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
• 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.
  DescriptionThese 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.For Angel Island and Ellis Island4 – H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan.4 – G4.0.2 Describe the impact of immigration to the United States on the cultural development of different places or regions of the United States.6 – G6.1.1 Identify global issues.8 – U6.1.1 America at Century’s End – compare and contrast the United States in 1800 with the United States in 1898, focusing on similarities and differences in population.USHG 6.1.1 Factors in the American Second Industrial Revolution – analyze the factors that enabled the United States to become a major industrial power, including the increase in labor through immigration and migration. Japanese Incarceration during WWII, Treatment of Muslim Americans and South Asian Americans post 9/11, and U.S. Detention Facilities at the Border Standards

  PublisherThe Asian American Education Project
• Industry and Empire: Women and the American Story History Unit (1866-1904)
  Content wise, this unit goes best with 8th grade USHG Eras 5 + 6 and High School USHG Era 6. There are opportunities for geography, economics, and civics integration.
  DescriptionContent wise, this unit goes best with 8th grade USHG Eras 5 + 6 and High School USHG Era 6. 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.Click here to learn how to use WAMS in your classroom.

  PublisherThe New York Historical
• 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
• Cultural Diversity Inquiry Unit: What do Things I Wear Say About Me?
  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 – G4.0.2 Describe diverse groups that have migrated into a region of Michigan and reasons why they came (push/pull factors).LITERACY/ELA STANDARDS: RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.SL.2.1a-c: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. W.3.2a. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. SL.3.1a-d: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

  PublisherSikh Coalition
• Confidence and Crises: Women and the American Story History Unit (1920-1948)
  Content wise, this unit goes best with High School USHG Eras 6, 7, and 8. There are opportunities for geography, economics, and civics integration.
  DescriptionContent wise, this unit goes best with High School USHG Eras 6, 7, and 8. 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
• 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