Accompanying slides for this lesson may be found here:  https://ucdavis.box.com/s/7g9ktflnhfk86olbmh77ykkyctbv4wc6 

1. Warm-Up (five minutes)
   1. Prompt students to consider: Think of a time when an assumption you made about somebody was incorrect, what did you learn from that moment? 
      1. Students will share with a peer. Then, have a whole class share out. 
   2. Teacher will share lesson objectives and lesson questions. 
2. Lesson introduction: Think-write-pair-share (15 minutes)
   1. The teacher will display (or make accessible) the following quotes about Vietnamese Refugees. Quotes 1–11 represent anti-Vietnamese sentiment, while quotes 12–13 represent pro-Vietnamese sentiment.
      1. “People are losing their cars, houses, jobs,” said a 35 year old black auto worker in Detroit, who did not want to be identified. “Let them stay there until we do something for people here.”
      2. “Far's I'm concerned, they can ship them all right back.” snapped one woman here today—and from one end of town to the other and in the cities around the base, many of her neighbors agreed.
      3. “There's no telling what kind of diseases they'll be bringing with them,” said Vincent Davis. What sort of diseases? “I don't know,” he said, “but there's bound to be some of those tropical germs floating around.”
      4. “But they're not Communists,” one student argued. “They're coming here because they're running from Communists.” “It doesn't matter,” came the response. “They're Vietnamese aren't they?”
      5. Robert E. Carr, a 40 year old realtor in Valparaiso, said that he had the same fears as the children. “How do you know we're not getting the bad guys?” he asked. “You can't say for sure. Nobody can, and Lord knows we got enough Communist infiltration now.”
      6. “I wouldn't resettle rabbits here, no, nothing else,” declared Gene S. Umskis, 27, another Detroiter, who is studying data processing. “This area is overcrowded now, I don't see why we should sacrifice our jobs and bring in more people. We are not obligated to police the whole world.”
      7. “My parents emigrated, someone had to sponsor them,” said a 49 year old Detroit woman of Polish extraction who works as a cashier to support her seven children because her husband is retired on a disability. “It was not a load on the government or on taxpayers. It's a hard world everywhere. Still, charity begins at home. Keep the Vietnamese in Vietnam. Send funds to help them in their own country.”
      8. “They are a burden on this society,” said Harry Deligter, who has been receiving unemployment compensation since losing his job as a night club pianist last year. “We have enough problems without carrying more unemployed persons.”
      9. “They are out of their environment,” said Rusty Foy, a carpenter. “They can't speak English, and they will be on welfare before they get off the airplane. And who pays for that? We do.”
      10. “Who is going to support them?” asked Lynn Vogelman, a secretary. “Am I going to have a choice whether my taxes are going to support those unfortunate people? If I don't have a choice, I don't want them coming.”
      11. “These people [Vietnamese] that have got the dough and have been selling heroin for the last 10 years, I say no.”
      12. “We are a nation of refugees. Most of us can trace our presence here to the turmoil or oppression of another time and another place. Our nation has been immeasurably enriched by this continuing process. We will not turn our backs on our traditions. We must meet the commitments we have made to other nations and to those who are suffering. In doing so, we will also be renewing our commitments to our ideals.” 
          1. Statement by Secretary of State Cyrus Vance before the Sub-Committee on Immigration, Refugees, and International Law of the House Judiciary Committee, July 31, 1979.
      13. Ford stated, “[T]o ignore the refugees in their hour of need would be to repudiate the values we cherish as a nation of immigrants, and I was not about to let Congress do that.” 
          1. Source: Resettling Vietnamese refugees in the United States.  https://education.nationalgeographic.org/resource/resettling-vietnamese-refugees-united-states/ 
   2. The teacher will give students time to read through the quotes.
      1. Quotes 1–12 were pulled from sources: Wooten, J. T. 1975, May 1 and Kneeland, D. E. 1975, May 2
   3. Prompt: Read the following quotes. What was your initial reaction to American attitudes towards Vietnamese refugees in 1975? Are these attitudes different today? Do you see these similar attitudes used for other minority groups coming to America? 
   4. Students will write their own personal reflections about the quotes and if they find such quotes and attitudes similar in American society today. 
   5. Students will share in groups or pairs their thoughts, then share briefly with the class.
   6. Discussion question by teacher: “This lesson is about refugee and immigration law. Why do you think we started with this activity and how does racism or anti-Vietnamese sentiment have an effect on refugee and immigration law?”
   7. Teacher to introduce that we will now be starting with an overview of Vietnamese refugee law and anti-Vietnamese sentiment. 
3.  Powerpoint Presentation - Building Context (20 minutes)
   1. Teacher will briefly review the main tenets of the 1975 Indochina Migration and Refugee Assistance Act, the 1980 Refugee Act, the UN-sponsored Orderly Departure Program, and the Humanitarian Operation subprogram under ODP.
      1. Suggested slide deck presentation “Vietnamese Refugee Laws”, https://ucdavis.box.com/s/7g9ktflnhfk86olbmh77ykkyctbv4wc6 
   2. The objective is for students to have a main understanding of basic historical context and effects of major refugee laws surrounding Vietnamese refugees.
   3. As the teacher is presenting, students are instructed to write down the definition, historical context, and its effects on Vietnamese refugees on a chart.
      1. Suggested items for note taking include, but are not limited to: Basic Summary of Law, Historical Context (How was it received? What historical events led to the law? What concerns were negotiated between different sides?), Effects on Vietnamese Refugees (Who did the law include? Who did the law exclude? In what ways did it help certain Vietnamese refugees? In what ways did it disadvantage certain Vietnamese refugees? Could the law have done more? Done less?)
4. Shared Learning - Graphic Organizer and Source Analysis (20 minutes)
   1. The teacher will put students into pairs. 
   2. For each pair, the teacher will hand the students the source worksheet titled: “Indochina Migration and Refugee Assistance Act of 1975 Sources”
   3. Each student should also be prepared to respond to the following prompts:
      1. Causes: What were some main reasons this law was created? What pressures did the government have to balance? (ex: anti-Vietnamese sentiment) What main historical events influenced this law?
      2. Effects: What aspects or assumptions of previous refugee law did this law base itself on? What new aspects or assumptions were introduced? What are some ways this law helped Vietnamese refugees? What are some ways this law inadvertently hurt Vietnamese refugees?
      3. Narratives: What narrative or story is this law putting forth? How does it present the narrative? What are some main motivations that help the US save face, maintain an empire, or respond to domestic and/or international opinion regarding the plight of Vietnamese refugees? 
   4. The teacher will give the pair silent time to read through the sources and consider the questions.
   5. In the final 15 minutes, the pair will use the source text and the presentation notes to respond to the questions together.  
5. Cultural Production - Poster Activity (20 minutes)
   1. This activity is designed for students to apply their understanding of the Refugee Act of 1980 and the Orderly Departure Program into independent analysis using their own research. Since students analyzed different sources, this activity is an opportunity for students to learn about the program they did not do deep-reading on.
   2. Groups from the previous activity will be mixed and made into new groups.
      1. Each new group should have half of students who did annotations on the ODP source and half of students who did annotations on the Refugee Act of 1980 source.
   3. New groups will be divided into six separate tasks. 
      1. The entire class will develop two grand posters (each grand poster is made up of three smaller posters by each group), one focusing on the causes, effects, and narratives (three posters) put forth by the ODP program, and one focusing on the causes, effects, and narratives (three posters) put forth by the Refugee Act of 1980. The posters can be created digitally or on large poster paper.
   4. Each group will work on one of the main structures: causes, effects, narratives (total: six posters for two laws). 
      1. NOTE: Group that does effects for ODP should talk about its prominent subprogram, the Humanitarian Operation (HO) and demonstrate who it privileges and who it excludes.
   5. After 15 minutes, three groups of the same program (ODP or Refugee Act) will come together and tape their posters together into a cohesive grand poster. 
   6. The groups will then prepare for a 15-minute presentation (five minutes per mini-poster).
6. Share-Time: Poster Presentations (10–20 min)
   1. There should be two sets of posters - three mini-posters put together for ODP, and three mini-posters put together for the 1980 Refugee Act.
   2. Each mini-poster group will have three to four minutes to present (one presenter for each mini-poster). 
   3. The teacher should grade the following presentations based on the following criteria:
      1. Neatness of poster
      2. Whether the poster properly addresses the causes, effects, or narratives of the law
      3. The quality of analysis of the law by each group
7. Reflection: Think-Pair-Share Activity (10 minutes)
   1. After the presentations, the teacher will write the following questions on the board and ask students to reflect on the lesson questions: How have Vietnamese refugees been impacted by US refugee and immigration law? How does the language of the law disadvantage certain ethnic and racial groups in American society?