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

This collection uses primary sources to compare American responses to Pearl Harbor and September 11. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

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 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?

What is globalization? In this lesson, students will explore answers to the question by reading information from a website called Globalization 101. They’ll choose one area of interest to explore from this website. Students will plan a presentation to share their findings with the whole class.

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

Introduction to Sociology 2e adheres to the scope and sequence of a typical, one-semester introductory sociology course. It offers comprehensive coverage of core concepts, foundational scholars, and emerging theories, which are supported by a wealth of engaging learning materials. The textbook presents detailed section reviews with rich questions, discussions that help students apply their knowledge, and features that draw learners into the discipline in meaningful ways. The second edition retains the book’s conceptual organization, aligning to most courses, and has been significantly updated to reflect the latest research and provide examples most relevant to today’s students. In order to help instructors transition to the revised version, the 2e changes are described within the preface.

Define globalization and describe its manifestation in modern societyDiscuss the pros and cons of globalization from an economic standpoint

This lesson covers personal narratives from victims and descendants and highlights how the American government forced Japanese Americans and the Aleuts of Alaska into incarceration camps under President Roosevelt’s Executive Order 9066. It additionally covers the forced removal process, conditions and lives in the camps, and the eventual release of prisoners. The lesson analyzes the incarceration of Japanese Americans and Aleuts as a violation of their constitutional rights. Students discuss examples of incarceration and connect instances of incarceration with current social and political events pertaining to the concept of “families belong together.”

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 8.2, 8.5, 8.8, HS.1, HS.9
Historical Knowledge: 6.20, 6.21, 8,22, HS.52, HS.64
Historical Thinking: 7.25, 8.31, HS.67
Social Science Analysis: 6.24, 6.28, 7.27, 7.30, 8.33, 8.36, HS.71, HS.72, HS.73, HS.74

In this lesson, students will consider the importance of learning ethnic studies in the classroom and engaging with the lived experiences of their own families and communities, particularly as people of color. They will also learn and discuss concepts of intergenerational trauma in the context of mass incarceration and its effects on Asian Americans and Pacific Islanders by examining the ROOTS (Restoring Our Original True Selves) program at San Quentin State Prison. Lastly, students will learn about the current impact of incarceration on youth of color and relate it to the experiences of ROOTS program participants.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 8.8, HS.2
Economics: 7.8
Historical Knowledge: 6.20, 6.21, 8.25, HS.63, HS.64
Historical Thinking: 7.25, 8.31, 8.32, HS.68, HS.69
Social Science Analysis: 5.26, 5.27, 5.28, 6.24, 6.26, 6.27, 6.28, 7.29, 7.30, 8.36, HS.71, HS.72, HS.73, HS.74, HS.76, HS.78

The terrorist attacks on September 11, 2001 marked a turning point in American policies toward immigration, privacy, and the ways South Asian Americans were perceived and treated after. Students will learn about the various ways South Asian Americans have experienced disproportionate and targeted racial profiling, hate crimes, and other acts of discrimination. They will also learn about the ways in which South Asian Americans responded to the 9/11 attacks and the aftermath, providing insight into how immigrant communities are often caught between the pressures of representing themselves in a way that appeals to the expectations of the status quo, and the desire to practice their culture and traditions in a way that allows them to fully embrace their cultural and ancestral identity.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 5.1, 6.4, 7.5, 8.8, 8.9, HS.2, HS.6, HS.9, HS.10, HS.11
Geography: 5.13, HS.51
Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, HS.52, HS.64, HS.65
Historical Thinking: 5.25, 7.25, 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