Step 1: Icebreaker for the Day 

• In groups of two or three, students should share their favorite type of donut and where they get donuts from.
  • Optionally, teachers can ask students to consider common donut shop names they see in their community. If the student does not like donuts they can share any other breakfast item they consider a treat.
  • Allow students to share out to the whole class.

Step 2: Class Agenda and Objectives/Goals 

• The teacher should go over the lesson objectives, goals, and standards for today’s lesson.

Step 3: Connecting to Prior Learning

• The teacher should have these three words on the board: Resilience, Donuts, Cambodian Refugees.
• Give students time to consider the three ideas and use their prior knowledge to make connections between the three. Have students generate ideas on how the terms can be connected and share their ideas to their peers, and then the whole class. 
• The teacher should connect the definition of the word resilience to guide students to reflect on the experiences of Cambodian survivors of the killing fields. This can be done as small group discussions, whole class discussions, or reviewing past lessons’ notes if relevant and applicable.  https://www.merriam-webster.com/dictionary/resiliency 
• The teacher should then introduce the pink donut box and share the following: Today we will look into the lives of Cambodian immigrants in America and their journey of navigating and surviving in America, specifically in California. How many of you know the interwoven history of donuts for many Cambodian Americans? 

Step 4: Shared Learning

• Number students off from one to six. Jigsaw read the following articles, where small groups of students read and annotate an article together, then share their findings with one another. 
  • https://www.latimes.com/business/la-fi-pink-doughnut-boxes-20170525-htmlstory.html
  • https://www.foodandwine.com/travel/southern-california-donut-empire-origin-story
  • https://www.cbsnews.com/news/how-doughnut-shops-became-a-sweet-american-dream/
  • https://www.pbs.org/independentlens/blog/from-cambodia-to-southern-california-telling-the-story-of-a-king-of-donut-shops/
  • https://la.eater.com/2022/6/1/23064652/los-angeles-cambodian-doughnut-shops-next-generation  
  • https://story.californiasunday.com/ted-ngoy-california-doughnut-king/ 

1. Present the below questions to students prior to reading their article. During their reading, students should answer the following questions:  

• What did you learn about the Cambodian Refugee experience from your article?
• What are examples of resiliency you have read/observed from the readings?
• What were some of the positive and negative impacts on children growing up in donut shops?  
  • Optional: For more information review this short article: https://www.marketplace.org/2022/03/31/the-big-child-labor-exception/

2. Once each student has read their assigned article and answered the questions, have them form groups of six, so that there is a member from each article. Students will then take turns sharing about their learnings; they can use the reading questions to guide their sharing. 

• Encourage students to add new information to their notes as their peers share.

Step 5: Cultural Production - Thinking Outside the Box

• Task: Students will be encouraged to ‘think outside the (donut) box’ and reflect on their learning by making a physical artifact. Advise students to find a small box (i.e: donut box, mail package cube, tissue box). Teachers can also help supply students with the box by collecting recycled (tissue) boxes from other classroom teachers, or from students' homes. It would be helpful if teachers are able to supply students with crafting materials (i.e: scissors, construction paper, glue, etc), and teachers should invite students to bring their own crafting materials too.
• Students boxes must address the following criteria in the form of text and/or visual representations (drawings, charts, symbols): 
  • How did many Cambodian refugees find success in their new lives in California? 
  • How did donuts and pink boxes bring them hope?
  • What are ways the Cambodians and Cambodian Americans show resilience?
  • Numbers and statistics about Cambodian refugees, donut shops, or any other pertinent information.
  • Standout quotes from any of the assigned readings.
• Alternatively, students can find ways to create this utilizing digital applications. Or, they can create it digitally and print out their work.
• Once students have completed their project, teachers can conduct a gallery walk for students to view their peers' creations.