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Asian-american Teachers Resources: more detail

Vietnamese Americans: Lessons in American History A Curriculum and Resource Guide by Inc. Orange County Asian and Pacific Islander Community Alliance, 2001

Asian Americans: Resources and Activities for the Classroom by Philip Lanasa, 2010-04-30

African American Achievers in Science, Medicine, and Technology: A Resource Book for Young Learners, Parents, Teachers, and Librarians by Wina Marché, 2003-10-30

Asia in the Undergraduate Curriculum: A Case for Asian Studies in Liberal Arts Education

The Asian Indians in America: A curriculum resource handbook for teachers by Sondra Sen, 1978

lists with details

Asian Pacific Islands American History Literature For K-12
Index to Asian American resources for English and Social Studies teachers in grades K-12. Offers chronolo Category Society Ethnicity Asian asian-american HistoryAn index to Asian American resources for English and Social Studies teachers K12.Asian Pacific Island American History Literature for K-12 teachers.
http://falcon.jmu.edu/~ramseyil/asia.htm
CMMR - Asian - Pacific Island Resources
ASIAN, asianamerican AND PACIFIC ISLANDER. FULL TEXT resources AND ARTICLES. schoolpopulations against dwindling numbers of minority teachers has drawn much
http://www-rcf.usc.edu/~cmmr/Asian.html

Extractions: Sites and articles listed here are not necessarily endorsed by the CMMR; they are listed for informational purposes only. Full text articles and resources are also provided. If you would like to suggest a site to be added to this listing please visit our " Submit a Site " page. Specific cultural / linguistic sections have been provided to facilitate additional internet investigations including: Cambodian/Khmer Chinese Hmong Japanese ... Vietnamese These sections will be updated and expanded regularly. Asia Society The Asia Society was founded to foster understanding between Asians and Americans. Since the founding of the Asia Society, its programming has encompassed the public affairs, arts and cultures of all of the diverse countries of Asia, and, in response to changing demographics in the U.S., has expanded to include programs relating to Asian American issues. The Asia Society looks at all of Asia, without excluding any country, area or issue from its mandate. Dedicated to fostering an understanding of Asia and communication between Americans and the peoples of Asia and the Pacific. A nonprofit, nonpartisan educational institution, the Asia Society presents a wide range of programs including major art exhibitions, performances, international corporate conferences and contemporary affairs programs.
Duke's East Asian Collection
Print and electronic resources for Chinese, Japanese, Korean, and asianamerican Studies, with resources for elementary and secondary school teachers.
http://www.lib.duke.edu/ias/eac/eac.html
ED369577 1994-06-00 Asian-American Children: What Teachers Should Know. ERIC Dig
Asian Pacific American resources at the Smithsonian Visitors to one of the annual Festival of American Folklife presentations had an opportunity to learn about conservation of traditional crafts, including Hmong embroidery.
http://www.ed.gov/databases/ERIC_Digests/ed369577.html

Extractions: Source: ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL. Asian-American Children: What Teachers Should Know. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC Asian-Americans constitute a significant minority in the U.S. and are one of the fastest growing ethnic groups in this country, yet little is known about their particular educational needs, especially at the early childhood and elementary levels. This digest provides information to help teachers gain a better understanding of Asian-American children, particularly those from East and Southeast Asian cultures, and identify culturally appropriate educational practices to use with those children. ASIAN-AMERICAN CHILDREN: WHO ARE THEY? The term Asian-American covers a variety of national, cultural, and religious heritages. Indeed, Asian-Americans represent more than 29 distinct subgroups who differ in language, religion, and customs. The four major groups of Asian-Americans are East Asian, such as Chinese, Japanese, and Korean; Pacific Islander; Southeast Asian, such as Thai and Vietnamese; and South Asian, such as Indian and Pakistani (Pang, 1990). Although there are similarities among the various subgroups, they have different origins, ecological adaptations, and histories.
Asian American Literature : History, Classroom Use, Bibliography & WWW Links
Outlines the history of Asian American writing, and provides bibliographies, links, and reviews for students and teachers. asianamerican Literature History, Classroom Use, Bibliography WWW resources Asian American literature is a growing new In reviewing the Asian American literature, it is also
http://falcon.jmu.edu/~ramseyil/asialit.htm

Extractions: Introduction Rationale for Multiethnic Literature in the Classroom Characteristics of Good Multiethnic Literature History of Asian American Literature ... Movies Asian American literature is a growing new field. It is considered one of the subdivisions of multicultural literature. The literature today like the Joy Luck Club are best sellers in the book market and there is a growing demand for more. The Asian population of the United States today continues to rapidly increase and they constitute about 2.9% of the total American population. According the 1990 census, the largest Asian minority in the United States are the Chinese Asian population. Of that percentage, Chinese is the largest with a largest percentage being foreign born. The second largest group is the Filipino which constitute 19%. Japanese make up 12% with most of them being native born. Indian and Korean each are at 11% and Vietnamese make up 8% of the population. Another subgroup of Asians includes the Hmong (mung) which are a culture group that immigrated 5,000 years ago from China to the mountainous region of Laos, but many were forced out of their territory during the Vietnam War because they helped the United States during the conflict.
ERIC/EECE. Publications. Digests. Asian-American Children: What Teachers Should
Some lack motivation, proficiency in English, or financial resources; others haveparents who do not How Can teachers Help asianamerican Children?
http://ericeece.org/pubs/digests/1994/feng94.html

Extractions: June 1994 Asian-Americans constitute a significant minority in the U.S. and are one of the fastest growing ethnic groups in this country, yet little is known about their particular educational needs, especially at the early childhood and elementary levels. This digest provides information to help teachers gain a better understanding of Asian-American children, particularly those from East and Southeast Asian cultures, and identify culturally appropriate educational practices to use with those children. The term Asian-American covers a variety of national, cultural, and religious heritages. Indeed, Asian-Americans represent more than 29 distinct subgroups who differ in language, religion, and customs. The four major groups of Asian-Americans are East Asian, such as Chinese, Japanese, and Korean; Pacific Islander; Southeast Asian, such as Thai and Vietnamese; and South Asian, such as Indian and Pakistani (Pang, 1990). Although there are similarities among the various subgroups, they have different origins, ecological adaptations, and histories. Asian-American Children: Are They All "Whiz Kids"?
ED369577 1994-06-00 Asian-American Children: What Teachers Should Know. ERIC Dig
asianamerican Children What teachers Should Know. ERIC Digest. THIS DIGESTWAS CREATED BY ERIC, THE EDUCATIONAL resources INFORMATION CENTER.
http://www.ericfacility.net/databases/ERIC_Digests/ed369577.html

Extractions: Source: ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL. Asian-American Children: What Teachers Should Know. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC Asian-Americans constitute a significant minority in the U.S. and are one of the fastest growing ethnic groups in this country, yet little is known about their particular educational needs, especially at the early childhood and elementary levels. This digest provides information to help teachers gain a better understanding of Asian-American children, particularly those from East and Southeast Asian cultures, and identify culturally appropriate educational practices to use with those children. ASIAN-AMERICAN CHILDREN: WHO ARE THEY? The term Asian-American covers a variety of national, cultural, and religious heritages. Indeed, Asian-Americans represent more than 29 distinct subgroups who differ in language, religion, and customs. The four major groups of Asian-Americans are East Asian, such as Chinese, Japanese, and Korean; Pacific Islander; Southeast Asian, such as Thai and Vietnamese; and South Asian, such as Indian and Pakistani (Pang, 1990). Although there are similarities among the various subgroups, they have different origins, ecological adaptations, and histories.
Links To Other Teaching Resources
Asian asianamerican K-12 educational resources) http//www.askasia.org. Councilfor American Studies Education (American Studies K-12 teachers' network) http
http://www.georgetown.edu/crossroads/teaching_sites.html

Extractions: Teaching Resources on the Web This listing of teaching links moves deliberately from the general to the particular, starting with tutorials for using the web and directories of educational resources, then moving on to American Studies/Humanities directories and ending with exchange networks and online courses and American Studies/Humanities teaching sites. This is only a preliminary list; to suggest more sites, please send email to cepacs@gusun.georgetown.edu Resources with a gold dot denote sites we consider of special but not exclusive interest to K-12 (secondary school) teachers. Visit also the resources section of the Visible Knowledge Project website for additional teaching-related resources. American Studies on the Web: A Beginner's Introduction
CIMC Asian-American Webliography
Asian American Net This site is designed for teachers and students to learn moreabout the connections between Asia and America. With resources arranged by
http://cimc.education.wisc.edu/ref/resources/webliographies/asian_american.html

Extractions: Back to Webliographies Main Asian Pacific American Heritage Month: Internet Resources Celebrate the many and diverse voices of Asian Americans this May and throughout the year! The World Wide Web offers a wealth of information on Asian Pacific American history and culture. Below are just a few sites of interest to educators and students. Ancestors in the Americas
Education And Higher Learning: Teachers Guide And Related Resources: Social And
resources for K12 Asian and asian-american studies, with State University, NorthridgeSocial Studies teachers Lesson Plans and resources Guide Browse
http://www.buzzle.com/chapters/education-and-higher-learning_teachers-guide-and-

Extractions: Select a Chapter Animals and Pets Arts and Literature Business and Finance Children and Family Computers and the Internet eCommerce and Shopping Education and Higher Learning Entertainment and Media Food and Drink Government and Politics Health and Fitness History and the Human Experience Hobbies and Special Interest Home and Lifestyle Philosophy and Religion Science and Technology Sports and Recreation Travel and Tourism What's the Buzz Escape Hatch: Cartoons and Comics Jokes and Funnies Open Mic Poetry Bee Short Fixion Teaching includes a great number of resources in this century. Teachers are able to effectively train students in any subject, with print textbooks, Internet resources, and interactive technology. Cultural studies were defined in 1871 by British anthropologist Edward B. Taylor. Many multicultural classrooms exist in the public schools today and teachers are often caught in the flux, trying to work with several cultures at one time. Many guides and resources exist which will facilitate learning for the teachers as they work through these complex situations. Different cultures respond differently to varying forms of education and they can work effectively to find the most appropriate cultural approach to a solution. The links herein deal specifically with social and cultural studies.
Milbank Memorial Library : Teachers College : Columbia University
Native American resources; Hispanic/Latino resources; asianamerican resources; accessto Teacher's Corner (resources for K-12 teachers including reviews of
http://lweb.tc.columbia.edu/rr/mc/university.html

Extractions: UNIVERSITY-BASED WEB SITES A guide to American studies resources on the Internet, this site provides links to a wide range of sources in numerous subdisciplines, including Race and Ethnicity which groups sites within the following categories: University of Texas at Austin. Includes resources and links to information in the following categories: Aims to provide a resource for educators interested in multicultural issues by offering reviews of literature about sexism, racism, heterosexism, ablism, etc. while also providing links to other multicultural sites of interest in the following categories: African-American Resources Native American Resources Hispanic/Latino Resources Asian-American Resources National/Ethnic Multicultural Organizations Culture Literature and Publishing Religion Sexual Orientation Action Groups and Resources Archives of Essays and Interviews Gender/Women's Issues Museums and Exhibits Minority Resources Ability, etc.
Education World® - Teacher Resources : Multicultural Education
Banner ad Up One Level TOP Teacher resources Multicultural Education. Ask EricDigest ed379386. asianamerican Children What teachers Should Know.
http://db.education-world.com/perl/browse?cat_id=6396
Multicultural Education And Ethnic Groups: Selected Sources
Powerful asianamerican Images Revealed in Picture Books (Kay E Studies Web Sitefor K-12 teachers; Electronic resources on Diversity (Santa Clara University
http://wwwlibrary.csustan.edu/lboyer/tmp/multicu.htm

Extractions: Multicultural Education and Ethnic Groups: Selected Sources Background Articles (Full Text) Ethnic Cookery "Best" Multicultural Site Folklore, Mythology, Literature ... Specific Ethnicity/Region: Individual Groups TOP OF PAGE TOP OF PAGE TOP OF PAGE TOP OF PAGE TOP OF PAGE TOP OF PAGE Country Resources
Diversity Related Links
asianamerican resources List The Limits to Cultural Diversity Diversity ProgramsNative American resources Sits ERIC and Diversity Links teachers Prepare for
http://www.niu.edu/mcti/diversity.htm
OurFaces.org : Resources: Websites
to resources for Bilingual/ESL, asianamerican, Latino/Hispanic K-12 teachers comprehensivesite for teachers includes extensive diversity resources.
http://www.ourfaces.org/ourfaces/resources/resources_websites.html

Extractions: Translation Website Links Explore the websites below and discover a wealth of information about a spectrum of important issues. The American Folk Life Center guide to American cultural resources available through the Library of Congress, sample publications. Anti-Defamation League (ADL) organization fighting anti-Semitism through programs and services that counteract hatred, prejudice and bigotry. BUENO Center for Multicultural Education this center promotes quality education and cultural pluralism through a range of research, training, and service projects, and disseminates research findings and related information. illustrates multicultrual approaches to teaching sciences. Center For Multilingual, Multicultural Research(CMMR) Links to resources for Bilingual/ESL, Asian-American, Latino/Hispanic, Native American, African-American, Professional Development, and Technology in Education. the purpose of CREDE's research is to identify and develop effective educational practices for linguistic and cultural minority students, and those placed at risk by factors of race, poverty, and geographic location.
Asian-American Children: What Teachers Should Know. ERIC Digest., Feng, Jianhua
Some lack motivation, proficiency in English, or financial resources; others haveparents who do not HOW CAN teachers HELP asianamerican CHILDREN?
http://ericae.net/ericdb/ED369577.htm

Extractions: From the ERIC database Feng, Jianhua Asian-Americans constitute a significant minority in the U.S. and are one of the fastest growing ethnic groups in this country, yet little is known about their particular educational needs, especially at the early childhood and elementary levels. This digest provides information to help teachers gain a better understanding of Asian-American children, particularly those from East and Southeast Asian cultures, and identify culturally appropriate educational practices to use with those children. ASIAN-AMERICAN CHILDREN: WHO ARE THEY? The term Asian-American covers a variety of national, cultural, and religious heritages. Indeed, Asian-Americans represent more than 29 distinct subgroups who differ in language, religion, and customs. The four major groups of Asian- Americans are East Asian, such as Chinese, Japanese, and Korean; Pacific Islander; Southeast Asian, such as Thai and Vietnamese; and South Asian, such as Indian and Pakistani (Pang, 1990). Although there are similarities among the various subgroups, they have different origins, ecological adaptations, and histories. ASIAN-AMERICAN CHILDREN: ARE THEY ALL "WHIZ KIDS"?
Teachers Want Ways To Improve Self-Esteem; September-October 1997 Perspectives
teaching A handbook of activities, information and resources. A Jar of Dreams asianamerican;Journey Home asian-american; New York teachers College Press.
http://clerccenter.gallaudet.edu/products/perspectives/sep-oct97/teachers.html

Extractions: by P. Lynn Hayes and Barbara Luetke-Stahlman P. Lynn Hayes, PhD, earned her doctorate from the University of Pittsburgh and is an associate professor in the teacher training program in deaf education at the University of Kansas Medical Center, Kansas City, KS. Barbara Leutke-Stahlman, PhD, is professor and director of deaf education in the department of hearing and speech at the University of Kansas, Kansas City, KS. A s the percentage of students from racial and ethnic and cultural minorities increases in school classrooms, more materials have become available to answer teachers' concerns. Teachers of deaf and hard of hearing children who are members of ethnic minorities would like to know how to help these children develop self-esteemat least if the results of a Midwestern survey can be generalized. The survey was sent to 64 teachers in schools and programs in two Midwestern states. In the surveys, teachers were asked to rank the importance of various kinds of knowledge in working with students from ethnic minorities. Although all factors in the survey were ranked important, knowledge of ways to help minority students develop self-esteem ranked most important, earning a 1.45 on a 1 to 5 scale. In second place, teachers ranked the need for knowledge of ways to involve parents of deaf minority students in the educational process (1.48). Thirdly, they wanted knowledge to be able to assess the speech and language of their minority students (1.68) and knowledge of linguistic diversity (1.69).
AsiaSource: AsiaLINKS - A Resource Of The Asia Society
a better understanding of asianamerican children, particularly An invaluable resourcefor teachers, students and hundreds of educational resources which are
http://www.asiasource.org/links/al_mp_03.cfm?TID=169
VoS - Voice Of The Shuttle
American History Literature for K12 teachers. asian-american Literature History,Classroom Use, Bibliography WWW resources (Brenda Hoffman).
http://vos.ucsb.edu/browse.asp?id=286
Rethinking Schools -- "Trivial Pursuit" Testing For Teachers -- Volume 13, No. 2
required to become social studies teachers in Massachusetts. Graduate College ofEducation, and asianamerican Studies, at Who We Are Web resources 1001 E
http://www.rethinkingschools.org/Archives/13_02/matest.htm

Extractions: Winter 1998/99 In an endeavor to comply with state teacher certification policy, I took the Oct. 3 Massachusetts Teacher Test, but found both the content and process of the test to be distressingly arbitrary. The above three italicized words were among those that test-takers had to define in the most recent Teacher Test. The sentence reflects my own understanding of how to use them appropriately. As a professor of teacher education and Asian-American Studies, I chose to take the four-hour Communication and Literacy Skills Test and the four-hour Social Studies Test (with a 20-minute lunch break) in order to understand directly what our students are being asked to know and do. Like others, I was struck by the rigid, disrespectful conditions of the test process itself. In the afternoon, for example, I was reprimanded initially by the test monitor for not having a more legible signature on my photo identification card, and then more sternly for taking a sip of water. To go to the bathroom, I was told to raise my hand and wait for the test monitor to grant permission because only one of us could leave the testing room at any given time. Then, on my way to the bathroom and back, I noticed three different hall monitors, seated in strategic locations, each doing their duty to check if I had the yellow bathroom permission pass. Had the state somehow confused reform school for education reform, I wondered. The test content, particularly in social studies, also challenged me. As I followed the questions in order, the content jumped literally from the 1780 Massachusetts state constitution to contemporary trade relations of Pacific Rim countries to the spread of Islam in seventh century Europe to landforms in western Australia to methods of social science research. I sensed no coherence, connections, or rationale from the questions. Rather, it felt like high stakes Trivial Pursuit or Jeopardy, based on a limitless universe of possible questions, including some that were simply wrong. One question, for example, insisted that Puerto Ricans who settled in the northeastern U.S. from 1945-1990 are "immigrants". But Puerto Rico is a U.S. commonwealth. Was this a deep question, a trick question, a careless question, or an ignorant question? How will responses to this question be scored, and how should those scores then be interpreted?

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