<p>My lesson  is aimed at my AP Government class and will be divided into two parts. I will teach it towards the end of the year, as part of our unit on Civil Liberties. </p> <p><strong>Part 1: How did this happen? </strong></p> <p>What government actions led to the incarceration of Japanese-American citizens? What social conditions led to this? What connections do we see to today?</p> <p>In this section, students will review the timeline of government actions that led to incarceration (including land acts, the ABC lists, the obfuscation of Exec Order 9066, and censorship of documentation/photography) and analyze images and press/propaganda that reflect existing social perceptions and anti-Asian sentiment. They will look for continuing patterns that emerged after 9/11 and more recently in response to the Covid-19 pandemic. </p> <p><strong>Part 2: How do we keep it from happening again? </strong></p> <p>How do people resist government power and policy? How do people shift from bystanders to allies?</p> <p>In this section, students will visit stations to learn about different types and methods of resistance. These sections will  include: Teachers/Librarians, Court Cases and Legal Advocates, Family to Family Help, and No-No Boys and the Heart Mountain Fair Play Committee. </p> <p>At the end of this activity, students will work on a written reflection considering what they have learned from these examples of resistance.</p> <p><em>This collection was made as part of a 2022 Landmarks of American History and Culture workshop “Little Tokyo: How History Shapes a Community Across Generations,” which has been made possible in part by a major grant from the National Endowment for the Humanities: Democracy demands wisdom. Any views, findings, conclusions, or recommendations expressed in this collection do not necessarily represent those of the National Endowment for the Humanities or the views of the workshop presenters/ host institution. #NEHLittleTokyo2022</em></p>

<p>Collection of lesson plans and interactive websites related to World War II from the Smithsonian Institution.</p>

The Tuskegee Airmen were the first African-American fighter pilots in the United States military. This collection describes their work and training during an era of segregation, as well as their contributions to World War Two, through videos, photographs, art, and poetry. At the end of the collection, students are asked to write a poem of their own using one of the artifacts as inspiration.

<p>This is a topical collection of items relating to red caps and Pullman porters, positions associated with train travel during the 20th century.</p><p>Teachers and students might use this collection to explore how these jobs reinforced the social status of African-Americans while at the same time ensuring steady, reliable work and the rise of an African-American middle class. They also might consider the impact of A. Philip Randolph and the Brotherhood of Sleeping Car Porters. How did the development of this labor union later impact the Civil Rights movement?</p><p>tags: amtrak, railroad, trains, sleeping car, segregation</p>

<p>This is a topical collection of resources related to the Negro Leagues. Students and teachers can use this collection to supplement United States history lessons from after the Civil War through the mid 20th century. Sports often echoes social and cultural changes that take place in the nation and reflect the norms of the times. </p><p>tags: baseball, civil rights, African-Americans, Homestead Grays, Satchel Paige, Hank Aaron, Buck Leonard, Josh Gibson, Cuban Giants</p>

<p>This topical collection contains resources related to the <a href="https://en.wikipedia.org/wiki/The_Pittsburgh_Survey" target="_blank">Pittsburgh Survey</a>, a groundbreaking Progressive Era research study of the living and working conditions in turn-of-the-century Pittsburgh. This study, published in books and magazines, led to the passage of worker-safety laws and encouraged other Progressive Era reforms. The images, readings, and links to archival materials in this collection can be used to support exploration of the questions below.</p><p>Guiding Questions:</p><ul><li>In what way did the Pittsburgh Survey reflect Progressive Era concerns, strategies, and achievements?</li><li>How did Progressive Era beliefs about social change differ from those held previously?</li></ul><p>Tags: Progressives, child labor, worker safety, scientific management, muckrakers, reform movement, Lewis Hine, Paul Kellogg, Crystal Eastman. Joseph Stella, Homestead, Pittsburgh, Pennsylvania</p>

<p>This is a teaching collection designed to support an inquiry into why the public lost confidence in the government in the 1970s (70s). Topics covered include the economic recession, the Nixon presidency and Watergate, the Ford presidency, the Carter presidency, the Iran hostage crisis, the oil embargo, the Kent State massacre and the Pentagon Papers.</p><p><br /><br /></p><p>Guiding questions:<br /></p><p>-Why did the U.S. public lose confidence in the presidency in the 1970s?<br /></p><p>-What impact did economic crises have on American lives?</p>

Use this collection as a starting point for an AP United States History review activity that emphasizes connections and cause-and-effect. Students will copy the collection and add in four resources that form a chain of connection from one item to another (ending with six resources total). For each resource, they should add an annotation describing each of the events or items included, analyzing any important details in the resources themselves, and explaining how each connects to the next one.

<p>This collection examines the causes of U.S. imperialism at the turn of the century through the lens of two political cartoons. Students will investigate both cartoons and develop a definition of imperialism based on what they find. </p>

This collection offers teaching resources that provide context for today's modern refugee crisis and the ethical and political questions raised by the migration of so many people at this time. <br /><br /> The resources in this collection ask students to consider what it means to migrate, the choice (or lack thereof) that is involved in moving from one place to another, and how the word "migrant" differs from "refugee." As students examine different examples or objects in this collection, ask them to consider the reasons behind the migration and how these particular migrants are percieved. Suggested questions for discussion are embedded on the information tabs throughout. <br /><br />

The best selection of coffee makers, urns, and mugs to be found in the Smithsonian collection. The best thing about waking up...

<p>This is a topical collection on the concept of civil disobedience. Users are invited to explore the theme of civil disobedience through texts from Sophocles, Shelley, and Thoreau and a variety of images. </p><p>Questions to consider:</p><p>-Does civil disobedience pose a threat to society?</p><p>-What examples of civil disobedience are portrayed here? What are some other examples?</p><p>-What is the role of civil disobedience in today's society?</p><p>-Some people prefer the phrase "passive resistance" to "civil disobedience." Compare and contrast these two terms.</p><p>-How does one measure the success of an act of civil disobedience? Policy change? Public influence?</p><p>-What role does violence play in civil disobedience?</p><p>Tags: King, Gandhi, protest, Birmingham, Greensboro, suffrage, Boston Tea Party, Antigone, Masque of Anarchy, Tambo, nun, Randolph, civil rights, Mexican-American War, Goldman</p>