Day 1 (60 minutes)

Step 1: Engage 

1. Teacher presents the concept of ‘Business Industries’ to students on board and asks students to make a list of all of the business industries that they can think of
   1. Industry defined: a sector of the economy that produces raw materials, goods, or services.
   2. Examples of Types of Business Industries (This list should be kept on the board for the remainder of the lesson):
      1. Agriculture
      2. Communications
      3. Education
      4. Logistics
      5. Mechanical/Machinery
      6. Media
      7. Retail
      8. Government
      9. Technology
2. Teachers then will ask students to pick one of the industries from the list and write down how they feel a business should reflect the community or society’s values.
   1. For example, the media industry should reflect the community by showcasing diversity in people and groups represented.
3. The teacher leads a brief class discussion on student answers and identifies any patterns or themes seen in their answers. Remind students that many different types of actions, people, and events make a business/industry what it is today. Impact made on the community or society is the result of ideas of people that come from different cultures, experiences, and values. Society is made up of cultural ideas, ideals, beliefs, and human behaviors and activities that can create change or keep continuity. America is a diverse country, so many different groups contribute to the characteristics of industries.

Step 2: Explore

1. Teacher shows photo of Judge Paul Lo sworn into Merced County Superior Court as the first American Judge of Hmong descent https://ucdavis.box.com/s/yj7tyjwkm4nghv11mc0757o676wohv7g (Txhawb California Directory, 2015, 31). Merced County consists of a large Hmong-American community. 
   1. The teacher explains how Lo is the first Hmong American to become an American judge. (Teacher can refer to the whole article https://ucdavis.box.com/s/rzmwbegol24m9ng837egcawj3oycz90o.) 
   2. Teacher asks students to identify what industry this is considered (Answer: Government)
   3. Teacher asks students to discuss with a partner how they think Lo participates in this industry. 
      1. What characteristics of this industry might Lo continue? 
         1. Example: upholding the law, educated on court cases, unbiased
      2. What might he change? 
         1. Students should think about what makes up a person’s culture, identity, background, traditions, values, etc. 
            1. Example: use his cultural values to give a different perspective on the cases he judges
      3. How can being the first Hmong American judge impact a society?
2. After sharing out answers with the class or in small groups, the teacher should state that in this lesson, the class will research a specific group of people that have contributed to a business industry that impacts the community and society – the Hmong people.
3. Give brief background information on Hmong history of seeking refuge in the United States, then migrating to various locations afterwards. (Optional: It might be helpful for students to engage in the following terms/figures with a vocabulary matrix.)
   1. Include key terms and historical figures
      1. Key Terms and Historical Figures:
         1. Secret War in Laos: The Secret War in Laos was the largest CIA operation in history. Laos was used as a pawn for its strategic positioning between its neighboring countries from which the United States could launch military attacks during the Cold War, specifically the Vietnam War.
         2. General Vang Pao: A Hmong general during the Secret War who commanded Hmong soldiers. Became undisputed leader of the Hmong people, leading them into refuge in Thailand, then later advocating for Hmong refugees in the United States
         3. Refugee: Refugees experience forced migration due to fear of political persecution including war, religion, gender and sexual persecution.
         4. Migration: a person who moves from one place to another, especially in order to find work or better living conditions.

Day 2 (60 minutes)

Step 3: Elaborate

1. Teacher will present students with the following research materials about Hmong actions, events or people:
   1. Hmong – California’s Gold (11003) – Huell Howser Archives at Chapman University 2009, January 14 (Agriculture) https://blogs.chapman.edu/huell-howser-archives/2009/01/14/hmong-californias-gold-11003/
   2. Hmong40 Exhibit Panels (Civics)
      1. “General Vang Pao Trial: California Hmong Community Rally Together” (summarize the major details of Vang Pao arrest from 2007 to 2011) https://ucdavis.box.com/s/t2v5b502do1n5ozqg8c9hj5fpp9a479h 
      2. “Shifting Needs of a Community” (showcasing first Hmong police officer in the city of Fresno in 1990 and story of Lao Hmong American Veterans Memorial in Fresno in 2005) https://ucdavis.box.com/s/uv2pzj03eetw5wcx2l9b1z682sbf0n8m 
   3. Txhawb 2013 (46–50): “Vang Pao Elementary School Opens Fall 2012” (story about the community effort behind and achievement of the naming of Vang Pao Elementary School in Fresno, California) (Education) https://ucdavis.box.com/s/okwmqhumxd2irjqa4wncjbvrp21c9xc6 
   4. Txhawb 2010 (50–53): “Media Chat with Zoua Vang” (feature on the experiences of network television anchor Zoua Vang) (Communications and Journalism) https://ucdavis.box.com/s/6o3fxkqw035sk6yaijbz7bdkcer1t8iv  
   5. Txhawb 2009 (85): Business and Community Profiles - “Txhawb Profile: Sandy Cha” (shares her story of the challenges growing up poor and Hmong and her current work as Wells Fargo's Community Development Officer of the Central California region) (Finance) https://ucdavis.box.com/s/azdepb9ck2nrr0n1eec0uktb4ltjjv3t  
   6. Txhawb 2011 (41): Business and Community Profiles - “Txhawb Profile: Geryoung Yang” (shares his story of becoming a Hmong Dentist and shares his perspective on family, education and community service) (Medical) https://ucdavis.box.com/s/47l6sqwwl3sxrjad23d2cil9ldp0n00b  
   7. Txhawb 2011 (44): Business and Community Profiles - “Txhawb Profile: Soua Cha” (Citi Tire owner shares his Hmong American business story) (Mechanic) https://ucdavis.box.com/s/og0ollbnjo1ct3dqu7v0c3jm7wbl5p4z  
   8. Txhawb 2014 (102): Business and Community Profiles - “Profile: Thong Chai and Winton Xiong” (share the story of their family market, "TC Fresh Meats" in Fresno, CA) (Agriculture) https://ucdavis.box.com/s/maz6z2qb58cvuv56xp5uh16krntngkpv 
2. Options for completing research can include:
   1. Assign a separate or multiple research material(s) to each student
   2. Assign a separate or multiple research material(s) to a pair of students
3. Students will read and analyze their assigned source. 
   1. During their analysis, the following questions should be answered (use Note-taking Handout  https://ucdavis.box.com/s/8wasd6k9z3cfofj5rwwowc76xkx1uzrv):
      1. What is the source about?
      2. What American business industry is the source referring to?
      3. Examples from the source that relate to the specific American industry
         1. This may include but not limited to: culture, race, gender, education, civic, individuality, sexuality, and religion etc. 
      4. What change or continuity have the Hmong people brought to specific industries? (Continuity: similarities are found in significant aspects of life, similarities are widely felt across society/time period. Change: dramatic difference in the way things function, effects are widely felt across society/time period.)
         1. This may include but not limited to: new ideas, actions, ways of thinking, opportunities, etc.
   2. All answers should relate to the Hmong contributions
      1. It is also important to discuss with students that American industry can be on a small scale or a large scale
         1. Example: California-American society, Midwest-American society, or American society as a whole
   3. Teachers may want to encourage multiple read-throughs, using the 3Rs below, of the source to gather all aspects of the analysis. 
      1. First Read: Gain a general understanding of the text.
      2. Second Read: Examine language and structure of text.
      3. Third Read: Make inferences, craft opinions and arguments, and make intertextual connections.
4. After research is complete, students will participate in a Give One, Get One sharing activity. Each student will go around the classroom, and speak with two to three different peers to provide a brief explanation of their source and findings with a partner. Peers are welcome to ask questions for clarification and offer suggestions. Encourage students to share with peers who looked at different sources than they did.
   1. Teacher will time this activity, allowing for at least two minutes for each partner to explain.
   2. Students will then move on to find another partner and repeat the process. Repeat until each student has talked with two to three other peers.
   3. It is beneficial for students to compare notes from different sources to their personal notes.

Day 3 (60 mins)

Step 4: Evaluate

1. Once information is gathered from the various sources, students will create a visual project to display their findings. This can be in the form of an infographic, Flipgrid, Prezi, etc. 
   1. Students should use a visual website that will display their findings in a creative and engaging way, such as Canva www.canva.com.
2. The following written information should be displayed in the visual product:
   1. The name of the source(s) researched
   2. A brief summary of the information presented in the source(s)
      1. Identify the Hmong success of the source(s)
      2. Make sure to include key actions, people, or events 
   3. What are some major characteristics of industry seen in the source(s)?
   4. What specific values or aspects of Hmong society (value, culture, traditions, history, etc.) can you see in this source(s)?
   5. How have/can different groups (Hmong) change or evolve the specific industry?
   6. How can additions to American industry bring Hmong people closer together?
3. The following visual information should also be displayed:
   1. Graphics, videos, or photos that highlight the written information from the source(s)
   2. Infographic should be creative and engaging

Step 5: Sharing and Reflection

1. After completing the visual product, students will share with a partner or small group to present their creation and discuss the reflection question: How can Hmong people’s contributions impact society? Students should use evidence from their research to support answers.