Organized around the compelling question "How have Asian Americans and Pacific Islanders engaged civically and contributed to U.S. culture?" and grounded in inquiry-based teaching and learning, this lesson brings history, civics, and the arts together to learn about the experiences and perspectives of Asian Americans and Pacific Islanders (AAPI) in U.S. history. Primary sources, literature, and works of art created by AAPI individuals and related organizations provide an historical as well as contemporary context for concepts and issues including civic participation, immigration, and culture.

Students will examine how patriotism comes in many forms through an analysis of the short film "Patriotism and Protest." In the film, experts and Minidoka survivors highlight how the infamous "loyalty questionnaire" during WWII divided the Japanese American community.   

Students will examine how news outlets and government propaganda shaped war hysteria and racism against Japanese Americans during WWII. In the short film, "Power of the Press," students will learn about the pre-war racism against Asian Americans and how community allyship can have a profound effect in combating propaganda.  

Students will examine the responsibility of citizens through an analysis of the short film "Standing Up for Others." In the film, Japanese Americans draw parallels between their experience during World War II and the experiences of Muslim Americans and asylum-seeking migrant children.  

This 11-minute video and accompanying lesson plans explore the ways reapportionment and redistricting affect how and by whom the people are represented. Students will examine interactive resources to explore how changing district lines can affect the balance of partisan power, and evaluate criteria for drawing district lines. They will experiment with interactive maps to see both historic and contemporary changes to the balance of power among states, and discover who has power within those states to redraw the lines. These activities ask students to examine primary sources, pose questions for investigation and gather additional narratives.

This lesson is not under an open license; however it is provided free for educational services.

The Washington Office of Superintendent of Public Instruction has teamed with the Civic Learning Council and the National Constitution Center to provide this professional development opportunity on resources and tools for helping students engage in discussions of controversial issues.

Download the video file here: https://www.dropbox.com/s/jefvmk5tv6t0zoa/OSPI_CLC_CIVICS-BridgeTheDivide-FINAL.mp4?dl=0

In Washington, a stand-alone high school civics course is required by a new state law.

A statewide sub-committee of OSPI's Social Studies Cadre and Walter Parker, Professor of Social Studies Education, University of Washington, drafted this list of resources in hopes that it will be useful to schools needing to create such a course or update an existing course. It is a work-in-progress.

This online lesson provides perspectives from Native American community members and their supporters, images, news footage, an interactive timeline, and other sources about an important campaign to secure the treaty rights and sovereignty of Native Nations of the Pacific Northwest. Scroll to begin an exploration of the actions Native Nations took to address injustices.

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.

An introduction helps establish safe and respectful study of disability history. In lesson 1, students the Question Formulation Technique helps develop questions. Then a presentation highlights disabled advocates across American history. In lesson 2, students research the causes, goals and methods, successes and setbacks of the Disability Rights Movement. Students present research with multiple media options: talk with slides, podcast, video, essay, or poster. Lesson 4 guides a genuinely inclusive civic engagement project.

Grades 6-12 - Intro Lesson: Introduction to Disability History
Grades 9-12 - Lesson 1: The Roots of the Disability Rights Movement
Grades 9-12 - Lesson 2: Research and Share Disability Rights History
Grades 9-12 - Inclusive Civics Project - Disability Rights

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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Civics is the study of our national government, constitution, and the rights and responsibilities of citizenship. Topics in the Puyallup Civics course include democracy and other forms of government; legislative, executive, and judicial functions; the political process; and foreign and domestic policies. The course also includes a summary of Washington State History and local native sovereignty.

This model course reflects 2018 Washington state legislation regarding the High School Civics Course requirement - RCW 28A.230.094.

This course is by Puyallup School District - only submitted by Barbara Soots.

Students learn about the efforts of Ida B. Wells and other Black female journalists who used investigative reporting to challenge ideas and people that perpetuated social and political injustices. Students look to Black female journalists today by learning about Natasha S. Alford’s feature stories on race in Puerto Rico, and draw on past and present examples of journalism to help them respond to the unit driving question: How can journalism challenge inequality and injustice? Students use the tenets of investigative reporting to explore the achievements and challenges of the era, then work to shine a light on the possibilities of racial equity by writing and publishing a feature story about an issue of injustice today.

This unit of study consisits of 5 activities to investigate the effects of Native American Boarding Schools on the individual, the family, and the community. Students will analyze before and after pictures of indigenous students, primary source comments given by boarding school survivors, and historic newspapers to asertain attitudes towards Native Americans during this time period. Middle school students will conclude with a short writing assignment. Secondary students will prepare an essay that relates the attitudes of the time to the practices in Native American Boarding Schools. This is an emotionally difficult subject and special care should be taken if you have Native students in your classrooms, as this topic is traumatic for families who have survived this experience. See Multicultural Considerations before beginning.