Grade: 6-12Subject:
English Language Arts, U.S. History
Number of Activities: 2
Stereotyping is a form of systemic racism for Asian Americans who have historically been stereotyped in the United States through “Yellow Peril,” fearmongering, economic, and societal threats. Viewed as perpetual foreigners, no matter their duration living here or whether they were American-born, Asian males are often characterized as scheming, weak, ignorant, and undesirable, while Asian females are exotic, cunning, and subservient. This perpetual foreigner stereotype is maintained by institutions from Hollywood, private and public sectors to elected public servants. Asian Americans have been fighting against stereotypes since the 1920s, and continue to do so, on- and off-screen.
Students will:
- Learn how stereotypes are used to pit races or groups against one another, and also how certain groups are taken advantage of by those with power and authority
- Learn about self-stereotyping and the harms it might cause
- Learn about the challenges Asian Americans face being viewed as perpetual foreigners in the United States
- Learn about obstacles faced by Asian Americans in the media including the lack of roles, rules set in place, and limited opportunities
- Learn about Asian American activism to fight against stereotypes and to fight for equity and true representation, on-and-off screen
Asian Americans have historically been
stereotyped in the United States as
"foreigners", promoted and
maintained by the film industry. In Hollywood, Anna May Wong, a Chinese American actor who launched her
career in the 1920s, faced many setbacks. Wong was passed over for roles intended for an Asian actor and
given instead to white actors. For example, the lead female role in
The Good Earth (1937)—about Chinese
farmers—went to Luise Rainer instead of Wong. Rainer appeared in
"yellowface," a common practice of using
stage makeup and effects on white actors so that they could “appear” as Asian. Later, Mickey Rooney in
yellowface played a Japanese neighbor in
Breakfast at Tiffany’s (1961). Across many of these Hollywood
films, Asian males were played as scheming, weak, ignorant, and undesirable; on the other hand, Asian
females were framed as exotic, cunning, and subservient.
In the 1960s, actress Beulah Quo told Hollywood executives that it is not acceptable to call Asian Americans
“Chinks.” But real change has proved slow: In 2015, the hashtag #OscarsSoWhite addressed Hollywood’s widespread
racial inequality in casting and production. Just one year later, a meme emerged that featured the popular Asian
American actor, John Cho, in movie posters and leading roles typically reserved for white actors. Viewers turned
to social media to criticize films that cast roles originally written for Asian and Asian American characters with
white actors. Some of these included Matt Damon’s hero who saves China in The Great Wall (2016), Tilda Swinton as
an Asian monk in Doctor Strange (2016), and Scarlett Johansson playing the lead character—originally Japanese—in
Ghost in the Shell (2017).
Even with the success of
Crazy Rich Asians (2018), the highest-grossing American romantic comedy in over a decade,
Asian Americans continue to face obstacles on- and off-screen. Today, filmmakers and actors—like Ang Lee, George
Takei, Sandra Oh, Constance Wu, Margaret Cho, John Cho, Daniel Dae Kim, Grace Park, and the Media Action Network for
Asian Americans—have campaigned against such stereotyping,
whitewashing, and unequal treatment in the film and television
industries. These protests have stirred larger, and still ongoing, conversations about diversity and representation in the media.
-
Foreigner: A person who is located outside a place or country and especially outside one's own country
-
Perpetuate: Continuing to spread or maintain a certain idea or belief
-
Stereotype: A common belief, often negative, about or attached to a particular group of people
-
Whitewashing: The casting or rewriting of Asian roles for white actors
-
"Yellowface": The use of makeup and prosthetics by white actors to portray Asian characters
-
Yellow Peril: A term originating in Europe and the United States at the turn of the 20th century; It refers to the fear of Asian countries and Asian immigrants, whether it be a military threat from Asian nations, the economic threat of Asian Americans workers, or the threat to a white race posed by race-mixing and intermarriage.
- What are some common images of Asian Americans on TV and in movies today? How did the speakers in the clip feel about seeing these images as they were growing up?
- What stereotypes of Asians and Asian Americans appeared in Hollywood films?
- How might seeing positive or negative images of a group affect you, especially if you are part of the group being portrayed?
Activity 1:
Responding to Stereotypes
Start the activity by explaining that students will be thinking about identity, or the many categories that capture our relationships to our families, interests, experiences, and society. Start the activity by saying that sometimes the way that we see ourselves may be different from how others see us.
Ask students to create this chart on a piece of paper:
How I See Myself |
How Others See Me |
|
|
In the left column, direct students to take a few minutes to reflect on how they “see themselves.” Here is a list of descriptions that they might consider:
- Personal characteristics
- Name
- Racial or ethnic identity
- Gender
- Abilities
- Sexualities
- Immigration Status
- Hobbies
- Activities
- Place or home country
- Language
- Family
Then, ask the students to consider how others see them. Give them a few starting points: When others look at you, what do they see? How might they judge you? What labels might they put on you? In the right column, students should write the stereotypes, assessments, and assumptions that people may make about them.
Finally, ask all of the students to reflect aloud as a group on these questions:
- What difficulties have emerged when others view you differently than you view yourself?
- What is so bad or wrong about stereotyping? Why does it need to stop?
- What do you think a person can do to help reduce it?
Activity 2:
Hollywood’s Role in Stereotyping
After watching the clip and reviewing the vocabulary, students will dig deep into tactics used by the film industry to depict people of color. On big pieces of chart paper, write the following words:
- Yellowface
- Brownface
- Blackface
- Whitewashing
- Perpetual Foreigner
Tape the pieces of paper to walls or place them on separate tables. Pass out different colored markers. Let students know that they will be doing a “silent conversation” on these big pieces of paper. They should write any commentary, connections, questions, or examples that come to their mind about the word. Their conversation can stray or move in many directions. Emphasize that conversation should happen on the paper and not aloud.
Direct students to pair up or work in groups of three on one big paper. Allot 5 minutes for their silent conversation.
After the time is up, direct students to freely move around the room. Again, in silence, they should look at other students’ big papers and add their own commentary. Give students another 5-7 minutes to do this portion of the activity.
Finally, direct students to return to their original paper and word. They can now talk aloud.
Tell them to see what has been added to their initial conversation.
Gather students as a whole class to debrief their silent conversation Ask: What did you learn from having a silent conversation about these words?
Optional Extension Activity:
Considering Hollywood’s history of racial inequality, find other examples of yellowface and whitewashing in film or media and create a list in class.
Create an infographic, protest poster, or video that presents the problem of whitewashing in the media and suggests how public audiences can respond to this problem.
California Common Core Standards Addressed
National Standards for History
U.S. History Grades 5-12 9.1B.6
Explore the influence of popular culture and analyze the role of the mass media in homogenizing American culture. [Analyze cause-and-effect relationships]
U.S. History Grades 5-12 10.2D.2
Analyze how social change and renewed ethnic diversity has affected artistic expression and popular culture. [Analyze cause-and-effect relationships]
College- and Career-Readiness Anchor Standards
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.6
Assess how point of view or purpose shapes the content and style of a text.
CCSS.ELA-Literacy.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
CCSS.ELA-Literacy.CCRA.W.2
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-Literacy.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-Literacy.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Grades 6-8:
CCSS.ELA-Literacy.RI.6.6
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
CCSS.ELA-Literacy.RI.7-8.6
Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
CCSS.ELA-Literacy.RI.6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
CCSS.ELA-Literacy.RI.7.7
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
CCSS.ELA-Literacy.W.6-8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.6-8.2.a
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.6-8.2.b
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA-Literacy.W.6-8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.6-8.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-Literacy.SL.6-8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6-8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.6-8.1.a
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
CCSS.ELA-Literacy.SL.6-8.1.c
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
CCSS.ELA-Literacy.SL.6-8.1.d
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
CCSS.ELA-Literacy.SL.6-8.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-Literacy.SL.6-8.4
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.L.6-8.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.9
Analyze the relationship between a primary and secondary source on the same topic.
Grades 9-10:
CCSS.ELA-Literacy.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.9-10.2.a
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.9-10.2.b
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.9-10.1.a
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-Literacy.SL.9-10.1.d
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
CCSS.ELA-Literacy.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-Literacy.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-Literacy.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
CCSS.ELA-Literacy.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-Literacy.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.
Grades 11-12:
CCSS.ELA-Literacy.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RI.11-12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
CCSS.ELA-Literacy.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-Literacy.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.11-12.2.a
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.11-12.2.b
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.1.a
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.11-12.1.c
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-Literacy.SL.11-12.1.d
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
CCSS.ELA-Literacy.SL.11-12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CCSS.ELA-Literacy.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-Literacy.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.