American History Toolkit

5 – U2.1.3 Describe significant developments in the Middle colonies, including immigration patterns leading to ethnic diversity in the Middle colonies. 5 – U2.1.5 Explain the economic, political, cultural, and religious causes of migration to colonial North America.

WHG 7.2.1 World War I – explain the causes, characteristics, and long-term consequences of World War I, including the major decisions of the Versailles Treaty.

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.

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

SOCIAL STUDIES: 3 – H3.0.5 Use informational text and visual data to compare how Indigenous Peoples and non-Indigenous Peoples in the early history of Michigan interacted with, adapted to, used, and/or modified their environments.

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."

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."

A 4 minute, 4-part YouTube playlist that explores: 1. Who are the Chaldeans? 2. Aramaic Language 3. Religion 4. Demographics

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.

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.

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.

K – C5.0.1 Describe situations in which they demonstrated self-discipline and individual responsibility.

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.

SOCIAL STUDIES: 2 – G4.0.3 Use components of culture to describe diversity in the local community

K-12 applicable. Content expectation alignment is found within the document.

SOCIAL STUDIES: 2 – G4.0.3 Use components of culture to describe diversity in the local community.

K – C5.0.1 Describe situations in which they demonstrated self-discipline and individual responsibility.

Content wise, this unit goes best with High School USHG Eras 8+ 9. There are opportunities for geography, economics, and civics integration. Which standards are best 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 K - 12 standards.

Content wise, this unit goes best with High School USHG Eras 7 + 8. There are opportunities for geography, economics, and civics integration.

Content wise, this unit goes best with High School USHG Eras 6, 7, and 8. There are opportunities for geography, economics, and civics integration.

Content wise, this unit goes best with 8th grade and High School USHG Era 6. There are opportunities for geography, economics, and civics integration. Which standards are best 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 K - 12 standards.

Content wise, this unit goes best with 3rd and 4th grade history, 8th grade USHG Eras 5 + 6 and High School USHG Era 6. There are opportunities for geography, economics, and civics integration. Which standards are best 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 K - 12 standards.

Content wise, this unit goes best with 5th grade USHG Era 3 and 8th grade USHG Eras 4 + 5. There are opportunities for geography, economics, and civics integration. Which standards are best 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 K - 12 standards.

Content wise, this unit goes best with 8th grade USHG Eras 4 + 5. There are opportunities for geography, economics, and civics integration. Which standards are best 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 K - 12 standards.

Content wise, this unit goes best with 3rd Grade history and 5th grade USHG Era 3 and 8th grade USHG Eras 3 + 4. There are opportunities for geography, economics, and civics integration. Which standards are best 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 K - 12 standards.

Content wise, this unit goes best with 3rd grade history and 5th grade USHG Eras 2 and 3. There are opportunities for geography, economics, and civics integration. Which standards are best 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 K - 12 standards.

Content wise, this unit goes best with 3rd Grade history and 5th grade USHG Eras 1 and 2. Which standards are best 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 K - 12 standards.