A Virtual Field Trip highlighting Little Manila Rising

1.
My Identity and My Community
A Virtual Field Lesson in Partnership with Little Manila Rising
Little Manila Address:
Little Manila Rising
2154 S San Joaquin Street
Stockton, CA 95206
Website​:​ ​https://www.littlemanila.org/​ ​ ​Email:​ ​info@littlemanila.org
K-12 Standards:
● Teaching Tolerance Identity Standards:
1. Students will develop positive social identities based on their membership in multiple
groups in society.
● CCSS.ELA-Literacy.SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
Learning Objectives:
● Students will be able to describe the history of Little Manila, in Stockton, California, and will
be able to write and present a short speech or spoken-word monologue introducing their
community to the class.
Materials:
● LP PPT (attached)
● Historic Photos (attached)
● Video (embedded)
● Students will need paper and writing/drawing utensils
Vocabulary Used:
● Filipino/a/x
● Manong
● Little Manila
● Segregation
● Residential Hotel
● Community
● Fellowship
● Advocacy
● Speech
● Spoken-word poetry
Some developmental considerations that need to be considered are:

2. ● Variable access to resources outside the classroom
● Any IEPs or 504 documents affecting an individual students approach to learning
Appropriate scaffolding of the engagement activity should be allowed on a case-by-case basis for all
students.
Potential Barriers to Overcome:
● Language access – students should be allowed to express themselves in any language they
feel comfortable with
● Access to resources for arts activities, over Zoom – students should be allowed to use any
writing utensils at their disposal and there should be no requirement or special favoritism for
products with color.
● Lack of interest over Zoom – teachers should continuously ask students to think about the
world around them as they encourage identity development work, so as to increase the
relevance of the material.
● The possibility that some students have never been to a park before, or have limited
transportation access to green space
● Family-based religious beliefs that contradict science-based knowledge
Total Time : 60 minutes
Beginning of the Lesson:
Time Teacher Actions and Pre-Planned
Questions
Student Actions/Learning Activities
5 minutes Intro –
Academic Language has been
pre-written on a slide that can be
shown at the beginning of the lesson,
or potentially pre-assigned.
● Students are expected to write
down key academic vocabulary,
and respond to questions either in
written or oral formats.
5 minutes Hook: brainstorm activities.
Students are asked to write out a list
of every building, website, social
media group, and person that they
interact with in daily life, whether in
person or online.
After 1-2 minutes, students are asked
to share their lists, either in a socratic
discussion with the class, or in a
think-pair-share activity.
● Students will work individually or in
groups to write down in their notes
a list of every social “thing” that
they interact with in their life, and
then in a controlled setting share
their response with the class.
During the Lesson:

3. 15 minutes Content Delivery pt.1:
Teacher places pre-planned slides on
their remote-learning software’s
share-screen. Reintroduce the lesson
vocabulary, and then introduce the
history and community of Stockton’s
Little Manila.
● Students are expected to take
active notes (in the style dictated
by the educator) and ask questions,
when necessary. During the parks
section, where photos of parks are
displayed, students should indicate
if they have been to or driven past
that park.
5 minutes Reflection Discussion:
Direct students to reflect on what
Little Manila is and was, and how it
constitutes a community.
● In writing or in groups, students
should work to describe what Little
Manila is and was, and how it
constitutes a community.
5 minutes Content Delivery pt2:
Teacher introduces concepts of
community, fellowship, advocacy,
speech, and spoken-word to the
class, and show a video of
● Students are expected to take
active notes (in the style dictated
by the educator) and ask questions,
when necessary.
5 minutes Put on a video of an example
advocacy poem (embedded in the
ppt) to the class
● Students are expected to watch
the video diligently and take notes
as needed.
15 minutes Engagement:
Direct students to use their notes,
personal life experiences, and the
content from the day to write a short
2-3 paragraph (1-2 minutes) poem,
speech, or monologue introducing
their “community” to the class, using
2-3 examples to explain how and
their community is important to them.
● Students will reflect on their own
experiences and write a short 2-3
paragraph poem, speech, or
monologue introducing their
community to the class, using 2-3
examples to explain how their
community is important to them.
Closing the Lesson:
5 minutes Sharing & Discussion:
In a Socratic discussion, the teacher
will direct two students to present
their pieces to the class. Teachers
should direct 2-3 students to present
their pieces to the class on a daily
basis over the course of the month to
reinforce the importance of
community and advocacy to the
class.
● Students listen attentively and
provide positive support to their
peers.

4. Little Manila Rising & the Filipino American National Historical Society &
Museum
Little Manila Rising
2154 S San Joaquin Street
Stockton, CA 95206
FANHS Museum
PO Box 4616
Stockton, CA 95204
Description:
Little Manila Rising was founded in 1999 as an activist organization to prevent the demolition of the last
remaining blocks of Stockton’s historic Little Manila neighborhood, in South Stockton. Little Manila in
Stockton was the largest population of Filipinos in the world outside of the Philippines between the 1920s
and 1960s. Today, as per their website, “the activists of Little Manila are dedicated to bringing
multifaceted equity to Stockton.” The organization has been critical in the preservation of Filipino history
and cultural practices in the past twenty years, and advocates for environmental justice and ethnic studies
adoption in marginalized communities in Stockton.
The Filipino American National History Museum, located in downtown Stockton, showcases the
contributions of Filipino Americans in the United States. The City of Stockton was chosen as the site of
the museum by the Filipino American National Historical Society (FANHS) in 1994 due to Stockton’s
significance in Filipino American history between the 1920s and 1960s. The mission of the Museum is to
promote the legacy and inclusion of Filipino American life experiences, creativity, and achievement to
local, national, and global communities through collection, preservation, and exhibition.
More Information:
Little Manila Rising: ​https://www.littlemanila.org/
FANHS Museum: ​http://fanhsmuseum.com/
Contact:
Little Manila Rising: ​info@littlemanila.org
Filipino American National History Museum:
fanhsmuseum@aol.com