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OVERVIEW

In this introduction we hear from two past presidents and ask what it means to be an American.

IMMIGRATION

Explore the history of immigration to the U.S, the meaning of U.S. citizenship, and the role immigration has played in the building of U.S. society.

CIVIL LIBERTIES & EQUITY

What is the meaning and value of civil rights? Students examine the historical case studies and draw parallels to modern issues.

CIVIC ENGAGEMENT

This lesson examines the rights and responsibilities of citizens in a democracy and why civic engagement is important for the functioning of democratic societies.

JUSTICE & RECONCILIATION

Examine modern-day social justice issues, the role that justice and reconciliation play in society based on the lessons learned and the role that the Japanese American Redress Movement played in the Japanese American community and American society broadly.

LEADERSHIP & DECISION-MAKING

What are the characteristics of effective leadership and how do we foster these qualities in ourselves and others? Explore and reflect on the concept of leadership and characteristics of effective leaders through the lens of students’ own life experiences.

U.S.-JAPAN RELATIONS

Introduction to U.S.–Japan relations, the value of this enduring bilateral partnership and examination of key issues in contemporary U.S.–Japan relations with video interviews of prominent leaders who serve as bridges between the United States and Japan.

GLOSSARY

A collection of vocabulary and concepts from all lessons.

ACTIVITY

Reexamine your notions of leadership and reflect on your leadership experience.

EXPLORING THE FIVE THEORIES OF LEADERSHIP

ASSIGNMENT

Consider which theory of leadership most resonates with you.

SELF-REFLECTION

ACTIVITY

Review the five theories of leadership as a group and then reflect on them together.

DEBRIEF: EXPLORING THE FIVE THEORIES OF LEADERSHIP

QUOTES: TWO PERSPECTIVES

ACTIVITY

Can you guess who said these two quotes, and when?

QUOTES: TWO PERSPECTIVES

ACTIVITY

Can you guess who said these two quotes, and when?

QUOTES: TWO PERSPECTIVES

ACTIVITY

Can you guess who said these two quotes, and when?

Day One

The New Colossus

Projection 1

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The New Colossus

Teacher Information 1

Two Perspectives

Projection 2

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3. Immigration to the US: A Brief History

Immigration to the US: A Brief History

Handout 1

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4. Immigration & Integration

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Immigration & Integration

Teacher Information 2

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5. Migration Concepts

Migration Concepts

Handout 2

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Migration Concepts

Projection 3

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6. Case Study: Japanese Migration & the U.S.

Case Study: Japanese Migration & the U.S.

Handout 3

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Day Two

2. Students on Their Immigration Experiences

Students on Their Immigration Experiences

Projection 4

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3. Key Statistics

Key Statistics

Projection 5

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5. Immigration Research Project

Immigration Research Project

Handout 4

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U.S. History

Era 10, Standard 2E: The student understands how a democratic polity debates social issues and mediates between individual or group rights and the common good.

Grades 7–12: Evaluate the continuing grievances of racial and ethnic minorities and their recurrent reference to the nation’s charter documents. [Explain historical continuity and change]
Grades 9–12: Examine the emergence of the Gay Liberation Movement and evaluate the invocation of democratic ideals concerning the civil rights of gay Americans. [Consider multiple perspectives]
Grades 9–12: Evaluate the continuing struggle for e pluribus unum amid debates over national vs. group identity, group rights vs. individual rights, multiculturalism, and bilingual education. [Consider multiple perspectives]

(from the National Center for History in the Schools)

National History Standards

Time, Continuity, and Change; Thematic Strand II: Social studies programs should include experiences that provide for the study of the past and its legacy.
Individual Development and Identity, Thematic Strand IV: Social studies programs should include experiences that provide for the study of individual development and identity.
Individuals, Groups, and Institutions; Thematic Strand V: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.
Power, Authority, and Governance; Thematic Strand VI: Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance.
Civic Ideals and Practices; Thematic Strand X: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

(from the National Council for the Social Studies)

National History Standards

Standard I: What are Civic Life, Politics, and Government?
- (A) What is civic life? What is politics? What is government? Why are government and politics necessary? What purposes should government serve?
Standard II: What are the Foundations of the American Political System?
- (C) What is American political culture?
Standard III: How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy?
- (B) How is the national government organized and what does it do?
- (C) How are state and local governments organized and what do they do?
- (E) How does the American political system provide for choice and opportunities for participation?
Standard V: What are the Roles of the Citizen in American Democracy?
- (A) What is citizenship?
- (B) What are the rights of citizens?
- (C) What are the responsibilities of citizens?
- (D) What civic dispositions or traits of private and public character are important to the preservation and improvement of American constitutional democracy?
- (E) How can citizens take part in civic life?