OPENING (45–50 minutes)

1. Teachers will name a few women from history books such as Sacagawea, Amelia Earhart, Susan B. Anthony, Anne Frank to name a few (or show pictures of their faces on the board for identification). Teacher will ask, “What do these women have in common?”
   1. Then, the teacher will tell the students to think about the women in their community, who are Hmong. Now, whose names come to mind?  
   2. Teachers will ask students to name a few Hmong women they can think of when they hear the word: ‘hero’ or ‘heroine.’ 
   3. Students will be asked to take five minutes and brainstorm a list of Hmong women names that come to mind. 
      1. Teachers will call out students to share. As students call out names, Teachers can write those names on a chart paper. 
   4. Once students have had some time to name a few, the teacher will share a biographies of two women in history: 
      1. Sunisa Lee https://members.usagym.org/pages/athletes/nationalTeamWomen.html?id=467541
      2. Payengxa Lor https://laotiantimes.com/2023/03/24/from-hmong-village-to-miss-universe-payengxa-lors-journey-to-inspire-women/
      3. Divide the students into half. Half of the students will read about Sunisa, and the other half about Payengxa. 
         1. Once each student has learned about their person, have them pair up with someone of the opposite source to do a quick share about their read.

 INTERACTION WITH SOURCE 

1. Source: “Hmong Women Break with Traditional Roles” https://www.mprnews.org/story/2012/06/11/hmong-women-break-with-traditional-roles 
2. First Read: Students will independently read the article and highlight/annotate ‘golden lines’ that stood out to them. 
3. Second Read: With a pair, have students review the article again and discuss some of the questions:
   1. What were expected of Hmong women? How did the expectations evolve from the past to present?
   2. What role did women play in the past to present?
4. Third Read: Either independently or with a partner, have students map out a flow chart to jot notes of women's expectations and roles from past to present. 
5. Once students are done listening and reading about these two idols, they will be presented with a task to find an idol in their household or community who is a woman. This person can be their mom, aunt, grandmother, female relative, etc. 

CULTURAL PRODUCTION

1. Task: Students will interview and present on a Hmong woman or woman figure of the past, present or future.
2. Students will need to start with brainstorming possible women figures that they can interview. 
3. Teachers and students will brainstorm possible questions to ask their interviewees. 
   1. Questions can be written on board, chart papers, or Google Doc to be shared with the class. Students can take notes and write questions down as the teacher is writing them down.
   2. If applicable to the interviewee, students should ask about the roles or contributions that they played before, during and after the Secret War in Laos. If not applicable, the questions they will need to ask their interviewee would have to be about the roles or contributions they made during a challenging time in their lives, or a policy they helped pass, an accomplishment they received, etc.  
4. After students confirm the person to interview, have them solidify a set of questions to start with, and then schedule an interview date before proceeding with the process.

INTERVIEW PROTOCOLS (45–50 minutes)

1. Interview the person. Students will need their list of generated interview questions. Students may choose to use a voice recorder or video record their person during the interview (students must first seek consent from interviewee). Interviews can be recorded in one session or two, or more sessions.  
2. Once the interview is done, students will need to listen to and transcribe the interview to identify the interviewee’s role and contribution to Hmong history. Once done with the transcription, students will need to organize the information about their hero or heroine.

CIRCULAR EXCHANGE (45–50 minutes)

1. Students will present to their class and/or small group. 
   1. Students can choose between a powerpoint presentation, a pamphlet, a posterboard, a recording on flipgrid, a video recording of them sharing, a personally written song, a poem, or use any other teacher-approved medium. 
   2. Students will be graded based on the efforts, the quality, and the depth of their interview questions in addition to their reflection below:  

REFLECTION

1. Students will write/verbally share a reflection to showcase their learnings and takeaways about women. The reflections can be related to a presentation from a peer, or their own. 
2. If time permits, compare and contrast what they heard and decide as a class the major themes:
   1. Sample Questions:
      • What were some trends they saw in the presentations?
      • What were some highlights they gleaned from listening to everyone’s presentations?
      • What were some of the challenges faced by these women?
      • How have Hmong women evolved over the years?
      • What are some setbacks of Hmong women today?
      • How can we overcome these setbacks?