Experience history from the ground up, in the voices of those who have lived it. We are a community archive & mapping project documenting historic communities of color, working people, and LGBTQ+ individuals in Riverside and San Bernardino.

What did housing segregation look like in the Inland Empire in the 1920s-1970’s?

55 Minutes

Students will learn about housing segregation and its effects on Black communities across the country. Students will then explore primary source documents regarding housing segregation in the Inland Empire from 1920-1970. Students will synthesize the information to write a paragraph answering the questions – What did housing segregation look like in the Inland Empire and how do you think this history may have affected the communities you live in today?

Ethnic Studies Grade 12 History Segregation

How have shifts in land use in and around Mira Loma, CA contributed to evolving social justice movements?

3 Days, 55 minute periods

This ethnic studies lesson plan explores the intersection of land, labor, and logistics in Mira Loma, CA, emphasizing the 4’Is of oppression, social justice, and sustainable development. It dives into Mira Loma’s history, along with the social justice movements emerging in response to the area’s growing logistics centers. The lesson encourages active learning and critical thinking through discussions, written reflections, and a creative task where students respond to the essential question through the creation of a comic strip.

Environmental Justice Ethnic Studies History

How can we continue to help preserve our communities’ stories?

55 Minutes

Students will examine oral histories and pictures showing community members from A People’s History of the Inland Empire Story Maps and Bridges That Carried Us Over oral history collection. This collection examines the great migration of African Americans to California from 1940-1960. This lesson also focuses on how people build community when they move to new places and the impact the Great Migration had on the Inland Empire today. The students will look at examples of how community is created and continued.

Grades 3–4 History

How do we remember our community’s history?

55 Minutes

The purpose of this lesson is to reflect on how we remember the contributions of those who may not be as visible in the stories of our local communities, particularly historically marginalized groups. This calls into question how we think about the terms that we use for people in our communities as well as ourselves, and the changing nature of names, identities and narratives surrounding them.

Asian and Pacific Islander Ethnic Studies History

Reimagining Citrus Labels

In this lesson, students will learn how citrus crate labels often tell an inaccurate history of the land and those who worked it. Through audio, visual, and other archival materials, students will see that the labor that went into making the citrus industry an empire was built on the backs of exploitation and colonization, but communities of color resisted and continue to resist to this day, not only advocating for accurate history to be told but that communities of color should also be the ones centered in telling this stories. At the end of the lesson, students will create and design their own crate label as a creative counter-narrative to tell a more accurate story of the land and labor of the Inland Empire.

Citrus Ethnic Studies Immigration Labor Native American
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