Agents of Change: Students in Civic Action

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Agents of Change: Students in Civic Action

Drawing of three students

Author: Tori Phù
Grades: 11-12

Suggested Amount of Time: Month-Long Project
Area of Study: Community Building and Healing 

Compelling Question

  • How did Cambodians build communities to thrive and heal in the United States?

Lesson Question
  • What is civic engagement, and why is it important?
  • What are some pressing issues within Cambodian communities that require attention and action? How can students raise awareness about these issues within their schools and communities?
Lesson Objective

Students will develop an understanding of civic engagement within Cambodian communities by identifying a specific issue, planning a project to address it, and presenting their proposals to the class.

Lesson Background

Cambodian communities in the diaspora face a range of social, economic, and cultural challenges. Issues such as intergenerational trauma from war, cultural preservation and identity, mental health stigma, educational disparities, and lack of access to healthcare are just a few examples of areas where civic engagement can make a meaningful impact. The Cambodian American experience, shaped by historical events such as the Cambodian/Khmer Rouge genocide and subsequent migration waves, has led to unique challenges and opportunities for civic participation. Understanding these issues can inspire students to learn more about their culture while taking action and making a difference in their communities.

Image Citation: CAN Newsletter - Celebrating AAPI Heritage and Mental Health Awareness Months! - AfterSchool Network. (2023, November 9). AfterSchool Network. https://www.afterschoolnetwork.org/can-newsletter/can-newsletter-celebrating-aapi-heritage-and-mental-health-awareness-months

Ethnic Studies Theme

This lesson connects to the ethnic studies theme of community and solidarity from the Asian American Studies Curriculum Framework (Asian American Research Initiative, 2022). Students analyze community resistance and alliances between communities, as well as the complexities within these experiences.

Students will explore how Cambodian American communities partner with other groups in solidarity to overcome racism and societal issues through civic engagement.

For additional guidance around ethnic studies implementation, refer to the Ethnic Studies Model Curriculum (2022) https://www.cde.ca.gov/ci/cr/cf/esmc.asp.

Supplies
  • Access to laptop device
  • Poster Board
  • Markers 
Readings
  • “Chilling Photographs of the Cambodian War”
  •  “Mental Health Issues Rife Among Cambodian Immigrants in U.S” 
  • “Stories from The Cambodian Family: Southeast Asian American Mental Health in CA”
  • “For Many Cambodian-Americans, Poor Mental Health Means Chronic Disease”
  •  “A Health Profile and Overview of Healthcare Experiences of Cambodian American Refugees and Immigrants Residing in Southern California”
  • “Between Home and Homeland: Redefining Cambodian American Identity Through Transnational Youth Activism” 
  • “#advanceAAPIpower: Asian American Pacific Islander (AAPI) Political Leadership” 
  • “Asian American Voter Survey” 
  • “The Design Thinking Process”
Videos
  • “What is Civic Engagement?” 
Handouts
  1. Cultural Energizer (5 minutes)
    1. Prompt students to think about the question: “What are three things you wish for yourself/your community/the world.
      1. Have students share with a partner and the class.
  2. Anticipation Guide (10–15 minutes)
    1. Pose the following task to students (This can also be done as an interactive PearDeck on slides)
      1. What are you most proud of in your school/community/city/society?
      2. Jot down one or two issues you wish you could change that impact students at your school.
      3. Jot down one or two common issues you wish you could change that impact the community you live in.
      4. Jot down one or two common issues you wish you could change that impact your cultural community groups.
    2. Have students share their list with a peer and encourage them to find any similarities in responses.
    3. Teacher to solicit student responses and write down common issues on the board.
    4. Teacher to introduce the idea of civic engagement to students by sharing the video “What is Civic Engagement.” (link: https://www.youtube.com/watch?v=x6bNwmrBPXI) 
      1. Have students write one line that best wraps up their understanding of civic engagement. 
        1. Teacher to solicit student responses of the definition of civic engagement and display a co-constructed definition on the board. 
      2. Teacher to solicit student responses of the definition of civic engagement and display a co-constructed definition on the board. 
    5. Introduce students to lesson objective, lesson questions and lesson background. 
  3. Building Background (20–25 minutes) 
    1. Teachers should provide content/trigger warning to class: “Today we will be discussing and viewing photos from the Cambodian genocide that may contain graphic and violent content. These images help us understand the impact and the war. If you feel uncomfortable or distressed, please feel free to step out of the room. As we engage in analyzing the photos to better understand the events that unfolded, please remain respectful of the victims.”
    2. Teacher to start with explaining that before we look at today’s society and the problems that are prominent in current times, we must understand the background and history from which the Cambodian communities derive from. We will do that by analyzing a series of photos from the website, “Chilling Photographs of the Cambodian War” at https://historycollection.com/chilling-photographs-of-the-cambodian-war/ 
      1. As students view the photos, have them complete the thinking routine (independently or with peers): “See-Think-Me-We” (recommended four responses per section)
        1. See - Look closely at the images. What do you notice? Make lots of observations. 
        2. Think - What thoughts do you have about what is going on in the photos? What do you think happened during and after the war from looking at these photos?
        3. Me - What connections can you make between you and the images? 
        4. We - How might the impacts from the Cambodian Genocide seen in the photos be connected to bigger stories - about the world? What issues and topics might stem from the Cambodian Genocide (photos) and impact the larger Cambodian American community? 
    3. After students have had sufficient time interacting with the images, have them share their responses to the “We” section. 
      1. As students share, teachers can make a word bank list on the board of common impacts and issues that students mention. Teachers can also share one or two from the list below to prompt students to think in alignment with the lesson objective.
        1. Possible responses: (intergenerational) trauma, mental health, poverty, environmental impact/destruction, politics, economic stability, health issues, educational access
  4. Shared Learning: Modified Jigsaw Activity (25-30 minutes)
    1. In the next part of the lesson, students will each be responsible for conducting research on a pertinent issue or topic impacting Cambodian American communities in present day society. These issues/topics have influences from the Cambodian Genocide and carry over into the subsequent generations. 
    2. Students will engage in a modified jigsaw activity in which they are assigned a topic/issue and source(s) to analyze. They will be responsible for exploring that issue and sharing a brief overview with their peers. This will serve as a window and introduction for students of the potential issues they can conduct their civic engagement project on. 
    3. It is best to place students into groups. Each group will examine the same issue/topic and accompanying source(s). (If students are interested in researching a topic/issue not listed below, teachers can use best discretion to approve the topic).
      1. Topic/Issue: Mental Health/(Intergenerational) Trauma
        1. Source: “Mental Health Issues Rife Among Cambodian Immigrants in U.S” https://www.voanews.com/a/cambodia-immigrants-us-grapple-mental-health-issues/3304404.html 
        2. Source: “Stories from The Cambodian Family: Southeast Asian American Mental Health in CA” https://www.searac.org/our-voices/community-stories/stories-from-the-cambodian-family-southeast-asian-american-mental-health-in-ca/ 
      2. Topic/Issue: Health Conditions/Healthcare
        1. Source: “For Many Cambodian-Americans, Poor Mental Health Means Chronic Disease” https://www.voacambodia.com/a/for-many-cambodian-americans-poor-mental-health-means-chronic-disease/3028062.html 
        2. Source: “A Health Profile and Overview of Healthcare Experiences of Cambodian American Refugees and Immigrants Residing in Southern California”  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6275140/ 
      3. Topic/Issue: Discrimination
        1. Source: “Cambodian Americans Seeking Safety Unprepared for Anti-Asian Sentiment” https://www.voanews.com/a/usa_race-america_cambodian-americans-seeking-safety-unprepared-anti-asian-sentiment/6204723.html 
      4. Topic/Issue: Income, Education, Workforce
        1. Source: “For younger Cambodian Americans, a narrowing education gap” https://archive.kpcc.org/blogs/multiamerican/2015/03/18/17990/for-younger-cambodian-americans-a-narrowing-educat/ 
        2. Source: “Cambodians in the United States” https://www.apiahf.org/wp-content/uploads/2011/02/APIAHF_Healthbrief08b_2006-1.pdf 
      5. Topic/Issue: Representation in Government/Voting Patterns
        1. Source: “#advanceAAPIpower: Asian American Pacific Islander (AAPI) Political Leadership” https://wholeads.us/research/aapi-political-leadership/ 
        2. Source: “Asian American Voter Survey” https://apiavote.org/policy-and-research/asian-american-voter-survey/ 
      6. Topic/Issue: Community Organizing
        1. “Between Home and Homeland: Redefining Cambodian American Identity Through Transnational Youth Activism” https://bimi.berkeley.edu/sites/default/files/bimi_policy_brief_epps_redefining_cambodian_american_identity_through_transnational_youth_activism.pdf  
      7. Encourage students that they are welcome to complete research on the issue/topic beyond the sources provided. There are additional websites that include information and multiple topics and issues in the supplementary sources that should be made available to students.
      8. As students are researching, have them work together to prepare a poster to include the following: Topic/Issue (as a headline), three to five key details, two to three statistics, and image/symbol of topic/issue.
  5. Gallery Walk (15–20 minutes)
    1. Once students are done with reading their sources and creating posters as a group, there will be a gallery walk for students to learn about the other prevalent issues impacting the Cambodian American community.
    2. Supply students with a notetaker that allows them to take note of the topic/issue and their key learnings.
    3. Students can move as a group between posters, and allow 3-4 minutes at each poster. Once time is up, each group will move to the next respective poster.
    4. Once students have a chance to preview all topics/issues, have them return to their groups and discuss the following:
      1. What connections can be made between the issue you researched and the influences of the Cambodian Genocide?
      2. Which topic/issue was most interesting to you, or which topic/issue are you most passionate about? 
  6. Civic Engagement Project Introduction (15–20 minutes) 
    1. Teachers will introduce the civic engagement project assignment. 
      1. Task: Choose one major issue or topic that impacts the Cambodian American community. Over the next month, conduct thorough research, and then execute a civic engagement initiative that enables you to collaborate with the community to enhance conditions and address the problem. (Teacher can modify the length of time dedicated to this project).
    2. Allow students to consider their options and narrow down on a specific focus. If it helps, encourage them to sit with students who are choosing a similar issue/topic. 
      1. Teachers can decide whether this is an independent project, or if students can work with others. 
      2. Students can also pose additional project ideas that are not on the list above, with teacher approval.
    3. Have students consider the following guiding questions on the “Civic Engagement Project Proposal” form (see handouts section) to support project design.
      1. Students should submit a “Civic Engagement Project Proposal” Form (see handouts) to the teacher for approval, prior to starting on the project.
  7. A “Design Thinking Process” to Get Students Started (1 week)
    1. In order to help students hone in on a particular topic/issue, and the appropriate project, students should start with gathering information and inspiration to guide the process.
      1. For ways to encourage students to gather inspiration, educators can use the following resource titled, “The Design Thinking Process” https://www.ideou.com/blogs/inspiration/design-thinking-process 
        1. Have students conduct empathy interviews or surveys with community members who are directly involved with the students topic/issue of interest. 
      2. After students have gathered information and inspiration to help frame their projects, they can brainstorm their advocacy project idea.
  8. Civic Engagement Project Execution (two to four weeks)
    1. Menu Board of Options for Project Assignment (encourage students to choose a medium that best reflects the desired goals of their civic engagement):
      1. Raise Awareness
        1. Create a PSA for an organization or media outlet
        2. Create a Social Media Campaign
        3. Create and Distribute a Leaflet for an organization or media outlet
        4. Start a New Club on Campus
        5. Write and Circulate a Press Release 
      2. Demonstrate Support 
        1. Contact an Elected Official 
        2. Create a Petition
        3. Initiate a Policy Proposal to Local Policymaker to Address the Issue 
        4. Organize a Town Hall Meeting that Includes a Variety Of Stakeholders
        5. Reach out to a local Cambodian community organization and attend their events or committees 
          1. Possible list of Cambodian organizations: 
            1. Cambodia Town: https://cambodiatown.org/ 
            2. Cambodian Family: https://cambodianfamily.org/about-us/ 
            3. Center for Empowering Refugees and Immigrants https://www.cerieastbay.org/
            4. SEARAC: https://www.searac.org/ 
            5. AYPAL: https://www.aypal.org/
      3. Donate to a Cause
        1. Apply for a Grant
        2. Solicit Funds for a Cause
  9. Civic Engagement Project Presentation (30–60 minutes)
    1. Presentations can look differently for each set of students depending on the context of their work. Teachers are encouraged to use best discretion in determining a presentation style that works best for the students and their projects.
    2. Below are two suggested presentation formats:
      1. Open Showcase: Teacher to reserve an open, public space on campus (i.e: library, quad, cafeteria) and set up tables for each project.
        1. Invite community members, parents, educators, staff, and students to the showcase event. 
        2. Each student/student group will have a poster board displaying their civic engagement project and outcomes (including pictures, text, research, outcomes, process).
        3. Students will prepare speaking parts to share about their project.
        4. During the allotted showcase time, attendees will walk around and hear from student presenters and engage in questions.
      2. Closed Showcase: Students will prepare a three to five minute digital presentation (i.e: Google Slides, PowerPoint, Canva) outlining their civic engagement project
        1. Once student(s) are done presenting, allow listeners to ask questions and provide feedback.
  10. Reflective Dialogue (15–20 minutes)
    1. Have students complete a reflection of their civic engagement project, experiences, and successes. 
      1. In small groups of four, or in a whole class discussion, pose one or more of the following questions to students:
        1. What were some successes and wins? What worked best to reach these successful markers?
        2. What were some surprising insights?
        3. What were some challenges along the way?
        4. How can you or peers continue to push the work to create a better future for our communities?
        5. What were some parts you enjoyed about this experience?

Students will select a topic or issue concerning the Cambodian community and explore various assessment options from a menu board to propose ideas for advocacy and fostering change. Students will present their advocacy idea and initiate the first steps toward implementation.

Representation: Consider the following method to support with multiple means of representation:

  • Use advanced organizers (e.g., KWL methods, concept maps)
  • Give explicit prompts for each step in a sequential process

Action and Expression: Consider the following method to support in presenting their learning in multiple ways:

  • Provide models or examples of the process and product of goal-setting
  • Provide guides and checklists for scaffolding goal-setting

Engagement: Consider the following method to support with lesson engagement:

  • Differentiate the degree of difficulty or complexity within which core activities can be completed
  •  Construct communities of learners engaged in common interests or activities

 

For additional ideas to support your students, check out the UDL Guidelines at CAST (2018) http://udlguidelines.cast.org.

Emerging: Consider the following method to support with emerging students:

  • Speaking: Provide sentence frames for pair interactions
    • In response to a prompt, the teacher offers a sentence frame orally and/or in writing to support expression of student thinking. Frames are adjusted based upon specific grammatical structure, key vocabulary, content learning, and language proficiency level descriptors, etc. Frames are a temporary scaffold that require modification.

Expanding: Consider the following method to support with expanding students:

  • Speaking: Scaffold oral reports with note cards and provide time for prior practice

 

Bridging: Consider the following method to support with bridging students:

  • Speaking: Include oral presentations in the content classroom

 

For additional guidance around scaffolding for multilingual learners, please consult the following resources:

  1. State Seal - Students can use this project to satisfy goal area 3 of the State Seal of Civic Engagement which includes: “Participate in one or more informed civic engagement project(s) that address real-world problems and require students to identify and inquire into civic needs or problems, consider varied responses, take action, and reflect on efforts;” Each LEA needs to adopt their own local criteria for earning the State Seal of Civic Engagement but this project should fit into most district plans. You can learn more about the State Seal of Civic Engagement on the California Department of Education website: https://www.cde.ca.gov/pd/ca/hs/hssstateseal.asp 

 

  1. Internship Opportunities - Students can also pursue internships working with nonprofit organizations as well as local government agencies working in the area of their project. Encourage students to get involved by becoming an active member of the respective community groups.

#advanceAAPIpower: Asian American Pacific Islander (AAPI) Political Leadership. (2021, May). Reflective Democracy Campaign. https://wholeads.us/research/aapi-political-leadership/

Asian American Health Initiative. 2007. Vietnamese community needs assessment summary report. https://www.aahiinfo.org/english/pdf/needsAssessment/AAHI_FocusG_M_Vietnamese.pdf

Asian American Voter Survey. 2022. APIAVote. https://apiavote.org/policy-and-research/asian-american-voter-survey/ 

Britt, K. 2020c, May 11. English learner toolkit of strategies. California County Superintendents. https://cacountysupts.org/english-learner-toolkit-of-strategies/

California Department of Education. 2022. Ethnic studies model curriculum. https://www.cde.ca.gov/ci/cr/cf/esmc.asp 

California Department of Education & English Learner Support Division. 2012. California English Language Development standards (Electronic Edition) kindergarten through grade 12 (F. Ong & J. McLean, Eds.). California Department of Education. https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf

California Educators Together. (n.d.). ELA / ELD framework. https://www.caeducatorstogether.org/resources/6537/ela-eld-framework

Model Curriculum

Cambodian American Studies

Standard(s)

HSS 11.11 RL.11-12.1 W.11-12.7

Grade(s)

Grade 11 Grade 12