For over a century, the contributions of Chinese laborers to the Transcontinental Railroad have been largely overlooked in American history curriculums. From January 2010 to January 2024, only a single exam question on the New York State U.S. History Regents and AP U.S. History exams mentioned the Transcontinental Railroad. This glaring omission highlights a pervasive gap in the historical narratives taught in schools. My project seeks to address this gap by developing comprehensive lesson plans that illuminate the hidden stories of Chinese Americans.

A Note from the Author

For over a century, the contributions of Chinese laborers to the Transcontinental Railroad have been largely overlooked in American history curriculums. From January 2010 to January 2024, only a single exam question on the New York State U.S. History Regents and AP U.S. History exams mentioned the Transcontinental Railroad — and that question focused exclusively on Irish Americans. This omission underscores a systemic gap in the narratives prioritized in our classrooms.

My project addresses this gap through comprehensive, research-based lesson plans designed to highlight the experiences of Chinese laborers. These lessons include engaging slides, primary source analysis, and interactive activities. They explore working conditions, racial discrimination, and the resilience of the Chinese American community during one of the most defining infrastructure efforts in U.S. history.

By integrating these stories into classroom instruction, I hope to support a more inclusive and accurate understanding of American history. This project honors those who were forgotten, uplifts their contributions, and empowers students to think critically about whose voices are centered in the past we teach.

Why This Matters to Me

As a Chinese American student, I’ve seen firsthand how Asian American stories are often excluded from world history and U.S. history courses. That omission sends a message — one that diminishes the role of our communities in shaping this nation.

My motivation to join the Youth Advisory Board stems from this recognition. I believe that Asian American, Native Hawaiian, and Pacific Islander histories are vital to our collective understanding, and they deserve to be present in the core curriculum. By joining this board, I aim to bring my background, research experience, and passion to the table — and to work with others toward a more inclusive education system.