Whenever I allow students in my US Women’s History classes to choose their own research topics they automatically default to biographies. In an effort to move away from the kind of history that focuses solely on the accomplishments of individuals, this semester’s research project requires each student to study a social movement in which women were significant participants, if not the leaders. Since my course covers the period 1600-1900, I’ve created a list of suggested topics that includes abolition, temperance, and voting/political rights, as well as mental health, public health, and education. My hope is that students see groups of women as significant actors in the development of our modern-day ideas and institutions, rather than singling out specific women for their individual achievements and ignoring the communities around them. I was inspired to discourage students from writing biographies this semester in part by my spring-semester students’ desires to focus on women with whom they were already familiar. Rosa Parks, for example, immediately came to mind for students when they were assigned a research project for US Women Since 1900. Since I had not made a blanket “no biographies” rule I tried my best to steer students towards women such as Ida Wells and Ella Baker, who were significant as civil rights activists but not staples of middle-school history curriculum. Anyone who remained committed to Rosa Parks as a topic had to study her work aside from the Montgomery Bus Boycott. While at first students were unhappy about my “rules,” ultimately they seemed pleased by semester’s end to have expanded their understanding of Parks’s work or to have learned about women that were previously unknown to them. I’m hopeful that by studying women’s participation in 19th-century social movements students will engage in deeper thought about both the motivations of these women and the challenges they faced forging a space for themselves, and others, in the public sphere. How did their families/communities respond to their desire to be publicly active? Did the women view their work as political, or were they inspired by moral or religious beliefs? Who did they lean on in their public and private lives for support? Students will need to acknowledge the privilege that enabled upper-class white women to work for social causes while servants and enslaved women managed the heavy responsibilities of their masters’/employers’ households. Ultimately, I want the students to see that women’s social activism during this period of our history required more than the desire to make change. While some women wrote abolitionist pamphlets or toured decrepit institutions for the “insane,” the day to day toil of other women in private homes made the work of social pioneers possible. Communities of women made change possible then, as now.  What are you doing to expand your students’ understanding of how the individual fits into the larger picture of our national history? Ideas and suggestions are welcome.    ... View more

In 2007 when I was first hired by the community college where I’m about to start my fifteenth year, the centerpiece of my teaching load was a course called “America’s Experience in Vietnam.” The class was very popular among a specific sub-group of students: recent veterans of combat in Afghanistan and Iraq. Some of them had permanent war-related injuries, while others were open with their classmates about their struggles with PTSD. Still others were physically and emotionally healthy but working incredibly hard to rejoin civilian life after an extended period of time in the armed forces. They added an element of realism to the course discussions that had been absent when I taught a similar course at a private four-year college.   As the years went on, and the turmoil in the Middle East continued to draw on the human and economic resources of our country, the “Vietnam course” as I liked to call it became more and more difficult to teach. Historians had a clearer picture than ever before of the errors in policy made in Southeast Asia and there was plenty of Vietnam-related data for analysis and discussion. My students, however, were beginning to see parallels between the war they were studying and the one in which they had been combatants. It was obvious to me that some were quite troubled by the proverbial notion of “history repeating itself.”   Class discussions became tangled in a question that I couldn’t answer with any authority: would a historian one day be making the argument that US military action in Afghanistan and/or Iraq had been misguided? I admittedly started to have a difficult time keeping the students on track because their concerns about the similarities between US policy in Southeast Asia and the Middle East, though decades apart, were so troubling. It seemed that every conversation about Vietnam ended with thoughts on the Middle East. Eventually I began to believe that a class focused solely on the war in Vietnam no longer made sense for a generation of students who were themselves living through a protracted military engagement overseas and needed broader historical context. I began to encourage student veterans to take general US history courses so that they could better understand how US foreign policy has changed over time in response to diplomatic and economic crises throughout the world.    I’m thinking a lot this week about those students I taught in 2007, 2008, and 2009 who were new to college but veterans of combat. My college is offering additional support to current student veterans feeling stress and anxiety over the situation in Afghanistan, but I know that those young men and women I taught more than ten years ago -- wherever they may be today -- are likely thinking back to our class discussions. It’s unsettling.    What do we say to students when we literally see history repeating itself in front of our eyes? I’m mulling this question as we prepare to start a new school year with the COVID-19 pandemic continuing to wreak havoc on our daily lives. In these immensely challenging times I want to find ways to be truthful in my classroom while also offering hope for the future. Seeking suggestions.    ... View more

This week’s blog is my 101st for the Macmillan Community! While I wish I had a provocative way to remark upon the experience of blogging about teaching history, instead, as I prepare to start a new academic year, I face my annual anxiety about what is to come in the year ahead. So, this week I offer more jumbled thoughts.   First, I’m thinking about how much I miss being on campus and lamenting that I will continue to long for a return to academic normalcy for at least one more semester. Enrollment at my community college is such that demand for online courses is outpacing on-campus offerings. The unknowns of the Delta variant, amongst other factors, means that all of my courses are running this fall as remote, asynchronous once again. I had such high hopes for being back in the traditional classroom that, admittedly, it’s going to take a little extra effort on my part to generate excitement for remaining full online. Are you on campus or online? What challenges are you facing as you prepare for either format or a combination of both?    Second, I’m thinking about the college search process and how overwhelming it can be for students. I’ve spent a good part of this summer prodding my youngest son to look at colleges. Our conversations in the car after campus tours have reminded me that students on the cusp of transitioning from secondary to higher education need our compassion just as much if not more than our content expertise. It has occurred to me several times during these visits that at 17 years old I had absolutely zero plans to be a historian. To paraphrase my son after one presentation: “looking at colleges is really scary.” No doubt! As a parent and professor I’m often just as confused about which college would be best when I leave the information sessions/tours as I was when we arrived on campus. It's no surprise to me that many of my students come to community college after spending time a four-year school that was not the right "fit." There has to be a better way. Ideas? Advice?   Finally, as a historian, I continue to reflect on how best to help my students place themselves within the context of this unprecedented time in American history. Just as we thought society was moving towards a new “normal” we find ourselves again facing mask mandates and engaging in debates about the value of vaccination. No doubt this is a confusing time for students and teachers alike. As always, I encourage fellow teachers to reference times in our history when we’ve faced similar challenges. I recently started listening to the inaugural season of the Intervals podcast released this year by the Organization of American Historians and available free of charge through Spotify. Subjects include yellow fever, smallpox, the influenza outbreak of 1918, and the use of disinfectants during the Gilded Age. It’s easy to get drawn in by the fascinating subjects of this fabulous series. Any one of the episodes could offer an early-semester writing prompt in a history or English class.   As we approach this new academic year, what are you thinking about? What challenges do you anticipate as we move into this new phase of pandemic-era higher education? Please share.     ... View more

The Tokyo games will begin this Friday, July 23, and there has been recent news around Rule 50 of the Olympic games which bans “demonstration or political, religious, or racial propaganda in Olympic venues.” The Olympics, though, have a long history of protests, and I think it’s helpful to view current events in the context of this history.  Here are three stories of protest at the 1968 Olympic Games in Mexico City. If you watch or follow the upcoming Tokyo Olympics and the associated protest that might occur, you can think of them within this larger context of historical protest at these world games.  Tommie Smith’s and John Carlos’ protest is probably the most famous of these games. The two men won the gold and bronze medals in the 200 meter race. When receiving their medals, Smith and Carlos wore black socks without shoes to symbolize African-American poverty and a black glove to symbolize African-American strength and unity, and they each raised a fist with lowered heads during the national anthem.  Smith and Carlos were then suspended from the US team and forced to leave the Olympic Village, but they were not forced to return their medals.  Wyomia Tyus is mostly known as a former world-record holder in the 100 meter race, and the first person to win gold in this event twice. During her 1968 gold-medal performance, she also protested against racism and human rights abuses through her clothing.  She did so by wearing dark blue running shorts, in contrast to the white ones the other Americans in this event wore. She also criticized the actions taken against Smith and Carlos for their own protest. Her shorts are now in the National Museum of African American History and Culture, and she recently published a memoir detailing these games.  In gymnastics, Věra Čáslavská also protested at these historic games. When receiving her four gold and two silver medals, she turned her head from the Soviet flag. Two months earlier, the Soviet Union had invaded Čáslavská’s home of Czechoslovakia. She then fled to the forest and trained by swinging from trees and doing floor routines in a meadow.  After the games, Čáslavská was barred from the sport in Czechoslovakia, so she decided to coach in Mexico. ... View more

To learn more about the event and click here: https://www.nps.gov/wori/planyourvisit/virtual_convention_days_2021.htm ... View more

In May I described my plans for a deconstructed research project to be assigned during my six-week summer intensive course in place of a traditional writing assignment. (See “Summer Project: Assignment Reboot” for details.) My goal was to have the students complete the key elements of a research project in structured sections, due over four weeks, rather than handing in a finished product at the conclusion of the course. Having just finished reading spring-semester research projects, I hoped that with this new approach the summer projects would be academically stronger if they were broken up into sections even though the summer students would have less time to complete the project than the spring semester students. Thanks to everyone who wrote to me after the blog was published to share their experiences with deconstructed projects!   So what did I find? Here are some observations from my first experience assigning this project with a class of 24 online students.   First, seasoned students who had completed research projects in other courses were initially confused about “the point.” I had a handful ask if they could “just write the whole paper” instead of breaking down the projects into my four step process. Although some students clearly already knew how to complete a research project, I explained that all students could benefit from slowing down the process. Part One of the project asked students to explain their topic and identify three secondary sources in MLA citation form. Right away some students hit a roadblock because they did not know where/how to locate secondary sources and/or they were unfamiliar with MLA. Since they had only seven days to complete the assignment, however, there was no time to procrastinate. Anyone who needed assistance with the sources had to immediately schedule time with our reference librarian, and the majority of students did just that.   Having students focus Part Three of the assignment on primary sources provided an opportunity to once again offer help. Part Two asked students to summarize the basics: who/what/where/when/how. Part Three required them to find primary sources to illustrate the details. In semester-long research projects I have consistently seen students ignore the differences between primary and secondary sources as they rush to complete a project in the crunch of a deadline. In the deconstructed project the students had seven days to identify three primary sources. For most students, successful completion of this part of the project meant brushing up on what a primary source is -- I provided links to several online resources as well as a sample of my own work for students to mirror. Again, I reminded students of the short window of time and encouraged them to ask for help. I was pleasantly surprised to see so many students booking virtual appointments with our college librarians and the college Writing Center.   Finally, Part Four required students to submit two paragraphs on the historical significance of their topic along with a final Works Cited page in MLA format. I provided several prompts to help the students to think more broadly about their topics and to draw connections to contemporary issues when possible. Once more the students had seven days to complete this part of the project. No time to procrastinate.   Ultimately, my trial run with a (time-sensitive) deconstructed research project was a success. The vast majority of  students completed all four parts of the assignment on time and I was pleased with the effort put forth. It’s difficult to judge whether the results will be the same during a semester-long course because in my experience students who take summer-intensive courses are extra motivated by the need to earn those last few credits that will allow them to graduate and/or transfer. I’ll try the project in a semester-long format this fall and am considering whether or not to maintain the same four-week plan. I’m curious to see if the four-week approach reduces the amount of procrastination that tends to seep into semester-long research projects.   Thoughts? Suggestions? ... View more

Yesterday was the last day of June and also the last day of Pride. We are all fortunate to have the opportunity to celebrate this very special month. For many people, this is a dream come true; fighting for LGBTQ rights and acceptance has been a long, uphill  battle. As a matter of fact, Obergefell v. Hodges, the Supreme Court case that decided whether same-sex marriage has legal standing and recognition in all 50 states, happened only in 2015, 6 years ago.  While LGBTQ+ people in the United States are able to enjoy this month, it’s unfortunate that some countries and states continue to treat LGBTQ people with contempt: Hungary passed a law that "ban the representation of any sexual orientation besides heterosexual as well as gender change information in school sex education programs, or in films and advertisements aimed at anyone under 18.” Six states currently prohibit schools from teaching students about homosexuality.  According to the Human Rights Campaign, an LGBTQ advocacy non-profit, only 29 countries have legalized same-sex marriage. In contrast to that, 69 countries criminalizes homosexuality. While the disparity between those that are for and against LGBTQ+ rights are huge, there has been progress. Recently, Taiwan had legalized same-sex marriage back in 2019. And other countries are showing signs of being more open. HRC listed these countries to watch out for in 2021 for marriage equality: Thailand, Philippines, Japan, Chile, Czech Republic. While there is a long way to go for LGBTQ+ equality in all countries, I remain unflinchingly optimistic. I say this because I once interned at an LGBTQ+ non-profit, and being able to see a group of people who worked endlessly to make marriage equality happen is truly amazing. It was through my internship that I was able to meet Edie Windsor, who had sued the government over the estate of her wife because the federal government didn’t recognize her marriage due to section 3 of DOMA which defined marriage as something that’s between a man and a woman. At one point, I am sure that the people involved with Edie’s court case felt that there were so many things that people hadn’t thought would be possible, at least in their lifetime. The fact that same-sex marriage was able to become legalized and have a high level of support in conservative countries (and even in some states) proves that there is still room for improvement. ... View more

Last week, the Senate unanimously voted to make Juneteenth a federal holiday, a holiday to commemorate the ending of slavery in the United States. For many this is a welcome recognition of a long ignored end to a horrific chapter in American history. However, a good portion of Americans, the word “Juneteenth’ and what it represents remains largely unexplored as many historical events such as Juneteenth have gone unnoticed in the schools’ curriculum.  Speaking of my personal experience, I knew about Juneteenth a few years ago--after I had graduated from college. The history of this day, and many similar events was not a part of my education and everything that I have learned about Juneteenth was through articles which is unfortunate, but hopefully with the new holiday, it will be an impetus for schools to discuss how important it is that this day is remembered and celebrated. In honor of Juneteenth, I’d thought it’ll be great to share some resources that I think are great for learning more about this day: For a brief overview on the history of Juneteenth, the NY Times does a good job on covering the significance of the date and the history behind it.  PBS has a great episode on the history of Juneteenth and how gentrification threatens the livelihood of Black Americans in Austin.  For a great primary source on Juneteenth, the National Archives has a scan on one of the original orders to end slavery in Texas There is a great collection of stories and resources at the National Museum of African American History & Culture ... View more

As I’m thinking about the start of the new school year I’m brainstorming the return to campus. At my community college, a return to campus in September will mean students in the physical classrooms after nearly eighteen months of remote learning. I’m wondering how to help students reconnect in that physical space after working independently for so long. Usually the first day of classes is spent discussing the syllabus and course expectations. While these tasks will still be part of my plan, I’ve decided to also have students group-share on that first day to discuss how their working lives have changed as a result of the pandemic.    Here are some of the questions I will have students address in small groups:    Did you work before the pandemic began? If so, what did you do?  How did the earliest months of the pandemic impact your personal work life or the experiences of those with whom you live? Did you change jobs during the pandemic? If so, why/why not? What was your experience seeking work during the pandemic? How could a historian document your pandemic work experience? What artifacts may exist that could help tell the story of your experience in the future? What do you want students one hundred years from now to know about your pandemic-era work experiences?   I’m inspired to start the semester with this discussion because I believe that the majority of my students or their families will have experienced some significant work-related changes during the pandemic era. We spend a great deal of time in my US history classes studying the changes that came about during the First and Second World Wars in regards to work. The most recognizable icon to students on the first day of US History II is always “Rosie the Riveter” -- even if they cannot explain her significance they are able to link her to World War II. I’m hoping to help students to see that their experiences during the pandemic will one day be the subject of study in history classes.   In addition, I’m hoping that by focusing on work rather than health issues during the pandemic I can help the students connect to each other without delving too deeply into painful personal experiences/losses that may have occurred as a result of COVID-19. I want the students, from the very first day back together in the classroom, to be reminded of their shared experiences as a society over the past eighteen months.    Do you have any plans for re-integrating students into the physical classroom this fall? Please share. ... View more

Historical views of Pride Month often focus on influential figures in the fight for LGBTQ+ rights. But, there are many LGBTQ+ individuals throughout history who are known primarily for other activities.  Here are a few brief biographies of my personal favorite historical figures. Let us know who else you would add to this list in celebrating Pride this June! Emily Dickinson is undoubtedly one of the greatest poets in the history of the genre. She’s also often portrayed in popular culture as a shut-in, writing her iconic poetry alone. But, recent scholars have worked to uncover her lasting relationship with her sister-in-law and lifetime friend Susan Gilbert. You can read portions of the letters between these two women and potential lovers here.  Sally Ride, physicist and astronaut, holds many firsts in the realm of space travel. After deciding to become an astronaut while eating scrambled eggs, Ride became the first female capsule communicator, the first woman on a shuttle crew, the first American woman to fly in space, and the youngest American in space. Ride’s career also included co-founding Sally Ride Science to encourage girls to study STEM.  The world learned after Ride’s death that she was also the first LGBTQ+ individual to fly in space. Ride had been in a relationship with her partner Tam O’Shaughnessy, whom she met playing tennis as a girl in California, for 27 years before Ride’s death in 2012.  Angela Davis comes up often in discussions of the civil rights movement of the 1960s, and rightfully so. Davis also continues to be an educator and civil rights activist, and her vast work ranges from supporting three incarcerated individuals of Soledad Prison to writing groundbreaking books like her 2003 work Are Prisons Obsolete? Davis is also a queer woman, and the GLBT Historical Society showcased an exhibition, Angela Davis: Outspoken, in 2018, highlighting Davis as an influential queer figure.  Marlene Dietrich was a bisexual actress most famous for her film and music career in the 1930s and 1940s. Her work includes roles in Morocco (1930) and Shanghai Express (1932). This German-born performer also became an American citizen in 1939, at the beginning of World War II, and conducted openly anti-fascist humanitarian work. Dietrich is well known too as a style icon famous for her androgynous outfits, including the “Dietrich silhouette.” ... View more

Vice President Kamala Harris faced criticism this week for telling Guatemalans not to come to the US/Mexican border  seeking entry without first following other pathways to citizenship. Whether or not we concur with the White House’s stance on undocumented people and conditions at the US/Mexican border, as historians we can agree that our students know more about the political mud-slinging that goes on in relation to immigration policy than they do about the countries that are the birthplaces of millions of people who desire economic opportunity and security here in the United States.    I am acutely aware of the students’ frustration with this lack of knowledge because I teach at a community college with a large population of students whose families are from the Caribbean and Latin America. In most cases, the students themselves were either born in the United States or were brought to this country at such a young age that they do not remember the living conditions that led to their families’ migrations. Often they will say they know only that their families were “extremely poor” or that one or both of their parents sought political asylum in the United States. Family members, the students tell their professors, are often reluctant to discuss the conditions that led to the immensely difficult decision to leave their homeland.    It’s time for us, as historians, to help these young people understand their families’ origin stories.   At my college we hope to start this process by hiring an historian who can teach courses specifically related to Latin America and the Caribbean, while also helping us to create a more globally-based survey course. None of this may sound groundbreaking to those of you who teach at universities with dozens of fields of specialization. However, those who teach at community colleges across the United States have long faced the challenge of teaching outside of our fields of expertise so that we can offer as many courses as possible. For an increasingly diverse student population, we must do better.   Consider, for example, that the American Association of Community Colleges reported in 2019 that approximately 41% of all undergraduates in the US are enrolled at community colleges. When we look at statistics for Native American, Hispanic, and Black college students those numbers increase to 56%, 53%, and 43% respectively. It’s well past time, then, for community colleges to commit to more diversity in their history curriculum and to offer content beyond the traditional US history and Western Civilization courses that have typically transferred seamlessly to four-year colleges. If students of color are taking their first college history courses at community colleges, those courses need to not only educate them about important historical events but also help them to see where they -- as people -- fit into the narrative of world history. For first-generation Americans and first-generation college students this need is especially great.   To my fellow community college faculty, a question: what courses is your department offering outside of the traditional US and Western Civilization surveys? How have students responded to the offerings? Is enrollment strong or struggling? I’d love to hear from Macmillan Community faculty grappling with this important challenge.  ... View more

Macmillan Learning author Mia Bay joins Radio Times to discuss her book Traveling Black: A Story of Race and Resistance. Bay sits down with the WHYY production team and tells the story of the rise in travel segregation and the fight for equality on the road and in courts. Bay is also one of the three authors of the third edition of Freedom on My Mind, a narrative that follows African American’s quest for freedom as the central theme and situates that quest in the context of American history.  ... View more

To close out Asian American and Pacific Island (AAPI) Heritage Month, I’d thought it'd be great to highlight the contributions Asian Americans had made. Here are just some of the many that have contributed to American society: Amanda Nguyen--Nominated for the Nobel Peace Prize in 2019 for creating the Sexual Assault Survivors’ Act of 2016 which guarantees survivors a rape kit at no cost, and requires all kits to be preserved for 20 years¹.  Dr. Chien-Shiung Wu--Played a key role in doing research for the Manhattan Project and for contributing to the physics, biology, and medicine field².  Wong Kim Ark--Famous for challenging the United States in the case, United States v. Wong Kim Ark, Wong Kim Ark helped establish the 14th Amendment which guarantee all people born in the United States citizenship³. Larry Itliong--Organized the Delano Grape Strike in 1965 which would eventually lead to the creation of the United Farm Workers⁴ .  1. Yuko, Elizabeth. “8 Groundbreaking Contributions by Asian Americans Through History.” History.com. A&E Television Networks, March 31, 2021. https://www.history.com/news/asian-american-inventions-contributions. 2. “Strength in Diversity – Celebrating Asian American Pacific Islander Heritage Month.” Energy.gov. Accessed May 28, 2021. https://www.energy.gov/articles/strength-diversity-celebrating-asian-american-pacific-islander-heritage-month. 3. “CAPAC Marks Anniversary of Pivotal Supreme Court Ruling on Citizenship.” CAPAC Marks Anniversary of Pivotal Supreme Court Ruling on Citizenship | Congressional Asian Pacific American Caucus (CAPAC). CAPAC. Accessed May 28, 2021. https://capac-chu.house.gov/press-release/capac-marks-anniversary-pivotal-supreme-court-ruling-citizenship. 4. “10 Influential Asian American and Pacific Islander Activists.” Biography.com. A&E Networks Television, May 11, 2021. https://www.biography.com/news/asian-american-pacific-islander-activists. ... View more

This past semester a kind of remote-learning fatigue seemed to set in amongst my students. Coupled with my own remote-teaching fatigue, final projects were less ambitious than in previous years and took me much longer to grade. I’ve decided that summer is a good time for a reboot of the semester-long research project to re-energize my instruction and help students to focus on the quality of each individual part of their research project.    I’m teaching a six-week intensive Black History course this summer and instead of assigning the research project at the start and then waiting to see the results at the end of the session, I’m breaking the assignment into four parts that will be submitted separately. The goal of the project is for students to research an aspect of Black History that we will not cover in detail as a class but relates directly to the larger themes and content. Together the four parts will comprise a research project, but students will be graded on each individual section as it is completed rather than on one document at the course’s end.    Here is my work-in-progress plan for what will be submitted in each part of the project during the six-week course:   Part One (due Week Two) Topic with thesis statement and defined parameters. Example: a study of the life/work of Martin Luther King, Jr., would be too broad for this project but a study of the significance of MLK’s work in Montgomery in 1955 or Birmingham in 1963 would work well. Draft Works Cited: three secondary sources in MLA format. Sources will be articles retrieved from College Library’s databases; students will receive support from a reference librarian.   Part Two (due Week Three) In 2-3 detailed paragraphs, explain the who/what/where/when/how of the topic. Use in-text citations (MLA format) to identify sources used.   Part Three (due Week Four) Three annotated primary sources providing examples to support information presented in Part Two and illustrate key aspects of the topic.  Examples: images of subject/events, newspaper/magazine articles from period, segments of speeches/letters/writings from period. Each source should have a 1-2 sentence annotation to explain its relevance to the topic. Primary sources may come from academic databases or from the general web.  Sources must be cited in MLA format.   Part Four (due Week Five) Two paragraph conclusion that addresses historical significance Where does the topic fit within the wider framework of our course? What was the long-term impact of the topic on the history of the era we are studying? Final version of Works Cited page   It is my hope that by deconstructing this research assignment my students will experience the value of producing quality components that together create a well thought-out project. I would love to hear from anyone who has tried this kind of piece-by-piece assignment and whether they were satisfied with the results. Any pitfalls I need to be prepared for?  Suggestions welcome!  ... View more

Last week in his blog post “History of Violence in the Chinese Community” my Macmillan Community colleague Steven Huang emphasized the importance of studying the historical origins of the anti-Asian violence that we have seen dramatically increase since the start of the COVID-19 Pandemic. In particular, Steven encourages us to listen to the voices of Asian-American people across the United States as we search for a more comprehensive approach to anti-racism.    I’ve been particularly struck by the increased media attention on anti-Asian violence because so many of the students at the community college where I teach identify as Asian American Pacific Islander (AAPI). In my US History II survey class we study the nineteenth-century origins of anti-Chinese and anti-Japanese sentiment in the western part of the United States. Students in the course have researched Angel Island and Japanese Picture Brides for their independent projects, and the centerpiece of our discussion of World War II is the internment of people of Japanese descent from 1942-1945. And yet, there is so much more that we could/should be covering to gain a more complete picture of the history of AAPI people in the United States.   It stands to reason, then, that many of us who teach US history need to increase the presence of AAPI in our survey courses. Here are some web-based resources that I have found useful:   A great place to start the search for new material to share with students is Elizabeth Kleinrock’s article “After Atlanta: Teaching About Asian American Identity and History” (Learning for Justice, 17 March 2021). “I can’t change the past...” Kleinrock writes, “But what I can do in this moment is direct these emotions into action to take one step towards ensuring that no Asian child is called ‘Kung-flu’ by a classmate and that my students will not grow up to harass and attack people of Asian descent on the street.” Kleinrock shares the results from having surveyed her students about their knowledge of Asian Americans after the Atlanta attack, and then identifies materials that can help begin the conversation about AAPI history in the classroom.   Numerous government historical repositories including the Library of Congress and the National Archives are hosting a joint web site for Asian Pacific American Heritage Month. In addition to finding links to videos from the Smithsonian’s historical collections, teachers and students can access numerous primary sources and lesson plans on such topics as the annexation of Hawaii, immigration, and exclusion.    The University of Southern California library system has developed an extensive digital finding aid for primary sources related to AAPI. In addition to print sources and dozens of photographs, the site contains images of artifacts found as the result of archeological digs in California. Students will be fascinated to see the items retrieved from the site of a former Chinese laundry (circa 1880-1933), among other interesting pieces of social and cultural history.    Any conversation about the history of immigration to the United States is incomplete without discussion of Angel Island, the Pacific Coast’s point of entry from 1910 to 1940. It has been my experience that the majority of college students have no idea that immigrants entered the country through any place but Ellis Island (New York). The Angel Island Immigration Foundation site documents a period when people from Australia, New Zealand, Mexico, Canada, South America, Russia, Asia and the Pacific Islands sought entry to the United States through the island off of San Francisco. Immigration restrictions placed on people of Asian descent made the process extremely complex and stressful in these years, and Angel Island served as a location at which authorities could separate the immigrants by nationality to prevent the entry of “excluded” people.   A simple Google search for AAPI-related historical materials will lead to many more open resources -- what I’m offering in this blog is merely a starting point. It is critical that we convey to students that any discussion of race/racism must include the challenges faced by the AAPI communities throughout our national history. The willingness to include these groups in our course curriculum is a great way to start students on the path to deeper understanding.    ... View more