Posted by: profe | May 6, 2014

Last Chance…

Thank you for all your hard work this semester. We’ve reached the end of our time together and, with that, the culmination of your opportunities to demonstrate your mastery of our course outcomes. I hope you are satisfied with the teaching project you have researched and designed.

I will begin grading these on Wednesday, May 7th at 12 noon. Before then, you are free to make any changes to your “draft post” to correct any formatting errors or add anything of substance you would like. If you do so, however, you have to let me know via email that you have made changes. I will then know to go to your draft and copy the new body text and use it to replace the current public posting.

To see what your current post looks like, click on the appropriate link from the “Teaching Activities 2014” page. I also recommend you consult the posted assignment sheet and the handout on basic code that was passed out in class on Thursday, April 17.

The easiest way to correct formatting errors is to select the “Text” tab (as opposed to the “Visual”) and seek out the spacing or code error you wish to fix. As I mentioned in class, the parts of this year’s assignment (as described on the posted assignment sheet) changed slightly from previous years.

Posted by: profe | April 28, 2014


We’re just about at the end of our time together. This week will be our final in-class discussion of course readings, as well as our final class lecture. As we reach the end we also turn our focus to the culmination of your research project, “Teaching the Freedom Struggle.”

On Tuesday we will read just a bit more (pages 277-83) in the book Asian Americans: the Movement and the Moment as well as an article on the San Francisco State student strike. That piece (by historian Jason Ferreira) is provided to you as DCR 22. We will use both of the readings in an in-class discussion, followed by a short lecture.

For Thursday we have our final course readings: Martin Luther King’s famous 1966 essay “The Last Steep Ascent” (provided to you as DCR 23) and a 2012 opinion piece from the NY Times titled “The Price of a Black President.” I hope both will serve as a source of reflection and analysis. We will use both of them to have an open class discussion on some of the persistent themes of our class. We’ll close out the day with course evaluations.

I want to also draw your attention to the last blog post on the final part of your research project. It contains all you need to know to design and submit the final piece.

Posted by: profe | April 23, 2014


This post is designed to give you an overview of the final part of the final project. If you have any questions that remain after reading it, and after re-reading the posted assignment sheet and the handout that was passed out in class on Thursday, April 17, then please feel free to ask them as comments on this post.

The final part of the “Teaching the Freedom Struggle” project must be uploaded as a “Draft Post” on our class blog. All of you have already successfully done this when you submitted your short bio at the beginning of the semester.

1. You will need your username and password for WordPress. You are already listed as “Contributors” to the blog, which means you can submit posts but only I can make them live. Your final assignment will be submitted as a properly formatted bog post.

2. You do NOT have to make ALL of your sources available online. As the assignment sheet suggests and as we have discussed, #11 can be a regular Bibliography. #9, however, requires you to make available only those sources and materials that are necessary to complete the in-class activity you design.

3. The key to your teaching module is to make sure there is a relationship between the Essential Understanding (#5) you want to teach and the Activities (#10). That is, your teaching activities should enable students to reach the understanding you intended.

4. Some parts of this (really, most parts) are speaking to the teacher. They are the one who would implement what you design. However, some parts (especially #6-9) are also geared toward being presentable to students.

5. Your intended audience should be a middle OR high schooler. Don’t forget to make this about “movements.”

6. The “Reading and Writing Standards” you have to link to (#2) should be drawn from the California Common Core State Standards. All you need to do is select which standards are served by your project. That means looking at the Social Science section first and choosing an appropriate grade level. Then pick the standards you will seek to meet. Choosing these early on will help you design your Essential Understanding as well as your Activity with more intentionality.

7. The heart of your Activity should be an analysis of a manageable section of a primary document. But it doesn’t ONLY have to be that. Think about how you learn, and the multiple ways you build toward that process of reading and making sense of a primary document.

8. The activity doesn’t just have to be a solo action the student does on her own or something they read then discuss. Be creative how students dissect the source together. Frame their engagement!

9. Be mindful of the two sets of knowledge we discussed in class: 1) what you want them to know and 2) what they need to know in order for them to learn what you want them to know. The second can be provided to them. To reach the first you need to get them “doing.”

Here are some examples from the website “Teaching Tolerance.” There are many, many more online from last year’s class. Since you follow in their wake, you have a higher bar to reach! Don’t let them define and limit what you are to do. Let them set the bar you will surpass!

Posted by: profe | April 22, 2014

DISCUSSION: Asian Americans (various)

Whether or not you were one of the in-class discussion leaders today, please share your perspective on the readings in the comments section to this post. Please share your comments no later than Thursday, April 24th at 9:35 a.m. (Pacific Standard Time).

Posted by: profe | April 20, 2014


We’re quickly approaching the end of our semester together. Aside from our readings and in-class discussions, the only remaining class assignment is your “Final Project” (due Sunday, May 4th, online).

This TUESDAY we will discuss the rise of expressly “Third World” consciousness in the context of Asian American movements. For our collective discussion, we will read pages 110-118, 129-169, and 186-239 in the Asian Americans: the Movement and the Moment. We’ll also work with the document on the IWK passed out in class last Thursday.

On THURSDAY we’ll read a brief selection from the Asian Americans book (pages 240-248) and watch the film The Fall of the I-Hotel, a legendary movement documentary on the eviction and destruction of a San Francisco residential hotel. We’ll have some time after to discuss what we have learned.

Posted by: profe | April 15, 2014

DISCUSSION: Third World women & Asian Am mvmt

Whether or not you were one of the in-class discussion leaders today, please share your perspective on the readings in the comments section to this post. Please share your comments no later than Thursday, April 17th at 9:35 a.m. (Pacific Standard Time).

Posted by: profe | April 13, 2014


The major assignment this week (due Thursday) is your Research Narrative. The assignment is meant to be the culmination of the research process for your project. The final part of the project will be all about presentation, and so this assignment should contain all the research (sources, questions, analysis) and research products (context, conclusions, a sense of the story, findings) that you will need to finish off.

This week we make our final topic shift in the class as we begin our reading and discussion of the Asian American Movement(s). We have an assortment of readings for Tuesday to get us started. The first is an article on “The Third World Women’s Alliance (presented to you as DCR 21), which will help us think about the ways racially-minded feminism integrates into the larger class story in new ways.

We’ll also begin reading our final course text, Asian Americans: The Movement and the Moment. This is a very different kind of book, scholarly in its analysis but an accessible “people’s history” in its tone and presentation. We’ll get started with pages 16-100.

Finally, I ask you to watch a wonderful segment from Democracy Now! on the legendary figure Yuri Kochiyama. The segment begins at around the 27 minute and 28 seconds mark on the video at this link.


Posted by: profe | April 8, 2014


Whether or not you were one of the in-class discussion leaders today, please share your perspective on the readings in the comments section to this post. Please share your comments no later than Thursday, April 10th at 9:35 a.m. (Pacific Standard Time).

Posted by: profe | April 5, 2014


We’re almost at the end of our semester! But before we get there we have a few more miles of our journey together. Stay focused on the road ahead. The finish line will come soon enough.

For Tuesday we will READ part IV of the book Prison Writings: My Life is a Sun Dance, by Leonard Peltier. (It is provided to you as DCR 20.) Very few people are more associated with the term “political prisoner” than is Peltier. He is also an important figure in the evolving narrative of our class, made all more so by the fact of his imprisonment since 1977. Peltier has now spent more than half of his life in a federal penitentiary. Before you do the reading, I ask that you do some research on who Peltier is, the conditions and controversies of his imprisonment, and the historic movement to see him released.

You are also expected to cover the following additional sources for our discussion. Read a short article from the NY Times called “Burglars Who Took on F.B.I.,” which can be found here. A short mini-documentary accompanies the piece. I ask that you watch it. Finally, listen to the audio story “Student ‘Subversives’ and the F.B.I.’s ‘Dirty Tricks’,” accessible online from NPR. We’ll follow up our discussion with a short lecture on the FBI and its surveillance programs of the 1960s and 70s.

We have an abbreviated week this week, since we will not have class on Thursday. (I’ll be in Salt Lake City at the annual NACCS conference.) Use that extra time to work on the next part of your semester-long research project.

Posted by: profe | April 1, 2014

DISCUSSION: Churchill & Wall; Wilkinson

Whether or not you were one of the in-class discussion leaders today, please share your perspective on the readings in the comments section to this post. Please share your comments no later than Thursday, April 3rd at 9:35 a.m. (Pacific Standard Time).

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