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For me, the challenge with teaching multiculturalism to college-aged students is that many are not willing to make the connection that gaining an understanding of different cultures means acknowledging and exploring difficult histories. It's easy to say we are comfortable with the expression of culture from a pop culture or media standpoint, but we are often lacking in our knowledge of the story behind the heroes and icons we tend to celebrate or emulate. I'll give you two examples. To more deeply understand and appreciate the cast of the Jersey Shore and the tight-knit connection between them is to also appreciate that Italian- Americans share a particularly strong bond that happened as a result of immigration and discrimination in the early 20th century. To more deeply understand and appreciate the marriage of Cardi B and Offset as part of hip-hop, street, and trap culture is also to appreciate the history of Afro-Cuban and Puerto Rican music as it developed over generations of colonization and survivance. Beats and music are key to the storytelling culture of African Americans and Islanders.

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It is my opinion that lessons about national history of this sort are important for students to hear. When students learn about impactful events and can connect it back to their own current experiences, I believe that they become more invested in what happens with their education because it is no longer about their individual education. Instead, education becomes a group endeavor where the goal is to help everyone have equality in opportunities, resources, and access to knowledge. When you can get people to understand the importance of compassion and working together, we realize the true power of advocating for others and standing up for what is right. It is very hard to change the world on your own. However, when you have friends, family, and supporters by your side, real change is possible. I do not think that parents would disagree with this notion, however there is a caveat. The caveat is that I think this type of education needs to be done responsibly so that it does not foster resentment and mistrust of the system. Instead, I think the emphasis needs to be on what can be done and is currently taking place to remedy and fix the issues of the past. When the emphasis sways towards this end of the spectrum, I think students will be more inspired to make change rather than live in victimhood full of anger and disdain.

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Group: Dawit, Caitlyn, Audrey, Skylar

What is the Topic:
The Southern Tenant Farmers’ Union, formed in 1934.

What will they learn:
Students will learn about the Great Depression and how both Black and White tenant farmers and sharecroppers faced eviction and poverty, which was worsened by the Agricultural Adjustment Act (AAA). Under the AAA, plantation owners often exploited workers by paying them in scrip (tokens or paper substitutes) instead of cash. Students will also learn how the Southern Tenant Farmers’ Union revealed both the challenges and the possibilities of Black and White workers uniting across racial lines to fight exploitation during the Great Depression.

This topic encourages discussion of the union’s main goals, the importance of critical thinking, and the struggle to overcome racism.

How our team feels:
Although our topic does not target a specific age group, we believe it should be introduced in 9th or 10th grade. At this age students should be able to have complex discussions about race, social justice, class, and have the skill to critically think on these topics.

What students will learn:
Students will learn how racism divided poor workers, how interracial solidarity was both difficult and necessary, and how personal change and organizing can challenge oppression.

How students will learn:

First period: Read background information on the Southern Tenant Farmers’ Union.

Second period: Brainstorm possible solutions and discuss what issues may have come up between Black and White tenant farmers.

Third period: Present findings and ideas to the class.

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By: Julia Andella, Noelia Roderick, Keshawn Walker

The topic of our lesson plan was the Cherokee Seminole Removal. The students will learn that it is important that students recognize the racial and cultural biases of even those who considered themselves the Indians' friends and allies. The goal for the roleplay was not only for the children to understand what happened, but why it happened as well. It also caused the students to question if there could have been alternative options. The students will learn this topic by participating in a role play that “encourages students to explore these dynamics from the inside.”  The students will split off into 5 groups and in each group the students should discuss the questions they will be asking at the Congressional Hearing. Then the students will begin negotiating with each other, and after that takes place they will return back to their groups to prepare for the Congressional Hearing, so that the whole class can come together in the end in order to commence the Hearing. As the students “portray individuals in some of the groups that shaped these historical episodes, the aim is for them to see not only what happened, but why it happened—and perhaps to wonder whether there were alternatives.” We do feel like this activity is appropriate for the given age group. This lesson is designed for middle schoolers. This is a perfect age for students to start understanding the deep history of American education and why the country is the way it is because of past events. Students are at an age where it is fundamental to start learning why different groups historically had bias and prejudice towards them; in order to group their minds and expand their cultural empathy and horizons.

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Pump Up Blowouts: By: Paige, Melanie, Isla, and Russel

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Pump Up Blowouts: By: Paige, Melanie, Isla, and Russel

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The topic of this lesson is the 1968 Chicano/a School Blowouts when 10,000 Mexican American students protested unequal education conditions, demanding bilingual education and better representation in the curriculum. Through this lesson, students will explore overlooked but significant cases such as the Lemon Grove Incident, Mendez v. Westminster, and Brown v. Board of Education. These cases provide a fuller picture of Mexican American activism in education and highlight the importance of Hispanic students feeling represented and connected to what they learn. Students will examine how systemic racism affected language instruction, curriculum development, and teacher biases. The material will be explored through an in-depth study of these landmark cases. We believe this content should be introduced at the high school level, where students are more emotionally mature and capable of understanding the complex social and historical implications. At this stage, they are also more likely to feel inspired to take meaningful action outside the classroom based on what they’ve learned.

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The topic for this activity is whether the Cherokee Removal was justified. The primary goal is for students to gain a deeper understanding of the Cherokee Removal Act and the way Congress operates. In addition, students will begin developing important skills such as negotiation, critical thinking, and perspective-taking. The activity for the class will be divided into five groups, with each group assigned a specific role. Students will act out their roles as though they are members of Congress, then break off into smaller discussions to negotiate and interact with the other groups.

Because the Cherokee Removal is a complex and sensitive part of American history, this topic must be approached with care. Teachers must thoughtfully present the historical context, clearly explain the significance of each role, and guide students to engage with the material respectfully and responsibly. Introducing this activity around freshman year is ideal, as students at this stage are generally better equipped to grapple with the moral, political, and social complexities of the world, allowing them to approach the topic with both empathy and critical insight.

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The topic of Moe Yonamine lesson was the internment of Japanese Latin Americans, in response to the Pearl Harbor attacks during WWII. A mass hysteria followed the bombings, where the American Government set up internment (reminiscent of prisons) camps, where they sent JPL's that the government deemed a threat. Yonamine also wanted her students to gain an understanding & empathize with the experiences of other people, in a time period vastly different from their own.

As for her methods for teaching this subject, Yonamine took her students on a field trip where they saw visuals, as to what experiencing Japanese internment was like. She also had her students participate in an interactive roleplay, where they assumed the roles of deported JPL's, the Latin American governments that gave up their citizens, and American citizens.

We felt that this topic & Yonamine's way of teaching it was appropriate for 8th graders, although a prior lesson on Pearl Harbor (and its aftermath) would necessary.

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the other internment- Isabella, Jessica, Alessandra.

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the other internment- Isabella, Jessica, Alessandra.

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In our opinion this topic The Other Interment should be taught later than 8th grade. We think students should have a good understanding of World War II, since the US deportation of Japanese Latin Americans happened as a result of the war. Ideally students in their junior year of high school should learn this topic, since they will have a good foundation of US history. We believe it’s important to learn about this topic from a first person perspective for students to grasp the hardships they had to face. It is also important for students to look at pictures of this time, so they can really understand what was happening and the living conditions they had to endure.