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Native American Studies, Cambodian American Studies, Hmong History and Cultural Studies, and Vietnamese American Experiences Model Curricula for K-12 Schools
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    • Cambodian American Studies Model Curriculum
      • Area of Study 1: Introduction to Cambodian History
      • Area of Study 2: Genocide in Cambodia
      • Area of Study 3: Cambodian Diaspora
      • Area of Study 4: Community Building and Healing
    • Hmong History and Cultural Studies Model Curriculum
      • Area of Study 1: Hmong Ways of Knowing
      • Area of Study 2: Hmong Histories
      • Area of Study 3: Hmong Refugee Experiences
      • Area of Study 4: Community Building, Home-making and Empowerment
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      • Area of Study 1: Framing the Vietnamese American Experiences Model Curriculum
      • Area of Study 2: Social & Political Transformations in 20th Century Vietnam
      • Area of Study 3: Vietnamese Departures and Transit
      • Area of Study 4: Vietnamese Resettlement and Community Building
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Area of Study 4: Community Building and Healing

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Area of Study 4: Community Building and Healing

A art poster of 4 people standing and playing some music instrument

Cambodian American Cultural Production: Music, Dance, and Literature

Where Cambodian Americans are, so too are their cultural works. As products of a diasporic population, much early and ongoing Cambodian American cultural production, art, music, dance, food, fashion, and film, has been influenced by the Cambodian aesthetics of the 1960s and 1970s. After all, these were the fashions that the population connected with. As a people impacted by genocide, many of these aesthetics were kept and re-performed by Cambodian Americans as acts of memory and memorialization. As each generation grew, so too did their styles.

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Community Building and Healing 

In this area of study, we explore how the Cambodian community in diaspora, especially in the United States, has begun its journey towards healing. In the Cambodian Diaspora area of study, students examine the factors leading to the exodus of Cambodians from their home country, as well as the complex challenges faced by various waves of refugees. This area of study acknowledges the trauma inherent in the experiences of refugees, and how such trauma can lead to feelings of disconnection, isolation, and despair.

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Lessons

Aerial view of the tents and latrines set up for the Cambodian evacuees at Camp Pendleton in 1975. (David Kreng Collection)

Cambodian Refugees: Building Community and Maintaining Cultural Connection

Fishing Dance

Reflection from the Past: Building Resiliency

Two relatives of Cambodian Genocide survivors

Generational Trauma and Cambodian Americans

The Cambodian Arts Preservation Group dance troupe performs the Blessing Dance

Dance as Cultural Memory

Photo of Monica Sok

Cambodian American Poetry

A mural in Cambodia Town

Exploring an Ethnic Enclave: Cambodia Town, USA

Performers help each other get dressed for their performances at Cambodian New Year in Long Beach. The woman is being helped with her kbun. An 8’ length of silk is wrapped around her waist toward the front. The length of cloth will be twisted and pulled to her back between her legs. It is held in place with a belt.

Cambodian American Memory Work

A mural in Cambodia Town

Building Community Through Public Art

Ted Ngoy in 1977 in front of his first doughnut shop.

Donuts and Pink Boxes: Form of Resilience

The Cambodian Buddhist Temple in Silver Spring, Maryland. The Cambodian Buddhist Society, where Master Chum teaches many students, is based at the Temple. Photo by Edwin Remsberg, Courtesy of the Maryland State Arts Council

Mainstay of Cambodian American Culture: Healing and Buddhism

Cambodians cellebrating Pchum ben

Celebrating Pchum Ben

Graphic illustration of three students

Agents of Change: Students in Civic Action

Guidance for Our Lessons and Resources
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Note: The guidance herein is not binding on local educational agencies or other entities. Except for the statutes, regulations, and court decisions cited, the content is exemplary, and compliance with it is not mandatory. (See California Education Code sections 33540.2, 33540.4, 33540.6 and 51226.9) 

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