Note: This lesson contains sensitive content that may be sensitive for some students. Teachers should exercise discretion in evaluating whether the resources are suitable for their class and provide a sensitive content warning to their students at the beginning of each day of the lesson. Teachers may wish to consult An Introduction to Content Warnings and Triggers from the University of Michigan College of Literature, Science, and the Arts. https://sites.lsa.umich.edu/inclusive-teaching-sandbox/wp-content/uploads/sites/853/2021/02/An-Introduction-to-Content-Warnings-and-Trigger-Warnings-Draft.pdf 

Accompanying slides for this lesson may be found here:  https://ucdavis.box.com/s/8h55phzvo4hd7807ebnpcinveuwzgtcb 

1. Warm Up

• Prompt students to think about: What are human rights?
  • Have them discuss with a partner, then have a whole class share out. 
• Play the UDHR @ 70: Perspective YouTube video from UN Human Rights https://www.youtube.com/watch?v=JaHwy5tdLOY.
  • Have the students chat with a neighbor or table group members to define human rights and identify their top three most valued human rights.
  • Debrief and discuss as a class. If students do not mention the right to property or homes, draw their attention to it.
• Introduce the lesson objective and provide context of the Cambodian genocide as review if needed. 
  • Teachers can utilize the lesson background to supplement the review.

2. Interaction with first source with multiple interactions: 

• Have students read the title of the website article: “Cambodia’s Elites Swallow Up Phnom Penh’s Lakes, Leaving the Poor Marooned” (https://pulitzercenter.org/stories/cambodias-elites-swallow-phnom-penhs-lakes-leaving-poor-marooned)
  • Based on the title, have students predict what the main idea of this article will be. Have them share with a partner and then to the whole class.
• Students will mostly be viewing the photos of Boeung Kak Lake from the article (optionally, teachers can read some sections together as a class). 
  • Have the students examine the image. Next, have them complete a See-Think-Wonder on a piece of paper (see source: https://pz.harvard.edu/sites/default/files/See%20Think%20Wonder_3.pdf). 
  • Have the students discuss their responses with a neighbor or table group members and then debrief as a class. 
• After this part, students should start to build a sense of the significance of this lake to the Cambodian community. 
  • Optional: Display another image of Boeung Kak Lake https://commons.wikimedia.org/wiki/File:Boeng_Kak_sunset.jpg#

3. Interaction with the second source with multiple interactions:

• Share a brief background of the Boeung Kak Lake. Note the importance of lakes and water to the people of Cambodia. Also, mention that the lake is the largest. 
• Next, play the Cambodia #39 - News : Boeung Kak Lake - 05.09.2008 YouTube video from Cambodia Cambodge (https://youtu.be/wXU_jqJaaGk?feature=shared). 
• Play it once to view it and on the second view, work as a class to jot down main ideas and issues mentioned. The teacher can write down ideas on the board as students write on their own note-takers.
• Have students connect human rights to the issues highlighted in the clip.

4. Interaction with the third source with multiple interactions:

• Students will select a reading to complete independently. They can choose from one of the two:
  • 1- “Cambodia’s Elites Swallow Up Phnom Penh’s Lakes, Leaving the Poor Marooned” https://pulitzercenter.org/stories/cambodias-elites-swallow-phnom-penhs-lakes-leaving-poor-marooned
  • 2- Ladies of the Lake - The Boeung Kak Struggle Video https://www.youtube.com/watch?v=G1kGiVjwqH8
• With this third source, they will continue to take notes on the main ideas and issues highlighted. Encourage them to be specific about the impact of the issue and actions taken after. 
• Have students share with a partner what they read and took notes on. 
• Then have a class discussion and guide students to make connections to displacement during the Khmer Rouge and their perseverance and resistance to that with the Boeung Kak Lake situation. Also, have students connect human rights to the issues from their source.

5. Cultural Production

• Let the students know it is time to make connections. Have them answer the question: How are the Cambodian people fighting to make cities and human settlements inclusive, safe, resilient, and sustainable? Identify the issues of conflict and actions taken with a partner or table group members. 
• Then, have them write their responses on their notes paper in complete sentences. Debrief as a class, clarifying and misunderstandings. 
• Also, use this time to process feelings and emotions, especially if you have students/families who have experienced displacement. This also serves as a brainstorm/prewrite for their lesson assessment.
• Students can choose from one of the following assessments to answer the lesson question: How do Cambodian communities continue to utilize their strength and perseverance in fighting displacement in their home country? 
  • Option 1: CER Response. Students will create a well-developed CER (Claim, Evidence, Reasoning) response to the question. Instruct students to use their responses and class discussions to complete a well-developed response in complete sentences.
  • Option 2: Newscast/ Podcast. Have students brainstorm and complete a newscast/podcast storyboard and then go to a video and/or sound recording app to record their responses.
  • Option 3: Song. Play Never Again by Prophets of da City, https://www.youtube.com/watch?v=vhN_GzCbH0I, as an example. Have students write out lyrics to a song, including rap, to answer the prompt. You may wish to provide the site RhymeZone https://www.rhymezone.com/r/rhyme.cgi?Word=word&typeofrhyme=perfect to the students to assist in their song creation.
• The final project must include at least two pieces of evidence and a connection to human rights in their response. 
• The following rubric can be used: 
  • Student product contains a central thesis addressing the question How do Cambodian communities continue to utilize their strength and perseverance in fighting displacement in their home country? 
  • Student includes a minimum of three details in their product.
  • Student product connects displacement to human rights.
  • Student product includes creativity, and connection to social justice, and present information in a clear manner.
• Allow for opportunities to have students share their final projects with a peer.