This collection uses primary sources to explore the experiences of African American Soldiers in World War I. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Before conducting this activity, educators may want to discuss historical information about racism and diversity issues. In the story The Sneetches, written by Dr. Seuss, yellow bird-like creatures take students on an adventure where green stars become the symbol of discrimination and privilege. After reading the story aloud, let students participate in the following activities that can be adapted with or without the story.

The lesson focuses on the first Asian Americans to run for Congress - Patsy Mink and Daniel Inouye - who paved the way for future generations of Asian Americans to be politically active.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 7.5, 8.2, 8.7, 8.8, HS.2, HS.6, HS.9, HS.11
Historical Knowledge: 8.25, 8.27, HS.52, HS.60, HS.64, HS.65, HS.66
Historical Thinking: 7.25, 8.31, 8.32, HS.67, HS.68
Social Science Analysis: 7.27, 7.29, 8.33, 8.36, HS.72, H.73, HS.78

Student readings examine the Boy Scouts of America's policy of excluding gays, as well as efforts by scouts themselves to challenge discrimination from both inside and outside the organization.

In this lesson, students will learn about the Los Angeles Chinatown Massacre of 1871. They will examine the attitudes and policies of the time which led to the Massacre. Students will learn about recent acts of anti-Asian violence and make connections between the Chinese Massacre and recent anti-Asian violence and attacks.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 3.2
Economics: 4.4
Historical Knowledge: 5.22
Historical Thinking: 4.19, 5.24
Social Science Analysis: 3.17, 3.18, 4.21, 4.24, 5.27, 5.28, 5.29

In this lesson, students will learn about the Los Angeles Chinese Massacre of 1871, and identify the causes by examining the attitudes and policies of the time. They will learn about and analyze other massacres that have occurred in the United States in order to gain a better and more nuanced understanding of how and why these acts of violence occur. Lastly, students will research the process for reparations and consider how to address and rectify the harm of such injustices.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: HS.2, HS.9
Geography: HS.42, HS.51
Historical Knowledge: 6.20, 6.21, 8,22, 8.25, HS.52, HS.53, HS.64, HS.65
Historical Thinking: 7.25, 8.30, 8.31, HS.67, HS.68
Social Science Analysis: 6.24, 6.26, 6.27, 6.28, 7.27, 7.28, 7.29, 7.30, 8.33, 8.34, 8.36, HS.71, HS.72, HS.73, HS.74, HS.75

In 1948, President Harry Truman took an early step towards civil rights reform by issuing Executive Order 9981, which eliminated racial segregation in the military. After World War II, African Americans ? then often called Negroes or "coloreds," began to mobilize against discrimination. They demanded an end to segregation and fought for equality in education, housing, and employment opportunities. The images in this topic show that by the 1960s, their struggle ? which began in the segregated South ? had reached California. As a number of photographs in this topic show, many Californians showed their support for Civil Rights activists and victims of racial discrimination in the South by holding marches, rallies, and demonstrations urging equality for African Americans. In one image three white children in San Francisco hold a sign in support of the four young black girls killed in the 1963 bombing of the 16th Street Baptist Church in Birmingham, Alabama. Photographs also show people in San Francisco boycotting Kress and Woolworth's department stores, sites of racial discrimination in the South. Documents shown here include a flyer urging the boycott of the stores; and a Western Union telegram sent in 1963, stating that Civil Rights activists Roy Wilkins and Medgar Evers were arrested attempting to picket Woolworth's in Jackson, Mississippi. Two photographs of memorials for slain civil rights leaders ? a march in honor Medgar Evers in 1963, in Los Angeles, and a memorial in the San Francisco Bay Area for Martin Luther King, Jr., in 1968 ? show racially mixed crowds in attendance. But not all Californians sympathized with the Civil Rights movement. Images of racial hatred and prejudice are reflected in the photograph of an African American woman holding a rock that had been thrown through an office window, and Klu Klux Klan graffiti spray-painted on a home. Various groups formed to fight in the struggle for equal rights. The National Association for the Advancement of Colored People (NAACP), formed in 1909, entered a new phase during this period, leading in the organized struggle for civil rights. An example of how the NAACP communicated about events is reflected in a letter from the Alameda County branch of the NAACP on June 13, 1950, which reported segregation on the Southern Pacific Railroad trains leaving Los Angeles. A flyer promoting the boycott of California grapes exemplifies NAACP support for other rights movements, in this case the United Farm Workers. Other flyers urged Californians to fight sharecropper wages and "Keep Mississippi Out of California." Groups such as the Congress of Racial Equality (CORE) and student groups also protested segregation and incidents of racial discrimination in the South. Several important African American leaders ? including Martin Luther King, Jr., Malcolm X, Thurgood Marshall, and Ralph Abernathy ? all came to California, as documented by photographs included here. Sometimes, the price of fighting for social justice was high. Two images capture events held for leaders in the social justice movement who were assassinated: the 1963 memorial march in Los Angeles for civil rights leader Medgar Evers; and a crowd attending a Martin Luther King, Jr., Memorial Rally in honor of the slain civil rights leader.

The incarceration of Japanese Americans in World War II was a grave failure of our democracy and highlights the dangers that can result when the three branches of government failed to uphold the Constitution, and certain communities are excluded from political power. Until the 1950s, Asian Americans were not allowed to become naturalized citizens and did not have the power to vote or engage in many of America’s political processes. In this lesson, students will investigate how citizenship and voting rights have evolved throughout history and reflect critically on how the rights and privileges conferred by citizenship impact political power on both an individual and community level.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 8.2, 8.5, 8.6, 8.7, 8.8, HS.1, HS.2, HS.6, HS.9
Historical Knowledge: HS.53, HS.65
Historical Thinking: 7.25, 8.30, 8.31, HS.67, HS.68
Social Science Analysis: 7.27, 7.29, 8.33, 8.36, HS.72, HS.73, HS.74, HS.77, HS.78

This lesson is designed for middle school students (6th-8th grade) to understand the difference between discrimination and prejudice. In this lesson, students will learn the definitions of the two concepts with associated examples as well. Lastly, the lesson has a slide on the actions people need to take to eliminate these concepts from our society.

This lesson is designed for middle school students (6th-8th grade) to understand the difference between discrimination and prejudice. In this lesson, students will learn the definitions of the two concepts with associated examples as well. Lastly, the lesson has a slide on the actions people need to take to eliminate these concepts from our society.

This collection uses primary sources to explore early Chinese immigration to the United States. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Grade Level: Middle - High SchoolLength of Lesson: Two 90 minute block periods, Four 50-55 minute block periodsEssential QuestionsIn what ways do “single stories” impact our own identities, how we view others, and the choices we make?How do stereotypes influence how we view and treat others?How, when, and why do stereotyping and scapegoating escalate to discrimination, prejudice, and violence?What are different ways people can combat stereotypes and scapegoating?

Since this lesson focuses on white supremacy which targets Jews, African Americans and other groups, it is important to be mindful that seeing and discussing the topic could be upsetting for some or many of your students. Some students may feel comfortable or interested in discussing these issues in class and others may feel nervous, uncomfortable or angry talking about this topic. Prior to teaching the lesson, assess the maturity of your students in being able to handle this challenging content, review your classroom guidelines for establishing a safe learning environment and provide opportunities for students to share their feelings as the lesson proceeds.]LEARNING OBJECTIVES  Students will understand what white supremacy is, its history and how it manifests in modern society.  Students will learn more about the alt right and how it has grown in recent  Students will reflect upon white supremacy and the alt right through a writingassignment.

This collection uses primary sources to explore Fannie Lou Hamer and the civil rights movement in rural Mississippi. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

The resource is a learning module that contains a three-part curriculum about the social psychology of racial bias and biased policing. It includes several TEDx lecture videos, textbook and primary source article readings, journals and written assignments for reflection, and resources for acting for social justice. It can generate a certificate of completion after the parts are marked as reviewed and reflection papers submitted.

It is currently available in Blackboard and Canvas LMS versions. We are working on a Google Docs version. If you would like to import it and adapt it for another LMS, and want to contribute to this project, please let me know and we'll get you added to the project.

It was inspired by my university releasing the university from work in honor of the George Floyd memorials. I created it as an extra credit opportunity, but could be integrated in the psychology curriculum when teaching about stereotyping, prejudice, and discrimination.

Dana C. Leighton, PhD
Assistant Professor of Psychology, Texas A&M University—Texarkana
Director, Peace and Justice Psychology Lab
903-334-6627 • dleighton@tamut.edu
home: http://danaleighton.net • blog: http://danaleighton.edublogs.org
preferred pronouns: he, him, his

This collection uses primary sources to explore immigration to the US and immigrant Americanization between 1880 and 1930. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This module provides students with an introduction to disordered behaviors and mental illness. Students will identify social stigmas and stereotypes that are harmful and negatively impact how people with mental illness are treated as well as what approaches can positively impact people's views of mental illness.

This module provides students with an introduction to disordered behaviors and mental illness. Students will identify social stigmas and stereotypes that are harmful and negatively impact how people with mental illness are treated as well as what approaches can positively impact people's views of mental illness.

Designed to meet the scope and sequence of your course, OpenStax Introduction to Anthropology is a four-field text integrating diverse voices, engaging field activities, and meaningful themes like Indigenous experiences and social inequality to engage students and enrich learning. The text showcases the historical context of the discipline, with a strong focus on anthropology as a living and evolving field. There is significant discussion of recent efforts to make the field more diverse—in its practitioners, in the questions it asks, and in the applications of anthropological research to address contemporary challenges. In addressing social inequality, the text drives readers to consider the rise and impact of social inequalities based on forms of identity and difference (such as gender, ethnicity, race, and class) as well as oppression and discrimination. The contributors to and dangers of socioeconomic inequality are fully addressed, and the role of inequality in social dysfunction, disruption, and change is noted.

Introduction to Sociology 2e adheres to the scope and sequence of a typical, one-semester introductory sociology course. It offers comprehensive coverage of core concepts, foundational scholars, and emerging theories, which are supported by a wealth of engaging learning materials. The textbook presents detailed section reviews with rich questions, discussions that help students apply their knowledge, and features that draw learners into the discipline in meaningful ways. The second edition retains the book’s conceptual organization, aligning to most courses, and has been significantly updated to reflect the latest research and provide examples most relevant to today’s students. In order to help instructors transition to the revised version, the 2e changes are described within the preface.