# data[].attributes.headline
What would you say if you a colleague from your school asks you tomorrow: ____________________________________________________                                Why teach language in service of complex and inclusive historical knowledge and skills?Language is the vehicle to get an understanding of historical events. ____________________________________________________How do Multilingual and English Language Learners (MLs/ELLs) benefit from that?        

# data[].attributes.subject
What would you say if you a colleague from your school asks you tomorrow: ____________________________________________________                                Why teach language in service of complex and inclusive historical knowledge and skills?Language is the vehicle to get an understanding of historical events. ____________________________________________________How do Multilingual and English Language Learners (MLs/ELLs) benefit from that?        

# data[].attributes.headline
Certain people had more liberties in westaward expansion than others.

# data[].attributes.subject
Certain people had more liberties in westaward expansion than others.

# data[].attributes.body
Knowing that there was organizing amongst Chinese laborers this early on and in their own language, how might this change the narrative that we is often told about this era of Western expansion?

# data[].attributes.body
One thing you learned today.

One question you still have.

One way you’ll incorporate today’s content into your classroom.

# data[].attributes.body
What consequences might the Page Act and Chinese Exclusion Act have on the daily experiences of Chinese Americans? i.e. social, political, economic

____________________________________________________________________

Do we see the lasting legacies of these exclusionary laws today? In what ways?

# data[].attributes.attachment_caption
1883 Missouri Steam Washer trade card. Courtesy of the Wong Chin Foo Collection, NYC. Displayed in MOCA’s With a Single Step: Stories in the Making of America

# data[].attributes.body
Chinese workers’ names, when recorded, were often written as nicknames or as shortened versions of their actual names. Not one letter or journal from a Chinese Transcontinental Railroad worker has been found. As a result, scholars today have to rely on other sources to learn about their lives. How can we honor these forgotten workers today?

# data[].attributes.body
Where you’re joining from

Grades/subjects taught

1 Asian American voice you know from history and 1 Asian American voice from today.

# data[].attributes.headline
Through this garment workers case study, what voices do we hear that are often highlighted in mainstream narratives? What is the power in that?

# data[].attributes.subject
Through this garment workers case study, what voices do we hear that are often highlighted in mainstream narratives? What is the power in that?

# data[].attributes.attachment_link.title
Amplifying Asian Voices in History and Civics Education: A CR-SE Knowledge and Language-Building Project

# data[].attributes.attachment_link.title
Amplifying Asian Voices in History and Civics Education: A CR-SE Knowledge and Language-Building Project

# data[].attributes.headline
MOCA Virtual Program Offerings & Resources

# data[].attributes.subject
MOCA Virtual Program Offerings & Resources

# data[].attributes.attachment_link.title
Virtual Program Offerings & Resources_December 2021.pdf

# data[].attributes.attachment_link.title
Amplifying Asian Voices in History and Civics Education: A CR-SE Knowledge and Language-Building Project_Session 1

# data[].attributes.body
The asian population is one of the fastest growing demographics in schools and should be a focus when it comes to emphasizing diversity

# data[].attributes.body
I feel as though it means so much to my students to read about an Asian character in the hero role. Minho from The Maze Runner comes to mind - my students loved seeing themselves in our unit text, which overall increased engagement and excitement for that unit.

# data[].attributes.body
Students need to start practicing active citizenship. English learners benefit from participating in activities like this because it can help them connect with text, content, other students and the culture.

# data[].attributes.body
Representation matter for the diversity of Asian cultures and hearing/seeing our voices

# data[].attributes.headline
Students need to validate their identities

# data[].attributes.subject
Students need to validate their identities

# data[].attributes.body
Dominika

# data[].attributes.body
Amplifying Asian Voices is important for everyone to learn about how Asians and other cultures.
-K. Chu

# data[].attributes.headline
It's important to amplify Asian voices because Asians helped build this country.  We are living in difficult times for Asians.  As an Asian American myself, I feel it's important to celebrate the many contributions and challenges of Asian Americans as an American and an educator. For my students who are Asian Americans, learning about Asian Americans would be crucial to their development and academic achievement.

# data[].attributes.subject
It's important to amplify Asian voices because Asians helped build this country.  We are living in difficult times for Asians.  As an Asian American myself, I feel it's important to celebrate the many contributions and challenges of Asian Americans as an American and an educator. For my students who are Asian Americans, learning about Asian Americans would be crucial to their development and academic achievement.

# data[].attributes.body
To be involved and to notice more of own identify

# data[].attributes.body
I'm joining from JHS 185 in Queens, and I teach 7th grade ELA. I've noticed throughout the years George Takei's influence in sharing his and his family's story of living in a Japanese internment camp.

# data[].attributes.body
Teaching language in service of complex ideas allows for different access points into ideas. The more opportunity to engage the more information would stick and skills develop.

# data[].attributes.body
Students need to discuss and learn in authentic environments to become career and higher education ready.

# data[].attributes.body
I would say: Recent research shows that teaching language in isolation doesn't provide for as much robust growth as teaching language in conjunction with content, which makes for more lasting gains in terms of both language acquisition and content acquisition.

# data[].attributes.body
Teaching students in a manner that is familiar to them- I think they are more responsive to the tasks and make it more meaningful to them.

# data[].attributes.body
I think there's a responsibility on our part as educators to do this. History will always play a large role in how we view the world.

# data[].attributes.headline
Why teach language in a service of complex and inclusive historical knowledge and skills...

# data[].attributes.subject
Why teach language in a service of complex and inclusive historical knowledge and skills...

# data[].attributes.body
It is important to teach language in service of complex and inclusive historical knowledge and skills because we need to expose students to these ideas. MLLs benefit because they can practice these skills. K.Chu

# data[].attributes.headline
Teaching language in service of complex ideas teaches that every voice is valued and adds richness to cultures that enhances thinking and learning.

# data[].attributes.subject
Teaching language in service of complex ideas teaches that every voice is valued and adds richness to cultures that enhances thinking and learning.

# data[].attributes.headline
Students need context to acquire language, specially if that content is relevanat to their lives and cultures

# data[].attributes.subject
Students need context to acquire language, specially if that content is relevanat to their lives and cultures

# data[].attributes.headline
Dominika, Joining from LES HS - grades 9-12 ESL, we read How to be Chinese by Celeste Ng

# data[].attributes.subject
Dominika, Joining from LES HS - grades 9-12 ESL, we read How to be Chinese by Celeste Ng

# data[].attributes.body
Hello,
I am Kimberly Chu and I currently teach 7th/8th Grade Science.  I am special education teacher teaching in ICT M-ICT classes at PS84K. Growing up, I only recall learning about Asian Americans contributions to the Westward Expansion.

# data[].attributes.body
Hello. Imelda here - joining from Brooklyn to Queens- driving to go pick up my daughter.

# data[].attributes.headline
I'm Leonel joining from P.S.81 in Brooklyn. I teach k-5. A historical Asian voice I'm familiar with is Genghis Khan and an Asian voice of today is Sean Buranahiran.

# data[].attributes.subject
I'm Leonel joining from P.S.81 in Brooklyn. I teach k-5. A historical Asian voice I'm familiar with is Genghis Khan and an Asian voice of today is Sean Buranahiran.

# data[].attributes.body
My name is Matt and i’m from Queens, NY. I work at IS 25 as an ENL teacher. One voice from history that i wanted to highlight is Amy Tan and one from today would be John Cho

# data[].attributes.headline
This is an evident countering to the myth that Asians dont speak up. 

# data[].attributes.subject
This is an evident countering to the myth that Asians dont speak up. 

# data[].attributes.body
So often, we are told that everyone involved in Westward Expansion was happy to be there, happy for any opportunity, etc. Hearing about this strike makes it clear that everything wasn't working for everyone. Some were being oppressed more than others.

# data[].attributes.body
I'm Lisa Fung-Fernandes. I'm work and live in Brooklyn for the past decade. I'm one of the assistant principals at PS 69 in Brooklyn. I've taught using Amy Tan. I am currently following Grace Lin.

# data[].attributes.body
I think we can reclaim the narrative by being truthful about how multiple groups helped build this country.

# data[].attributes.body
It allows readers to understand multiple perspectives and understand the struggles. It highlights that change and growth isn't as linear as we may originally think.

# data[].attributes.body
They just wanted to be heard- and they started Rethinking about life itself is more important than working for a living… maybe…

# data[].attributes.body
Knowing that there was organizing amongst Chinese laborers early on changes that narrative they were not compliant. They actually advocated for changed. Growing up I learned they wanted to do this. This is obviously not the truth. Multiple perspectives are important.
-K.Chu

# data[].attributes.body
Reading and viewing these accounts in class and society

# data[].attributes.body
I think we can honor their legacy by not only sharing their communal story, but by highlighting their contributions to building this country into what it is today.

# data[].attributes.headline
We can decenter written history as the only record. 

# data[].attributes.subject
We can decenter written history as the only record. 

# data[].attributes.body
Bring these clips, these photos, these ideas into the classroom. Write imaginary thank you letters to these people.

# data[].attributes.body
These Chinese American historical laboring stories need to be added to USA history curriculum and be taught in School because they are parts of the history of USA.

# data[].attributes.body
Chinese is definitely not happy being chased like that!

# data[].attributes.body
Notice: The two countries split in the background.
Think: I think this highlights the idea of "taking jobs away"
Wonder: Why do we always blame certain groups for issues?

# data[].attributes.body
The title itself is disturbing - I'm sure that this would be an unsettling image if you were exposed to it at its initial publication date.

# data[].attributes.body
The Chinese are depicted as laundry workers and the laundry industry is driving them away. The Chinese are stealing our money.

# data[].attributes.headline
I'm Liz Wong.  I teach English as a New Language to Kindergarten and 1st grade English Language Learners (ELLs) at P.S. 124M in Chinatown.  One voice from history I recently learned about is Tyrus Wong.  A current Asian American is Helen Zia, who I also recently learned about!  Is there a recording of today's session that I could have? I joined late unfortunately due to another meeting.

# data[].attributes.subject
I'm Liz Wong.  I teach English as a New Language to Kindergarten and 1st grade English Language Learners (ELLs) at P.S. 124M in Chinatown.  One voice from history I recently learned about is Tyrus Wong.  A current Asian American is Helen Zia, who I also recently learned about!  Is there a recording of today's session that I could have? I joined late unfortunately due to another meeting.

# data[].attributes.body
This makes me think that "America" does not want Asians anymore. The Steam Washer is chasing the Asian person away. It makes me wonder why the depiction of the Asian is stealing money.

# data[].attributes.body
Learn about the lives and experiences of the Chinese railroad workers who built America’s first transcontinental railroad.

# data[].attributes.headline
MOCA Virtual Program Offerings & Resources

# data[].attributes.subject
MOCA Virtual Program Offerings & Resources

# data[].attributes.attachment_link.title
Virtual Program Offerings & Resources_December 2021.pdf

# data[].attributes.headline
Brief Timeline of Chinese American History until 1965

# data[].attributes.subject
Brief Timeline of Chinese American History until 1965

# data[].attributes.attachment_link.title
Resource_Brief Timeline of Chinese American History until 1965.pdf

# data[].attributes.headline
Lesson Plan: Chinese in the West Songs and Primary Sources

# data[].attributes.subject
Lesson Plan: Chinese in the West Songs and Primary Sources

# data[].attributes.attachment_link.title
Lesson Plan_Chinese in the West Songs and Primary Sources.pdf

# data[].attributes.headline
Expansive Timeline of Anti-Asian Racism in America in English and Chinese

# data[].attributes.subject
Expansive Timeline of Anti-Asian Racism in America in English and Chinese

# data[].attributes.attachment_link.title
Resource_Expansive Timeline of Anti-Asian Racism in America_English and Chinese.pdf

# data[].attributes.headline
In what ways do you participate in your community? What forms of support does your community give to its members? Is this support accessible to all members of your community?

# data[].attributes.subject
In what ways do you participate in your community? What forms of support does your community give to its members? Is this support accessible to all members of your community?

# data[].attributes.headline
Thinking back to the role of general stores in Chinatowns across the U.S., are there any places in your community that bring community together or address needs that aren’t being met otherwise?

# data[].attributes.subject
Thinking back to the role of general stores in Chinatowns across the U.S., are there any places in your community that bring community together or address needs that aren’t being met otherwise?

# data[].attributes.body
Add your senses to this image. Describe the smells, feels, textures, sounds, and atmosphere of this garment factory.

# data[].attributes.attachment_link.title
Photograph of the inside of a garment factory on either Centre or Lafayette Street circa 1979-1984. Photograph by Bud Glick

# data[].attributes.body
Notice the small child in the background. Why might he be there? How is he occupying his time?____________________________________________________________________What might the presence of children in the factory say about working conditions at that time?____________________________________________________________________

# data[].attributes.attachment_link.title
A woman sewing at a garment factory on Canal Street in Manhattan's Chinatown, while a child plays behind her, circa 1984. Photo by Paul Calhoun, MOCA Collection. 

# data[].attributes.headline
MOCA Strategies for Working with Photographs

# data[].attributes.subject
MOCA Strategies for Working with Photographs

# data[].attributes.headline
MOCA Core Portrait Video on Hazel Ying Lee 

# data[].attributes.subject
MOCA Core Portrait Video on Hazel Ying Lee 

# data[].attributes.body
Get ready for takeoff! Join Educator Taylor and Roux for this month’s MOCACREATE at Home as they make paper airplanes and learn about Hazel Ying Lee, the first Chinese American woman to fly for the U.S. military. All you need is some paper and coloring supplies!

# data[].attributes.attachment_link.description
Get ready for takeoff! Join Educator Taylor and Roux for this month’s MOCACREATE at Home as they make paper airplanes and learn about Hazel Ying Lee, the first Chinese American woman to fly for the U.S. military. All you need is some paper and coloring supplies! We’d love for you to share your finished projects with us by tagging #MOCACREATE and #MOCACREATEathome on social media, DMing us, or emailing images to education@mocanyc.org. 

----------⁣⁣

MOCA has launched the OneWorld COVID-19 collection that seeks to document and share the stories of Chinese Americans and the Chinese diaspora resisting coronavirus-fueled hate with incredible acts of compassion and generosity. ⁣⁣
⁣⁣
We welcome you to send us a write-up, photos, videos, audio, emails, texts and any other materials to oneworld@mocanyc.org to share a story that you believe should be recorded. Help us continue to tell the stories of these extraordinary individuals and community groups.⁣⁣⁣⁣

----------⁣⁣

Walk by ikson: http://www.soundcloud.com/ikson
Music promoted by Audio Library https://youtu.be/szEfp07r5Cg

# data[].attributes.headline
MOCAKIDS Meet & Greet with Julie Leung, Author of The Fearless Flights of Hazel Ying Lee

# data[].attributes.subject
MOCAKIDS Meet & Greet with Julie Leung, Author of The Fearless Flights of Hazel Ying Lee

# data[].attributes.headline
NY Times Obituaries: Overlooked No More: When Hazel Ying Lee and Maggie Gee Soared the Skies

# data[].attributes.subject
NY Times Obituaries: Overlooked No More: When Hazel Ying Lee and Maggie Gee Soared the Skies

# data[].attributes.attachment_link.title
Overlooked No More: When Hazel Ying Lee and Maggie Gee Soared the Skies (Published 2020)

# data[].attributes.attachment_link.description
Lee and Gee never met, but as the only two Chinese-American women pilots during the war, their lives ran a strikingly similar course, and both thwarted layers of prejudice.

# data[].attributes.headline
Lau vs. Nichols: A Landmark Case for ELL Education

# data[].attributes.subject
Lau vs. Nichols: A Landmark Case for ELL Education

# data[].attributes.attachment_link.title
Lau vs. Nichols: A Landmark Case for ELL Education

# data[].attributes.attachment_caption
Collections Spotlight: Garment Workers Quilt Activity for Students

# data[].attributes.attachment_link.title
MOCA Garment Workers Quilt Spotlight Activity

# data[].attributes.headline
More about garment workers in Chinatown in the 1980s

# data[].attributes.subject
More about garment workers in Chinatown in the 1980s

# data[].attributes.attachment_link.readable_text
The legacy of New York City's prominent garment industry can be traced back to the mid-19th century when German and East European immigrants brought experienced manufacturing to Manhattan. After a century of rises and falls, the garment industry reached its peak in the 1980s in Chinatown. During this time, Chinese immigrant women fueled the industry, with an estimated 500 factories employing 20,000 workers. In 1982, these workers went on the largest strike in Chinatown's history to protest their contractor's attempt to skirt union regulations; after only a few days, every contractor folded to their demands. This quilt was designed by Debbie Lee and sewn by garment workers Ng Mui Leung, Sheung Ngor Leung, Cecilia Lo, Yan Chai Mak, So Fong Lee Ng, Sun Ng, and Heng Yu Yan for MOCA's 1989 exhibition "Both Sides of the Cloth: Chinese American Women in the New York City Garment Industry." Trades like sewing have often been demeaned as mere "women's work," but the impact of the 1982 strike and artworks such as this underscore the true power of women in the Chinese community, the vital role of garment production for Chinatown's entire economy, and the highly skilled artistry of such a trade.

# data[].attributes.attachment_link.description
The legacy of New York City's prominent garment industry can be traced back to the mid-19th century when German and East European immigrants brought experienced manufacturing to Manhattan. After a century of rises and falls, the garment industry reached its peak in the 1980s in Chinatown.

# data[].attributes.headline
More about the International Ladies Garment Workers Union (ILGWU)

# data[].attributes.subject
More about the International Ladies Garment Workers Union (ILGWU)

# data[].attributes.attachment_link.readable_text
The International Ladies' Garment Workers' Union (ILGWU) was once one of the largest labor unions in the United States. Founded in 1900 by local union delegates, it represented about 2,000 members in cities in the Northeastern United States. The union grew in geographical scope, membership size, and political influence to become one of the most powerful forces in American organized labor by mid-century.

Representing workers in the women's garment industry, the ILGWU worked to improve working and living conditions of its members through collective bargaining agreements, training programs, health care facilities, cooperative housing, educational opportunities, and other efforts. The ILGWU merged with the Amalgamated Clothing and Textile Workers Union in 1995 to form the Union of Needletrades, Industrial and Textile Employees (UNITE). In 2004 UNITE merged with the Hotel Employees and Restaurant Employees Union (HERE) to form UNITE HERE, which today serves over 300,000 members in the United States and Canada.

On June 24, 1982, nearly 20,000 Chinatown garment workers belonging to the ILGWU went on the largest strike in the history of New York's Chinatown. Contractors employing the women had rejected the newest contract negotiated by the ILGWU, attempting to undercut rules regarding holiday and overtime pay as well as non-union manufacturing. Rallying in Columbus Park, the demonstration was unlike anything the neighborhood had ever seen, with thousands and thousands of Chinese immigrant women rallying together as one. Within a few days, all but a handful of Chinatown contractors pledge to sign the union contact; the union organized a second rally on June 29 as large as the first one with threats to strike against any contractor that did not sign. It only took hours for all contractors to pledge, ending in victory.

# data[].attributes.attachment_link.title
International Ladies' Garment Workers' Union (ILGWU)

# data[].attributes.attachment_link.description
The International Ladies' Garment Workers' Union (ILGWU) was once one of the largest labor unions in the United States. Founded in 1900 by local union delegates, it represented about 2,000 members in cities in the Northeastern United States.

# data[].attributes.headline
“Memories of the 1982 ILGWU Strike in New York Chinatown,” Amerasia Journal, 35:1 (2009):76-91.

# data[].attributes.subject
“Memories of the 1982 ILGWU Strike in New York Chinatown,” Amerasia Journal, 35:1 (2009):76-91.

# data[].attributes.headline
Brief Timeline of Chinese American History until 1965

# data[].attributes.subject
Brief Timeline of Chinese American History until 1965

# data[].attributes.attachment_link.title
Resource_Brief Timeline of Chinese American History until 1965.pdf

# data[].attributes.headline
Expansive Timeline of Anti-Asian Racism in America in English and Chinese

# data[].attributes.subject
Expansive Timeline of Anti-Asian Racism in America in English and Chinese

# data[].attributes.attachment_link.title
Resource_Expansive Timeline of Anti-Asian Racism in America_English and Chinese.pdf

# data[].attributes.headline
Lau v. Nichols marked an important decision in bilingual education history, and its legacy continues to impact classroom teaching. In your own words, what are the responsibilities of a school and its teachers to their multilingual students? To you, what (are the most important) baselines of equity that should be established in a classroom? How are they ensured and by whom?

# data[].attributes.subject
Lau v. Nichols marked an important decision in bilingual education history, and its legacy continues to impact classroom teaching. In your own words, what are the responsibilities of a school and its teachers to their multilingual students? To you, what (are the most important) baselines of equity that should be established in a classroom? How are they ensured and by whom?

# data[].attributes.body
I participate in my community by shopping small businesses.

# data[].attributes.body
I'm fortunate to work in the Chinatown community in Brooklyn and service students in the area.

# data[].attributes.body
I participate in my community by donating to the local charities.

# data[].attributes.body
In my town they have a community counseling center for families to combat substance abuse issues. We also have a thrift store/ flea market building in our town to address multiple needs in one space.

# data[].attributes.headline
I hope that our school helps fill the need for our families

# data[].attributes.subject
I hope that our school helps fill the need for our families

# data[].attributes.body
The Sunset Park community is full of these places. The restaurants and parks are filled with older members of the community. We have the Brooklyn Chinese American Association and our school.

# data[].attributes.body
It is very difficult to deliver content and language, while students are still learning new customs.

# data[].attributes.body
Equity focus. What is the teacher saying? How are they saying it? What content is being provided? What are the students actively doing? Where are students making connections?

# data[].attributes.headline
Access and the Hallmarks of Literacy have helped our school to lift students

# data[].attributes.subject
Access and the Hallmarks of Literacy have helped our school to lift students

# data[].attributes.headline
It's important to let students know that their bilingual support will fade away as they exit high schools.  

# data[].attributes.subject
It's important to let students know that their bilingual support will fade away as they exit high schools.  

# data[].attributes.body
Supporting families in their home language.

# data[].attributes.body
Develop a culturally responsive education experience for our students and families

# data[].attributes.body
I hear the sewing machines, and smell the grease and plastic from the machines. I used to live near one of these places and this is what I remember most.

# data[].attributes.body
My mother worked in a factory. I would smell the oil. I would hear the motor on each machine. It created a rhythm. I remember my nose would always be itchy from the lint.

# data[].attributes.body
Chemical smell, the sounds of the machines, radio playing in the background.

# data[].attributes.body
The child at the factory shows that the woman could not find child care or it is too expensive.

# data[].attributes.body
The voices of the woman workers from all ages are highlighted.  So many times they are not recognized for their service.

# data[].attributes.headline
a smell of mustiness from the fabric, machines operating, and the old building.  I hear machines humming and the Chinese radio on.

# data[].attributes.subject
a smell of mustiness from the fabric, machines operating, and the old building.  I hear machines humming and the Chinese radio on.

# data[].attributes.body
loud and warm, a chemical smell in the air.

# data[].attributes.body
Smell-fresh cotton
Feels- The weight of the fabric as it moved from spot to spot.
Hearing- constant patter of sewing machines

# data[].attributes.body
the rice cooker at lunch time

# data[].attributes.headline
lack of child care; so much responsibility for the mothers alone

# data[].attributes.subject
lack of child care; so much responsibility for the mothers alone