Building Community Consciousness and Coalitions

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

Material Type: Lesson Plan

Author: The Asian American Education Project

White Supremacy and Black Resistance (1619 to present) - An Interactive Padlet Map

This interactive Padlet map allows students to click on pins to discover acts of violence against Black Americans (red pins) and acts of resistance by Black Americans (blue pins). It could serve as a catalyst for research or class discussion about race in America. Much of this information was compiled from articles by the Zinn Education Project and Blackpast.org.

Material Type: Diagram/Illustration, Interactive

Author: B Manker

Early Chinese Immigration to the US

This collection uses primary sources to explore early Chinese immigration to the United States. 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.

Material Type: Primary Source

Author: Hillary Brady

U.S. History

 U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.Senior Contributing AuthorsP. Scott Corbett, Ventura CollegeVolker Janssen, California State University, FullertonJohn M. Lund, Keene State CollegeTodd Pfannestiel, Clarion UniversityPaul Vickery, Oral Roberts UniversitySylvie Waskiewicz

Material Type: Full Course

The American Indian Movement, 1968-1978

This collection uses primary sources to explore the American Indian Movement between 1968 and 1978. 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.

Material Type: Primary Source

Author: Franky Abbott

Social Sciences: Cultural Assimilation and Indian Boarding Schools

The U.S. government’s effort to culturally assimilate Native Americans can be traced to at least 1819, with the passage of the Civilization Fund Act. Up to that time the U.S. government’s approach to Native Americans had been one of outright extermination, at worst, or forced removal to reservations, at best. While it would take several more decades to play out, the Civilization Fund Act began an era in which many Euro-American politicians, religious leaders, and cultural reformers would push for the assimilation of Native Americans into mainstream Western culture. Some of these cultural reformers were well-intentioned, believing that assimilation would be the best thing for the survival and health of Native people. For others, cultural assimilation was a convenient excuse to deny tribal sovereignty and to steal tribal land and resources. In either case, these assimilation efforts would have a devastating impact on many Native people, families, communities, and entire tribal cultures. That impact can be traced to one policy: the forced removal of Native American children from their families and their enrollment in Indian boarding schools.

Material Type: Lesson, Lesson Plan

Authors: Renée House, April Campbell, Oregon Open Learning

Japanese American Internment - World War II

This resource includes primary sources which examine and investigate the treatment of Japanese Americans during World War II. The original author of this resource (Franky Abbott)  utilized some of the Digital Public Library of America Primary Source Sets.  These Source Sets can be used to help students further develop their critical thinking skills. These sets may include an overview, primary sources, links to other relevant resources, and a teaching guide for instructors. According to the original author, these sets were both created and then reviewed by the teachers on the DPLA's Education Advisory Committee. I have added four YouTube videos to this resource.  I want students to have the opportunity to listen to survivors of the Japanese American Internment Camps. I also want students to better understand the historical events that led to the incarceration of Japanese Americans. 

Material Type: Assessment, Homework/Assignment

Author: Linda Norman

Japanese American Internment During World War II

This collection uses primary sources to explore Japanese American internment during World War II. 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.

Material Type: Primary Source

Author: Franky Abbott

Japanese American Interment - World War II

This resource will utilize primary sources to examine and investigate the treatment of Japanese Americans during World War II. The original author of this resource utilized some of the Digital Public Library of America Primary Source Sets.  These Source Sets will be used to help students further develop their critical thinking skills. Students will have access to a variety of materials from other collections on the internet. Each set may include an overview, primary sources, links to other relevant resources, and a teaching guide for instructors. TAccording to the original author, these sets were both created and then reviewed by the teachers on the DPLA's Education Advisory Committee.

Material Type: Primary Source

Author: Linda Norman

Injustice at Home | The Japanese-American Experience of the World War II Era

As part of Washington's Kip Tokuda Memorial Civil Liberties Public Education Program, which strives to educate the public regarding the history and the lessons of the World War II exclusion, removal, and detention of persons of Japanese ancestry, KSPS Public Television and Eastern Washington educators Starla Fey, Leslie Heffernan, and Morgen Larsen have produced Injustice at Home: the Japanese American experience of the World War II Era. This educational resource--five educational videos and an inquiry-based unit of study--will help students understand Executive Order 9066 and the resulting internment of Japanese-Americans during World War II, the failure of political leadership to protect constitutional rights, the military experience of Japanese-Americans during WWII, and examples of discrimination and racial prejudice the Japanese-American community faced before, during and after WWII. In addition, students will analyze the short and long term emotional effects on those who are incarcerated, identify the challenges that people living outside of the exclusion zone faced, examine how some Japanese Americans showed their loyalty during the period of incarceration, and learn about brave individuals who stood up for Japanese Americans during this time.

Material Type: Lesson, Unit of Study

Authors: KSPS Public Television, Leslie Heffernan, Morgen Larsen, Starla Fey

Japanese American Internment

A selection of Library of Congress primary sources exploring Japanese Internment during World War II. This set also includes a Teacher's Guide with historical context and teaching suggestions.

Material Type: Diagram/Illustration, Primary Source

Injustice at Home | The Japanese-American Experience of the World War II Era | Overcoming Discrimination And Adversity

With KSPS's Injustice at Home: Overcoming Discrimination and Adversity (a series of four educational videos and a curriculum unit), grade school students will learn the stories of Frank C. Hirahara, Kazuko Sakai Nakao, Kaz Yamamoto, and Fred Shiosaki through oral history interviews. As survivors of the Japanese Incarceration Camps during WWII, the powerful stories of these survivors reveal the damaging nature of racial discrimination upon the Japanese American community. Throughout the unit, Grades 4-6 students will witness the fortitude and courage of those who suffered racial discrimination but overcame it due to the resiliency of their culture and character. Students will analyze paintings and poetry made by incarcerated Japanese American youth to determine the diverse impact on their daily lives. Students will conclude the unit by creating a biographical presentation of one of the survivors and demonstrate what can be learned from those who have experienced and overcome discrimination.

Material Type: Lesson Plan, Primary Source, Unit of Study

Authors: Heather Ratterree (curriculum unit), Mary DeCesare & Jim Zimmer KSPS PBS (educational videos);

Mexican Labor and World War II: The Bracero Program

This collection uses primary sources to explore the Bracero Program. 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.

Material Type: Primary Source

Authors: Franky Abbot, Hillary Brady

9-12 Understanding Gender Lesson (Online/Offline Adaptation)

The Oregon Department of Education released this online and offline lesson adaptation, as a part of the Distance Learning for All Erin's Law Toolkit for Districts. The lesson is an Advocates for Youth Rights, Respect, Responsibility (3Rs) Ninth Grade lesson entitled Understanding Gender. This lesson focuses on the core sexuality education topics: Respecting Differences, Advocacy, Stereotypes, Empathy, Positive Identity Development, and Bullying and Abuse Prevention, which are foundational to healthy relationships and bullying, violence, and child abuse prevention education. 3Rs Authors: Elizabeth Schroeder EdD MSW, Eva Goldfarb PhD, Nora Gelperin MEd 

Material Type: Lesson Plan

Author: Angie Foster-Lawson

The 1968 L.A. School Walkouts

Overview Thousands of high school students walked out of classes in East Los Angeles in 1968 to protest unequal treatment of Mexican Americans in the public education system. Among the students' concerns were classes that omitted Hispanic history, a lack of bilingual teachers and a system that steered Chicano students to vocational training rather than college-prep classes.

Material Type: Homework/Assignment

Author: Retro Reports

Every Student Belongs: Stereotypes and Scapegoating

Grade Level: Middle - High SchoolLength of Lesson: Two 90 minute block periods, Four 50-55 minute block periodsEssential QuestionsIn what ways do “single stories” impact our own identities, how we view others, and the choices we make?How do stereotypes influence how we view and treat others?How, when, and why do stereotyping and scapegoating escalate to discrimination, prejudice, and violence?What are different ways people can combat stereotypes and scapegoating?

Material Type: Homework/Assignment

Author: Amit

Every Student Belongs K-5 Responsibility to Protect

This lesson utilizes the wordless picture book I Walk With Vanessa: A Story About a Simple Act of Kindness. After a whole-class read-aloud, students divide into groups to create dialogues for specific scenes in the book. The activity encourages students to discuss why people choose different roles in a situation allowing collaborative problem solving and practicing how to care for and protect others. The optional fourth and fifth-grade student extension includes analyzing historical examples and discussing why and how people have failed to protect others and how we can be better allies to those being harmed in our communities today.

Material Type: Reading

Author: Amit

Every Student Belongs: Understanding White Supremacy

Since this lesson focuses on white supremacy which targets Jews, African Americans and other groups, it is important to be mindful that seeing and discussing the topic could be upsetting for some or many of your students. Some students may feel comfortable or interested in discussing these issues in class and others may feel nervous, uncomfortable or angry talking about this topic. Prior to teaching the lesson, assess the maturity of your students in being able to handle this challenging content, review your classroom guidelines for establishing a safe learning environment and provide opportunities for students to share their feelings as the lesson proceeds.]LEARNING OBJECTIVES  Students will understand what white supremacy is, its history and how it manifests in modern society.  Students will learn more about the alt right and how it has grown in recent  Students will reflect upon white supremacy and the alt right through a writingassignment.

Material Type: Case Study

Author: Amit

Every Student Belongs: Hate Symbols

Since this lesson focuses on the swastika and other hate symbols—hate symbols that target a range of identity groups including Jewish people, people of color, etc.—it is important to be mindful that seeing and discussing these symbols could be upsetting for some or many of your students. Some students may feel relieved or comfortable discussing these issues in class and others may feel nervous, uncomfortable or angry to be talking about a topic so close to home. Prior to teaching the lesson, assess the maturity of your students in being able to handle this challenging content, review your classroom guidelines for establishing a safe learning environment and provide opportunities for students to share their feelings as the lesson proceeds.]LEARNING OBJECTIVESStudents will reflect on the significance of symbols in our society.Students will learn about specific hate symbols and teach their classmateswhat they learned.Students will identify what can be done as individuals, school or a community to confront hate symbols.

Material Type: Case Study

Author: Amit

Every Student Belongs & Microaggressions: Is That Really What I Said?

Lesson ObjectivesStudents will be able to articulate what microaggressions are and how they transpire.Students will analyze how words can shift meaning in different contexts and explain how and why communication crosses from harmless to harmful.Students will examine microaggressions from multiple perspectives to compare and contrast how different people might respond.Students will generate solutions and practice responding to microaggressions.

Material Type: Lesson

Author: Amit