Students will analyze different Vietnamese youth organizations centered around cultural preservation and create a fictional Vietnamese American event to illustrate their takeaways.
Students will be able to define and reflect on what identity means to them by drawing from various Vietnamese refugee experiences and creating their own poem. (The lesson objective can be broadened to students from other cultures as well).
Students will listen to music as sociopolitical testimonies to analyze genocide—not only as physical violence, but also structural and cultural violence on a whole community.
Students will interact and critically analyze texts on Cambodian food as it pertains to memory and identity.
Students will study the ongoing history of landmines and their use in Cambodia in order to measure the impact on the country and its citizens.
Students will gain an understanding of the impact of the Cambodian Genocide on its survivors and will examine possible approaches toward justice and peace.
Students will learn about the history and impact of the Cambodian genocide in general, and the experiences of musician, activist, and survivor Daran Kravanh in particular. In doing so, they will consider how musical activities (including both listening and performing) can bring us closer to the people and world around us.
Students should be familiar with background information about the Kingdom of Cambodia (1953–1970) that is between the Colonial Period (French Protectorate of Cambodia 1863–1953) and Pre-Civil War (Khmer Republic 1970–1975) and Khmer Rouge Communist Regime Years (Democratic Kampuchea 1975–1979). Through these lessons, the teacher will introduce students to the country that Cambodian people lived in prior to the genocide. Teachers will familiarize students to the world that once was prior to the wars and authoritarian governments.
