Portland Taiko Curriculum Guide

Transcription

Portland Taiko
Curriculum Guide
To be used in conjunction with Portland Taiko school assembly
programs or educational residency work
Revised November 2008 • For Grades K-6
Table of Contents
Purpose and Mission
Introduction to Portland Taiko . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Portland Taiko School Assembly Program Overview . . . . . . . . . 3
Introduction to Portland Taiko’s Curriculum Guide . . . . . . . . . . . 3
History and Culture
A Short History of Taiko in Japan . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction to Japanese American History and Culture . . . . . 4
Basic Understanding of North American Taiko . . . . . . . . . . . . . . . 5
Activities
Gomikan – Part I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Gomikan – Part II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Kuchi Shoga or the Oral Tradition . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Portland Taiko Bingo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Portland Taiko Bingo! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Portland Taiko Bingo! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Taiko Shakers made easy! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Taiko Costumes: Making a Hachimaki . . . . . . . . . . . . . . . . . . . . 14
The Japanese American Internment . . . . . . . . . . . . . . . . . . . . . . 15
A Personal Account: George Katagiri’s Story . . . . . . . . . . . . . . . 15
When Life Hands You a Lemon ... . . . . . . . . . . . . . . . . . . . . . . . . . 17
Stereotype Busters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Whosie Whatsie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Perceptions of Asian Americans . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Additional Resources
Taiko Terms, Instruments & Vocabulary . . . . . . . . . . . . . . . . . . . .
Taiko Word Search and Word Jumbles . . . . . . . . . . . . . . . . . . . . .
Asian American Experiences in the U.S. . . . . . . . . . . . . . . . . . . .
Additional Resources for Elementary Level . . . . . . . . . . . . . . . .
Asian American and Cultural Organization Index . . . . . . . . . .
27
28
32
42
44
Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Portland Taiko Curriculum Guide Evaluation . . . . . . . . . . . 47
Introduction to Portland Taiko
Portland Taiko School
Assembly Program Overview
Founded in 1994, Portland Taiko (PT) is a nonprofit
Asian American drum performance ensemble
which performs for more than 50,000 people a year
both locally and on tour nationally.
Through the dynamic performance of American
taiko (Japanese drum) and engaging Asian American storytelling, Portland Taiko shares the richness
of Asian American music cultures while teaching
students important life skills, cultural awareness
and respect for differences. Blending contemporary compositions with ancient tradition students
experience the power of the drum, the sweetness
of the Japanese bamboo flute, the beauty of
choreography and the laughter of Asian folktales.
The ensemble combines exuberant performances
with audience interaction and participation.
Through inspiring and engaging stories, students
learn life skills such as taking pride in themselves,
communication, respect, cooperation, and
perseverance.
Our mission:
Through innovation and artistic
excellence in taiko, we affirm Asian
American pride, inspire audiences,
build community, and educate about
our culture and heritage.
Education remains central to PT’s mission and it is
evident in its ongoing school assembly programs,
year-round classes for children ages 4 and up,
periodic parent/child workshops for children 5-8
years old, active outreach program to under-served
youth audiences, long term educational residency
work involving both students and educators, and
a youth performing group, Tanuki Taiko. Each year,
PT conducts educational activities for more than
20,000 youth and educators.
School assembly programs can be an important
starting point for students to learn about Asian
American music and cultures, the Japanese
American internment experience, as well as gaining
an appreciation for diversity within the students’
own school and community. This greater cultural
awareness is becoming more important than ever
as our schools become more diverse and there is an
increasing need to counter the bullying, discrimination and isolation that students may encounter in
their own lives.
In addition to this strong educational component,
Portland Taiko also performs in the professional
realm and has an active touring schedule that
includes full-length evening concerts for mainly
adult audiences and shorter matinee shows for
family audiences that combine elements found in
our school assembly programs.
Portland Taiko’s hope is to create and share taiko
performance of the highest artistic quality, to touch
our common heartbeat and to provide a strong and
beautiful voice for Asian America.
Introduction to Portland Taiko’s
Curriculum Guide
The objective of this guide is to provide teachers
with resources to begin the discussion around Portland Taiko, Japanese, Japanese American and Asian
American culture and related histories. We also
understand the many pressures placed upon
teachers to meet standards in teaching. For this
reason, we have constructed activities to help
students to meet Oregon State Benchmarks in the
following areas:
Arts: aesthetics and art criticism, historical and cultural perspectives, create, present and perform
Drums were also used to scare birds away from the
crops and to inspire local soldiers.
Second Language: communication, culture, connection to other disciplines
It is said that the boundaries of the village were
defined by the distance at which the community
odaiko (large drum) could be heard. This would
mean, the louder the taiko, the bigger the village. In
fact, some drums were made to gargantuan scale,
10-15 feet in diameter, and pounded upon by sticks
the size of a baseball bat!
Social Sciences: civics and government, geography, history, social science analysis
Communications: reading, literature, writing,
communication
You will find in the following pages a variety of
activities, articles, and other resources to continue
learning about Asian American arts, history, and
culture. There are a variety of lessons for all age
groups, though we focused on activities for elementary school-aged children. We have found that
lessons in tolerance are especially difficult to find
for this age group.
Introduction to Japanese American
History and Culture
Although Japanese people started coming to the
United States in the late 1890’s, they were not allowed to become citizens and not allowed to own
land. People were afraid of them because they
looked different, spoke a different language and
had different customs. The Japanese who came
Thank you for your support. We hope this guide is
simple to use and meaningful in content.
A Short History of Taiko in Japan
In old Japan people lived mainly by farming and
fishing. They lived in small villages and usually
worked together communally. For example, everyone would come together to take part in planting
and harvesting the rice for the village. Using the
taiko helped this communal living by calling people
together and providing rhythm for working, and
for celebrating when the work was done. Often the
taiko would accompany the community as they
danced in matsuri (festivals) or events in the
community.
For hundreds, perhaps thousands of years, the taiko
was used in religious ceremonies, community festivals, and Japanese theatre such as Noh and Kabuki.
here were, for the most part, very hard-working.
Many came to make money to bring back or send
back to Japan. They helped build railroads and they
were farmers. The Japanese word for the people
who came to the U.S. was issei or first generation.
Their children, the nissei were American citizens
because they were born here and are referred to as
Japanese Americans as are later generations.
National Education Standards Online Resources
Language Arts:
http://www.education-world.com/standards/national/lang_arts/english/k_12.shtml#nl-eng.k-12.9
Arts:
http://www.education-world.com/standards/national/arts/index.shtml
http://www.ode.state.or.us/teachlearn/subjects/arts/curriculum/whatstudentsneedtoknow.aspx
After Japan bombed Pearl Harbor in 1941, the
United States sent more than 110,000 Japanese and
Japanese American citizens to relocation camps
in remote areas of the U.S. They built temporary
buildings and fenced in the area with barbed wire
fences which were guarded by soldiers. The U.S.
government said that they did this because they
were afraid that Japanese and Japanese Americans
would be disloyal, but no case of disloyalty or
sabotage was ever found.
The families and people who were relocated had
one to two weeks to get ready to leave and they
could only take two suitcases with them, so they
had to leave most of their belongings behind. In
the camps, they lived in barracks with many other
families separated only by blankets that were hung
for ways to take pride in their culture. Many “taiko”
groups were formed because the drums helped
them feel good about being Japanese Americans
and gave them unity as well. The drums became
symbols of unity and celebration.
Taiko today is not just drumming, but is part dance
and part something resembling martial arts. The
kata (stance) that we use is similar to that used
in karate or other martial arts. The striking of the
drum is as important as the sound of the strike, and
in some numbers, drummers shift quickly in unison
to other drums. Taiko drummers train like martial
artists in order to be able to strike not just with the
arms but with the whole body. In this way even
someone very small can get a big sound by using
the body properly.
In taiko drumming the beauty is only partially in
the sound, it is also in the movement and in the
song. For the taiko drummer, it’s the pursuit of the
whole. There is the spirit of the drum and a spirit of
the drummer. When the drummer is playing well,
those spirits come together into one. Ki is a word
that means energy and it is the ki within the person
that drives the drummer toward the unification of
mind and body and into the entire performance. To
gather that ki, the players will use kiai—which are
vocalizations coming from ones hara or center. The
players communicate with the spirit of the drum,
with each other and the audience—gathering the
energy to keep going and to express themselves.
from the ceiling and they ate in mess halls and used
communal outdoor toilets. After the war, most of
the Japanese could not get back the stores, homes,
farms and cars that they had left behind. They had
to start life all over again.
After the war, the children who were sent to the
camps, and later generations who heard about the
camps, started to ask questions and to ask the U.S.
government to apologize and to give them back
some of the money they lost when they were sent
away. This is the “redress movement.” Taiko drumming is part of that movement, because when the
young Japanese Americans came together in the
1970’s they became interested in learning more
about their ancient culture and they were looking
Basic Understanding of North American Taiko
The kind of drumming Portland Taiko plays is called
kumidaiko (ensemble or group drumming). This is
a relatively new form of drumming that started in
Japan in the late 1940’s and in America in the early
1970’s, so it is new in both countries. Taiko is really
Asian American because it draws on the ancient
use of the drum and traditions of Japan, but has
influences from being introduced here in America
including rhythm and blues, soul music and even
American jazz. As in jazz, the musicians pass the
lead from one person to another expressing themselves and their improvisational parts.
Currently there are more than 5,000 taiko groups
in Japan and nearly 200 groups throughout North
America. Taiko was traditionally all male in old
Japan, but today many women take part. Taiko
groups include many non-Japanese including
other Asian groups and many non Asians. Portland
Taiko members have Japanese, Chinese, Korean,
Filipino and European ancestry.
The groups use many different-sized drums. Drum
making is part of being a member of Portland
Taiko. It takes 150 to 200 hours to make a drum.
The skins are imported from St. Louis because you
can’t get thick enough skins in the Northwest.
Many drums are made starting with wine barrels.
They usually re-skin the drums every year or so.
Performers sometimes also play other percussion
instruments with the drums (gongs and cymbals
of various sizes for example) and some members
play the Japanese flute or fue.
Many taiko groups tour and perform like Portland
Taiko. They also come together with other taiko
groups on holidays and other special occasions.
Many of the groups give lessons and workshops to
teach others their art form.
Gomikan – Part I
Adapted by Portland Taiko staff
•
3/4”-1” dowels from hardware store for bachi, or
sticks (2 or more per drum)
•
Scissors (l per group)
•
Instruction sheet with step by step picture instruction (page 13 in curriculum guide)
•
Handout reference sheet (page 16 in curriculum
guide)
Objectives
To learn how to work together to create a “gomikan”
– garbage can taiko – and to perform something for
their classmates.
•
Identify Japan as an Asian country of islands [SOCIAL SCIENCES: Geography];
Time2-3 sessions of approx. 45-50 min. each
•
Understand and be able to correctly pronounce
Japanese words like taiko, gomikan, bachi, and
oral tradition sounds [SECOND LANGUAGE: Communication]
Directions
•
Discuss culture and identify something that each
student is proud of [SECOND LANGUAGE: Culture];
•
Recognize the diversity in your own classroom
and community
•
Appreciate the historical and cultural background of taiko as an Asian American art form
[ARTS: Historical and Cultural Perspectives]
•
Understand how culture and pride in oneself can
be translated into music [SECOND LANGUAGE:
Culture]
•
Work together in small groups to create gomikan
taiko
•
Apply the oral tradition to create a performance
(Part II) [ ARTS: Create, Present, Perform]
FIRST CLASS SESSION:
1. Explain we are going to make our own taiko to
play as a class. First, the students need to understand how to pronounce Japanese words correctly. Show them Japan1 on the map and ask
students to share what they know about the
country. Where is it? What kind of physical geography does it have?
2. Teach students how to pronounce each vowel in
Japanese. In general, Japanese vowels are pronounced similarly to those in Spanish. “a” as in
father; “i” as “ee”; “u” as in “glue”; “e” as in bed; and
“o” as in no. Write the word TAIKO on the board
and demonstrate how to pronounce it correctly.
3. Write the word GOMIKAN on the board and ask
students to pronounce it for you using the rules
they just learned. (go-mee-kahn).
4. Explain that GOMI is the word for garbage. KAN is
a word they know in English, but it’s pronounced
in Japanese (can). Tell students that they will be
making GOMIKAN TAIKO.
* This lesson is best for use with older elementary students;
however the drums can be made ahead of time for use by
younger elementary students.
5. Put students into small groups of no more than
4-5 students per group. Distribute one garbage
can, 2 rolls of clear tape, scissors and a magic
marker to each group.
Materials
•
Plastic trash cans, any size, though the larger the
size, the bigger the sound (1 per group). No lids
are needed.
1
The following websites provide online maps for free:
•
2 rolls of clear 2” plastic packing tape per group
http://www.mapquest.com/atlas/main.adp?region=japan
•
Duct tape (l roll for entire class to share)
http://www.mapquest.com/atlas/
Gomikan – Part II
3. Teach students how to pronounce each vowel in
Japanese. In general, Japanese vowels are pronounced similarly to those in Spanish. “a” as in
father; “i” as “ee”; “u” as in “glue”; “e” as in bed; and
“o” as in no. Write the word TAIKO on the board
and demonstrate how to pronounce it correctly.
Kuchi Shoga or the Oral Tradition
4. Write the following on the board: DON, DOKO, KA,
KARA. Ask students to pronounce these words in
Japanese.
Objectives
To learn about oral tradition and play the Gomikan.
5. Remind students that these are the sounds that
we say that are like the sounds you make on a taiko. “Don” is a hit in the center of the drum. Doko
means two hits in the middle. Ka is the sound of
hitting the sticks on the rim of the drum. Kara is
two hits on the drum.
Materials
•
At least 1 gomikan for the class (or a few for pairs
or small groups)
•
Bachi (drum sticks), which are ¾” or 1” dowels cut
at 16” in length
•
Handout with taiko pictures and terms on page
16
6. Change a song that all the students know into a
taiko song! Demonstrate using the happy birthday song and substituting DON, DOKO, KA or
KARA for the words. It might sound like this:
(Happy birth day to you. . .)
DOKO DON DON DON DON. . .
(Happy birth day to you. . .)
DOKO DON DON DON DON. . .
(Happy birth day dear Ms. Smith...)
DOKO DON DON DON KA KA...
(Happy birth day to you)
DOKO DON DON DON DON
Time: 45-50 min
Directions
7. Group the students into small groups of 4-5
again. Ask them to work together to find a simple
song they all know. Then have them make up the
taiko oral tradition words to that song. Emphasize
that there are no right and wrong ways to do it
for this activity. They can add KA instead of DON
sometimes to make it sound different.
1. Discuss the idea of ORAL TRADITION with students. Many cultures use an oral tradition not
only to teach music but also to share stories and
history. Discuss the idea of culture. Brainstorm examples of culture - food, customs, religion, clothing, music, stories, technology, values, etc. Ask
students to share some specific things from their
culture that they are proud of. Explore the diversity between members in the classroom - not
only physical features, but also likes and dislikes,
habits, etc.
8. Have them all practice playing their song on their
laps or the ground until everyone can play their
song together. Ask each group to pick one student to be the starter. The starter signals everyone to start by saying, “Ready, GO!”
2. Provide the hand out to address language and
terminology about taiko and the oral tradition of
taiko playing. Go through each word describing
what they mean and finding matching pictures
for equipment.
9. Have students perform their songs for each other.
See if they can guess the song they are playing!
Debrief questions:
•
1. How is taiko an example of culture?
2. Why do you think it’s important to know about
and be proud about your culture?
Explore storytelling as an oral tradition. Study
stories from different cultures and explore what
kinds of lessons or ideas they teach. Have students tell stories from their own families or their
own experiences.
3. What is diversity? Why it is important to Americans? Do you know why people from other countries come to the United States?
4. Was it hard to find something you had in common with other members of your group? How
did you decide on what song to pick?
5. What would you say to someone who said, “I’m a
real American. All Americans are the same. We’re
not from any other country!”
Extension ideas:
•
Learn more about Japan and Japanese drumming. (Refer to introduction of curriculum guide)
Be sure to differentiate traditional Japanese
culture (like samurai, wearing kimonos, etc.) from
modern customs.
•
Learn more about American taiko. (Refer to introduction of curriculum guide)
•
Map out the diversity in your own classroom.
Ask students to talk with their families about
their cultural heritage. Put pins on a world map
to show how many different countries the classroom has heritage from. Do they know when
their relatives first arrived in the U.S.? What
language(s) did they speak? Do they still speak
them? Do they celebrate any holidays from these
countries at their homes?
Additional online resources for these activities:
http://www.janm.org/exhibits/bigdrum/resources/kids.php
http://www.aamovement.net/art_culture/general/taiko.html
http://users.lmi.net/taikousa/dictionary.http
Portland Taiko Bingo
Objectives
To review information and lessons learned through
Portland Taiko Assembly program and/or residency
workshops.
Materials
•
Portland Taiko cue Sheet
•
Portland Taiko Bingo
Time: 45-50 min
Directions
1. Provide students with a copy of the Portland
Taiko Assembly Cue Sheet prior to viewing the
assembly program or provide them the accompanying Taiko Terms Sheet.
2. Have students read through the Cue sheet to
familiarize them with what they will see/experience.
3. After the performance, use the Taiko Terms sheet
and the Portland Taiko Bingo for a fun review and
reminder of what the students learned about the
art form.
10
Portland Taiko Bingo!
What are the sticks
Arigatoo gozaimashite What is the word for
used to hit the drums means thank you in
the “rest” or “ma” in
called?
what language?
taiko?
Name two of the
three lessons or principles of Taiko?
Uchiwa-daiko are
drums shaped like
what?
When you shout “YO!” Taiko has had lots of
while playing taiko,
different uses. Name
it is an example of
two of them.
what?
What kind of hit is de- What are the heads
scribed by the sound of the drums made
“Ka” or “Kara”?
out of?
A strong kiai comes
from your center.
What is the Japanese
word for your center?
What does Oroshii
mean?
What is a really BIG
taiko called?
Write your name here Taiko comes from an
for a FREE SPACE!
Asian country made
up of all Islands.
Name that country.
The Japanese flute
(fue) is made from
what plant?
Which drum has the
highest pitch and
is tightened with
ropes?
What is the sound we When you hit the
say for one loud hit
taiko, where on the
on the taiko?
drum head should
you be aiming?
A chu-daiko is what
size drum?
What is Kiai used for?
The wood we use
to make the drums
comes from what?
What is the sound we Kuchi Shoga are the
say for two soft hits
words we use to learn
on the taiko?
taiko. Name one of
those words.
Portland Taiko plays
ensemble drumming
called what?
11
How many taiko
groups are there in
Japan?
Portland Taiko Bingo!
What are the sticks
Arigatoo gozaimashite What is the word for
used to hit the drums means thank you in
the “rest” or “ma” in
called?
what language?
taiko?
Name two of the
three lessons or principles of Taiko?
Bachi
Respect, Pride, Perseverence, CooperaFans
tion, Communication
Japanese
When you shout “YO!” Taiko has had lots of
while playing taiko,
different uses. Name
it is an example of
two of them.
what?
Kiai!
What is a really BIG
taiko called?
Drum roll
Odaiko
Shime-daiko
What is Kiai used for?
What kind of hit is de- What are the heads
scribed by the sound of the drums made
“Ka” or “Kara”?
out of?
Religious Ceremonies, Rim or side of the
theater, scare away
drum
pests, community
festivals, emergencies,
call people together
What does Oroshii
mean?
Which drum has the
highest pitch and
is tightened with
ropes?
Su
The wood we use
to make the drums
comes from what?
Gather energy, keep Tree, oak wine
time, communicate barrels
with others
A strong kiai comes
from your center.
What is the Japanese
word for your center?
Hara
Write your name here Taiko comes from an
for a FREE SPACE!
Asian country made
up of all Islands.
Name that country.
Japan
What is the sound we When you hit the
say for one loud hit
taiko, where on the
on the taiko?
drum head should
you be aiming?
DON!
Cowhide
Uchiwa-daiko are
drums shaped like
what?
A chu-daiko is what
size drum?
The Japanese flute
(fue) is made from
what plant?
Bamboo
How many taiko
groups are there in
Japan?
Center
Medium size
Portland Taiko plays
ensemble drumming
called what?
What is the sound we Kuchi Shoga are the
say for two soft hits
words we use to learn
on the taiko?
taiko. Name one of
those words.
Tsuku
Don, Doko, Tsu,
Tsuku, Ka, Kara, Su
Over 5000
kumi-daiko
12
Taiko Shakers made easy!
•
Determine amount of “filling’ for each shaker.
Directions
Objectives
1. Review Taiko Terms sheet with pictures of percussion instruments. Show the students the pictures
of the kane and chappa.
To learn about different kinds of percussion instruments that often accompanies taiko. The students
make their own percussion instrument (shaker) and
use to accompany a song.
2. Explain about percussion instruments and their
use as accompaniment and time keepers.
Background: Percussion instruments are played
with taiko to help keep time and to add different
kinds of sounds to a song. Students can make their
own shakers to add “texture” to the songs being
played on the taiko. Portland Taiko uses many Japanese instruments (such as kane and chappa pictured
in Taiko Terms sheet) plus instruments also used in
other cultures (shakers and wooden claves).
3. Distribute cans.
4. Have children select fabric decorations and glue
to their shaker.
5. Fill the cans with appropriate amount of filling.
6. Duct Tape the plastic lid to the shaker.
7. Glue the felt rounds to both ends. Use rubber
bands to hold felt in place.
8. Shake!
Materials
•
Metal cans (old pop cans, “Pringles” cans, juice
cans, small nut cans)—enough for one per child
•
Rice or beans to fill cans (different fillings make
different sounds!) (Amount per can depends on
size of the can—try out to see what sounds and
feels right)
•
Glue or glue sticks.
•
Duct Tape
•
Felt cut into rounds to cover and secure the ends
•
Decorative cloth scraps cut to decorate and personalize each shaker!
•
Rubber bands to hold felt on ends as drying
Prep:
•
Collect enough cans for 1 per student (with plastic lids).
•
Cut felt rounds large enough to cover ends of the
can with some leftover.
•
Cut variety of pieces of fabric/cloth pieces (rectangles) to be glued to can.
13
Taiko Costumes: Making a Hachimaki
Objectives
To learn about one part of the traditional costume
wear for Taiko players. Students can make and decorate their own hachimaki.
Background: As part of the costume and to help
with sweat, taiko players often wear a hachimaki or,
headband (translated as “helmet scarf”– in reference
to its possible origins of use by samurai warriors).
Hachimaki are worn by many people in Japanese
culture and are traditionally decorated with slogans.
The hachimaki is a symbol of perseverance and spirit.
For the taiko player it means they are ready to give
their all!
Materials
•
Old flat or fitted sheets (cotton tears best)
•
Markers)
Directions
1. Tear the sheet into strips — about 1 ½’ in width
by 24” long
2. Let students decorate their hachimaki with the
markers as they wish.
3. When ready to play, tie the hachimaki in place
around the head with the knot in back.
4. Play the taiko!
Gambatte! (Japanese for “do your best!”)
14
The Japanese American Internment
2. Discuss some of the history of the Japanese Internment in the US and WWII.
• What were the reasons the US might have
interned Japanese living in the United States and
Japanese Americans?
• How would you have felt being an American
citizen, born in the United States and asked
to move and leave all of your friends and
belongings?
• Discuss the segregation/integration of the
Armed Forces during and after WWII
A Personal Account: George Katagiri’s Story
Adapted from an article created exclusively for Newspapers In Education by Jim Silverman
Objectives
To provide a personal first-hand account of Japanese
Internment in the United States and to begin to create empathy for people interned.
3. Discuss with students what kind of long-lasting
feelings or effects could they imagine experiences like this could have on a person? Family?
A community?
Materials
•
George Katagiri’s story handout – either enough
for each student to read or one for the teacher to
read to the class.
•
Enough pencils, coloring crayons, markers or
pencils, and paper for each student
4. Discuss the post war experiences of discrimination and hardship that the community experienced. What kind of consequences would that
have.
5. Have students write letters to George as if they
were his friend while he was in internment, as if
they were pen pals. What would they like George
to know while he was isolated and away from
home? (for students who have difficulty writing,
have them draw a picture and give an oral account of what they want Hiroshi to get out of it).
Time: 20-30 minutes
Directions
6. Take volunteers to read their letters and share
their pictures.
1. Read out loud, read silently, or read in turn,
George Katagiri’s story
Additional resources on the internet containing information about Japanese American internment and
the redress movement:
http://www.smithsonianeducation.org/educators/lesson_plans/japanese_internment/slow_return.html
http://www.ericdigests.org/2001-3/japanese.htm
http://en.wikipedia.org/wiki/Japanese-American_internment
http://www.densho.org/learning/spice/lesson6/6reading6.asp
15
George Katagiri’s Story
I enrolled in a graduate program in the spring of
1950. During that term, I interviewed in Portland
My name is George Katagiri. My parents emigrated and was offered an elementary school teaching
from Japan in 1921. I was born in 1926 in Portland, position. That fall, I started teaching at the same
Oregon. I had many interesting and hard experischool that I attended for eight years as a child. ences during my lifetime, because of my racial
Six years later, I was asked to join the science deand cultural background. I want to share some of
partment at Cleveland High School.
them with you.
In 1959, the Oregon State Department of EducaIn 1942 when I was 15 years of age, my family was tion was looking for a science education specialist
sent to an American concentration camp called
to work throughout the state. Since I had experiTule Lake. It was located in a dried up lake bed on ence working at both the elementary and secthe desert in Northern California. It was guarded
ondary levels, I was hired. For the next 25 years, I
by armed soldiers and surrounded by a barbed
worked for the state including teaching on eduwire fence. All persons of Japanese ancestry livcational television, conducting workshops, giving
ing along the West Coast were detained in ten
lectures, attending national meetings, publishing
camps scattered throughout the Western states,
books and more. It was a creative and rewarding
because the United States and Japan were at war. career.
We all lost our businesses and had to get rid of our
As I look back, my ethnic background had both
belongings because we could take only what we
positive and negative impacts on my life. The
could carry. experiences of internment, making a living for mySince I wanted to go to college, I finished my
self at the age of 16 and working my way through
junior year in camp, left my family and arranged to college are events that I would not wish on anymove to Minneapolis for my senior year. In the fol- one. Yet, these hardships contributed toward
lowing year, I was cleared by the Provost Marshals molding certain characteristics that have been
office in Washington, D.C. and permitted to enroll
advantageous during my lifetime. at the University of Minnesota.
I feel that the racial impacts and discrimination
I was drafted into the Army in the spring of 1945. that were in plain sight when I was a young boy
I trained in an integrated unit at Camp Livingston, maybe are not as visible as they once were but I
Louisiana. When my basic training was completbelieve that we still have some ways to go before
ed, I was transferred to the Military Intelligence
we can relax and celebrate that “all people are
Service Language School (MISLS) to study the
created equal” in our democratic society. Japanese language. Graduates of MISLS were
sent to every unit in the Pacific War to translate
captured documents, interrogate Japanese prisoners, and carry on other intelligence work as
needed. The Pacific War ended before I graduated,
so I was sent to Tokyo where I functioned as an
George Katagiri
interpreter. While there, I was able to meet my relatives, who were mostly widows or veterans of the
George has spent many
Japanese military.
years volunteering and
Following my discharge, I returned to Minneapolis participating in the Japanese American community.
and completed my college education. I graduated He has made it a part of his life to share and educate
people about his experiences as an internee and
with credentials to teach high school science. I
applied for a teaching position at dozens of school about his life as a Japanese American. His oral hisdistricts throughout the United States, but no one tory is available at the Oregon Nikkei Legacy Center
in Portland, OR. Web site: www.oregonnikkei.org
would hire a minority for a teaching position. So
16
4. After exploring those ideas, collect the lemons
again. This time, peel the lemons and return them
to the basket without their protective skin. Now
tell the children to again find their lemon. Presented with this quandary, the children’s reactions are always precious. “But the lemons all look
the same!” they’ll exclaim. This opens the door to
a discussion of how people, much like the lemons, are pretty much the same on the inside.
When Life Hands You
a Lemon ...
By Caryl M. Stern-LaRosa, Anti-Defamation League *
Objectives
Debrief Questions:
When life hands you a lemon ... peel it! Students
learn about diversity and similarities.
1. How are people like lemons? How are we different from each other? How are we the same as
other people?
Materials
•
Lemons—one per child
•
Large basket
2. Have you ever been made to feel bad because
you are different?
3. Have you ever seen someone else feeling bad
because they are different? What would you tell
them?
Time: 20 minutes
4. Can we tell where other people are from just by
looking at them? Why/why not?
5. Tell students that even though it is easy to fall
into the habit of using stereotypes to prejudge
people, there are ways to reduce stereotypes and
combat prejudice. One way is to check our own
thinking, to be careful of jumping to conclusions
based on generalizations or others’ opinions.
Another way is to politely challenge stereotypes
when we hear them by offering evidence that
the stereotype is false.
Directions
1. Give one lemon to each child. Tell them to “get
to know your lemon.” The children will examine
their lemons—smell them, touch them, throw
them in the air, and roll them around.
2. After a few minutes, take the lemons back and
collect them in a big basket. Next, ask the children to find their lemons from among the bunch.
Remarkably, most recognize their lemons at once. * This lesson was adapted from the Anti-Defamation
League web site, part of a page on “Talking to your
Some will even get protective of them.
Child about Hatred and Prejudice”.
3. Next, ask the children to describe how they
http://www.adl.org/issue_education/hatepreiudice
recognized their lemons. The responses are
always varied. “My lemon was a big lemon,” one
might say. “My lemon was a perfect lemon,” says
another. And another, “My lemon had dents and
bruises.” This launches the discussion about how
people are like that—different sizes, different
shapes, different shades of color, and different
“dents and bruises.”
17
Stereotype Busters
Introduction
Each of us hears or makes stereotypical comments
every day. Students need to become aware of the
damaging effects of generalizations and stereotypes. They also need to develop tools for addressing stereotypes when they hear them and checking
their own thinking when they find themselves using
stereotypes to make judgments. This activity gives
students an opportunity to practice ways to reduce
stereotyping.
By Peace Corps Educators
http://www.peacecorps.gov/wws/guides/looking/
lesson31.html
Objectives
For students to learn appropriate ways to address
stereotyping including the following detailed
objectives:
Procedure
•
Define the words stereotype and prejudice and
be able to give examples
1. Have the students arrange their chairs in a large
circle.
•
Understand how stereotypes can be harmful to
other people;
•
Recognize the role stereotypes have played in
American history
•
Identify and practice constructive ways to communicate with others about stereotypes when
they encounter them
2. Review the concepts of stereotypes and prejudice and come to an agreement about definitions. In this context, a stereotype is an oversimplified statement based on a single characteristic.
For example, the statement “All men hate to
cook” expresses a stereotype. Prejudice is to prejudge or to form an opinion (usually negative)
about someone or something before all the facts
are known. “Richard can’t cook--he’s a guy!” is an
example of prejudice.
3. Discuss why stereotypes and prejudice are harmful. For example, they are often based on faulty
information, they get in the way of knowing
people as individuals, and they can lead to serious misunderstandings.
Materials
•
A cassette tape or CD player and recorded music
•
4 small containers
•
Pieces of paper, each printed with a stereotype
(Examples: All redheads have short tempers, all
nurses are women, all tall people like basketball,
only men like sports cars, all doctors are rich).
(template on pg. 21)
4. Tell students that even though it is easy to fall
into the habit of using stereotypes to prejudge
people, there are ways to reduce stereotypes and
combat prejudice. One way is to check our own
thinking, to be careful of jumping to conclusions
based on generalizations or others’ opinions.
Another way is to politely challenge stereotypes
when we hear them by offering evidence that
the stereotype is false.
Time: 20 minutes
5. Model some statements that “bust” the menhate-to-cook-stereotype, for example:
• I don’t like to stereotype, so I can’t agree with
you. My brother makes the best bread I’ve ever
tasted.
• I don’t like to stereotype, so I can’t agree with
you. I’m sure there are many men who like to
cook.
Directions
Note: Be careful not to use racial or other stereotypes that might offend participants.
18
Extending the Ideas
6. Explain that the students will participate in
a game that will help them become “Stereotype Busters.” Participants will pass a container
around the circle when the music begins. When
the music stops, the student who is holding the
container will read the stereotype it holds. Then,
the student to his or her right will respond, using statements similar to those modeled earlier.
Encourage other students in the circle to offer
additional suggestions.
•
If stereotypes (oversimplified images of people,
issues, or events) lead to prejudice (judgments
based on stereotypical images), then prejudice
leads to discrimination—treating someone unfairly because we believe their differences make
them inferior. Discuss this continuum with your
students, using news stories or fictional stories
that deal with discrimination issues as examples.
Have students look for stories related to discrimination in magazines and newspapers and
on television broadcasts over a period of several
days. Have students identify the stereotypes that
lie behind these stories. What assumptions (prejudgments) were made about the people who
experienced discrimination?
•
If your class is corresponding with a Peace Corps
Volunteer through World Wise Schools, ask the
Volunteer questions like these.
• Did you have any preconceived ideas about
your host country before going there? How were
these prejudgments changed during your volunteer service?
7. Repeat the activity with the remaining
containers.
Debriefing
Use the following questions to help students think
about how and when to challenge stereotypes in
real life situations. Note: During the debriefing, be
sure to discuss when it is and is not appropriate
to challenge statements made by other people.
1. How did it feel to speak up about stereotypes?
2. What happened when it was your turn to respond? Was it easy or difficult to “bust” the stereotype?
3. What are some other stereotypes? How do you
think these are learned? What are some ways to
respond to stereotypes?
4. It has been said that a stereotypical statement
tells more about the person who says it than
about the people who are being stereotyped.
What does this mean? Do you agree or disagree?
5. Do you think you could really use “Stereotype
Busters” to check your own thinking? Would you
feel comfortable doing this with a family member? A friend?
6. What if you heard an older person make a stereotypical statement? (Caution students that
it is best to know people before challenging
their statements. We can’t predict a stranger’s
response. The best response is to do a mental
check to make sure we are not influenced by
someone else’s prejudices.)
7. What advice would you give to a friend who is
the object of stereotyping and prejudice?
19
“Boys can’t cook!
That’s a girl’s job.”
20
Whosie Whatsie
can use. The rest of their communication has to
be non-verbal.
b. Immigrants – They are given 5-10 green
chips each. They are told that their goal is to get
as many of the goods the store keepers have and
that the goods are called snarfblat. One problem,
shoop (the immigrant’s word for the green chips)
and snarfblat’s (the immigrant’s word for the
goods the store keepers are selling) are the only
words they can use. The rest of the communication has to be non-verbal.
By Kate Smithson & Kyle Tallmadge
Objectives
To feel empathy and understanding for the struggles
of immigrants from a non-English speaking country
to the United States.
Guidelines
2. Allow the students to mingle together and try to
meet their objective in a set amount of time (10
+ minutes). After that time, have them stop and
sit down.
a. The ground rules for the “Time Out’s” are that
you cannot say what the boink, shoop, or the
snarfblat’s are.
b. Ask the students,
i. So what did you notice about this game?!
ii. What was the most difficult part?
iii. How do the immigrants feel?!
iv. How do the store keepers feel?!
v. How might a newly arrived immigrant from a non-English speaking country feel
coming into the United States?!
vi. What types of difficulties and challenges
would they face?!
vii. What might be some ways to make an
immigrants experience more pleasant and help them understand their new
environment better?
1. There are two types of people in this game: store
keepers and immigrants
2. The store keeper’s objective in the game is to get
as many green chips as possible
3. The immigrants objective is to purchase something from the store keeper
4. One catch – they don’t speak the same language
a. The store keeper thinks the green chips are
called _______ (choose a nonsensical word
or use the term boink) and they sell ________
(choose a nonsensical word or use the term whosie whatsie).
b. The immigrants think the green chips are
called ______ (choose a nonsensical word or
use the term shoop) and they want to purchase
______ (choose a nonsensical word or use the
term huh), which are the same as the store keepers whosie whatsie.
5. These are the only two words they’re allowed to
use for the entire game.
Directions
1. Split the class into two groups and separate them
so they can’t hear the directions each team is
given.
Directions for each team:
a. Store Keepers – They are given 5-10 items
representing something that the immigrant
wants to purchase (food, clothes, etc) and a few
green chips (less than what the immigrants are
given). They are told that their goal is to get as
many green chips as possible and that the green
chips are called boink. That is the only word they
21
3. Depending upon the amount of time you have
to spend on the game, you can let them try again
after discussing these questions and thinking of
ways that immigrants could be helped out. OR,
you can end the game with the question and
answer period.
Perceptions of Asian Americans
6. Ask students the following questions which will
open up the class to have as much (or as little)
discussion about perceptions of Asian Americans
and stereotypes in general:
a. what surprised them about the test,
b. how do the answers to the test differ
from the adjectives and beliefs they
compiled on the board,
c. why might there be such differences,
where might we get our ideas about
different people,
d. and do any of them know Asian Americans personally?
Taken from AskAsia.org lesson plans 11/9/2005
Objectives
To understand our stereotypes and assumptions
about Asian Americans and to begin to introduce
true facts about Asian Americans.
* This activity is best for middle and high school
aged students.
Materials
•
Pencils for each student
•
enough handouts of the quiz for each student
•
one quiz key for the teacher
Time: 30 min. + depending on discussions
Directions
1. Explain to the students that the topic for the
lesson is Asian Americans (being people whose
ancestors came from Asia).
2. Ask the students to write down some adjectives
or facts that come to mind when thinking about
Asian Americans.
3. Go around the room and have students share
what they wrote and compile a list on the board.
4. Distribute the test included and make sure the
students know this is a non-graded test.. Give
them plenty of time to finish the test.
5. Go over the answers together being sure to say
the whole answer when reading them off.
22
Quiz: Perceptions of Asian Americans
Instructions: Read each question carefully, then circle the best answer from the choices below.
1.
Asian Pacific Americans are ____ in the United States.
Citizens
Permanent residents
Foreigners
2. The population of Asian Americans, including Pacific Islanders, has increased by almost __ % between
1980 and 2000.
60%
146%
3.
Despite their recent increase, mainly through recent immigration, the 11.9 million Asian Pacific
Americans according to the 2000 Census Bureau date account for only ___ % of the U.S. population.
3.4%
7.8%
300%
12.4%
4.2%
4. Over 90% (percent) of Americans of Asian Pacific descent belong to the following groups: Chinese,
Asian Indian, Filipino, Japanese, Korean, Vietnamese. Can you match the population of these groups?
Population
Asian Group (from 2000 Census)
1,899,599
Asian Indian
2,734,841
Japanese
2,364,815
Samoan
1,148,932
Korean
62,964
Chinese
1,228,427
Vietnamese
1,223,736
Filipino
5. In which state do Asian Pacific Americans constitute the majority of the population?
California
Hawaii
New York
Washington
Texas
6. Asian Pacific Americans have one of the ______ levels of average median family income in the U.S.
highest
lowest
23
7. The average level of education among Asian Pacific Americans is one of the ____ in the nation.
highest
lowest
8. The largest Asian American ethnic group, at 23 % (percent) of total Asian American population, is
the ________.
Japanese
Asian Indians
Koreans
Chinese
9. In the 1990’s, Asians as a percentage of all immigrants to the United States were _____.
6%
13%
36% 42%
10. According to 2000 Census Bureau data, 51% of all Asian Pacific Americans live in the ______ region.
Midwest
Northeast
West
South
11. The U.S. city where the largest Asian Pacific American population with 955,000 Asian Americans
is ____.
Honolulu
New York City
San Francisco Los Angeles – Long Beach
12. By the year 2010, _______ were expected to become the largest group of Asian Americans.
Vietnamese
Asian Indians
Filipinos Chinese
Koreans
13. In 2000, what percentage of the U.S. population from Asia were naturalized citizens?
32%
47%
10% 75%
24
Quiz Answers: Perceptions of Asian Americans
Instructions: Read each question carefully, then circle the best answer from the choices below.
1.
Asian Pacific Americans are ____ in the United States.
Citizens
Permanent residents
Foreigners
2. The population of Asian Americans, including Pacific Islanders, has increased by almost __ % between
1980 and 2000.
146%
60%
300%
3.
Despite their recent increase, mainly through recent immigration, the 11.9 million Asian Pacific
Americans according to the 2000 Census Bureau date account for only ___ % of the U.S. population.
3.4%
7.8%
4.2%
12.4%
4. Over 90% (percent) of Americans of Asian Pacific descent belong to the following groups: Chinese,
Asian Indian, Filipino, Japanese, Korean, Vietnamese. Can you match the population of these groups?
Population
Asian Group (from 2000 Census)
1,899,599
Asian Indian
Asian Indian
2,734,841
Chinese
Japanese
2,364,815
Filipino
Samoan
1,148,932
Japanese
Korean
62,964
Samoan
Chinese
1,228,427
Korean
Vietnamese
1,223,736
Vietnamese
Filipino
5. In which state do Asian Pacific Americans constitute the majority of the population?
California
Hawaii
New York
Washington
Texas
6. Asian Pacific Americans have one of the ______ levels of average median family income in the U.S.
highest
lowest
25
7. The average level of education among Asian Pacific Americans is one of the ____ in the nation.
highest
lowest
8. The largest Asian American ethnic group, at 23 % (percent) of total Asian American population, is
the ________.
Japanese
Asian Indians
Chinese
Koreans
9. In the 1990’s, Asians as a percentage of all immigrants to the United States were _____.
6%
13%
36% 42%
10. According to 2000 Census Bureau data, 51% of all Asian Pacific Americans live in the ______ region.
Midwest
Northeast
West
South
11. The U.S. city where the largest Asian Pacific American population with 955,000 Asian Americans
is ____.
Honolulu
New York City San Francisco Los Angeles – Long Beach
12. By the year 2010, _______ were expected to become the largest group of Asian Americans.
Vietnamese
Asian Indians
Filipinos Chinese
Koreans
13. In 2000, what percentage of the U.S. population from Asia were naturalized citizens?
32%
47%
10% 75%
26
Taiko Terms, Instruments & Vocabulary
ODAIKO - “O” means big;
largest drum in an ensemble of drums.
BACHI – drumstick. The
wooden sticks we use to
strike the taiko with all of
our spirit.
CHAPPA – Japanese cymbals
OKEDODAIKO - “oke”
means barrel and
refers to the lighter
wood staves used
to make the body of
these drums.
CHUDAIKO - “chu” means medium. This is the most
commonly used taiko.
OROSHII - or Drum roll. We practice perseverance
and build endurance with Oroshii.
DON! – one loud hit in the center of the drumhead.
FUE - a Japanese bamboo flute, played horizontally.
SHIMEDAIKO - “shimeru”, means to
tighten. These small drums have
the highest pitch because the
ropes are pulled tight before we
play.
HARA - literally, “center”,“middle”. Where the kiai
comes from, and is the source of physical energy and
balance when playing taiko.
KANE – brass bell or gong, usually played with a
mallet called Shimoku
TAIKO - literally, “drum” in Japanese. Also refers to the
art form overall. Changes to “daiko” when it follows
another word describing a specific type of drum.
KA, KARA – one or two hits on the rim of the drum.
TSUKU – two soft hits on the drumhead
KIAI - a loud shout used to gather the performers energy and to add to the music. Ki means “energy” and
is the same as chi in Chinese.
UCHIWADAIKO - “uchiwa” means
Fan. This drum is so light it can
be carried while we drum!
KUCHI SHOGA or Oral Tradition - How taiko songs are
taught. Each sound on the drum corresponds with a
spoken sound.
KUMIDAIKO - “kumi” means group or ensemble, so PT
plays ensemble drumming!
27
In general, Japanese vowels are pronounced similarly
to those in Spanish:
“a” as in father; “i” as “ee”; “u” as in “glue”; “e” as in bed;
and “0” as in no.
33
Taiko Word
Search
I
Taiko Word
Search 1
uchiwa
tabi
mimi
tanuki
bachi
kane
tsuku
shime
fue
kane
okedo
chappa
taiko
odaiko
don
H
K
T
A
I
K
O
H
K
U
K
H
M
A
U
A
T
P
K
A
H
O
O
A
A
M
O
O
A
P
U
O
T
M
A
C
N
M
P
I
S
O
K
E
D
O
A
U
M
U
S
H
I
M
E
A
I
W
E
E
I
U
T
B
B
H
E
B
A
K
K
A
N
E
K
M
T
E
P
D
I
T
C
A
D
E
O
S
O
D
U
M
S
U
I
T
S
E
A
C
K
O
B
T
D
T
A
N
U
K
I
K
K
U
O
H
T
I
O
D
A
E
N
H
K
H
K
H
T
N
O
I
E
S
M
O
I
T
W
E
U
H
B
U
Circle the words from the list on the left in the block of letters on the
right.
You can go sideways (left/right) or up/down to find the words.
Cross the word from the list once you have found it.
An example has been circled--that is your BONUS word!
28
H
D
B
F
U
E
H
O
K
N
C
I
P
I
C
M
N
O
A
A
C
O
U
E
O
M
H
U
N
O
I
E
T
U
U
C
H
I
W
A
A
A
A
T
E
P
I
P
P
M
I
M
I
U
P
N
I
T
P
A
K
A
U
C
I
I
O
O
O
B
C
A
P
O
P
B
M
D
K
F
O
W
D
O
N
S
K
H
P
T
A
I
K
A
A
I
M
W
A
O
I
T
F
T
I
T
O
H
I
E
H
I
34
Taiko Word Search 2
Circle the words from the list on the left in the block of letters on the right.
You can go left to riht or up to down to find the words.
If you don’t know what the word means, make sure you find it in this program somewhere.
29
35
Taiko Word Jumble
Taiko Word Jumble
Unscramble the taiko-related words.
When you are done, write down the BOLD, underlined and Capitalized letters
and unscramble the word that answers the question:
“How do we learn Taiko?”
Unscrambled Words
(random order)
Chudaiko
Taiko
Shime
Okedo
Bachi
Hara
Don
Tsuku
Respect
Odaiko
Kara
Arigato
Scrambled Words
eoOdk
__ __ __ __ __
eeCrtps
__ __ __ __ __ __ __
raHa
__ __ __ __
hmiSe
__ __ __ __ __
okoIad
__ __ __ __ __ __
cbaHi
__ __ __ __ __
stuuk
__ __ __ __ __
ond
__ __ __
Aark
__ __ __ __
iotKa
__ __ __ __ __
kUhcoida
__ __ __ __ __ __ __ __
tGiraao
__ __ __ __ __ __ __
__ __ __ __ __
30
__ __ __ __ __
36
Taiko Word Jumble – Key
Taiko Word Jumble—ANSWER KEY
Unscramble the taiko-related words.
When you are done, write down the BOLD, underlined and Capitalized letters
and unscramble the word that answers the question:
Unscrambled Words
(random order)
Chudaiko
Taiko
Shime
Okedo
Bachi
Hara
Don
Tsuku
Respect
Scrambled Words
eoOdk
Okedo
eeCrtps
respeCt
raHa
Hara
hmiSe
Shime
okoIad
odaIko
cbaHi
bacHi
stuuk
tsuku
ond
don
Aark
kAra
iotKa
taiKo
kUhcoida
chUdaiko
tGiraao
ariGato
KUCHI
SHOGA
31
Odaiko
Kara
Arigato
Asian American Experiences in the U.S.
A Chronological History: 1763-2001
1600s
Chinese and Filipinos reach Mexico on ships like the Manila galleon.
1763
First recorded settlement of Filipinos in America. They escape imprisonment aboard Spanish
galleons by jumping ship in New Orleans and fleeing into the bayous.
1790
First recorded arrival of an Asian Indian in the United States.
1830s
Chinese “sugar masters” working in Hawaii. Chinese sailors and peddlers in New York.
1835
U.S. and China sign first treaty.
1842-52
China is defeated by the British Empire in the first Opium War resulting in Treaty of Nanjing
whereby China is forced to pay indemnities of 21 million silver dollars, cede the island of Hong
Kong and open five ports to foreign commerce. As a result peasant farmers are heavily taxed. A
series of floods and crop failures in southern China lead to poverty and threat of famine among
peasant farmers.
1847
Three Chinese students arrive in New York City for schooling. One of them, Yung Wing graduated
from Yale in 1854 becoming the first Chinese to graduate in the United States.
1848-52
Gold strike at Sutter’s Mill, CA; draws Chinese immigrants to West Coast to mine gold. Many
arrive as indentured servants during the California Gold Rush. The bulk of Chinese immigrants
come later as a cheap source of labor to work the railroads, mines and in other industries.
1848
Gold discovered in California. Chinese begin to arrive.
1850
California imposes Foreign Miner’s Tax and enforces it mainly against Chinese miners, who often
had to pay more than once.
1852
California imposes a Foreign Miner’s License Tax, collecting $3 a month from every foreign miner
who did not desire (or was prohibited by law) to become a citizen. The purpose of this tax was
to reduce the number of Chinese immigrating to California as well as to discourage Chinese
from mining for gold (although they did not pose a great threat to white miners since they usually worked deserted claims). First group of 195 Chinese contract laborers land in Hawaii. Over
20,000 Chinese enter California. Chinese first appear in court in California. Missionary William
Speer opens Presbyterian mission for Chinese in San Francisco.
1854
Law forbids Chinese testifying in court against whites, depriving Chinese of legal protection and
subjecting them to repeated acts of violence. Chinese in Hawaii establish a funeral society, their
first community association in the islands. People v. Hall rules that Chinese can’t give testimony
in court. U.S. and Japan sign first treaty.
32
1857
San Francisco opens a school for Chinese children (changed to an evening school two years
later). Missionary Augustus Loomis arrives to serve the Chinese in San Francisco.
1858
California passes a law to bar entry of Chinese and “Mongolians.”
1859
Exclusion of Chinese from public schools in San Francisco.
1860
Japan sends a diplomatic mission to U.S.
1862
1865
Six Chinese district associations in San Francisco form loose federation. California imposes a
“police tax” of $2.50 a month on every Chinese.
Central Pacific Railroad Co. recruits Chinese workers for the transcontinental railroad.
1867
Two thousand Chinese railroad workers strike for a week.
1868
U.S. and China sign Burlingame - Seward Treaty recognizing rights of their citizens to emigrate.
Eugene Van Reed illegally ships 149 Japanese laborers to Hawaii. Sam Damon opens Sunday
school for Chinese in Hawaii.
1869
Completion of first trancontinental railroad. J.H. Schnell takes several dozen Japanese to California to establish the Wakamatsu Tea and Silk Colony. Chinese Christian evangelist S.P. Aheong
starts preaching in Hawaii.
1870
California passes a law against the importation of Chinese, Japanese, and “Mongolian” women
for prostitution. Chinese railroad workers in Texas sue company for failing to pay wages.
1872
California’s Civil Procedure Code drops law barring Chinese court testimony.
1875
Page Law bars entry of Chinese, Japanese, and “Mongolian” prostitutes, felons, and contract
laborers.
1877
Anti-Chinese violence in Chico, California. Japanese Christians set up the Gospel Soceity in San
Francisco, the first immigrant association formed by the Japanese.
1878
In re Ah Yup rules Chinese are not eligible for naturalized citizenship.
1879
California’s second constitution prevents municipalities and corporations from employing Chinese. California state legislature passes law requiring all incorporated towns and cities to remove
all who are Chinese outside of city limits, but U.S. circuit court declares the law unconstitutional.
1880
U.S. and China sign treaty giving the U.S. the right to limit but “not absolutely prohibit” Chinese
immigration. Section 69 of California’s Civil Code prohibits issuing of licenses for marriages between whites and “Mongolians, Negroes, mulattoes and persons of mixed blood.”
33
1881
Hawaiian King Kalakaua visits Japan during his world tour. Sit Moon becomes pastor of the first
Chinese Christian church in Hawaii.
1882
Chinese Exclusion Law suspends immigration of laborers for ten years. Chinese community leaders form Chinese Consolidated Benevolent Association (CCBA or Chinese Six Companies) in San
Francisco. U.S. and Korea sign first treaty.
1883
Chinese in New York establish CCBA.
1884
Joseph and Mary Tape sue San Francisco school board to enroll their daughter Mamie in a public
school. Chinese Six Companies sets up Chinese language school in San Francisco. United Chinese Society established in Honolulu. CCBA established in Vancouver. 1882 Chinese Exclusion
Law amended to require a certificate as the only permissible evidence for reentry.
1885
San Francisco builds new segregated “Oriental School.” Anti-Chinese violence at Rock Springs,
Wyoming Territory. First group of Japanese contract laborers arrvies in Hawaii under the Irwin
Convention.
1886
Residents of Tacoma, Seattle, and many places in the American West forcibly expel the Chinese.
End of Chinese immigration to Hawaii. Chinese laundrymen win case in Yick Wo v. Hopkins,
which declares that a law with unequal impact on different groups is discriminatory.
1888
Scott Act renders 20,000 Chinese reentry certificates null and void.
1889
First Nishi Hongwanji priest from Japan arrives in Hawaii. Chae Chan Ping v. U.S. upholds constitutionality of Chinese exclusion laws.
1892
Geary Law renews exclusion of Chinese laborerers for another ten years and requires all Cihnese
to register. Fong Yue Ting v. U.S. upholds constitutionality of Geary Law.
1893
Japanese in San Francisco form first trade association, the Japanese Shoemakers’ League. Attempts are made to expel Chinese from towns in sourthern California.
1894
Sun Yat-sen founds the Xingzhonghui in Honolulu. U.S. circuit court in Massachusetts declares in
In re Saito that Japanese are ineligible for naturalization. Japanese immigration to Hawaii under
Irwin Convention ends and emigration companies take over.
1895
Lem Moon Sing v. U.S. rules that district courts can no longer review Chinese habeas corpus petitions for landing in the U.S.
34
1896
Shinsei Kaneko, a Japanese Californian, is naturalized. Bubonic plague scare in Honolulu - Chinatown burned.
1897
Nishi Hongwanji includes Hawaii as a mission field.
1898
Wong Kim Ark v. U.S. decides that Chinese born in the U.S. can’t be stripped of their citizenship.
Japanese in San Francisco set up Young Men’s Buddhist Association. U.S. annexes Hawaii and the
Philippines.
1899
Chinese reformers Kang Youwei and Liang Qichao tour North America to recruit members for
the Baohuanghui. First Nishi Hongwanji priests arrive in California and set up North American
Buddhist Mission.
1900
Japanese Hawaiian plantation workers begin going to the mainland after the Organic Act ended
contract labor. Bubonic plague scare in San Francisco - Chinatown cordoned and quarantined.
1901
Drought spreads over northwestern Korea and results in rice shortages.
1902
Chinese exclusion extended for another ten years. Immigration officials and the police raid
Boston’s Chinatown and, without search warrants, arrest almost 250 Chinese who allegedly had
no registration certificates on their persons.
1903
7,000 Koreans go to Hawaii to work in sugar cane and pineapple fields. They are welcomed as
strike breakers against Japanese laborers demanding better work conditions and wages. 1500
Japanese and Mexican sugar beet workers strike in Oxnard, California. Koreans in Hawaii form
Korean Evangelical Society. Filipino students (pensionados) arrive in the U.S. for higher education.
1904
Chinese exclusion made indefinite and applicable to U.S. possessions. Japanese plantation workers engage in first organized strike in Hawaii. Punjabi Sikhs begin to enter British Columbia.
1905
Chinese in the U.S. and Hawaii support boycott of American products in China. Koreans establish
Korean Episcopal Church in Hawaii and Korean Methodist Church in California. San Francisco
School Board attempts to segregate Japanese schoolchildren. Korean emigration ends. Koreans in San Francisco form Mutual Assistance Society. Asiatic Exclusion League formed in San
Francisco. Section 60 of California’s Civil Code amended to forbid marriage between whites and
“Mongolians.” Japan controls Korea as part of the settlement of the Russo- Japanese War and
halts Korean immigration to Hawaii.
35
1906
Anti-Asian riot in Vancouver. Japanese nurserymen form California Flower Growers’ Association.
Koreans establish Korean Presbyterian Church in Los Angeles. Japanese scientists studying the
aftermath of the San Francisco earthquake are stoned. A decree is issued by the San Francisco
school board that all persons of Asian ancestry must attend segregated schools in Chinatown.
Japan, having become a major world power, intercedes on behalf of its citizens and they would
be an exception. California anti-miscegenation laws is amended to bar marriage between white
and “Mongolian”. Major earthquake in San Francisco destroys all municipal records and opens
the way for a new wave of Chinese immigrants. Immigrants (men in particular) could now claim
they are U.S. citizens and have the right to bring wives and children to America.
1907
Japan and the U.S. reach “Gentlemen’s Agreement” whereby Japan stops issuing passports to
laborers desiring to emigrate to the U.S. President Theodore Roosevelt signs Executive Order
589 prohibiting Japanese with passports for Hawaii, Mexico, or Canada to reemigrate to the U.S.
Koreans form United Korean Society in Hawaii. First group of Filipino laborers arrives in Hawaii.
Asian Indians are driven out of Bellingham, Washington.
1908
Japanese form Japanese Association of America. Canada curbs Asian Indian immigrants by denying entry to immigrants who haven’t come by “continuous journey” from their homelands (there
is no direct shipping between Indian and Canadian ports). Asian Indians are driven out of Live
Oak, California.
1909
Koreans form Korean Nationalist Association. 7000 Japanese plantation workers strike major
plantations on Oahu for four months.
1910
Administrative measures used to restrict influx of Asian Indians into California.
1911
Pablo Manlapit forms Filipino Higher Wages Association in Hawaii. Japanese form Japanese Association of Oregon in Portland.
1912
Sikhs build gurdwara in Stockton and establish Khalsa Diwan. Japanese in California hold statewide conference on Nisei education.
1913
California passes alien land law prohibiting “aliens ineligible to citizenship” from buying land or
leasing it for longer than three years. Sikhs in Washington and Oregon establish Hindustani Association. Asian Indians in California found the revolutionary Ghadar Party and start publishing
a newspaper. Pablo Manlapit forms Filipino Unemployed Association in Hawaii. Japanese form
Northwest Japanese Association of America in Seattle. Korean farmworkers are driven out of
Hemet, California.
1914
Aspiring Asian Indian immigrants who had chartered a ship to come to Canada by continuous
journey are denied landing in Vancouver.
36
1915
Japanese form Central Japanese Association of Southern California and the Japanese Chamber
of Commerce.
1917
Arizona passes an Alien Land Law. 1917 Immigration Law defines a geographic “barred zone” (including India) from which no immigrants can come. Syngman Rhee founds the Korean Christian
Church in Hawaii.
1918
Servicemen of Asian ancestry who had served in World War I receive right of naturalization.
Asian Indians form the Hindustani Welfare Reform Association in the Imperial and Coachella valleys in southern California.
1919
Japanese form Federation of Japanese Labor in Hawaii.
1920
10,000 Japanese and Filipino plantation workers go on strike. Japan stops issuing passports to
picture brides due to anti-Japanese sentiments. Initiative in California ballot plugs up loopholes
in the 1913 alien land law.
1921
Japanese farm workers driven out of Turlock, California. Filipinos establish a branch of the Caballeros Dimas Alang in San Francisco and a branch of the Legionarios del Trabajo in Honolulu.
Washington and Louisiana pass alien land laws.
1922
Takao Ozawa v. U.S. declares Japanese not eligible for naturalized citizenship. New Mexico passes
an alien land law. Cable Act declares that any American female citizen who marries “an alien
ineligible to citizenship” would lose her citizenship.
1923
U.S. v. Bhagat Singh Thind declares Asian Indians not eligible for naturalized citizenship. Idaho,
Montana, and Oregon pass alien land laws. Terrace v. Thompson upholds constitutionality of
Washington’s alien land law. Porterfield v. Webb upholds constitutionality of California’s alien
land law. Webb v. O’Brien rules that sharecropping is illegal because it is a ruse that allows Japanese to possess and use land. Frick v. Webb forbids aliens “ineligible to citizenship” from owning
stocks in corporations formed for farming.
1924
Immigration Act denies entry to virtually all Asians. 1600 Filipino plantation workers strike for
eight months in Hawaii.
1925
Warring tongs in North America’s Chinatowns declare truce. Hilario Moncado founds Filipino
Federation of America.
1928
Filipino farm workers are driven out of Yakima Valley, Washington. Filipinos in Los Angeles form
Filipino American Christian Fellowship.
1930
Anti-Filipino riot in Watsonville, California.
37
1931
Amendment to Cable Act declares that no American-born woman who loses her citizenship (by
marrying an alien ineligible to citizenship) can be denied the right of naturalization at a later
date.
1934
Tydings - McDuffie Act spells out procedure for eventual Philippine independence and reduces
Filipino immigration to 50 persons a year. Filipino lettuce pickers in the Slinas Valley, California,
go on strike.
1936
American Federation of Labor grants charter to a Filipino - Mexican union of fieldworkers.
1937
Last ethnic strike in Hawaii.
1938
150 Chinese women garmentworkers strike for three months against the National Dollar Stores
(owned by a Chinese).
1940
AFL charters the Filipino Federated Agricultural Laborers Association.
1941
After declaring war on Japan, 2000 Japanese community leaders along Pacific Coast states and
Hawaii are rounded up and interned in Department of Justice camps. 1941; December 7 - Japanese planes attack Pearl Harbor, Hawaii. United States enters World War II. Japan invades the
Philippines. A third of the Filipino men in the United States sign up to fight in the U.S. military.
1942
President Franklin D. Roosevelt signs Executive Order 9066 authorizing the secretary of war to
delegate a military commander to designate military areas “from which any and all persons may
be excluded” - primarily enforced against Japanese. Congress passes Public Law 503 to impose
penal sanctions on anyone disobeying orders to carry out Executive Order 9066. Protests at
Poston and Manzanar relocation centers.
1943
Protest at Topaz Relocation Center. Registration crisis leads to Tule Lake Relocation Center’s designation as a segregation center. Hawaiian Nisei in the 100th Battalion sent to Africa. Congress
repeals all Chinese exclusion laws, grants right of naturalization and a small immigration quota
to Chinese.
1944
Tule Lake placed under martial law. Draft reinstated for Nisei. Draft resistance at Heart Mountain
Relocation Center. 442nd Regimental Combat Team gains fame. Exclusion orders revoked. “War
Brides Act” removes racial restriction for Asian brides and permits their entry.
1945:
Atomic bomb dropped on Hiroshima, Japan on August 6 and August 9 on Nagasaki, Japan; ushering in of nuclear age; August 14 - Japan surrenders. Congress passes War Brides Act, allowing
6,000 Chinese women to enter United States as brides of Chinese American soldiers. All American internment camps for Japanese Americans are closed.
38
1946
Luce - Celler bill grants right of naturalization and small immigration quotas to Asian Indians and
Filipinos. Wing F. Ong becomes first Asian American to be elected to state office in the Arizona
House of Representatives. Philippines become independent. U.S. citizenship offered to all Filipinos living in the United States, not just servicemen.
1947
Amendment to 1945 War Brides Act allows Chinese American veterans to bring brides into the U.S.
1948:
Congress passes Displaced Persons Act. Gives permanent resident status to 3,500 Chinese visitors, seamen, and students caught here because of Chinese civil war. California repeals law banning interracial marriage. Evacuation Claims Act authorizes payment of settlements to people of
Japanese ancestry who suffered economic losses from internment: 10 cents is returned for every
$1 lost.
1949
5000 highly educated Chinese in the U.S. granted refugee status after China institutes a Communist government. U.S. breaks off diplomatic ties with newly formed People’s Republic of China.
1950-53
Korean War
1952
One clause of the McCarran - Walter Act grants the right of naturalization and a small immigration quota to Japanese.
1956
California repeals its alien land laws. Dalip Singh from the Imperial Valley, California, is elected to
Congress.
1962
Daniel K. Inouye becomes U.S. senator and Spark Matsunaga becomes U.S. congressman from
Hawaii.
1964
Patsy Takemoto Mink becomes first Asian American woman to serve in Congress as representative from Hawaii.
1965
Immigration Law abolishes “national origins” as basis for allocating immigration quotas to various countries - Asian countries now on equal footing.
1968
Students strike at San Francisco State University to demand establishment of ethnic studies
programs.
1969
Students at the University of California, Berkeley, strike for establishment of ethnic studies programs.
1974
March Fong Eu elected California’s secretary of state. Lau v. Nichols rules that school districts
with children who speak little English must provide them with bilingual education.
39
1975
More than 130,000 refugees enter the U.S. from Vietnam, Kampuchea, and Laos as Communist
governments are established there.
1976
President Gerald Ford rescinds Executive Order 9066.
1978
National convention of the Japanese American Citizens League adopts resolution calling for
redress and reparations for the internment of Japanese Americans. Massive exodus of “boat
people” from Vietnam.
1979
Resumption of diplomatic relations between the People’s Republic of China and the United
States of America reunites members of long-separated Chinese American families.
1980
The Socialist Republic of Vietnam and the United Nations High Commissioner for Refugees set
up an Orderly Departure Program to enable Vietnamese to emigrate legally.
1981
Commission on Wartime Relocation and Internment of Civilians (set up by Congress) holds hearings across the country and concludes the internment was a “grave injustice” and that Executive
Order 9066 resulted from “race prejudice, war hysteria and a failure of political leadership.”
1982
Vincent Chin, a Chinese American draftsman, is clubbed to death with a baseball bat by two
Euro-American men.
1983
Fred Korematsu, Min Yasui, and Gordon Hirabayashi file petitions to overturn their World War II
convictions for violating the curfew and evacuation orders.
1984
Filipino World War II veterans are denied U.S. citizenship. Over 1000 veterans face deportation.
1986
Immigration Reform and Control Act imposes civil and criminal penalties on employers who
knowingly hire undocumented aliens.
1987
The U.S. House of Representatives votes 243 to 141 to make an official apology to Japanese
Americans and to pay each surviving internee $20,000 in reparations.
1988
The U.S. Senate votes 69 to 27 to support redress for Japanese Americans. The Civil Liberties Act
of 1988 which implements the recommendations of the Commission on Wartime Relocation
and Internment of Civilians is signed into law by the President. The law apologizes and offers
redress and reparations to thousands of Japanese Americans who were denied their civil and
constitutional rights by the U.S. government during World War II. American Homecoming Act
allows children in Vietnam born of American fathers to emigrate to the U.S.
40
1989
President George Bush signs into law an entitlement program to pay each surviving Japanese
American internee $20,000. U.S. reaches agreement with Vietnam to allow political prisoners to
emigrate to the U.S.
1992
Korean businesses looted and burned during riots in Los Angeles due to outrage over Rodney
King verdict.
1999
Dr. Wen Ho Lee, a foreign-born Asian American scientist was imprisoned on federal charges for
copying classified information related to nuclear technology. It was suspected that he was a spy
for China. Dr. Lee was subsequently found to be a victim of racial profiling and discriminatory investigation by the U.S. Department of Energy and the FBI at a time when China’s rise dominated
headlines.
In wake of the terrorist attacks on New York and Washington, D.C. on September 11, many
Americans of Middle Eastern, Central Asian and South Asian descent have become the targets
of threats, harassment, racial profiling and violence, regardless of religious affiliation. These hate
crimes include at least one confirmed death in which a Sikh gas station owner was shot and
killed in Mesa, Arizona. Dozens of other murders, arsons, and assaults across the US are being investigated for racial motives. In light of this violence and intimidation, many Middle Eastern and
Asian Americans scrambled to find American flags to display in an effort to ward off attacks.
2001
Sources: Sucheng Chan, Asian Americans, an
Interpretive History, ©1991, Twayne Publishers,
Boston and LEAP (Leadership Education for Asian
Pacifics)
41
Additional Resources for Elementary Level
Lewin, Te. Big Jimmy’s KUM KAU Chinese Take-Out. Chinese
American boy helping out at his fathers Chinese Take Out
Restaurant.
A very extensive list of Asian American children’s books
can be found online at: http://www.scils.rutgers.edu/special/kay/asian.htm1
Lin, Grace. Dim Sum for Everyone. Little girl and her family
go to Chinatown for Dim Sum.
Books about Japanese American and Asian American
Culture/History
Lin, Grace. The Ugly Vegetables. Chinese American mother
and daughter grow a garden with traditional Chinese
vegetables. The daughter is upset at their “ugly vegetables” but at harvest time the neighbors are attracted to
the smell of delicious food cooking. They all sit down to
share Chinese vegetable soup.
Brown, Janet Mitsui. Thanksgiving at Obaachan’s. Japanese American girl describes her family’s Thanksgiving
and her grandmother’s special touches.
Cheng, Andrea. Grandfather Counts. Family story about
a biracial Chinese American girl that have to give up her
room to her visiting grandfather from China.
Look, Lenore. Henry’s First-Moon Birthday. Young girl
helps her grandmother prepare for the one-month birthday of a new baby—a big Chinese celebration!
Chinn, Karen. Sam and the Lucky Money. Sam receives
money for Chinese New Year and in deciding how to
spend it, decides to give it to a shoeless man. Sam realizes how lucky he is.
Look, Lenore. Love as Strong as Ginger. Chinese American
girl realizes her grandma is making sacrifices for her to
have a better life.
Choi, Yangsook. The Name Jar. After having just arrived
from Korea, Unhei must deal with her classmates and her
name.
McKay, Lawrence. Journey Home. About a child’s visit to
Vietnam as her mother searches for her birth family.
Mochizuki, Ken. Baseball Saved Us. 1993 Parents’ Choice
Award. Young boy living in an internment camp during
World War II. When there was very little to be thankful for,
baseball became a savior. Also wrote Heroes, set in the
1960s, about overcoming racial stereotypes.
Crew, Linda. Children of the River. This story takes place in
Oregon. A Cambodian girl is a refugee. Through the narrative, we learn about the horrible circumstances of their
fleeing of Pol Pot’s Khmer Rouge in Cambodia.
Gilles, Almira Astudillo. Willie Wins. This is a FilipinoAmerican story about a savings bank for a school contest.
Great lesson about any child afraid that he/she will be
embarrassed by something a parent values, but which
seems odd or out of date to a child.
Murphy, Nora. A Hmong Family. Tells why the Hmong
were forced to leave their homeland.
Noguchi, Rick and Dineen Jenks. Flowers from Mariko.
Resettlement after World War II and the internment of
Markiko and her family is not easy. Mariko brings hope
with her small garden of flowers.
Hamanaka, Sheila. Peace Crane. After learning about the
peace crane created by Sadako, a survivor of the bombing of Hiroshima, a young African American girl wishes it
would carry her away from the violence of her own world.
Partridge, Elizabeth. Oranges on Golden Mountain. A
young Chinese man Is sent to the U.S. to earn money to
bring his family to the U.S. The growth of the orange tree
his mother gave him reflects his growth as a successful
fisherman blossoming with hope to reunite his family.
Ho, Mingfong. Hush! A Thai Lullaby. Lovely illustrated
story of a mother quieting animals so her baby sleeps
while the baby gets away and explores!
Rattigan, Jama Kim. Dumpling Soup. Set in the Hawaiian
islands, where eating is a way of expressing warmth and
affection among family and friends, this story celebrates
the joyful mix of food, customs, and languages from many
cultures
Hosokawa, Elaine. Chopsticks from America. Story of two
Japanese American children who move to Japan and discover that the life in the country of their forbearers is not
what they expected. Lively story about learning to accept
the familiar.
Sakai, Kimiko. Sachiko Means Happiness. Ages 6 and up,
compassion for the elderly.
Hoyt-Goldsmith, Diane. Hoang Ang: A Vietnamese-American Boy. The story of one family’s flight from Vietnam.
Say, Allen. EI Chino. Tale of a Chinese American civil engineer who pursues his dream to become a matador. Also
many others: Grandfather’s Journey, Emma’s Rug, The Lost
Lake, A River Dream, Stranger in the Mirror, others.
Lee, Huy Voun: In the Park. After a lesson with Xiao Ming
and his mother, children learn to appreciate the beauty
and logic of an ancient picture-language.
42
Chin, Steven. When Justice Failed: The Fred Korematsu
Story. The Korematsu family was interned during World
War II but Fred refused to go and was jailed. This tells the
story of his fight to the Supreme Court and his eventual
win many years later.
Spagnoli, Cathy. Asian Tales and Tellers. A variety of stories
from all over Asia.
Sun, Chyng Feng. Mama Bear. Mei Mei wants to buy a
teddy bear, saving all her money.
Tomioka, Chiyoko. Rise and Shine. Youngest daughter in a
Japanese family gets ready to go to pre-school.
Houston, Jeanne Wakatsuki. Farewell to Manzanar.
Jeanne was 7 years old when her family was uprooted
from their home and sent to live at Manzanar internment
camp.
Uchida, Yoshiko. The Bracelet. (grades 1-4) About friendship when a 2nd grader is sent with her family to an
internment camp. Also many others: The Best Bad Thing,
The Happiest Ending, A Jar of Dreams, The Wise Old
Woman, others.
Lee, Marie G. F is for Fabuloso. Highlights the difficulties
of newly arrived Koreans adjusting to life in America in a
way that allows the middle school reader to identify with
insecurities of the main characters.
Whelan, Gloria. Good-bye Vietnam. The Vinh family flees
Vietnam but has a hard time on the road to their happiness.
About drums in Asia
Wong, Janet S. Buzz. Young child hears many things that
make a buzzing sound as the family gets started in the
morning.
James, J. Alison. The Drums of Nota Hanto. A true ancient
story of drums played by a village to scare away invading
samurai.
Wong, Janet. The Trip Back Home. Korean-American
mother and daughter return to visit family in Korea.
Yep, Laurence. The Junior Thunder Lord. Lively retelling of
a 17th century Chinese fable about Yue and his surprising
friend, Bear Face. Themes of friendship, difference, and
helping others.
Xiong, Ia. The Gift: The Hmong New Year. A simple classroom project helps a young Hmong girl develop pride in
her culture.
Yep, Laurence. The Imp that Ate My Homework. Jim and
his grandpop go on a magical ride that teaches Jim
there’s more to Grandpop and Chinatown than meets the
eye. Also many others.
Yep, Laurence. Ribbons. A story about a Chinese American girl who loves ballet more than anything in the world
but must give it up when her maternal grandmother is
being brought to the U.S.
Yin. Coolies. Chinese American grandmother explains the
history of the Chinese coming to America and why showing respect for ancestors is so important.
For intermediate-secondary students
An, Na. A Step from Heaven. A story about a Korean family and the difficulties of adjustment and adaptation to
America. Winner of the Michael Printz Award for Excellence in Young Adult Literature.
Bacho, Peter. Dark Blue Suit and Other Stories. Filipino
American stories.
Carlson, Lori. American Eyes: New Asian American Short
Stories for Young Adults.
43
Asian American and Cultural Organization Index
Portland, Oregon community resources
Oregon Nikkei Legacy Center
121 NW 2nd Avenue
Portland, OR 97209
(503) 224-1458
[email protected]
www.oregonnikkei.org
Staff
Carolyn M. Leonard
Coordinator, Multicultural/Multiethnic Education
Office
(503) 916-3183
Email: [email protected]
Japanese American Citizens League—Portland
Chapter
Erasmus C. Ogbuobiri, PhD
Consultant for Systems
(503) 916-3183
PO Box 86310
Portland, OR 97286
(877) 843-6914
www.pdxjacl.org
Offers technical assistance, training and support to
teachers of English as a Second Language (ESL) and
professional development, diversity training, and
support materials for all Portland Public Schools
staff and administration, as well as collaborating
agencies. The Multilingual Resource Library offers books, videos, and native language materials
for teachers, students, and parents. ESL curriculum
initiatives, and a theater project for elementary level
language enhancement.
Japanese American Citizens League
(Pacific Northwest Office)
671 South Jackson Street, #206
Seattle, Washington 98104
(206) 623-5088
Fax: (206) 623-0526
www.jaclseattle.org
Immigrant and Refugee Community Organization
(IRCO)
MultiCultural Resource Center (MCRC)
c/o Building Bridges, Portland State University
1950 SW 6th Avenue, Room 121
Portland, OR 97201
(503) 725-8191
Fax: (503) 725-5430
[email protected]
[email protected]
http://www.geocities.com/portlandmcrc/
10301 NE Glisan
Portland, OR 97220
(503) 234-1541
http://www.irco.org/
The Immigrant and Refugee Community
Organization’s mission is to assist refugees,
immigrants and multi-ethnic communities to develop self-sufficiency and cultural awareness while
affirming and preserving each culture within an
ever-changing global environment.
Portland Public Schools Office of Multilingual and
Multicultural Programs
(via PPS Central Office)
501 North Dixon Street
Portland, OR 97227-1804
(503) 916-6585
http://www.pps.k12.or.us/depts-c/mc-me/
44
In addition to its library of curricula, lesson plans, and
resource books, MCRC has traveling, hands-on International Culture Kits on over 30 geographic areas
and Multicultural Subject Area Kits addressing issues
of bias, different abilities, aging, religion, gender, and
the needs of refugees.
Sources
Asian American Research and Curriculum
Project
Western Washington University
Woodring College of Education
Paul Englesberg, Project Director
(360) 650-2091
http://www.wce.wwu.edu/Resources/AACR/
Ask Asia.org - Asia Society
725 Park Avenue
New York, NY 10021
www.askasia.org
Peace Corps
World Wise Schools
1111 20th Street, N.W.
Washington, D.C. 20526
(800) 424-8580 x1450
(202) 692-1450
http://www.peacecorps.gov/wws/guides/
looking/lesson31.html
Asian American Curriculum Project
234 Main Street
P.O. Box 1587
San Mateo, CA 94401-0892
(800) 871-2242 http://www.best.com/~aacp/index.
shtml
Oregon Nikkei Legacy Center
121 NW 2nd Avenue
Portland, OR 97209
(503) 224-1458
[email protected]
www.oregonnikkei.org
National Asian American Telecommunications
Association (NAATA)
346 Ninth Street, 2nd Floor
San Francisco, CA 94103
(415) 552-9550
http://www.naatanet.org/distribl
(exhaustive listing and sales of AA videos)
Japanese American National Museum
369 East First Street
Los Angeles, CA 90012
(800) 461-5266
www.janm.org
45
Acknowledgements
Thank you so much to all those who
contributed to this project…
Development and Contributor Team
Rachel Ebora
Krista Ede
Teresa Enrico
Ann Ishimaru
George Katagiri
Jillian Parkhurst
Kate Smithson
Kyle Tallmadge
Funders
Black United Fund of Oregon
Chinook Winds Charitable Donations
Equity Foundation
Juan Young Trust
Spirit Mountain CommunityFoundation
Templeton Foundation
Trust Management Services
46
Portland Taiko Curriculum Guide Evaluation
Please help us continue to revise and improve our curriculum guide. We would love to hear suggestions
and comments about the curriculum guide, both in context and format. You may email your evaluations
to [email protected] or mail them to 3230 NE Columbia Blvd. Portland, OR 97211. Thank you again
for your support!
Name of School: ______________________________
Dates PT performed: _____________________
1. What was the most useful component in this curriculum guide?
2. What was the biggest challenge in using this curriculum guide?
3. What would you hope to see in the next version of the curriculum guide?
Other comments:
47

Portland Taiko Curriculum Guide

Transcription

Similar documents

emergency vehicle showcase - Homeland Preparedness Project

Monday 25 August 2014 10:30 am to 5:30 pm

japan music- updated 2015

OSHOGATSU - Boston Children`s Museum

Ebizo To Perform at Carnegie Hall Grand Japan Theater Features

From warrior-like intensity to delicate beauty and humor, Yamato

Schedule

Check out the flyer!

Yuki Creation Story - Lessons of Our Land

Printer-Friendly Reminder