1. Discrimination and Hate Crimes: The Lives and Legacies of Vincent Chin and Joseph Ileto 11th/12th Grade English Language Arts Unit STOP HATE

2. 11 th /12 th Grade Common Core Standards for English Language Arts Informational Text Reading Standards: 1. Cite strong…textual evidence to support analysis… 3. Analyze a complex set of ideas or sequence of events… 4. Determine the meaning of words…in a text… 7. Integrate and evaluate multiple sources of information presented in different media or formats… Writing Standards: 1. Write arguments to support claims… 4. Produce clear and coherent writing… 5. Develop and strengthen writing… Speaking and Listening Standard: 1. Initiate and participate effectively in a range of collaborative discussions… STOP HATE AdvancingJustice-LA.org 2 AASC.UCLA.edu

3. Learning Objectives Students will be able to do the following:  Understand and use academic vocabulary in context.  Use historical context to analyze an informational text’s meaning.  Synthesize multiple genres of text, for recurring themes, connections and differences.  Write a strong argumentative essay, backing up claims with specific textual evidence.  Write clearly, paying attention to organization, audience, format and purpose.  Use the writing process to develop and improve essays.  Present and discuss ideas verbally, based upon an informational text, and support opinions with textual detail. STOP HATE AdvancingJustice-LA.org 3 AASC.UCLA.edu

4. Essential Questions Why have Asian Americans been targets of hate crimes and discrimination? How has the Asian American community responded to these incidents? How has the media portrayed Asian Americans? How have they responded to these incidents? How do discrimination and “microaggressions” affect minority groups in society? What can be done to prevent further discrimination and hate crimes in our society? STOP HATE AdvancingJustice-LA.org 4 AASC.UCLA.edu

5. Journal Prompt Directions: Copy and answer the question in a half-page response. Think of a recent story or current event where someone was unfairly discriminated against, due to their race, ethnicity, nationality or religion. What caused the incident and how did people respond? STOP HATE AdvancingJustice-LA.org 5 AASC.UCLA.edu

6. Discrimination and Hate Crimes Hate Crimes & Discrimination Influences STOP HATE AdvancingJustice-LA.org 6 AASC.UCLA.edu

7. Discrimination and Hate Crime  Discrimination: the practice of treating somebody or a particular group in society less fairly than others on the basis of race, color, sex, national origin, age, disability, and genetic information  Hate Crime: a crime that is committed against someone or property only because of the offender’s bias against a race, religion, disability, sexual orientation, ethnicity, gender, or gender identity STOP HATE AdvancingJustice-LA.org 7 AASC.UCLA.edu

8. Microaggressions: Discrimination in Everyday Life Definition: Microaggressions are the everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, which communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership. STOP HATE AdvancingJustice-LA.org 8 AASC.UCLA.edu

9. Microaggressions: Discrimination in Everyday Life Types:  Racial  Gender  LGBT  Religious  Intersectional (a result of an individual’s multiple groups; i.e. gender + race + sexuality) (From Nadal’s “A Guide to Responding to Microaggressions”) STOP HATE AdvancingJustice-LA.org 9 AASC.UCLA.edu

10. Microaggressions: Discrimination in Everyday Life Text:  “A Guide to Responding to Microaggressions” (Kevin Nadal) Videos:  “Microagressions in everyday life” (Derald Wing Sue)  “Microaggressions: Comments that sting” (NYTimes)  “Microaggressions: The little things people say” (YouTube) STOP HATE AdvancingJustice-LA.org 10 AASC.UCLA.edu

11. Microaggressions: Discrimination in Everyday Life Discussion Questions:  Can you identify any other examples of “microagressions?”  How do microagressions affect people from minority groups in our society?  What can be done to prevent this form of discrimination in everyday life? STOP HATE AdvancingJustice-LA.org 11 AASC.UCLA.edu

12. Reader’s Anticipation Guide Before Reading:  Read each statement. Under “Before Reading: Me,” mark how you feel about the statements: + = AGREE STRONGLY √ = AGREE SOMEWHAT -= DISAGREE  Afterwards, silently read the article. STOP HATE AdvancingJustice-LA.org 12 AASC.UCLA.edu

13. Vincent Chin Two Lives… Joseph Ileto Photo courtesy of Ileto Family Photo courtesy of Estate of Vincent Chin One Common Fate STOP HATE AdvancingJustice-LA.org 13 AASC.UCLA.edu

14. Two Lives… Film Clips Film Clips: Take notes on the following two stories:  Vincent Chin  Joseph Ileto STOP HATE AdvancingJustice-LA.org 14 AASC.UCLA.edu

15. Vincent Chin Two Lives…  On June 19, 1982, Chinese American Vincent Chin was celebrating his upcoming wedding.  An altercation occurred, which led to Chin later being beaten to death by a baseball bat.  Beforehand, the men had called him racist names, assuming he was Japanese.  What was the verdict for Chin’s killers? How did the Asian American community respond to his death? Photo courtesy of Estate of Vincent Chin STOP HATE AdvancingJustice-LA.org 15 AASC.UCLA.edu

16. Two Lives… Joseph Ileto  On August 10, 1999, Joseph Ileto, a Filipino American postal worker, was shot and killed by a white supremacist.  The man later said that he killed Ileto, because he looked Latino or Asian and because he was a federal employee.  How did the media respond to this incident? Photo courtesy of Ileto Family STOP HATE AdvancingJustice-LA.org 16 AASC.UCLA.edu

17. Articles:  “Lily Chin: The Courage to Speak Out,” by Helen Zia  “A Family Educates to Prevent Hate Crimes: The Case of Joseph Ileto,” by Stewart Kwoh  Directions: Read collaboratively with your groups. Switch off each paragraph. Discrimination and Hate Crimes Articles STOP HATE AdvancingJustice-LA.org 17 AASC.UCLA.edu

18. Discrimination and Hate Crimes Articles Annotating (Marking Up) the Text:  Underline important lines, with interesting or intriguing ideas.  Draw a star ( * ) next to main ideas.  Circle new words/vocabulary.  Write a “?” in the margins and list any questions you have about the text. STOP HATE AdvancingJustice-LA.org 18 AASC.UCLA.edu

19. Reader’s Anticipation Guide After Reading  Reread each statement. Based upon the article, mark how the author feels about the statements: + = AGREE STRONGLY √ = AGREE SOMEWHAT -= DISAGREE  Give textual evidence from the article to support your conclusion. Use quotes and cite the paragraph number you found it in. STOP HATE AdvancingJustice-LA.org 19 AASC.UCLA.edu

20. Dialectical Journal A Conversation between you and what you are reading Textual Evidence/Quotations (pick 5) 1. Analysis (Why do I find this quote interesting/important?) 1. STOP HATE AdvancingJustice-LA.org 20 AASC.UCLA.edu

21. Discrimination and Hate Crimes Articles Think/List: 1.These articles depict the negative stereotypes, discrimination and hate crimes faced by two Asian American men. List reasons why they were targeted and unfairly treated.  STOP HATE AdvancingJustice-LA.org 2 1 AASC.UCLA.edu

22. Discrimination and Hate Crimes Articles Write: 2. Choose one of the following sentence starters and complete it with your own idea:  One reason Asian Americans face discrimination in the United States is due to…  The media has an responsibility to raise awareness about incidents committed against Asian Americans, because… STOP HATE AdvancingJustice-LA.org 22 AASC.UCLA.edu

23. Discrimination and Hate Crimes Articles Pair: 3. Share your writing with a partner. Make sure they’re complete with specific detail. Share: 4. Share your writing with the class. Write down details you don’t have on your paper yet. STOP HATE AdvancingJustice-LA.org 23 AASC.UCLA.edu

24. Texts in Conversation: Vincent Chin "Why Vincent Chin Matters,” by Frank Wu (NYTimes)  What details from the case shock or puzzle you?  What stereotypes of Asian Americans does Wu confront and deconstruct?  According to Wu, why does Chin still “matter” today? “What We All Assume We Know about the Vincent Chin Case Probably Isn't So,” by Neal Rubin (Detroit News)  Rubin claims that the “accepted truth shouldn’t be.” Which details of the original case does Rubin question? Why?  Why does Rubin blame Vincent Chin for the incident?  Contrast this text with the response to the article below. “Detroit News Columnist Trivializes Vincent Chin's Murder and Its Legacy,” Stewart Kwoh (AAAJ)  Why does Kwoh disagree with Rubin’s version of events in the Chin murder?  Kwoh writes that the Chin case “proved to be a wake-up call for all Asian Americans.” What is the impact of Chin’s case today? STOP HATE AdvancingJustice-LA.org 24 AASC.UCLA.edu

25. Texts in Conversation: Joseph Ileto “Ileto Family remembers Joseph Ileto, slain 15 years ago,” Grace Wong (IVDB)  How has the Ileto family responded to Joseph’s death? How has Joseph been remembered by the government and the community?  Contrast this article with the subsequent article, “Survivors mark 10th anniversary.” “Survivors mark 10th anniversary of Granada Hills shooting,” by Ann Simmons (LATimes)  The Asian American community was concerned about “media invisibility” for Asian American hate crimes after Ileto’s death. While there were several survivors of the shootings, only one person was killed that day: Filipino American Joseph Ileto. What do you notice in the article?  How does it contrast with Wong’s article, “Ileto Family Remembers”? STOP HATE AdvancingJustice-LA.org 25 AASC.UCLA.edu

26. Discrimination & Hate Crimes Socratic Seminar In your Journal: 1.Evidence: Write at least one quote or paraphrase from one of the the texts that stands out to you. 2.Question: Write at least one question you have about one of the texts or the history of discrimination in our country. 3.Synthesis: Write at least one connection you see between the text, our history and current events. STOP HATE AdvancingJustice-LA.org 26 AASC.UCLA.edu

27. Discrimination & Hate Crimes Socratic Seminar 1.Speak so that all can hear you. 2.Listen closely. 3.Speak without raising hands. 4.Refer to the text. 5.Talk to each other, not just to teacher. 6.Ask questions. Don’t stay confused. 7.Invite and allow others to speak. 8.Respect other peoples’ viewpoints and ideas. 9.Know that you are responsible for the quality of the conversation. STOP HATE AdvancingJustice-LA.org 27 AASC.UCLA.edu

28. Discrimination & Hate Crimes RAFT Essay RoleAudienceFormatTopic A. Prosecuting Attorney Federal Court Judge Speech Closing arguments in the Ronald Ebens case. Why was Vincent Chin’s murder a hate crime? B. Student Los Angeles Mayor Letter or Speech Why and how should the city remember Joseph Ileto’s legacy? C. Principal Student Body Speech How can you prevent discrimination and “microaggressions” on your campus? STOP HATE AdvancingJustice-LA.org 28 AASC.UCLA.edu

29. Discrimination & Hate Crimes Essay Writing Process: 1.Tree Map/Outline 2.Rough Draft 3.Self-Assessment 4.Peer-Revision 5.Typed Final Draft (in MLA Format) STOP HATE AdvancingJustice-LA.org 29 AASC.UCLA.edu

30. Discrimination & Hate Crimes Essay Essay Requirements:  Five paragraphs minimum  First person point of view (I, me, my) Clear organization of ideas, including a thesis statement (main argument)  Include a variety of specific textual evidence from the Asian American Hate Crimes articles and other texts  Finish with a strong conclusion STOP HATE AdvancingJustice-LA.org 30 AASC.UCLA.edu

31. Main Idea 1 Grabber/Hook: Introductory Idea Main Idea 2 Main Idea 3 Conclusion: Summarize your thoughts, connect back to your thesis statement Supporting Detail/Evidence (page) Analysis Supporting Detail/Evidence (page) Analysis Supporting Detail/Evidence (page) Analysis Thesis Statement: Main Argument Supporting Detail/Evidence (page) Analysis STOP HATE AdvancingJustice-LA.org 3 1 AASC.UCLA.edu

32. Discrimination & Hate Crimes Essay Editing:  Fixing errors on the sentence level: spelling, grammar, punctuation, word choice  Editors suggest changes, writer fixes them Revision:  Examines paper as a whole: considers strengths/weaknesses, arguments, organization, voice, as well as mechanics  Question-based: expanding ideas, challenging arguments  More about developing ideas than “fixing” problems STOP HATE AdvancingJustice-LA.org 32 AASC.UCLA.edu

33. Essay Self-Assessment 1.Do you have an original Title and the Proper Heading? 2.Consider the prompt. Is this an actual “speech” or “letter?” Is it realistic/authentic? 3.Underline first word of each sentence. Is there a variety in sentence starters? Add transition words (however, therefore, in addition, etc.). 4.Scan your essay for “ played-out ” words: big, stuff, things, different, really, a lot, good, bad. Cross them out and find replacements. 5.Make sure essay uses active voice instead of passive voice. 6.Draw an *asterisk in the margin next to your textual evidence. Do you quote or paraphrase/summarize? STOP HATE AdvancingJustice-LA.org 33 AASC.UCLA.edu

34. Essay Peer-Editing Peer-Revision Marks: Passing the Paper Each student must write a comment in the margin for each. 1.Intro: Read the introduction. Is there a clear thesis/main argument? Does the writer answer the question clearly? 2.Evidence: Scan the essay for textual details/quotes. Does the author refer back to the text? 3.RAFT: Does the author write in a 1st person point of view and consider the audience? Is it an actual speech/letter? 4.Conclusion: Read the ending. Is there a clear conclusion? Or does it just… stop? 5.Mechanics: Check for spelling/word choice. If it looks wrong, circle it. If the sentence doesn’t make sense, or is incomplete/run-on, put it in [brackets]. Let the author fix errors. STOP HATE AdvancingJustice-LA.org 34 AASC.UCLA.edu

35. Unit Reflection Directions: Copy and answer the question in a half-page response.  What have you learned from this unit? How have your reading/writing skills improved?  How have your ideas changed about civil rights, discrimination and microaggressions?  What can we do as a society to prevent future hate crimes? STOP HATE AdvancingJustice-LA.org 35 AASC.UCLA.edu

36. Works Cited Kwoh, Stewart. “Detroit News Columnist Trivializes Vincent Chin's Murder and Its Legacy.” Asian Americans Advancing Justice. 30 April 2014. Web. Kwoh, Stewart. Untold Civil Rights Stories: Asian Americans Speak out for Justice. Los Angeles, CA: Asian Pacific American Legal Center/ UCLA Asian American Studies Center, 2009. Print. Nadal, Kevin. "A Guide to Responding to Microaggressions." CUNY Forum Asian American/Asian Studies 2.1 (2014): 71-76. Print. Rubin, Neal. “What we all assume we know about the Vincent Chin case probably isn't so.” The Detroit News. The Detroit News. 29 April 2014. Web. Simmons, Ann. “Survivors mark 10th anniversary of Granada Hills shooting.” The Los Angeles Times. The Los Angeles Times. 10 Aug. 2009. Web. Who Killed Vincent Chin? Public Broadcasting Service, 1989. Film. Wong, Grace. “Ileto Family remembers Joseph Ileto, slain 15 years ago.” Inland Valley Daily Bulletin. Los Angeles News Group. 11 August 2014. Web. Wu, Frank. "Why Vincent Chin Matters." The New York Times. The New York Times, 22 June 2012. Web.