Tag Archive for: Education

Through Chinatown Eyes April 1968 ImageThrough Chinatown’s Eyes First Episode: April 1968

The first in a series of short documentaries, April 1968, examines the impact of the civil disturbances and street violence in DC on Chinatown after the assassination of Dr. Martin Luther King in April 1968.  The story, from the perspective of people recalling events as school children and young adults in Chinatown, explores ideas about ethnic identity and race relationships.  It tells how the street violence affected the growth of the neighborhood and its commercial development.

The film was produced by Penny Lee with Lisa Mao.  It is a product of the 1882 Foundations’ DC Chinatown Oral History Project.  The project seeks to record the oral histories of people who have a stake in preserving the history and heritage of DC Chinatown.

In collecting the oral histories (and images related to them), project directors wanted to preserve them as stories related to topics or themes or issues.   Each story will be complete on its own, but together they will tell the history of DC Chinatown from its beginnings to today in a series of episodes that collectively we call “Through Chinatown’s Eyes.”

A grant from the DC Humanities Council determined the first episode.  Under the “Who’s a Washingtonian Grant,” the 1882 Foundation leaders decided to group together memories and stories that dealt with the 1968 street violence and how ethnic neighborhoods interacted or related to one another.

The events of April 1968 were pivotal for Chinatown, as they were for the U Street neighborhood and the rest of urban DC.   As such, April 1968 is a good episode to start the film series.  It delineates a watershed between two time periods to help categorize our stories and conceptualize future episodes.   The first period will collect stories generally about traditional perspectives and legacy Chinatown affiliations.  The second period holds together stories that relate prominently to American acculturation and the fading of old organizations and livelihoods for a community moving decidedly to the suburbs, even as Chinatown still remains meaningful in a cultural sense.

April 1968 Film Producer Penny Lee at screening and community discussion at Busboys and Poets, Columbia Heights DC, October 2015

What that meaning is, as an indicator of the future of Chinatown, becomes a key question to explore.  The question and the effort to articulate answers becomes the purpose of the effort to gather and preserve the stories.

Future episodes of the Through Chinatown’s Eyes series will either go one direction to uncover older history and traditions.  These include episodes about family associations, reasons to settle in DC, original function of Chinatown, daily life and society including the direct consequences of the Chinese exclusion laws and the immediate impact of WWII.  Episodes can go the other direction to examine topics about activities related to American civil rights and participation in mainstream political actions, the evolution of Chinatown businesses, changing youth activities and the gentrification of DC Chinatown.

A list of potential episodes is added below.  We welcome suggestions for others episodes.  Each episode will run no longer than 30 minutes.  Each will have a study guide similar to the one developed for April 1968.  The study guide is important because the mission of 1882 Foundation and this film series is not just to collect and re-tell entertaining stories.  Fundamentally, it is to educate the public about the history of Chinese in America and its continuing and future significance to all Americans.

Suggested episodes:

1.  Gold Mountain Hopes — Why Chinese came to DC Part I:  Patterns and routes from Canton, the Angel Island legacy.  Why DC?

  1. The Promise – About the enabling and protective roles of family associations and traditions seen through the “promise” of care even after death illustrated by Qing Ming rites surrounding DC and Range 99 at the Congressional Cemetery.
  1. Safe Harbors — Why Chinese came to DC Part II: Patterns and routes from North China and Taiwan. The legacy of Yung Wing, the Northeast Chinese university movement, Two Chinas, and Tian An Men, students and professional elites. “the legal 105.”
  1. Community and Youth – Becoming American while holding onto Chinese Community through Church and Youth Club.
  1. Pennies for China and Fighting for America — Choices and Commitments, traditionalism and nationalism to China/patriotism to America.
  1. April 1968 — Choosing to Stay and Defining identity – Done.
  1. The Bean Sprout King – Thriving in Chinatown, building prosperity and family life, living the Dream. Teen dances, radio shows, football cars and beauty queens.
  1. Movable Chinatowns – Pull Factors: Why Chinese leave DC Part I: Opportunities pull away. Capabilities and skills no longer restricted to Chinatown. Once out, why return?
  1. Gentrification – Push Factors: Why Chinese leave DC Part II: Increasing Costs and Rich Real Estates push Chinese out.  Pan-Asian fusion and the rise of the Young Professional
  1. Cultural Touchstone — Lion Dancing, 9-man Volley Ball and Talk Story
  1. Creating a Cultural Destination – Relevancy. Preserving story sites as well as physical sites.  Chinatown as a Museum.  What lies ahead for Chinatown in DC and other Chinatowns.  Pan-Asian-ism as “cultural gentrification.”

In addition to funding provided by the DC Humanities Council, April 1968 received financial backing from the Chinese American Citizens Alliance, the Sino American Cultural Society and OCA.   The 1882 Foundation is a non-profit 501(c)3 organization.

 

The annual Virginia Conference for the Social Studies was held on Oct. 16-17 in Norfolk, Va., and for a 3rd consecutive year, the 1882 Foundation presented a workshop — this time on the 50th Anniversary of the Immigration and Nationalization Act (Hart-Celler). Our recognition of this legislative milestone dovetailed well with the major theme of the Conference: looking at history from multiple perspectives. A key component of the workshop was to connect the Hart-Celler Act to the civil rights movement and, in particular, the Civil Rights and Voting Rights Acts of 1964-65. The workshop focused on three goals:

1. To understand that Asian Americans, indeed all Americans, learned and benefitted from the activism of the civil rights movement — that freedom for one is freedom for all.

2. To learn how identity is shaped by one’s past heritage and coming to experience a multicultural America.

3. To add historical perspective to the meaning of citizenship: how the nation has changed and evolved since its beginnings.

A very receptive audience of 16 teachers from across the Old Dominion engaged in several activities emphasizing the significance of the Act from an Asian American perspective. Teachers were provided with the lesson plans and resources associated with the activities.

One of the 1882 Foundation’s goals is to use this website as a means to access these plans as well and expanding our capacity to reach out to as many teachers as possible. We would appreciate feedback, information, and suggestions on how to do this, so please let us know of ways to use this site.

Ting-Yi

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Teacher Workshop, Oct. 2, 2015

The 1882 Foundation and the Alexandria Black History Museum collaborated on a commemoration of the 50th anniversary of landmark legislative acts that have transformed America over the lat half-century. As part of the week’s activities, teachers from Alexandria City schools participated in a full-day workshop entitled The World Comes To Us: A Fresh Look at What we Teach and the Students We’re Teaching. A variety of sessions were designed to recognize the intersection of the African American experience and civil rights with that of Chinese and Asian Americans, and to better understand how these experiences have enriched our lives.

The collaboration allowed us to look at the theme from many perspectives. Katie Orr of the National Park Service, led the group through a lesson plan about the Rosenwald Schools funded by Julius Rosenwald, CEO of Sears Roebuck back in the early 1900s, including one in Alexandria.  Kate Reeder had teachers examine artifacts unearthed from Alexandria Black and Freedmen’s sites; Ting-Yi Oei used sources tying the 1965 Immigration Act to the Civil Rights Movement.  Krystyn Moon,Director of American Studies at University of May Washington, captivated teachers with a comparative timeline of Civil Rights and immigration history with many connections to local history.

Link to Rosenwald School Lesson: http://1882foundation.orgwww.nps.gov/nr/twhp/wwwlps/lessons/159rosenwald/159rosenwald.htm

Another National Park Service resource is this guidebook entitled Asian Reflections on the American Landscape, a printed copy of which was given to each of the teacher participants:  http://1882foundation.orgwww.nps.gov/history/heritageinitiatives/pubs/Asianisms.pdf

 

photo 1 IMGPointing to card IMG_JourneyRosenwald School, SC

 

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Nothing works better at getting students interested in history than having them become historians themselves. We all long to feel the excitement of uncovering something new, of getting our hands on a real document proving who we are or where we came from. We learn by seeing something through a different set of eyes, appreciating the work or experiences of someone by reading their stories, studying photos. or touching objects they touched. That’s what the Smithsonian’s Young Historians Project has students do in connection with searching out their heritage.

The students whose media projects are available through the link below explored the subject of being Asian American in a variety of ways. They talked to family members, learned about their communities, sought out stories of the immigrant experience, and worked to understand what it means to be an American. This is a wonderful resource to share with others.  It demonstrates ways in which we can encourage young people to learn about the past, preserve stories that need to be remembered, and become fully engaged citizens.

Follow the link: https://1882foundation.orgyounghistorianslivinghistories.wordpress.com

 

YHP Young Historians, Living Histories - Screening yhp3 yhp4

Back in May, participants at our 3rd 1882 Symposium heard from Social Studies specialists in Alexandria City and Fairfax County, Va. about ways in which we can highlight Asian American stories and make it more likely that teachers will use them as examples within their courses. We have been working on ways to influence state boards of education and legislators to be more inclusive of the role Asian Americans have played in the history of the United States. A key emphasis has been on showing that topics such as civil rights, labor, westward expansion, economics, and more are all full of Asian American experiences that are not just relevant but fundamentally important to understanding this country’s history. We have committed ourselves to building partnerships with other organizations and institutions so that we can create a resource center for teachers and the public that will provide the knowledge, information, and means to make our stories truly a part of the whole American story. Those of you who read about “1882” are encouraged to send along your thoughts as we move forward.

Michael Hussey from the National Archives also spoke about the resources there and mentioned that in July, 16 teachers would be attending a workshop specifically dealing with Chinese immigration. I’m pleased to say that I was able to present information about the Foundation and see some of the work that teachers were doing: uncovering many new documents, digitizing them and creating lessons that will become accessible through the Archives “Docs Teach” online program. Many documents are already available, as you may know, and one lesson on Wong Kim Ark is especially timely given the concerns raised recently about the 14th Amendment and birthright citizenship.

Ted Gong and I also had an opportunity to showcase a lesson and a screening of the film Through Chinatown’s Eyes: April 1968  for teachers in Fairfax County as part of their Teacher In-service  program just before schools re-opened this fall. The film captures the tensions in the city that followed the assassination of Martin Luther King and the impact the riots had on the Chinese community here. It is also an important story of a “minority among a minority” and the struggle to find one’s identity during a difficult time.

Coming up soon during the week of Sept. 26 though Oct. 3rd is a commemoration of the 50th Anniversary of the Voting Rights Act and the Immigration and Nationalization Act (Hart-Celler) that the 1882 Foundation and the Alexandria Black History Museum have organized. Here’s a link to the week’s schedule:

http://1882foundation.orgblackhistorymuseumevents.weebly.com

From the Curriculum Corner’s perspective, the education workshop scheduled for Fri., Oct. 2nd is noteworthy as we will be presenting a full day of activities, lessons, and discussions around the intersection of civil rights and the Asian American immigrant experience. The theme for the day is the World Comes To Us: A Fresh Look at What We Teach and the Students We Teach.” We will be looking at comparative historical timelines of civil rights and immigration, specific stories about the African American and Asian American experiences, and delving into the demographic changes that have transformed the area and the nation since 1965. Another one of our collaborators, Katie Orr of the National Park Service, will be presenting a lesson on the Rosenwald Schools, many of which were built in Virginia.

One of my more immediate goals is to get a number of lessons made available for teachers on this site. So we’re staying busy and on a track to reach out to as many of you as we can. Let us know of ideas and of information you wish to share.

 

National History Day, District 5, Virginia, March 7, 2015

It was an exciting day for some 300 students, many of their parents, and 60 judges as they gathered at Mt. Vernon High School in Alexandria, Va. to participate in this year’s National History Day celebration for District 5 (Northern Virginia). For the first time, the 1882 Foundation sponsored an award of $250 for a student creating an entry on Asian American history around the theme of what it means to be an American. It was also a wonderful opportunity for Roberta Chew and Ting-Yi Oei of the Foundation to attend the event, talk with some of the students, and share in their accomplishments. Other sponsors included the Newseum, Mount Vernon, the Marine Corps Museum, the United States Institute of Peace, and the National Women’s History Museum. (For more information about the event and its sponsors, please visit this website: http://1882foundation.orgwww.mountvernon.org/educational-resources/for-teachers/national-history-day/history-day-va5-competition/)

The recipient of the 1882 Foundation Award is Tsuyoshi Nemoto whose project was about the 442nd Japanese American Combat Battalion in World War II. Tsuyoshi is a 16 year old exchange student from Japan attending Mt. Vernon High School. He said he was inspired to create his exhibit because it was here in the United States that he first learned about the 2nd generation Japanese Americans (Nisei) who enlisted as soldiers and fought in Europe for a country that at the same time held their families in camps behind barbed wire fences. He was moved by their bravery, noting that 10,000 service medals were awarded to the 442nd , more than any other combat unit in the war. His research revealed interesting stories including information about the soldiers of the “Lost Battalion” from Texas who, surrounded by German troops in the French mountains, were rescued thanks to the efforts of the 442nd. Later, when Hawaii sought US statehood, the Texas Congressional delegation made a point of saying their yes vote was influenced by the 442nd‘s heroism. He also cited the 442nd’s post-war service, exemplified by former Senator Daniel Inouye of Hawaii. Tsuyoshi’s display included photos of Inouye as a young soldier and as a senator.

It was also encouraging to see a large number of Asian American students participating in the History Day competition. Many had taken on a variety of Asian subjects for their project, covering ancient to modern times: the Emperor Qin Shi Huang Di, Mao Tse-tung, Kim Il-sung, Mohandas Gandhi, Indira Gandhi, and the Khmer Rouge.

As we look towards the future, we plan to continue to sponsor National History Day and other programs that can put the focus on the role of Asian Americans in our history. We also urge our partner organizations to seek out opportunities to recognize the efforts of young people to learn more about the richness of the Asian American experience.

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Tsuyoshi Nemoto presenting his project

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Receiving his award from Ting-Yi Oei

Tag Archive for: Education

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