Saigu and Social Justice Curriculum for K-12 Classrooms

Presented at the Inaugural

Korean American Studies Conference

on April 23, 2022

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(Los Angeles, CA)

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Presenters

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Grace Cho, Ph.D.

Fay Shin, Ph.D.

Hera Kwon

Jeff Kim, Ed.D.

Overview of the Presentation

• What happened in California about Ethnic Studies?
• Ethnic Studies Values and Principles incorporated in this Teaching Resource Materials
• Suggestions on How Ethnic Studies can be taught in K-12 classrooms
• Core Competencies for the Ethnic Studies Requirement at CSU
• Progression of this Korean American Ethnic Studies Curriculum Development
• Now what? Sample Classroom Applications
• Korean American Ethnic Studies lessons will be demonstrated
• A sample of Asian American and Korean American Ethnic Studies Course Outline will be shared
• Teaching resources will be provided
• Questions & Answers

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What happened in California about Ethnic Studies?

• AB 1460: approved by the Governor Newsom on Aug 17, 2020, requires each of 23 CSU (California State University) campus to offer courses in ethnic studies as a graduation requirement.
• Students graduating in 2024-25 and beyond shall take at minimum, one 3-unit course in ethnic studies as an undergraduate graduation requirement.
• The California State Board of Education approved K-12 Ethnic Studies Model Curriculum on March 18, 2021.
• AB 101: California becomes 1st state to require ethnic studies for graduation from high school when Governor signed the bill on Oct 8, 2021.
• Public high schools must begin offering semester-long ethnic studies courses with the graduating class of 2029-30 school year.
• Schools will still be able to locally develop their own plan.

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Ethnic Studies Values and Principles incorporated in

our Teaching Resource Materials

What is Ethnic Studies?

• Ethnic studies is “the critical and interdisciplinary study of race, ethnicity, and indigeneity with a focus on the experiences & perspectives of people of color within and beyond the U.S.” (UC Berkeley)

Why teach Ethnic Studies in K-12 classrooms?

• Allow students to “grapple with multiple perspectives” and “produces a higher level of thinking.” (Christine Sleeter)
• Address racialized experiences & ethnic differences yet build greater understanding & communication across ethnic differences.
• Empower all students (especially marginalized/voiceless groups) to engage socially and politically to think critically about the world around them.
• Prepare students to have a bigger worldview and be able to articulate, challenge systems & ideologies that are not inclusive of all people (i.e., the struggle of communities of color, challenge racism, discrimination, and oppression: celebrate contributions of diverse groups.

Suggestions on How Ethnic Studies can be taught

in K-12 Classrooms

• “Ethnic Studies highlights the importance of untold stories and emphasizes the danger of a single story.” (Chimamanda Ngozi Adichie–Nigerian writer)
• Focus on how each ethnic community has its own unique history, struggles, and contributions, which should be taught, understood, and celebrated.
• Emphasize how diversity & diverse perspectives within an ethnic group should be taught to avoid reducing a group to a single story and strengthen our understanding of diversity, equity, and justice.
• Treat students as intellectuals, critical questioners/thinkers
• Connect with other ethnic groups and use community - responsive pedagogy that addresses community needs and issues.

Core Competencies for the Ethnic Studies Requirement at CSU

Ethnic Studies is…

• An interdisciplinary and comparative study of race and ethnicity with a special focus on 4 historically defined racialized core groups: Native Americans, African Americans, Asian Americans, and Latina & Latino Americans.
• Intent of the Legislature: CSU students “acquire the knowledge and skills that will help them comprehend the diversity and social justice history of the U.S. and of the society in which they live to enable them to contribute to that society as responsible and constructive citizens.” (ED Code: 89032)

Core competencies for the ES requirement (CSU):

• Analyze and articulate concepts such as race, racism, ethnicity, ethnocentrism, eurocentrism, white supremacy, decolonization, anti-racism as analyzed in the 4 ES.
• Apply theory and knowledge produced by 4 ES group communities to describe the critical events, histories, cultures, contributions, lived experiences, and social struggles of those groups.
• Critically analyze the intersection of race & racism as they relate to class, gender, sexuality, religion…etc.
• explain and assess how struggle, resistance, racial & social justice, solidarity & liberation are relevant to current and structural issues
• Describe and actively engage with anti-racist and anti-colonial issues and the practices and movements in 4 core ethnic communities to build a just and equitable society.

CSU Ethnic Studies course is approved for General Education breadth.

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Progression of the Korean American Ethnic Studies

Teaching Resource Materials Development

Korean American Ethnic Studies

Teaching Resources for K-12 Classrooms

(CONTENTS)

• Lesson 1: The Korean Diaspora and Korean Americans
• Lesson 2: Early Korean Immigrants and the Legacy of Dosan Ahn Chang Ho
• Lesson 3: Immigrant Experiences of Korean Americans: Dr. Sammy Lee’s Story
• Lesson 4: The Korean Independence Movement
• Lesson 5: Young Oak Kim: Hero and Humanitarian
• Lesson 6: Aftermath of the Korean War and Korean Transnational Adoptions
• Lesson 7: Saigu and Social Justice
• Lesson 8: Korean Americans in the 21^st Century

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[Sponsored by: Consulate General of the Republic of Korea in Los Angeles]

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Korean American Ethnic Studies

(Sample Lesson)

A Cry for Justice

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Activity Questions

• What events occurred during the 1992 LA Civil Unrest?  
• Who was involved in the unrest and what were their roles?
• What were some outcomes of the unrest?
• How does civil unrest affect communities who have limited access to financial or social support?
• How has this incident shaped issues of justice and injustice for Korean Americans?

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Brainstorm Definitions

In pairs or groups, define the following six terms.

Be prepared to share your ideas.

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What was Sa-i-gu?

• Saigu, otherwise known as the 1992 Los Angeles riots, were a series of riots and civil disturbances that occurred in Los Angeles County in April and May 1992.
• Unrest began in the Koreatown area of South Central Los Angeles on April 29, after a jury acquitted four officers of the Los Angeles Police Department (LAPD) charged with using excessive force in the arrest and beating of Rodney King.
• This incident had been videotaped and widely shown in television broadcasts.

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What Happened during Saigu?

• Thousands of people rioted over six days following the Rodney King verdict announcement.

• Widespread looting, arson, and assault occurred, which local police forces had difficulty controlling due to lack of personnel and resources.
• The situation was resolved after 5,000 troops were deployed by the California National Guard, United States military, and several federal law enforcement agencies.

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What were Outcomes of Saigu?

• When the riots ended, 63 people had been killed, 2,383 had been injured, more than 12,000 had been arrested, and estimates of property damage were over $1 billion. 
• Koreatown, where the bulk of the rioting in South Central Los Angeles occurred, received disproportionately more damage than surrounding areas.
• LAPD Chief of Police Daryl Gates, who had already announced his resignation by the time of the riots, was attributed with much of the blame for failure to de-escalate the situation and overall mismanagement.

• Deaths: 63
• Injuries: 2,328 (228 critical)
• Arrests: 10,164
• Fires: 6,405
• Damages: Over $1 billion

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Activity

• Use the interactive map at K’TOWN MAP to complete the Saigu Timeline Worksheet.
• Be prepared to share your questions in a small group or whole class discussion.

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Mojo’s Top 5 Facts: 1992 LA Riots

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Who perceived that they received/dispensed justice?�Who perceived that they received/dispensed injustice?

As you watch the video, take note on the T-Chart: Justice of examples of perceived justice and injustice (both to and from whom) presented in the video.

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Think Pair Share

• What is the difference between justice and injustice?
• What examples of injustice did you see in the story of Saigu? 
• Who benefits from injustice?
• Who benefits from justice?
• How might advocates impact injustice?

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April's Way: a 1992 LA Riots Short Film

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REVISIT: Think Pair Share

• What is the difference between justice and injustice?
• What examples of injustice did you see in the story of Saigu? 
• Who benefits from injustice?
• Who benefits from justice?
• How might advocates impact injustice?

How has the April’s Way video reshaped or reinforced

your answers to these questions?

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Korean American Ethnic Studies Sample Lesson #2

Experiences of Korean Americans during the 1992 LA Civil Unrest

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Activity Questions

• How were Korean Americans (both those who lived during the event and those who have been born since) impacted by the 1992 civil unrest?
• What are similarities and differences between these experiences?
• What did they see as some of the causes of the 1992 Civil Unrest? 
• What impact was felt in the Korean American Community? 
• What impacts were felt by other groups (i.e., LAPD, African American population, Latino/Hispanic population, etc.)?

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What is the Legacy Project?

The Legacy Project was established to capture, create, preserve and share the stories of the Korean American experience by supporting and promoting storytelling in all forms that explore and reflect the ever evolving Korean American story. 

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Video: Legacy Project �Saigu LA Riots - Hyepin Im

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Similarities and Differences

• What were common experiences of Korean Americans who were part of the Saigu: 1992 LA Civil Unrest?

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• What were some unique or uncommon experiences of Korean Americans who were part of the Saigu:1992 LA Civil Unrest?

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Korean American Ethnic Studies

(Sample Lesson #3)

The Legacy of Saigu

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Activity Questions

• What is the Saigu Legacy?
• In the South Central neighborhoods of Los Angeles, how have race relations changed since Saigu?  How have they stayed the same?
• Being caught between two worlds, how do Korean Americans (immigrants) feel the pressures and the divide in the US along racial lines, especially as they enter small businesses and inner-city communities?
• What racial inequalities and mistreatment of Korean Americans during the 1992 LA Civil Unrest/Uprising persist today?
• How does your new understanding of Korean American experiences inform your identity as a Korean American?

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Quick-Writes

• A legacy is something that is carried over from a previous generation and handed down from the past to the future. It is believed that building a legacy helps establish stronger communities, but a legacy may also have negative implications.

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• Write for 5 minutes about what is you feel is the Saigu Legacy.  Use these questions to guide your response:
• What is a legacy?
• What is the Saigu Legacy? How does it differ for different individuals or groups?
• Who are all the individuals and groups that contributed to handing down the Saigu legacy?
•  Who are all the individuals and groups that were (and continue to be) impacted by the Saigu legacy?
• What would be done in the future to reshape the Legacy of Saigu?

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Paired Reading

• Choose which article you and your partner will read.
• Read and answer the appropriate questions.
• Share your answers with your partner and update your Quick-writes by comparing/contrasting these ideas.
• Finally, share your final Quick-writes with your partner and class.

25 Years After LA Riots

• What might Edward Chang, Carole Park, and Korean American merchants feel is part of the Saigu Legacy? Make a list of these elements and add this answer to your Quick-writes.

Korean Liquor Store

• What might Soon Yoon, Simon Choi, and the Korean American Federation feel is part of the Saigu Legacy? Make a list of these elements and add this answer to your Quick-writes.

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Summative Assessment

Causes/Effects of Saigu: 1992 LA Civil Unrest T-Chart

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T-Chart of Causes/Effects

of the 1992 LA Civil Unrest

• Using a Cause/Effect T-Chart, Distribute the Cause/Effect T-Chart to students, identify and explain at least five causes and effects of the 1992 LA Civil Unrest.
• Draw ideas from lectures, readings, and their completed Timeline, Justice T-Chart, Legacy Project Interview Analysis, and Legacy Quick-Writes assignments.
• You may also use the Web.

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Cause/Effect T-Chart Scoring Guide

This T-Chart is assigned in lieu of an essay, but causes and effects should be carefully composed as though each item is part of an essay.

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• T-Chart of Justice
• Take a Stand
• Record and Brainstorm
• Experiences (Cause/Effect)
• 4 accounts
• a student
• a journalist
• a police officer
• a council member
• What is the Legacy?
• 1992 Civil Unrest Newsletter

3 DAY LESSON MODIFICATION

“I think it is safe to say that it did happen again we saw this with the Gorge Floyd incident last year. It was a racial injustice between cops and an African American male, just like King’s incident”

“Although that was the main cause, there were several other causes. One cause could have been that the news coverage was not exactly the most accurate and it didn’t apply to all those affected.”

“My opinion on Legacy is that the riot was a cause of ignorance from all parties. The Koreans were facing an environment they did not prepare for, the African Americans did not know Korean customs and were wary of everything because of the brutal history of how they were treated..”

Korean American Ethnic Studies

(Sample Lesson #4)

Col. Young Oak Kim:

War hero, public servant, identity

COL. YOUNG OAK KIM—WAR HERO, PUBLIC SERVANT, IDENTITY�

Theme: History, War, Humanitarianism, Community Service, and People

Disciplinary Area: Asian American and Pacific Islander Studies

Ethnic Studies Values and Principles Alignment: 1, 2, 4

Standards Alignment: CA HSS Content Standard 11.11.1

CA CCSS for ELA/Literacy: RH.9–10.1, 2, 3, 7; W.9–10.1; SL.9–10.1

Lesson Purpose and Overview:

Colonel Young Oak Kim was a renowned war hero who served during World War II and the Korean War.  He was the first minority to lead a combat battalion on the field during the Korean War. Colonel Kim is an exemplary individual whose life embodies what it means to be living in multiracial America, and the challenges he faced and overcame is part of the history of California that should be recognized.

This lesson uses videos, interviews of Colonel Kim from the USC archives, books, and articles to illustrate how Korean Americans navigate the multiethnic landscape of California and the United States.

1. How were Korean Americans  viewed and treated in the United States?
2. Why is it important to study the stories of individuals like Colonel Young Oak Kim in ethnic studies?
3. Colonel Young Oak Kim’s story demonstrates how racism permeated even the U.S. military. Yet, Col. Kim overcame the racial divides. What lessons can we learn from his story when it comes to racism?
4. What contributions did Colonel Young Oak Kim make to the progress of civil rights for all racial minority groups in the U.S.?

ESSENTIAL QUESTIONS

KEY TERMS AND CONCEPTS:

Korean Americans, war heroes, humanitarians, Korean War, World War II, Asian American, racism, ethnic conflict

Background knowledge

Class Reflective Journal Activity

Ask questions and record answers.

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• How many of you know who Colonel Young Ok Kim is?
• Did you know there is a middle school in Los Angeles Unified School district named after him?

Young Ok Kim Academy 615 Shatto Place, L.A., CA

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VIDEO-

“Col. Young Oak Kim”, a short video published by the Council of Korean Americans..

https://www.youtube.com/watch?v=KvmoNQS6GOc

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Website The Young Oak Kim Center for Korean American Studies at University of California, Riverside

https://yokcenter.ucr.edu/youngoakkim.php

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http://digitallibrary.usc.edu/cdm/search/field/filena/searchterm/KADA-Youngoakkim01;KADA-Youngoakkim01.wave

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Oral history – USC Digital Library- Korean

Quick Fact Sheet about Col. Young Oak Kim

• Col. Young Oak Kim is an American war hero of Korean ancestry as well as a great humanitarian activist.
• Col. Kim, born in Los Angeles as a second generation Korean American, fought in Europe during World War II as a US Army officer. He became a legendary war hero in Italy and in France.
• Col. Kim also fought in Korea during the Korean War and became a legendary war hero again. In Korea, he became the first minority officer to command a battalion on the battlefield in US military history.
• Following his retirement in 1972 as a colonel of the US Army, American political and commercial interests relentlessly pursued him to actively support their causes. Col. Kim avoided these attempts and chose to devote his life to public service.
• Four of the five most important non-profit organizations in the Southern Californian Korean American community were founded and/or developed under Col. Kim’s dedicated leadership: Korean Health Education Information Research Center, Koreatown Youth and Culture Center, Korean American Coalition, and Korean American Museum.
• Col. Kim also left his mark within the Japanese-American community by serving as the Chairman of the 100th/442nd/MIS Memorial Foundation, Japanese-American WWII veterans’ organization, and Vice Chairman of the Japanese American National Museum.
• In summary, Col. Kim’s public service activities have concentrated on minorities, women, orphans, the elderly, youth, and the underprivileged.
• As a war hero and public servant, Col. Kim has received numerous military decorations, civilian medals and awards from the US, Korea, France and Italy

Supplementary activities

Activity 1: Students complete a Class Reflective Journal graphic organizer asking “What they know, How they felt and What they learned.” Students pair up and complete their own Reflective Journal.

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Activity 2: Bio-Poem. After reading and watching videos about Col. Yong Oak Kim, discuss and review the accomplishments and frustrations he experienced. Ask students what he would be thinking? What would he be feeling? What would he want? Students fill out template and “publish” their poem (copy on poster paper and post around the classroom). Have students write an essay explaining why they wrote the words describing who Young Oak Kim was.

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Activity 3: Students will compare and contrast the experience of Col. Kim’s 1^st generation parents and his own experience as a U.S. born Korean American. Use a Venn Diagram graphic organizer.

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Activity 4: Students will discuss and write their opinion about racism in the U.S. Give student examples of facts and opinions about racism. Students will provide a series of arguments or reasons whether or not it is important to learn about diversity, immigrants and racism in the U.S.

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Fact or Opinion?

Colonel Young Oak Kim Bio-poem

1. First name ______Young Oak_____
2. Four traits that describe his character _____________________________________________
3. Relative (brother, sister, daughter, etc.) of __________________
4. Lover of _______________________________________(three things or people)
5. Who feels ______________________________________________(three items)
6. Who needs _____________________________________________(three items)
7. Who fears ______________________________________________(three items)
8. Who gives ______________________________________________(three items)
9. Who would like to see ____________________________________(three items)
10. Who would like to see ____________________________________(three items)
11. Resident of ________________
12. Last name _____Kim_______

Unsung Hero: The Colonel Young Oak Kim Story

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by Woo Sung Han (Author), Edward T. Chang (Translator)

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Provide students with excerpt pp. 360-368 or assign book for class reading

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NOTE: I LOVED THIS BOOK!

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Using videos, images, and audio resources:

*After students watch the video about Col. Kim and his experience in the US Army, students will create a timeline, graphic organizer or chart summarizing what they learned about Col. Kim.

*Have students create their own video and interview someone they know who is an immigrant to the U.S. or an ethnic minority in the U.S. Students can either make a video, audio recording or write about the interview. Students should ask questions such as: Did they face any challenges similar to Col. Kim? If yes, how did they overcome their own challenges?

*Show images of Col. Kim and topics related to what Col. Kim discussed (World War II, Koreans in the U.S., Los Angeles). Expand on the images and topics by providing facts, articles, and discussions. Ask students to identify what the images represent. Are any or some of these images relevant to what is happening today? Have students find their own images and create their own collage.

*After listening to the interviews of Col. Young Oak Kim talking about his early life, and his parents’ immigration experience to the United States, students will compare and contrast their own experience living in the U.S. with their parents.

*Students will create their own digital presentation on any of the above topics

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• Videos, Books and Resources:

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• Go For Broke National Education Center. Hanashi Oral History Archives. “Young Kim: Tape #12.” Film dates 1999 and 2001. http://www.goforbroke.org/learn/archives/oral_histories_videos.php?clip=047A12
• USC Korean American Digital Archive Files. “Col. Young Oak Kim Oral History: Segment 1 and Segment 2.” http://digitallibrary.usc.edu/cdm/search/field/filena/searchterm/KADA-Youngoakkim01;KADA-Youngoakkim01.wave
• Woo Sung Han and translated by Edward T. Chang, “Unsung Hero: The Story of Col. Young Oak Kim,” YOK Center for Korean American Studies, 2011. Pages 360–368.
• “Col. Young Oak Kim”, a short video published by the Council of Korean Americans.. https://www.youtube.com/watch?v=KvmoNQS6GOc
• Young Oak Center Website https://yokcenter.ucr.edu/youngoakkim.php

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Reading/Writing Extension

Autobiographical Book Review

Autobiographical Essay

Building Korean American and Asian American Studies Courses for 9-12 in Anaheim Union High School District by supporting students to know and tell their story

Dr. Jeff Kim, NBCT

Think Pair Share

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Why is it important for students to KNOW their story?

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Why is it important for students to TELL their story?

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Why is it important for others to LISTEN to their story with empathy and respect?

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Why is it important to DO something good with your story?

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Define how your home culture adds value to America.

One of the things my home cultures brings into America is Kpop. Not exactly value but it brought respect and got noticed for this. I remember when I was younger this girl asked where I was from and I answered “south Korea” and she laughed and said “so you come from nowhere” and she really didn’t know where it was, but 6 years later she became a fan of kpop and claimed she loved korea. This isn’t a very good example but it shows how much Korea has grown and it brought their music and culture onto America which is now international. Another home culture is a lot of their food which is healthy that is now valued in america for its healthiness!

Quotes: “Ethnicity should Enrich us; it should make us unique people in our diversity, and not to divide us.”

KA Model Curriculum--Begin with your curiosity

Sample Lesson 23: Founded the first Korean American Settlement (Pachappa Camp in 1905) and fought for Korean Independence

Sample Lesson 22: Col. Young Oak Kim--First minority to lead a combat battalion, led the 442nd Regiment (Japanese American), the most decorated, stating, “I’m American, they’re American, we’ll fight as Americans.” His life embodies what it means to be living in multiracial America.

Sample Lesson 26: Dr. Sammy Lee--Despite segregation by race, becoming an officer in the US Army, first man to win back-to back gold medals in Olympic platform diving, and a surgeon.

Sample Lesson 21: Korean American Experiences and Interethnic Relations--1992 LA Civil Unrest...some people say this is where “Korean American” identity was re-born.

Sample Lesson 27: Korean Popular Culture in the US

Sample Lesson 24: Korean American Unity for Independence (1920-1945) Yu Gwan-Sun, was an active organizer in the March 1st Movement for independence against Japanese colonial rule of Korea. As a student, she peacefully marched and gave speeches calling for independence. She became one of the most prominent participants in the movement and a symbol for freedom and independence.

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Ethnography: Know and Tell their story

Asian American Studies

Module 1: My Story Assignment

Module 2: PhotoVoice

Module 3: Ethnography–Story of Resilience

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Korean American Studies

Module 1: My Story Assignment

Module 2: PhotoVoice

Module 3: Ethnography–Story of Resilience

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Personal Information:

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• Birthday- November 7th, 2007 Toronto, Canada
• I am Canadian - Indian - American
• I have an older brother
• I love baking, photography, Bollywood and hip hop dancing, music, and cooking!
• I am also an assistant “teacher” for yoga classes
• My family, friends, outdoor activities, Muay Thai, and excelling in school make me happy!

My Story Module

Schools and Career:

• I want to be an OBGYN when I grow up
• My preferred schools I would like to go to are UC Berkeley, Harvard, or Stanford Medical School

These are photos I took from

my

camera

⬆This is the moon at night with two trees⬆

⬆ This is a flower in my backyard ⬆

Fav. Foods:

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- Pav Bhaji

- Milk Tea

- Thai Tea

- Baked Mac ‘N Cheese

- Sauteed Mushrooms

This was for a dance performance and ➡ ➡ ➡

competition

Accomplishments:

*After almost 5 years, I completed the challenge of getting rid of my allergies! *Reflections 1st place award for “Look Within” and have won many other competitions

This is me in Hawaii visiting the Pearl Harbor memorial.

Know Students by Name, Needs, Assets, Stories, and Passions

1. S--What I see is…a picture of my mother and two of my daughters in front of the Bell of Friendship in San Pedro, California.
2. H--What is happening is…we are visiting the Bell of Friendship, a gift given by the Republic of Korea to the United States in 1976 on the bicentennial of US Independence as a gesture of friendship between the United States and the Republic of Korea.
3. O--This relates to my life because…I am reminded how little I’ve learned about my Korean American Story and that has made it harder for me to know my own story of generational resilience. I just learned about this place in a workshop I attended in the summer of 2021.
4. W--This is happening because I came here, wanting to thank my mother for her migration story to the United States and her resilience in coming to a new country and her courage to make a home.
5. E--This can educate others by…understanding that many people have a migration story and to see it as a story of resilience.
6. D--What we can do about this is...give others the opportunity to discover and share their migration and generational story with empathy and respect.

How do we tell our story through photos?

My Story of Resilience

SLIDESMANIA.COM

How can I create a digital journal that tells my story?

Slide 1: Your My Story Slide from the Beginning of the Year

Slide 2: What does your name mean?

Slide 3: Family Tree--At Least Three Generations

Slide 4: What would you say are some differences and similarities between your generation and your parent’s generation.

Slide 5: PhotoVoice

Slide 6: Oral History with at least one person in the family

Slide 7: Share the history of people from your ethnic ancestry

Slide 8: Story of how your family has made America a better place

Slide 9: Definition of Cultural Pluralism/ Multiculturalism

Slide 10: Define how your home culture adds value to America

Slide 11: How is being bi-cultural or multicultural a strength for you and your future?

Slide 12: How do you plan to contribute and make America a better place?

Slide 13: How do you define your cultural identity? How does your individual cultural identity shape you?

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Historical Big Picture

Asian American Studies

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Module 4: Asian American Interactive Journal and Slide Deck Project

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Korean American Studies

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Module 4: Korean American Interactive Journal and Slide Deck Project

AUHSD Asian American Virtual Museum

Asian American Studies

Module 5: AUHSD Asian American Virtual Museum and Docent Project (Part I)--Asian American Settlement and Exclusion

Module 6: AUHSD Asian American Virtual Museum and Docent Project (Part 2)--Prior to 1965

Module 7: AUHSD Asian American Virtual Museum and Docent Project Part (3)--After 1965

Korean American Studies

Module 5: Korean American Virtual Museum Project (Part I)--Prior to 1965

Module 6: Korean American Virtual Museum Project (Part II)--After 1965

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Part I: Korean American Experience Jigsaw--Each team will become ‘docents’ or experts of their topic and curate/create an exhibit. Each team will also present their exhibit to the class.

TEAM 1:Medieval and Modern Korea Collage

TEAM 2: Korean American Timeline using Quick Facts

TEAM 3: Early Korean American Immigration in the 1900s

TEAM 4: DoSan An Chang Ho

TEAM 5: Korean Independence

TEAM 6: The Korean American Church

TEAM 7: Col. Young Oak Kim

TEAM 8: Dr. Sammy Lee

TEAM 9: The Korean War

TEAM 10: Hart-Celler Act of 1965

TEAM 11: Korean American Experience and Interethnic Relations

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PART II: Important Korean Americans/ Asian American Historical Figures (EVERYONE TEAM CHOOSE ONE)--Every team will choose one Asian American and share that individual's significance and contribution to the United States in a culturally honoring manner.

PART III: Korean American Story of Resilience (EVERYONE)--Every student will have the opportunity to reflect on how the Korean American Story of Resilience strengthens their own story of resilience.

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The California Orange Project: Experiences of immigrant Koreans, Mexicans and Women in the California Citrus Industry 1900s-1930s

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Group 2:

Jo, Ka, Mad, and Ari

Interviewees

Pachappa Camp

A woman's View

The Roots of Inequality

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Article One: Pachappa Camp

• Article type: Research Article, and Journal
• Ahn Chang Ho(Dosan), moved to riverside in March 23rd 1904, because of the town’s amount of korea population, the amount of anti asian hate, and low amounts of opportunities for Koreans.
• After moving to riverside Ahn Chang Ho(Dosan) established the first Koreatown in the U.S. And with the help of a wealthy citrus farm owner, he was able to get Korean immigrants jobs and make an association to help Koreans in the future. The association proved to be very significant in organizing immigrants to fight for independence from Japan’s rule in 1910, and also in helping Korean achor their identity, along with supporting their struggles. And even thought the association doesn’t exist anymore, the cultural impact of Ahn can be remembered by his statue, that was built.
• The most interesting thing I learned from this article was the struggles that koreans had to go through when immigrating to a new country and the amount of anti asian hate was present in the country at the time, was a shocking thing to hear about. And from what I could see, I can tell this article’s authors are well informed on the topic of the First Koreatown, and I do find their sources valid and truthful. I have never heard of this topic before reading the article, and found it very interesting to read and learn about. The authors show many perspectives in the article, including Dosan’s journey and how his efforts resulted in many Koreans being able to be supported, find jobs, and live well enough in a new country.
• The authors defended their argument, by just simply talking about the town and it's important to sway the readers into understanding and learning the town better than they did before. And I do not think I have any questions after reading the article, but would like to say that the article was a very interesting/cool thing to read and learn about.

Article Two: A Woman’s View

• Research article
• A Woman’s World: A History of Female Labor in Citrus Packinghouses, by Audrey Maier, Sweetandsourcitrus.org, 8 pages
• The 1882 Chinese Exclusion Act and the 1882 Geary Act prompted many Chinese and Japanese workers to flee or be involuntarily run out. As a result, the packing house force transitioned from Asian male workers to White female workers.
• In the 1940’s the war created a higher demand of the citrus crop, provoking packing houses to rely on Mexican-American women to labor 9-10 hours/day, including weekends.
• 1968, sixty Redland packing house women went on strike, successfully meeting their demands of an increased pay
• I was most moved by the fact that the women working in the packing houses successfully banded together to raise their pay by going on strike. This information describes one situation in which women have overcome the prejudices against them.
• After reading the article, I am left wondering about the difference in working as a woman in the packing houses today compared to then. If I did a follow-up article, I would want to explain the advancements women workers have made.

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Article Three: The Roots of Inequality

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• Minimum of 5 bullets on the unique immigrant experiences this person encountered – including information on
• introspective article on racism in orange farming history
• agricultural success built on the backs of mexicans who faced oppression
• Professor Gilbert G. Gonzalez wrote book on this
• Exclusion Act of 1882/Alien Land laws excluded chinese and japanese immigrants from workforce. Thus mexicans were majority of workforce, leaving behind home after revolution)
• paid more than mexico but low in america still
• experienced home/school/ and hierarchical segregation
• great depression made deportation effects strong( Bastanchury Ranch 1930s)
• Strikes led to violence
• WW2 work shortage led to more immigrants (Bracero Program)
• mid-1940s brought challenges to segregation (1943 Doss v. Bernal)

Summarize Key Points

Similarities and Differences

How Experiences are Similar

-many non-white/non-male people who were often foreign to america faced heavy oppresion thoughout the 1900s-1960s

- Women and Mexican-Americans were heavily relied on in the packing houses, laboring strenuous work for little pay

How Experiences are Different

-unlike the women born in america, the immigrants faced deportation threats.

-There was a lot of anti-asian hate in America, and Koreans immigrating into the country had to go through that struggle.

- Women faced unequal access to the same hours, jobs, and pay as men

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Conclusions

• What have you learned about the first Koreatown and the similarities and differences to immigrant Koreans, Mexicans, and women?

• I learned how minorities suffered due to america's xenophobia and racism and yet they all made a community with success.

-I learned that many people tried very hard to overcome their oppression in America. While they may have gained opportunities in America their freedom wasn’t immediate which I think is sad.

- I learned about the hardships Koreans, Mexicans, and women faced through their generational journey to equality.

• How does this story add to your own story of resilience?
• I see my family’s history reflected in these peoples’ stories, and therefore reflects my story due to generational trauma.
• I am able to reflect on the durability women have demonstrated in the past and acknowledge their successes in manifesting equality.

Curating AUHSD Virtual Museum

Asian American Studies

Module 8: Oral History Project

Module 9: Curate and create screencast for the Korean American Portion of the Asian American Virtual Museum and Docent Project

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Korean American Studies

Module 7: Korean American Oral History Project

Module 8: Korean American Virtual Museum Project (Part III)--Korean American Story of Resilience

Module 9: Curate and create screencast for the Korean American Portion of the Asian American Virtual Museum and Docent Project

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When my parents first moved to America they didn’t speak English which was one major obstacle. My dad told me about how he faced racism as a child. He also had a few Korean friends at school which was nice because he had someone to communicate with. Back then, food such as an ice cream cone was much cheaper than it is today. My dad told me how his family wasn’t able to afford instruments, sporting goods, game consoles, or bikes because the price was expensive. He was able to accomplish the things he had wanted to do as a child like playing multiple instruments and finding new sports to play.

Immigration Story

Civic Action

Asian American Studies

Module 10: Soapbox Speech

Module 11: Student-Teacher-Parent Colloquium (Day of Dialogue)

Module 12: Civic Action Project

Module 13: Learning from our AAPI Leaders

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Korean American Studies

Module 10: Soapbox Speech

Module 11: Student-Teacher-Parent Colloquium (Day of Dialogue)

Module 12: Civic Action Project

Module 13: Learning from our AAPI Leaders

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Google Project Management Certificate

• 475,100 US job openings in project management with a 59,000 average entry-level salary
• By 2027, 87 Million Jobs related to Project Management
• Foundations of Project Management
• Project Initiation: Starting a Successful Project
• Project Planning: Putting it All Together
• Project Execution: Running the Project
• Agile Project Management
• Capstone: Applying Project Management in the Real World

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What is a capstone or keystone project that students can create to demonstrate youth voice and purpose, 21st century skills (soft skills), and technical skills (hard skills)?

Workshop Feedback Survey

Please complete!

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• You will receive a link that contains this presentation ppt and other Korean ethnic studies teaching resources after you complete the above survey.

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• If you want to receive a hard copy, please contact the Korean American Studies Education Foundation at kasefca@gmail.com.

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