Cultural Energizer

• Have students share someone that they look up to in their life. This can be someone that they know or a public figure. Have them explain why this is someone they look up to.
• Allow for students to share to the whole class. 

Tapping Into Prior Knowledge

• Teachers should begin class by reviewing the history of Cambodians and Cambodian Americans after the Khmer Rouge times. This can be done as a quick overview of notes from previous lessons or having a whole class discussion where students share what they have learned, while the teacher writes down key events/information/vocabulary on the board where all students have access.
• Additionally, teachers can utilize this video source: Ugly History: The Khmer Rouge Murders https://www.youtube.com/watch?v=8_TYFfkc_1U
• Cultural Production
  • Teachers should then guide students to choose from a list of notable Cambodians and Cambodian Americans and their works and contributions to the world. They are to research this particular person to present their findings to the class as a poster. This can be done in small groups of two to three students. Examples of spotlights (there are many more not listed):
    • Arn Chom-Pond
    • Anthony Veasna So
    • Bhante Dharmawara
    • Chath Piersath
    • Daveth Cheth 
    • François Chau
    • Haing S. Ngor
    • Jolie Chea
    • Kalyanee Mam
    • Khatharya Um
    • Loung Ung
    • Prach Ly 
    • Sam-Ang Sam
    • Sokunthary Svay
    • SreyRam Kuy
    • Ted Ngoy- The Donut King
    • Other - student can research another Cambodian American public figure and seek teacher approval for this assignment
  • Students can use this handout to organize their research. https://ucdavis.app.box.com/s/slu5kbavqn66q1to4l9hv3jhncs9atzo
• Students should research the chosen individual and create a poster. The poster should include:
  • Name 
  • What are they known for?
  • An example of their Work/Contribution/Creation
  • Goals, mission, or purpose they have
  • Background information including where they came from, where they immigrated/migrated to/from (what route as refugees they may have taken), and (3–4) major events in their lives that formed their art/work. 
  • Optional: List of people, places, events that may have affected their work/art.
• This can be done as a shared slides presentation as well, where all students can view them for the gallery walk in the following activity.

Circular Exchange and Gallery Walk

• After posting the posters around the classroom (or compiling all posters into a slides presentation that all students can access), Teacher should guide students to walk around the classroom, to view the gallery of notable Cambodians and Cambodian Americans. Students should be guided to take notes of each spotlight.
• A graphic organizer can be used to support students taking notes. This can include: the spotlight name, work/contribution/creation, message to the world, goals and mission, purpose of life, background story, and their reflections of what stood out to them. 

Reflection

• After the Gallery Walk, students should write a reflective paragraph or two, explaining what similarities they saw in the presentations of notable Cambodians. After doing so, students should pair-share their findings with one another, comparing notes and comparing their reflections. As a class, Teacher can facilitate a review of the notable Cambodians and their works/art. 
  • Which spotlighted person stood out to you and why?
  • How does an individual’s history affect their work?
  • How does an individual’s history shape who they are today?
  • How does your history and past experiences shape who you are today?