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Curriculum Unit TitleGrade levelDescriptionContent Areas & KeywordsCommon Core StandardsCT Social Studies Framework and ThemesLesson activitiesCommon Core StandardsCT Social Studies Framework and Themes"Missing" perspectivesPossible content to add/pair withSource
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Teaching Asian American Studies Resource Guide
US History, World History, Civics and Government
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from the Antiracist Teaching and
Math and Science
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Teaching Asian American Studies Resource GuideLearning Collective
English Language Arts
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Full Curriculum Units: Detailed, Multi-Day Units
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Websites & Multimedia
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Challenging the Government Narrative on Immigration9-10This lesson will help students understand the concept of a “euphemism” and how governments deploy language to make often inhumane policies and practices palatable to its citizenry. Students will analyze euphemisms used by the U.S. government both during World War II and today. Essential Questions: How do we assess a government's narrative about a policy or practice? What impact does an unchallenged government narrative have on society?World War II, Japanese InternmentR2-5, R7, R8, SL1-3, SL5INQ 1-4, 7-9, 11, 13, 14

Content Markers: HIST 3-11

Themes: Struggle, American National Identity, Movements of People, Imperialism		Describe a moment where you made something serious and difficult appear to be acceptable or pleasant--sharingSL1INQ 1-4- emphasis on Japanese internment. May benefit from additional perspectives depending on content of the film.- Chinese immigration --> exclusion vs. European immigration
- Intake of Vietnam refugees		The Fred T. Korematsu Institute x PBS
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And Then They Came for Us: The Government Narrative: What euphemisms are being used in the government created film? What narrative is the government creating?R2-5, R8, SL1-3INQ 7, 8, 11, 13, 14
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Photograph analysis, compare and contrastR7, W9, SL5INQ 9, 13, 14
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Who is Fred Korematsu and Why is He an American Hero?6-8Students will learn about Fred T. Korematsu and his stand against the injustice of the Japanese American incarceration during World War II.Japanese Internment, World War II, Fred KorematsuRI7, RI2, RI3, RI7, SL2, RH2, RH3, RH7INQ10, INQ11Give students sticky notes and have them write down an answer to the question on the board: What makes a person a hero? Have the students place their sticky notes on the board.By focusing on Korematsu as an "American hero," this lesson risks obscuring the state-sponsored violence and structual issues that created the conditions of his resistance. This lesson should be paired with content on the history and origins of Japanese incarceration during WWII to make the structural conditions visible - see the Advancing Justice lesson plans belowThe Fred T. Korematsu Institute x PBS
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Each team will investigate Fred Korematsu by putting together facts about his life in sequential order. Students should ask themselves these questions as they put the facts in order: What is it that makes Fred Korematsu an American hero? Does he have the qualities you wrote down on your sticky notes about what makes someone a hero?SL8INQ10, INQ11
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Watch video clips to learn more about the rest of Fred Korematsu's life
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Pearl Harbor & Executive Order 90667-9This lesson may be used on December 7th, Pearl Harbor Day. In this lesson, students learn about the Japanese attack on the U.S. Naval Base at Pearl Harbor in 1941, as well as the response to the attacks by President Franklin D. Roosevelt. With a partner, students will do a gallery walk with primary source documents and analyze each document answering the questions: What do you see? How does this make you feel?Pearl Harbor, Japanese Internment, World War IISL 1-4; R 1,2,4,7,8; W 1, 7INQ 3, 5, 6-8, 10, 12Gallery Walk of various primary and secondary sources + fill out Graphic OrganizerSL 1-4; R 1,2,4,7,8; W 1, 7INQ 3, 5, 6-8, 10, 12The Fred T. Korematsu Institute x PBS
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Content Markers: HIST 1, 5Clip of "And Then They Came for Us (2017): “Pearl Harbor & Executive Order 9066”SL 3INQ 6
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Themes: Global Wars (World War I and World War II)
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Witness to Oppression9-13+In this lesson, students will learn about how photographer Dorothea Lange used her privilege and access to incarcerated Japanese Americans to document human rights abuses. Students will engage in a role-playing activity that explores targeting and discrimination. Students will then reflect on this experience and connect it to the present. What are we currently doing in reaction to the detention camps at the southwest border?Japanese Internment, World War II, Documentation, Dorothea LangeThe Fred T. Korematsu Institute x PBS
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How are We Defined as Americans?K-5In this lesson, the students will explore what it means to them to be an American. They will reflect on their own identities and family histories to better understand their experience. Individually and as a group, students will develop a definition of what it means to be an American and add to that definition throughout the year. Essential Questions: What does it mean to be an American? Do you have to be a citizen to be considered an American?Citizenship, World War II, Japanese InternmentSL2, SL5Show the students the 2:31 minute video clip from And Then They Came for Us: “Children’s Perspective.” It is important for the students to know that the majority of the Japanese Americans forced into these prison camps were American citizens. Describe to them that a citizen is a native or naturalized member of a state or nation and entitled to its privileges and protection.The Fred T. Korematsu Institute x PBS
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After watching the video clip, the students will participate in a quick-write about the final comment from the video clip, “Mama, I want to go back to America.” Allow the students time to write and even draw their interpretation of these questions. A combination of writing and illustrations can be used to explain their feelings and thinking on these questions.
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Use a think-pair-share strategy to share their writing. They will share their writing with an elbow or desk partner. Once they have shared their writing, the student pairs will create a shared definition of what they think it means to be an American using the Concept Map graphic organizer.
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The students will share with the class an illustration of themselves along with a sentence describing what it means to be an American.
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Students can interview a family member using the question, “What does it mean to be an American?” Record the response in a journal or a lined paper. Be prepared to share your response with a partner.
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Confronting Bias and Hate6-8During World War II, the United States government disseminated anti-Japanese propaganda designed to present persons of Japanese ancestry as comic buffoons, silent servants of Japan's Emperor, vicious villains, or subhuman. This lesson gives students the opportunity to analyze anti-Japanese propaganda posters through the framework of the Pyramid of Hate (Anti-Defamation League, 2008).Japanese Internment, World War II, propogandaRI6.7, RI7.7, RI8.7, SL8.2, RH6-8.7The Fred T. Korematsu Institute x PBS
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Pyramid of hate Worksheet: Tell the students that the Pyramid shows a spectrum of hate acts, from minor forms of discrimination to more entrenched forms.
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Ask the students to build consensus, gather all their responses on one group worksheet, and prepare to share out.
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Distribute a blank Pyramid of Alliance to each group. Give the students five minutes to work on completing the pyramid collectively.

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Forced Removal6-8In this lesson, students will view a short video clip that shows the small but important steps taken by the U.S. government in the removal and incarceration of Japanese Americans during World War II. Students will participate in a protocol to create a found poem and then craft a claim that answers the essential question using evidence from the film. Finally, students will ask a question that is lingering in their minds for future study.Japanese Internment, World War IIThe Fred T. Korematsu Institute x PBS
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The Successes & Challenges of When They Come For Others10-13+Activists have challenged injustices, from the indigenous communities opposing European colonization to U.S. citizens protesting against travel bans and incarceration of refugees into concentration camps. Using scenes from the 2017 film And Then They Came For Us , students and teacher(s) will identify common successes and challenges experienced by various activist movements.Activist movements, incarceration, Japanese internmentThe Fred T. Korematsu Institute x PBS
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How to Make Amends: A Lesson on ReparationsComprehensive lesson plan tracing reparations movements. “Students meet dozens of advocates and recipients of reparations from a variety of historical eras to grapple with the possibility of reparations now and in the future.”Reparations, Japanese internment, comparing time periodsZinn Education Project
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What the Tour Guide Didn’t Tell Me: Tourism, Colonialism, and Resistance in Hawai’i11Description of a lesson on the history of Hawai’i and the impact of colonization and tourism, + resources for the teacher to reference about Hawai’iPacific Islanders, Hawaii, tourism, colonizationZinn Education Project
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The Other Internment: Teaching the Hidden Story of Japanese Latin Americans During WWIILesson plan on Japanese Latin American internment. Poetry, photography, and text are used in this role play to teach about the seldom told history of Japanese Latin American internment during WWII.
Japanese Latin American internmentZinn Education Project
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Learning About the Unfairgrounds: A 4th-Grade Teacher Introduces Her Students to Executive Order 90664Description of a 4th grade lesson on the executive order that began Japanese internment. Japanese internmentZinn Education Project
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Rethinking the Teaching of the Vietnam WarTeaching activity - “A role play on the history of the Vietnam War that is left out of traditional textbooks.”Vietnam WarINQ 9-12.10-12.16 INQ 9-12.2Role-playing as either the Viet Minh or the French in meetings with the US governmentBoth parties in the scenario are contending for US intervention, so the non/anti-interventionist perspective is not portrayedZinn Education Project
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Prisoner in My HomelandA 90min - 2 hour total video game with an intro and three parts, where students play 16-year-old Henry Tanaka in 1941 as he and his family are sent to an internment camp. Comes with a VERY comprehensive, detailed guide on using it in the classroom and teaching about Japanese internment, with suggestions for using each successive part of the video game to introduce certain lessons, paring activities, etc. Japanese Internment, video game(high school) comprehension and collaboration, Range of Reading and Level of Text ComplexityA mission-style role-playing game based around documents, learning new vocabulary, writing assignments, and review questionsMission US
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Growing Up in Urban American9-10In this unit, students will analyze literary texts, photographs and film that document the adolescent immigrant/migrant experiences during early nineteenth to late twentieth century and the change of the immigrant experience over time. By the end of the unit, students should be able to analyze historical text, examine the immigrant/migrant experience, develop meaningful connections as an adolescent growing up in urban America, and finally, document how the urban experience has shifted over time.immigration, migration, urbanismR1-2, R4, R6, SL1, W2, W4-6, W10INQ9-12.1-4, INQ9-12.2, INQ12.15Reading: create outline based on reading notes and questions, then use text in classroom discussion (socratic seminar style)R1-2, R4, R6, SL1INQ9-12.1-4Yale-New Haven Teacher's Institute
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KWHL Chart: "Students write everything they know about the topic of immigration and migration under the K column, everything they want to know under the W column, and strategies for how they will find out the answers to their W questions under the H column. Leave the third column, the L column blank for students to return after the unit to write what they've learned"W10
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Create a visual text, compose a written piece or direct and produce a digital media piece that depicts a personal story of Growing Up in Urban America or compose a narrative essayW2, W4-6INQ9-12.2, INQ12.15
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Our Past Acclaims Our Future: Japanese-American Artists Respond To the American Experience Roger Shimomura, Sansei9-12Unit to be taught in 26 sessions. Students will construct a bas-relief triptych and draw upon personal and cultural identity and concerns as subjects and themes for their artmaking. This unit if successful will sensitize students to issues of cultural identity and enhance their knowledge of the historical and political circumstances underlying differing attitudes about ethnicity, heritage and identity in America.
Japanese-American artists, Japanese immigration, art and identitySL1-6, R1-9, W1, W4National Content Standards for the Visual Arts: Understanding and applying media techniques and processes; Using knowledge of structures and functions; Choosing and evaluating a range of subject matter, and symbols; Understanding the visual arts in relationship to history and cultures; Reflecting upon and assessing the characteristics and merits of their work and the work of others; Making connections between visual arts and other disciplines

INQ 1, 5, 6, 8, 9, 10, 11, 13-15		Yale-New Haven Teacher's Institute
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This Is My Brain in Love by I.W. Gregorio (also see here)6th grade and aboveComprehensive guide to teaching a novel on Chinese American teen whose family runs a Chinese restaurant in NYC. Includes many lesson plans, activities and assignmentsChinese American, Chinese restaurants
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The Presidio's role in World War II Japanese American IncarcerationTeaching guide and teacher resources for a class visit to the Presidio in San FranciscoWorld War II, Japanese American Incarceration, museums, San FranciscoR1-9, W1-4California History Social Science State Standards
4.4.3, 4.4.5, 4.5, 5.7.3, 8.1, 8.2, 10.8, 11.7, 11.10, 12.2, 12.7, 12.8
CA HSS Analysis Skills (K–5): Chronological and Spatial Thinking 1-4; Research Evidence and Point of View 1-2; Historical Interpretation 3
CA HSS Analysis Skills (6-8): Chronological and Spatial Thinking 1; Research Evidence and Point of View 1-5; Historical Interpretation 2CA HSS Analysis Skills (9-12): Chronological and Spatial Thinking 1; Research Evidence and Point of View 2; Historical Interpretation 1-4
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Resistance at Tule Lake9-12Documentary on Japanese internment and accompanying 80 page teaching guide. Vast repository of lessons spanning nearly all education standards/benchmarksWorld War II, Japanese internment, Citizenship, Identity, Refugees, ResistanceSL1-6, R1-9, W1-4, 8, 9INQ 1-16
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