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Discrimination and Violence Today

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Picture
Purpose: This activity teaches students about the change in Chinese immigration, from being nearly completely banned to being welcomed and feted as a ‘model minority’ and the creation of the “model minority myth.” This lesson is recommended as an activity to be used either in a post-WWII/Cold War unit or in a thematic unit on immigration.

Grade: 11-  High school students taking a United States History course.

Objective: Students will understand the origins of the ‘model minority myth” and its impact on students of Asian descent.

Standards: See end of lesson plan 

Suggested Time: 1 class  (roughly one hour of class time)

Unit context: This lesson is designed to be an early lesson of a unit the Cold War in the U.S.

Procedure: 
​
Warm up: Ask students: What do you know about the model minority myth?  What has been your experience of it? Give them time to think & write out their answer, turn and talk to their partner, before sharing out & discussing as a class. 
Interactive lecture slides (2):  Ask students what facts/events they know about Chinese immigration.  Have them share out.  Then show list of dates so they can fill in any gaps in class knowledge.
Next slide shows students the chart from https://www.statista.com/statistics/1044524/migration-asia-to-us-1820-1957/  and ask them: What do you notice in the trends in Chinese immigration? What might account for the rise beginning in 1947? Allow students to share what they see and speculate based on their historical knowledge as to reasons.

One slide lecture: on changes in U.S./China relations & the impact of those changes on Chinese immigration

Read & Annotate:  Pass out the handout entitled “How Chinese immigration after WWII contributed to the Model Minority Myth” and have students do a close reading of the text. When they finish, have them discuss the analysis question.

Video clip:  Show students the 5.29min video clip on the Model Minority Myth from PBS’ Asian American series.  Go over the viewing questions first and warn them there is one use of an anti-Japanese slur uttered by a Filipino man who is recounting the racism he experienced.

Reading excerpt:  Read the excerpt from So You Want to Talk About Race by Ijeoma Oluo
After they have read, have them turn and talk to their partner, answering the following questions:  - Did anything she write resonate with you?
- What are the problems with the ‘model minority myth’? 
- What are ways that we could begin to address those problems?

Materials/Handouts: 
  •  Google Slide Deck: https://docs.google.com/presentation/d/1HH6FBcP-eqn_Xm6EMh5rBuZNzHlOhULIK2JfQaYItvI/edit?usp=sharing
 
  • Close reading handout “How Chinese immigration after WWII contributed to the Model Minority Myth” using adapted excerpt from: 
     Hsu, Madeline Y. “The Disappearance of America’s Cold War Chinese Refugees, 1948-1966.” 
    Journal of American Ethnic History 31, no. 4 (2012): 12-33.
    https://doi.org/10.5406/jamerethnhist.31.4.0012. 
    Close reading excerpt here: https://docs.google.com/document/d/108UoLJmhZHXaor5SAcWXhHcQaZzCy6yNvyKx1fEXl0k/edit?usp=sharing
 
  • 5.29min video clip on the ‘Model Minority Myth’ from PBS’ Asian American series
 
  • Excerpt from chapter 14 “What is the Model Minority Myth” from So You Want to Talk About Race by Ijeoma Oluo (2020)  starting with the paragraph on p. 191 that begins: I didn't realize until I was an adult that most of my poor childhood friends were Asian American or Pacific Islanders.” To the end of the paragraph that begins with “When we say “Asian American" we are talking about an incredibly broad swath of cultures…” on pg. 194 for a short reading, to the end of the chapter (pf. 200) for a more complete reading. 

​Standards:
2017 History-Social Science Framework:
  • How did the United States’ population become more diverse over the twentieth century?
  • How was the Cold War fought domestically?
  • How did the government work to combat the perceived threat of communism domestically?
  • How were American politics shaped by the Cold War?
  • How did the Cold War affect ordinary Americans?
California History-Social Science Content Standards:
11.11.1 - Discuss the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.
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  • Home
    • About Us >
      • Social Justice Education
      • Advocacy >
        • International Community Outreach >
          • Chiba Korean Elementary Middle School >
            • Our First Advocacy
            • ESJF Student Art Competition
            • ESJF Statement: “After ‘Lack of Freedom of Expression?’” Shut Down to Suppress Freedom of Expression
            • Letter to Aichi Prefectural Triennale Promotion Office
          • Days for Girls International
        • Civil Society
    • Blog
    • Interviews and articles
  • Educator Resources
    • Sexual and Gender-based Violence >
      • Japanese military sexual slavery system >
        • Brief Historical Background
        • Lesson Plans and Worksheets >
          • ​In Their Own Words
          • Resistance & Collective activism
          • Denial of legal and historical responsibility
          • ​Remembering and honoring "comfort women"
          • Global plague
          • Contemporary movements towards justice
          • Worksheets
          • Puzzles
        • 2017 CA H-SS Framework >
          • Basic questions surrounding the Japanese Military Sexual Slavery System
        • Map of "Comfort Women" Memorials in the United States
        • Survivors' Testimonies & Legacies >
          • Korea
          • China
          • Philippines
          • Indonesia
          • Japan
          • Netherlands
        • Primary Source Documents: "Comfort Women" History and Issues >
          • Concerning the Recruitment of Women for Military Comfort Stations
          • Psychological Warfare Interrogation Report No. 49
          • Psychological Warfare Interrogation Bulletin No. 2
          • SEATIC Psychological Warfare Bulletin No. 182
          • G-3 Daily Dairy
          • C.B.I. Roundup
          • Allied Translator and Interpreter Section (ATIS) No. 470
          • Research Report No. 120: Amenities in the Japanese Armed Forces
          • San Francisco Local History >
            • Resolutions >
              • Resolution 158-25A1
            • Chronology: Teaching "Comfort Women" History from the 1990s to Present
          • Images
        • Secondary Source Documents and ESJF Statements >
          • Secondary Resource References
          • ESJF Statement on the South Korea Court’s ruling, April 21, 2021
          • ESJF Statement on the South Korea Court’s ruling, January 8, 2021
          • International Joint Statement, August 14, 2019
          • International Joint Statement, March 1, 2019
          • International Joint Statement, October 6, 2018
          • International Joint Statement, January 7, 2018
        • Reflections on Collective Activism in SF >
          • Reflection and Chronology: Eric Mar
          • Reflection: Steven Whyte & Ellen Wilson
          • Reflection: Sung Sohn
        • International "Comfort Women" Day >
          • 30th Anniversary of Kim Hak-Soon Halmoni's public testimony >
            • Kim Hak-Soon Halmoni
        • 2000 Women’s International War Crimes Tribunal on Japan’s Military Sexual Slavery
        • 2015 "Comfort Women" Agreement
        • 2017 Special Task Force Report on 2015 "Comfort Women" Agreement between S. Korea and Japan
        • UNESCO and the "Voices of the 'Comfort Women'" >
          • Timeline
          • 2021 Youth Artwork Competition
          • 2021 Young Adult Online Campaign
        • Historic Lawsuits related to Japanese military sexual slavery before and during WWII >
          • Sung Sohn's Essay with commentaries and statement
        • YouTube >
          • First Video Footage of Korean "Comfort Women": July, 2017
          • First Video Footage of Mass Murdered "Comfort Women": Feb. 2018
          • Life as a "Comfort Woman": Story of Kim Bok-Dong
          • Meet Estelita Dy: A Filipino "Comfort Woman" Survivor
          • 2015 "Comfort Women" Agreement and Victims' Reaction
          • 2018 International "Comfort Women" Day
        • Wednesday Demonstration
        • Peace Statue
      • Sexual and medical violence against Black Americans >
        • Lesson Plans >
          • Medical Experimentation on Enslaved Women
          • Nurse Rivers
      • Conflict-related SGBV in Tigray and Afghanistan
      • Reports and Papers on SGBV & Gender Justice
    • History of and Issues Surrounding Asian Diaspora in the United States >
      • ESJF >
        • 19th Century >
          • Lesson Plans
        • 20th Century >
          • Lesson Plans
        • Today >
          • Lesson Plans
      • TACT >
        • K-5
        • 6-8
        • 9-12
      • Facing History and Ourselves
      • Fred T. Korematsu Institute
      • San Francisco Asian Art Museum
      • Smithsonian Asian Pacific American Center
    • Medical Atrocities and Use of Banned Weapons >
      • United States >
        • Lesson Plans
      • Asia >
        • Lesson Plans
        • Video Footage for Classroom
        • Primary Source Documents: Medical Atrocities and Ethics
        • Secondary Source Documents: Medical Atrocities and Ethics
      • Europe >
        • Lesson Plans
    • Resistance and Collective Activism >
      • U.S. Slavery
      • Conflict-Related Sexual Violence
  • ESJF Publications
    • "Comfort Women" History and Issues >
      • Teacher Resource Guide >
        • How to Order
      • Student Resource Guide >
        • How to Order
    • Medical Atrocities and Use of Banned Weapons
  • ESJF Professional Development opportunities
  • Get Involved
    • Join Our Email List
    • Donate
    • Contact Us >
      • Workshop and Lecture Request