After the Philippine-American War ended in 1902, Americans became fascinated by the natives of the newly acquired territory, which led to the development of anthropological exhibits showcasing what “primitive” life was like in the Philippines. During this time period, anthropologists adopted an evolutionary perspective rooted in white superiority. One of the exhibits featured the Igorot people, who anthropologist Albert Jenks believed were the most uncivilized tribe in the Philippines. These exhibits/human zoos sparked the creation of negative stereotypes of both the Igorot people and the Filipino community. Students will view the video segment from Asian Americans and engage in activities and discussions to explore the power of perception and its impact on shaping the identities of Asian Americans. Students will also examine the U.S. politics and scientific theories that shaped the perception of Americans and sought to justify U.S. colonization in the Pacific and the mistreatment of the Filipino community.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: HS.2, HS.9
Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, HS.52, HS.63, HS.64
Historical Thinking: 5.24, 7.25, 8.31, HS.67, HS.70
Social Science Analysis: 5.26, 5.27, 6.24, 7.27, 8.33, 8.34, 8.36, HS.72, HS.73, HS.74, HS.78

Sparked off by the acquittal of four officers in the Rodney King police brutality case, the 1992 Los Angeles Civil Unrest took place over several days and led to rioting and destruction of the city. The unrest represented a boiling point of underlying issues including systemic racism, police brutality, failure of the criminal justice system, economic disparities between communities of color, and racial tensions. The perceived racial tensions between Korean and Black Americans, further complicated by the shooting of Latasha Harlins by a Korean storeowner, led to some targeting of Korean American neighborhoods/businesses for violence and looting. Students will explore the history, conditions, and tensions that led to the 1992 civil unrest in L.A.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 5.1, 6.4, 7.5, 8.6, 8.8, 8.9, HS.2, HS.9, HS.11
Economics: 7.8
Geography: 5.13, HS.42, HS.51
Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, HS.52, HS.53, HS.61, HS.64, HS.65
Historical Thinking: 5.25, 6.23, 7.25, 8.30, 8.31, 8.32, HS.68
Social Science Analysis: 5.26, 5.27, 5.28, 6.24, 6.26, 6.27, 7.27, 7.29, 8.33, 8.34, 8.36, HS.72, HS.73, HS.74, HS.75, HS.76, HS.78

Through this unit, students will explore Asian American and Pacific Islander (“AAPI”) women’s poetry in order to craft and inspire their own poetry. After analyzing and interpreting poems, students recognize poetry as a vehicle to express their own untold stories about events small and large.
This unit will expose students to voices of AAPI women poets. Their experiences will help facilitate a dialogue of identity, beauty, tradition and activism. Many students face these issues during this pivotal time of their development.
Furthermore, this unit will help students explore their viewpoints as they craft and design their own poems and explore the readings. This unit allows students of all abilities and intersectionalities to make their voices heard and draw from their unique perspectives.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 7.5, HS.2, HS.11
Geography: 6.14, HS.51
Historical Knowledge: 6.21, 8.22, 8.25, HS.63, HS.64, HS.65, HS.66
Historical Thinking: 7.25, 8.32
Social Science Analysis: 6.24, 6.27, 7.28, 7.29, 8.36, HS.78

This lesson provides students with an introduction to Angel Island. The lesson begins with students completing a timeline of Chinese immigration to America. The progression of events will help them understand the escalation of anti-Chinese sentiment in America culminating with the Chinese Exclusion Act of 1882, the first law that restricted immigration based on nationality.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 8.7, 8.8, HS.1, HS.2
Historical Knowledge: 8.22, 8.25, HS.52, HS.63, HS.64, HS.65
Historical Thinking: 7.25, 8.30, 8.31, 8.32, HS.67, HS.69
Social Science Analysis: 7.28, 8.33, 8.36, HS.72, HS.73, HS.74

Students will explore Asian American and Pacific Islander (“AAPI”) women’s poetry in order to craft and inspire their own poetry, studying central idea and six different poetic elements over the course of the unit. After analyzing and interpreting poems, students will recognize poetry as a vehicle to express untold stories about events small and large. Students will learn about the experiences of and challenges faced by AAPI women, including topics of retaining culture, climate change, and more.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 5.1, 7.5
Economics: 4.4
Historical Knowledge: 5.22
Social Science Analysis: 3.19, 4.21, 4.24, 5.26, 52.27, 6.26, 7.28, 7.29

With the United States and the Soviet Union in a Cold War, fears of Southeast Asia falling to communism led to America’s increasing involvement with political and military matters in Vietnam, which was split between the communist North and anti-communist South in 1954. This lesson will address the U.S. government’s economic and tactical support of the conflict in Vietnam, and atrocities committed by American troops against Vietnamese civilians, which later became public. Domestically, an anti-war movement in the U.S. began to grow, with people questioning America’s involvement overseas—the money spent and the lives lost—which later impacted the war itself, including the withdrawal of troops and policies passed to prevent future U.S. military action without congressional approval.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 8.10, HS.10
Historical Thinking: 7.25
Social Science Analysis: 7.29, 8.33, 8.36, HS.72, HS.74, HS.77, HS.78

The lesson focuses on the first Asian Americans to run for Congress - Patsy Mink and Daniel Inouye - who paved the way for future generations of Asian Americans to be politically active.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 7.5, 8.2, 8.7, 8.8, HS.2, HS.6, HS.9, HS.11
Historical Knowledge: 8.25, 8.27, HS.52, HS.60, HS.64, HS.65, HS.66
Historical Thinking: 7.25, 8.31, 8.32, HS.67, HS.68
Social Science Analysis: 7.27, 7.29, 8.33, 8.36, HS.72, H.73, HS.78

Asian Americans who served in the U.S. military during war in Vietnam were confronted not only by the harsh realities of war, but also with their racial and national identities. Asian American military service officers faced racism from their superiors and fellow U.S. soldiers, and were challenged by Vietnamese citizens and soldiers who saw a connection to them. This lesson explores some of the ways in which Asian Americans in the military experienced the war in Vietnam and the ways they negotiated their identities with being seen by both sides as “foreign invaders.”

2021 Social Science Standards Integrated with Ethnic Studies:
Historical Knowledge: HS.60, HS.64
Historical Thinking: HS.70
Social Science Analysis: HS.72, HS.74, HS.76, HS.77

For Asian Americans living, working, and growing up in the margins in the United States during the 1960s and 70s, participating in social activism played an important role in advancing justice for them as citizens of the United States. Asian Americans worked in partnership with other ethnic and racial groups to overcome unfair treatment. Through the examples of the United Farm Workers Movement and the student strike at San Francisco State College, and at the Peace Rally after the L.A. Civil Unrest, students will learn how Asian Americans spoke out against injustice and stood up for the better treatment of all Americans.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 3.2
Geography: 5.13
Historical Knowledge: 1.12, 5.22
Historical Thinking: 2.21
Social Science Analysis: 1.12, 3.18, 3.19, 4.21, 4.24, 5.28

Stereotyping is a form of systemic racism for Asian Americans, who have historically been stereotyped in the United States through “Yellow Peril” fearmongering—economic and societal threats. Viewed as perpetual foreigners, no matter their duration living here or whether they were American-born, Asian males are often characterized as scheming, weak, ignorant, and undesirable, while Asian females are exotic, cunning, and subservient. This perpetual foreigner stereotype is maintained by institutions from Hollywood, private and public sectors to elected public servants. Asian Americans have been fighting against stereotypes since the 1920s, and continue to do so, on- and off-screen.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 6.4, 7.5
Historical Knowledge: 6.20, 6.21, 8.25, 8.27, HS.63, HS.64, HS.65
Historical Thinking: 7.25, 8.32
Social Science Analysis: 6.26, 6.27, 7.29, 8.34, HS.71, HS.73, HS.74

This lesson plan helps students understand the context of the 1992 L.A. civil unrest (L.A. riots). Korean Americans in solidarity with Black Americans and others, formed coalitions to call for racial justice, community healing and rebuilding. Various police reforms, community programs and rebuilding efforts came about after. It covers the importance of building community consciousness and coalitions to fight systemic racism. By using the transcripts from the segment this lesson plan will ask the students to analyze the movement by using guiding questions to identify the issue, research the problem, respond to the problem and reflect on why learning about this topic is important to their lives and current social movements.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 7.5, HS.2
Economics: 7.8
Geography: HS.42, HS.51
Historical Knowledge: 8.22, 8.25, HS.60, HS.61, HS.64, HS.65
Historical Thinking: 7.25, 7.30, 8.31, HS.67, HS.69
Social Science Analysis: 8.36, HS.72, HS.73, HS.74, HS.77, HS.78

Signed on May 6th, 1882 by President Chester A. Arthur, the Chinese Exclusion Act was the first law to explicitly limit immigration based on race. This lesson is designed to go further in exploring the causes and effects of the Chinese Exclusion Act through analysis of primary and secondary sources. The purpose is to showcase the conditions in the US that led to a rise in xenophobia, and in turn, race-based policies that defined the Chinese American and Asian American experience in the United States. The lesson will also have students engage in critical thinking through research and a class discussion comparing and contrasting the Chinese Exclusion Act and current immigration policies or proposed immigration policies.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 5.1, 6.4, 7.5, 8.7, 8.8, HS.1, HS.2, HS.9, HS.10
Economics: 7.8
Geography: 5.13, HS.51
Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, HS.52, HS.64
Historical Thinking: 7.25, 8.31, HS.68
Social Science Analysis: 5.26, 5.27, 6.24, 6.26, 8.34, 8.36, HS.72, HS.73, HS.74

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

This lesson explores the topics of Japanese American incarceration and redress, and its relation to the definition of an “American”, rights, and the Census. Definitions of race, nationality, ethnicity, and rights are explained to define “American”. The lesson also explains how Constitutional rights are basic human rights granted to all people regardless of citizenship as well as the differences that benefit an American citizen. To further analyze Japanese incarceration camps, studying the Census will explain its role in carrying out Executive Order 9066 as well as how the laws have changed to protect all Americans. Lastly, students will review the Civil Liberties Act of 1988 to understand how the American government apologized for the treatment of Japanese Americans.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 7.5, 8.9, HS.2, HS.6, HS.9, HS.11
Historical Knowledge: 8.25, 8.27, HS.58, HS.60, HS.65, HS.66
Historical Thinking: 8.31, 8.32, HS.67
Social Science Analysis: 7.27, 7.30, 8.33, HS.72, HS.73, HS.74, HS.78

The incarceration of Japanese Americans in World War II was a grave failure of our democracy and highlights the dangers that can result when the three branches of government failed to uphold the Constitution, and certain communities are excluded from political power. Until the 1950s, Asian Americans were not allowed to become naturalized citizens and did not have the power to vote or engage in many of America’s political processes. In this lesson, students will investigate how citizenship and voting rights have evolved throughout history and reflect critically on how the rights and privileges conferred by citizenship impact political power on both an individual and community level.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 8.2, 8.5, 8.6, 8.7, 8.8, HS.1, HS.2, HS.6, HS.9
Historical Knowledge: HS.53, HS.65
Historical Thinking: 7.25, 8.30, 8.31, HS.67, HS.68
Social Science Analysis: 7.27, 7.29, 8.33, 8.36, HS.72, HS.73, HS.74, HS.77, HS.78

With dreams of having a better life, thousands of Chinese risked their lives across the Pacific Ocean to join in the construction of the Transcontinental Railroad from 1863 to 1869. These Chinese laborers worked under extreme and hazardous environments. Due to their ethnic appearance and language barriers, the Chinese were greatly taken advantage of by their employers. These Chinese laborers became pioneers in the collective labor actions of American labor history, while also contributing to the economies of the U.S. and China.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 5.1, 7.5, 8.7, 8.8, HS.2, HS.10
Economics: 7.8, 8.14, HS.17, HS.24
Geography: 5.13, 6.14, HS.42, HS.51
Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, 8.27, HS.52, HS.60, HS.61, HS.64
Historical Thinking: 5.25, 6.23, 7.25, 8.31, HS.68
Social Science Analysis: 5.26, 5.27, 6.24, 8.36, HS.72, HS.73, HS.74, HS.78

This lesson will cover the story of the Tape family, Chinese immigrants and their American-born children residing in San Francisco, California. Joseph and Mary Tape attempted to enroll their daughter, Mamie, at Spring Valley Primary, an all-white school, and were denied based on their race. Students will learn about the Tape family, Joseph and Mary’s California Supreme Court case, Tape v. Hurley (1885), and the greater connections their story lent itself to anti-Asian sentiment in the United States at that time and fight for school desegregation.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 7.5, 8.2, 8.6, 8.7, 8.8, HS.1, HS.2
Geography: HS.51
Historical Knowledge: 8.22, 8.25, HS.52, HS.58, HS.64, HS.65, HS.66
Historical Thinking: 7.25, 8.31, 8.32, HS.67, HS.68, HS.69
Social Science Analysis: 8.34, 8.36, HS.72, HS.73, HS.74

During the 1970s, arts and culture became vehicles for elevating the narratives of Asian Americans, a term first used in 1968 during the struggle to establish ethnic studies at San Francisco State College. Under this new pan-Asian identity, a generation of young Asian American organizers, academics, and artists emerged and ready to define themselves and their history to the rest of America. Musicians, artists, writers and filmmakers helped to increase the visibility of Asian American identities and cultures across various media.

Civics and Government: HS.11
Historical Knowledge: 8.25, HS.63, HS.65
Historical Thinking: 8.32
Social Science Analysis: 6.24, 7.28

In 1965, President Lyndon B. Johnson signed into law the Immigration and Nationality Act which replaced the quota immigration system that had been in existence since the 1920s, with a preference system based on labor skills needed by the United States, and those who had a pre-existing family tie in the country. This lesson will explore past U.S. immigration laws that affected Asian immigration and naturalization, how the Immigration and Nationality Act of 1965 came about because of the Civil Rights Movement, and how the 1965 Act changed the demographics of the country over the next twenty years and beyond.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 5.1, 6.4, 7.5, 8.7, 8.8, 8.9
Geography: 5.13
Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, HS.52, HS.57, HS.58, HS.61, HS.63, HS.64, HS.65
Historical Thinking: 5.24, 7.25, 8.30, 8.31, 8.32
Social Science Analysis: 5.26, 5.27, 6.24, 6.27, 7.29, 8.36, HS.72, HS.73, HS.74, HS.75