Staging the Compelling Question
Students are introduced to the themes of the compelling question by exploring the concept of borders and learning about the Chinese Exclusion Act.
![Long border fence.](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-01/Long_border_fence_FH2185286.jpg?h=56d0ca2e&itok=ouYCfOSu)
Supporting Question 1: The History of the Angel Island Immigration Station
Students explore the supporting question “How did the Angel Island Immigration Station both reflect and enforce borders within American society?”
![Captain examines passengers aboard the The Shimyo Maru vessel.](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-01/Examining_Passengers_Among_The_Shimyo_Maru_1931_FH2186864.jpg?h=d71efc7d&itok=qdqQhkml)
Supporting Question 2: The Impacts of Detention on Immigrants and Their Descendants
Students explore the supporting question “How did border enforcement at the Angel Island Immigration Station impact immigrants and their descendants?”
![Angel Island Immigration Station Graphic](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-01/Angel_Island_Immigration_Station_Graphic_FH2185645.jpeg?h=76207c4d&itok=ATkcH65D)
Supporting Question 3: Navigating the Borders of National Belonging
Students explore the supporting question “How does the history of immigration through Angel Island help us understand how we create and challenge borders today?”
![Kala Bagai Way Banner](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-01/Angel_Island_Kala_Baigai_Way_Banner_Cropped_FH2186768.jpg?h=48f19a7c&itok=AB3iL2ea)
Summative Performance Task & Taking Informed Action
Students culminate their arc of inquiry into the Angel Island Immigration Station by completing a C3-aligned Summative Performance Task and Taking Informed Action.
![Two students work together in class.](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-01/San_Jose_Los_Angeles_Classroom_2018_FH287170.jpg?h=56d0ca2e&itok=lguXCLfy)
Racism: Historically-Informed Discussions in the Classroom
Facing History expands on how you can draw on history to both confront injustice and make space for nuance when discussing race in the classroom.
![Graphic image that reads "Ending racism."](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-01/Erasing_Racism_stock_FH2186930.jpg?h=d5d02efb&itok=-vj9wY7F)
Honoring Harry Belafonte by Teaching Civil Rights
Build on Harry Belafonte's work toward realizing the full promise of our democracy with these civil rights resources.
![Marchers with signs at the March on Washington, 1963](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/Resistance_1963_MarchOnWashington_%20FH21262.jpg?h=9c99f020&itok=1rJhfCQU)
Three Good Things
Students practice gratitude by naming and recording three good things that have happened that day.
![Two students look to the front of the classroom with smiles on their faces.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/ClassroomImage_LA_FH116218.jpg?h=265e640d&itok=vIAV-cLY)
Slow Down with The Slowdown
Students use poetry as a spark for reflection and discussion about what’s happening in their lives and the world.
![Four students in conversation with each other in a classroom.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/ClassroomImage_LA_FH287343.jpg?h=f2fcf546&itok=FQS-JeNY)
Take a Stand
Students practice debate and perspective taking by taking a stand on a controversial statement.
![Students move around the classroom in conversation with each other. One student looks directly into the camera with a smile on their face.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/ClassroomImage_LA_FH287162.jpg?h=a141e9ea&itok=ipY6dvE3)
Appreciation, Apology, Aha
Students reflect on the day by asking them to share an appreciation, an apology, and an “aha” moment.
![Student writes in a classroom](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/SanFrancisco_Classroom_2017_FH152732.jpg?h=f2fcf546&itok=vql3K3i_)