<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><br><strong>Overview:</strong> When facing challenges in society, activists must determine not just what kinds of changes might need to be made, but how much change, and how fast. A study of the growing socialist and anarchist movement during the Gilded Age in the United States (with a focus on Pittsburgh), will help students analyze why some people might advocate for radical change while others fear it. Students will then apply their new understanding when discussing responses to current social movements. </p> <p><strong>Questions for discussion throughout the lesson include:</strong></p> <ol><li>What kind of change is/was needed?  How might the answer to this question depend on your perspective (worker, farmer, politician, or business-owner?)</li><li>How much change is /was needed? How might the answer to this question depend on your perspective (worker, farmer, politician, or business-owner?)</li><li>Why might radical change be scary for some individuals but appealing to others? </li><li>What kinds of demands and strategies result in the most progress?</li></ol> <p><strong>Pacing/curriculum: </strong>This lesson can be used when discussing the response of workers and the labor movement to Gilded Age industrialization, or as a point of comparison when studying the other social reform movements of the late 19th and early 20th century, Populism and Progressivism. Just prior to this lesson, students in my classroom would have been studying the problems of workers and city-dwellers during the Gilded Age and the rapid growth of industrialization.</p> <p><br>The lesson is designed to be used during 1-2 70 minute class periods and can be implemented in an entirely remote learning environment.  The first day could consist of the warm up around socialism, and the why did it appeal/why was it scary t-charts. The second day should focus on connections to today and the question of revolution vs. reform located in the second half of resources in the collection. <br></p> <p>#civicdiscourse</p>

<p>As part of the AP US Government and Politics course, students learn how the “Fourteenth Amendment’s equal protection clause as well as other constitutional provisions have often been used to support the advancement of equality.” They are also asked to explore how individuals and groups help protect civil liberties and civil rights; another standard notes that “Public policy promoting civil rights is influenced by citizen-state interactions and constitutional interpretation over time.”</p> <p>This collection invites students to explore that process by learning more about the local and national history of the disability rights movement, and then imagining how future movements could build and expand on both the 14th Amendment and the Americans with Disabilities Act. In a typical AP US Government and Politics course, this could be taught as part of an introduction to Unit 3 (which addresses Civil Rights and Civil Liberties). </p> <p>It is designed as two 70 minute lessons with possibilities for extension, to be used in a remote learning or physical classroom environment.  The first day's lesson could be spent on the warm up and completing the timeline tracker, while the second day leaves time for discussion and possible further research. </p> <p>#civicdiscourse</p>

<p>Created for the AIU3 workshop on 3/17/17, this topical collection includes images from Historic Pittsburgh (<a href="http://digital.library.pitt.edu/images/pittsburgh/">http://digital.library.pitt.edu/images/pittsburgh/</a>), the Smithsonian Collection, the records of the Ancient Order of Hibernians in the Detre Library and Archives, Heinz History Center, and additional web resources. This large group of documents is intended to be shaped and whittled into useful collections for individual classrooms. Teachers might consider linking the documents to themes like:</p><p>•Immigration</p><p style="margin-left:32px;">•Push and Pull factors</p><p style="margin-left:32px;">•Growth of social networks</p><p style="margin-left:32px;">•Assimilation</p><p style="margin-left:32px;">•Nativism</p><p style="margin-left:32px;">•Contributions (Political, Cultural, Military, Philanthropy)</p><p>•Industry in Western PA</p><p>•Labor Movement</p><p><br /></p><p>To make this collection your own, copy it and then use the edit feature to add and remove documents as well as contribute any annotations that might help your students. </p>

<p>This collection will prompt thinking about attitudes towards new immigrants throughout our nation's history. What has changed and what has stayed the same?</p><p>It is also designed to allow users to explore the range of technical features and content resources available in the Smithsonian Learning Lab.</p><p>tags: immigrant, America, assimilate, nativism, stereotypes</p>

<p>This is a collection of artifacts representing geometric motifs in Islamic art. Students will learn why these complex patterns are so prevalent in Islamic art, practice spotting different types of patterns, and begin to create their own, using just a ruler and a compass. They will also have an opportunity to explore the concept of tessellation using an interactive tool.</p><p>tags: geometry, circle, angle, star, mosque, mihrab, tile, Muslim, Islam, religion</p>

<p>This student activity begins with an analysis of two portraits of James Baldwin by different artists. Then, students are asked to create their own portrait of Baldwin by remixing source material from this collection. Student portraits should answer the following questions:</p><p>1. How do you think James Baldwin should be remembered?</p><p>2. What are Baldwin's contributions to American life and culture?</p><p>Students may need to do additional research on Baldwin and his life in order to complete this assessment. This is an opportunity for students to learn about and explore the life of a revolutionary writer who presents a unique view of the civil rights movement and status of African-Americans in the United States.</p>

<p>This is a topical collection about American life and politics in the 1960s. Resources in this collection might be helpful to students and teachers working on projects about the decade. It is not meant to be completely comprehensive, but rather includes highlights of the Smithsonian's collection spanning art, popular culture, social trends, leadership, and technology.</p><p>Teachers and students might copy and adapt this collection to suit their needs; highlighting a specific aspect of life in the 1960s and adding annotations and additional resources.</p><p>tags: Sixties, Kennedy, Camelot, civil rights, Vietnam, politics, decade</p>

<p>What can we learn about global climate change by examining icebergs? This teaching collection provides resources to support a lesson on climate change and polar ice melt. It includes a video, link to a lesson plan and photo essay from the Global Oneness Project, images, and a Smithsonian article. </p><p>tags: climate change, global warming, iceberg, glacier, melt, temperature, environment</p>

<p>This collection asks students to examine an image entitled "Waiting for the Hour" and to try to determine its meaning and purpose. Students will practice interpretation with justification and then learn more about the history of "watch night services" and the importance of the 1862 watch night in United States history. They will also consider the legacy of this image--a copy is currently hanging in the White House. </p><p>tags: emancipation, freedom, Civil War, Abraham Lincoln, proclamation</p>

<p>In 2014-2015, artist and illustrator Maira Kalman created a personal collection that was displayed at the Cooper Hewitt, Smithsonian Design Museum. Her collection drew from across the Smithsonian museums and reflected a life story. Her inspiration and thinking is shared in the video resource that begins this collection, and some of the objects that she included (or similar ones) are shared.</p><p>Can you create your own collection of "favorite things"? What story would it tell? What people, places, and objects would it connect to? What emotions would it evoke?</p><p>tags: design, art, activity, personal, inspiration, creativity, biography</p>