YLA 2021 Curribulum Project Report Instructions [Group #6]
Updated 7/21/2021
Useful Reference: APALI Curriculum Development FAQ
Sample Lesson Plan: Anti-Filipina/o Sentiments in the 1930s
Part 1 AAPI Curriculum Lesson Plan (100 pts)
The goal of part 1 is to produce a thoughtful student-designed AAPI lesson plan with everything needed for teacher use.
First, every group member should develop a basic understanding of the topic. Then, most importantly, the team must LIMIT and NARROW DOWN TOPIC to a digestible aspect for students and provide a laser focus for your lesson plan.
By addressing all the components of part 1 below, your team should have developed a complete teacher curriculum lesson plan with everything that is needed by teachers and students. You must address every component below, but you may change the order and introduce additional components to make the curriculum flow better according to your lesson plan design.
For your presentation, your imagined audience will be teachers to whom you are explaining your lesson plan design and simulating a demonstration of the interactive activity to “sell” your lesson plan to teachers.
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Title of Asian American Curriculum Lesson:
Reclaiming History, Bringing Light to Asian Activists
1. Message to the Teacher (Henry & Vinson)
Dear Instructor,
Take a look back and reminisce on 2020-2021, even the past few years before then. History itself is unfolding in front of our eyes in what seems to be the modern-day era of the Civil Rights Movement. There have been so many different movements that have emerged and have engraved themselves into our daily lives. These movements bring greater awareness to larger systemic issues at play impacting the human rights and dignity of different groups of people. With these active movements gaining momentum, more activism efforts are being shared throughout social media. Some notable movements include but are not limited to, #StopAsianHate, #BlackLivesMatter, #MeToo. With activists building community online, we see more young people who are aware of and engage in the issues impacting their communities.
Activism and standing up for what is right becomes a topic that is instrumental in changing how the world will look in the future, therefore, it is imperative to have students learn about Asian American activists, the activist’s personal stories, and the causes that they are advocating for. Although Asian Americans may be a minority group, their work on trying to change people’s lives for the better is far from being minor. Despite their efforts, Asian Americans in the media and in the academic setting are still vastly underrepresented which is why the focus of this curriculum is “Reclaiming History, Bringing Light to Asian Activists.”
Since this is such a sensitive topic, there are many opposing viewpoints and arguments to be made. The instructor needs to be mindful of the students and vigilant with approaching how this curriculum will be taught. Some additional qualities we encourage
instructor will be passionate about the topic itself of Asian Activists, engaging when they are teaching their students, organized so the lesson plan will be easier to follow, and competent with the content that needs to be taught. Being able to listen to students patiently is a very crucial skill for the instructor that should not be overlooked when teaching a class like this where there can be so many voices to pay attention to and clashing ideas. The background knowledge required from the professors comes in the form of history courses, ethnic courses, and English courses that they have taken in the past. From there, they can use the extra experiences they gained to guide the curriculum as they see fit. The job of the instructor is filled with responsibilities as they are the ones who will be leading the students into this new wave of Civil Rights movements and Social Justice reforms.
Students that take this class will learn more about the roles that Asian activists play in changing the nation and making the voices be heard. The purpose is to inform and educate those on the issues that we’re facing in the world while highlighting certain individuals that are directly in the front lines to lead the movements. Because Asian American activists are severely underrepresented, the main focus is on them for this curriculum, however, students of all races and ethnicities will be welcomed. The goal for the students that took this class will be to use what they learned to apply to their careers, volunteering, and not be afraid to stand up for their beliefs.
Why is this an important topic that needs to be taught?
The role of teachers needing to be informed about the topic
What background knowledge might be needed to teach the course
Role of Asian Americans being a critical part of U.S. history and the need for voices
Make sure the teacher is willing to engage with the students and figure out what the students thoughts and opinions are
Introduce other activists, not just Asian activists, to promote the idea of unity. Other ethnic groups fight for the same cause as well. There may be other students taking the class, not just Asians, so we want to try to be inclusive of everyone, even if Asian American activists are the main topic. Might be able to build around that.
Appeal to non-Asian educators or educators who do not have a background in Asian American Studies
Passionate students will listen
Erikson’s Psychosocial Development
Heads up to what to expect, disclaimer, important things to be said
2.Suggested grade level (Henry & Vinson)
A sentence about targeted grade level and potential for teacher adaption up or down grade levels.
This curriculum is designed to be taught at a high school level and is a strict requirement for them in order for them to graduate from high school. This Ethnic Studies class will provide knowledge on a vast majority of subjects, but in this particular section, “Reclaiming History, Bringing Light to Asian Activists,“ is the primary topic to talk about. It is decided that at any grade level under 8th grade have not allowed their brains to develop enough to answer certain ethical questions that require a more mature brain to construct definitive answers for. At the high school level (9th to 11th grade), many activists can be introduced for this section in order to allow students to be in the shoes of those people fighting for a better cause. The course will allow them to think critically about what is right and what is wrong as well as, diving deeper into the support that these Asian activists have. These older, more mature students will think and argue between sides much more intensively before making a decision rather than maybe being easily influenced at a younger age. Not only that, but the idea of being active in the community may inspire students to stand up for a change. Even if it may be to acquire credit in high school for individual gain, it is a huge step in getting students involved with their community, which this class will have an influence on. 8th grade would be a perfect cutoff for a class like this with some changes being done to make it more adaptable to a student that is just about to enter high school. Instead of going into specific activists with an 8th grader, we can introduce to them the idea of activism and the roles that Asian Americans have in the movements that are occurring across the nation. A lot of the things that younger students pick up on can be very hurtful when directed at another person or group, which they should be informed of before it causes them more trouble in the future. At this age, they should at least be able to tell the difference between what’s right and wrong, but even so, some of them choose to do the wrong thing due to social media or gaming influences. One of the purposes of this class is to try to help these younger students reflect on themselves before they enter high school. Usually, in high school, students would join clubs to participate in volunteer work. Activism could fit into that category, allowing them to be the voice that leads their community. It would also be interesting to hear the opinions of 8th graders that may have not matured yet and then compare and contrast high schooler’s viewpoints to theirs. Those who chose to take the class in 8th grade can be asked the same questions once they are introduced to specific activists in high school and see if their viewpoints have changed since the last time they took the class. Being able to see a student’s maturation and thought process, especially the period between middle and high school, will allow instructors to better adjust lesson plans and see where their students stand in terms of the events that are unfolding in the world.
11-12 teach the entire lesson, flow of more advance – aim for 11th and 12th then if teacher interested in introducing to students, then adapt it to the younger grades by framing it in a different way
High school geared 9-10th grade introduce what they can do to make a change
Adaptable for Middle School: 8th Grade – high school is a time where students start to explore their identities, educate kids that some words they are using can be hurtful, being introduced to the internet (crucial to daily lives) kids exposed to the online world at a younger age – intro lesson what vocab and concepts need to know before talking about activism
3.Relevant courses (Henry & Vinson)
A sentence or small paragraph about the potential of this lesson to fit into different courses.
This curriculum, “Reclaiming History, Bringing Light to Asian Activists” is designed to be adaptable across several different high school level courses and subject areas. It is required for instructors to have a foundational understanding of United States History, World History, English, and Ethnic Studies to be able to teach a class of this caliber. The purpose behind having History courses is to ensure that the instructor has a strong background understanding of history from multiple lenses and time periods. Teachers must be culturally competent in their understanding of these areas before being able to effectively teach and guide students. Not only do instructors need to understand the material, but from their knowledge of Ethnic Studies, they must be mindful and respectful of the way it should be taught to students in certain age groups.
As for students, there are a variety of courses that they can take prior to this class to better supplement their knowledge on the material. These courses range from:
U.S. History: The contributions from Asian Activists throughout history allowed for the United States to become a better place for all and are major influences that paved the way for the actions that the younger generation are taking nowadays.
World History: Students will learn the culture, values, and how their experiences through different events that happened around the world shaped their journey when becoming an activist. With the impact that activists have today, spreading awareness on crucial topics, countries around the world are speaking out and standing up for their beliefs as well.
Government: Understanding the experiences and advocacy efforts of Asian Activist
Politics: – Vin
Ethnic Studies: – Our curriculum would be a great direct fit for an ethnic studies course because the goal of the course is to study the history and experiences of different people from those who are dominant in society because the topic of Asian American activists
English: Many of the Asian Activists that we will be going over are very strong debaters, knowledgeable, and effective communicators. The way they frame their topic, analyze different viewpoints, and support their arguments are skills that students can pick up and carry over to better articulate their own message in an English class.
Leadership: – Vin
Language Classes: Students that are learning a new language to be multilingual can apply that ability to follow in the activists’ footsteps (that they learned about), send their message out to more people, and be the change that they want to see in a variety of communities.
(Describe how our lesson fits into each of these discipline of subject areas)
4.Time periods required (Henry & Vinson)
A sentence or small paragraph about the minimum number of periods needed and additional periods if there are extended lessons.
Overall, the plan is to have the whole curriculum be taught in a three day time frame (with a typical class period being about an hour long).
[Insert Table]
Day One
Introduction – 5 minutes
Warm-Up Activity – 20 minutes
Lecture – 25 minutes
Modern Day Asian Activism
Overview of Focus (Here is what we will be covering in class the next few days)
Day One: Amanda Nguyen
Day Two: Jose Antonio Vargas
Day Three: Interactive Component
Amanda Nguyen: Advocating for the Rights of Sexual Assault Survivors
Exit Ticket – 10 minutes
Day Two
Introduction – 5 minutes
Day One Recap – 10 minutes
Warm-Up Activity – 10 minutes
Lecture – 25 minutes
Continuation of Amanda Nguyen (if needed)
Jose Antonio Vargas
Exit Ticket – 10 minutes
Day Three
Introduction – 5 minutes
Lecture – 10 minutes
Continuation of Jose Antonio Vargas (if needed)
Interactive Activities – 35 minutes
Activity #1:
Activity #2:
…
Final Day Debriefing – 10 minutes
How long it takes to host the lesson, suggested time allocated and pacing
Typical high school class period is one hour, how many class sessions are needed?
2 class periods, 2 for each individual, recap culminating activity to summarize and make connections, extra days could be recap or introductory days
5.Intended student outcomes (Andrew & Nhut)
List the most significant learning outcomes supported by the main interactive activity and student debrief afterwards. Limit to 3-5 outcomes.
Learning is essential in disseminating information to learners to position them well relative to the societal problems that require solutions for progressive developments. The success of learning outcomes are embedded in and contingent upon the instructional curriculum in use. Infusing the Asian American curriculum is an essential move that achieves various important outcomes. First, it makes the students, especially those of Asian American heritage, appreciate the challenges that their predecessors went through as students in a diverse academic environment considering the origin and heritage of the students.
It is only through the identification of challenges and problems that one can seek appropriate solutions. Secondly, the students can compare the strides the system has taken in bringing to the fore this curriculum, which signifies the importance with which stakeholders hold its application. Third, it is doubtless that the process of change has been made possible by activist advocacy. Students will review in extensive detail to understand their respective contributions and the varied strategies and models that yield results. Finally, students will find and appreciate the gaps between the achievements made and the persistent challenges that threaten to undermine the progress made.
6.Message to students (Andrew & Nhut)
About half a page to directly address the students, including how lesson plan came about, significance, and intended experience for students facilitated by the interactive activity, etc.
In achieving the above outcomes, students need to participate in the process in multiple ways actively. They are advised to have all the relevant materials that will aid the process. By extension, students need to show their enthusiasm as it will raise their interest. Through their participation, they can learn the importance of diversity, which is doubtlessly an essential infusion in the curriculum. If there is as much understanding of the Asian American landscape as in other forms, then integration becomes easy.
7.Lead in /Warm up (Oriana & Alyssa)
About half a page for a brief student pre-activity to arouse interest and curiosity in the topic.
Before starting the activity, split students into groups of 6. Students should assign one person as the facilitator, one as the note-taker, and one as timer. The facilitator helps get the conversation going and flowing. The note-taker takes note of each student’s point. The timer moderates how
much time each student takes to share their ideas.
Emphasize to students that they each have to share their ideas to the group. Students will be asked a few questions to arouse interest and curiosity in activism and their experiences with activism:
Do you know any activists?
Do you know any Asian American activists?
Do you support / follow any current movements or campaigns?
Why did you become interested in these movements?
Do you often discuss politics with friends or family?
Let students take 5-10 minutes to think upon these questions and answer them. Then they will share amongst their own groups. Students should reflect upon their answers and thoughts before starting the activity.
8.Interactive Activity Instructions (Oriana & Alyssa) (35 mins)
This is the core of your lesson plan and can be 1-5 pages depending on your approach to the topic and main learning activity. Assuming that both teacher and students have little background knowledge, this section includes details such as lesson plan title, student learning outcomes (restated), teacher preparations, time breakdown, teacher instructions, student instructions, etc.
[Need at least two kinds of activities (can be open to different formats even in-person format), can have other extensions activities and culminate activity to reflect]
Lesson Plan Title: Imitating an Advocate
Student Learning Outcomes:
First, students will appreciate the challenges that their predecessors went through as students in a diverse academic environment considering the origin and heritage of the students. Secondly, the students can compare the strides the system has taken in bringing to the fore this curriculum, which signifies the importance with which stakeholders hold its application. Third, it is doubtless that the process of change has been made possible by activist advocacy. Students will review in extensive detail to understand their respective contributions and the varied strategies and models that yield results.
Teacher Preparations:
-make appropriate sized breakout rooms (5-6 students per group)
-create questions for activity #2
Student Instructions:
Activity #1 (25 minutes / 20 minutes creating profile, 5 minutes sharing with group members)
Create a social media profile for Amanda Nguyen or Jose Antonio Vargas:
Instructions:
Students must create a social media profile (can be instagram, facebook or twitter) about Amanda Nguyen or Jose Antonio Vargas. Students must include an appropriate bio, profile picture, and 5 “posts” that reflect him/her as an asian american advocate. Each post must contain an appropriate picture and caption describing the post. Posts can range anything from his/her take on immigration policy, sexual assault, women’s rights, life events that have occured (awards they may have recieved), e.t.c. Bonus: students are even encouraged to “follow” people on social media accounts they made that they believe their advocate of choice would support. Students will then go into random breakout rooms and share their social media profile with their peers and why they made the posts they made.
Activity #2 (10 minutes)
Students will go into breakout rooms and discuss how Amanda Ngyugen or Jose Antonio Vargas would react or feel in certain scenarios and be able to justify why they would react to it that way. Scenarios are created by questions posed by the teacher regarding immigration policy, sexual assault,
Example:
What would modern day activists react/do during different times? Vice versa
More engaging, on the spot activity
Specific causes our Amanda Ngyugen would advocate for → come up in the activities
For each group assign a facilitator, notes taker just to give some structure to the discussion.
Ex: what’s your take on the immigration policy? How would you give illegal immigrants voices?
Choose a topic/movement → how would you advocate for that movement?
Ex: SA survivor support (Amanda Nguyen)
First, educate yourself, then others → infographics to share
Be inclusive
Volunteer? Encourage others to volunteer: crisis center, advocate, support, raise awareness in own area
Find places you can donate to and tell others
Social media
Initial Kahoot survey?
Prepare some major asian american current issues/topics (ex: education/affirmative action, asian hate crimes relating to covid etc) and then create three separate breakout rooms (each one for each activity) and then have a guiding mentor lead discussions about what each activist would do in each scenario or how they would react based on what they know
9.Student debrief and processing of activity (Oriana & Alyssa)
About half to one page acknowledging that the student debrief or processing is as important as the interactive activity. Provide a guide to how students can debrief in safely, such as a 10 minute free-write or other activity. Depending on the approach, provide debriefing a few key debriefing questions or prompts.
Students will be given time to reflect on what they have learned from the curriculum safely by independently writing based on the given reflection questions as prompts.
10 minute free write about the following Reflection Questions:
Reflection questions
How does learning about these activists of Asian descent help you reflect upon your own identity?
What were your biggest takeaways from each activist covered?
Does seeing more Asian-American activists inspire you to do something similar about something that you are passionate about?
10.Student sharing/feedback (Oriana & Alyssa)
About half a page on how students can share safely about their debriefing thoughts, reflections and takeaways.
–
-prepare questions
-break out room(virtual)/ break into small group(
11.Required student materials (Carissa & Carolyn)
These may be brief summaries of information that students need which are written by your group or referenced to a source.
Amanda Nguyen Ted Talk (she advocates for why her bill needed to be passed & shares her story)
Summary & Key points:
In massachusetts, victims have to fight to keep their rape from being destroyed 6 months after it is created.
Rape kits: basically a collection of evidence and DNA collection that show you were raped & can prove who raped you
Rape kits were being destroyed before the time period of statute of limitations passed
There were inconsistencies among the states about the rape kit rules (like when they get destroyed—for exampele, in California, the rape kits do not get destroyed at all)
“justice depends on geography”
Amanda recognized that basic laws surrounding sexual assault were not in place, and the bill that she sought to pass would put these laws into action
Ex: rape kits dont get destroyed before the statute of limitations
Notify when a survivor’s rape kit is destroyed
Tell the survivor what their rights are
Amanda wants people to know that “the voices of ordinary citizens can still change the world”
She wants to show people that you have the power to assemble people together and work to change injustices
Students should know what the Sexual Assault Survivor’s Bill of Rights is:
https://www.congress.gov/bill/114th-congress/house-bill/5578
Have students visit this link and read the “Summary” section which briefly and concisely states what the Sexual Assault Survivors Bill of Rights does. Students should do this after watching the Amanda Nguyen Ted Talk, as her Ted talk provides necessary background information about why Nguyen thought this bill was important and the flawed laws or lack of laws relating to protection of sexual assault survivors.
Students should know what Rise is
Rise is the organization founded by Amanda Nguyen that was initially created in order to push for the passing of the Sexual Assault Survivor’s Bill of Rights, and its main goal is to get the bill passed in all 50 states, as they have already been successful in passing the bill on a federal level.
What their message is / what they stand for: Rise’s message is that you can be an activist and fight for change as an ordinary person.
What they do: they are currently working on three main projects:: passing the Sexual Assault Survivor’s Bill of Rights in all 50 states, pushing for recognition of the UNGA Resolution on Sexual Violence Survivors’ Access to Justice by the United Nations protect sexual assault survivors globally, and working on gun violence prevention
They also teach people how to pass their own bills and work with individuals to do so
How they do it: Uses a technique called the Hopeanomics Guide
Changes they have made:
42 laws passed
KQED News Interview with Jose Antonio Vargas (brief explanation about his life as an undocumented immigrant and his mindset towards creating accurate media about undocumented immigrant life)
Summary:
election of donald trump made vargas realize that although he has lived in america for over 25 years, he could be deported at any point
affected his mental health, trying to run away from the idea of being deported
his book talks about the psychological toll of being in this country as an “illegal alien”
his immigration story: mom put him on a plane from the philippines heading to the US when he was 12 years old, had no idea he was undocumented until he was trying to get a license
explains “the America that my grandparents dreamed for me was not the America I was creating for myself”
grandparents assumed that he would find work and live an “under the table life” until he married a US citizen and then obtained citizenship
promotes his book again, explores the issues on where all the hurt is and how the media causes some of the misperceptions that are portrayed mainstream
where has the media failed?
journalism has failed to connect the dots between undocumented immigrants and immigrants in general
past 7 years being public about being undocumented, vargas hasn’t thought about being deported but is focusing on living his life to the fullest
how has the concept of being a citizen changed?
he is not a citizen because he was not born in the country or has the legal citizenship
there is a DIFFERENT kind of citizenship for immigrants, a citizenship of participation
is a deeper type of citizenship
Students Should Know What Define America is: (created by jose antonio vargas)
About
a culture change organization
tries to humanize conversations of immigrants
advocates towards better coverage of immigrants in news, entertainment, and digital media
creates better coverage through television consulting, content development, and production
has worked on shows such as grey’s anatomy to present immigrant characters accurately and inspire watchers to act towards immigration injustices
Students Should Know What the DREAM Act is: (jose antonio vargas is an advocate for the dream act)
https://www.immigrationhelp.org/learning-center/all-about-the-dream-act-2021
DREAM Act introduction
first proposed in 2001, latest vote was in March 2021 but still has NOT become a law
supposed to replace the DACA program (program that allows dreamers to get renewable two year work permits to qualify for student loans through proof of education, service etc..) which some states (ex. texas) are suing to end
original proposal
senators Dick Durbin of Illinois and Orrin Hatch of Utah introduced “Development, Relief, and Education for Alien Minors Act”
would have given “conditional residency” status to undocumented immigrant children that had came before turning 16 if they pass background checks or obtained certain education level (hs or college)
after 6 years, they could get a green card
has failed to pass at least 10 times
current proposal
now called “American Dream and Promise Act of 2021”
three step pathway: apply towards conditional permanent residence, then apply towards lawful permanent residence, then apply for citizenship by naturalization
this proposal has been passed by the house of reps but has not been voted on by senates
https://www.shondaland.com/act/a26887316/amanda-nguyen-changed-law-protect-survivors-sexual-assault/
Amanda Nguyen
Jose Antonio Vargas
12. Useful background information (Carissa & Carolyn)
These are often a background summary for the teacher which are written by your group or referenced to a source.
Amanda Nguyen:
Vietnamese-American
Born 1991 (30 y/o)
A sexual assault survivor: Amanda was sexually assaulted in 2013 during her senior year at Harvard. While trying to get help and justice for herself, she realized how many people also seeked help for recovery from sexual assault and how little support survivors received and how difficult it was to receive justice if you choose to press charges. She knew the system needed change, so she joined the Obama administration and founded Rise, an organization with the initial main goal of passing a law that would provide survivors with more rights and allow them to more easily get justice. Eventually, Rise evolved into a more broad organization with the overarching goal of helping people pass laws.
Founder & CEO of Rise: an organization that uses the “Hopanomics” theory of change to help people pass laws that will address issues that need attention.
https://www.risenow.us/campaigns#
Nominated for a 2019 Nobel Peace Prize
Through Rise, she was able to pass the Bill of Rights for Victims of Sexual Assault (signed into law by Obama on Oct. 7 2016)
Main features of this law: allowed a rape kit to be preserved for up to 20 years, promises that a task force will be established to help support survivors, allows survivors to receieve a free forensic medical examination, informs survivors of their rights.
Was unanimously passed through congress
Jose Antonio Vargas:
Filipino-American, Member of the LBGTQ+ Community (Gay)
Born 1981 (41 y/o)
Immigration Rights Activist: advocated for the DREAM act, testfied in 2013 before the Senate hearing on immigration reform
Author: wrote for the New York Times Sunday Magazine titled “My Life as an Undocumented Immigrant” and wrote a book titled “Dear America: Notes of an Undocumented Citizen” which explains his experiences living as an undocumented immigrant
Filmmaker: produced and directed an autobiographical documentary titled Documented which was featured on CNN and showcases his struggles as an immigration activist and the broken immigration system
Founder, CEO, & Key Strategic Consultant of Define America: a nonprofit organization that serves to humanize conversations of immigration in media
Part of the Advisory Board for The Dream.US, a scholarship fund given towards undocumented immigrant students
Had a school named after him (Jose Antonio Vargas Elementary School) in 2019
Awards: Salem Award for Human Rights and Social Justice (given for advocacy in immirgration rights), Jose Esteban Munoz Award in 2016 (given to those who promote Queer Studies in their Work)
13. Other (as needed) (Carissa & Carolyn)
Any other sections or materials needed for your particular lesson plan design, such as scripts/prompts for a role play, etc.
Vocabulary
Read before watching Amanda Nguyen Ted Talk: students should know these key terms before watching the Ted Talk in order to fully understand and comprehend it.
Rape Kit: a sexual assault forensic exam. A rape kit is assembled after a survivor is assaulted, and it is a collection of items and evidence that can prove who the attacker was.
Examples of collected items: blood, skin cells, hair, clothing, pictures of any injuries
Statute of Limitations: the maximum amount of time after an initial date of the offense that a party has to take legal action (file a lawsuit) against an offender
The time period varies depending on the state
Before the sexual assault survivor’s bill of rights was passed, rape kits were being destroyed before the statute of limitations time period was over
Read before watching Jose Antonio Vargas Interview
dreamers: young undocumented immigrants that were born somewhere else but brought to united states as children
conditional permanent residence: grants person a green card which allows them to live and work in the united states for two years, until it is renewed
lawful permanent residence: grants person a green card which allows them to live and work permanently in the united states
naturalization: a process in which a non-U.S. citizen voluntarily becomes an American citizen, grants person a passport (evidence of citizenship)
Additional Readings, Videos, etc:
Have students watch this short video explaining Rise’s mission and theory: https://www.risenow.us/campaigns
https://www.shondaland.com/act/a26887316/amanda-nguyen-changed-law-protect-survivors-sexual-assault/
Summary: This article gives readers a bit of additional background information as to who Amanda Nguyen is and what her values are. There are a couple questions that she gives her answers to so that the audience can get a better understanding of how she was brought up and the journey she went on to get to where she is today. She mentions being grateful to actor and Ex-NFL player, Terry Crews, who was with her when he testified to Congress about his experiences with being sexually assaulted. It goes to show that no matter what race, gender, or status you have, sexual assault can happen to anyone at anytime. Amanda Nguyen plays a significant role in this war against those disgusting actions by making it easier for those that are afraid to speak out to be able to stand up for themselves, getting them the help that they need, and fighting for the justice that they deserve.
Materials Needed
Part 2 Mentor Team Process and Reflections (50 pts)
1. Assess the most valuable parts of the original plan.
About half a page.
2. How did the actual curriculum project evolve and adjust from the original plan?
About a page.
3. What are the strengths and best features of the submitted lesson plan?
Half to one page.
4. What are the limitations of the submitted lesson plan?
Half a page.
5. Personal “takeaways” by each team member, including Mentor leader.
About 15 lines for each person to share about your own roles, involvement, and reflections.
Vinson
Andrew
Henry
Carissa
Oriana
Alyssa
Nhut
Carolyn
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