2 of 20

Asian American as Storytellers and Educators

ACKNOWLEDGEMENTS

We would like to thank the educators, students, families, and community members whose stories and experiences continue to shape this work.

We are especially grateful to the teachers and youth who remind us that storytelling is not only a creative act, but also a way of preserving memory, building belonging, and imagining more just futures.

This sample lesson plan was created as a model for classroom and community-based learning. It is intended to support conversations about identity, voice, culture, representation, and the power of Asian American stories in educational spaces.

Dear Educator,

This sample lesson plan was created to support teaching and learning around Asian American identity, storytelling, and education. While stories are often treated as personal or creative expressions, they are also powerful tools for reflection, connection, community building, and social understanding.

This unit is designed to help students think critically about how stories are shaped, whose voices are centered, and how lived experiences influence the ways people see themselves and others. Through discussion, writing, media analysis, and creative projects, students will explore the relationship between identity, memory, language, community, and representation.

The lessons in this sample are designed to work together as a short unit, but they may also be used independently. Teachers are encouraged to adapt the activities based on grade level, classroom context, and the needs of their students.

Thank you for creating space for students to reflect, speak, listen, and tell stories that matter.

Sincerely,

�Asian Americans as Storytellers and Educators

asianyoutheducators@gmail.com

3 of 20

Asian American as Storytellers and Educators

TABLE OF CONTENTS

Lesson 1�04 Asian/American Immigration Experiences - Compare & Contrast

Lesson 2�10 Asian/American Immigration Experiences - Impacts & Challenges of Asian/American

Communities

Lesson 3�15 Asian/American Immigration Experiences - Push-Pull Factors

4 of 20

LESSON 1 Asian American as Storytellers and Educators

LESSON OVERVIEW

Using a Venn Diagram, students will compare and contrast unique and shared experiences from diverse Asian/American immigration voices, in order to better understand the themes of identity, community, and migration.

Oral Histories Featured In the Lesson:

Students choose or Teacher selected/assigned

Please select at least two videos, either from two different Asian countries or from those that have been created by at least one student. Please refer to our project website to access the videos.

MICHIGAN STANDARDS

Social Studies G4 Human Systems: Understand how human activities help shape the Earth’s surface.

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. Examples may include but are not limited to: forms of shelter, language, food

LESSON ONE

Asian/American Immigration Experiences - Compare & Contrast

5 of 20

LESSON 1 Asian American as Storytellers and Educators

MICHIGAN STANDARDS

Social Studies G4 Patterns of Human Settlement: Describe patterns, processes, and functions of human settlement.

6–G4.3.2 Describe patterns of settlement and explain why people settle where they do and how people make their livings.
6–G4.3.3 Explain the patterns, causes, and consequences of major human migrations.

Social Studies G6 Global Topic Investigation and Issue Analysis

6–G6.1.1 Identify global issues.

Social Studies E3 Economic Interdependence: Describe patterns and networks of economic interdependence, including trade.

6–E3.3.3 Explain how communication innovations have affected economic interactions and where and how people work.

Asian American Studies K-12 Framework (Link):

Identity (Exploration of Self - Stereotypes & Discrimination)

Power & Oppression (Imperialism, War & Migration - Citizenship & Racialization)

Community & Solidarity (Resistance & Solidarity - Contention & Complexity)

Reclamation & Joy (Reclaiming Histories - Creative Expression)

LESSON ONE

Asian/American Immigration Experiences - Compare & Contrast

6 of 20

LESSON 1 Asian American as Storytellers and Educators

ESSENTIAL QUESTIONS

What is Asian/American immigration?
What did the video(s) that you watched teach you about the Asian/American immigration experience?
What are differences between Asian/American oral histories, in regards to identity, community, and migration?
What are similarities between Asian/American oral histories, in regards to identity, community, and migration?
What makes the Asian/American experience unique?

LESSON OBJECTIVES

Students will define and examine Asian/American Immigration Oral Histories by comparing and contrasting their similarities and differences in relation to identity, community, and migration

FORM OF ASSESSMENT

Formative - discussion, exit tickets, presentations

Summative - presentations, written responses to the Essential Questions

MATERIALS NEEDED

Venn Diagram Sheets
Oral History Videos

LESSON ONE

Asian/American Immigration Experiences - Compare & Contrast

7 of 20

LESSON 1 Asian American as Storytellers and Educators

VOCABULARY

Venn Diagram
Emigration
Immigration
Identity
Community
Migration

LESSON ONE

Asian/American Immigration Experiences - Compare & Contrast

8 of 20

LESSON 1 Asian American as Storytellers and Educators

INTRODUCTION

What is a Venn Diagram?

MATERIALS/RESOURCES/TECHNOLOGY

Venn Diagram Graphic Organizer Sample

MAIN ACTIVITIES

1. Divide all the videos among the students. After students have watched their video, debrief the oral history, in regards to identity, community, and migration

2. The class watches TWO videos from TWO different countries to further examine how identity, community, and migration impacted Asian/American immigrants

3. Either working individually or with a partner, create THREE Venn Diagrams that compare and contrast the similarities and differences of TWO immigrant stories, in regards to the THREE themes of 1) IDENTITY, 2) COMMUNITY, and 3) MIGRATION

MATERIALS/RESOURCES/TECHNOLOGY

Oral History Videos
3 Venn Diagram Sheets per student

ASSESSMENT

Formative - discussion, exit tickets, presentations
Summative - presentations, written responses to the Essential Questions, and/or the Venn Diagram

LESSON SEQUENCE

9 of 20

LESSON 1 Asian American as Storytellers and Educators

CLOSURE

Whole Class Debrief of immigration, in regards to comparing and contrasting the themes of identity, community, and migration

APPENDIX

Oral History Videos & 3 Venn Diagram Sheets per student (IDENTITY, COMMUNITY, and MIGRATION)

LESSON SEQUENCE

10 of 20

LESSON 2 Asian American as Storytellers and Educators

LESSON TWO

Asian/American Immigration Experiences - Impacts & Challenges of Asian/American Communities

LESSON OVERVIEW

Understanding the impacts and challenges Asian/American immigrants face in establishing community in rural, suburb, and urban areas of the US.

Oral Histories Featured In the Lesson:

Students choose or Teacher selected/assigned

Please select at least two videos, either from two different Asian countries or from those that have been created by at least one student. Please refer to our project website to access the videos.

MICHIGAN STANDARDS

Social Studies G4 Human Systems: Understand how human activities help shape the Earth’s surface.

3-G4.0.2-Describe diverse groups that have migrated into a region of Michigan and reasons why they came (push/pull factors)
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. Examples may include but are not limited to: forms of shelter, language, food

11 of 20

LESSON 2 Asian American as Storytellers and Educators

MICHIGAN STANDARDS

Social Studies G4 Patterns of Human Settlement: Describe patterns, processes, and functions of human settlement.

6–G4.3.2 Describe patterns of settlement and explain why people settle where they do and how people make their livings.
6–G4.3.3 Explain the patterns, causes, and consequences of major human migrations.

Social Studies G6 Global Topic Investigation and Issue Analysis

6–G6.1.1 Identify global issues.

Social Studies E3 Economic Interdependence

6–E3.3.3 Explain how communication innovations have affected economic interactions and where and how people work.

Asian American Studies K-12 Framework (Link):

Identity (Exploration of Self - Stereotypes & Discrimination)

Power & Oppression (Imperialism, War & Migration - Citizenship & Racialization)

Community & Solidarity (Resistance & Solidarity - Contention & Complexity)

Reclamation & Joy (Reclaiming Histories - Creative Expression)

LESSON TWO

Asian/American Immigration Experiences - Impacts & Challenges of Asian/American Communities

12 of 20

LESSON 2 Asian American as Storytellers and Educators

ESSENTIAL QUESTIONS

How do Asian/American immigrants affect a community in the US?
What challenges do Asian/American immigrants face when relocating to a community in the US?
What are the differences between the rural, suburb, or urban experience for Asian/.American immigrants?
What are the similarities between the rural, suburb, or urban experience for Asian/.American immigrants?

LESSON OBJECTIVES

To understand how Asian/American immigrants impact a community, and what impact and
challenges they face in rural, suburb, and urban US communities.

FORM OF ASSESSMENT

Formative or Summative - through discussion, exit tickets, presentations, and/or written responses to the Essential Questions

MATERIALS NEEDED

Oral History Videos
Photo of Japanese American community in Hawaii
Picture of rural, suburb, and urban communities for Asian Americans

LESSON TWO

Asian/American Immigration Experiences - Impacts & Challenges of Asian/American Communities

13 of 20

LESSON 2 Asian American as Storytellers and Educators

INTRODUCTION

Being able to understand, sympathize, and celebrate the Asian/American experience, in regards to how community is established.

MAIN ACTIVITY

1. Divide ALL the videos among the students. After students have watched their video, debrief the oral history, in regards to community

2. The class watches TWO videos from TWO different countries to examine how Asian/American immigrants adjusted and impacted their community

3. Work in small groups to discuss how community was established in both videos

4. Discuss the Asian/American immigration photo

5. Divide class into 3 community groups, 1) rural, 2) suburban, & 3) urban)

6. Each community group should research Asian/American immigrants and how they impacted and were affected by their community group

MATERIALS/RESOURCES/TECHNOLOGY

Oral History Videos

What conclusions can you make about this photo of an early Japanese American community in Hawaii? The picture linked is also found in the appendix.

Where do Asian Americans live?

The picture linked is also found in the appendix.

LESSON SEQUENCE

14 of 20

LESSON 2 Asian American as Storytellers and Educators

ASSESSMENT

1. Write a letter to the person you would connect with if you relocated to a rural, suburb, or urban community in the US as an Asian/American

-OR-

2. Present any type of art form (drawing, painting, poem, political cartoon, 3D, etc.) that represents Asian/American immigration to the rural, suburb, or urban community in the US

CLOSURE

Whole Class Debrief comparing rural, suburb, and urban communities.

APPENDIX

LESSON SEQUENCE

15 of 20

LESSON 3 Asian American as Storytellers and Educators

LESSON THREE

Asian/American Immigration Experiences - Push-Pull Factors

LESSON OVERVIEW

Students will identify push-pull factors, as well as understand how push-pull factors play into the decision making for Asian/Americans relocating to the US.

Oral Histories Featured In the Lesson:

Students choose or Teacher selected/assigned

Please select at least two videos, either from two different Asian countries or from those that have been created by at least one student. Please refer to our project website to access the videos.

MICHIGAN STANDARDS

Social Studies G4 Human Systems: Understand how human activities help shape the Earth’s surface.

3-G4.0.2-Describe diverse groups that have migrated into a region of Michigan and reasons why they came (push/pull factors).
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.
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. Examples may include but are not limited to: forms of shelter, language, food

16 of 20

LESSON 3 Asian American as Storytellers and Educators

MICHIGAN STANDARDS

Social Studies G4 Patterns of Human Settlement: Describe patterns, processes, and functions of human settlement.

6–G4.3.2 Describe patterns of settlement and explain why people settle where they do and how people make their livings.
6–G4.3.3 Explain the patterns, causes, and consequences of major human migrations.

Social Studies G6 Global Topic Investigation and Issue Analysis

6–G6.1.1 Identify global issues.

Social Studies E3 Economic Interdependence

6–E3.3.3 Explain how communication innovations have affected economic interactions and where and how people work.

Asian American Studies K-12 Framework (Link):

Identity (Exploration of Self - Stereotypes & Discrimination)

Power & Oppression (Imperialism, War & Migration - Citizenship & Racialization)

Community & Solidarity (Resistance & Solidarity - Contention & Complexity)

Reclamation & Joy (Reclaiming Histories - Creative Expression)

LESSON THREE

Asian/American Immigration Experiences - Push-Pull Factors

17 of 20

LESSON 3 Asian American as Storytellers and Educators

ESSENTIAL QUESTIONS

What is Asian/American immigration?
What are push-pull factors?
What are push factors that influence Asian/American immigration?
What are pull factors that influence Asian/American immigration?

LESSON OBJECTIVES

To gain understanding on the push-pull factors that influence Asian/American immigration to the U.S.

FORM OF ASSESSMENT

Formative - Through discussion, exit tickets, presentations, and/or written responses to the Essential Questions.

Summative - Presentations, and/or written responses to the Essential Questions.

MATERIALS NEEDED

Oral History Videos
Immigration Painting
Political Cartoon

LESSON THREE

Asian/American Immigration Experiences - Push-Pull Factors

18 of 20

LESSON 3 Asian American as Storytellers and Educators

VOCABULARY

Push Factors
Pull Factors
Political Cartoons

LESSON THREE

Asian/American Immigration Experiences - Push-Pull Factors

19 of 20

LESSON 3 Asian American as Storytellers and Educators

INTRODUCTION

1. Define Push-Pull Factors

2. Define Political Cartoon

3. Discuss what Political Cartoons are used for

MAIN ACTIVITY

1. Discuss the Monte Wolverton political cartoon.

2. What is the message?

3. Is this a positive or negative message?

4. Divide ALL the videos among the students. After students have watched their video, debrief the oral history, in regards to Push-Pull factors.

5. The class watches TWO videos from TWO different countries to further examine how push-pull factors impacted Asian/American immigrants.

6. Working individually or with a partner, create a Political Cartoon or another art form (drawing, painting, poem, 3D, etc.) that represents PUSH factors in the Asian/American immigration experience.

7. Working individually or with a partner, create a Political Cartoon or another art form (drawing, painting, poem, 3D, etc.) that represents PULL factors in the Asian/American immigration experience.

MATERIALS/RESOURCES/TECHNOLOGY

Monte Wolverton’s political cartoon: https://theweek.com/cartoons/970456/editorial-cartoon-anti-asian-racism
Oral History Videos

LESSON SEQUENCE

20 of 20

LESSON 3 Asian American as Storytellers and Educators

ASSESSMENT

Formative - discussion, exit tickets, presentations
Summative - presentations, written responses to the Essential Questions, and/or Political Cartoons

CLOSURE�

Whole Class Debrief of Push-Pull factors using political cartoons.

LESSON SEQUENCE