- Use Web technology to access American history and Asian American experiences
- Relive Asian American experiences through firsthand accounts and biographies
- Investigate immigration date, numbers, and patterns of Asians coming to the United States
- Discuss Asian American writing
- Asian Pacific American Heritage Activity
- As you plan your age-appropriate lesson, you may wish to print out any reading assignment pages and staple them into a book for individual students.
- If you have several computers in your classroom, assign computer time to small groups of same-reading level students.
Step 1: Introduce Asian American heritage through a class discussion. Ask students what groups belong under the umbrella term "Asian Americans." Prompt students to talk about the differences between these groups. Is being Indian American the same as being Korean American? Have them explain.
Step 2: Have students explore the Asian American Statistics map. As a class or in smaller groups, have the students identify all the countries within Asia. After they have identified the countries, have them explore the pop-up map and take notes on the number of immigrants from Asian countries, the states that they immigrated to, and the peak years of immigration. After they have completed their notes, continue the class discussion on what this information means to them and to the United States.
Extend the lesson by discussing Asian Americans and their contributions to American history, culture, sports, science, etc. Make a list of famous Asian Americans and write it on the board. Have students read the Notable Asian Americans article either online or printed in advance. Were any of the people on your list in the article? Assign or have students choose one of the people on the class list and write a one-paragraph biography for that person. Gather all the biographies and create a Notable Asian American booklet.
Cross Curricular Extensions
Using the Asian American Statistics map, have students create two graphs to show Asian American growth in the United States. Make the first graph a bar graph with the x-axis for the country and the y-axis for the number of immigrants in the U.S. from that country. The second graph would be a line graph with the x-axis for the country and the y-axis for the decade of peak immigration years. Once students have filled out the graphs, have them compare the numbers. What countries have the largest immigration populations in the United States? Which years were popular for Asians to immigrate to the United States? Can you explain these numbers?
Art and Geography
As a class, have the students create a large version of the map of Asia. Have the students color each country in a different color, writing in the statistics provided in the Asian American Statistics section. For countries in Asia for which there are no statistics, have students research the information and fill in the map as completely as possible.
Ask students how they would feel if they were immigrating to the United States from China, just like Li Keng Wong. Have students write fictional journals about coming to America through Angel Island.
National Standards Correlations
Reading Language Arts
International Reading Association (IRA) and the National Council of Teachers of English (NCTE):
- Students use a variety of technological and informational resources (i.e. libraries, databases, computer networks, video) to gather and communicate knowledge.
- Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and to acquire new information to meet the needs and demands of society.
- Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
- Students conduct research on issues and interests by generating ideas and questions, and by posing problems.
National Council for the Social Studies (NCSS):
- Culture (Students learn how to understand multiple perspectives that derive from different cultural vantage points.)
- Individuals, Groups, and Institutions (Students study interactions among individuals, groups, and institutions.)
- Time, Continuity, and Change (Students study how the world has changed in order to gain perspective on the present and the future.)
- People, Places, and Environments (Students utilize technological advances to connect to the world beyond their personal locations. The study of people, places, and human-environment interactions assists learners as they create their spatial views and geographic perspectives of the world.)
- Global Connections (Students analyze patterns and relationships within and among world cultures.)
Technology Foundation Standards for Students:
- Use technology tools to enhance learning, increase productivity, and promote creativity
- Use a variety of media and formats to communicate information and ideas effectively to multiple audiences
- Use technology to locate, evaluate, and collect information from a variety of sources