One Year of History:
This year, students explore three story‑centered units that build empathy and deepen their understanding of identity and history. In the Fall, they study Native American history through Native‑authored books and documentaries that highlight culture and resilience. In the Winter, they move into Black history, from African civilizations through abolition, Reconstruction, the Harlem Renaissance, the Civil Rights Movement, and modern creativity. In the Spring, they examine immigration and identity, learning why people migrate and reading diverse memoirs and novels about the challenges and hopes of starting over. Throughout the year, students engage with diverse authors, reflective assignments, and thoughtfully chosen documentaries that help them connect personally with the stories they encounter.
Fall: Native American History
A story-centered, respectful, emotionally safe introduction to Indigenous history and culture. Respectful, rich in story and humanity, non-sensationalized, centered on Native voices, and emotionally safe for sensitive learners.
Unit Goals
Build empathy, respect, and historical awareness
Understand the diversity of Native nations (not a single monolithic group)
Learn pre‑colonial history, culture, and worldview
Explore first contact and colonization with honesty but without trauma overload
Center Native voices through literature, memoir, and primary sources
Materials You will need (Pick 3):
An Indigenous Peoples’ History of the United States for Young People
A clear, accessible overview that centers Native voices without being graphic.
The Birchbark House (and sequels)
A Native‑authored alternative to Little House — warm, human, and beautifully written.
Two Roads (Cherokee author)
A powerful but gentle novel about identity, culture, and boarding schools (handled sensitively).
Everything You Wanted to Know About Indians But Were Afraid to Ask (Young Readers Edition)
Q&A style, honest, and surprisingly fun.
Optional Documentary clips:
Gather (2020)
Rumble: The Indians Who Rocked the World (2017)
Molly of Denali: Behind the Scenes (PBS short)
We Shall Remain (PBS American Experience)
Native America (PBS)
Reel Injun (2010)
Smoke Signals: Behind the Scenes (featurette)
The Seven Fires (short documentary series)
Dawnland (2018)
The Doctrine of Discovery: Unmasking the Domination Code
Weekly Structure:
Week 1–2: Who Are the Native Nations?
Regions, cultures, languages
Reading:
Week 1: Everything You Wanted to Know About Indians But Were Afraid to Ask (Young Readers Edition) — Anton Treuer. Chapters: Introduction + “Terminology,” “Identity,” “Culture”
Short article from the Smithsonian NMAI: “Native Knowledge 360° — Essential Understandings”
Week 2: The Birchbark House — Louise Erdrich (Ch. 1–4)
To Watch:
Week 1: Native America (PBS) — Episode 1: “From Caves to Cosmos
Week 2: Gather (2020
Map work: Eastern Woodlands, Plains, Southwest, Pacific Northwest, Arctic
Assignment: Create a “Nation Profile” (choose one tribe to study)
Project: Native American art (pottery, weaving, beadwork)
Week 3–4: Daily Life, Values, and Worldview
Foodways, storytelling, spirituality, community
Readings:
Week 3: The Birchbark House (Ch. 5–8)
Week 4: An Indigenous Peoples’ History of the United States for Young People
Chapters: “Before Columbus,” “The Great Laws,” “Complex Societies”
To Watch:
Week 3: Reel Injun (2010)
Week 4: Native America (PBS) — Episode 2: “Nature to Nations”
Assignment: Compare Native worldview with modern American worldview
Project: Make Frybread
Week 5–6: First Contact & Early Colonization
To Read:
Week 5: An Indigenous Peoples’ History (Young Readers)
Chapters: “First Encounters,” “Early Colonization”
Week 6: Two Roads — Joseph Bruchac (Ch. 1–10)
A Cherokee author writing about identity, leadership, and cultural survival.
To View:
Week 5: We Shall Remain (PBS) — Episode: “After the Mayflower
Week 6: We Shall Remain — “Tecumseh’s Vision & Short biography: “Who Was Tecumseh?” (Smithsonian)
Assignment: Write a journal entry from two viewpoints (Native + European)
Focus on perspectives, not gore & use Primary sources from Native leaders
Week 7–8: Removal, Resistance & Resilience
Stories of survival and cultural preservation. Introduction to the Trail of Tears (Handled gently).
To Read:
Week 7: Two Roads (Finish the book)
Week 8: Everything You Wanted to Know About Indians… (Young Readers)
Chapters: “Tribal Nations Today,” “Sovereignty,” “Education,” “Activism” & Article: “What Does Tribal Sovereignty Mean?” (NMAI)
To Watch:
Week 7: We Shall Remain — “Trail of Tears” (Preview first)
Week 8: Native America — Episode 4: “New World Rising”
Assignment: Create a timeline of key events
Project: Listen to Native musicians
Carlos Nakai
Mary Youngblood
Week 9: Modern Native Life
Sovereignty, contemporary issues, Native authors and artists
To Read: Choose one modern Native author:
Firekeeper’s Daughter (only if your student is mature — contains heavy themes)
Hearts Unbroken — Cynthia Leitich Smith (YA novel about identity & journalism)
Apple: Skin to the Core — Eric Gansworth (memoir-in-verse, gentle, powerful)
&
Poetry by Joy Harjo (U.S. Poet Laureate, Muscogee Nation)
To Watch:
Rumble: The Indians Who Rocked the World (2017) & Siletz Pow Wow
Final project: “What I Learned About Native Nations”
Winter: Black History
A respectful, story‑centered journey through Black history, identity, and culture. This winter, students will explore Black history through a respectful, story‑centered approach that highlights resilience, creativity, and leadership. They’ll begin with the richness of African civilizations, move through early America with a focus on humanity and resistance, and study the courage of abolitionists, the challenges of Reconstruction, and the cultural flourishing of the Harlem Renaissance. The term concludes with the Civil Rights Movement and modern Black voices, giving students a deeper understanding of how Black history has shaped American life.
Core Books (Used Throughout the Term)
Brown Girl Dreaming — Jacqueline Woodson
Stamped (Young Readers Edition) — Jason Reynolds & Ibram X. Kendi
Narrative of the Life of Frederick Douglass (Young Readers Edition) — Frederick Douglass
One Last Word: Wisdom from the Harlem Renaissance — Nikki Grimes
March: Book One — John Lewis, Andrew Aydin, Nate Powell
Weeks 1-2: Africa before Slavery & The Middle Passage
To Watch:
Week 1: Documentary:, Africa’s Great Civilizations (Henry Louis Gates Jr.) — Episode 1
Week 2: The African Americans: Many Rivers to Cross — Episode 1
To Read:
Week 1: The 1619 Project: Born on the Water (poetic, gentle introduction to African heritage)
&
Short article: “Great Kingdoms of Africa” (Smithsonian)
Week 2: Stamped (Young Readers Edition) — Jason Reynolds & Ibram X. Kendi
Ch. 1–3 (clear, accessible, not graphic)
Assignments:
Week 1:
Cultural Snapshot Project
Create a one‑page profile of one African kingdom (Mali, Songhai, Benin, Ethiopia, etc.).
Include:
-one surprising fact
-geography
-leadership
-achievements
-Art or architecture
Art Project
Draw or digitally create a symbol inspired by West African Adinkra.
Week 2:
Perspective Journal
Write a reflective journal entry responding to:
“How does understanding African history change the way we understand the beginning of Black history in America?”
Timeline
Create a simple timeline of early colonial events from the documentary.
Weeks 3 – 4: Enslaved Life & Resistance &Abolition & Civil War
To Watch:
Week 3: The African Americans: Many Rivers to Cross — Episode 2
Centers resistance, community, and survival.
Week 4: Frederick Douglass: In Five Speeches
Powerful, literary, and deeply human.
To Read:
Week 3: Stamped (Young Readers) Ch. 4–6 & Short biography: Harriet Tubman (National Park Service)
Week 4: Narrative of the Life of Frederick Douglass (Young Readers Edition)
Selected chapters (identity, literacy, escape — skip graphic sections)
Assignments:
Week 3:
Resistance Mini‑Essay
Write a short essay (1–2 paragraphs) explaining one form of resistance enslaved people used (music, community, escape, sabotage, literacy, etc.).
Art Essay
Choose one spiritual or work song and research its meaning.
Week 4:
Frederick Douglass Speech Analysis
Choose one short excerpt from Douglass and answer:
-Why was this speech powerful in its time?
-What is he arguing?
-What emotions does he appeal to?
Art Project
Copy one sentence from Douglass in your best handwriting and illustrate it.
Weeks 5-6:
Reconstruction & Jim Crow & The Great Migration & Harlem Renaissance
To Read:
Week 5: Stamped (Young Readers) Ch. 7–9 & Article: “What Was Reconstruction?” (Facing History)
Week 6: One Last Word — Nikki Grimes & Short story: “Thank You, Ma’am” — Langston Hughes
To Watch:
Week 5: Reconstruction: America After the Civil War (PBS) — Part 1
Week 6: The Black Church (PBS) — Episode 1
Assignments:
Week 5:
Cause & Effect Chart
Create a chart showing:
3 long‑term effects
3 hopes of Reconstruction
3 Obstacles
Discussion
Watch a short clip from PBS on Reconstruction and add one new insight.
Week 6:
Harlem Renaissance Creative Response
Choose one poem, painting, or song from the Harlem Renaissance and respond with:
-what it reveals about the era
-what you notice
-what emotions it evokes
Poem
Write your own short poem inspired by the style.
Weeks 7-8: Civil Rights Movement & Black Joy, Art & Culture
To Read:
Week 7: March: Book One — John Lewis & MLK’s “Letter from Birmingham Jail” (short excerpt)
Week 8: Brown Girl Dreaming — Jacqueline Woodson & Poetry by Amanda Gorman
To Watch:
Week 7: Eyes on the Prize — Selected Episodes (Preview first)
Week 8: Black Art: In the Absence of Light
Assignments
Week 7:
Main Assignment:
Graphic Novel Reflection (from March)
Choose one scene and write:
-How John Lewis showed courage
-What Happened
– Why it mattered
Art Strip
Create a simple comic strip showing an act of peaceful resistance.
Week 8:
Artist Spotlight
Choose one Black artist (visual artist, musician, poet, dancer, etc.) and create a one‑page spotlight including:
-why it matters
-short bio
-style
-one piece of work
Inspiration Art
Create your own small piece of art inspired by their style.
Week 9: Modern Black Voices
To Read:
The Boy Who Harnessed the Wind (Young Readers)
Piecing Me Together — Renée Watson
Black Enough (short stories — choose 2–3)
To Watch:
High on the Hog — Episode 1
TED Talk by a modern Black creator (your choice)
Assignments:
Final Project: “What I Learned About Black History”
Choose one format:
-Creative project
-Essay
-Slideshow
-illustrated booklet
-short video
Must include:
3 things you didn’t know before
3 people who inspired you
3 events that shaped history
Share your project with a family member and discuss your favorite part.
Spring: Immigration & Identity
During the spring term, students will explore immigration and identity through compassionate, story‑centered readings and documentaries that highlight courage, culture, and the search for belonging. They’ll begin by learning why people migrate, then move through major waves of immigration—from Ellis Island and Angel Island to Latin American migration and modern refugee journeys. Along the way, students will read diverse voices, examine the challenges and hopes of starting over in a new place, and reflect on how culture, family, and identity shape the immigrant experience. The term concludes with contemporary stories that celebrate resilience, heritage, and the many ways immigrants continue to enrich American life.
Spring Booklist:
All titles are gentle, diverse, emotionally safe, and centered on immigrant voices.
The Arrival — Shaun Tan
When Jessie Came Across the Sea — Amy Hest
Angel Island: Gateway to Gold Mountain — Russell Freedman
Esperanza Rising — Pam Muñoz Ryan
Inside Out & Back Again — Thanhhà Lai
American Born Chinese — Gene Luen Yang
Enrique’s Journey (Young Readers Edition) — Sonia Nazario
Hot, Sour, Salty, Sweet (selected sections) — Jeffrey Alford
Short essays by immigrant food writers (NYT Cooking, Bon Appétit).
Choose ONE modern immigrant memoir for Week 9:
We Are Here — Naomi Shihab Nye (poetry)
The Best We Could Do — Thi Bui (graphic memoir)
Funny in Farsi — Firoozeh Dumas
We Are Here — Naomi Shihab Nye (poetry)
Week 1
Reading: The Arrival — Shaun Tan
Watching: America ReFramed: My American Story (PBS)
Assignments — Why People Migrate
Visual Narrative Response
After reading The Arrival, create a one‑page visual or written response showing the emotions of leaving home and entering a new place.
Options: sketch, collage, short paragraph, or symbolic map.
Interview
Interview a family member about a time they moved and write 3–4 sentences about what you learned.
Week 2– The Big Move
Reading: When Jessie Came Across the Sea — Amy Hest
Watching: Documentary: Island of Hope, Island of Tears (PBS)
Assignments: Ellis Island
Ellis Island Diary Entry
Write a diary entry from the perspective of a young immigrant arriving at Ellis Island.
Include:
one detail from the documentary or book
What you see
What you hope for
What you fear
Labeling
Draw or print a photo of Ellis Island and label 3–4 important features.
Week 3– Angel Island
Reading: Angel Island: Gateway to Gold Mountain — Russell Freedman
Watching: Documentary: Becoming American: The Chinese Experience (PBS) — Episode 1
Assignments: Angel Island
Angel Island Poetry Reflection
Read a short Angel Island poem (gentle selection).
Write a paragraph explaining:
What it reveals about the immigrant experience
What the poem Expresses
What emotions you notice
Short Poem
Write your own short poem inspired by the themes of waiting or hope.
Week 4– Latin American Immigration
Reading: Esperanza Rising — Pam Muñoz Ryan
Watching: Documentary: Which Way Home — selected segments
Follows young migrants; choose the gentlest portions.
Assignments: Latin American Immigration
Character Study: Esperanza Rising
– Choose one character and describe:
– how immigration changes them
– their biggest challenge
– how they show resilience
Portrait Expression
Create a small character portrait (drawing or digital).
Week 5– Refugee Stories
Reading: Inside Out & Back Again — Thanhhà Lai
Watching: Documentary: God Grew Tired of Us
Follows the Lost Boys of Sudan rebuilding life in the U.S. — hopeful and human.
Assignments: Refugee Stories
Inside Out & Back Again Theme Paragraph
Write a paragraph explaining one theme from the book (family, identity, courage, loss, hope) and how the author shows it through poetry.
Poem Art
Choose your favorite poem from the book and copy it in your best handwriting. Decorate around it.
Week 6– Bicultural Identity
Reading:
The Namesake (Young Readers excerpts) or
American Born Chinese — Gene Luen Yang (graphic novel)
Watching:
Documentary: The Namesake: Behind the Scenes (featurette)
Assignments: Bicultural Identity
Identity Venn Diagram + Reflection
Create a Venn diagram comparing two identities in American Born Chinese (or The Namesake excerpts): Cultural Identity & Personal Identity. Then write 3–4 sentences about how the character balances both.
Art- Conflict and Growth
Create a small comic strip showing a moment of identity conflict or growth
Week 7–Modern Immigration
Reading:
Enrique’s Journey (Young Readers Edition) — Sonia Nazario
Watching:
Documentary: Living Undocumented — selected segments
Choose the least intense stories; focuses on family and hope.
Assignments: Modern Immigration
Cause & Effect Chart: Enrique’s Journey
Create a chart showing:
3 reasons people migrate today
3 challenges they face
3 hopes they carry
Short Paragraph
Write a short paragraph about one moment from the documentary that stood out to you.
Week 8 -Culture Through Food
Reading:
Hot, Sour, Salty, Sweet: A Culinary Journey — Jeffrey Alford (selected sections)
and
Short essays from immigrant food writers (NYT Cooking, Bon Appétit)
Watching:
Documentary: Salt Fat Acid Heat — Episode 1 (Italy) or Episode 2 (Mexico)
A joyful look at culture through food.
Assignments: Culture Through Food
Cultural Meal- Project
Choose one immigrant food to cook or help prepare a family recipe and take a photo or write a short reflection
Food & Culture Mini‑Project
Create a one‑page project including:
The dish
Where it comes from
Why it matters
How food connects to identity
Week 9– Contemporary Voices
Reading:
Choose one modern immigrant memoir:
We Are Here — Naomi Shihab Nye (poetry)
The Best We Could Do — Thi Bui (graphic memoir)
Funny in Farsi — Firoozeh Dumas
Watching:
Documentary: America ReFramed: First Vote or America ReFramed: My American Story
Contemporary immigrant stories told by immigrants.
Assignments: Contemporary Voices
Final Project: “My American Story”
Share your project with a family member and ask them what part they found most meaningful.
Choose one format:
Essay
Slideshow
Illustrated booklet
Short video
Family Tree that goes back at least 9 generations
Must Include:
One personal reflection about identity or belonging
One story that moved you
One challenge immigrants face
One way immigrants shape America
Suggested Field Trips:
- Makah Museum (Washington)
- Monument Valley (Arizona/Utah)
- National Museum of the American Indian (Washington DC)
- Mille Lacs Indian Museum (Minnesota)
- Mashantucket Pequot Museum (Connecticut)
- Cherokee Heritage Center (Oklahoma)
- Albina Vision Trust (walking tour) (Portland, OR)
- National Civil Rights Museum (Memphis, TN)
- Smithsonian National Museum of African American History and Culture (Washington, D.C.)
- National Museum of American Jewish History (Philadelphia, PA)
- Tule Lake National Monument (Northern California)
- Ellis Island National Museum of Immigration (New York)
- Angel Island Immigration Station (San Francisco)
- Cleveland Immigration Museum (Ohio)
- National Museum of American Jewish History (Philadelphia)
- Heinz History Center – “American Immigration” Exhibit (Pittsburgh)
- Wing Luke Museum of the Asian Pacific American Experience (Seattle)
- Mexican American Heritage Center & Museum (San Jose)
- Immigration History Research Center & Archives (Minneapolis)
- Galveston Immigration Station (Historic Site) (Texas)
- National Museum of African American History & Culture (Washington, DC)
- The Legacy Museum & National Memorial for Peace and Justice (Montgomery, AL)
- Selma’s Edmund Pettus Bridge & Interpretive Center (Selma, AL)
- Hopewell Culture National Historical Park (Ohio)
- Cleveland Cultural Gardens (Ohio)
