By Rachel Ding and Tina Matsubayashi

I. Summary

This book explores the evolving history of immigration to the United States. It traces the long saga about people searching for religious and political freedom, safety, and prosperity. The story captures a wide range of immigrant experiences in America. It helps to explain the richness and diversity of the American people past and present.

Key Words: immigration, nation, immigrants, Ice Age, nomads, hunters, wandered, by accident, descendants, settled, discovered, civilizations, settlers, native country, freedom, fortune, colony, slavery, Native Americans, Christopher Columbus, Africans, Scotch-Irish, Swiss, voyage, ports, frontier, Norwegians, pioneers, Chinese immigrants, Mexican immigrants, transatlantic, perils, poverty, Ellis Island, citizens, Statue of Liberty, World War I, foreign, persecution, refugees

Places: Alaska, Asia, North America, South America, Atlantic Ocean, Europe, Netherlands, Sweden, Germany, Finland, Wales, Africa, Scandinavia, Italy, Poland, Turkey, Greece, Hungary, Serbia, New York, Southeast Asia, Cuba, Haiti, Russia, Asia, Merdco, Central America, the Middle East, the West Indies

II. Coming to America provides a wonderful introduction to American history and immigration. Have students brainstorm immigration.

• What is immigration?
• Who is an immigrant?
• Why might people immigrate?
• When do people immigrate?
• Where do they immigrate to?

III. Suggested Language Arts Activities

• Do a picture walk with students and have a discussion based on the illustrations.
• Do the people look alike in the pictures?
• Where did they come from?
• How do you think they feel? Why do you think so?
• How do you think you would feel if you had to move to another country? Why?
• Have students work in small groups or pairs to compare and contrast the different groups of immigrants.
• Interview grandparents, parents, siblings, aunts and uncles, cousins, family friends, godparents, and so on about family history. Make a personal book about their own family history.
• Read People by Peter Spier to students. Inform students, with more than four billion people in the world, it is important to see that each individual is special, different from all others. We all deserve the respect and tolerance of others.
• Introduce students to the concept of their own identity by having them complete the activity What do I Call Myself?
• In small groups, have students discuss their responses. SupplementaIy activities may include:
• Having the students research their names (individual and family).
• E.G. What s your full name?
• Where did your name come from?
• Who named you and why?
• What do your name(s) mean or symbolize? to you? to others?
• What adjectives or verbs would you use to describe your name?
• Do you have any nicknames?
• Do you like your name? Would you choose another name? Why?
• Have students tell a story or an experience about their name[s). Some students may like to give a history of their name (personal, cultural, generational).
• Poetry: Provide a copy of the poem “Me I Am!” by Jack Prelutsky. Have students read the poem aloud. Ask students for their reactions concerning the poem.

• Timeline Activities
• Create student s own history. Some information a student may choose to include would be birthday, birthplace, schools, the student lost her or his first tooth, when she or he got their first family pet, birth date of his or her siblings and other events that are significant to the student.
• Have students use the information and research that they collected about their own family history to create a family history timeline.
• Draw a time line of the American immigration history, using the dates from the book.
• For older students: Study the historical backgrounds of some immigrant groups. Have students work individually, in pairs or in small groups to do the research. The research may include interviewing recent immigrants -- older or younger.
• Discuss the similarities and differences of different ethnic groups in terms of their personal experiences in America.

• World geography: Explore a globe and discuss the geographic make up of the world and the different types of climates. How may the different climates and habitats affect the way people live and dress.
• Timeline/Calendar Math: Using the timelines created by the students, have students calculate events using the years on the timeline,

• Quilt Making
• Read The Patchwork Quilt by Valerie Flournoy. Discuss the story and how the quilt was used to tell the family s story. There are many different ways to talk about and remember our experiences and histories. Some people share their experiences through books, others may tell stories look at pictures, or home movies. In this story, the family told their story through the quilt.
• Have students design a quilt piece that tells their own story using the information gathered during their name research and their interviews with family and friends. This activity can be used after the What do I Call Myself? activity to give students the opportunity to use art to express what they know about and feel about their name(s) and family/individual history. Pass out a square shaped paper or cloth, so they can decorate and create their own family history. Collect and assemble the quilt pieces together to make a large classroom quilt.
• Create a classroom mural
• This may be a representation of the research collected by the students. Brainstorm a theme or topic, such as the world village or what a wonderful world for the mural.

Prelutsky, Jack. The Random House Book of Poetry for Children. New York: Random House, 1983.

What Do I Call Myself?

Introduce the book People by Peter Spier. Inform students, with more than four billion people in the world, it is sometimes hard for any one of us to feel special. Ask students to contemplate this idea and discuss.

Remind students that each and every one of us is a unique individual, different from all others, deserving the respect and tolerance of others. Read the book aloud to the students. Point out the wonderful illustrations in the book that convey the message of the writer.

Introduce students to the concept of their own identity by having students complete the activity "What Do I Call Myself?" This activity will explore a student's self-identity by asking them to express themselves through labels. You might demonstrate by filling in the form for the class as an example. Give the students an opportunity to look over the labels and ask any questions or make remarks before they complete the activity. Explain to students that they are numbered in the order that they feel applies to them. If they feel that a label does not apply to them, then have them place a zero in the space. Allow student up to fifteen minutes to complete.

In small groups, have students discuss what responses they made. Analyze the data and ask the following questions:

1. Do all students in the class identify themselves in the same way?
2. How do you account for differences in how individuals assign labels to themselves?
3. What labels can be changed?

Gonzales, Sylvia. Ethnic Heritage. Office of Kelly F. Blanton, Kern County Superintendent of Schools.

What Do I Call Myself? by Edith King and Gary Smith

Introductions: By yourself, number in order the following labels people might give to you. Think carefully about what is most important for you to be called or recognized for. For example, if you feel it is most important to be identified as a "boy" or a "girl," place the number "1" in front of that label. If you feel that a certain label does not apply to you, put a "O" in front of it.

• Male
• Female
• Unique
• Individual
• Student
• Athlete
• Black
• White
• American
• Mexican-American
• Black-American
• Native American
• Other group ________ (what?)
• My given name
• Human being

1. First of all, I call myself _____
2. I think others call me _____

Grandfather's Journey Written and Illustrated by Alien Say

I.Summary

A Japanese American man remembers his grandfather's journey to America as a young man, and his love for both Japan and the United States. He later makes the same journey and understands his grandfather's 'feelings of being torn by a love for two different countries.

Key Words: journey, steamship, astonished, New World, explored, enormous, sculptures, bewildered, marveled, towering, longed (to see new places], homeland, scattered, homesick

II. Record information on the comparison chart and/or the webbing chart.

III. Suggested Language Arts Activities

• Before reading the book, briefly brainstorm students' ideas about immigration. Read and discuss the story.
• Compare and Contrast the immigration in Grandfather's Journey to the immigration stories in the other books.
• Letter writing: Pretend that you have just moved to a new country. Imagine what you feel like. What would you eat? What would you do? Write a letter to your family and tell them about your experiences in your "new home." Students may wish to illustrate the letter.
• Partner interviews
• In pairs, have students interview each other about a time that they journeyed to a new place (permanent or temporary). How did they feel? What did they do there? How did they get there? Why did they go there? OR students may interview each other about a place where they would like to go.
• Students can then record the information.
• Have students trace their partner's feet and write or draw a picture of their partner's story inside the outline of the feet
• Share with the class.
• Book Making
• Have students interview their family (i.e. grandparents, parents, brothers, sisters, aunts, uncles, cousins, or family friends) about their own family's history in the United States. Have them publish their own book (cover, title page, text, illustrations, flyleaf, book plate, acknowledgment, abut the author/illustrator, index, bibliography, contents, dedication page, and so on).
• Possible questions:
• When were you born? Where were you born? What was your home town like?
• What was life like when you were growing up? How was life different than it is today?
• Do you have any stories from when you were a child? What happened?
• Do you have any stories abut the happiest day of your life?
• Do you have any stories about the saddest day of your life?
• What memories do you have from school?
• Do you have any stories about when you and grandma (or grandpa) met?
• Do you have any special family treasures, for example jewelry, books, pictures etc. Why are these so special?
• Do you have any stories about when mom (or dad) was born?
• Do you have any stories about when I was born?
• Have a “Meet the Author” day, when authors will read a little from their book. Invite family and friends to join the class on that day.
• Story Mapping

• Map study: Have students locate Japan, Pacific Ocean, North America, Sierra Mountains, and California on the map. This may lead into a discussion on the fact that there are seven continents, 52 states. and so on.
• Talk about immigration to the United States (refer to the chart) and how it differed from group to group. Thus, emphasizing the diversity that exists within the Asian community and how their experiences differed across groups, as well as over time.
• What is immigration?
• Who is an immigrant?
• Why do people immigrate?
• When do they immigrate?
• Where do they immigrate to?
• Through this story, you can also talk about the role that women had in immigration in the past. In the Grandfather's Journey, his wife came to the United States after they were married. In the Lotus Seed, the grandmother immigrated from Vietnam in order to escape the war torn country. How does their role differ in the different stories? What are the social. historical, and political implications?
• Family Tree Project: Using the information gathered during family interviews, have students display their research in a family tree.
• Author Study: Have students discuss Allen Say.
IV. Suggested Math/Science Activities
• Study of birds and habitat
• In the story, grandfather used birds to remind him of the countries, which he felt torn between. For example, while he was in America, he longed for his homeland and 'remembered the mountains and rivers of his home.' He "surrounded himself with songbirds, but he could not forget. While he was in Japan he did the same thing.
• Bird Research projects: have students research different kinds of birds and their habitats.
• Plan a field trip to observe animals in the school yard. Once observed, the teacher should make a definite identification of the animal with the help of the children. Observe and discuss characteristics: color, size, type of animal and so on. Have children draw their animal and list characteristics and observations. Gather pages and make a class "Animal Watch Book."
• Bird Tea Party: Put facts about birds on strips of paper. Give each student a fact strip. Have them learn the fact on their strip. When the bell is rung, have students walk around the room. Once the bell is rung again, students freeze! Find the person closest to you and take turns sharing your facts.
• Fold origami boats
• Using maps to measure distance between two locations
V. Suggested Art Activities
• Students illustrate their own "Family History Book"
• Bulletin board
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Author Study: Alien Say

• Background
• The author, Alien Say, was born in Yokohama, Japan, where he began his interest in art. When he was 16 years old he came to San Francisco to continue his work. Alien Say's "illustrations and stories reflect life in Japan, as well as life in America for someone oft\sian heritage. His works help children bridge the gap between two cultures.
• Procedure
• Read and discuss the content and illustrations of several stories by Alien Say.
• Compare and contrast the lives of the characters in the stories to the lives of the students in the classroom.
• A major theme in many of his stories is family, including family relationships, and history.
• Suggested Activities
• Talk about Mr. Say's style of writing and illustrating. Ask students to write about a family experience, or interest. Illustrate the work and put it together as individual picture books.
• Discuss and compare the immigration stories, Grandfather's Journey and El Chino, to the experience of students who have come form other countries.
• Boobs by Alien Say
• A River Dream
• The Lost Lake
• Stranger in the Mirror
• Grandfather's Journey
• El Chino
• Emma's Rug
• The Bicycle Man
• Tree of Cranes
Source: Massachusetts Asian American Educators Assoc. Asian American Studies Curriculum Resource Guide. Massachusetts: MAAEA. 1995.

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The Lotus Seed by Sherry Garland

I. Summary

A young Vietnamese girl remembers the story of her grandmother s immigration to the United States. After a devastating civil war and prior to leaving Vietnam, her grandmother saved a lotus seed from the Emperor s garden. She carried the seed with her everywhere to remind her of her homeland. In the United States, she adapts to a different way of life in a new country without losing touch with her cultural heritage and shares it with her grandchildren.

Key words: emperor, throne, palace, lotus, pod, altar, ao dal clamored, unfurling, dormant

II. Write information on comparison chart and/or the webbing chart.

III. Suggested Language Arts Activities

• Read aloud and have a class discussion.
• What did the little girl take to remember the emperor?
• Why did she take the seed instead of the pearl comb?
• How did she feel when the little brother stole the seed?
• Have students role play the characters in the story.
• Write a short story with a different ending
• Discuss and brainstorm why the grandmother left Vietnam and how she may have felt. Have students write the story from the grandmother s perspective
• Discuss how the grandmother may have felt when she discovered that her lotus seed was missing. Have students write about how they would have felt if they were the grandmother and what they would have done.
• Give each child a sentence from the story to illustrate. Then collect all the pictures to make a class big book.
• Poetry
• Have Seeds, Little Brown Seed, The Garden, My Little Garden, and/or My Garden posted around the room. Have students read the poetry and act it out.
• In the story, the grandmother talks about how the lotus blossom represents life and hope. Have students write poetry about what represents life and hope to them. Write the poem in the shape of the representation/picture .
IV. Suggested Social Studies Activities
• Discuss the historical background of Vietnam.
• Emperors ruled Vietnam for centuries.
• In the late 1800s, France conquered Vietnam and made it into a colony. The emperors lost their power...
• Explain the special customs of the country.
• The clothes they wear for special occasions.
• Reasons behind why they wear the farmer's hat.
• Discuss Immigration
• reasons for immigrating
• how immigration differs from ethnic group to ethnic group, individual to individual
• feelings associated with immigration
• obstacles faced by immigrants (cultural, language barriers)
• Family history: family tree diagram
• Discuss Lotus Blossom Festival--field trip!
• Discuss the significance of the lotus blossom in Jodo Shinshu Buddhism: The lotus blossom is the Buddhist flower. It is believed that the lotus has its roots in the mud, comes UP through the water, breaks through the surface of the water and makes a perfect blossom of beauty and purity to meet the first ray of sunshine. Buddhists strive to be just like the lotus and to be as pure and beautiful in their hearts.
V. Suggested Math/Science Activities
• Using dried lotus seeds for addition and subtraction (manipulatives)
• Sorting and classifying of beans 8r seeds C. Using different seeds to create patterns
• Lotus Blossom Math: write fact families on lotus petals
• Learn about seeds
• How do they grow?
• What do they need in order to grow?
• Make a Seed Book
• Students plant own seeds. Record obsenrations.
• Study the parts of a flower/plant
VII. Suggested Art Activities
• Lotus Blossom Art
• Draw/paint lotus blossom
• Create a class lotus blossom garden mural. Have students make their own lotus blossom out of pink construction paper or paints. Place student s picture in the middle of the blossom. Below each picture, have the student write about what represents life and hope to them.
• Diorama of Lotus blossom growing in the mud
VIII. Health/Nutrition
• PHO--traditional Vietnamese noodles and broth
• Make Cha Gio, or Imperial Rolls
• Materials:
• 1 lb crab meat
• 1 1/2 ground pork
• 1 lb bean sprout
• 1 tarot root
• 1 carrot
• 1 package of glass noodles
• 1 t salt
• 1 t sugar
• 1 t. monosodium glutamate
• 1 package of fresh mint
• 1 c. fish sauce
• 1 package of wonton wrappers
• 1 head of lettuce
• 1 fresh lemon
• oil
• Directions:
• Chop carrots, tarot root in tiny pieces.
• Soak in cold water glass noodles.
• Mix in a large bowl chopped carrots, tarot root , bean sprout, ground pork and crab meat.
• Add glass noodles and a teaspoon of msg to the mixture.
• Add to taste fish sauce, black pepper, sugar, salt.
• Place a spoonful of the filling mix on the wrapper. Roll the patty over and fold in three corners to seal and to shape like a Chinese egg-roll.
• Deep fry rolls in medium heat.
• Serve cha gio wrapped a leaf of lettuce and fresh mint dipped in the fish sauce.
Poetry Seeds

I work in my garden,
Plant seeds in a row:
The rain and sunshine (Flutter fingers, make circle with arms)
Will help them to grow.
Sometimes when the weather
Is too dry and hot,
I sprinkle the earth With my watering pot. (Make fist of four fingers, thumb pointing down)
The roots pushing downward, (Place one hand on the other wrist, fingers on other hand spread apart and pointing down)
The stems pushing up
My blossoms have opened. (Hand out, palms up with fingers curling up in cup-like manner)

The Garden

(Teacher picks "farmer” The other children are grouped together. The "farmer" takes children one at a time and places them in a row. Each child crouches down when placed in the row.)

See the farmer plant the seeds, plant the seeds, plant the seeds.
See the farmer plant the seeds. He(She) plants them in a row.
Now he (she) has to water them, water them, water them.
Now he (she) has to water them so the seeds will start to grow.
Then the seeds will start to grow, start to grow, start to grow.
Then the seeds will start to grow. Grow up big and tall.
See how big and tall they are, tall they are, tall they are.
See how big and tall they are, standing in a row.
The farmer is so very proud, very proud, very proud.
The farmer is so very proud to see his (her) garden grow.

Little Brown Seed

I'm a little brown seed in the ground
Rolled up in a tiny ball: (Sitting on heels, on the floor, drop head over knees)
I'II wait for the rain and sunshine: (In the same position, place arms over head and wiggle fingers downward for rein: then place both hands in large circle over heard for sun)
To make me big and tall. (Stand straight stretching arms over head)

My Little Garden

In my little garden bed (Extend one hand, palm up)
Raked so nicely over (Use three fingers for rake)
First the tiny seeds I plant
Then with soft earth cover, (Use planting and covering motion)
Shining down, the great round sun (Circle with arms)
Smiles upon it often;
Little raindrops, pottering down, (Flutter fingers)
Help the seeds to soften.
Then the little plant awakes --
Down the roots go creeping, (Fingers held close together pointing downward)
Up it lifts its little ear (Fingers held close together pointing upward)
through the brown earth peeping.
High and higher still it grows. (Raise arms, fingers still cupped)
Through the summer hours,
Till some happy day the buds
Open into flowers. (Spread fingers)

My Garden

This is my garden: (Extend one hand forward, palm up)
I'II rake it with care, (Make raking motion on palm with three fingers of other hand)
And then some flower seeds (Plant motion)
I'II plant in there.
The sun will shine (Make circle with hands)
And the rain will fall, (Let fingers flutter down to lap)
And my garden will blossom (Cup hands together; extend upward slowly)
And grow straight and tall.

Source: Cromwell, Liz, Hibner, Dixie & Faitel, John R. finger frolics: flngerplays for young children. Michigan: Partner Press. 1983.

Development

What You Are Going to Teach: There is a sequence of growth in plants and animals. Sequencing.

Materials needed for Teaching: A series of pictures showing the development of a plant from a seed, and a series of pictures showing the development of an animal from an egg (chicken, frog).

What You Do: Do one (plants or animals) at a time. It is probably better to begin with plants. Make a bulletin board of the pictures in the correct sequence. Talk daily about the development. Let the children tell the story of the development. Code the pictures with numbers on the back. Put the pictures in random order on the chalk ledge. Allow different children to put the pictures in sequence.

What to Talk About: Talk about plants developing from seeds. Make comparisons and contrasts between animals and plants as they develop.

Brown, Sam Ed. Bubbles, Rainbows & Worms: Science Experiments for Pre-School Children. Maryland: Gryphon House, Inc., 1981.

Making a 8eed Book

What You Are Going to Teach: Matching seeds to parent plants. Classification and grouping.

Materials heeded for Teaching: Construction paper, manila paper, stapler, magic marker, glue, scissors, old seed catalogs and magazines.

What You Do: Allow each child to construct a seed book. To construct the book use a piece of construction paper as the cover. Lay two pieces of manila paper on top of the construction paper, fold all in half and staple on the folded edge. The child should collect seeds and glue them to a page along with a picture of the plant that she has cut from a seed catalog or magazine. Label each page with the name of the plant and help the child with any other notes or observations she might wish to add.

What to Talk About: Talk about seeds, plants, matching, books, and vocabulary related to growing plants.

Brown, Sam Ed. Bubbles, Rainbows & Worms: Science Experiments for Pre-School Children. Maryland: Gryphon House, Inc., 1981.

Draw A Garden Scene:
 

May 1998
Sunday	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday

Parts of a Plant

• flower
• seed
• root
• stem
• leaf
• root hair
Prince, Janet B. The Science Connection. Lawndale School District, 1985.

Soup Pho

• Serving Size: 10
• Ingredient:
• 10 lb Beef Bones
• 1 inch Fresh Ginger Root
• 5 small Shallots
• 2 Star Anise Seeds
• 1-1/2 gallon Water
• Rice Noodles (Banh Pho)
• 1 tsp Salt
• Nuoc Mom (Fish Sauce)
• Rock Sugar -- (see note 1)
• Fresh Basil Leaves
• Green Onions -- chopped
• Fresh Cilantro -- chopped
• Fresh Bean Sprouts -- (optional)
• Fresh Lemon -- (optional)
• Fresh Jalapeno -- (optional)
• For the Broth:
• Submerge the bones in hot tap water and bring to boil, then discard this first "broth" so that the "pho" final broth would be nice and "clear" and not muddy looking. Now for the real broth, add 1.5 gallons of water and 1 tsp. salt and bring to boil. While waiting for boiling point, add these:
• Lightly charbroil the ginger root and shallots over open flames on your stove. For the ginger, roast until you can easily peel the skin, about 3 min. Peel off the out skin. Add to the broth. For the onions, charbroil until the outer skin layer are burnt, but don't over do it, about 3 min. Lightly roast the aniseeds for about 1-2 min, in a pan. Add all of these to the broth. Add the sugar (optional). When the water boils, lower the heat and simmer for about 6 hrs.
• When you are ready to eat:
• For the rice noodles preparation, boil some water in a pot. Put the amount of rice noodles you want in a strainer (the kind with a handle, and small enough to fit in the pot you're using.) and submerge it in the boiling water for a few seconds and quickly take it out!! The timing is important for a good rice noodle. You don't want to overcook the rice noodle for too long C even 15 sec. can be too long!!) and have soggy noodles! Just dip the noodles in the boiling water and lift it out (about 5 sec., or just done) quickly and put it in your bowl.
• If you have a lot of broth and only wants to make one or two servings, take out enough broth you want and bring it to a boil in another pot. Dip in the amount of sliced beef you want, just enough to cook the meat, depends on how well done you want it. Put the cooked meat into your bowl of rice noodle and add enough broth to submerge them. Then add the green onions & cilantro to garnish. Add fish sauce to taste, if needed. Usually the broth is good w/out any extra salt or fish sauce. Then garnish with fresh basil leaves and/or bean sprouts (a handful)if you like. I love to squeeze a slice of fresh lemon and a bit of red hot pepper (or jalapeno) to taste. This is optional. If you're using hot red pepper, be careful! It can too very hot, depending your your taste buds tolerance!!
• NOTES : Note 1: One toe sized lump of rock sugar (available in Vietnamese market. OR use 1 tsp. table sugar. This is optional.
http://soar.berkeley.edu/recipes/soups/soup-pho01.html

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References

• Chan, Sucheng. Asian Americans: An Interpretive History. Boston: Twayne Publishers, 1991.
• Takaki, Ronald. Strangers From A Different Shore: A History of Asian Americans. New York: Penguin Books, 1989.
• Flournoy, Valerie. The Patchwork Quilt. New York: Scholastic Inc., 1985.
• Garland, Sherry. The Lotus Seed. New York: Harcourt Brace & Company, 1993.
• Maestro, Betsy. Coming to America: The Story of Immigration. New York: Scholastic Inc., 1996.
• Prelutsky, Jack. The Random House Book of Poetry for Children. New York: Random House, 1983.
• Say, Alien. Grandfather's Journey. Boston: Houghton Mifflin Company, 1993.
• Cromwell, Liz, Hibner, Dixie & Faitel, John R. finger frolics: fingerplays for young children. Michigan: Partner Press, 1983.
• Brown, Sam Ed. Bubbles, Rainbows & Worms: Science Experiments for Pre-School Children. Maryland: Gryphon House, Inc., 1981.
• Williams, Robert A., Rockwell, Robert E. & Sherwood, Elizabeth A. Mudpies to Magnets: A Preschool Science Curriculum. Gryphon House, Inc., 1987.
• Blakey, Lillian. Authentic Voices Through Bookmaking. Canada.
• Gonzales, Sylvia. Ethnic Heritage. Office of Kelly F. Blanton, Kern County Superintendent of Schools.
• Ho, Christine, Jakubek, Tom, Olivas, Krista, Br Platis, Sam. What's in a Name? Exploring Personal and Family History. Ho, Jakubek, Olivas, & Platis, 1997.
• Holland, Fran & Gomez, Antonio M. Sounds from Scratch: Music Instrument Building and Performance for All. From Holland 8r Antonio M. Gomez, 1997.
• Prince, Janet B. The Science Connection. Lawndale School District, 1985.
• Dharma Kindergarten Workbook: Ji Shin Kyo Nin Shin. Buddhist Churches of America, Department of Buddhist Education Committee.
• Knowledge of English Yields Success (K.E.Y.S) Project. Asian Pacific Perspectives: Teacher's Resource Guide. Los Angeles Unified School District, 1974.
• Massachusetts Asian American Educators Association. Asian American Studies Curriculum Resource Guide. Massachusetts: MAAEA, 1995.
• Pearl, Barbara. Math in Motion: Origami in the Classroom. Barbara Erica Pearl, 1996.
• http://soar.berkeley.edu/recipes/soups/soup-pho01.html

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