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Rubina Pantoja

Preschool (0 to 4 years old), Primary (5 to 8 years old), Elementary (9 to 12 years old), Middle School (13 to 15 years old), High School (16 to 18 years old)
Teacher/Educator, Curriculum Coordinator, Parent, Student/Learner, Topic Enthusiast
Social Studies

Rubina Pantoja's collections

 

Asian American Modernism

<p>This collection is meant to build on two earlier collections, "<a href="https://learninglab.si.edu/collections/asian-american-art-emerging-from-the-shadows/gBfzCgh7FdF3mXNa#" target="_blank">Asian American Art: Emerging from the Shadows</a>"  and "<a href="https://learninglab.si.edu/collections/asian-american-artists-and-world-war-ii/7hijKmJNXiFnjaKN#r" target="_blank">Asian American Artists and World War II</a>" and to introduce the viewer to artists of Asian ancestry in America using Chang, Johnson &amp; Karlstrom's text, <em>Asian American Art: A History, 1850-1970</em> (2008), the Fine Arts Museums of San Francisco's exhibition catalog "Asian/American/Modern Art: Shifting Currents, 1900-1970" (2008),the vast resources of the Smithsonian Learning Lab, Project Zero's Global Thinking Routines and other resources.  This collection is part two of four that I have organized, chronologically, on Asian American Art.  The other three collections are "<a href="https://learninglab.si.edu/collections/asian-american-art-emerging-from-the-shadows/gBfzCgh7FdF3mXNa#" target="_blank">Asian American Art: Emerging from the Shadows</a>",  "<a href="https://learninglab.si.edu/collections/asian-american-artists-and-world-war-ii/7hijKmJNXiFnjaKN#r" target="_blank">Asian American Artists and World War II</a>" and "Asian American Contemporary Art".  It is my hope that these collections will serve as entry points to understanding the many contributions of Asian American artists in the U.S. from 1850 until the present time.</p> <p>Visual art is a language that is socially and culturally constructed.  Socially constructed learning values diverse perspectives, engages with local and global experts, and employs inquiry, discovery and exploration to move students toward global citizenship.  Because the visual arts leverage the power of dialogue and debate to sharpen critical thinking, starting with the arts is a logical place to help students develop cultural intelligence.</p> <p>Other purposes of these collections are to explore tangible and intangible cultural heritage; as well as jumpstart brave conversations about race, identity and immigration in the U.S. with teachers, tutors of English Language Learners and others who are interested in becoming cultural leaders in our public schools.</p> <p>As Gordon H. Chang and Mark Dean Johnson state in the introduction of the exhibition catalog, "Asian/American/Modern Art: Shifting Currents, 1900-1970" (2008):</p> <p>"Forty years ago there were no Asian Americans.  There were Chinese, Japanese, Koreans, Filipinos, and others of Asian ancestry in the United States, but no 'Asian Americans,' as that term was coined only in 1968.  This population was commonly seen as foreign, alien, not of America.  Their lives and experiences were not generally accepted as part of the fabric of the country, even though Asians had begun settling here steadily in the mid-nineteenth century.</p> <p>Then, in the late 1960s, as part of the upsurge in the self-assertion of marginalized communities,  'Asian America' emerged to challenge the stigma of perpetual foreignness.  'Asian American' was a claim of belonging, of rootedness, of pride and identity, and of history and community; it was also a recognition of distinctive cultural achievement"  (Chang, Johnson, 2008).</p> <p>#APA2018<br /></p>
Rubina Pantoja
18
 

Bracero Program: Unveiling Stories

<p>In this activity, students will examine photographs documenting the Bracero Program, the largest guest-worker program in US history. Started in 1942 as a temporary war measure to address labor demands in agriculture and railroads, the program allowed Mexican nationals to take temporary agricultural work in Texas, New Mexico, Arizona, California, and 24 other states. By the time the program ended in 1964, over 4.6 million contracts were awarded. </p> <p>Using two Project Zero Global Thinking Routines - "Unveiling Stories" and "The 3 Ys" - students will analyze the stories these photographs tell about the experiences of braceros in this program, and the impact of these stories in multiple contexts. Additional resources (primary sources, a digital exhibition, and an article) and information on how to use these routines in the classroom can by found by clicking <em>Read More »</em>.</p> <p>Keywords: mexican, immigration, work, migration, migrant workers, agriculture, reform, politics, government, leonard nadel, photojournalism, activity, inquiry strategy, global competency, global competence, latino, chicano, California, Arizona, New Mexico, Texas, Arkansas, 1940s, 40s, 1950s, 50s, 1960s, 60s </p> <p>#LatinoHAC #EthnicStudies</p>
Rubina Pantoja
37
 

Chicano movement

<p>The theme of my collection is Chicano farm workers fighting for their rights. </p>
Rubina Pantoja
5
 

My ethnic studies musings

<p>This collection was started as a way to share resources related to Mexican American Studies.  It has now morphed into a larger collection for anyone interested in ethnic studies.  It is still very much a work in progress.</p>
Rubina Pantoja
30
 

National History Day: American Immigrant Experiences

<p>This collection brings together <a href="https://edsitement.neh.gov/">EDSITEment</a> and Smithsonian resources to support the initial research into a project for National History Day.  While originally created for the 2019 theme, "Triumph and Tragedy in History," resources found in this collection are useful for researching other National History Day themes.  </p> <p>These resources - including objects, documents, websites, and articles - reveal challenges and opportunities experienced by American immigrants in the 19th to mid-20th centuries.  Resources highlight hardships that compelled people to leave their homelands, difficulties immigrants faced upon arrival, and ways they overcame obstacles to build new lives and communities in America.  The second tile of this collection contains questions to help with the analysis of photograph, document, artwork, portrait, and object resources. </p> <p>The history of immigration in America is an immense topic, and this collection addresses only aspects of it.  Use this collection to brainstorm project topics, find connected resources, and as a launching point for further research.</p> <p>This collection was created in collaboration with <a href="https://edsitement.neh.gov/">EDSITEment</a>, a website for K-12 educators from the National Endowment for the Humanities.</p> <p>Share your National History Day collections and let us know what you think! Write to us on Twitter: <a href="https://twitter.com/EDSITEment">@EDSITEment</a> &amp; <a href="https://twitter.com/smithsonianlab">@SmithsonianLab</a>, #NHD2019. If you publish a collection on your National History Day topic, be sure to enter #NHD2019 in the description!</p> <p><em>Tags: 1800s, 1900s angel island, ellis island, immigration test, community, prejudice, irish, jewish, syrian, lebanese, arab, italian, mexican, german, greek, bohemian, czech, slovenian, know nothing, triangle shirtwaist factory fire, swedish, chinese exclusion act, japanese american incarceration, internment, bracero program, stories project, #NHD</em></p>
Rubina Pantoja
128
 

The Bracero Program: Constructing a Narrative

<p>This assignment asks students to look at evidence and develop a narrative. Developed by UC Berkeley History-Social Science Project. </p>
Rubina Pantoja
9