassin Alsalman, better known by his stage name Narcy is an Iraqi- 5458 Canadian journalist and hip-hop artist. He currently lives in Montreal 5459 Canada. After Busta Rhyme’s released Arab Money, Narcy created a 5460 response track critiquing the stereotypes present in Busta’s song. 5461 ● Students listen to Narcy's "the real Arab Money" and read the lyrics. While they 5462 are following a long, students highlight 3 lines that stand out to them and explain 5463 why in the margins. Students can also ask questions about topics covered in the 5464 lyrics. Students share their responses. After students discuss the song, the 5465 teacher reviews specific lines that are important to understanding Narcy’s critique Page 255 of 300 5466 of the original song. Examples can include explaining where Basra and Dubai are 5467 and why Narcy would discuss them in his song. (10-15 min) 5468 ● Students read the article, Busta Apologizes for Releasing Arab Money where 5469 Busta apologizes for being racist. Afterwards, students reflect on whether or not 5470 artists should be held solely responsible for reinforcing stereotypes. If not, who 5471 and/or what should be? (10-15 min) 5472 5473 ● Day 2: Teacher distributes song lyrics to the song, “Somos Sur” by Ana Tijoux and Shadia Mansour. Teacher introduces the song by explaining that: 5474 “Somos Sur” is a song off Ana Tijoux’s latest album “Vengo”. She 5475 collaborated on this song with Shadia Mansour, who is an Arab hip-hop 5476 artist from Palestine. Ana is from Chile, where her parents were exiled 5477 under the dictatorship of Pinochet a few years before she was born in 5478 France. 5479 ● Students listen to the song and are instructed to do the following: 5480 ○ While the video plays, try and follow along with the lyrics 5481 ○ Underline 3 lines that stand out to you-either in English, Spanish, or Arabic 5482 ○ Ana Tijoux is quoted as saying, “I feel that music is an amazing weapon, 5483 an amazing tool, like to have this reflection with the world. It’s a 5484 conversation, a dialogue with the world.” 5485 ○ Using this song and your own personal experience with music, explain 5486 how music can be used as a weapon and how it can be used to give 5487 people agency? 5488 5489 ● Students share their responses to the lyrics. Teacher specifically focuses on their responses to the quote by Ana Tijoux. Page 256 of 300 5490 ● Teacher distributes the assignment titled, Soundtrack of Hegemony. Students will 5491 explore their own experiences with hegemony. They will use the information they 5492 have used in the unit to create a cover for a CD that includes songs about 5493 examples of hegemony in their own life. Teacher reads the directions and 5494 instructs the students that they will: 5495 5496 5497 5498 5499 5500 ○ Write a brief description of each of the 5 ways that you have experienced hegemony in your own life. Then give each event a song title ○ On the back, you will write a song about one of those events. Your song must have facts from everything you have learned in class ○ Create a CD cover in color with the 5 song titles and an image. Be creative and fun! (Time will vary based on class size) 5501 ● Teacher should create their own example song about examples of hegemony in 5502 their own life for a model and read it to the class. Students can reference this 5503 during their own cultural creation. 5504 ● After students brainstorm examples of hegemony in their lives, the teacher must 5505 review student work before moving onto the song creation in order to check for 5506 understanding. Teacher must allow time for revision if necessary. 5507 ● Once students are done, they should give their poem a title and practice reading 5508 it aloud before peer presentations. After students have practiced their poems 5509 and/or received feedback from peers and/or an adult, they take part in a public 5510 song reading that allows for all voices to be heard and work to be honored. (Time 5511 will vary based on class size) 5512Lesson Modifications/Accommodations for Students with Diverse Needs: Direct and 5513written instructions can be used to relay information on rules, procedures and 5514strategies. Teacher will read materials aloud and allow for longer response times when 5515students are asked to analyze song lyrics. Readings can be broken into various lexile 5516levels if needed, like those found in Newsela. Sentence starters can be created for Page 257 of 300 5517demand summaries and song. Students will receive constructive feedback and 5518opportunity for revision then have opportunities to practice presenting their songs before 5519reading it publicly. 5520Assessment, Application, Action, and Reflection: 5521Assessment: Students will be assessed on their ability to use words, concepts and/or 5522phrases that demonstrate a clear understanding of the hegemony and how it works. The 5523CD cover visual must include all the things asked for in the instructions. Students should 5524not be assessed on the presentation of their song unless the teacher has specifically 5525given instruction on presentation skills and ample opportunity for the practice and 5526revision of song reading. 5527Application: Students will apply Ethnic Studies principles 2, 5, 6 and/or 7 to their songs 5528and presentations 5529Action: Teacher can open the song reading to larger community: other classes, history 5530departments, community organizations, local politicians, middle schoolers etc. 5531Reflection: Students should reflect critically on both the assignment and their habits 5532around how they approached and took this assignment to completion [or not]. 5533Furthermore, teachers should reflect on the effectiveness of the lesson based on 5534student work and reflections. 5535Example student reflections: 5536 1. How much did you know about the writing genre or content before we started? 5537 2. What does this piece reveal about you as a learner? What did you learn about 5538 5539 5540 yourself as you worked on this piece? 3. What does this piece say about your understanding of the Ethnic Studies Values and Principles? Page 258 of 300 5541 5542 5543 5544 5545 4. If you were the teacher, what comments would you make about this piece as it is now? 5. If someone else were only looking at the piece of writing, what might they learn about who you are? 6. What is one aspect of the work you would like to improve upon? 5546Materials and Resources: 5547 ARAB STEREOTYPES 5548 5549General Epithets: A-rabs, camel jockeys, towel-heads, sand-niggers “All Arabs are 5550Muslims” or “All Muslims are Arabs” “Moslems” or “Mohammedans” (rather than 5551Muslims) “Sheik,” harem, desert, camels, oasis, nomads, Bedouin, warriors, tribal; Arab 5552world as an exotic arena where Western heroes have romantic adventures. Arabian 5553Nights, genie, magic carpet, princess, evil vizier 5554Muslims: fundamentalists, extremists, militants, fanatics, terrorists, cut off hands, 5555oppress women, jihad as “holy war” 5556Palestinians: terrorists, blow up airlines, try to “destroy Israel” and “drive the Jews into 5557the sea” 5558Good Arabs: minor characters, passive, culturally Western, dramatically insignificant, 5559subordinate to Western heroes, rarely the main character or action hero 5560Arab Men: Oil Sheiks, fabulously wealthy, lavish and wasteful spending, “buying up 5561America” Greasy merchants, swarthy, dirty, greedy, unshaven, uneducated, dishonest, 5562manipulative, incompetent. Mad dictators, ruthless, violent, treacherous, barbaric, hate 5563Jews and America, secret plots to destroy America. Cruel, deceitful, hot-tempered, 5564irrational. Abduction of blond western women Page 259 of 300 5565Arab Women: Oppressed by Arab men/Islam Luxurious harem, scantily clad belly 5566dancers; sensuous, beautiful woman in love with Western hero who rescues her from 5567evil Arab man. Confined to home, veils, head coverings, long robes; passive, 5568uneducated, voiceless, faceless, characterless. Older women: hysterical, artificial grief 5569in mourning rituals 5570American-Arab Anti-Discrimination Committee 5571 5572Busta Apologizes for Releasing Arab Money 5573Only hours after expressing his outrage over Busta Rhymes' controversial song "Arab 5574Money," Iraqi-born rapper The Narcicyst told AllHipHop.com that he received a personal 5575phone call from Busta himself last night (December 8), apologizing for the 5576misunderstanding created by the song. 5577According to Narcicyst, the two rappers spent nearly half an hour on the phone 5578discussing Busta's original intent in making the song, which the veteran rapper says 5579was meant to pay homage to Arab culture. 5580The Narcicyst, whose family fled Iraq years ago after they were displaced by the 5581political turmoil said he came to understand that there may have been a bigger culprit in 5582Busta's lyrical misstep. "It was a thorough explanation and he was a very respectful 5583man," the Narcicyst told AllHipHop.com. 5584"He explained to me his experience as an African-American man in the States and [it] 5585seemed to me as an experience that I can correlate as an Arab being in the Middle East 5586and having been displaced from my nation and seeing my country being bombarded in 5587the media, being misrepresented." 5588According to Narcicyst, Rhymes revealed that he didn't purposely disrespect Arab 5589culture and that representing it "in a positive light" was important to his fellow rapper. 5590"He also acknowledged that it was definitely something that spun out of control." Page 260 of 300 5591Narcicyst continued. "You know, when you put out a song, you can't really put out an 5592essay on why you put out the song. And it's always hard to explain to the masses." 5593While some YouTube posts of the song and/or video have already been removed from 5594the popular website, there is no word on when or if the controversial song will be 5595officially removed from rotation. 5596The song is already banned in the U.K., where award winning DJ Steve Sutherland was 5597temporarily suspended by Galaxy FM, for playing the song. 5598As a result of Busta's apology and The Narcicyst has also agreed to pull his response to 5599the song, a track titled "The Real Arab Money." 5600"This is an example of how two people can come together and create something bigger 5601than them," The Narcicyst concluded. "I'm a strong believer in truth and breaking 5602stereotypes down and not allowing people to box you in. And this whole experience has 5603been a huge eye opener for me. This is what Hip-Hop is about. Two brothers from 5604another mother can come to a peaceful and just conclusion for all sides." 5605 5606 The Real Arab Money 5607 Narcy 5608 5609[Hook] 5610 5611Allah i'eenak ya busta (May God show you the light) 5612Misrepresentin' us in Dubai 5613It ain't Ayrab Money 5614It's called Arab Money 5615Allah i'eenak ya busta (May God show you the light) Page 261 of 300 5616Arabs don't play up in Basra 5617It ain't Ayrab Money 5618It's called Arab Money 5619 5620[Verse 1] 5621 5622Lek Ibnil Ibnil 5623Your Arab boys like "shoof itfil itfil" 5624If I was them, I'da told him the hook is dead wrong 5625And tell the homie, Ron Browz, skip to the next song 5626Truth is, I can see through the playback funny 5627"Yo son, let's do a track about Ayrab money, dunny" 5628The pain in my people's blood runs thicker 5629Than oil fields, the word Ayrab's like nig--5630 5631[Hook] 5632 5633Allah i'eenak ya busta (May God show you the light) 5634Misrepresentin' us in Dubai 5635It ain't Ayrab Money 5636It's called Arab Money 5637Allah i'eenak ya busta (May God show you the light) 5638Arabs don't play up in Basra 5639It ain't Ayrab Money 5640It's called Arab Money Page 262 of 300 5641 5642[Verse 2] 5643 5644Brother 5645"The Life" is too biased 5646Hook about as Middle East as Dubai is 5647Even if you never heard of me, verbally 5648You should done your research about the current state of currency 5649We hurt 5650Way more than we ball 5651In Palestine, kids can't shop at these malls 5652My nation on my back, look how proud we are 5653America bustin' nuts on Saudi Riyals.... 5654 5655[Hook] 5656 5657Allah i'eenak ya busta (May God show you the light) 5658Misrepresentin' us in Dubai 5659It ain't Ayrab Money 5660It's called Arab Money 5661Allah i'eenak ya busta (May God show you the light) 5662Arabs don't play up in Basra 5663It ain't Ayrab Money 5664It's called Arab Money 5665 Page 263 of 300 5666[Verse 3] 5667 5668I got the nerve to burn bridges like Halliburton 5669John McCain with Sarah Palin probably flirtin' 5670I had to Busta Rhyme just to polly work it 5671And set the standard straight about the violent circuit 5672From bomb makers stripping Islam Naked 5673The strong face of the wrong fakers, in calm nature, see 5674The truth in America's hip-hop is gone sacred 5675Not to generalize, dawg, this song's racist 5676 5677[Outro] 5678 5679So don't get it twisted 5680See not all Arabs are rich, my brothers and sisters 5681Get your history right 5682"Arab money' came from British colonialism 5683So that means the slave master got you back 5684So when you look at that money in your pocket 5685Make sure you spend it right 5686 5687 Letra de "Somos Sur" ft. Shadia Mansour 5688 5689Tú nos dices que debemos sentarnos 5690Pero las ideas sólo pueden levantarnos Page 264 of 300 5691Caminar, recorrer, no rendirse ni retroceder 5692Ver, aprender como esponja absorbe 5693Nadie sobra, todos faltan, todos suman 5694Todos para todos, todo para nosotros 5695Soñamos en grande que se caiga el imperio 5696Lo gritamos alto, no queda más remedio 5697Esto no es utopía, es alegre rebeldía 5698Del baile de los que sobran, de la danza tuya y mía 5699Levantarnos para decir "ya basta" 5700Ni África, ni América Latina se subasta 5701Con barro, con casco, con lápiz, zapatear el fiasco 5702Provocar un social terremoto en este charco 5703 5704Chorus x2 5705Todos los callados (todos) 5706Todos los omitidos (todos) 5707Todos los invisibles (todos) 5708Todos, to, to, todos 5709Todos, to, to, todos 5710 5711Nigeria, Bolivia, Chile, Angola, Puerto Rico y Tunisia, Argelia 5712Venezuela, Guatemala, Nicaragua, Mozambique, Costa Rica, Camerún, Congo, Cuba, 5713Somalia, México, República Dominicana, Tanzania, fuera yanquis de América latina 5714Franceses, ingleses y holandeses, yo te quiero libre Palestina 5715 5716[Shadia Mansour] Page 265 of 300 ‫)أعطني الميكروفون(‪5717‬‬ ‫الموسيقى هي اللغة المأ في العالم‪5718‬‬ ‫انها تدعم وجودنا‪ ،‬وقالت انها تحمي جذورنا‪5719‬‬ ‫توحدنا من سوريا الكبرى‪ ،‬أفريقيا‪ ،‬إلى أمريكا اللتينية‪5720‬‬ ‫هنا أنا مع أنيتا تيجوكس‪5721‬‬ ‫هنا أنا مع أولئك الذين يعانون‪ ،‬وليس مع أولئك الذين باعوا لك‪5722‬‬ ‫هنا أنا مع المقاومة الثقافية‪5723‬‬ ‫!من البداية‪ ،‬إلى النصر دائما‪5724‬‬ ‫أنا مع أولئك الذين ضد‪ ،‬مع أولئك الذين تعاونوا‪ ،‬مع أولئك الذين ليسوا إلى جانبنا‪5725‬‬ ‫منذ بعض الوقت‪ ،‬وأنا حساب‪ ،‬لذلك قررت أن الستثمار في بانكسي بعد بان‪-‬كي اندلعت‪5726‬‬ ‫"وكما يقول المثل "يجب أن تكون الحالة مهددة ولكن في الواقع يجب أن يتوقف الوضع‪5727‬‬ ‫وبالنسبة لكل سجين سياسي حر‪ ،‬يتم توسيع مستعمرة إسرائيلية‪5728‬‬ ‫ولكل تحية‪ ،‬هدمت ألف منزل‪5729‬‬ ‫أنها تستخدمأ الصحافة حتى يتمكنوا من تصنيعولكن عندما يتم الحكم على عقوبتي‪ ،‬الواقع يقدمأ ‪5730‬‬ ‫نفسه‪5731‬‬ ‫‪5732‬‬ ‫‪5733Chorus x2‬‬ ‫)‪5734Todos los callados (todos‬‬ ‫)‪5735Todos los omitidos (todos‬‬ ‫)‪5736Todos los invisibles (todos‬‬ ‫‪5737Todos, to, to, todos‬‬ ‫‪5738Todos, to, to, todos‬‬ ‫‪5739‬‬ ‫‪5740Saqueo, pisoteo, colonización, Matías Catrileo, Wallmapu‬‬ ‫‪5741Mil veces venceremos, del cielo al suelo, y del suelo al cielo‬‬ ‫‪Page 266 of 300‬‬ 5742Vamos, sa, sa, sa, sa, sa, sa, sa, saltando 5743Caballito Blanco, vuelve pa' tu pueblo, no te tenemos miedo 5744Tenemos vida y fuego, fuego nuestras manos, fuego nuestros ojos 5745Tenemos tanta vida, y hasta fuerza color rojo 5746La niña María no quiere tu castigo, se va a liberar con el suelo Palestino 5747Somos Africanos, Latinoamericanos, somos este sur y juntamos nuestras manos 5748 5749Chorus x2 5750Todos los callados (todos) 5751Todos los omitidos (todos) 5752Todos los invisibles (todos) 5753Todos, to, to, todos 5754Todos, to, to, todos 5755 5756 5757Lyrics of "Somos Sur" 5758 5759You tell us we should sit down 5760But ideas can only rise us 5761Walk, march, don't surrender or retreat 5762See, learn like a sponge absorbs 5763No one is surplus, all fall short, all add up 5764All for all, all for us 5765We dream big that the empire may fall 5766We shout out loud, there is no other remedy left Page 267 of 300 5767This is not utopia, this is a joyful dancing rebellion 5768Of those who are overrun, this dance is yours and mine 5769Let's rise to say "enough is enough" 5770Neither Africa or Latin America are for auction 5771With mud, with a helmet, with a pencil, drum the fiasco 5772To provoke a social earthquake in this puddle 5773 5774 5775Chorus X2 5776All the silenced (all) 5777All the neglected (all) 5778All the invisible (all) 5779All, All 5780All, All 5781 5782Nigeria, Bolivia, Chile, Angola, Puerto Rico and Tunisia 5783Algeria, Venezuela, Guatemala, Nicaragua, Mozambique 5784Costa Rica, Cameroon, Congo, Cuba, Somalia, Mexico 5785Dominican Republic, Tanzania 5786Get out Yankees from Latin America 5787French, English and Dutch 5788I love you Free Palestine 5789 5790Arabic Verse Rapped by Shadia Mansour Page 268 of 300 5791(Give me the microphone) Music is the mother tongue of the world It supports our 5792existence, and it protects our roots We unite from Greater Syria, Africa, to Latin America 5793Here I am with Anita Tegucas Here I am with those who suffer, not with those who sold 5794you Here I am with cultural resistance From the beginning, to victory always! I am with 5795those who are against, with those who have cooperated, with those who are not on our 5796side Some time ago, I calculated, so I decided to invest in Panxi after Pan-Ki broke up 5797As the saying goes, "the situation must be threatened but in reality the situation must 5798stop" For every free political prisoner, an Israeli colony is expanded For each greeting, a 5799thousand houses were demolished They use the press so they can manufacture, but 5800when my sentence is judged, reality presents itself 5801 5802Chorus X2 5803All the silenced (all) 5804All the neglected (all) 5805All the invisible (all) 5806All, All 5807All, All 5808 5809Looting, trampling, colonization, Matias Catrileo, Gualmapu 5810A thousand times we will overcome, from the sky to the ground, and from the ground to 5811the sky 5812Let's go, jumping 5813White Knight, go back to your city, we are not afraid 5814We have life and fire, fire in our hands, fire in our eyes Page 269 of 300 5815We have so much life, and strength up to the color red 5816The child (divine) Mary doesn't want your punishment, she is going to free the 5817Palestinian soil 5818We are Africans, Latin Americans, we are the south and we join our hands together 5819 5820Chorus X2 5821All the silenced (all) 5822All the neglected (all) 5823All the invisible (all) 5824All, All 5825All, All 5826 Page 270 of 300 5827 Soundtrack of Hegemony 5828Instructions: Three Steps: 5829Step 1: Write a brief description of each of the 5 ways that you have experienced 5830hegemony in your own life. Then give each event a song title 5831Step 2: On the back, you will write a song about one of those events. Your song must 5832have facts from everything you have learned in class 5833Step 3: Create a CD cover in color with the 5 song titles and an image. Be creative and 5834fun! Example Song Title 5835 Page 271 of 300 5836CD cover: 5837 ● Must include a front image 5838 ● Must include 5-7 song titles on the back 5839 ● Must include lyrics for one of the songs (has to be about at least one of your 5840 experiences) 5841 ○ Song title 5842 ○ 4 verses and a chorus 5843 ● Must demonstrate your understanding of hegemony and how it works 5844 ● Must be in color 5845 ● Must have an album title 5846 Example Song Structure 5847Suggested First Verse 5848Write about the status quo. What do we think is normal? 5849Example: Girls should be feminine and reserved (teacher should think of their own 5850example) 5851[Chorus] 5852What is the message that you think should be represented over and over again 5853Example: teacher should write their own example 5854Suggested Second Verse 5855Write how we learn the status quo. How do social institutions teach and reinforce this? Page 272 of 300 5856Example: Through our consumer economy and family, we are taught gender norms 5857even before we can talk 5858[Chorus] 5859Suggested Third Verse 5860Write about how this controls our mind and bodies 5861Example: Through strict gender norms, we can be forced to hide our true selves, and 5862our natural interests limited at a young age 5863[Chorus] 5864Suggested Fourth Verse 5865Write about something we can do to resist this example of hegemony 5866Example: We can stop ascribing gender identity to infants and we can resist the 5867aggressive marketing targeted at parents and families 5868 5869Further Resources: 5870Arab American American-Arab Anti-Discrimination Committee http://www.adc.org/ 5871“Reel Bad Arabs: How Hollywood Vilifies a People” is a documentary film directed by 5872Sut Jhally and produced by Media Education Foundation in 2006. This film is an 5873extension of the book of that name by Jack Shaheen which also analyzes how 5874Hollywood corrupts or manipulates the image of Arabs. 5875https://www.mediaed.org/discussion-guides/Reel-Bad-Arabs-Discussion-Guide.pdf 5876Videos: 5877Ana Tijoux—Somos Sur (Feat. Shadia Mansour) https://www.youtube.com/watch? 5878v=EKGUJXzxNqc Page 273 of 300 5879Busta Rhymes—Arab Money https://www.youtube.com/watch?v=bcuAw77J8_Y 5880Narcy—The Real Arab Money https://www.youtube.com/watch?v=C0E3BhHkblE 5881Rapper and Artist Narcy is Creating Space for Voices of the Muslim Community 5882https://nowthisnews.com/videos/pop/rapper-narcy-is-creating-space-for-voices-of-the5883muslim-community 5884 5885Sample Lesson 3 5886Title and Grade Level: Understanding Arab and Muslim Americans and their challenges 5887in contemporary social/political contexts in the United States, 9–12 5888Ethnic Studies Values and Principles Alignment: 1, 4, 7 5889Standards Alignment: 5890HSS Content Standards: 12.3.1, 12.3.2, 12.3.3, 12.3.4 5891CA HSS Analysis Skills (9–12): Chronological and Spatial Thinking 1; Historical 5892Interpretation 3 5893CCSS for ELA/Literacy: W.11–12.1 a, b, c, f; WSHT 9–10.1, 2; RH.11–12.1 5894CA ELD Standards: Part 1 (9–10) A.1–4, B.5–8, C.9–12; Part 2 (9–10) C.6, C.7 5895Lesson Purpose and Overview: This series of lessons will focus on understanding who 5896Arab and Muslim Americans in the United States are; and the challenges they have 5897faced in contemporary times. Students will explore a variety of sources to learn about 5898where these communities live; how they are different and where they overlap; and how 5899media and government policies have placed both communities as the other - particularly 5900post 9/11 and after the election of president Trump. Additionally, students will identify 5901examples of how these communities have claimed spaces as Americans in the United Page 274 of 300 5902States and how their numerous contributions have served as methods of resistance to 5903their othering. 5904Key Ethnic Studies Terms and Concepts: Arab American, Muslim American, 5905Islamophobia, stereotypes, racism, other, othering, resistance, citizenship 5906Content and Language Objectives (Students will be able to…): 5907  5908 Learn who Arab and Muslim Americans in the US are, including demographic and geographic trends 5909  Articulate the challenges facing these populations in contemporary times 5910  Explain various ways they have resisted their continued ‘othering’ 5911Essential Questions: 5912Who are Arab and Muslim Americans; what are the contemporary challenges they face 5913living in the United States, and how have they resisted their continued ‘othering’? 5914Lesson Steps/Activities: 5915Day 1: Identifying Arab Americans 5916 5917 5918 5919 5920 1. Warm-Up question: Ask students to define who might identify as an Arab American? a. Debrief by soliciting responses and having a discussion about where their responses came from. 2. Give students a blank map of the Middle East/North Africa (MENA) region and 5921 ask them to label the countries they think are Arab-speaking countries. 5922 (https://docs.google.com/document/d/1sDiAm0fb9qfHGM97CynAVl5tziYiXYrkRM 5923 2a4OBNqys/edit#heading=h.gjdgxs). Have students attempt to answer the 5924 questions at the bottom of the sheet. Have students work through their attempts 5925 as a group and then solicit student responses. Use this key to have students get Page 275 of 300 5926 the correct responses: 5927 https://docs.google.com/document/d/10nJPqQA40245YZWG1bEx2DkGkZX608K 5928 w8Yr9j42RDn8/edit. 5929 3. Use the following resources to help students understand who Arabs in the USA 5930 are: 5931  Where do Arab-Americans in the United States Live? 5932 https://docs.google.com/document/d/1oV8CbMAKg0rrpaPNyflGPyjD4bDN 5933 z0UDws0SJkW8LRk/edit 5934  Arab Americans and Religious Affiliations 5935 https://docs.google.com/document/d/1CFt22ZmD9kMn69jM2YZe0TmBRo 5936 0IDH0JFJMcnvM1Fe0/edit 5937  Demographics 5938 https://drive.google.com/file/d/1O2S7T_hA2Ew2TJDteBsNTuMbGQ3CSb3 5939 1/view 5940  Quick Facts about Arab Americans 5941 https://drive.google.com/file/d/11V6oXvkN6IgcTuIOglkTt7mAQ- 5942 MS9uDm/view 5943 You can create a graphic organizer, and/or google slides presentation to help 5944 students navigate the information. Students can work in groups and jigsaw 5945 the various sources and create a portrait of Arab Americans in the United 5946 States as an infographic or summary paragraph. 5947Day 2: Identifying Muslim Americans 5948 5949 5950 5951 1. Warm-Up question: What percent of Arabs in America do you think are also Muslim? Where do you think most Muslim Americans come from? 2. Have students watch this use the resources outlined on the “Muslims in America” outline (https://docs.google.com/document/d/1HQ-7HkJLjQDpHPage 276 of 300 5952 xg3wNl2DBf4T6-J9T1XQG7sFjzUbk/edit), including the videos to learn more 5953 about who Muslim Americans in the United States are. Debrief through structured 5954 student talk and class discussion. Have students keep track of the information 5955 they learned in a graphic organizer or notes sheet. 5956Days 3–5: Challenges facing these populations in contemporary times (can use 5957the reading linked under materials and resources - Civil Liberties and the Otherization of 5958Arab and Muslim Americans as a grounding text) 5959 1. Warm-Up question: What have you learned so far about who Arab and Muslim 5960 Americans are; and what challenges they are facing? Develop a list based on 5961 students’ responses - have students take notes on the list. Have students watch 5962 this Ted Talk about three young Arab AND Muslim Americans as an intro to their 5963 investigations 5964 (https://www.ted.com/talks/suzanne_barakat_islamophobia_killed_my_brother_le 5965 t_s_end_the_hate). Use the handout “Application: Identifying Challenges” and its 5966 included resources to have students learn more about the contemporary 5967 challenges facing Arab- and Muslim-Americans in the US and the ways they 5968 have resisted them 5969 (https://docs.google.com/document/d/1paPAzp5MAJTtgXVXE4- 5970 MK_9NsM1LjrCCC00-2N-JDkE/edit). There are many other resources that can 5971 be added. 5972 2. As students work through the texts and video clips, and film, facilitate small and 5973 large group discussions of what they are finding. Track findings on a shared 5974 document or posters around the classroom. Guide students to making 5975 connections with other historically marginalized groups as they continue to 5976 investigate the experiences of Arab and Muslim Americans. 5977Lesson Modifications/Accommodations for Students with Diverse Needs: All of these 5978lessons and materials can be modified by using sentence frames to help students 5979develop responses to prompts. There are lots of graphics and media included so Page 277 of 300 5980students have a variety of sources to reference and texts can be modified to highlight 5981key vocabulary and concepts that are important to its understanding. 5982Assessment, Application, Action, and Reflection: 5983Potential Summative Assessments 5984 1. Have students create a project around celebrating Arab and Muslim Americans 5985 and the ways they have managed to thrive and practice resilience. These can be 5986 shared in class or displayed. Part of this can be including who the communities 5987 are; challenges they have faced and then focusing on their methods for facing 5988 the adversity. 5989 2. Students can participate in a Socratic discussion focused on how Arab and 5990 Muslim Americans have faced similar challenges/experiences of marginalization 5991 as other groups in the United States and at the same time how they are distinct. 5992 3. Have students create a public service announcement or media campaign to 5993 educate other Americans on the Arab and Muslim American communities in the 5994 United States. Our Three Winners (linked under resources) can be an example. 5995Students can write a short summary reflecting on what they learned about these 5996communities and how, if any, of their perspectives have changed. Additionally they can 5997comment on whether they had any similarities. 5998Materials and Resources: 5999“Who Are Arab Americans?” https://drive.google.com/file/d/160000xCOTLKiy2NKi9mO4cMbibk6_nMFPwl/view 6001“Civil Liberties and the Otherization of Arab and Muslim Americans” 6002https://drive.google.com/file/d/1HcxQCGoarZX5IG329v1dn8aWOC9iaMwI/view 6003Our Three Winners https://ourthreewinners.org/ 6004Council on American-Islamic Relations (CAIR) https://www.cair.com/ Page 278 of 300 6005 6006Sample Lesson 4 6007Title and Grade Level: Islamophobia – What is it and how can it be challenged? 9–12 6008Ethnic Studies Values and Principles Alignment: 1, 2, 4, 5, 7 6009Standards Alignment: 6010HSS Content Standard 11.11.7 6011CCSS for ELA/Literacy: RH.9–10.1, 2, 3, 6, 7; W.9–10.1; SL.9–10.1 6012Lesson Purpose and Overview: Since 9/11 and with Trump’s rhetoric against Muslims, 6013islamophobia is on the rise in the U.S. Arab Americans, South Asian Americans and 6014Muslim Americans have endured racial profiling, illegal detentions, social harassment, 6015and violence. This lesson helps students understand what Islamophobia is, its history in 6016the U.S., why it is on the rise, and what is being done about it. 6017Takeaways: 6018 • Understand what Islamophobia is and its history in the U.S. 6019 • Learn about the impact of Islamophobia on a personal level 6020 • Brainstorm ideas to counteract Islamophobia 6021Key Ethnic Studies Terms and Concepts: 6022Islamophobia – extreme fear and negative feelings towards people who follow Islam. 6023microaggressions – comments or questions that make someone feel like an “other”. 6024unconscious bias – subconscious thinking based on stereotypes or negative views. 6025pejorative labels – negative words that express dislike or contempt for a group of 6026people, i.e. terrorists used to describe Muslims. Page 279 of 300 6027Content and Language Objectives (Students will be able to…): 6028Students will be able to understand the roots of Islamophobia in the U.S., its current 6029rise, its current effects, and ways it can be challenged by creating a Public Service 6030Announcement (PSA) on combatting Islamophobia. 6031Essential Questions: 6032 1. What causes Islamophobia? 6033 2. What impact has Islamophobia had on the Muslim community? 6034 3. What are ways Islamophobia can be challenged? 6035Lesson Steps/Activities: 6036 1. Ask the question – Is anyone here Muslim or feels they are often labeled Muslim 6037 when you are not? (If anyone raises their hand, ask them to feel free add and 6038 comment to any content that is being presented as this lesson on Islamophobia – 6039 the experiences of Arab Americans in dealing with it will be discussed. But to not 6040 feel any pressure to represent their whole community.) 6041 2. Today we are going to learn about the rise of Islamophobia in the U.S. and focus 6042 on these essential questions (read essential questions 1–3 aloud). You will use 6043 the “What is Islamophobia?” Handout to answer questions and take notes on all 6044 the sources we will be using. Take good notes because you will need the facts to 6045 use in your assessment (a PSA). After reading or viewing the source, talk and 6046 reflect with the students about key facts they should have in their notes. 6047 6048 3. There are a number of articles you can find on the web on Islamophobia but I suggest one of these: 6049 a. What Is Islamophobia? The History And Definition Of Anti-Muslim Discrimination 6050 In The US, https://www.ibtimes.com/what-islamophobia-history-definition-anti- 6051 muslim-discrimination-us-2218446 Page 280 of 300 6052 6053 6054 b. Viewpoint: Islamophobia has a long history in the US https://www.bbc.com/news/magazine-34385051 c. “What is the Truth About American Muslims? Questions and Answers.” Teaching 6055 Tolerance 2017 https://www.tolerance.org/sites/default/files/2017- 6056 07/What_is_the_Truth_About_American_Muslims%281%29_0.pdf 6057 4. As you read take notes and answer the questions: What is Islamophobia? 6058 Describe the history of Islamophobia in the U.S. Why is there a rise in 6059 Islamophobia today? Note any other significant facts from the article using the 6060 handout. Use the note taking sheet provided. 6061 5. Based on this information you’ve learned from the articles, have a whole class 6062 discussion on the two questions. 6063 Teacher Discussion Notes 6064 6065 6066 6067 6068 a. Islamophobia is extreme fear of Muslim Americans or anyone who looks like a Muslim. b. Trump has been causing the rise of Islamophobia by calling for a ban on Muslims entering the U.S. c. 55% of the people polled have an unfavorable view of Muslims, with the 6069 vast majority of the people polled saying they had no contact with 6070 Muslims. 6071 6072 d. Politicians are repeating Trump’s anti-Muslim rhetoric causing Islamophobia to spread. 6073 e. It is clear that Islamophobia is unfounded and based on the ignorance and 6074 dehumanization of Muslims. If people do not make an effort to learn about 6075 Islam or get to know someone who is Muslim, they can dehumanize them. Page 281 of 300 6076 6. Let’s now learn about how Islamophobia has impacted those who are Muslim 6077 Americans or are believed to be Muslim. Watch this Ted Talk: Suzanne Barakat 6078 “Islamophobia Killed My Brother. Let’s End the Hate.” 6079 https://www.ted.com/talks/suzanne_barakat_islamophobia_killed_my_brother_let 6080 _s_end_the_hate#t-735690 14:46 minutes 6081 Text alternative: Jigsaw Expert Home Groups Exercise 6082  Use chapters in How Does It Feel To Be A Problem? Being Young and Arab in 6083 America. Each chapter is a narrative essay by a young Arab American who has 6084 experienced hardship due to Islamophobia. Divide students into groups of 4, 6085 number them 1-4. Assign expert groups one chapter by number, to read and 6086 analyze, i.e., #1s get Chapter 1 Rasha, #2s get Chapter 2 Sami, etc. Expert 6087 groups sit together, read, and answer questions together. 6088  Then students move to home groups (groups of 4) to share the experience of 6089 the young Arab Muslim they read about, each person needs to talk. Everyone 6090 takes notes while the expert speaks. 6091 After viewing or reading the source, answer the question, “What effect has 6092 islamophobia had on Muslim Americans? Class discussion and note taking. 6093 Teacher Discussion Notes 6094 a. Effects on Muslim Americans has been terrible. They have been made to 6095 feel that no matter what they do, they will not be accepted as Americans. 6096 b. The children endure traumatic experiences that affect them 6097 psychologically making them live in fear of losing their parents or feeling 6098 like they are not safe. 6099 6100 c. The worst effects is the violence that is carried out against Muslims in which some acts lead to deaths. Page 282 of 300 6101 d. Microaggressions in which people say negative things to Muslims or ask 6102 sometimes innocent questions, only add to the hostile environment in 6103 which they live. 6104 7. What is being done about the rise of Islamophobia? Read this article: “How 6105 Muslim Americans are fighting Islamophobia and securing their civil rights,” 6106 September 4, 2017 by Emily Cury. http://theconversation.com/how-muslim- 6107 americans-are-fighting-islamophobia-and-securing-their-civil-rights-82235 6108 Or Wingfield, Marvin and Bushra Karaman, “Arab Stereotypes and American 6109 Educators”, Beyond Heroes and Holidays Reading Between the Lines Critical 6110 Literacy, Teaching for Change, 2006. 6111 Teacher Discussion Notes 6112 a. Luckily, there are organizations of Muslims and non-Muslims who are 6113 6114 standing up against Islamophobia. b. They are registering Muslims to vote, in the 2018 primary election the first 6115 two Muslim women were voted into congress, Omar Ilhan of the 5 th District 6116 in Minnesota and Rashida Tlaib of the 13 th District in Michigan. 6117 c. Teachers can help turn the tide against Islamophobia by teaching students 6118 6119 about Islamophobia. 8. Assessment – To show evidence of what you have learned, create a 1 minute 6120 PSA (Public Service Announcement) educating your peers about Islamophobia in 6121 groups of 4. You can use flipgrid, your phones, or any video program that your 6122 teacher has access to. 6123 Public Service Announcement Requirements: 6124  Everyone in the group must speak except the director. 6125  The director is the one that films and directs. Page 283 of 300 6126  Establish a message, collect 3 facts to support your message and then get 6127 creative in how you will present it in one minute. (Examples of messages: 6128 Islamophobia hurts Muslim Americans severely, Muslim Americans are 6129 Americans just like you and me, Take a stand against Islamophobia, etc.) 6130  Use facts from the articles or any research you have done. 6131  Write a script and create props. 6132  Practice at least 3 times with good eye contact, voice intonation and good 6133 6134 energy.  You must show your PSA to at least 10 of your friends. 6135Lesson Modifications/Accommodations for Students with Diverse Needs: 6136 1. Give extra time to students who need assistance. 6137 2. Show a sample of a PSA. 6138 3. Read the articles aloud together as a class using alternate choral reading 6139 6140 6141 6142 6143 6144 teacher, then class, teacher then class. 4. If available, have a special education aide read to a student or group of students and ask the key questions. 5. If available, have the special education aide lead a small group discussion on the handout that will help prompt the students in their writing. 6. Provide a script frame for the PSA: 6145 Person 1: Hey, my name is _____, and these are my buddies _____ and ____. 6146 We are here to tell you about Islamophobia. What is it and why is it harmful? 6147 Person 2: Islamophobia is___________________________ Page 284 of 300 6148 Person 3: Hate crimes from Islamophobic actions range from ______ to ______, 6149 for example, _____________________________________________ 6150 Person 1: Do the right think, when you hear someone say something hateful 6151 about Muslims, say “Yo that’s not right!” and “_____________________”. 6152 Person 2: It’s important to __________________________ because 6153 ________________________________________________________________. 6154Assessment, Application, Action, and Reflection: See step 8 above. 6155Materials and Resources: 6156Barakat, Suzanne, “Islamophobia Killed My Brother. Let’s End the Hate.” 2016. 6157https://www.ted.com/talks/suzanne_barakat_islamophobia_killed_my_brother_let_s_en 6158d_the_hate#t-735690 6159Bayoumi, Moustafa, How Does It Feel To Be A Problem? Being Young and Arab in 6160America, Penguin Books 2008. 6161Beydoun, Khaled A., “Viewpoint: Islamophobia has a long history in the US.” BBC News 6162Magazine, 29 Sept 2015. https://www.bbc.com/news/magazine-34385051 6163Cury, Emily, “How Muslim Americans are fighting Islamophobia and securing their civil 6164rights.” The Conversation. 4 Sept 2017. http://theconversation.com/how-muslim6165americans-are-fighting-islamophobia-and-securing-their-civil-rights-82235 6166Whitman, Elizabeth, “What Is Islamophobia? The History And Definition Of Anti-Muslim 6167Discrimination In The US”, International Business Times, 9 Dec 2015, 6168https://www.ibtimes.com/what-islamophobia-history-definition-anti-muslim6169discrimination-us-2218446 6170Wingfield, Marvin and Bushra Karaman, “Arab Stereotypes and American Educators”, 6171Beyond Heroes and Holidays Reading Between the Lines Critical Literacy, Teaching for 6172Change. 2006 Page 285 of 300 6173“What is the Truth About American Muslims? Questions and Answers.” Teaching 6174Tolerance, 2017. https://www.tolerance.org/sites/default/files/2017617507/What_is_the_Truth_About_American_Muslims%281%29_0.pdf 6176Notetaking sheet on Islamophobia (attached) 6177 Page 286 of 300 6178 Islamophobia – What is it? 6179 6180Read an article on the internet about Islamophobia, answer the questions below and 6181take down important facts. 6182 61831. What is Islamophobia? Use facts from one of the articles to answer questions 1–3. 61842. Describe the history of Islamophobia. 61853. Write down at least 10–20 important facts from the article or any facts that evoke 6186 any emotion from you. 61874. What impact has Islamophobia had on Muslim Americans? Use Suzanne Barakat’s 6188 Ted Talk as an example. Or examples from the text source: How Does It Feel To Be 6189 A Problem? Being Young and Arab in America. 61905. What is being done about the rise of Islamophobia? 6191 Page 287 of 300 6192Pacific Islander Studies Course Outline 6193Course Title: The Pacific Islander Community Experience 6194Course Overview: This course is designed to be an introduction to the study of people 6195of Pacific Islander descent in the United States, while drawing connections to the Pacific 6196Islands and the Pacific Island diaspora more broadly. Students will explore the history, 6197cultures, struggles, and politics of Pacific Islanders as part of the diaspora across time, 6198with an emphasis on Pacific Islanders in California. This course will explore indigenous 6199cultures and American experiences of Pacific Islanders from Guam, American Samoa, 6200Palau, Marshall Islands, Fiji, Samoa, Tonga, Tahiti, New Zealand, and Australia. 6201Course Content: This course is designed to be an introduction to the study of Pacific 6202Islander migrations to the United States mainland, including the history, culture, and 6203politics of Hawai'i and U.S. Pacific territories. It explores indigenous cultures and the 6204mainland experiences of Pacific Islanders. 6205Sample Topics: 6206  6207 6208 Diversity of the Oceania/Pacific Islander communities in California, the United States, and beyond  6209 Historical and contemporary events that shape the Pacific Islander American experience 6210  Colonization, militarization, social movements, and immigration 6211  U.S. annexation and colonization of the Pacific 6212  Hawai'i statehood and the formation of U.S. Pacific territories 6213  Race and sports: Pacific Islander athletes in American football 6214  Culture and film: Disneyland and movie productions 6215  Intersectionality: Fa'afafine, Fakaleiti, Mahu, and transgender cultures Page 288 of 300 6216  Workplace politics: Tongan and Fijian home-care providers 6217  Political climate: Community organizing and leadership roles 6218  Education: Critical Pacific Islands and Oceania Studies 6219  Health and wellness: Pacific Islander mental and physical health issues 6220  Physical geography: Climate change in the Pacific 6221  Behavioral and social science and indigenous research methodologies used in 6222 the study of peoples from Oceania 6223  The relationship between culture, power, and decolonization 6224  How forms of social oppression shape artistic expressions across Oceania 6225  Pacific Islander communities in relation to their cultural, economic, educational, 6226 6227 health, immigration, political, and social conditions  The expression of the ocean aesthetic across Pacific Islander cultural practices 6228 including architecture, arts, dance, film, language, literature, music, poetry, 6229 sports, and theater 6230  Critical and creative analytical skills using problem-solving and decision-making 6231 techniques for improving study strategies and health and wellness information 6232 essential to mental, physical, and lifelong well-being 6233  The intersectionality and interrelatedness of distinct forms of social oppression in 6234 the United States, including anti-Semitism and anti-Arabism, adultism, ageism, 6235 ableism, classism, heterosexism, homophobia, racism, sexism, and transphobia 6236Potential Significant Figures to Cover (this list is in no way exhaustive): 6237  Kamehameha I Page 289 of 300 6238  Kalākaua 6239  Liliʻuokalani 6240  Jonah Kūhiō Kalanianaʻole 6241  SPULU 6242  Shigeyuki Kihara 6243  Su'a Suluape 6244  Sia Figel 6245  Sinataala Raas 6246  Mary Hattori 6247  Teresia Teaiwa 6248  Dan Talaupapa McMullin 6249  Brian Fuata 6250  Tulsi Gabbard 6251  Haunani-Kay Trask 6252 6253Sample Lesson 6254Title and Grade Level: Pacific Islanders, 9–12 6255Ethnic Studies Values and Principles Alignment: 1, 2, 4, 5, 7 6256Standards Alignment: Page 290 of 300 6257HSS Content Standard: 11.4.2 6258CCSS for ELA/Literacy: RH.9–10.1, 2, 3, 6, 7; W.9–10.1; SL.9–10.1, SL.11–12.4 6259Lesson Purpose and Overview: 6260This lesson analyzes the reasons to disaggregate census and demographic data of 6261Pacific Islanders from Asian American demographic data. This lesson also hopes to 6262develop an appreciation for the Pacific Islander connection to the environment as a way 6263of connecting to their heritage and create their identity as a counteraction to the cultural 6264and Christian religious colonization of the Pacific Islands. 6265Takeaways: 6266  6267 6268 Community.  6269 6270 6271 Understand the importance of disaggregating data for the Pacific Islander Understand the history of the colonization of the Pacific Islands by Europeans and exploitation of the islands by the United States for nuclear testing.  Understand how the connection to the environment is part and parcel to developing pride in a Pacific Islander identity. 6272Key Ethnic Studies Terms and Concepts: 6273Pacific Islanders – People whose heritage comes from one or more of the Pacific Island 6274nations in Polynesia, Micronesia, and Melanesia. In the U.S. there is a large number of 6275Native Hawaiians, Samoans, Tongans, Guamanians, Fijians, and Marshallese. 6276Acculturation – assimilation to a dominant culture while still keeping some cultural 6277markers from the minority culture to identify as a distinct sub culture within the dominant 6278culture. 6279Cultural Colonization – the repression of indigenous culture and values and 6280replacement with that of the dominating country. Historically, the Spanish, British and Page 291 of 300 6281American culture has dominated over the indigenous cultures and values of the Pacific 6282Islands utilizing Christian missionaries to convert Pacific Islanders to Christianity. 6283Micronesia – Includes more than 600 islands in the western Pacific Ocean including the 6284Marshall Islands, Guam, and Wake Island. The last two are U.S. territories. 6285Melanesia – located just south of Micronesia, Melanesia is comprised of four nations, 6286Vanuatu, Solomon Islands, Fiji, and Papua New Guinea. 6287Polynesia – Includes more than 1,000 islands scattered around the central and southern 6288Pacific Ocean which includes the Hawaiian Islands, Samoa, New Zealand, French 6289Polynesia and Easter Island. 6290Pacific Islands – the island nations and colonies located in the southern eastern and 6291central areas of the Pacific Ocean. 6292Content and Language Objectives (Students will be able to…): 6293Students will be able to understand the importance of disaggregating demographic and 6294census data for Pacific Islanders and the importance of developing Pacific Islander 6295identity as evidenced by presenting their group video analysis to the whole class. 6296Essential Questions: 6297 6298 6299 6300 6301 6302 1. Why is it important to disaggregate census, educational and demographic data for the Pacific Islander population from the Asian American population? 2. What specific issues does the Pacific Islander community face compared to the Asian American population? 3. How are Pacific Islanders asserting or reconnecting to their indigenous culture and values? 6303Lesson Steps/Activities: Page 292 of 300 6304 1. As the question, what is an Asian American Pacific Islander? Who is an Asian 6305 American Pacific Islander? Is it one group or many groups? In this lesson, we are 6306 going to learn that this broad label is comprised of many groups, and we are 6307 going to develop an understanding of the Pacific Islanders – brief history of 6308 colonization, current issues and identity. 6309 2. Read and analyze the sources “Fact Sheet: What You Should Know About Native 6310 Hawaiians and Pacific Islanders (NHPI's)” and “The State of High Education In 6311 California – Asian Americans, Native Hawaiians and Pacific Islander Report.” And 6312 answer the essential question: Why is it important to disaggregate census, 6313 educational and demographic data for the Pacific Islander population from the 6314 Asian American population? 6315 3. Use the handout, “The Disaggregation of Pacific Islander Data” which has a 6316 number of content questions. Students can work in pairs or in groups to help 6317 each other answer the questions. 6318 4. Before students answer question #11, the essential question, and write their 6319 paragraph, have a class discussion on what they have learned. Ask the question: 6320 Why is it important to disaggregate census, educational, and demographic data 6321 for the Pacific Islander population from the Asian American population? 6322 Teacher Discussion Notes: 6323  The poverty rate of Pacific Islanders is 20% vs. 12% of the general 6324 6325 6326 6327 6328 population.  Pacific Islanders are half as likely to have a bachelor’s degree in comparison with 27% for the total population and 49% of Asian Americans.  Bachelor degree attainment rates is 69.1% for Asian Indians whereas only 9.4% for Samoans. Page 293 of 300 6329 6330 6331 6332 6333 6334 6335 6336 6337 6338  This data shows there is a large difference between the Pacific Islander community and the general and Asian American community.  It is important to disaggregate the data to identify the needs of the Pacific Islander community.  This shows there is a need for more services and programs for the Pacific Islander community, i.e. to get into and graduate from college.  By lumping Pacific Islanders under Asian Americans, the Pacific Islander issues become invisible. 5. What is the history of colonization and decolonization of the Pacific Islands? a. Read pages 25–27 from “European contact, the colonial era and 6339 decolonization” (a brief history of the colonization and decolonization of 6340 the Pacific Islands) https://whc.unesco.org/document/10061 6341 6342 6343 b. Discuss the term acculturation – how have Pacific Islanders experienced acculturation? i. Define acculturation and discuss possible ways in which the 6344 Polynesian, Micronesian, and Melanesian people and culture have 6345 been colonized and repressed. 6346Lesson Modifications/Accommodations for Students with Diverse Needs: 6347 1. Give extra time to students who need assistance. 6348 2. Read the articles aloud together as a class using alternate choral reading 6349 teacher, then class, teacher then class. 6350 3. Use a paragraph frame with sentence starters. 6351 4. If available, have a special education aide read to a student or group of students 6352 and ask the key questions. Page 294 of 300 6353 6354 5. If available, have the special education aide lead a small group discussion on the handout that will help prompt the students in their writing. 6355Assessment, Application, Action, and Reflection: 6356Assessment: How are Pacific Islanders asserting or reconnecting to their indigenous 6357culture and values? 6358 a. Break students into 7 groups and assign each group a video to analyze. As they 6359 watch each video have them answer the following questions: What are examples 6360 of cultural colonization and acculturation? And how are Pacific Islanders 6361 asserting or reconnecting to their indigenous culture and values? 6362 b. Tell them to prepare a presentation to the whole class about the video and 6363 present their video analysis to the class. They can use the handout to take notes, 6364 everyone needs to speak, with good eye contact, voice and correct content. 6365 c. While student groups present, the rest of the class takes notes on their 6366 presentations on the same handout (copied back and front). As the groups 6367 present, show their video and then note down the Pacific Islander group, the 6368 important details of the video and the main message. (All categories are noted on 6369 the handout). 6370Materials and Resources: 6371“European contact, the colonial era and decolonization” pp. 25-27 (a brief history of the 6372colonization and decolonization of the Pacific Islands) 6373https://whc.unesco.org/document/10061 6374“Fact Sheet: What You Should Know About Native Hawaiians and Pacific Islanders 6375(NHPI's)”, WHITE HOUSE INITIATIVE ON ASIAN AMERICANS & PACIFIC 6376ISLANDERS (WHIAAPI) https://www2.ed.gov/about/inits/list/asian-americans6377initiative/what-you-should-know.pdf Page 295 of 300 6378“The State of Higher Education In California – Asian American, Native Hawaiians, 6379Pacific Islanders Report”, Campaign for College Opportunity, September 2015. 6380https://www.advancingjustice-la.org/sites/default/files/2015-State-of-Higher6381Education_AANHPI2.pdf 6382 6383Videos: 6384 1. “Here's What You Have to Know About Pacific Islanders”, Youtube.com, The 6385 Tempest, 18 Jan 2018. https://www.youtube.com/watch?v=yxZKiYzFYDQ 6386 NHPI – Native Hawaiian and Pacific Islander 6387 Dr. Epeli Hau’ofa - promoting the languages of Pacific Islanders as a way to 6388 promote unity among Pacific Islanders. Also addresses the Census data issue. 6389 2. Glenister, Lillian, “Pacific Identity”, Youtube.com, Dec 8, 2016. 6390 https://www.youtube.com/watch?v=4FofC6finw8 6391 American Samoa is a small, unincorporated U.S. territory made up of five 6392 Polynesian islands in the South Pacific. Unlike people born in the other U.S. 6393 territories, such as Guam, the Northern Mariana Islands, the Virgin Islands and 6394 Puerto Rico, people born in American Samoa are not granted U.S. citizenship at 6395 birth. 6396 3. Selina, Genisis, “Finding My Fijian Identity Through The Ocean”, TEDxSuva 6397 https://www.youtube.com/watch?v=o0HdvPCDqf8 6398 15 year old Genesis shares her journey of reconnecting with Fiji and her identify 6399 as a Fijian through the ocean and a recent trip she made to her grandmother’s 6400 village. 6401 6402 4. “What you put in your mouth can change the world” Daniel Anthony TEDxMaui https://www.youtube.com/watch?v=HYy2FQbT1AU Page 296 of 300 6403 Daniel Anthony, while making poi, talks about his venture in maintaining 6404 indigenous roots through the production of the staple of taro. 6405 5. “Lessons from a thousand years of island sustainability” Sam ‘Ohu Gon III, PhD 6406 TEDxMaui https://www.youtube.com/watch?v=l9fv_2XIJBk 6407 Biologist and cultural practitioner Sam Ohu Gon III reveals the true Hawaii, a 6408 place much more than beaches and mai tais. In these islands, there is a 6409 message for the world. 6410 6. “He Inoa Mana (A powerful name)” Hinaleimoana Wong-Kalu (Kumu Hina) 6411 TEDxMaui https://www.youtube.com/watch?v=A5nQZ7_ApM4 6412 As a transgender female, Hinaleimoana discusses his transgender Hawaiian 6413 Chinese identity. 6414 7. War dancing for peace Native Hawaiians TEDxSanQuentin March 8, 2017 6415 https://www.youtube.com/watch?v=Ksolp8q6CEM 6416 San Quentin's Native Hawaiian performers demonstrate how their Haka dance is 6417 used to tear down cultural barriers and build community. 6418There are more videos on Ted Talk Maui or Manoa that can be added or exchanged. 6419 Page 297 of 300 6420 The Disaggregation of Pacific Islander Data 6421Read an article: “What You Should Know About Native Hawaiians and Pacific Islanders, 6422The White House Initiative of Asian Americans and Pacific Islanders (WHIAAPI)” 6423https://www2.ed.gov/about/inits/list/asian-americans-initiative/what-you-should-know.pdf 6424 1. What did the President recognize in 2010 regarding Pacific Islanders? 6425 2. List all the Pacific Islander ethnicities. (10 groups) 6426 3. Of the groups, the Pacific Islanders in the U.S. come from which of the 3 Pacific 6427 Islander ethnicities? 6428 4. Where do the majority of Pacific Islanders live within the U.S.? 6429 5. Is the Pacific Islander population growing or declining? 6430 6. How many Pacific Island languages are spoken in U.S. homes? 6431 7. Under the headings, Education, Labor and Employment, and Housing, compare 6432 the statistics of Pacific Islanders to the general population and the Asian 6433 American population. What’s the difference? 6434Read pages 16–19 of “The State of Higher Education In California” 6435https://collegecampaign.org/wp-content/uploads/2015/09/2015-State-of-Higher6436Education_AANHPI2.pdf 6437 8. What is the difference between the graduation/completion rate of Native 6438 Hawaiian and Pacific Islanders from community colleges, California State 6439 University, and the University of California? 6440 6441 9. Based on the fact that Native Hawaiian and Pacific Islanders have graduation rates similar to Latino and Black students, what services should Pacific Islanders Page 298 of 300 6442 receive in high school and college to help them get into college and complete 6443 college? 6444Read “CENSUS 2000 / More Pacific Islanders Living In California Than in Hawaii” 6445https://www.sfgate.com/news/article/CENSUS-2000-WHO-WE-ARE-More-Pacific6446Islanders-2936672.php 6447 10. List 3 important census data points for Pacific Islanders. 6448 11. Why is it important to disaggregate Pacific Islander data? Write a well written 6449 paragraph using evidence from the sources you have read. Page 299 of 300 6450Notes on videos on the identity of Pacific Islanders 6451 6452Write one paragraph using evidence from your notes on the videos answer the prompt: 6453How are Pacific Islanders asserting or reconnecting to their indigenous culture and 6454values? California Department of Education, June 2019 Page 300 of 300