This unit focuses on underreported stories of migration and the local history of everyday people of the City of Newark. From the global stories of women migrants on the move to the wards of the City of Newark, we will examine the experiences of the people who live and inhabit these places and spaces, and who also make history.

Far too often we solely focus on major reported stories related to migration from the point of view of the elite, those in power, or the victors who wrote down their version of history for posterity. This unit seeks to reclaim history for those who resisted, suffered, lost yet triumphed. Anchored by Pulitzer Center migration resources, this unit explores the intersection of the history of the City of Newark (aka Brick City) and global migration using a variety of historical documents, texts, and visuals in which everyday people and the disenfranchised occupy an important space of representation.

This lesson is part of a series called “Changing Demographics, Changing Identity, Changing Attitudes” The series focuses on how the American identity has and will continue to change as we move toward a plurality nation, how the nation responds to that evolving identity, how changing demographics relate to issues of equality, and what we can do to promote respect for all people living in the United States.

In this lesson, students consider actions we can take to promote respect and ensure equality for all people living in the United States.

In this course, students will develop their abilities to expose ways that scientific knowledge has been shaped in contexts that are gendered, racialized, economically exploitative, and hetero-normative. This happens through a sequence of four projects that concern:

Interpretation of the cultural dimension of sciences
Climate change futures
Genomic citizenry
Students’ plans for ongoing practice

The course uses a Project-Based Learning format that allows students to shape their own directions of inquiry in each project, development of skills, and collegial support. Students’ learning will be guided by individualized bibliographies co-constructed with the instructors, the inquiries of the other students, and a set of tools and processes for literary analysis, inquiry, reflection, and support. 
Acknowledgement
Professor Peter Taylor spent several years crafting the unique structure of the course, which is crucial to the way it was taught. 
The Consortium for Graduate Studies in Gender, Culture, Women, and Sexuality
This course was taught as part of the Consortium for Graduate Studies in Gender, Culture, Women, and Sexuality (GCWS) at MIT. The GCWS brings together scholars and teachers at nine degree-granting institutions in the Boston area who are devoted to graduate teaching and research in Women’s Studies and to advance interdisciplinary Women’s Studies scholarship.

Starting with the Gold Rush, Chinese migrated to California and other regions of the United States in search of work. As several photographs show, many Chinese found work in the gold mines and on the railroads. They accepted $32.50 a month to work on the Union Pacific in Wyoming in 1870 for the same job that paid white workers $52 a month. This led to deep resentment by the whites, who felt the Chinese were competing unfairly for jobs. White labor unions blamed the Chinese for lower wages and lack of jobs, and anti-Chinese feelings grew. The cartoon "You Know How It Is Yourself" expresses this sentiment. Several political cartoons in this topic are graphic representations of racism and conflicts between whites and Chinese. "Won't They Remain Here in Spite of the New Constitution?" shows a demonized figure of political corruption protecting Chinese cheap labor, dirty politicians, capital, and financiers. "The Tables Turned" shows Denis Kearney (head of the Workingman's Party of California, a union that had criticized Chinese laborers) in jail, being taunted by Chinese men. In 1880, President Rutherford B. Hayes signed the Chinese Exclusion Treaty, which placed strict limitations on the number of Chinese allowed to enter the United States and the number allowed to become naturalized citizens. In 1882, Congress passed the Chinese Exclusion Act, which prohibited immigration from China (The Act was not repealed until 1943). The two-part cartoon from the July-December 1882 issue of The Wasp reflects how some citizens saw the situation. After the Act was passed, anti-Chinese violence increased. One illustration depicts the Rock Springs Massacre of 1885, a Wyoming race riot in which 28 Chinese were killed by British and Swedish miners. The "Certificate of Residence" document illustrates that Chinese individuals were required to prove their residence in the United States prior to the passage of the Exclusion Act. The poster offering a reward for Wong Yuk, a Chinese man, makes it clear that the United States was actively deporting Chinese. Despite discrimination and prejudice, this first wave of immigrants established thriving communities. Photographs taken in San Francisco's Chinatown show prosperous businesses, such as the "Chinese Butcher and Grocery Shop." Wealthy merchants formed active business associations, represented by the image "Officers of the Chinese Six Companies." The Chinese celebrated their heritage by holding cultural festivals, as shown in the photograph from 1896. The photographs "Children of High Class," "Golden Gate Park," and "Chinese Passengers on Ferry" are evidence that some Chinese adopted Western-style clothing while others wore more traditional attire.

Signed on May 6th, 1882 by President Chester A. Arthur, the Chinese Exclusion Act was the first law to explicitly limit immigration based on race. This lesson is designed to go further in exploring the causes and effects of the Chinese Exclusion Act through analysis of primary and secondary sources. The purpose is to showcase the conditions in the US that led to a rise in xenophobia, and in turn, race-based policies that defined the Chinese American and Asian American experience in the United States. The lesson will also have students engage in critical thinking through research and a class discussion comparing and contrasting the Chinese Exclusion Act and current immigration policies or proposed immigration policies.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 5.1, 6.4, 7.5, 8.7, 8.8, HS.1, HS.2, HS.9, HS.10
Economics: 7.8
Geography: 5.13, HS.51
Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, HS.52, HS.64
Historical Thinking: 7.25, 8.31, HS.68
Social Science Analysis: 5.26, 5.27, 6.24, 6.26, 8.34, 8.36, HS.72, HS.73, HS.74

Using film as a lens to explore and interpret various aspects of the urban experience in both the U.S. and abroad, this course presents a survey of important developments in urbanism from 1900 to the present day, including changes in technology, bureaucracy, and industrialization; immigration and national identity; race, class, gender, and economic inequality; politics, conformity, and urban anomie; and planning, development, private property, displacement, sprawl, environmental degradation, and suburbanization.

In this interdisciplinary seminar, we explore a variety of visual and written tools for self exploration and self expression. Through discussion, written assignments, and directed exercises, students practice utilizing a variety of media to explore and express who they are.

This 6th Grade literacy unit focuses on the Required Core Novel The Skin I’m In , by Sharon G. Flake. This unit explores the confusing journey to finding identity as a middle school aged student. The complex identities of five characters from the novel, Maleeka, Char, Mrs. Saunders, Caleb and John-John, are analyzed with multiple supplemental texts. The project for the students includes a daily “Identity Journal,” in which they analyze the characters using text evidence from both the novel and supplemental texts, and then compare these with what they are feeling or seeing within themselves. The unit culminates with a drawing of the student alongside the character the most identify with. Students present their journals with the drawings.

This class, required of all Master of Architecture students, presents a critical review of works, theories, and polemics in architecture in the aftermath of World War II. The aim is to present a historical understanding of the period, and to develop a meaningful framework to assess contemporary issues in architecture. Special attention will be paid to historiographic questions of how architects construe the terms of their “present.”

What is race? What is ethnicity? How can communication and relationships between men and women be improved? What causes segregation in our society? How do stereotypes develop and why do they persist? How do an individual’s racial, ethnic, and sexual identities form and develop? This course explores these topics and more.

When the news story broke that Virginia Governor Ralph Northam and other politicians wore blackface and Klan regalia while in school, institutions across the nation suddenly were confronted with their all too recent blackface past. Princeton Professor Rhae Lynn Barnes, the foremost expert on amateur blackface minstrelsy, has spent over a decade cataloging 10,000 minstrel plays and uncovered their prolific use on Broadway, in schools, the military, churches, political organizations, and even the White House. This webinar will help educators master the basic history of blackface in America, strategies to discuss this difficult topic with students, and ways to think about the incredible social, political, and economic power blackface held as America’s most pervasive entertainment form in the American North and West between the American Civil War and the Civil Rights Movement. By the end of this webinar, educators will be able to teach what a minstrel show was, how the genre developed, who participated in this form, how it was central to mass popular entertainment globally, they will be able to teach the construction of key stereotypes for minorities and women, and how it was pushed underground through a coordinated Civil Rights campaign after being openly celebrated for over a century.

Explore the role media plays in our understanding of race and racism. Hear from experts who share advice on how educators can use media to confront injustice, and create anti-racist classroom environments.

Democracy in difference: Debating key terms of gender, sexuality, race and identity focuses on concepts and analytical frames we use when discussing how marginalised identities navigate their place in an assumed common culture.

This ebook offers a path for exploring how we might build a shared vocabulary when working through the muddle of public debates like identity politics, political correctness, pronouns and what constitutes racism. Democracy in Difference is an unconventional interdisciplinary guide to key concepts, which borrows from decolonial methodologies, Marxism, feminism, queer theory and deconstruction.

Key terms are illustrated through written text, La Trobe Art Institute artworks (centering Indigenous artists), poetry, comedy and song, and customised animations which make difficult terms accessible.

This text is published by the La Trobe eBureau.

This course is an introduction to the cross-cultural study of biomedical ethics, examining moral foundations of the science and practice of Western biomedicine through case studies of abortion, contraception, cloning, organ transplantation and other issues. It evaluates challenges that new medical technologies pose to the practice and availability of medical services around the globe, and to cross-cultural ideas of kinship and personhood. Also discussed are critiques of the biomedical tradition from anthropological, feminist, legal, religious, and cross-cultural theorists.

In this lesson, students will describe aspects of their identities such as race, gender, class, age, ability, religion and more. They will watch two video clips featuring Marley Dias, an eleven-year-old girl who started the #1000BlackGirlBooks campaign, a book drive with the goal of collecting 1,000 books featuring African-American girls. After learning about the campaign, students will review illustrated books in their classroom and school library and analyze whether the characters in the books reflect their own identities or the identities of their families and friends. Finally, students will write a book review on one of the books and examine how the book’s characters are similar to or different from them.

The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

In this unit, students will explore great works of American literature and consider how writers reflect the time period in which they write. They will write two literary analysis papers and also work in groups to research and develop anthologies of excellent American stories.

ACCOMPLISHMENTS

Students read and analyze stories from several 19th-, 20th-, and 21st-century American authors. After researching a time period, they select stories from that period to create an anthology. The readings enhance their understanding of the short story, increase their exposure to well-known American authors, and allow them to examine the influence of social, cultural, and political context.
Students examine elements of short stories and have an opportunity for close reading of several American short stories. During these close readings, they examine the ways that short story writers attempt to explore the greater truths of the American experience through their literature.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

If you were to write a short story about this decade, what issues might you focus on?
What defines a short story? Just length?
To what extent do these stories reflect the era or decade in which they were written?
To what extent are the themes they address universal?

CLASSROOM FILMS

History.com has short videos on the Vietnam War (“Vietnam” and “A Soldier's Story”).

In this lesson, you will explore identity and race in “The Wife of His Youth.” You'll also conduct a small research project and present information to the class about race relations in America after the Civil War.

In this lesson, students will define terms related to plot and will “map” the plots of familiar stories. Using “The Tell-Tale Heart” again, they will discuss how writers build and develop plot in their stories.

This course explores equity as a key value, measure, and framework for operationalizing local economic development plans and policies. It examines the implementation of local policy initiatives for equity in U.S. cities and investigates a wide range of contemporary theory and practice in the field of urban economic development, from contracting and municipal procurement to arts and culture-driven approaches.