HMong American Public Figures in America

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HMong American Public Figures in America

On April 18, 2014, Attorney Paul Lo was sworn in as a Superior Court Judge in Merced County. He was the very first Hmong American to serve as a judge in the whole country.

Author: Sheng Vang
Grades: 3-4, 9-10

Suggested Amount of Time: 90-135 Minutes
Area of Study: Community Building, Home-making and Empowerment

Compelling Question
  • How do Hmong people build and sustain community and belonging?
Lesson Questions
  • What impact are these individuals having on the Hmong community and the broader community? 
  • What hardships or struggles did your individual overcome? How did they turn those hardships and struggles into something positive?
Lesson Objective

There are many success stories of Hmong individuals creating and making an impact in their communities. Students will research a Hmong individual and share what impacts that individual has on the Hmong community and the broader US community by producing a written or visual product of their selected individual. 

Lesson Background

This lesson is ideal to follow a lesson on the history of Hmong people, refugees, and/or a unit on ‘Where are they now?.’ 

  • In this lesson, students will research Hmong individuals who are creating and making an impact in their communities. They will use the articles from Txhawb Magazine to start their research and then spend time online doing their research using the provided organizer to guide them. Finally, they will present to the class about their Hmong individual.
  • Txhawb Magazine (https://www.hmongstorylegacy.com/txhawb) is a Hmong California Directory that was started in 2008 by Lar Yang to provide a platform to promote Hmong storytelling, catalog businesses, present and engage culture, and archive Hmong American history in California. Txhawb produced and printed a free directory every year for twelve years to serve as a resource to connect the Hmong communities of California especially in the Central Valley.
  • Specific to the Hmong community, this lesson provides a different narrative about Hmong people that does not focus on their position as victims of war. Learning about the success stories of marginalized communities allow our students to explore the different ways individuals from marginalized communities have created their own place in the world.

Note: The use of “HMong'' in this lesson is intentional to be inclusive of the diverse identities and perspectives of the Hmong community.

Image Citation: Hernandez, J. (2015). The honorable Judge Paul Lo [Photograph]. Txhawb Hmong California Directory, 8, 31. https://irp.cdn-website.com/b2871686/files/uploaded/Txhawb_2015.pdf

Ethnic Studies Theme

This lesson connects to the ethnic studies theme of reclamation and joy from the Asian American Studies Curriculum Framework (Asian American Research Initiative, 2022). Students explore the ways that communities reclaim histories through art, cultural expression, and counternarratives. Students engage in success stories of marginalized communities that allow them to explore the different ways these individuals have created their own place in the world.

For additional guidance around ethnic studies implementation, refer to the Ethnic Studies Model Curriculum (2021)  https://www.cde.ca.gov/ci/cr/cf/esmc.asp.

Supplies
  • Access to laptop device
  • Writing tool and/or highlighter
  • List of HMong American Public Figures in America (in procedures)
  • Research Note Organizer 
  • Final project materials (will vary depending on a visual or written product)
Readings
  • “The Honorable Judge Paul Lo” article in Txhawb Magazine (30–32)
  • Hmong individuals highlighted in Txhawb Magazine 
Handout

Day 1: (45 minutes)

Welcome Ritual:

  • Cultural energizer: This can be done at student desks or in a circle setting.
    • Teacher Says: I want you to close your eyes. Think of someone in your life that you look up to. It could be a family member, a friend, someone famous like an athlete or an entertainer (singer). You do not have to say anything, but who are they? Why do you look up to them? Is it because they are nice to you, they understand you, or do they make you want to do better, be better? Now I want you to think, if this individual had any struggles in their lives. Did they ever feel left out, did they ever feel like they were not good enough, did they ever feel like they were not lovable? What actions did they take to overcome their struggles? Did they seek help? Did they focus on their strengths? Did they do things to prove others wrong to rise above? Or did they allow those struggles to stop them from pursuing their dreams, what they wanted to do? What if they did not rise beyond their struggles, where would they be now? But since you are thinking about this individual, they must have risen up above their struggles, what are they doing now? How are they impacting your life and others? Now open your eyes. Find a partner to share your individual with and why you look up to them. Also, share their struggles, if you know of any, and how they overcame them if they did or not, what impacts do they have on you and/or society? 
  • Give students about five to eight minutes to share, monitor the discussion for when to move on.
  • Teacher Says: Does anyone want to share about their individual and why you look up to them, their struggles and how they overcame them, and what impacts they have on you and/or society?
  • Give time for students to gather their thoughts and share.
  • Rephrase and reiterate characteristics of someone who overcomes their struggle: resilient, strong-willed, perseverance, they can prioritize

Explore:

  • Teacher Says: There are so many people with these kinds of stories. Everyone has their own struggles, but it is what we do with them that tells others about who we are. The Hmong people, who we have been studying, have people who have persevered through their struggles and have and are currently making an impact in their communities.
  • Place the quote up on the screen or write it on the board.
    • Quote from Beatrize Vang-Hazelton, who is a Hmong Entrepreneur, “Success rarely comes without falling. Despite what others say or how they may judge you, persist, work hard, and follow your dreams. And when you fall, get up. Adventure, explore, and work within your community and also adventure outside - growth and success are everywhere.”
  • Teacher Says: What do you think this means?
    • Give students time to think and respond verbally or in writing.
  • Teacher Says: You will be given a list of Hmong individuals who have made an impact in their communities and do research on them using the Research Note Organizer provided. Then, you will create a visual or written product of your findings (or other virtual presentation format) and share with the class your Hmong individual.
  • Share list of names ONLY and have students choose (to help with skill levels, you can have students partner up to do one individual, but produce their own Google Slide or virtual presentation). Be sure to record each students’ pick. Students can pose a different name with teacher approval.
    • Lounsee Moua 
    • Palee Moua
    • Fenglaly C. Lee 
    • Mai Yang Vang 
    • Gia Vang 
    • Geri Yang-Johnson 
    • Beatrice Vang Hazelton
    • Kimiko Moua Vang 
    • Kaying Hang 
    • Lee Lor 
    • Panhia Moua 
    • Misty Mao Her 
    • Dr. Bee Yang 
    • Khu Yang 
    • Nhia Yeu Cha 
    • Jamie Xiong-Vang 
    • Thong Chai & Winton Xiong 
    • John Thao
    • Cheng Vang
    • Soua Cha 
    • Dr. Daniel Moua
    • Dr. Judith J. Vue
    • Dr. Geryoung Yang 
    • Koua Lee 
    • Boonma Yang
    • Mai Der Vang
    • Sandy Cha 
    • Abel Vang 

Explain/Elaborate:

  • Teachers will guide students on how to use the Research Note Organizer to do their research.
  • Teacher Says: Before you start your research on your Hmong Individual, we will do one together on Paul Lo, who was the first Hmong appointed judge in America.
  • Teacher hands out a copy of the Research Note Organizer and a copy of Paul Lo’s article in Txhawb Magazine (30–32) https://ucdavis.box.com/s/a11xghch4h6yq4ay0gltqfx5miouct14.  
  • Teacher goes over the Research Note Organizer before the read.

Research Note Organizer

  1. Full Name of Individual:
  2. What struggles did they have?
  3. What have they done in their community?
  4. List three to five interesting facts:
  5. One question you would ask your Hmong Individual:
  • Teachers and students will fill out the Research Note Organizer together (make sure students have a writing tool and/or highlighter available).
  • Teachers can assign whichever read aloud style they want to use, just make sure everyone is doing it all at the same time, with the teacher periodically stopping to reiterate the Research Note Organizer questions.
    • Questions four and five might be different for each student

Research Note Organizer with Answer Key

  1. Full Name of Individual: Paul Lo
  2. What struggles did they have? Struggled with school because he did not know the language or culture when they first came to the US; did not have any role models in the legal system; he questioned himself, since he was the first Hmong American attorney, if he was good enough 
  3. What have they done in their community? Helped assist his clients when they were at their lowest with legal matters; served as trustee on several local organizations
    1. Trustee: an individual person or member of a board given control or powers of administration of property in trust with a legal obligation to administer it solely for the purposes specified.
  4. List three to five interesting facts: answers will vary
  5. One question you would ask your Hmong Individual: answers will vary

 

  • Remind students of the class period/time to do their research using the article given. Allow students to use additional online websites to gather information about their individual. Teachers should walk around to support and guide students as they are researching.
  • Remind students to make sure their source is credible.
  • Teachers will share the options for their final project. (Note: Before they start their final project, the Resource Note Organizer should be completed.)
  • Teacher Says: You will choose either a visual product or a written product to present your findings on the Hmong public figure.
    • Examples of a visual product
      • Google Slide
      • Poster
      • Art piece
    • Examples of a written product
      • Essay
      • Poem
    • Criteria: What is needed in your visual or written product
      • Individual’s Name
      • Three photos relevant to individual
      • Two to five things describing ways they have impacted in their community
      • Three to five interesting facts
      • One question that they would ask their individual
  • Conduct check-ins with students to see what they plan on doing for their final project. 

Evaluate:

  • Presentation Options:
    • Whole/small group presentations, Lines of Communication, Give one/Get one, Partner Share, etc. 
    • Presentations can also be pre-recorded and shared on presentation day
  • Reflections: Have students grade themselves using the Rubric (see Handout), and turn them in with their projects (if applicable). Teachers can grade using the same rubric.

Closure:

  • Have students share one inspiration or connection from learning about the diverse group of Hmong American Public Figures. 

Students will complete either a written product (essay or a poem), or a visual product (interactive slideshow, video or art piece) on a Hmong individual of their choosing. 

  • Engagement: Consider the following method to support with lesson engagement:
    • Involve all participants in whole class discussions
    • Construct communities of learners engaged in common interests or activities
  • Representation: Consider the following method to support with multiple means of representation:
    • Embed support for unfamiliar references within the text (e.g., domain specific notation, lesser known properties and theorems, idioms, academic language, figurative language, mathematical language, jargon, archaic language, colloquialism, and dialect)
    • Incorporate explicit opportunities for review and practice
  • Action and Expression: Consider the following method to support in presenting their learning in multiple ways:
    • Embed coaches or mentors that model think-alouds of the process
    • Provide differentiated models of self-assessment strategies (e.g., role-playing, video reviews, peer feedback)

For additional ideas to support your students, check out the UDL Guidelines at CAST (2018)  http://udlguidelines.cast.org.

  • Emerging: Consider the following method to support with emerging students:
    • Writing: Provide sentence frames with word and picture banks 
      • In response to a prompt, the teacher offers a sentence frame orally and/or in writing to support expression of student thinking. Frames are adjusted based upon specific grammatical structure, key vocabulary, content learning, and language proficiency level descriptors, etc. Frames are a temporary scaffold that require modification. 
      • Students identify and describe authors’ language choices to increase their own repertoires for using words; new words are charted for reference and use. 
  • Expanding: Consider the following method to support with expanding students:
    • Writing: Teach and utilize the writing process 
      • Teacher works collaboratively with students to scaffold writing before they write independently. Teacher uses students’ understanding of narrative stages, specific vocabulary, and grammatical structures while questioning for precision. 
  • Bridging: Consider the following method to support with bridging students:
    • Writing: Hold frequent writing conferences with teacher and peers
      • Students discuss the organization of a story, referencing orientation, complication, and resolution, as key stages in the narrative. There is a focus on precise and descriptive language to keep a story rewriting interesting to a reader. Using class notes from a Story Map done in a previous lesson, along with precise, descriptive language, and transition words, students work with the teacher to jointly reconstruct each stage of the story. Teacher uses feedback and strategic questioning to deepen the quality of the rewrite before recording on paper. Class reads rewritten story chorally when complete.

For additional guidance around scaffolding for multilingual learners, please consult the following resources:

  1. Students can further their research on contemporary Hmong individuals in the entertainment industry.
  2. Students can also research other public figures within their own cultural communities.

American Initiative. 2022. Asian American Studies K-12 Framework.  https://asianamericanresearchinitiative.org/asian-american-studies-curriculum-framework/

Britt, K. 2020c, May 11. English learner toolkit of strategies. California County Superintendents.  https://cacountysupts.org/english-learner-toolkit-of-strategies/

California Department of Education. 2021. Ethnic studies model curriculum. https://www.cde.ca.gov/ci/cr/cf/esmc.asp 

California Department of Education & English Learner Support Division. 2012. California English Language Development standards (Electronic Edition) kindergarten through grade 12 (F. Ong & J. McLean, Eds.). California Department of Education. https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf

California Educators Together. (n.d.). ELA / ELD framework. https://www.caeducatorstogether.org/resources/6537/ela-eld-framework

CAST. 2018. The UDL guidelines. http://udlguidelines.cast.org

Hmongstory Legacy. (n.d.). Txhawb Hmong magazine. Yang Design. https://www.hmongstorylegacy.com/txhawb 

San Diego County Office of Education. (n.d.). Providing appropriate scaffolding.  https://www.sdcoe.net/educators/multilingual-education-and-global-achievement/oracy-toolkit/providing-appropriate-scaffolding#scaffolding

Tulare County Office of Education. (n.d.). Strategies for ELD. https://commoncore.tcoe.org/Content/Public/doc/Alpha-CollectionofELDStrategies.pdf 

Vang, B. 2009. Txhawb Profiles. Txhawb Hmong California Directory, 2, 84–87. https://irp.cdn-website.com/b2871686/files/uploaded/Txhawb_2009.pdf 

Vang, B., & Yang, L. 2011. Txhawb Profiles. Txhawb Hmong California Directory, 4, 40–46. https://irp.cdn-website.com/b2871686/files/uploaded/Txhawb_2011.pdf 

Vang, S. A. 2015. The honorable Judge Paul Lo. Txhawb Hmong California Directory, 8, 30–32. https://irp.cdn-website.com/b2871686/files/uploaded/Txhawb_2015.pdf 

Xiong, I. & Yang, A. 2014. People you should know business profiles. Txhawb Hmong California Directory, 7, 102–107.  https://irp.cdn-website.com/b2871686/files/uploaded/Txhawb_2014.pdf 

Yang, L. 2019. 12 inspirational Hmong women of California. Txhawb Hmong California Directory, 11, 72–83.  https://irp.cdn-website.com/b2871686/files/uploaded/Txhawb_2019.pdf 

Model Curriculum

Hmong History and Cultural Studies

Standard(s)

HSS 3.4.6 HSS 4.4.9 HSS 10.9 RI.4.7 W.4.7 SL.4.4 RI.9-10.7 W.9-10.7 SL.9-10.4

Grade(s)

Grade 3 Grade 4 Grade 9 Grade 10