Who Killed Vincent Chin: Civil Rights Activism
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Type
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Lesson Plan
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About the Creator
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"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
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Description
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From the website:
"In this lesson, students will:
(1) investigate evidence to determine how the killing of Vincent Chin was racially motivated,
(2) demonstrate how to stand up for a civil rights issue, and
(3) analyze the mistakes of the American justice system"
The lesson takes place over two 50-minute class periods with optional homework in between.
PBS and History Toolkit Cautions:
Please be advised that this lesson plan contains material that may be sensitive for some students. Also, referring to anyone of Asian descent as “oriental,” a Japanese or Japanese American person as a “Jap,” or that someone might be "handicaped" because they are Chinese is inappropriate and racist.
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Format
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Lesson Plan with video clips.
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Language
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English primarily. Lily Chin, Vincent Chin's mother, speaks in Mandarin.
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Content Standards
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High School Social Studies Standards:
• 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.
• 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.
• C – 2.1.2 Identify and analyze various Democratic Values of the United States as found in the Declaration of Independence.
• 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.
• C – 6.4.1 Explain and evaluate how people, individually or collectively, seek to bring the United States closer to its Democratic Values.
9th and 10th Grade English Language Arts Standards:
• RH.9-10.2Determine 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.
• 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.
• 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.
• 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.
11th and 12th Grade English Language Arts Standards:
• 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.
• 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.
• 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.
