American History Toolkit

Items

• Who Killed Vincent Chin: Civil Rights Activism
  USHG 8.3.4 Civil Rights Expanded – evaluate the major accomplishments and setbacks in securing civil rights and liberties for all Americans over the 20th century.
  DescriptionUSHG 8.3.4 Civil Rights Expanded – evaluate the major accomplishments and setbacks in securing civil rights and liberties for all Americans over the 20th century.USHG 8.3.5 Tensions and Reactions to Poverty and Civil Rights – analyze the causes and consequences of the civil unrest that occurred in American cities, by comparing civil unrest in Detroit with at least one other American city.USHG C – 2.1.2 Identify and analyze various Democratic Values of the United States as found in the Declaration of Independence.USHG C – 2.2.3 Use examples to investigate why people may agree on Democratic Values and Constitutional Principles in the abstract, yet disagree over their meaning when they are applied to specific situations. USHG C – 6.4.1 Explain and evaluate how people, individually or collectively, seek to bring the United States closer to its Democratic Values. ELA.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.ELA .RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.ELA.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.ELA.• W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.ELA.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.ELA.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.ELA.SL.11--12.3 Evaluate a speaker's point of view, reasoning and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis and tone used.

  Creator"Freda Lin is the co-director of YURI Education Project, a business that develops curriculum and professional learning with a focus on Asian American and Pacific Islander stories. She began this work as a student activist leader for Asian American Studies at Northwestern University. This led her to become a middle and high school teacher to integrate these and other marginalized stories in schools. She taught history and leadership at Chicago and San Francisco Bay Area schools for 16 years. After leaving the teaching field, she facilitated social movement history tours with Freedom Lifted and consulted with the Center for Asian American Media and UC Berkeley History-Social Science Project. She also served as the education program director of the Fred T. Korematsu Institute, where she implemented new programming to promote awareness of the World War II Japanese American incarceration experience and its connection to current issues. Freda currently serves on the National Council for History Education Board of Directors." - PBS About the Author Page

  PublisherPBS
• Famous Author Study #1: Langston Hughes
  SOCIAL STUDIES STANDARDS: 7 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed.
  DescriptionSOCIAL STUDIES STANDARDS: 7 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed. 7 – H1.2.3 Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary sources.LITERACY/ELA STANDARDS: RI.7.1: CITE several pieces of textual EVIDENCE to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.RI.7.3: Analyze the interactions between individuals, events, and ideas in a text.RI.7.6: Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.RL.7.2: Determine a theme in a text and analyze its development over the course of the text; provide an objective summary of the text.RL.7.3: Analyze how particular elements of a story interact.RL.4: Determine the meaning of words/phrases as they are used in a text, including figurative meaning; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem.RL.5.: Analyze how a poem's form or structure contributes to its meaning.

  CreatorRachel Rae Vogel

  PublisherMichigan Department of Education
• Expansions and Inequalities: Women and the American Story History Unit (1820-1869)
  Content wise, this unit goes best with 8th grade USHG Eras 4 + 5. There are opportunities for geography, economics, and civics integration.
  DescriptionContent wise, this unit goes best with 8th grade USHG Eras 4 + 5. There are opportunities for geography, economics, and civics integration.Related standards will depend on the resources you include, how you include them, and the grade you teach. That said, we do recommend these resources for all grades to help develop historical thinking and inquiry skills described in the standards.

  PublisherThe New York Historical
• Day in The Life of An Arab Youth: A Lesson Plan Using Stories to Learn About Places
  SOCIAL STUDIES: 2 – G4.0.3 Use components of culture to describe diversity in the local community.
  DescriptionSOCIAL STUDIES: 2 – G4.0.3 Use components of culture to describe diversity in the local community. 3 – G4.0.3 Describe some of the current movements of goods, people, jobs, or information to, from, or within Michigan and explain reasons for the movements.4 – G4.0.1 Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration.CCSS.ELA-LITERACY.RI.K-5.2 Determine the central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

  PublisherArab American National Museum
• Big Moves: This is the Rope Read Aloud
  1-H2.0.2: Investigate a family history for at least two generations, identifying various members and their connections in order to tell a narrative about family life.
  Description1-H2.0.2: Investigate a family history for at least two generations, identifying various members and their connections in order to tell a narrative about family life. 3-G4.0.2: Describe diverse groups that have migrated into a region of Michigan and reasons why they came (push/pull factors).4-G2.0.2: Locate and describe human and physical characteristics of major U.S. regions and compare them to the Great Lakes region.4-G4.0.1: Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration."

  PublisherMichigan Department of Education
• Asian American Education Resource Database
  AHT note: all standards listed in the database are from Illinois. It is our hope that we will be able to align each resource in this database to Michigan standards, but we haven't had the opportunity yet.
  DescriptionAHT note: all standards listed in the database are from Illinois. It is our hope that we will be able to align each resource in this database to Michigan standards, but we haven't had the opportunity yet.

  PublisherAsian Americans Advancing Justice: Chicago