In this lesson, students will learn about the Los Angeles Chinatown Massacre of 1871. They will examine the attitudes and policies of the time which led to the Massacre. Students will learn about recent acts of anti-Asian violence and make connections between the Chinese Massacre and recent anti-Asian violence and attacks.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 3.2
Economics: 4.4
Historical Knowledge: 5.22
Historical Thinking: 4.19, 5.24
Social Science Analysis: 3.17, 3.18, 4.21, 4.24, 5.27, 5.28, 5.29

In this lesson, students will learn about the Los Angeles Chinese Massacre of 1871, and identify the causes by examining the attitudes and policies of the time. They will learn about and analyze other massacres that have occurred in the United States in order to gain a better and more nuanced understanding of how and why these acts of violence occur. Lastly, students will research the process for reparations and consider how to address and rectify the harm of such injustices.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: HS.2, HS.9
Geography: HS.42, HS.51
Historical Knowledge: 6.20, 6.21, 8,22, 8.25, HS.52, HS.53, HS.64, HS.65
Historical Thinking: 7.25, 8.30, 8.31, HS.67, HS.68
Social Science Analysis: 6.24, 6.26, 6.27, 6.28, 7.27, 7.28, 7.29, 7.30, 8.33, 8.34, 8.36, HS.71, HS.72, HS.73, HS.74, HS.75

Using film as a lens to explore and interpret various aspects of the urban experience in both the U.S. and abroad, this course presents a survey of important developments in urbanism from 1900 to the present day, including changes in technology, bureaucracy, and industrialization; immigration and national identity; race, class, gender, and economic inequality; politics, conformity, and urban anomie; and planning, development, private property, displacement, sprawl, environmental degradation, and suburbanization.

In small groups and class discussion, students share knowledge about Christopher Columbus and his voyages, learn about the impact of Columbus, and consider some ecological and political results of the encounter.

This course covers issues in contemporary French society as expressed through movies made in the 2000s. Topics include France’s national self-image, the women’s movement, sexuality and gender, family life and class structure, post-colonialism and immigration, and American cultural imperialism. Films by Lelouch, Audiard, Doillon, Denis, Klapisch, Resnais, Rouan, Balasko, Collard, Dridi, Kassovitz, and others. Readings from French periodicals. Films shown with English subtitles. Taught in French.

What is Britain now? Its metropolises are increasingly multicultural. Its hold over its distant colonies is a thing of the past. Its sway within the global political arena is weak. Its command over Northern Ireland, Wales, and Scotland is broken or threatened. What have novelists made of all this? What are they writing as the old empire fades away and as new social and political formations emerge? These are the questions that will concern us in this course.

Thousands of people risk their lives daily by crossing borders in search of a better life. During 2015, over one million of these people arrived in Europe. Images of refugees in distress became headline news in what was considered to be the worst humanitarian crisis in Europe since 1945. This book provides a critical overview of recent migration flows and offers answers as to why people flee, what happens during their flight and investigates the various responses to mass migratory movements. Divided in two parts, the book addresses long-running academic, policy and domestic debates, drawing on case studies of migration in Europe, the Middle East and the Asia-Pacific. Coming from a variety of different fields, the contributors provide an interdisciplinary approach and open the discussion on the reasons why migration should be examined critically.

Tiene como objetivo ser fuente de consulta amigable y visual para un público diverso, interesado en las expresiones sociales contemporáneas, particularmente para los estudiosos del tema que puedan poner en contexto la migración de los países latinoamericanos sin restringirla exclusivamente al cruce entre México, Centroamérica y los Estados Unidos.

[Translation:] "Dictionary of Immigration and Otherness in the Americas in the 21st Century"

Its aim is to be a friendly and visual source of reference for a diverse audience interested in contemporary social expressions, particularly for scholars of the subject who can contextualize the migration of Latin American countries without exclusively restricting it to the crossing between Mexico, Central America, and the United States.

In addition to terminology associated with migration and immigration, this Spanish-language dictionary contains profiles of all countries in the Americas, showing patterns of migration, summarizing immigration laws, and including an example of migration-related art or literature for each country.

This is a list of web based resources for exploring immigration and the lives of immigrants.

Many people think that immigrants take jobs from Americans. But is that true? Turns out there isn't a fixed number of jobs to be fought over by Americans and immigrants. Immigrants actually end up creating more jobs for Americans - find out how.

America is a nation of immigrants, who currently make up about 13 percent of the overall population. The May 2014 issue shows how immigration affects the average American. The essay weighs the costs and benefits of immigration and discusses the concept of immigrant workers as substitutes for and complements to native-born workers.

The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.

Who decides who among us is civilized? What rules should govern immigration into the United States? Whom should we let in? Keep out? What should we do about political refugees or children without papers? What if they would be a drain on our economy?

ACCOMPLISHMENTS

Students read William Shakespeare’s play The Tempest and write a short argument about who in the play is truly civilized.
Students participate in a mock trial in which they argue for or against granting asylum to a teenage refugee, and then they write arguments in favor of granting asylum to one refugee and against granting it to another.
Students read an Independent Reading text and write an informational essay about a global issue and how that relates to their book.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What role do national identity, custom, religion, and other locally held beliefs play in a world increasingly characterized by globalization?
How does Shakespeare’s view of human rights compare with that in the Universal Declaration of Human Rights?
Who is civilized? Who decides what civilization is or how it’s defined?
How do we behave toward and acknowledge those whose culture is different from our own?

In this lesson, students will write about how their Independent Reading book addresses the unit’s Guiding Questions, and they’ll share their responses with a partner. Students will begin writing a narrative about a time when they were afraid. They’ll also discuss xenophobia.

In this lesson, students will share their drafts of their fear narratives and give feedback in small groups. They’ll have class time to revise and complete a final draft. They’ll revisit the Universal Declaration of Human Rights to see what the document says about immigrants and refugees.

Examine identity and assimilation with an activity that asks the essential question: Was there ever a part of your identity you had to hide?

This lesson helps students appreciate diversity among their peers and the diversity of immigrants all over the world. Through hands-on exercises, students will discover similarities and differences they share with other children.

Created by NHPRC Teacher Participant/Creator Marc Shoichet for Grade 10 Global History Course; Adaptable to other grades. During the year, we explore world history by analyzing the causes of events, understanding why they occurred, and comparing these events as well as the outcomes; in this end-of-year assignment we explore the relationship of our families/ancestors and neighborhood changes to the events of world history.

This handout accompanies the lesson "Farmworkers and the Union." A Spanish version is included.

"Forced Migration in Canada" is intended to be a comprehensive repository of teaching and learning resources related to displacement to, and in, Canada, from colonization and slavery, to trafficking, statelessness and refugee protection and resettlement. Each section offers a compilation of multimedia resources to introduce students, researchers and the general public to the key issues.