1 of 58

© Asian American Education Project. All Rights Reserved.

Amplify APIDA in May

2 of 58

As a result of this workshop, you will:

  • Have access to FREE resources from The Asian American Education Project
  • Know the benefits of teaching APIDA studies in K-12
  • Acknowledge the activist history and purpose of APIDA history/heritage months
  • Gain 15 activities that you can implement in your classroom
    • Activities to integrate in existing curriculum
    • Activities to celebrate APIDA Joy
    • Activities that focus on APIDA Pop Culture
  • Q & A

2

3 of 58

Workshop Created by Dr. Virginia Loh-Hagan

  • Co-Executive Director and Director of Curriculum Development, The Asian American Education Project
  • Director, San Diego State University’s APIDA Center
  • Former Director of Liberal Studies & Teacher Ed Faculty at SDSU
  • Published Author of 350+ Books
  • Former K-8 Classroom Teacher

3

4 of 58

4

  • Stewart and Pat Kwoh have been providing K-12 AAPI curriculum to schools since 2006. They founded The Asian American Education Project in 2021 in response to escalating anti-Asian hate.
  • AsianAmEdu provides FREE educational resources:
    • 60+ lesson plans:
      • Thematic Units: Citizenship, Civil Rights, Identity, Immigration, Racism, Stand Against Racism, Elementary Education
    • Curriculum Workshops:
      • See our workshop calendar at: AsianAmericanEdu.org/Workshops
    • Teacher ToolKits
    • Student Activities
  • Follow us on Instagram @AsianAmEdu

The Asian American Education Project

Visit us at AsianAmericanEdu.org

5 of 58

Bite-size Learning, Follow us: @asianamedu

5

6 of 58

Three Main Grounding Principles

6

7 of 58

We are a diverse and unique community.

  • Asian (40+ countries, 2000+ languages)
    • Far East Asians, i.e. Chinese, Koreans, Japanese, etc.
    • Southeast Asians, i.e. Vietnamese, Thai, Cambodian, Hmong, Filipinos, etc.
    • Central Asians, i.e. Mongolians, etc.
  • Pacific Islander (thousands of islands)
    • Indigenous people from Polynesia: Hawaiians, Samoans, Tongans, etc.
    • Indigenous people from Melanesia: Fijians, Papua New Guineans, etc.
    • Indigenous people from Micronesia: Guamanians, Filipinos, etc.
  • Desi
    • Sanskriti work meaning “land” or “country”
    • Indian subcontinent or South Asia (i.e. Pakistan, Bangladesh, etc.)
  • American
    • American vs Heritage Countries
    • Citizen status
    • Generational status
    • International Students

8 of 58

We are not a single story: Histories vs History.

On the teaching of Black history, LaGarrett J. King asserts, “...we have mostly only taught about Black history and not through Black history.” He promotes a notion of teaching “multiple histories” in order to develop a “historical consciousness.”

​

The Asian American Education Project seeks to develop an APIDA historical consciousness, one that honors and values the APIDA community’s multiple voices and perspectives. To do so means we have to actively pursue the process of unlearning and relearning what we believe is “American history.”

​

8

9 of 58

We have complicated histories as our national wealth is derived from the exploitation of communities of color.

A Land Acknowledgment is a formal statement that recognizes and respects Indigenous peoples as traditional stewards of a given geographic area and the enduring relationship that exists between Indigenous Peoples and their ancestral territories.

https://native-land.ca

10 of 58

Importance of APIDA Studies in K-12

10

11 of 58

Self-Rate Yourself:

To what extent is your curriculum currently inclusive of APIDA histories and narratives?

11

12 of 58

APIDA communities have made significant contributions to American history yet they remain marginalized, ignored, invisible, and/or misrepresented.

13 of 58

Problems of Excluding APIDA Histories and Narratives

  • Incomplete and inaccurate learning
  • Negative self-esteem including lack of cultural pride
  • Perpetuation of negative stereotypes
  • Perpetuation of systems of inequity including racism and discrimination
  • Increase of anti-Asian hate incidents

13

14 of 58

Current Contexts of Anti-Asian Hate

  • APIDA-identified folks are risking their lives on the frontlines of the pandemic as essential, yet invisible, workers.
  • Anti-Asian hate has increased dramatically - APIDA people have been blamed for the COVID-19 pandemic.
    • On March 16, 2021, six women of Asian descent were killed in Atlanta.
  • There has been an increase of raids on southeast Asian refugees who have been deported and detained increasing their risk of COVID-19.
  • The violence has known no boundaries; It has spanned generations, income brackets and regions, etc. The one shared commonality is Asian Heritage

​

14

15 of 58

Self-Rate Yourself:

How much do you know about the history of anti-Asian hate?

15

16 of 58

Anti-Asian hate is not new.

It is centered around two main stereotypes: Perpetual Foreigner and Model Minority.

​

17 of 58

Historical Contexts of Anti-Asian Hate

  • Yellow Peril
  • Chinese Exclusion Act of 1882
  • Anti-Asian laws
  • Japanese Incarceration
  • Islamophobia after 9/11
  • Notable Anti-Asian Hate Crimes
    • Chinese Massacre of 1871
    • Rock Springs Massacre of 1885
    • Vietnamese Shrimpers and KKK in 1900s
    • Murder of Vincent Chin in 1982
    • Stockton Schoolyard Shooting in 1989
    • Murder of Joseph Ileto in 1999
    • Atlanta Shooting in 2021
  • 2020: COVID = “China Virus” & “Kung Flu” (Xenophobia)
    • “COVID-19 is a public health matter, not a racial one. Not only is it critical to stop the spread of COVID-19 but also the racial hatred it has produced.” (Gover, Harper, & Langton, 2020)

​

17

18 of 58

18

19 of 58

Top Three Benefits of Teaching APIDA Studies in K-12

  • Creation of an informed citizenry and a generation of critical thinkers
  • Development of the ability to thrive in a diverse world/workplace
  • Establishment of inclusive practices and policies that seek to dismantle structures that privilege one group over other groups

19

20 of 58

APIDA Heritage/History Months

20

21 of 58

Self-Rate Yourself:

How much do you know about APIDA heritage/history months?

21

22 of 58

What are history/heritage months?

  • History/Heritage months are periods within the year that are designated to celebrate and acknowledge various ethnic and marginalized groups.
  • They are opportunities to recognize, celebrate, and amplify the heritages, contributions, and influences of various diverse communities.
  • They are opportunities to educate and raise awareness about marginalized communities.

​

22

23 of 58

Why are history/heritage months necessary?

  • All communities should be represented but they are not.
  • History/Heritage months provide the space to teach and learn about the cultures, histories, and narratives of marginalized communities, whose voices have been denied and/or suppressed in mainstream spaces.
  • History/Heritage months draw attention to specific times solely for reflection and representation.
  • The goal is for these months to not be necessary.

​

23

24 of 58

Why is May APIDA Heritage/History Month?

  • May commemorates the arrival of the first Japanese immigrant, a 14-year old fisherman named Manjiro, to the U.S. on May 7, 1843.
    • Manjiro and his crew were deserted on an island after a violent storm.
    • He was rescued by an American whaling ship, captained by William Whitfield. Whitfield renamed Manjiro “John Mung” and brought him to his home in Massachusetts.
    • Manjiro eventually returned to Japan as a samurai and worked as a political emissary. He inspired the Japanese to immigrate to the U.S. which they did in large numbers.
  • May also commemorates the anniversary of the completion of the Transcontinental Railroad, which was mainly built by Chinese immigrants, on May 10, 1869.
    • Hundreds of Chinese laborers died from explosions, landslides, accidents, and disease.
    • Chinese laborers were denied credit for their sacrifices and labor.

​

24

25 of 58

25

May 10, 1869 May 10, 2014

26 of 58

What is the activist origins of APIDA Heritage/History Month?

​

  • The idea for this month was inspired by Jeanie Jew, a congressional staffer.
  • Her great-grandfather had helped build the railroad and years later, was killed in an anti-Asian hate attack.
  • Jew wanted to honor him and other Asian Americans. She worked with political leaders to pass a bill in Congress for an Asian American week.
  • Future bills extended the week to a month and to an annual recognition.

​

​

26

27 of 58

What is Filipinx American History Month?

  • Starting in the 1990s, the Filipino American National Historical Society (FANHS) led the efforts to establish Filipino American History Month (FAHM), which is in October.
  • October commemorates the arrival of the first Filipinos who landed in Morro Bay, California, on October 18, 1587. October is also the birth month of Larry Itliong, a Filipino American labor leader.
  • FANHS emphasizes history over heritage - History includes the events, experiences, and lives of people and their impact on society; Heritage is solely about cultural traditions handed down from the past.

27

28 of 58

What are the goals?

  • Diversity, equity, and inclusion should be a part of everything we teach and learn.
  • The heritages and histories of marginalized communities should be taught all year long. They should also be included and integrated into existing curricula.
  • Teachers should use Heritage/History months as an opportunity to amplify marginalized communities.

​

28

29 of 58

Other Heritage/History Months

  • Hispanic Heritage Month (Sept 15-Oct 15)
  • National Italian American Heritage Month (October)
  • National Disability Employment Awareness Month (October)
  • Native American Heritage Month (November)
  • African American Heritage Month (February)
  • Women’s Heritage Month (March)
  • Arab American or SWANA Heritage Month (April)
  • National Deaf History Month (April)
  • Jewish American Heritage Month (May)
  • LGBTQ+ Pride Month (June)

29

30 of 58

Activities to Celebrate APIDA History/Heritage Month

30

31 of 58

Go beyond “Heroes and Holidays.”

Amplify Histories!

Aim for integration!

31

32 of 58

Self-Rate Yourself:

How comfortable are you with teaching APIDA histories and narratives?

32

33 of 58

Use AAEdu’s FREE Resources!!!

33

Visit us at AsianAmericanEdu.org

34 of 58

Historical Doppelgangers

Activity: When teaching any topic, have students find an “equivalent” APIDA-centered “historical doppelganger.” Then, have them complete a Venn Diagram.

Examples:

  • Immigration experiences at Ellis Island and Angel Island
  • Labor leaders Cesar Chavez and Larry Itliong
  • Hawaiian colonization vs British control of American colonies
  • Holocaust and Japanese Incarceration
  • South Asian temple in Stockton vs First Parish Church in Plymouth

34

35 of 58

Writing Assignments

Activity: When constructing writing prompts, include APIDA-centered content in writing prompts. Or, use content written by APIDA creators as mentor texts.

Resource:

https://asianamericanedu.org/aapi-women-voices-untold-stories-through-poetry.pdf

​

35

36 of 58

Other Subjects

Activity: When constructing math word problems, include APIDA-centered content.

​

Our Math unit:

Algebra 1 Statistics - Hate Crime Analysis:: https://asianamericanedu.org/hate-crime-analysis-post-911.html

​

Biology unit: Grades 7-11 Ecological Model and Philip Vera Cruz:. https://asianamericanedu.org/ecological-model-and-philip-vera-cruz.html

​

Example Math Word Problems:

Lesson: Probabilities from Contingency Tables

​

In April 1870, Calvin T. Sampson, the owner of a shoe factory in North Adams, Massachusetts, brought 75 Chinese laborers from San Francisco to replace employees who went on strike. Study the table below which shows the distribution of Chinese Americans in the 1870 MA Census. What is the probability that one randomly selected worker is a Sampson worker?

​

​

​

36

​

Ages 14-16

Ages 17-20

Age 21+

Sampson Workers

39

28

8

Non-Sampson Worker

1

4

9

Citation: Dr. Isais Sarmiento, Bunker Hill Community College

37 of 58

Student Inquiry Projects

Activity: When teaching about any topic, encourage students to conduct their own research project. Jigsaw students to study a specific perspective or group. Include APIDA histories or narratives. Have students generate questions and then have them research the questions. Have students host a gallery walk where they present the information they learned to the whole class.

​

​

​

37

38 of 58

Resource Lists

Activity: Have students create lists or annotated bibliographies of resources (i.e., books, videos, IG, etc.). Have students submit list to be posted on a website. And/or have students create a youtube or tiktok account sharing resources.

Example: Collect texts about the Japanese Incarceration.

​

38

39 of 58

Amplify and Celebrate APIDA Joy!

39

40 of 58

APIDA Cultural Night - Food Studies

Activity: Host a potluck and encourage students to make a traditional Asian-inspired dish. Have them study the historical and cultural significance of the dishes. Have them create a class recipe book or a cooking demo video.

40

41 of 58

APIDA Cultural Night - Traditional Dances

Activity: Have students learn about traditional Asian dances. Have them learn about the historical and cultural significance. Have them host a performance and/or create a video.

41

42 of 58

APIDA Cultural Crafting

Activity: Have students learn an Asian-inspired craft. Have them study the historical and cultural significance of the craft.

Examples:

  • Learn about how the Chinese invented paper and how the art of paper-folding spread via the Silk Road. Practice origami.

​

​

​

​

​

42

43 of 58

APIDA Field Trip

Activity: Take students on APIDA-centered field trips. Have students act like historians or anthropologists. Have them take field notes and make observations. Have them analyze how and why these spaces serve APIDA communities. Have them create videos, brochures, posters, etc.

Examples:

  • Museums
  • Art galleries
  • Gardens
  • Ethnic enclaves

​

​

​

​

43

44 of 58

APIDA Guest Speakers

Activity: Invite guest speakers who identify as APIDA to talk to students about their lived experiences.

Examples:

  • Local APIDA community organizations and activists
  • APIDA authors and artists
  • APIDA chefs
  • APIDA veterans
  • APIDA politicians

​

​

​

​

44

45 of 58

Amplify APIDA Pop Culture!

45

46 of 58

APIDA Movie Night

Activity: Host an APIDA movie night. Have students critique the film, especially how APIDA people are represented.

​

Option: Have students curate a “film festival” and create a program.

46

47 of 58

APIDA Representation

Activity: Watch AAEdu video and discuss APIDA representation in TV and movies. Have students watch three media examples with APIDA folks and write an analysis of APIDA representation:

  • 3 strengths
  • 2 critiques
  • 1 area of improvement

47

https://archive.advancingjustice-la.org/what-we-do/curriculum-lesson-plans/asian-americans-k-12-education-curriculum/episode-3-lesson-6

48 of 58

Influence of K-Pop

Activity: Study the Korean Wave (Hallyu) and the role Koreatowns in the U.S. had in popularizing K-Pop in the U.S.

  • Option 1: Have students research another Asian phenomenon that has “hit it big” in the U.S.
  • Option 2: Have students research cultural artifacts created in APIDA ethnic enclaves like fortune cookies.

48

49 of 58

Issues with “Shang-Chi”

Activity: Watch this 1990 Institute video and discuss the critiques presented in the video: https://youtu.be/wM6nRrb-2dM

  • Option 1: Have students take a theme from the movie or the video critique and research it more.
  • Option 2: Have students create their own APIDA superhero.

49

50 of 58

Create Art!

Activity: Study the placemaking power of public art like murals. Such art serves as landmarks, storytellers, and more. Have students study local APIDA history and design a public art creation. Have them create a proposal to be submitted to city officials.

50

51 of 58

Self-Rate Yourself:

How likely are you to amplify APIDA histories and narratives in your curriculum?

51

52 of 58

AAEdu is here for you!

52

53 of 58

Educate Yourself!

The more you know, the more confident you will be in your teaching. You are the key to a liberatory and just education.

Connect with The Asian American Education Project

53

54 of 58

  • We have resources for you.
    • Our lessons include historical background essays.
    • Our workshops support your use of our materials.
    • We are creating asynchronous courses to increase knowledge. (Coming Soon!)
  • Watch the PBS docuseries on “Asian Americans.”

54

Visit us at www.AsianAmericanEdu.org

55 of 58

Let’s bring APIDA curriculum to your class/school/district.

  • CONTACT US! We can customize professional development for your community.
  • Organize your community and community stakeholders (i.e., students, educators, parents, district leaders, and legislators) to support AAPI studies.
    • Speak at Board of Education meetings
    • Host Town Hall meetings, etc.

55

56 of 58

56

57 of 58

57

58 of 58

58

Thank You

​

​

Contact AsianAmEdu at info@asianamericanedu.org

​

Visit www.AsianAmericanEdu.org

​

Bite-size learning on Instagram and LinkedIn: @AsianAmEdu