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
• Settler Colonialism and the American Revolution: Women and the American Story History Unit (1692-1783)
  Content wise, this unit goes best with 5th grade USHG Eras 2 and 3. There are opportunities for geography, economics, and civics integration.
  DescriptionContent wise, this unit goes best with 5th grade USHG Eras 2 and 3. 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
• Lawmakers or Lawbreakers? The Crosswhites and Community of Marshall, Michigan
  4 – H3.0.3 Use case studies or stories to describe the ideas and actions of individ­uals involved in the Underground Railroad in Michigan and in the Great Lakes region.
  Description 4 – H3.0.3 Use case studies or stories to describe the ideas and actions of individ­uals involved in the Underground Railroad in Michigan and in the Great Lakes region. 4 – G1.0.3 Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States. 4 – C5.0.3 Describe ways in which people can work together to promote the val­ues and principles of American democracy. 4 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.
• 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
• 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
• Building a New Nation: Women and the American Story History Unit (1776-1831)
  Content wise, this unit goes best with 5th grade USHG Era 3 and 8th grade USHG Eras 3 + 4. 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.
  DescriptionContent wise, this unit goes best with 5th grade USHG Era 3 and 8th grade USHG Eras 3 + 4. 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
• 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
• American Dreaming Lesson Plan
  PublisherArab American National Museum