This is the teacher guide to accompany a viewing of Friends Across The Wires, an original play exploring the impact of the the Japanese-American Incarceration during WWII on a group of young people in Seattle. The guide offers background to the play as well as opportunities to engage with primary sources to learn about historical patterns of racism.Film, written and directed by Laura Ferri, is available under a Creative Commons Attribution NonCommercial NoDerivatives license.Teacher guide, by Tamara Bunnell, is available under a Creative Commons Attribution NonCommercial license.

These lessons are part of the Reform to Equal Rights K-12 Disability History Curriculum from Emerging America, part of the Library of Congress Teaching with Primary Sources Consortium.

This unit works particularly well in a course on civics and government. The intro lesson introduces key information and can be useful to check student knowledge and experiences. Lesson 1 is essential to introduce the unit's study of disability. Lessons 2 & 3 delves into work for disability rights, including transformative legislation. In lesson 4, students apply what they have learned about civic action to research, plan, and carry out their own civic engagement project. (This lesson is also used for Grades 9-12.) Lesson 5 can stand alone or fit within the unit; it adds disability rights as an option for study of historic Supreme Court cases

Grades 6-12 - Intro Lesson: Introduction to Disability History
Grades 6-8 - Lesson 1: What Are Disability Rights?
Grades 6-8 - Lesson 2: Disability Rights Activism
Grades 6-8 - Lesson 3: Disability Rights Legislation
Grades 6-8 - Lesson 4: Inclusive Civics Project - Disability Rights
Grades 6-8 - Lesson 5: Supreme Court Case: Olmstead v. L.C.

Reform to Equal Rights uses 250+ primary sources. Most are in the public domain. Many others come from public online collections. For the rest, Emerging America secured permission so that teachers can use all these sources in creative ways. https://www.emergingamerica.org/disability-history-curriculum
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Every media source has a story to tell--a driving purpose. The media that people consume largely shapes their world views. The US public is becoming more divided partially due to the consumption of increasingly biased news. As a critical consumer of media, It is important to be able to separate fact from opinion. In this unit, adapted from the high school version, students will become critical consumers of news, by identifying media bias in order to become better informed citizens.  NOTE: This unit has been adapted for use at the middle school level from the resource Identifying Media Bias in News Sources by Sandra Stroup, Sally Drendel, Greg Saum, and Heidi Morris.

Students analyze James Madison’s notes to understand why delegates at the Constitutional Convention in 1787 compromised on equality in order to form a United States government, what steps they later took to create a Bill of Rights, and whose rights were protected and whose were not. Students learn about key efforts to uphold the rights of people in the United States, from the Constitutional Convention in 1787 to examples of participatory journalism today in order to respond to the question: How can we use examples of activism from the past and present to recognize America’s potential for living up to its democratic ideals? Students then analyze artifacts from the Colored Conventions, which was one of the first Black political intellectual movements in the United States to advocate for the rights of people who have been marginalized. Students create an original political pamphlet to raise awareness and inspire action on issues of injustice and inequality today.

 This inquiry unit leads students through the different perspectives behind a decision to have a dam removed. This unit looks at similar Washington state dam removal decisions as well as the complex issue of having the Election dam removed near Puyallup, WA. Students will be introduced to the stories and traditional ways of knowing about salmon that the Puyallup Tribe has built their culture upon. Then they will explore the science behind hydroelectricity and build models to discover how carbon neutral energy is gathered through hydro dams. This inquiry unit ends with students researching different perspectives surrounding the current (2021) decision to remove the Electron dam including: the Tribe’s Fishery department, the ecosystem, the city council, the fishermen and the hydro-electrical company who currently owns the dam. With their research, students will do a socratic seminar to mimic the court case lawsuit that is ongoing against the Electron Dam.