Asian American Studies: Filipina/o American Experiences
Designed and taught by: Pin@y Educational Partnerships (PEP)
Denman Middle School, Spring 2020
Vision
The PEP Denman classroom’s vision is having students feel and practice compassion, love, and
humanization for past and present his/her/their stories. In sharing narratives of Filipina/o/x Americans,
students will develop and fuel a productive understanding to how this perspective of history is connected
and currently relevant to other ethnic groups and themselves, while building upon their critical thinking
skills and working towards adapting the idea of kapwa to their daily lives and the world we live in. We
envision our classroom as being foundational to students further developing their identities, igniting the
potential for hope and self-determination and seeking communal growth for a brighter future.
Mission
Our mission is to create an empathetic and healing space in which will allow our students to navigate their
community and world with their own experiences. Through the use of dialogue, relevant curriculum,
community building, and comprehensive lessons, students will be able to analyze history through their own
narrative and cultural wealth. The PEP space will serve as a home in order for students to grow and
empower each other by fostering authentic care and allow community growth through the lens of
inclusion, equity, and social justice.
Learning Outcomes: Essential Skills and Knowledge
The students who complete this course will develop:
A. Reading comprehension F. Community agency
B. Critical writing and note taking G. Self-reflection
C. Collaborative teamwork and small group H. Sense of personal, local, and global identity
leadership I. Positive speaking and affirmation for self
D. Public speaking, presentation and and others
performative skills J. Productive curiosity
E. Media literacy
Academic
Students must be ready to apply the concepts and content of the course to individual, group and community
projects. The main academic skills that we focus on are:
A. Reading and Writing E. Teaching / Presentation Skills
B. History and Social Science F. Arts and Cultural Production
C. Critical Thinking and Analysis G. Media Literacy
D. Public Speaking Skills
E. Community Empowerment and Organizing
Historical/Cultural/Social
Students will gain the following historical/cultural/social knowledge:
1. Brief history of the Philippines prior to Spanish colonization.
2. Historical and contemporary Filipina/o American moments and movements.
3. The Seven Waves of Filipino migration
4. The Third World Liberation Front and Fight for Ethnic Studies
5. Contemporary issues and decolonization of Filipina/o American youth.
Leadership/Self-Determination
Students will build their leadership skills, motivation, and self-esteem throughout the course by:
1. Creating autoethnographies and sharing them with the class
2. Working as an individual and in groups for assignments and projects
3. Comparing historical narratives with their own
Course Expectations
Students are expected to:
1. Follow the James Denman Middle School policies
2. Follow set Classroom Agreements
3. Come to class prepared
4. Be respectful of every person in class
The PEP Classroom does not allow cell phones. PEP follows the James Denman Middle School cell phone
policy. We ask that all students power down their cell phones and keep them in their backpack unless
otherwise instructed by a PEP teacher.
Materials Needed Each Class Period
Each student will receive one folder and one notebook for class and homework use. These will be handed out
at the beginning of class and collected at the end of the period. If the student takes their notebook home for
whatever reason, it is their responsibility to bring the materials back to class for the next meeting. If a student
misplaces or loses their folder or notebook, please notify a PEP teacher and we will replace it. Other materials
students will need:
● An Open Mind and Heart
● Writing Utensil
● Charged Ipad/Tablet *when announced ahead of time
Evaluation and Grading Procedures
Homework- 15 %
Students are expected to thoughtfully complete and turn in homework assignments on time. Assignments will
range from 5 - 10 points each. If there is any reason you cannot complete assignments, please notify your
mentor-teacher to see how we can help you complete your assignments.
Classwork - 20%
Students are invited to participate in activities structured by teachers. In the PEP classroom, classwork goes
hand in hand with participation as classwork may vary from written assignments to creative production or
activities involving small groups or partners. Classwork also includes the completion of Do-Nows and Exit
Tickets. Each day will be worth 5-10 points.
Attendance - 35%
Denman’s tardy policy states that students are expected to be in their seat by the bell with their required class
materials. In the PEP classroom, students are also expected to be present (physically, mentally, emotionally) at
ALL class sessions.
Unit Projects and Assessments - 30%
Each unit will have a creative culminating project or assessment that gives students the opportunity to share
their connections to what they have learned in class. Projects and Assessments will be out of 20 points each.
PEP Structure
This course will be taught by San Francisco State undergraduate and graduate students, along with recent
graduates from universities throughout California. Pin@y Educational Partnerships is overseen by Asian
American Studies Professor Allyson
Tintiangco-Cubales and our host teacher, Mr. Henry Francisco. The PEP Teachers will be the primary
instructors responsible for developing and implementing the course material. The course will be offered four
days of the week.
Names PEP Titles
Roderick Daus-Magbual, M.A., Ed.D Executive Director
Founder & Director of Community Responsive
Allyson Tintiangco-Cubales, Ph.D
Curriculum Development & Teacher Training
Arlene Daus-Magbual, M.A., Ed.D Director of Leadership Development
James Denman Middle School Host Teacher &
Henry Francisco M.A.
Teacher on Record
Jeren Penalosa, B.A. (SJSU) , M.A. in progress (USF) Program/Curriculum Coordinator & Teacher
Marjess Germono, B.A. (SFSU) Malong Coordinator Teacher
Maica Porcadas M.A (SFSU) PEP Teacher
Redjan Quarto, B.A. (University of California, Berkeley) PEP Teacher
Carla Pangan, B.A. (Cal Poly San Luis Obispo) PEP Teacher
Jon Ray Guevarra, B.A. in progress (SFSU) PEP Teacher & Denman Alumni Class Of 2011
Sophia Diaz-Muca, B.A. in progress (SFSU) PEP Teacher
Paolo Banzon, B.A. in progress (SFSU) PEP Teacher
PEP Teacher Schedule
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
9:59 - 10:53 9:58 - 10:49 9:00-10:23 9:59 - 10:53 9:59 - 10:53
Marjess Germono Janelle Gayac Jeren Penalosa Redjan Quarto Carla Pangan
Sophia Diaz-Muca Carla Pangan Maica Porcadas Paolo Banzon Jon Ray A. Guevarra
MALONG Project: Program Procedures
The malong represents an indigenous Filipino fabric used for multiple purposes. From gathering food to
providing security and comfort for children, the malong symbolizes community. At the heart of the
community is the individual. To have a strong community you need healthy individuals: mentally, physically,
emotionally, and spiritually. Though each person and site is unique, the Malong "wrap-around" health and
wellness project focuses on 3 "threads":
1. Mental health & wellness of all community members (directors, coordinators, teachers, students,
families, communities)
2. Academic counseling and guidance (students and teachers)
3. Community building (inside/outside classroom)
Mentorship Program
Each student will have a mentor. Mentors and mentees will complete mentor/mentee notebook entries twice
a month. Mentees will set personal and academic goals with their mentor, and have student/teacher check ins
once a month. If students need help in the PEP class or their other classes, they should ask their mentor for
help. We also aim to monitor students’ achievement in their other courses and their academic motivation
overall.
*This syllabus is tentative to change.
Day/ Week/ Topic Guiding Questions/ Readings/ Primary Resource Student
Lead Exercise/ Workshop/ Speakers / Link Assignments
Teacher
UNIT 0 Regrounding Community Week 1 Week 1
Monday Welcome back Revisit Community Agreements
Jan. 6 Community Regrounding: What is PEP and this
Marjess Building Pt. 2 class?
Talambuhay: Sophia
Wednesday Community Teacher Participatory Action Research
Jan.8 Building Syllabus: Semester Overview
Jeren Talambuhay: Maica
Thursday Community Final Project: What is YPAR? YPAR Packet Media Research Activity
Jan. 9 Building Connection to TPAR & why PEP does
Redjan it
Talambuhay: Paolo
Friday Community 8th Grade/PEP/Year Goals and
Jan. 10 Building Resolutions
Jon Ray
UNIT 1 Wave 3, 1906-1934 Week 2 Week 2
Monday Introduction Wave 1 & 2 Review
Jan. 13 Push Factors Introduction to wave 3 & 4
Sophia Wave 3: The Sakadas and Adventurers
Wednesday Push & Pull Why were Filipino’s leaving the Little Manila pg.
Jan. 15 Factors Philippines? 48-60
Maica Why were Filipinos desired for labor in
America? What caused them to migrate Out of this
to places such as Alaska, California, Struggle: The
Hawaii Filipinos in Hawaii
Buenaventura -
Hawaii's "1946
Sakada"
Thursday Anti-Filipina/o/x Racism & Violence Video: 5 Things
Jan. 16 & Anti- Why were Filipino’s discriminated You (Probably)
Paolo miscegenation against? Didn't Know
About the
Watsonville Riots
Friday Summary of Survival & Resilience of Pinoys/Pinays
Jan. 17 Wave 3 Takeaways from this wave
Carla How did Pinxys overcome struggles in
America?
UNIT 1 Wave 4, 1934-1946 Week 3 Week 3
Monday MLK Day
Jan 20 No School
Wednesday Introduction Wave 4: The Exclusion Period, War, & https://www.pbs.o
Jan. 22 Push & Pull the Second Generation rg/frontlineworld/
Jeren Factors http://fanhs- stories/philippines
national.org/filam/about-fanhs/the- /tl02.html
significance-of-1946-for-filipinao-
americans/ https://immigratio
ntounitedstates.org
/498-filipino-
repatriation-act-of-
1935.html
Thursday Independence & Executive Order 1931 & Tydings- Little Manila is in
Jan. 23 Politics McDuffie Act 1934, leading into WWII the Heart, p. 144-
Redjan What was the impact of this act on the 145
Philippines and Filipino’s?
FANHS
Friday Lunar New Year
Jan 24 No School
UNIT 1.5 Wave 4 / 5 Week 5
Monday Events in the Continuation of WWII/veteranos, Gonzalves - "We What role did Filipino’s have
Jan. 27 Philippines Japanese Occupation & hold a neatly during this war period?
Marjess Bataan Death March folded hope":
Filipino Veterans
of World War II on
Citizenship and
Political Obligation
Mabalon -The
Watershed of
World War II
(Little Manila CH
6)
Holocaust
Survivors Reveal
How Filipinos
Protected Them
When Everyone
Else Wouldn’t
Wednesday Event in US Recission Act 1946 Guyotte & Posadas
Jan. 29 War Brides Act of 1946 - Filipinos and
Maica & Citizenship Filipino Americans,
Luce-Cellar Act 1946 1870-1940
Ling & Austin -
WWII
Thursday Review Big takeaways from both the 4th & 5th
Jan. 30 Waves of Filipino migration to the
Paolo United States
Friday Intro Unit Project Project Overview
Jan. 31 Purpose/Guidelines
Jon Ray Expectations
UNIT 1 Unit Project: Family Oral Hxstories Week 5
Monday Unit Project Work Day: Interview Questions & Interviewing
Feb. 3 Student Practice Family Members
Sophia
Wednesday Unit Project Work Day:
Feb 5 Transcribing Audio/Video to either
Jeren paper or Google Doc
Thursday Unit Project Work Day: Analysis of Interview
Feb 6 Connection & larger theme to the
Redjan Waves/Hxstory
Friday Unit Project Work Day: Visual Aid/Art
Feb 7 Creating a poster/Presentation to show
Carla interviewees life
UNIT 1 Unit Review / Project Week 6
Monday Unit Project Final Work Day
Feb 10 Finishing Touches: Transcripts, Visual,
Marjess Analysis
Tuesday
Wednesday Presentations Group Presentations on Oral
Feb 12 Hxstories
Maica
Thursday Presentations Reflections on Project
Feb 13 Connecting class family hxstories
Paolo
Friday Wellness Breathing: Student Relaxation The Power of Now
Feb 14 Support/Mentee Check-in - Eckhart Tolle
ALL
TEACHERS
UNIT 2 Oppression & Social Movements Week 7
Monday Presidents Day
No School
Wednesday 4 I’s Introduction Oppression Analyzing
Feb 19 What is it? Oppression
Jeren Who is the oppressor and the
oppressed?
Thursday Oppression Vertical Oppression Cracking the
Feb 20 Ideological & Institutional Codes: The System
Redjan of Racial Inequity
Chinook Fund - 4
I’s of Oppression
Friday Oppression Horizontal Oppression Cracking the
Feb 21 Interpersonal & Internalized Codes: The System
Carla of Racial Inequity
Chinook Fund - 4
I’s of Oppression
UNIT 2 La CA Social Movements in the 1960’s Week 8
Monday Transformation Social Justice
Feb 24 Resisting against oppression
Sophia What is it?
Purpose & Value
Wednesday Social Movements Black Panther Party Oakland
Feb 26
Maica
Thursday Social Movements Chicanx Movement in Los Angeles
Feb 27
Paolo
Friday Social Movements Fall of the iHotel
Feb 28
Jon Ray
UNIT 2 Social Movements Week 9
Monday Social Movement Journey For Justice: The Life of
Mar 2 Farm Labor Larry Itliong
Marjess Movement
Wednesday Social Movement Journey For Justice: The Life of
Mar 4 Farm Labor Larry Itliong
Jeren Movement
Thursday Social Movement Journey For Justice: The Life of Journey for Justice
Mar 5 Farm Labor Larry Itliong
Redjan Movement
Friday Unit Review Recap of the 4 Social Movements
Mar 6 Significance and Importance today
Carla Introduce Project
UNIT 2 Parent-Teacher Conferences Week 10
(Times vary) / Unit Project
Monday Work Day Unit Project
Mar 9
Sophia
Wednesday Work Day Unit Project
Mar 11 & Mentee Check - In
ALL
TEACHERS
Thursday Work Day Unit Project
Mar 12
Paolo
Friday Presentation Unit Project
Mar 13
Jon Ray
Unit 3 Identity Week 11
Monday Identity Intro / Unit IdentiTREE Project Community
Mar 16 Project Intro Intersectionality Cultural Wealth
Marjess Privilege (Tara J. Yosso)
Intersectionality
(coined by
Kimberle
Crenshaw)
Wednesday Ethnicity / Race Where do we come from?
Mar 18 How do we fit in American society? Ocampo - Racial
Jeren Dilemmas (The
Latinos of Asia:
How Filipino
Americans Break
the Rules of Race) -
our students have
been asking if
Filipinos are Asian
or Pacific Islander;
we can also refer
back to Jose
Antonio Vargas’
experiences
Ladson-Billings, G.
(1998). "Just what
is critical race
theory and what’s it
doing in a nice field
like education?"
Qualitative Studies
in Education,
11(1): 7-24.
Thursday Gender How is gender socially constructed? Filipinx and
Mar 19 Gender Binary Gender (PEP
Redjan Sex(Bio) Vs Expression Resource Folder)
Pronouns
Friday Sexuality LGBTQ+ Filipinx and
Mar 20 Emotional & Physical Attraction Sexuality (PEP
Carla Fluidity Resource Folder)
Espiritu - "We
Don't Sleep around
like White Girls
Do": Family,
Culture, Gender, in
Filipina American
Lives
Nadal & Corpus -
"Tomboys" and
"Baklas":
Experiences of
Lesbian and Gay
Filipino Americans
UNIT 3 Identity / Unit Project Week 12
Monday Class Socioeconomic Status
Mar 23 Poverty
Sophia Survival/Sustainability vs. Capitalism
Wednesday Family: Nuclear Family Dynamics
Mar 25 vs Chosen Safety of Identity
Maica Wellness
Thursday SF Community / Knowing the Community you Live
Mar 26 Gentrification In
Paolo Social Problems
Friday Unit Project IdentiTREE Review
Mar 27 Turn In Finish & Turn in Project
Jon Ray
Spring Break (Mar 30-Aprl 3) Week 13
UNIT 5 YPAR Week 14
Monday Introduction YPAR Overview Pin@y Educational
Apr 6 & Mentee Check-In PARtnerships:
ALL Ethnic Studies
TEACHERS Students, Teachers
and
Leaders as Scholar
Activists
Into our hoods:
where critical
performance
pedagogy births
resistance
Wednesday Work Day Phase 1:
Apr 8 Phase 1 Form groups, choose a topic, issue,
Maica purpose, & research question
Thursday Work Day Phase 1:
Apr 9 Phase 1 Finding an article, common themes, &
Paolo analyzing media
Friday Work Day Phase 2: HW: Each member reach
Apr 10 Phase 2 Research & Survey out for interviews
Jon Ray Creating questions for interview &
surveys
UNIT 5 Semester ReviewS YPAR Week 15
Monday Work Day Phase 2:
Apr 13 Phase 2 Start interviews & requests
Marjess
Wednesday Work Day Phase 2:
Apr 15 Phase 2 Finish Interviews
Jeren
Thursday Work Day Phase 3:
Apr 16 Phase 3 Analyze & transcribe data
Redjan Connect to article
Friday Work Day Phase 4:
Apr 17 Phase 4 Action Plan
Carla Theories & Practice
UNIT 5 Semester ReviewS YPAR Week 16
Monday Work Day Phase 4:
Apr 20 Phase 4 Presentation Method; Poster, trifold,
Sophia digital
Wednesday Work Day Phase 4:
Apr 22 Phase 4 Finalizing Visual Aid & Presentation
Maica
Thursday Work Day Finalize YPAR
Apr 23 Refer back to checklist
Paolo
Friday Work Day Finalize YPAR
Apr 24 Make sure each group is ready to
Jon Ray practice following week
UNIT 5 Semester ReviewS YPAR Week 17
Monday Final Work Day Practice YPAR to Class
Apr 27
Marjess
Wednesday Final Touches on Practice YPAR for Summit
Apr 29 YPAR
Jeren
Thursday Field Trip Ethnic Studies Summit
Apr 30 SFSU
Redjan
Friday Feedback/Adjustme Post Summit feedback for YPARS
May 1 nts
Carla
UNIT 5 Semester ReviewS Fall Project Week 18
Monday YPAR Prep Guidelines/Expectations for
May 4 Community Show
Maica
Wednesday COMMUNITY DAY
May 6
Maica
Thursday Free Day
May 7
Paolo
Friday COMMUNITY DAY
May 8
Jon Ray
UNIT 4 Representation / HealingALL Week 19
Monday Healing What is mental health? How Hanna - A Call for Healing:
May 11 Introduction can we practice healing? Transphobia, Homophobia,
Marjess and Historical Trauma in
Filipina/o/x American
Organizations
IG
@the.holistic.psychologist
IG @lisaoliveratherapy
→ Resources for prompts
and ideas
Wednesday Social media How does social media affect https://onlinelibrary.wiley.co
May 13 our mental health? How do m/doi/full/10.1002/asi.21540
Jeren we heal from colorism?
https://www.asiajackson.com
/magandang-morenx
Critical Media Literacy: A
Pedagogy for New Literacies
and Urban Youth
Thursday Music / hip hop Hip Hop as Resistance & Hip Hop Pedagogy
May 14 Love
Redjan How can music help us heal? De Leon - Filipinotown and
the DJ Scene: Cultural
Expression and Identity
Affirmation of Filipino
American Youth in Los
Angeles
Rivera - Rap Out Loud
(Empire of Funk)
Tiongson: Excerpts from
“Filipinos Represent: DJs,
Racial Authenticity, and the
Hip-Hop Nation”
→ notes from Carla’s Hip-
hop Poetics & Politics class
Friday Dance Art of Dancing Gonzalves - Dancing into
May 15 Modern Oblivion: The Pilipino
Carla Contemporary Cultural Night and the
Cultural Narration of Contemporary
Filipina/o America
Gonzalves - The Day the
Dancers Stayed: Expressive
Forms of Culture in the
United States
Akira - Revitalizing Identity
Politics: Filipino American
College Students and Folk
Dance
UNIT 4 Representation/Healing Week 20
Monday Food How does food heal, honor, Fernandez & Kirshenblatt-
May 18 and represent health? Gimblett - Culture Ingested
Sophia (On the Indigenization of
Philippine Food)
Food Worlds - Curated
Exhibition
→ “An empire of eating
memories”
Quotes from Janelle
Quibuyen
Quote from Raychelle Duazo
Tuesday
Wednesday Pop culture / Representation in Jackson -
May 20 Unit Project Hollywood, Film, T.V #MagandangMorenx
Maica Overview Stereotypes
Shimizu - The
Hypersexuality of Asian
American Women
Thursday Mentee Check Introduce Teaching Project
May 21 In / Healing
Paolo Activity
Friday Start Teaching Project
May 22 Unit Project CE
Jon Ray
Unit Project Week 21
Friday Start Teaching Project
May 25 Unit Project CC
Jon Ray
Friday Start Teaching Project
May 27 Unit Project CP/CD
Jon Ray
Friday Start Teaching Project
May 28 Unit Project Practice Teach
Jon Ray
Friday Start Teaching Project
May 29 Unit Project Present
Jon Ray
Unit Project Week 23
Mon End of the year Free Day
June 1 Reflections
Jon Ray
Tue LAST DAY OF SCHOOL
June 2
Jon Ray
PROJECTS:
UNIT 1: Filipina/o/x Immigration to the U.S, Wave 3-5
→ Family Oral Hxstories
UNIT 2: California Social Movements of the 1960’s
→ Performing Resistance Project, Mural, Book Writing
UNIT 3: Identity
→ IdentiTREE
UNIT 4: Healing & Representation
→ Teaching Project
UNIT 5: YPAR
→ Community Show
