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Integrating Asian Pacific Islander Desi Americans (APIDA) in Your Everyday Teaching These slides are from a webinar by the Asian American Education Project aimed to help teachers integrate APIDA histories into their existing teaching. The slides share examples of APIDA inclusion into existing curriculum, pedagogical strategies to do so, and reflective questions to help K-12 history teachers probe their own teaching.
Example teaching strategies/historical moments are:
- Angel Island and Ellis Island
- Japanese Incarceration during WWII, Treatment of Muslim Americans and South Asian Americans post 9/11, and U.S. Detention Facilities at the Border
- Tape vs. Hurley and Brown vs. Board
- Immigration Patterns of Southeast Asian refugees as a result of the Vietnam War
- Lue Gim Gong saves Florida's Citrus Plants
- Colonization of Hawai'i
Standards for each example are below.
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How To Celebrate and Honor Indigenous Peoples’ Day Paul Flores IV (Apache) details ways to include Indigenous knowledges, histories, and cultures into your teaching, especially if you do not identify as Indigenous.
Flores says in paragraph 3, and we want to highlight: "It’s important to approach topics related to Indigenous peoples with thoughtfulness and care, as many of these subjects can be quite sensitive. Previewing any content before showing your class is recommended to make sure it’s presented in a respectful, culturally appropriate manner. By making the effort to learn directly from Native voices, you can gain invaluable insights into the vibrant, living cultures that have inhabited this land for millennia and participate in the important work of honoring and preserving these irreplaceable traditions."
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The LGBTQ+ Identity: Teacher's Guide From the website:
"Understanding LGBTQ+ Identity: A Toolkit for Educators offers a series of digital media resources to help teachers, administrators, guidance counselors, and other educators understand and effectively address the complex and difficult issues faced by LGBTQ students.
"These resources, intended for use in teacher professional development settings or with GSAs, feature short segments of video content from the groundbreaking PBS Digital Studios show First Person. First Person delivers candid personal narratives illustrating larger conversations about gender, sexuality, social norms, and identity development.
"All video content is scaffolded by a suite of materials (informational text, conversation guides, discussion questions, and teaching tips) to facilitate their use in either classroom or professional development settings. The videos and accompanying educational resources are designed to help promote understanding, awareness, and self-esteem."
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Chaldean American Month Video Series A 4 minute, 4-part YouTube playlist that explores:
1. Who are the Chaldeans?
2. Aramaic Language
3. Religion
4. Demographics
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Chaldean History: Who are the Chaldeans? A brief article outlining the over 5,500-year history of Chaldean people: from their beginnings in Mesopotamia to Metro Detroit becoming the second largest community of Chaldeans worldwide.
The article also includes information about language, religion, and demographics.
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At Risk of Prejudice: The Arab American Community A brief article answering teachers' questions such as:
"How can we teach about the Arab world in an objective way. . . Where can we obtain appropriate resources about the Arab world and Islam? What can be done to allay the fears of Arab and Muslim students and provide them with a safe and nurturing environment?" (quote from article.)
Please note that Seikaly considers "Arab" expansively: purposefully not conflating Muslim and Arab identities while including Chaldeans, Coptics, and other communities indigenous to the Middle East North Africa (MENA.)
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Cultural Diversity Inquiry Unit: What do Things I Wear Say About Me? From the unit plan:
"This third-grade inquiry expands students’ understandings of how groups represent themselves through what they wear. The compelling question—“What do things I wear say about me?”—engages students in an examination of material culture by considering the factors impacting their own choices of what they wear such as geography, culture, and religion. Students will examine the similarities and differences they share with their classmates, as well as diverse cultures in their communities and around the globe."
This inquiry is designed to for three, 45 minute lessons, but can and should be adapted to best meet your students.
HTK note: this lesson is designed for 3rd grade, but may be a better fit for 2nd. We've included standards for both grades.
