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Introduction using a thinking routine to connect with the topic.

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Map Shows How Humans Migrated Across The Globe

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This animated video shows 125,000 years of human migration

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This animated map shows how early migrants from Africa populated the planet.

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Interactive map that also gives climate conditions. 

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Interactive map that also gives climate conditions. 

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You need a Javascript-enabled device to view the interactive Human Odyssey Map.

Your device is not compatible with the Academy's interactive Human Odyssey Map.

Please download the free Chrome browser for desktop computers and try again.

Examine the impact of climate conditions on our migratory routes over 200,000 years to present.

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Scientists have pieced together an outline of the Human Odyssey, using evidence gathered from archeological sites, climate conditions, and genetic material from human fossils.

Retrace the many paths of the Human Odyssey from our origins in Africa to our spread across 83% of the world's surface.

Learn more about the exhibit.

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Human Odyssey Map: California Academy of Sciences

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You need a Javascript-enabled device to view the interactive Human Odyssey Map. Your device is not compatible with the Academy's interactive Human Odyssey Map. Please download the free Chrome browser for desktop computers and try again. Examine the impact of climate conditions on our migratory routes over 200,000 years to present.

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Sources: Individuals

Emily Blum, director of communications, Heartland Alliance. 312-660-1313 eblum@heartlandalliance.org

Rob Paral, author and researcher, Rob Paral Associates. Studies demographics, social and economic data with an emphasis on community development. 773-609-4510. contact@robparal.com

Anthony Orum, professor, Center for Urban Research and Learning Loyola University. Sociologist and author. 847-525-2721 (office). 847-864-9910 (home). amorum@uic.edu or anthonyorum@sbcglobal.net

Adolfo Hernandez, director of the Office of New Americans, City of Chicago. 312-744-5201. adolfo.hernandez@cityofchicago.org

Jorge Mujica, leader in immigration activism in Chicago. 773-715-8200.

Sources: Organizations

Latino Policy Forum. Links to research and Latino groups. Sara McElmurry, spokesperson. 312-376-1766 x229 (office). 312-351-3890 (mobile). smcelmurry@latinopolicyforum.org

Illinois Coalition for Immigrant and Refugee Rights. Coalition includes many ethnic groups and acts as a voice for immigrants and refugees. Fred Tsao, policy director. 312-332-7360 x213. ftsao@icirr.org

Council of Islamic Organizations of Greater Chicago. Brings together a variety of local Muslim organizations. Ahlam Jabari, spokesperson. 312-506-0070. Ajabari@ciogc.org

Coalition of African, Arab, Asian, Europe and Latino immigrants of Illinois. Represents a number of immigrant groups and helps foster global and local connections. Dale Asis, executive director. 773-248-1019, dasis@caaaelii.org

Chicago Cultural Alliance. Ethnic museums and cultural centers. Rebeccah Sanders, executive director. 312-307-4717. rsanders@chicagoculturalalliance.org

Council on American-Islamic Relations, Chicago office. A research and advocacy group for Chicago area Muslims. Ahmed Rehab, executive director.
312-212-1520. director@cairchicago.org

Asian American Institute. Represents the city's diverse Asian communities.Tuyet Le, executive director. 773-271-0899 x201. tuyet@aaichicago.org
By Steve Franklin
Chicago is the world. But don't take my word for it.

Explore the city and you will discover restaurants, social services, museums, and houses of worship that bind Chicago to places across the globe.

The author:

Steve Franklin is an award-winning journalist and former labor writer and foreign correspondent for the Chicago Tribune. He covered the Middle East for the Tribune as a bureau chief and on numerous assignments in the region. He currently manages the Ethnic Media Project at Community Media Workshop.

steve@chicagoistheworld.org

You may think you are tuning in on a short-wave radio if you visit some neighborhoods flourishing with newly arrived immigrants. Chicago's public schools count over 100 foreign languages spoken by their students, with Spanish leading the pack by a wide margin.
What makes Chicago different?
In most major U.S. cities there are one or two immigrant corridors. In Chicago there are three major corridors with branches reaching out from them, along with a number of smaller communities reflecting other nationalities.

The heart of Latino Chicago is found in the Pilsen and Little Village neighborhoods on the city's Southwest Side. But smaller Latino neighborhoods sprawl across the city and region. Altogether Latinos account for nearly 30 percent of Chicago's residents, with a total of over 1.8 million Latinos in Chicago and its suburbs. Mexicans make up the bulk of the area's Latino population, followed by Central Americans and smaller numbers of South Americans.

On Chicago's Northwest Side and spiraling north and south is the Eastern European corridor. Poles account for the vast majority of this community. It is said with pride that Chicago is second city only to Warsaw in the size of its Polish population. But there are also significant numbers of Serbs, Rumanians, Lithuanians, Russians, Bulgarians, Slovenians, and Croats.Visit the third corridor, Devon Avenue on Chicago's North Side, and you will discover a bustling commercial street that stitches together a rapidly growing Indian, Pakistani and South Asian community. As is true for other immigrant communities, Devon Avenue has become the anchor - a place to shop and dine - while many immigrants are leapfrogging the city to plant their roots in nearby suburbs.

Narrowing your focus you will find a thriving Chinatown just below Chicago's Loop and a second, newer Chinatown on Chicago's North Side that includes a mixture of Vietnamese, Thai and other Asian communities. Similarly, you will find Arab communities on the North and South Sides of the city. Lately African immigrants have begun to stake out their own place on Chicago's North Side, but pockets exist on the South Side as well.
Why did they come here?
They came here because there was work and there were others like them. That was the pattern more than 100 years ago and it has not changed. But U.S. immigration law, which historically favored immigrants from Western Europe, changed in the 1960s, opening the nation's doors to the entire world, and that has had an impact on Chicago. This change explains the mushrooming Muslim population in the Chicago area, with over 200 large and small mosques where over 40 languages are spoken. "When we have meetings, it's like a small UN," said Ahlam Jabari of the Council of Islamic Organizations of Greater Chicago.

The quest for skilled professionals brought another shift. Immigrants reportedly account today for nearly one-third of the physicians in Chicago. Immigrants with high-tech skills found a welcome here, and that helped expand the South Asian population. Indeed, many Chicago-area companies have reaped great rewards from their foreign-born workers and leaders. One of these business leaders is Sanjay Jha, who was born in Bihar, India, and rose to become chairman and chief executive officer of Motorola Mobility.

Warfare and economic crises around the globe have also sent many here. They were welcomed by groups offering them haven or by kinsmen offering solace. A sanctuary movement, led by religious groups, sprang up to help immigrants fleeing upheaval in Central America in the 1970s and '80s. Assyrians, who first settled here in the late 19th century, have welcomed waves of Iraqi Christian immigrants. So, too, Bosnian refugees sought shelter among one of the largest Bosnian communities in the U.S.

Newly arrived immigrants have repeatedly started new lives here with help from fellow countrymen. In a parallel effort, Mexican immigrants have looked homeward and set up mutual aid organizations to help the places they came from. This has inspired the Coalition of African, Arab, Asian, European and Latino Immigrants of Illinois, a group that represents many smaller immigrant communities, to urge other immigrants to do the same.

(The video above part of The New Americans, produced by Chicago's Kartemquin Films.)
What has been their impact on Chicago?
Culturally, immigration has been powerful. On warm weekend nights, Chicago comes alive with various ethnic street fairs. But all year round, Chicago has a wide assortment of museums marking residents' global roots. It has the nation's only Mexican fine arts museum and the only Cambodian museum outside of Cambodia, says Rebecca Sanders, head of the Chicago Cultural Alliance. Her group, she adds, is like no other in the world. It represents 25 museums, most of which are immigrant-linked. They range from a vast building that celebrates Irish culture to a virtual museum that takes you on a tour of Chicago's Indian community.

Immigrants add much economic vitality to the city, region, and state. Immigrant workers are replacing the aging native-born workforce, with immigrants filling substantial proportions of both high-skill and low-skill jobs. Immigrant purchasing power has grown tremendously in recent years - consumer spending by Latinos and Asians grew 350 percent, or over $66 billion, between 1990 and 2005, according to the Illinois Coalition for Immigrant and Refugee Rights - and is responsible for generating tens of thousands of jobs. And immigrants build businesses that fuel growth, from corner stores to new engineering and technology companies.

Immigrants have had a powerful impact politically. When Mexican-Americans and others rose up in 2006 to call for reforms of the nation's immigration policy, a 100,000-person rally in Chicago was the first of many across the nation. Chicago's City Council in 2006 voted to bar police and city workers from asking immigrants about their legal status in the U.S., a step matched by other big cities responding to broadening federal arrests of immigrants illegally in the country.

In 2005 Illinois launched the nation's first statewide effort to integrate immigrants. ICIRR administers the state's New Americans Initiative, putting outreach workers in ethnic groups to help with citizenship applications and voter registration. In 2012, soon after Rahm Emanuel's election as mayor, the city set up the Office of New Americans. "The mayor has set a goal of making Chicago the most immigrant friendly city in the world," boasts Adolfo Hernandez, a Latino community activist who heads the office.
What does this tell us about immigrants in the United States?
There's a theory that America is a melting pot for immigrants. As they find roots here, they shed their distinctions for a new identity. But that's not exactly what's happened here, and sociologist Anthony Orum says it's not a problem.

"The ties to ethnic backgrounds for many immigrants are very important, and they are sustained," he says.

But don't take my word for it. Go see for yourself.
Further reading

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Sources: Individuals Emily Blum, director of communications, Heartland Alliance. 312-660-1313 eblum@heartlandalliance.org Rob Paral, author and researcher, Rob Paral Associates. Studies demographics, social and economic data with an emphasis on community development. 773-609-4510. contact@robparal.com Anthony Orum, professor, Center for Urban Research and Learning Loyola University. Sociologist and author. 847-525-2721 (office). 847-864-9910 (home).

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Chicago has one of the richest immigration histories among American cities. Already in 1870 immigrants made up a larger proportion of the city's population (48 percent) than any other place in North America. During an 80-year period between 1880 and 1960 the size of Chicago's foreign-born population was second only to that of New York City. Local immigration patterns unfolded in a manner parallel to those of the nation. Mid-19th century arrivals from Ireland and Germany were followed by large numbers of Russian Jews, Slavs, and Italians in the years 1880-1920. Since the immigration reforms of 1965, the city and its suburbs have attracted growing numbers of Asians and Latin Americans.

The Chicago region continues to have one of the largest and most diverse immigrant populations in the country. Among metropolitan areas, the number of Chicago-area immigrants ranks seventh in the nation, with 1.4 million immigrants who constitute 18 percent of the overall population.

Immigration has played a critical demographic role in metropolitan Chicago, having accounted for three-quarters of all population growth in the 1990s. In a recent two-year period 2000-2002, immigration added 113,000 persons to Cook County (home to Chicago) while the county experienced net out-migration of the native born.

When the results of the 2000 census were revealed, local pundits reveled in the fact that the city of Chicago had halted a population decline due to outmigration and low birth rates of the native born that had begun in 1950. Observers often noted the growth in the 1990s of middle-class residential developments in the downtown area. Lost in the analysis, however, was the reality that all of Chicago's net population growth over the last decade is attributable to immigration.

Researchers at the Institute for Metropolitan Affairs at Chicago's Roosevelt University recently analyzed the impact of immigration on the six-county metropolitan Chicago area (including Cook, DuPage, Kane, McHenry, and Will counties), analyzing census data reaching back to 1850, with a focus on the results of the 2000 census. Some of their principal findings can be found below.
Local Shifts Reveal Strong Increase in Mexican Immigration
The three largest foreign-born groups in metropolitan Chicago represent different world regions, including Mexico (582,028 persons), Poland (137,670), and India (76,931). These groups constitute 56 percent of all area immigrants. The remainder of the immigrant population is extremely diverse, with no group comprising more than five percent of the population.

In recent decades important shifts have occurred within the immigrant population with respect to the relative size of certain groups. Perhaps the most noteworthy change is a steady increase in the number of persons born in Mexico. While only 10 percent of the region's immigrants were from Mexico in 1960, by 2000 Mexican immigrants were 40 percent of the foreign-born population.

Other changes include substantial growth among the Indian-origin population, which doubled in the 1990s and surpassed Filipinos to become the largest Asian group in the area. Similarly, the 1990s saw persons from the former Soviet Union rise from the tenth to the fourth-largest immigrant group. The Chinese-origin population surpassed the Korean population to become the sixth largest foreign-born group. The 1990s also witnessed a sharp demographic decline in certain European-origin groups such as Germans and Italians, who are increasingly elderly and experiencing high mortality, and who no longer figure among the top immigrant groups in the region.
Chicago's North Side Holds Major Ports-of-Entry
A collection of census tracts on the far north side of Chicago are home to the largest newcomer populations in the entire metropolitan area. Five census tracts, all within a few miles of each other, each received more than 1,900 new immigrants in the five-year period 1995-2000. These newcomer areas have highly diverse populations including African, Asian, European, Latino, and Middle Eastern groups.

The ports-of-entry for new immigrants have expanded dramatically in number and location. As of 1990 some 23 census tracts in the region had received more than 1,000 immigrants in the previous five years, and only three were in the suburbs. By the year 2000 there were 47 such tracts, including 15 located outside the city.
Suburbanization
For the first time in history, the 2000 census found more immigrants in the suburban portions of metropolitan Chicago (788,000 persons) than in the city of Chicago itself (629,000). Within the suburbs, the largest concentrations of immigrants are directly to the west of the city in places including Cicero, in a collection of suburbs in northwest Cook County near O'Hare Airport, and in concentrations around older satellite cities ringing the area: Waukegan, Elgin, Aurora and Joliet, Illinois. Cicero lies along a 125-year-old path of immigrant settlement stretching from the Chicago neighborhoods of Pilsen and South Lawndale. The outer suburbs have less connection to Chicago and are home to large numbers of immigrants who, as revealed by analysis of INS records, have immigrated directly to the suburbs, without living any time in the traditional immigrant settlement neighborhoods of the city.

The new suburban settlement patterns mean that many immigrants are living in areas that have little in the way of social-service infrastructure such as ethnic organizations, and indeed are often living in areas that were largely constructed since the Second World War. Some of these suburbs have admirable track records in interacting and incorporating immigrants. Examples include suburbs that have established community policing teams and health clinics within immigrant neighborhoods to work with newcomers. Other suburbs have less admirable records that included discriminatory municipal ordinances and selective enforcement of housing codes. This caused Chicago in the early 1990s to be home to three of five suburbs nationally that were sued by the Justice Department for discriminatory housing policies directed at Latinos: Cicero, Waukegan, and Addison in Illinois, along with Wildwood, New Jersey and Hatch, New Mexico. Some municipalities cooperate aggressively with federal immigration authorities, meaning that, for an undocumented immigrant driver, a traffic stop in one suburb may be more likely to lead to an encounter with immigration officials than in a neighboring suburb. (In the City of Chicago, a mayoral order passed by the late mayor Harold Washington bars police from cooperating with federal immigration authorities.)

Many of the relational difficulties between immigrants and local authorities involve the Latino, primary Mexican-origin population, many of whom are close to the older satellite cities. The northwestern Cook County suburbs, however, as well as communities in affluent DuPage County just west of Cook, are home to many immigrants of Asian and European origin, with household incomes often meeting or exceeding those of the white native-born. In these areas, such as Arlington Heights, Palatine, and Mt. Prospect, immigrant integration proceeds more quickly, with fewer incidents of tension reported in the news media.
Overall Immigrant Socioeconomic Status Improves
As the immigrant population has grown in the metropolitan area, observers may have an interest in the extent to which immigrants are integrating socially, civically, and economically. In the aggregate, census data show that foreign-born socioeconomic status clearly improved during the 1990s in the Chicago area. For example, the percentage of immigrants with a high-school degree rose from 57.3 percent to 61.7 percent. Immigrant household income grew from about $42,000 to $46,000 (adjusted for inflation), and their poverty rate fell from 13 to 12.1 percent.

Interpreting these gains, however, becomes a matter of viewing a glass as half empty or half full. With regard to each of these indicators of status, the native-born population - which began the decade with higher education and income levels and lower poverty levels than the foreign born - also made improvement in all these areas. Thus, while the immigrant social and economic position improved over the last 10 years, the gap between them and the native born remained largely the same.

Aggregate statistics on the foreign born, of course, obscure wide differences among national-origin groups. For example, 66 percent of Indian immigrants hold a college degree compared to only three percent of Mexican immigrants. Poverty rates range from 23.1 percent among persons from Bosnia and Herzegovina (many of whom are recent refugees) to only 2.2 percent among Filipinos. The Filipino median household is a remarkable $73,000 compared to $23,000 for Ukraine-born households (and $61,000 for white non-Latinos).

Naturalization is an important indicator of social and civic integration, as U.S. citizenship is the gateway to certain jobs and professional licenses and the ability to vote (as well as the ability to sponsor more rapid immigration of family members overseas). In the 1990s, however, the naturalization rate of Chicago-area immigrants fell from 44 percent in 1990 to 39 percent in 2000. This is due in part to the large scale of immigration, which brought many immigrants in recent years who have not yet completed the five-year waiting period prior to naturalization (some 45 percent of Chicago-area immigrants have arrived in the last decade). Many undocumented immigrants are also included in the census data; these individuals are of course ineligible to naturalize. Among the Mexican immigrants, however, naturalization rates actually held steady over the decade at 24 percent, a fact attributable partly to large-scale naturalization public education efforts, and reaction to both the perceived consequences of welfare reform and anti-immigrant sentiment.

Chicago maintains its legacy as a major destination for immigrants to the United States. Recent patterns suggest continued growth among Mexican immigrants and Indians, as well as high percentage growth among certain sub-Saharan African groups such as Nigerians and Ghanians (both of whom tripled their size in the 1990s). Demographic statistics such as these are a starting point for understanding the impact and dynamics of immigration. More investigation is needed into the extent to which the Chicago area, including its state and local governments, is successfully incorporating immigrants and maximizing their potential contributions to the region.
This article is based on the principal findings of the Metro Chicago Immigration Fact Book (http://www.roosevelt.edu/ima).

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Chicago has one of the richest immigration histories among American cities. Already in 1870 immigrants made up a larger proportion of the city's population (48 percent) than any other place in North America. During an 80-year period between 1880 and 1960 the size of Chicago's foreign-born population was second only to that of New York City.

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Discussion of Great Migration in Chicago

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Discussion of Great Migration in Chicago

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Stop at 10:13

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Chicago Tonight
Clip: 05/11/2016 | 13m 12s

Between 1916 and 1970, a little more than 500,000 African-Americans settled in Chicago as part of the Great Migration. Learn about a yearlong, statewide celebration marking this historic event that began 100 years ago.

Aired: 05/11/16

Rating: NR

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Great Migration Centennial Commemorates Historic Event | Season 2016 Episode 05/11/2016 | Chicago Tonight

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Chicago Tonight Clip: 05/11/2016 | 13m 12s Between 1916 and 1970, a little more than 500,000 African-Americans settled in Chicago as part of the Great Migration. Learn about a yearlong, statewide celebration marking this historic event that began 100 years ago. Aired: 05/11/16 Rating: NR

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http://gif-explode.com/?explode=http://i.imgur.com/xZoKnTa.gif

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GIF Explode is an online tool for extracting single frame images from animated GIFs!

The Bookmarklet

Drag this link to your browser's bookmark bar. Use when you're viewing a gif directly. (eg: Your address bar says 'http://example.com/someImage.gif')

Explode this GIF

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GIF Explode is an online tool for extracting single frame images from animated GIFs! Drag this link to your browser's bookmark bar. Use when you're viewing a gif directly. (eg: Your address bar says 'http://example.com/someImage.gif') Explode this GIF

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African Forced Migration to the Great Migration Timeline

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African Forced Migration to the Great Migration Timeline

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The African Americans: Many Rivers to Cross

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FREE IN THE NORTH AND SOUTH

Although Southern states made life for a free black difficult, whether denying residency or threatening re-enslavement for minor criminal offenses, more free blacks lived there than in Northern states, even through the Civil War.

When slavery was abolished at the end of the Civil War in 1865, the greatest increases in the black population of northern cities were in Cleveland, Boston, New York, and Philadelphia.

In 1860, free blacks numbered 488,070, about 10 percent of the entire black population. Of those, 226,152 lived in the North and 261,918 in the South.

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African-American Migrations, 1600s to Present | The African Americans: Many Rivers to Cross | PBS

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Although Southern states made life for a free black difficult, whether denying residency or threatening re-enslavement for minor criminal offenses, more free blacks lived there than in Northern states, even through the Civil War. When slavery was abolished at the end of the Civil War in 1865, the greatest increases in the black population of northern cities were in Cleveland, Boston, New York, and Philadelphia.

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History of Forced Migration from the African Diaspora

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History of Forced Migration from the African Diaspora

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The African Americans: Many Rivers to Cross

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FREE IN THE NORTH AND SOUTH

Although Southern states made life for a free black difficult, whether denying residency or threatening re-enslavement for minor criminal offenses, more free blacks lived there than in Northern states, even through the Civil War.

When slavery was abolished at the end of the Civil War in 1865, the greatest increases in the black population of northern cities were in Cleveland, Boston, New York, and Philadelphia.

In 1860, free blacks numbered 488,070, about 10 percent of the entire black population. Of those, 226,152 lived in the North and 261,918 in the South.

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African-American Migrations, 1600s to Present | The African Americans: Many Rivers to Cross | PBS

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Although Southern states made life for a free black difficult, whether denying residency or threatening re-enslavement for minor criminal offenses, more free blacks lived there than in Northern states, even through the Civil War. When slavery was abolished at the end of the Civil War in 1865, the greatest increases in the black population of northern cities were in Cleveland, Boston, New York, and Philadelphia.

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Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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(IMPORTANT: does not include forced migration or illegal immigration in visualization, so important to talk about if use).

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America is a nation of immigrants, and though the country has seen a lot of new arrivals over the past two centuries, the rate of immigration has been far from steady.

War, famine, economic boom and bust, religious persecution, and government intervention have all caused wild swings in the rate of immigration from countries around the world.

Today's striking animation, by Max Galka, is a great way to see changes in immigration over time. Inflows from specific countries rise and fall, and the top three countries of origin change numerous times over the years.

Below, is another way to look at the ebb and flow of American immigration since the early 1800s.

An important note. This data excludes forced migration (slavery) and illegal immigration.

Let's look at the "waves" in more detail.

Wave one: The Old Immigration

From 1820 to 1870, over 7.5 million immigrants made their way over to the United States, effectively doubling the young country's population in only half a decade.

Ireland, which was in the throes of the Potato Famine, saw half its population set sail for the U.S. during that time. This wave of immigration can still be seen in today's demographics. There are now more Irish-Americans than there are Irish nationals.

The magnetic pull of the New World was profoundly felt in Germany as well. Growing public unrest in the region, caused by heavy taxation and political censorship, culminated in the German revolutions of 1848-49. Faced with severe hardship at home, millions of Germans made their way to America over the 1800s. It's estimated that one-third of the total ethnic German population in the world now lives in the United States.

Wave Two: Gold Rush

Much of America's early immigration was from various points in Europe, but there was one prominent exception: China.

The discovery of gold in California inspired Chinese workers to seek their fortune in America. After a crop failure in Southern China in 1852, tens of thousands of Chinese immigrants flooded into San Francisco.

Although the State of California was making millions of dollars off its Foreign Miners Tax, sentiment towards Chinese workers began to sour. Gold mines were being tapped out and white Californians blamed the Chinese for driving wages down.

Chinamen are getting to be altogether too plentiful in this country.

- John Bigler, Governor of California (1852-1856)
By 1882, the newly enacted the Chinese Exclusion Act had a chilling effect on Chinese immigration. The Exclusion Act has the dubious distinction of being the only American law barring a specific group from immigrating to the United States.

Wave Three: The New Immigration

The wave of immigration leading into the 20th century is referred to as The New Immigration.

In 1890, Ellis Island was designated as the main point of entry for newcomers entering the United States. In 1907 alone, Ellis Island processed a staggering 1,285,349 immigrants. To put this number in perspective, if all of those people settled in one place, they would've formed America's fourth largest city almost overnight.

This massive influx of people into New York had profound implications on the city itself. In 1910, Manhattan's population density was an astronomical 101,548 humans per square mile.

The immigrants arriving during this period - heavily represented by Italians, Hungarians, and Russians - were seeking religious freedom and economic opportunity. Certain industries, such as steel, meat-packing, and mining, were staffed by many new arrivals to the country.

During this time, one in four American workers were foreign-born.

The Great Depression

The National Origins Act's quota system, which took effect in 1929, essentially slammed the door on most immigrants from Southern and Eastern Europe. Shortly after, the Great Depression further put a damper on immigration that would last well into the 20th century.

Wave Four: Mexico

After decades of sluggish immigration, the United States' percentage of foreign-born citizens reached a low of 4.7% in 1970. But that was all about to change.

During the next decade, the number of states where Mexico was the top country of origin doubled in a single decade, and Mexicans became the dominant foreign-born population in the country. This migration was fueled by the Latin American debt crisis and later by NAFTA. The influx of cheap corn into Mexico caused hundreds of thousands of Mexicans from rural areas to search for more favorable economic opportunities. America was the obvious choice, particularly during the economic expansion of the 1990s.

This wave of immigration has shifted the country's demographics considerably. Today, nearly one in five people in the United States are Hispanic.

Current Trends

Immigration trends are continually evolving, and America's newest immigrants are often more likely to come from China or India. In fact, both countries surpassed Mexico as countries of origin for immigrants arriving in the U.S. in 2013. Today, the trend is even more pronounced.

Recent immigration numbers indicate that Asian immigrants will continue to shift America's demographics in a new direction. Perhaps a new wave in the making?

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Animation: Visualizing Two Centuries of U.S. Immigration

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America is a nation of immigrants, and though the country has seen a lot of new arrivals over the past two centuries, the rate of immigration has been far from steady. War, famine, economic boom and bust, religious persecution, and government intervention have all caused wild swings in the rate of immigration from countries around the world.

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A Syrian Refugee Family's story (video) 

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A Syrian Refugee Family's story (video) 

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Watch the story of Abu, Fatmeh and their daughter Sahar who were displaced from their home due to the crisis in Syria and are now living in the Saadnayel Informal Settlement for refugees outside of Beirut, Lebanon.

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Amal (Hope) - A Syrian Refugee Family's Story

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Watch the story of Abu, Fatmeh and their daughter Sahar who were displaced from their home due to the crisis in Syria and are now living in the Saadnayel Informal Settlement for refugees outside of Beirut, Lebanon.

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The Journey - Children's Refugee Story w/ Music

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Good example as he interviews his Grandpa, can be used as an introduction to interviewing family memeber.

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The United States is a country founded by immigrants. From the surge of immigration during the late 1800s and early 1900s to the current political debate on immigration reform, the issue has been a key one in our country for nearly 150 years. EducationWorld has scoured the Internet to bring you the most insightful and comprehensive educational videos on the topic of immigration.

For each video, we include a description and grade level. We also note the video's capacity for engagement ("cool factor").

Ellis Island - History of Immigration to the United States

Source: The Best Film Archives / YouTube

The Best Film Archives is a YouTube channel that provides original documentaries on various topics, rare WWII footage and much more. Many of the videos are full-length, running at least 30 minutes. The group does not produce the films it posts; rather, it aggregates historical programming.

Grade level: Middle and high school

Run time: 28:27

Description: Narrated by the venerable Gene Hackman, this film takes students through the process of immigrating to the United States via Ellis Island. The journey starts with the reasons many people left Europe, describes what the voyage across the Atlantic Ocean was like, and outlines what was involved in navigating the immigration process at Ellis Island. Archival film footage and original photographs help paint the picture of turn-of-the-century immigration, and first-hand accounts help to put students in the shoes of the immigrants.

Cool factor: Gene Hackman is always cool, and the footage of the cramped steamships and endless lines of people waiting to be processed do more to humanize the experience than can any textbook.

Crash Course U.S. History: Growth, Cities and Immigration

Source: Crash Course U.S. History

Crash Course World History is a YouTube channel featuring short, fast-paced video lessons about world history. Videos move quickly, at times almost frantically, making them more like entertaining overviews than serious lessons. With that said, the information presented is sound and often contradictory to "legends" that are often accepted as fact.

Grade level: Late elementary, middle and high school

Run time: 12:45

Description: This fast-paced look at the United States' second immigration boom is filled with fascinating facts about why people left their homelands, where they settled, and what they contributed to their new country. Host John Green also digresses a bit into global immigration, which helps to put the U.S. experience into context. There is so much information here that it requires multiple viewings to fully absorb, but the video is so entertaining that nobody will mind.

Cool factor: High. In addition to presenting historical information in an entertaining fashion, the video is peppered with pop culture references.

Families Divided

Source: "The Rachel Maddow Show"

"The Rachel Maddow Show" is a daily news and opinion program that airs on MSNBC. The show features a mix of live guests, feature reporting and editorial commentary.

Grade level: Middle and high school

Run time: 16:29

Description: With the current state of U.S. immigration in flux, this video brings viewers into the lives of families that have been broken up as a result of current immigration laws. It highlights the plight of parents, spouses and siblings forced to live apart as family members wade through the current immigration bureaucracy.

Cool factor: Moderate. This is a straightforward news program, so there isn't a lot of room for witty banter. The glimpse into the real-world effects of current immigration laws can, however, be an eye-opener for students.

Immigration Reform Could Still Happen

Source: The Washington Post

Founded in 1877, the Washington Post is the most widely circulated newspaper published in Washington, D.C. The paper has won 47 Pulitzer Prizes as well as 18 Nieman Fellowships and 368 White House News Photographers Association awards.

Grade Level: Middle and high school

Run Time: 1:44

Description: Immigration is one of the top three issues on President Obama's agenda. But will House Republicans cooperate? This is the question the Post aims to answer in this brief clip. There is ample speculation here, but it is based on solid sources, with a keen eye on the political machinations behind such an ambitious legislative action.

Cool factor: Moderate. Again, this is a cut-and-dried news piece, so there's little room for the irreverent.

Article by Jason Tomaszewski, EducationWorld Associate Editor
Education World®
Copyright © 2013 Education World

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The United States is a country founded by immigrants. From the surge of immigration during the late 1800s and early 1900s to the current political debate on immigration reform, the issue has been a key one in our country for nearly 150 years.

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Japanese American Responses to Incarceration

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Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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City of Chicago | Data Portal | City of Chicago | Data Portal

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Integrated Curriculum Unit for 2nd grade 

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Integrated Curriculum Unit for 2nd grade 

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Journalist Paul Salopek is walking the path of Human Migration searching for all the small stories that never get told. Slowing down, slow journalism. Great writing connection.

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In January 2013, Pulitzer Prize-winning journalist Paul Salopek set off from Ethiopia on a seven-year walk around the world.

His route retraces the migratory pathways of our ancient human ancestors.

As he walks, Paul writes about what he observes and reflects on where we have come in our unfolding human story.

Read More Listen to Paul's Message of Introduction

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In January 2013, Pulitzer Prize-winning journalist Paul Salopek set off from Ethiopia on a seven-year walk around the world. His route retraces the migratory pathways of our ancient human ancestors. As he walks, Paul writes about what he observes and reflects on where we have come in our unfolding human story.

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Two studies greatly increase the amount of information we have about the peoples who first populated North America-from the Arctic to the Southwest U.S.

smithsonianmag.com

There is plenty of evidence to suggest that humans migrated to the North American continent via Beringia, a land mass that once bridged the sea between what is now Siberia and Alaska. But exactly who crossed, or recrossed, and who survived as ancestors of today's Native Americans has been a matter of long debate.

Two new DNA studies sourced from rare fossils on both sides of the Bering Strait help write new chapters in the stories of these prehistoric peoples.

The first study delves into the genetics of North American peoples, the Paleo-Eskimos (some of the earliest people to populate the Arctic) and their descendants. "[The research] focuses on the populations living in the past and today in northern North America, and it shows interesting links between Na-Dene speakers with both the first peoples to migrate into the Americas and Paleo-Eskimo peoples," Anne Stone, an anthropological geneticist at Arizona State University who assessed both studies for Nature, says via email.

Beringia had formed by about 34,000 years ago, and the first mammoth-hunting humans crossed it more than 15,000 years ago and perhaps far earlier. A later, major migration some 5,000 years ago by people known as Paleo-Eskimos spread out across many regions of the American Arctic and Greenland. But whether they are direct ancestors of today's Eskimo-Aleut and Na-Dene speaking peoples, or if they were displaced by a later migration of the Neo-Eskimos, or Thule people, about 800 years ago, has remained something of a mystery.

An international team studied the remains of 48 ancient humans from the region, as well as 93 living Alaskan Iñupiat and West Siberian peoples. Their work not only added to the relatively small number of ancient genomes from the region, but it also attempted to fit all the data together into a single population model.

The findings reveal that both ancient and modern peoples in the American Arctic and Siberia inherited many of their genes from Paleo-Eskimos. Descendants of this ancient population include the Yup'ik, Inuit, Aleuts and Na-Dene language speakers from Alaska and Northern Canada all the way to the Southwest United States. The findings stand in contrast to other genetic studies that had suggested the Paleo-Eskimos were an isolated people who vanished after some 4,000 years.

"For the last seven years, there has been a debate about whether Paleo-Eskimos contributed genetically to people living in North America today; our study resolves this debate and furthermore supports the theory that Paleo-Eskimos spread Na-Dene languages," co-author David Reich of Harvard Medical School and the Howard Hughes Medical Institute says in a press release.

The second study focused on Asian lineages, Stone notes. "The study is exciting because it gives us insight into the population dynamics, over 30-plus thousand years, that have occurred in northeastern Siberia. And these insights, of course, also provide information about the people who migrated to the Americas."

Researchers retrieved genetic samples for 34 individuals' remains in Siberia, dating from 600 to 31,600 years old. The latter are the oldest human remains known in the region, and they revealed a previously unknown group of Siberians. The DNA of one Siberian individual, about 10,000 years old, shows more genetic resemblance to Native Americans than any other remains found outside of the Americas.

Fifteen years ago scientists unearthed a 31,000-year-old site along Russia's Yana River, well north of the Arctic Circle, with ancient animal bones, ivory and stone tools. But two tiny, children's milk teeth are the only human remains recovered from the Ice Age site-and they yielded the only human genome yet known from people who lived in northeastern Siberia during the period before the Last Glacial Maximum. They represent a previously unrecognized population that the study's international team of authors have dubbed "Ancient North Siberians."

The authors suggest that during the Last Glacial Maximum (26,500 to 19,000 years ago) some of these 500 or so Siberians sought more habitable climes in southern Beringia. Stone says the migration illustrates the ways that shifting climate impacted ancient population dynamics. "I do think that the refugia during the Last Glacial Maximum were important," she says. "As populations moved to refugia, likely following the animals they hunted and to take advantage of the plants they gathered as those distributions shifted south, this resulted in population interactions and changes. These populations then expanded out of the refugia as the climate warmed and these climate dynamics likely affected population around the world."

In this case, the Ancient North Siberians arrived in Beringia and likely mixed with migrating peoples from East Asia. Their population eventually gave rise to both the First Peoples of North America and other lineages that dispersed through Siberia.

David Meltzer, an anthropologist at Southern Methodist University and coauthor of the new study, says when the Yana River site was discovered, the artifacts were said to look like the distinctive stone tools (specifically projectile "points") of the Clovis culture-an early Native American population that lived in present-day New Mexico about 13,000 years ago. But the observation was greeted with skepticism because Yana was separated from America's Clovis sites by 18,000 years, many hundreds of miles, and even the glaciers of the last Ice Age.

It seemed more likely that different populations simply made similar stone points in different places and times. "The odd thing is, now as it turns out, they were related," Meltzer says. "It's kind of cool. It doesn't change the fact that there's no direct historical descent in terms of the artifacts, but it does tell us that there was this population floating around in far northern Russia 31,000 years ago whose descendants contributed a bit of DNA to Native Americans."

The finding isn't particularly surprising given that at least some Native American ancestors have long been thought to hail from the Siberian region. But details that seemed unknowable are now coming to light after thousands of years. For example, the Ancient North Siberian peoples also appear to be ancestral to the Mal'ta individual (dated to 24,000 years ago) from the Lake Baikal region of southern Russia, a population that showed a slice of European roots -and from whom Native Americans, in turn, derived some 40 percent of their ancestry.

"It's making its way to Native Americans," Meltzer says of the ancient Yana genome, "but it's doing so through various other populations that come and go on the Siberian landscape over the course of the Ice Age. Every genome that we get right now is telling us a lot of things that we didn't know because ancient genomes in America and in Siberia from the Ice Age are rare."

A more modern genome from 10,000-year-old remains found near Siberia's Kolyma River evidences a DNA mix of East Asian and Ancient North Siberian lineages similar to that seen in Native American populations-a much closer match than any others found outside of North America. This finding, and others from both studies, serve as reminders that the tale of human admixture and migration in the Arctic wasn't a one-way street.

"There's absolutely nothing about the Bering land bridge that says you can't go both ways," Meltzer says. "It was open, relatively flat, no glaciers-it wasn't like you wander through and the door closes behind you and you're trapped in America. So there's no reason to doubt that the Bering land bridge was trafficking humans in both directions during the Pleistocene. The idea of going back to Asia is a big deal for us, but they had no clue. They didn't think they were going between continents. They were just moving around a large land mass."

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Ancient DNA Reveals Complex Story of Human Migration Between Siberia and North America

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smithsonianmag.com There is plenty of evidence to suggest that humans migrated to the North American continent via Beringia, a land mass that once bridged the sea between what is now Siberia and Alaska. But exactly who crossed, or recrossed, and who survived as ancestors of today's Native Americans has been a matter of long debate.

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Tribal Map that shows whose land you're living on

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Tribal Map that shows whose land you're living on

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As more and more communities recognize October 14th as Indigenous People's Day, the question of how best to celebrate indigenous people arises. A good first step is learning about which tribes resided in your specific part of the country before vicious settler colonialism uprooted them or likely worse. Thanks to a mapping company's clever approach to Google Maps, it's possible to learn which native tribes once inhabited your neighborhood.

It's called Native-Land, and it's run by Canadian developer Victor G TempranoTemprano also runs the company Mapster, which helps to create maps for a wide variety of uses.

"Native-Land.ca started in early 2015," he says on the site's About page, "during a time of a lot of resource development projects in British Columbia. While mapping out pipeline projects and learning more about them for the sake of public awareness, I started to ask myself whose territories all these projects were happening on. Once I started finding the geographic data and mapping... well, it just kind of expanded from there."

From the Trans Mountain pipeline to Dakota Access, oil pipelines are often flashpoints of technological controversy. With Native-Lands, Temprano was able to use cutting-edge mapping to explore the legacy of a wide variety of borders not often seen in the mainstream.

"I feel that Western maps of Indigenous nations are very often inherently colonial," he says on the site, "in that they delegate power according to imposed borders that don't really exist in many nations throughout history. They were rarely created in good faith, and are often used in wrong ways."

Native-Lands is very openly not an academic or professional project, one that is constantly changing through input from users. But it's not just a pet project either: in August, Temprano announced that he had hired a research assistant to further develop the site's maps.

This content is created and maintained by a third party, and imported onto this page to help users provide their email addresses. You may be able to find more information about this and similar content at piano.io

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Tribal Map of America Shows Whose Land You're Actually Living On

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As more and more communities recognize October 14th as Indigenous People's Day, the question of how best to celebrate indigenous people arises. A good first step is learning about which tribes resided in your specific part of the country before vicious settler colonialism uprooted them or likely worse.

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Native American children's books are excellent resources for teaching young ones about Indigenous people, beliefs and culture. Those of us who live in North and South America occupy Indigenous land, yet rarely do we amplify the stories of our original peoples.

The United States is all stolen land. From California and the Northwest to the Southwest, the Southern states, the Midwest, East Coast, Alaska and Hawaiʻi. All of this land belongs to the Indigenous nations who inhabited it before Europeans arrived.

Canada is stolen land. Every Canadian province from coast to coast was robbed from Indigenous people. The metropolis centers such as Montreal, Toronto and Vancouver are stolen land with real estate so expensive, most Indigenous peoples can't afford to buy a home on the land that is rightfully theirs. Everyone's favorite lakes to take the perfect Insta photos from while in Canada are all stolen from First Nations people.

México, South and Central America are stolen land. All those beaches we love to visit in Cancún, Cabo and Puerta Vallarta belong to the Indigenous people of México, as do the sites of all the yoga retreat centers in Tulum. Brazil, Guatemala, Perú, Nicaragua, Argentina, Costa Rica and every country within the region, all belong to the original peoples who inhabited them first- most of the Indigenous peoples living in these countries face extreme discrimination and abuses.

The Caribbean was once all Indigenous land. Before countless Europeans arrived in the Caribbean in search of gold and riches, all the islands were inhabited by Indigenous people. The Taíno, Carib, Arawak, Lucayan, Guanahatabey, Igneri, Macorix and many more. From Puerto Rico to Jamaica to Cuba, Haiti, The Bahamas and beyond, were once filled with original peoples who were mostly wiped out by European diseases and imperial conquests. Their populations were then replaced by millions of stolen Africans, brought to the region through chattel slavery.

And while so many of us live on stolen land, we know very little about the histories and current realities of Indigenous peoples.

understand whose land you're on and practice land acknowledgment

Land acknowledgment is a statement that recognizes Indigenous peoples as the original and rightful caretakers of the lands we live on-it is a way to honor and respect their ancestral stewardship of the land. If one lives on stolen land, one should know the peoples whose land one is occupying.

Whose Land is a Canadian-based website that gives detailed information on First Nations land across the country and why land acknowledgment is vital. One can also find specific information on Indigenous nations in one's own area. The site was able to give me information on the people whose land I live on in Minneapolis, Minnesota, and be sure to watch the videos and listen to Indigenous voices.

Native Land is a website that allows one to discover Indigenous land, nations, languages and treaties throughout North America, Central America, the Caribbean, South America, Australia, Hawaiʻi and New Zealand. There is also an app available for Apple and Andriod devices.

Learn about the land back movement

This is going to sound way too radical for many of you because it would entail true sacrifice on the part of individuals, but if you really wanna be ' bout-it-'bout-it and down with the cause, learn about the Indigenous-led movement to have land returned to their nations and descendants. Yes, that may mean your summer cabin by the lake and that timeshare in Hawaiʻi. It may also mean the return of sacred lands like the Black Hills and blowing the faces of George Washington, Thomas Jefferson, Teddy Roosevelt and Abraham Lincoln off of them...and the return and total control of the National Parks to Indigenous nations.

Honor Indigenous People across the globe

The struggle of Indigenous peoples is not unique to the Americas and U.S.-occupied sovereign nations like Hawaiʻi. Across the globe, original peoples are fighting for the right to access their land, to keep their languages, customs, gastronomy, cultures and right to exist. From the Māori of New Zealand, the Sámi peoples of Europe, Indigenous Australians, Black Africans fighting for the land that was stolen from white farmers and beyond-the Indigenous struggle is global.

Wait, iliah, isn't this blog post about Native American books for children and not about land rights?

Yeah, it is. But without first taking the time to discuss land rights, land acknowledgment and land return, it's just another list of Native American books for kids that may make a few families feel like they're doing "their part" in the name of diversity without pushing the conversation further towards restorative justice.

"True justice is not about giving the appearance of being anti-racist with empty, performative measures; true justice demands that wrongs be made right even at the cost of one's own comfort."

- Iliah, Negra Bohemian

Okay, enough preaching, let's talk about Native American books for children.

According to a 2018 study conducted by the University of Wisconsin-Madison, only 1 percent of children's books depicted Indigenous characters. Let that sink in, folks, 1 percent. It is imperative for Black and Brown children to see themselves in literature, and Black and Brown children deserve to see themselves exist in stories beyond trauma-seeped histories. Black and Brown children deserve to see themselves as superheroes, princesses, mermaids and more. Our children need to see themselves in books flying kites, enjoying the swimming pool, solving mysteries and being, well, just kids. While researching for this article, I became even more aware of the lack of Native American books for kids and the lack of Indigenous characters in literature overall.

When was the last time you read a book to your child that had an Indigenous character and wasn't culturally-specific? Are you able to find children's literature depicting Indigenous characters that aren't culturally-specific? When was the last time you read any Native American children's books to your kids? How many Native American children's books do you have in your home? Do you include Native American books for kids as a part of your "anti-racist starter kits"?

And, for the record, these questions aren't solely directed towards white folks.

Why i chose the Native american children's books on this list

I have very specific reasons for choosing each book on this list, and one of my main objectives was to display a variety of Indigenous cultures. This was not an easy task as there are so many different nations across North and South America; finding a wide range of Native American books for children to represent this diversity was challenging. I was able to find stories on Plains nations of the Midwest, the Mayans and Inuit cultures, but it was difficult to find resources on other Indigenous peoples.

Indigenous people are not all the same; they are each their own unique nations with distinct languages, customs, dress, gastronomy, spiritual practices, artistic styles and histories. In Guatemala alone, there are 22 different Mayan languages-not dialects-spoken, and each village has its own traditional style of dress that is unique to them. This is very important to note when approaching studying any Indigenous culture: they are their own peoples and ethnic groups as distinct in many cases as a German from a Brit. Take time to become familiar with the Indigenous peoples from across the Americas, especially the ones that are lesser-known.

I also wanted to be sure to share modern Indigenous stories along with historical narratives. Indigenous peoples do not exist merely in tales from long ago, but they exist today and are intricate members of the culture of the Americas. And while I never shy away from the realities of hard and tragic histories, I also felt that it was most important to showcase thriving Indigenous peoples and stories as well. Growing up in Minneapolis, a city with a large Indigenous population, Native Americans were often reduced to negative stereotypes. While it is true that many Indigenous communities across North and South America face many difficulties and are marginalized on their own land, this not the complete story. Many Indigenous peoples are thriving despite the attempts of cultural genocide, diseases and current discrimination. Indigenous families love and honor each other and make positive impacts on their communities and on the world. Therefore, I sought to create a list of Native American books for kids, along with Hawaiian children's books, that reflected these realities.

why are Hawaiian Children's books included in this blog post?

Before the woke police issue a warrant for my arrest, let me explain. I recognize Hawaiʻi as its own individual country that was stolen and currently under U.S. occupation. Native Hawaiians are not "Native Americans" in the sense of being the original peoples of what is referred to as the "U.S. Mainland", but since Hawaiʻi is internationally recognized as the fiftieth U.S. State, I wanted to honor their history and culture by including them in this post.

Hawaiʻi is located in Polynesia; no really, it is-go look on a map. And as all Indigenous peoples whose land has been stolen and whose people have survived attempts of cultural genocide, the Kanaka Maoli are fighting to keep their traditions alive. They are the original people of Hawaiʻi and all the Hawaiian islands belong to them; if you are a U.S. citizen, you should also remember to honor the Indigenous people of Hawaiʻi. Though I will write a separate blog post on Hawaiian kids books, I wanted to honor the Kanaka Maoli as the original and rightful peoples of Hawaiʻi.

buy Native American books for children from INDIGENOUS-owned bookstores

I understand it is not always possible to purchase books from independent bookstores, and I am not here to cast judgment on anyone. I don't purchase all our reading materials from independent sellers though I understand its importance.

I did my best to provide books that can be purchased from an Indigenous-owned bookstore here in Minneapolis. Birchbark Books and Native Arts is owned by the literary legend, Louise Erdrich, who is an enrolled Turtle Mountain Chippewa. She is a renowned novelist of adult and young-adult literature that reaches deep into her Native heritage. Birchbark sells more than just books and also carries jewelry, drums, quilts and other goods all handcrafted by Native artists. The store also supports Native gardeners and sustainable harvesting practices.

The store carries a large variety of Native American books for children and adults, and there is even a Native Hawaiian story in the collection-see, I'm not crazy! Just about all the books sold at Birchbark are written by Indigenous authors, which is a very important plus. The store also provides a large selection of dictionaries and other materials to teach Indigenous languages.

If you're ever in Minneapolis, be sure to stop by the storefront and also browse their large online selection of books, DVDs, Cds, jewelry, crafts and more.

Other Indigenous-owned bookstores

Word Carrier Trading Post is a Native-owned bookstore in Rapid City, North Dakota that focuses on the literature of Northern Plains Tribes.

Black Bears and Blueberries is a Native-founded publishing non-profit based in Duluth, Minnesota that specializes in children's literature. Their focus is on Native cultures of Minnesota, Wisconsin, Michigan and the Dakotas.

Strong Nations is a First Nations-owned bookstore in British Colombia, Canada. The store has a wide-rage of First Nations literature from varying parts of the country. There are also First Nations books in French for French speakers.

GoodMinds is a superstore of First Nations, Native American, Aboriginal and Indigenous books. With over 3,000 titles, you are sure to find amazing literature in this First Nations-owned store based in Southwestern Ontario on the Six Nations of the Grand River.

Red Planet is a Native-owned comic and book store in Albuquerque, New Mexico. Owned by a member of the Laguna Pueblo, it is the only Native-owned comic book shop in the world. Filled with Indigenous Futurism and amazing books, it's the go-to place for Native comics.

Raven Reads is a Canadian-based subscription box of First Nations adult and children's books.

Native Northwest is based in Canada and also ships to the United States. The store carries a large variety of First Nations books, arts and crafts.

Beachhouse Publishing is a Hawaiʻi-based publishing company that carries a collection of Hawaiian kids books. Most titles are in English, but there are some that are bilingual and written with Native Hawaiian. I cannot guarantee this company is Kanaka Maoli-owned, but it produces beautiful Indigenous books of deities and other aspects of modern Hawaiian culture.

Kids Books Bolivia is not Indigenous-owned but is a non-profit that creates unique children's books about Indigenous culture in Bolivia. All books are bilingual Spanish and English, and some are even trilingual with Spanish, English and varying Andean-Indigenous languages. The collection rages from stories on Bolivian culture and identity, social justice, the enviornment and biodiversity-there's even an Afro-Bolivian story.

Visit your public library

If buying a collection of Native American books for children is not within your budget, be sure to check out the local library. Your public library card is a passport to diverse cultures and gives one access to a plethora of literature.

read the aicl blog

AICL stands for "American Indians in Children's Literature", and it is an incredible resource on proper ways to represent Indigenous people in children's books. I would highly recommend using this blog as your go-to guide on culturally-appropriate and culturally-honoring Native American books for kids. The blog also includes reviews of Native American children's books, information on microaggressions against Indigenous people and how to properly refer to the first peoples of the U.S. and Canada. The site also gives in-depth explanations of tribal nations.

47 amazing Native American Books for kids to share with your family:

1. Mama, Do You Love Me?

Mama, Do You Love Me? is a beautiful Native American children's book filled with stunning drawings. This classic tale of a mother's deep and unconditional love for her child, is the center of this story set in the arctic and it is sure to warm hearts. Filled with beautiful illustrations of Inuit life and traditions, it is sure to be a family favorite while opening up the opportunity to dig into arctic Indigenous culture. The girls and I read this book over and over again when they were toddlers, which inspired a phrase I tell them to this day: "there's nothing you could ever do to make me not love you."

To purchase: Abe Books, from $3.42

2. the people shall continue

The People Shall Continue is a powerful book of the Indigenous history of North America. Written in the traditions of oral history storytelling, the book tells stories that began at Creation until the invasion of Native nations. Also detailed is the bravery and resistance of Indigenous nations in the quest to fight off the invaders of their lands.

To purchase: Birchbark Books, $9.95

Spanish version: LeeandLow, $10.95

3. Surfer of the Century: The Life of Duke Kahanamoku

Most people associate surfing with blond white guys from California, when in actuality surfing is based on an ancient Hawaiian spiritual pratice. Duke Kahanamoku was a Native Hawaiian who is credited as the creator of the modern surfboard, and he is hailed the father of modern surfing. Duke was also a five-time Olympic swimming champion and legendary sports hero.

To purchase: LeeandLow, starting at $12.95

5. Coloring book of the Incas, Aztecs and Mayas

The Incas, Aztecs and Mayas are amongst the most well known Indigenous peoples in the Americas. Their histories are rich and sophisticated, filled with advanced writing systems, geometry, pyramids and other engineering masterpieces. Long before Karl Marx penned his revolutionary ideas, the Incas lived in what is believed to be a socialist utopia where the community contributed collectively.

This coloring book on pre-Columbian peoples of the Americas is a great way to engage a child's creativity while simultaneously learning mighty history.

To purchase: Abe Books, from $3.77

8. butterfly dance

Sihumana is a young Hopi girl of the Southwest preparing for her first Butterfly Dance. The dance is performed every summer to bring rain to the drylands. Butterfly Dance is a story of family, traditions and includes a glossary of Hopi words and photos of Hopi life.

To purchase: Abe Books, $4.18

10. Go show the world: A celebration of Indigenous heroes

Based on a rap song written by First Nations politician and activist, Wab Kinew, Go Show the World celebrates Indigenous heroes from "Canada" and the "U.S." throughout history. From legends such as Crazy Horse and a NHL goalie, this book is filled with amazing Indigenous men and women your children should know.

To purchase: Birchbark Books, $17.99

11. The Birchbark House

Written by the acclaimed Native American author, Louise Erdrich, The Birchbark House is the beautiful fictional story of a young Ojibwe girl. Set in 1847 on an island in present-day Lake Superior, the story centers around a young girl, Omakayas, and her family as they live every day in their traditions and deal with the presence of white settlers drawing near their home. A beautiful story filled with detailed depictions of Ojibwe life, culture and spoken language. If you're looking for Native American books for middle school students, The Birchbark House is a first in a series and is perfect for young readers.

To purchase: Birchbark Books, $6.99

14. THE LAST PRINCESs: the story of princess kaʻiulani of hawaiʻi

Before Hawaiʻi was stolen by the United States, its people were ruled by a royal family. Princess Kaʻiulani had prepared for years to become the queen of her people, and that day would never come as her kingdom was robbed from her through imperial acts of violence. Learn the story of the last princess in this Hawaiian kids book that's filled with gorgeous drawings and Hawaiian words.

To purchase: Abe Books, from $4.35

16. The Sharing Circle: Stories about First Nations Culture

First Nations people are the original inhabitants of the land that is currently called Canada. The Sharing Circle contains seven Mi'kmaq First Nations stories about culture and religious beliefs. Shared in such a beautiful and detailed manner, your children will gain deep insight into First Nations heritage.

To purchase: Birchbark Books, $12.95

17. The Golden Flower

Long before Europeans arrived to islands now known as Puerto Rico, The Bahamas, Cuba, Jamaica, Haiti and the Dominican Republic, they were inhabited by an Indigenous people, the Taínos. The Taínos of Puerto Rico called their island Borikén, which is why many Puerto Ricans refer to themselves as "Boricuas". The Golden Flower is a Taíno creation myth that tells how the Taínos believed their home, Borikén, was formed. This book is a classic in our home as my children are half Puerto Rican on their papi's side. With stunning illustrations and magical folklore, this is sure to be loved in your home as well.

Make golden flower necklaces. When my girls were still in school, I read this book to their classes and did a simple craft project to accompany it. You only need a few materials: a flower coloring page, glue, scissors, gold glitter, a hole puncher and yarn. Color the flower, cut it out, punch a hole on top, spread a small amount of glue on the flower, sprinkle on the gold glitter and let it dry. Once the glue is dry and glitter secure, add the yarn and tie a knot. Voilà! You have a golden flower necklace and an interactive way to reinforce learning for your children.

To purchase: Abe Books, from $4.39 (Spanish version also available)

18. Native American women of COURAGE

From activists like Winona LaDuke and Wilma Pearl Mankiller, who was the first woman chief of the Cherokee Nation, Native American Women of Courage is filled with powerful Native and First Nations women. Use this powerful resource to shape the narrative of Indigenous women in the hearts of your children.

To purchase: Birchbark Books, $9.95

20. before columbus: the americas of 1491

Before Columbus is a beautifully illustrated book on life in what is now known as the "Americas" before the arrival of Christopher Columbus. So much about pre-Columbian society is rarely, if ever, taught in school, and this book opens children up to the sophisticated world of Indigenous societies. Your children will learn about the Aztec capital that had a complex system of running water, how Indigenous peoples in present-day México created corn from their own specially designed engineering process and that pyramids were found in Perú that predate those in Egypt. We used this book as part of our homeschool history resouces and it's a life-changing read.

To purchase: Birchbark Books, $24.99

23. Rez Dog

Many people are unaware that dogs played central roles in many Indigenous societies across what is now known as North America. Dogs were sacred animals that held dual connections. They were seen as almost human yet their bond to the wild was understood, and they were spiritually linked to animals such as bears, foxes and coyotes. Dogs were integral members of many Indigenous communities as they aided in hunting food, carried belongings and were even trusted as caretakers for children and the elderly while the women gathered food.

The term "Rez Dog" is synonymous with stray dogs that wander freely around reservations, but the phrase has also become an emblem of reservation life and its residences.

The book Rez Dog emphasizes the importance of being kind to animals and follows the journey of a dog as he finds a loving home and a name.

To purchase: Birchbark Books, $10.00

25. Atlas of indian nations

Written by Ojibwe professor, Anton Treuer, Atlas of Indian Nations is a complete atlas of every Indigenous tribe in what is now called the United States. From California to New York to Florida and every state in between is Native land and was inhabited by Indigenous nations each with their own language, customs, dance, food and cultures. These nations had sophisticated communities, agricultural and trading systems. Included in the book are full maps of Indigenous nations and their lands covering the entire country state-by-state. The book details each nation and their customs and the photos are of high quality, rivaling classic Native American picture books. It is an excellent resource for adults and children alike, and should be in every home in the United States.

To purchase: Abe Books, starting at $7.50

26. Super indian volumes I & II

Hubert Logan eats tainted government cheese on his reservation and develops extraordinary powers; he goes from being a regular boy on the Rez to a superhero with superhuman strength. With his newfound puissance, Hubert and his friends fight off evil and protect their reservation.

To purchase: Birchbark Books, $22.95 each

27. we are the children of the island of the sun

Evo Morales made history by becoming the first-ever Indigenous president in Latin America. During his presidency, the economy boomed and the quality of life for Bolivia's Indigenous people improved. Not only did their economic positions change, but Bolivia became a plural national state that gave equal status to Indigenous peoples. We are the Children of the Island of the Sun is a trilingual book ( Aymara, Spanish and English) that gives children a glimpse of Indigenous Andean beliefs and their relationship with the earth. Evident is the deep connection the Aymara have with the sacred mountains around them and even with the food they harvest.

To purchase: Kids Books Bolivia, prices vary

28. food of the americas: native recipes and traditions

Food is such an essential component of any culture, and it is especially important in Indigenous communities as their gastronomy was often the victim of colonial attacks. Thousands of years ago in Mesoamerica, Indigenous peoples pioneered sustainable agricultural practices that have allowed crops to be planted in the same soil for thousands of years without erosion. They are also responsible for one of the first sophisticated genetic engineering processes when they created maize or corn.

Foods of the Americas is a collection of Indigenous recipes and traditions from the Americas, keeping cultural traditions alive. To hold on to ancestral gastronomy is a revolutionary act of resistance.

To purchase: Birchbark Books, $28.00

Further reading: 12 Ways To Use Food To Give Your Children Global Experiences At Home

29. garifuna numbers coloring book

This coloring book introduces children to the Garifuna language through numbers 1-10. An easy and fun way to keep Indigenous languages alive!

To purchase: Abe Books, $7.52

33. the magic bean tree: a LEGEND from argentina

Though rarely ever seen in mainstream media, Argentina is home to varying Indigenous nations. Currently representing 3-5 percent of the national population, there are nearly thirty distinct Indigenous nations within the country. In the area of the Pampas, the Querandí once lived in harmony with nature and respected the will of Pachamama.

The Magic Bean Tree tells the story of a magic tree that grew in the middle of the vast pampas of what is now known as Argentina. Near the tree lived a brave young boy willing to face the evil bird that lived above the tree, who possessed the power to stop the rain from falling. The brave boy decides to set out on a journey to save his village, and the animals around it, from dying of thirst.

To purchase: Abe Books, starting at $5.72

35. who was maria tallchief?

Maria Tallchief was a member of the Osage Nation, and according to their traditions, women were not allowed to dance. Maria's family recognized her talents and allowed her to pursue her dream, and she went on to train with some of the most accomplished ballet masters in the world. Maria traveled the globe as an accomplished ballet dancer and is the United State's first-ever prima ballerina.

To purchase: Abe Books, starting at $3.98

36. Cuauhtémoc: Shapes - Formas

Written in both Spanish and English, Cuauhtémoc is a book that introduces babies and toddlers to shapes in both languages. Set in the Aztec city of Tenochtitlan, this book will take you on a great adventure with the last Aztec emperor, Cuauhtémoc.

To purchase: Abe Books, $8.46

37. Pacific Northwest Art: COloring pages for kids

Indigenous peoples of the Pacific Northwest of what is now known as Canada and the United States, are known for their beautiful art and sculptures. Their artistic style is unique and instantly recognizable, and often honors the animals with whom they share the land and waters with such as whales, ravens and bears. This beautiful coloring book opens your child to the sacred art of this region.

To purchase: Abe Books, $7.05

38.first laugh:welcome baby!

First Laugh, is a Navajo story of family and traditions. In Navajo culture, a First Laugh Ceremony is held when a new baby is born; each family member competes to be the one to make the baby laugh for the very first time. This beautiful story of Navajo family life is also filled with Navajo words.

To purchase: Birchbark Books, $16.99

40. Gift Horse: A Lakota Story

In the Gift Horse, Flying Cloud is given a horse by his father as he begins his tradition into cultural manhood, which leads into a heroic rescue. This beautiful coming of age Lakota story gives great insight into life on the Great Plains in the early 19th century.

To purchase: Birchbark Books, $18.95

41. Compañeras: Zapatisita Women's stories

In 1994, a band of peasant rebels took up arms in a struggle that would lead to semiautonomous rule in Chiapas, México. Complete with their own doctors, economy, teachers and currency-the group is now over 300,000 strong. The Zapatista rebels oppose globalization and stand on radical principles; at the heart of their movement, there have always been Indigenous women fighting hard to defend these virtues. Compañeras is a collection of grandmothers, mothers, daughters and aunts who all took up arms to fight against their oppressors.

To purchase: Abe Books, starting at $14.35

42. A Day At the Powwow: Grayscale coloring book

Powwows are powerful. The music, the clothing, the dancing...and the coming together of multiple generations to celebrate and pass on traditions. A Day at the Powwow is a visually stunning coloring book that is perfect for older children. Filled with stunning photos of powwows from varying Native nations, your child will experience this very important celebration.

To purchase: Birchbark Books, $9.99

44. Where I belong

Where I Belong is a young-adult novel about a First Nations girl from Quebec who was adopted during the Oka Crisis. Always feeling like she didn't fully belong, Carrie sets out to find her birth father and a deep sense of belonging. It is a rich and powerful story of identity, coming of age and finding one's authentic self.

To purchase: Birthbark Books, $12.95

45. All Pau with diapers: a potty book for Hawaiʻi's kids

Every parent knows that potty training can be a bitch and we need all the help with can get in the process. Reading about potty training is a great way to introduce your toddler to process and to help the potty seem less intimidating. All Pau with Diapers is a lovely Hawaiian children's book filled with beautiful illustrations of brown-skinned toddlers with saggy-butt diapers, learning to use the potty. Potty training representation matters!

To purchase: Beachhouse Publishing, $7.95

46. Fry Bread: A Native American family Story

Over 150 years ago, Navajo people were driven off their land in Arizona and forced to make a 300-mile journey to New México in what is known as the . Without access to the staples of their traditional diets, fry bread was created out of survival and U.S. government rations to the people. While controversial, fry bread is made all over the U.S. in varying Native American communities. For some, it is a symbol of colonialism and the loss of an ancestral diet and great trauma; for others is a celebration of ancestral survival despite the attempts of cultural genocide. The book Fry Bread is a modern Native American story of family, love, traditions, food and identity. The book beautifully celebrates Native Americans from mixed heritages, reminding us that there is no one way to "look Native". Included is a fry bread recipe to make in your own home.

To purchase: Birchbark Books, $18.99

Tagged: Native American children's books, Hawaiian children's books, Native American books for kids, anti-racist books for kids, Native American kids books, black homeschool, Latino homeschool family, Native American childrens books, Native American books for children, Native American picture books

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47 Amazing Native American Children's Books - Negra Bohemian

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Native American children's books are excellent resources for teaching young ones about Indigenous people, beliefs and culture. Those of us who live in North and South America occupy Indigenous land, yet rarely do we amplify the stories of our original peoples. The United States is all stolen land.

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Teaching Tolerance lesson

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Learning for Justice provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school.

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Teaching Tolerance

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Vocabulary

Immigrant [i-mə-grənt] (noun) a person who comes to a country to live there

Procedure

1. Before beginning the lesson, consider checking with parents or guardians to discuss the activity and to find out if they have concerns about a 'personal history' activity. There may be sensitivities in families with non-traditional configurations, adopted children, those in which children are living in foster care or those with ancestors who were forcibly brought to this country, in which case students might not know historical information about their families. Consider checking in advance with parents or guardians to discuss the activity and to find out if it might raise sensitive issues with their children.

If parents are uncomfortable with the lesson, you can alter the format for the entire class and focus on interesting facts about each student's immediate family. (In this instance, students can still collect family objects, share them with peers, and make a class quilt, but the mapping portion would be omitted as well as any research on ancestors.)

Encourage families to talk with their children about their choices in completing the activity. For example, adopted children may want to include both sets of parents or solely the adoptive parents.

2. Prepare your students for the lesson by reading a variety of short stories that focus on immigration. Be sure to include stories about the First Americans - those indigenous to the land - and about African Americans who were forcibly transported to America as slaves.

Here is a sampling of possible resources:

The Mats by Fransisco Arcellana (Kane/Miller)

The Keeping Quilt by Patricia Polacco (Simon & Schuster/Paula Wiseman Books)

Leaving for America by Roslyn Bresnick-Perry (Children's Book Press)

Families by Aylette Jenness (Houghton Mifflin)

Encounter by Jane Yolen (Harcourt Brace Jovanovich)

Two Lands, One Heart by Jeremy Schmidt and Ted Wood (Walker and Company)

Wood-Hoopie Willie by Virginia Kroll (Charlesbridge)

Itse Selu: Cherokee Harvest Festival by Daniel Pennington (Charlesbridge)

Grandmother's Song by Barbara Soros (Barefoot Books)

Look through your own classroom or school library for other suitable stories. Read aloud a few selected titles or sections to the class. Discuss the themes and issues presented in the literature. Ask: Why do people from all over the world come to America? Where do they come from? How do they get here? Discuss how an influx of immigrants may affect those who are already here.

A Homework Assignment

1. Give each student a copy of the Family Data Sheet.

2. Review the sheet's instructions with your class.

3. Provide students with a due date. One week is probably sufficient time to complete this assignment, and you may want to include the week and the weekend in your time frame to accommodate parents' diverse work schedules.

Classroom Activity

1. Using objects they've gathered from home and the Family Data Sheet, pair students up to share their personal histories with each other or take turns in front of the whole group. Emphasize that students should project their voices, use inflection, make eye contact and add feeling to their oral presentation. First demonstrate by sharing your family history with your class.

2. All storytellers should conclude their presentations by locating their locations of ancestry on the map and by marking those nations with color pushpins.

3. Create a map key for student identification, which students can fill in as part of the activity. (If you run out of pin colors, you can repeat colors if you make a dot on the second round with a permanent pen to differentiate between students.)

Note: You can wait and have students use their nine-patch quilt blocks when presenting stories if you prefer. (See Family Quilting Activity below)

Part 2: Family Quilting

1. Hand out a copy of the "nine-patch sheet" to each student.

2. Ask students to decorate the middle square to provide background for a photograph of themselves. Decorating it before putting the photo down will ensure that they don't get marker on their pictures.

3. The rest of the family symbols are organized into the eight remaining squares. (Coloring all of the squares first will be easier than working around items that are glued down.)

4. Some students may have traced their ancestry to several countries or locations. They should write the names of the countries and cities somewhere in the squares with the objects that represent those communities. In one square, students may write the names of two or three locations around a single item.

5. When all of the squares are complete, students may use their nine-patch to tell their stories in the Do Something activity.

6. Upon completion of quilt blocks, students can glue their pieces onto construction paper backings. Then have students work together to join their individual blocks on a large piece of butcher paper to form one class quilt. Alternatively, pupils may connect their blocks horizontally along the wall in a banner form.

Extension Activity

Ask students to share their presentations with family and community members. Ask other family members to add to the "quilt."

Alignment to Common Core State Standards: SL.1, SL.2, SL.4, SL.5, SL.6, W. 3, W.4, W.9, R.3, R.7

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Immigrant [i-mə-grənt] (noun) a person who comes to a country to live there 1. Before beginning the lesson, consider checking with parents or guardians to discuss the activity and to find out if they have concerns about a 'personal history' activity.

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Vocabulary

challenge [ chal-inj] ( transitive verb) something that takes great mental and physical effort to overcome or to confront

diversity [dih- vur-si-tee] ( noun) a variety or range of differences (e.g., race, religion, gender, sexual orientations, age)

immigrant[ im-i-gr uh nt] ( noun) a person who moves to a country from somewhere else

oral history [ awr- uh l] [ his-t uh-ree] ( noun) information about the past that is passed down through stories and word of mouth

outsider[out- sahy-der] ( noun) a person who does not belong or is not accepted as a part of a group

refugee [ref-yoo- jee] (noun) a person who flees for safety, especially to a foreign country, during times of political trouble, war or other danger

Procedure

Introduction

1. To prepare, create a visible line on the ground with string or tape. Arrange the classroom so there is ample space for every student to stand around the line. Separate students into two lines, facing one another on either side of the line. Students should begin by standing about a foot or two away from the line. Instruct students to complete this activity in silence, but to think about who is standing next to them after each statement. You may want to have a conversation with students ahead of time about classroom norms surrounding conversations. For ideas, refer to our Speak Up at School and Let's Talk guides.

2. Explain to students that in this activity you will call out a series of statements and that you want them to walk to the line if the statement is true. Use the following statement as a model: "Step to the line if you are a student." Let students know that they don't have to move if they feel uncomfortable.

3. Then read the other identifiers on this list, using "Step on the line if you..." each time. Pause after each statement and notice who moved and who didn't.

Note: If you add statements, start with low risk statements and ease in to high risk ones.

Have brown hair

Have straight hair

Like to play outside

Speak another language

Like the color blue

Have a brother or sister

Enjoy listening to music

Have blonde hair

Enjoy watching movies

Like strawberry ice cream

Like playing video games

Like playing sports

Have dark eyes

Have lived in another state

Have lived in another country

Were born in this city

Wear glasses

Were born outside this country

Are an only child

Have more than two siblings

Are afraid of something

Have ever felt left out

Struggle in school sometimes

Sometimes don't know what to say

Think about what happens at home while you are at school

Worry about what you look like.

*This list can be adapted to fit your classroom's needs.

When all descriptors have been called out, have students discuss the following:

How did it feel when you stepped to the line?

Did anything surprise you?

At any point during the activity did you feel alone or isolated?

At any point during the activity did you find you had more in common with others than you thought?

What did you learn about your classmates?

Assess Prior Knowledge: What Is Immigration?

1. Assess background knowledge by asking students questions around the following:

* What is immigration?
* What do you know about immigration?
* Who is an immigrant?
* Why do people emigrate?
* Who is a refugee? How is a refugee different from an immigrant?

2. Create a classroom anchor chart based on student responses so that students can have a continuous reference for thinking about immigration. Additional questions may be added to make further connections. Teachers can review "10 Myths About Immigration" for your own background knowledge. Determine where additional knowledge can be built. Plan direct experiences such as a guest speaker, a virtual experience or a cultural show and tell.

Kids Around the World

1. Next, choose which way you want your students to view images.

* For younger students, we recommend Gabriele Galimberti's work entitled "Toy Stories." This website shows young kids from all over the world with their favorite toy.
* For older students, we recommend aYoutube video of 30 different images of kids from countries all over the world.

2. Have students form small groups and assign one image to each group, or have students watch a video together and choose an image with which they connect. Images may be viewed in a digital format on computers or may be printed out for each group.

3. In their small groups, have each student complete the top portion of the "Kids Around the World" worksheet. Ask students to list the similarities and the differences they see between a child in the photo and themselves.

4. Then, as a whole class, ask students to share what they discovered.

5. Next, ask students to complete the section on the handout entitled "The World I See" with their small group. Encourage students to list what else they see about the children's worlds based on what they see in the images. Encourage students to use context clues to help them answer these questions:

* What is happening in this picture?
* In what location was this picture taken?
* What else do you see in the picture?

6. Return to whole class setting again, and ask for student volunteers to share their group's responses.

7. Using a projector, share each group's image with the whole class. Alternatively, the printed image may be held up. Ask students:

* What are your feelings about the image?
* What does it remind you of?
* Which children in the images do you identify most with? Why? How?

8. Explain that the children in the pictures are not immigrants, but many children like them from around the world come to live in the United States each year.

Discussion

1. Select one "Meet Young Immigrants" story and share it with students.

2. Ask students to take notes about the worries, struggles and successes they hear in the narrative. Discuss notes with the whole group. Responses can be recorded on the board in three labeled columns.

3. Next, ask students to share a time when they felt worried, had to struggle or experienced success. Record responses on the board in the same kind of chart as before.

Alignment to Common Core State Standards/College and Career Readiness Anchor Standards: CCSS.ELA-LITERACY.CCRA.R.7, CCSS.ELA-LITERACY.CCRA.W.9, CCSS.ELA-LITERACY.CCRA.SL.1, CCSS.ELA-LITERACY.CCRA.SL.2, CCSS.ELA-LITERACY.CCRA.SL.4, CCSS.ELA-LITERACY.CCRA.SL.6, CCSS.ELA-LITERACY.CCRA.L.6

Extension Activity

Do Something
Your Own Story: A Floating Gallery
As a take home project, have students take their own pictures of themselves with a toy or object they value. They could also take an action shot of them at play like the Youtube video, either using technology at school or home. Direct students to include a short narrative about the picture that includes what they would like others to know about the image. Affix this narrative to the back of the picture. The completed projects can be presented to the entire class or they can be displayed as a floating gallery on a bulletin board or in the classroom or both.
Your Own Story: A Digital Gallery
Using crayons, markers, collage or a digital storybook program such as zimmertwins, storybird or little bird tales, have students create a story about themselves and an object they value, or a playtime they love. Students should create a narrative about what they want others to know. Stories should be no more than two to three minutes long when read aloud. The completed stories can be shared daily with the entire class during a designated time of day. If students choose, they can create questions and answers to further explain their stoies.

Suggested Rubric

_____ Student wrote a complete narrative that connected to the selected picture or object.

_____ Work was organized.

_____ Work was neat and original.

_____ Work included all required components.

_____/4 Total Score

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This lesson helps students appreciate diversity among their peers and the diversity of immigrants all over the world. Through hands-on exercises, students will discover similarities and differences they share with other children.

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In specific parts of Mexico, the Dia de los Muertos holiday season is signaled by the autumn arrival of the mariposa -- monarch butterflies -- which are believed to usher in the spirits of the departed. In her book Culture Smart!, Susan Rodrigues writes:

Believed since ancient days to give flight to the spirit, the Monarch fly by the millions to Mexico from near and far. These winged creatures of transformation, long associated with departed warriors, come at a time when Mexicans express their heartfelt fears, joys, sorrows and hopes [through Day of the Dead]. The mariposa magically remind all that life and death are cyclical, one forms the other. Just as butterflies are sure to return each year, families, friends and loved ones will meet again in Mexico.

This November, introduce students to the Day of the Dead through a biology lesson that focuses on the Monarch butterfly.

Terms

Metamorphosis (complete)

Migration

Predation

Overwintering sites

Activities

1. Introduce students to the monarch butterfly through books, magazines or photographs. Be sure to include a description of the role that the mariposa play in the Day of the Dead.

2. Introduce the term migration to students. As a homework assignment, assign relevant reading from textbooks, or look to www.monarchwatch.org for monarch-specific migration information. Prompt class discussion the following day by asking questions like:

We know that the monarchs arrive in Mexico (and California) during the fall, but why?

How do they get there?

What characteristics do the overwintering sites possess that attract the butterflies?

3. Using the monarch butterfly as an example, discuss the stages of complete metamorphosis (egg, larva, pupa and adult.) Are the monarchs that arrive in Mexico in the fall the same ones that return to the United States and Canada in the spring? How does the monarch life cycle relate to the symbolism of the Day of the Dead?

4. Several factors influence whether a species will flourish or diminish. One of these factors is predation. Ask students to identify some of the features that an organism might possess or tactics that it might use to reduce its chances of being captured and eaten by another living creature. Responses might include camouflage (looks like tree bark), behavioral characteristics (fleeing the danger area), chemical defenses (tastes or smells bad), or mechanical barriers (like a porcupine's bristles). What defenses do monarch butterflies have or use?

5. Although nature has protected monarchs from predation, human beings pose a different threat to the species' survival. As a homework assignment, ask students to research how human encroachment is destroying or damaging severely the habitats of the monarch butterfly. Divide students into groups, and ask each group to research a specific environment: overwintering sites in California, overwintering sites in Mexico and the butterfly's spring and summer residences in Canada and the northern United States, for example. Another student group might research how the depletion of the ozone layer is impacting the monarch larvae's main source of nourishment -- milkweed. Discuss student findings in class.

6. The monarch butterfly obviously plays a crucial role in the Mexican celebration of the Day of the Dead. What might the holiday be like without the butterflies? What would be missing? What are some other important reasons for helping the butterfly? Ask students to identify ways in which governments, communities and individuals can protect the monarch. Encourage students to take action on their recommendations.

7. As an accompanying art activity, ask students to cut out paper monarchs. On the back of their faux butterflies, students can write their answers to the questions posed above (see #6.) Alternatively, as a means on joining in the Dia de los Muertos celebration, students might write a personal message to a loved one who has passed on.

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Celebrated annually on November 2, Dia de los Muertos, or "Day of the Dead," embraces life as it pokes fun at the Grim Reaper. (Note: In some regions, the celebration spans two days, from November 1st through the 2nd, in which case it is called Dias de los Muertos.)

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(Teacher Resource)

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Historian Ed Baptist provides context on the creation and enforcement of a U.S. racial binary that endures today, as well as Black resistance as a force for political change. And Aisha White urges educators to ask themselves, "What did you learn about race when you were younger?" before they engage with children. She argues that self-reflection and ongoing education are vital tools to combat the fallacy of ignoring students' racialized experiences.

People from all corners of public life are telling teachers to stop discussions about race and racism in the classroom, but keeping the truth of the world from students simply doesn't work. English teacher Matthew Kay urges educators to create brave spaces instead. He provides examples of classroom strategies for engaging with students at the intersections of race, literature and lived experience. Hint: it involves vulnerability, accountability and quality affirmations.

This season, we're examining the century between the Civil War and the modern civil rights movement to understand how systemic racism and slavery persisted and evolved after emancipation-and how Black Americans still developed strong institutions during this time. Co-hosts Hasan Kwame Jeffries and Bethany Jay discuss how students need to grasp this history to understand injustices many of them face today, from voter suppression to mass incarceration.

In 2015, Coach Steve Bandura loaded the Anderson Monarchs, a Little League baseball team from Philadelphia, onto a 1947 Flxible Clipper Bus for a barnstorming tour back in time. Bandura and the players recount lessons learned while visiting historic civil rights sites, meeting veteran activists and playing baseball along the way. And historian Derrick E. White, co-host of The Black Athlete podcast, explores the intersection of sports and civil rights history.

The civil rights movement offers critical context for understanding the systemic police violence, voter suppression efforts, 'law and order' rhetoric and criminalization of activism we see today. It also helps us understand the strategies activists use to fight these injustices. Historians Shannon King and Nishani Frazier explain how they use 21st-century Black activism to teach the movement's history-and how they use the movement to help students better understand the contemporary Black freedom struggle.

The history of the Black Panther Party for Self-Defense can help us understand the transition from civil rights to Black Power and contemporary issues like mass incarceration. From the Ten-Point Platform to survival programs, historian Robyn C. Spencer outlines key aspects of the party's revolutionary ideology, grassroots activism and community service. And historian Jakobi Williams joins to share valuable classroom insights.

Historian Clarence Lang joins us for a conversation about Malcolm X. We discuss his commitment to Black pride and self-determination and his rejection of the white gaze and the myth of American exceptionalism. Learn how teaching about the life and works of Malcolm X can illuminate the universe of possibilities of the civil rights movement-and the diversity of ideology, strategy and political thought within the Black freedom struggle.

In this episode, we talk with movement veteran Courtland Cox about lessons from the Student Nonviolent Coordinating Committee and his own development as a young organizer of the Emmett Till generation. We join Karlyn Forner and John B. Gartrell to tour the resources available through SNCC Digital Gateway. And we hear from student organizer Kaia Woodford about the lessons from the Civil Rights and Black Power Movements that inform her activism today.

Oral histories, historic sites, archives and museums expand students' understanding of the past. They fill in gaps in our textbooks-complementing what's included and capturing what's not. This episode highlights online oral history collections including the Civil Rights History Project. It offers recommendations for students conducting their own oral histories. And it explores resources from the National Civil Rights Museum at the Lorraine Motel in Memphis, Tennessee.

Teaching civil rights history to young learners creates both opportunities and challenges. The 1964 Mississippi Freedom Summer Project and the subsequent Freedom Schools offer important lessons for helping elementary students to understand the civil rights movement. In this episode, we explore community-based strategies and activities for bringing the Black freedom struggle into your classroom.

If you're finding this podcast useful, please support us by taking our 10 question Listener Survey. And stay tuned! More episodes are on the way. In the meantime, if you're looking for ways to talk with students about the relationship between the hard history of white supremacy and the insurrection at the U.S. Capitol, Learning for Justice resources can help you lead student-responsive, historically grounded discussions about the recent violence.

From the hard work of organizing to the reality of everyday life under Jim Crow, films and literature can bring historical context to life for students. In this episode, we recommend several "must use" films, books, poems and plays for teaching the civil rights movement. We also discuss strategies for incorporating these works across the curricula and for turning even problematic texts into grist for meaningful critical discussions.

Everyone thinks they know the story, but the real history of Rosa Parks and the Montgomery Bus Boycott is even better. This episode details the events that set the stage for Ms. Parks' civil disobedience. You'll meet the leaders and organizations who transformed a moment of activism into a 13-month campaign. And you'll learn about the community that held fast in the face of legal and political attacks, economic coercion, intimidation and violence.

To fully understand the United States today, we have to comprehend the central role that slavery played in our nation's past. That legacy is also the foundation for understanding the civil rights movement and its place within the history of the Black freedom struggle. This episode is a special look back at our first season. It explores and expands on the 10 Key Concepts that ground Learning for Justice's K-12 frameworks for teaching the hard history of American slavery.

You cannot teach the civil rights movement without talking about Dr. Martin Luther King Jr. But it's critical that students deconstruct the mythology surrounding the movement's most iconic figure to learn about the man, not just the hero. The real Dr. King held beliefs that evolved over time. A complex man, he was part of a much larger movement-one that shaped him as much as he shaped it.

The civil rights movement was never strictly a Southern phenomenon. To better understand the Jim Crow North, we explore discrimination and Black protest in places like Milwaukee, Omaha, Cleveland and New York. To examine the Black Freedom Movement beyond the South, we examine the Black-led fights to gain access to decent housing, secure quality education and end police brutality in these cities.

Armed resistance and nonviolent direct action co-existed throughout the civil rights era. In this episode, three historians confront some comfortable assumptions about nonviolence and self-defense. Wesley Hogan examines the evolution, value and limitations of nonviolence in the movement. Christopher Strain offers a three-part strategy for rethinking this false dichotomy in the classroom. And Akinyele Umoja offers insights about armed resistance from his research in Mississippi.

Alice Qannik Glenn is the host of Coffee and Quaq and assistant producer of The Forgotten Slavery of our Ancestors. This short, classroom-ready film offers an introduction to the history of Indigenous enslavement on land that is currently the United States. This new resource from Learning for Justice features an extensive group of experts, many of whom will be familiar to listeners from Season 2.

Jim Crow was more than signs and separation. It was a system of terror and violence created to control the labor and regulate the behavior of Black people. In this episode, historian Stephen Berrey unpacks the mechanics of racial oppression, the actions white people took-in and beyond the South-to maintain white supremacy, and the everyday ways Black people fought back. And the directors of the film An Outrage join ELA-teacher Ahmariah Jackson to discuss teaching the racial terror of lynching.

Music chronicles the history of the civil rights struggle: The events, tactics and emotions of the movement are documented in songs of the era. From The Freedom Singers to Sam Cooke, historian Charles L. Hughes explains how your students can use music for both historical insight and evidence in the classroom.

Students don't enter our classrooms as blank slates. When it comes to the civil rights movement, we often have to help our students unlearn what they think they know while we're teaching them what actually happened. The people were more complex, the strategies more complicated and the stakes more dangerous than we like to remember. In this episode, historian Nishani Frazier and social studies teacher Adam Sanchez demonstrate the value of teaching the movement from the grassroots up.

Teaching the civil rights movement accurately and effectively requires deconstructing the myths and misconceptions around it. Most people are familiar with a very specific version of the movement that exaggerates government support and denies the existence and persistence of racism outside the South. Julian Bond called this the "Master Narrative." It celebrates sanitized icons and downplays grassroots organizing. And it overhypes nonviolence while disparaging self-defense and Black Power. In this episode, we talk with historian Nishani Frazier and social studies teacher Adam Sanchez about how to separate fact from fiction in your civil rights teaching.

The systems that enabled and perpetuated African and Indigenous enslavement in what is now the U.S. have much in common, and their histories tell us a great deal about the present. Professors Bethany Jay and Steven Oliver join us to talk about connections between the first two seasons and how to teach them, and we preview what's to come in season three.

In this special call-in episode, listeners share their stories and questions from throughout season 2-including teaching remotely, working with families and stakeholders, and incorporating social justice into subjects like math and science. As educators, we're strongest when we support each other. And you'll hear great suggestions from fellow teachers, like these resources we discuss from Fairfax County Public Schools in Virginia.

It's time for our first call-in show! We know things are chaotic for you and every other educator right now. We feel it too, so this seems like the perfect time to talk. Pick up the phone and dial 888-59-STORY (888-597-8679). Our lines are open until Sunday night, April 19. Teaching hard history is even harder right now, so let's talk about resources you can use if you're teaching virtually. Ask us your questions; tell us your stories. And let us know how you're doing.

Indian Removal was a brutal and complicated effort that textbooks often simplify. It is also inseparably related to slavery. Enslavers seeking profit drove demand for Indigenous lands, displacing hundreds of thousands of Indigenous people. Some of these Indigenous people participated in chattel slavery. Focusing on the Chickasaw and Choctaw nations, this episode pulls the lens back to show how Removal and enslavement must be taught together. This story must be told if we're going to understand the full hard history of American enslavement.

The Americas were built on the lands, labor and lives of Indigenous peoples. Despite being erased from history textbooks after the so-called first Thanksgiving, Indigenous peoples did not disappear. Colonial settlers relied on the cooperation, exploitation and forced labor of their Native neighbors to survive and thrive in what became North America. Focusing on New England, historian Margaret Newell introduces us to the Charter Generation of systematically enslaved people across this continent.

From 1936 to 1938, the Federal Writers' Project collected stories from people who had been enslaved. The WPA Slave Narrative Collection at the Library of Congress is a valuable resource; these oral histories are also problematic. Interpreting these narratives within literary and historical context, students can develop primary source literacy. Historian Cynthia Lynn Lyerly outlines unique insights these texts can add to your curriculum.

To better understand the United States' past and present, we need to better understand Indigenous identities-and classrooms play a huge role. This starts with examining what's missing from our social studies, history, civics and government curricula. Throughout this episode, we reference the K-5 Framework for Teaching Hard History as we shed light on key topics like sovereignty, land and erasure.

Educators can no longer ignore our country's history of Indigenous enslavement. Our students need a fuller understanding of the pivotal history of slavery to comprehend the present and develop a vision for our nation's future. In this mid-season recap, we highlight key lessons about this consequential part of American history-along with teaching strategies and resources-through the voices of leading scholars and educators featured so far.

Throughout the 17th, 18th and 19th centuries, the forced labor and bondage of Indigenous peoples was integral to the economic and political history of what became the Southwestern United States. Historian and author Andrés Reséndez outlines the significance of silver mining, Indigenous enslavement and resistance in the history of New Mexico and Latin America. We examine how, as white settlers moved west, so-called "free soil" states like California continued to institutionalize coerced labor.
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A hundred years before the first ship carrying enslaved Africans arrived in Virginia, Europeans introduced the commercial practice of enslavement in "The New World." And for the next 400 years, millions of Indigenous people throughout the Americas were enslaved through several forms of forced labor and bondage. Historian and author Andrés Reséndez calls this "The Other Slavery," and his work is changing our understanding of the transatlantic slave trade.
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Andrés Reséndez is the author of The Other Slavery: The Uncovered Story of Indian Enslavement in America. His work has changed conventional wisdom about the institution of slavery in the Atlantic world. Over the next two episodes, host Hasan Kwame Jeffries and Reséndez will discuss key turning points in this history-exploring how it expands our understanding of the transatlantic slave trade and the lasting legacy of colonialism, which continues to reverberate in our communities. Be sure to join us.
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Each autumn, Thanksgiving brings a disturbing amount of inaccurate information and troubling myths into classrooms across the United States. Most students don't learn much about the history of Native nations-and even less about Indigenous peoples today. Dr. Debbie Reese explains what to look for and what to avoid (or teach with a critical lens) when selecting children's books by and about Indigenous people. She also recommends specific books to counter common misconceptions in your classroom.
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Children's books are often the primary way young students are exposed to the history of American slavery. But many books about slavery sugarcoat oppression. Professor Ebony Elizabeth Thomas examines what we should consider when it comes to how children's books portray African Americans and Indigenous people, their cultures and the effects of enslavement. She also explains why it's crucial to create "a balance of narratives" when selecting books about marginalized and underrepresented communities.
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For elementary teachers approaching the topic of slavery, it can be tempting to focus only on heroes and avoid explaining oppression. But teachers' omissions speak as loudly as what they choose to include. And what children learn in the early grades has broad consequences for the rest of their education. Dr. Kate Shuster guides us through the new Teaching Hard History K-5 framework from Learning for Justice. We also learn how four elementary teachers are beginning to use it in their classrooms.
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Understanding Indigenous enslavement expands our conception of slavery in what is now the United States. It spread across the entire continent and affected millions of people of different backgrounds. If we define slavery too narrowly, we can fail to see its persistence over time and even its modern-day permutations. Historian Christina Snyder examines the Civil War, Lincoln and emancipation with Indigenous people in mind.
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Millions of Indigenous people lived in North America before European colonial powers invaded. Along with an insatiable desire for free labor, Europeans brought a system of slavery that significantly differed from the historical practices of enslavement among Native nations. Historian Christina Snyder tells the story of what happened when these worlds collided. European concepts of bondage transformed the way Native nations interacted with each other, resulted in the enslavement and death of millions of Indigenous people, and sparked widespread resistance by Native nations.
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The Smithsonian's Eduardo Díaz and Renée Gokey discuss the importance of learning about Indigenous enslavement. And former Teaching Tolerance Director Maureen Costello explains all of the program's classroom resources available for teaching this history, including a first-of-its-kind K-5 framework.
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We're turning our attention to the enslavement of Indigenous people, spending more time with teachers in the classroom and adding support for K-5 educators. Tune in next week for more advice about teaching the history and long legacy of American slavery.
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Download the transcript for all of season 1 here.

Historian Bethany Jay returns - answering questions from educators across the country. Host Hasan Kwame Jeffries and the co-editor of Understanding and Teaching American Slavery confront teacher anxieties and counter misconceptions in our season finale.
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From elementary to high school, YA literature can introduce fundamental themes and information about slavery, especially when paired with primary sources. John H. Bickford shows how to capitalize on the strengths and weaknesses of trade books about slavery.
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Using the present to explore the past. Tamara Spears and Jordan Lanfair suggest a Social Studies unit about Resistance & Kanye West, and a set of English Language Arts lessons examining holidays to understand the legacy of American slavery.
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How it's done. Tamara Spears teaches middle school Social Studies in New York and Jordan Lanfair is a high school English Language Arts teacher in Chicago. Each has been developing additional lessons about slavery for years. They share their experiences.
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Over the next few episodes, we're bringing Season One to a close. Tune in for stories from the classroom, guidance for elementary teachers and language arts classes. And answers to questions from listeners like you.
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Enslavement didn't end with Emancipation. Historian James Brewer Stewart discusses modern-day slavery happening across the world-and right here in the U.S.-showing educators how to connect the past with the present.
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A listener's question leads to a meaningful moment. And now we want more! Take a listen, then email us to tell us your story about teaching hard history for an upcoming, special episode.
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At James Madison's Montpelier, the legacy of enslaved people isn't silenced-and their descendants have a voice. Christian Cotz, Price Thomas and Dr. Patrice Preston Grimes explain how that happened, and why it's important.
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In the United States, justice was never blind. Historian Paul Finkelman goes beyond legal jargon to illustrate how slavery was entangled with the opinions of the Court-and encoded into the Constitution itself.
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Constitutional historian Paul Finkelman explains the deeply racist bargains the founding fathers struck in order to unify the country under one document and discusses what students need to know about how slavery defined America after the Revolution.
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Film historian Ron Briley returns with more documentary, feature film and miniseries suggestions for history and English instructors. From Ken Burns to Black Panther, this episode offers background and strategies for incorporating pop culture into classroom lessons.
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Film has long shaped our nation's historical memory, for good and bad. Film historian Ron Briley offers ways to responsibly use films in the classroom to reframe the typical narrative of American slavery and Reconstruction.
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Most students leave school thinking enslaved people lived like characters in Gone With the Wind. Dr. Deirdre Cooper Owens reveals the remarkable diversity of lived experiences within slavery and explains the gap between what scholars and students know.
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To see a more complete picture of the experience of enslaved people, you have to redefine resistance. Dr. Kenneth S. Greenberg offers teachers a lens to help students see the ways in which enslaved people fought back against the brutality of slavery.
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Students learning about slavery often ask, "Why didn't enslaved people just run away or revolt?" Lindsay Anne Randall offers a lesson in "Process Drama"-a method teachers can use to answer this question, build empathy and offer perspective.
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In many ways, the U.S. has fallen short of its ideals. How can we explain this to students-particularly in the context of discussing slavery? Professor Steven Thurston Oliver has this advice for teachers: Face your fears.
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Follow the money. Dr. Christy Clark-Pujara explains why American slavery couldn't have existed without a national commercial infrastructure that supported and benefited from the labor of enslaved people.
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Dr. Bethany Jay is back to talk about teaching the end of the Civil War, and how enslaved people's participation in the war helped subvert the institution of slavery.
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What really caused the Civil War? In this episode, Salem State University Professor Bethany Jay offers tips for teaching lesser-known history that clarifies this question and cuts through our cloudy national understanding of the Confederacy.
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What we don't know about American history hurts us all. Teaching Hard History begins with the long and brutal legacy of chattel slavery and reaches through the victories of and violent responses to the civil rights movement to the present day.

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Building Empathy for the Immigrant experience lesson

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Building Empathy for the Immigrant experience lesson