A Chinese-Latino Food Tour

By Clarissa Kunizaki, Youth Researcher

01 A Chinese-Ecuadorian Family History 02 Family Oral Histories 03 Chinese-Latino Restaurants in NYC 04 A Chinese Latino Food Tour of NYC 01 A Chinese-Ecuadorian Family History 02 Family Oral Histories 03 Chinese-Latino Restaurants in NYC 04 A Chinese Latino Food Tour of NYC Enter

This short exhibit is adapted from Clarissa Kunizaki's LHP exhibit "A Chinese Latino Migration Archive." It introduces concepts of migration and cultural fusion through the lens of Clarissa's family history, then shifts into an exploration of local Chinese-Latino food and restaurants. This content is appropriate and adaptable for any grade levels, but this iteration may be especially well suited for K-5 classrooms.

01 A Chinese-Ecuadorian Family History 02 Family Oral Histories 03 Chinese-Latino Restaurants in NYC 04 A Chinese Latino Food Tour of NYC 01 A Chinese-Ecuadorian Family History 02 Family Oral Histories 03 Chinese-Latino Restaurants in NYC 04 A Chinese Latino Food Tour of NYC Enter the Exhibit

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Note From the Teacher

History of the United States and New York State

Key Idea 1.1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are united by many values, practices, and traditions.

Key Idea 1.2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

Key Ideas and Details

4R1: Locate and refer to relevant details and evidence when explaining what a text says explicitly/ implicitly and make logical inferences.

4R3: In informational texts, explain events, procedures, ideas, or concepts, including what happened and why, based on specific evidence from the text.

Craft and Structure

4R4: Determine the meaning of words, phrases, figurative language, academic, and content-specific words.

4R6: In informational texts, compare and contrast a primary and secondary source on the same event or topic.

Integration of Knowledge and Ideas

4R7: Identify information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, illustrations), and explain how the information contributes to an understanding of the text.

4R9: Recognize genres and make connections to other texts, ideas, cultural perspectives, eras, personal events, and situations.

Research to Build and Present Knowledge

4W6: Conduct research to answer questions, including self-generated questions, and to build knowledge through investigating multiple aspects of a topic.

4W7: Recall relevant information from experiences or gather relevant information from multiple sources; take notes and categorize information, and provide a list of sources.

4SL1: Engage effectively in a range of collaborative discussions with diverse partners, expressing ideas clearly, and building on those of others.