Introduction

1. Teacher should first introduce the lesson’s essential questions. 
2. Display a picture of a contemporary art piece: “Time” by Daveth Cheth https://ucdavis.box.com/s/b6uafx93wo4n12cawxhy3p07yvi5w6q
   1. Teachers should give students time to look at the contemporary art piece silently and independently. They should be encouraged to write down or draw their thoughts and reactions to the art piece, including what they think are important imagery and symbolism. 
   2. Teachers should then guide students to share their thoughts in groups, then lead a whole class discussion on the significance of the artwork and how it connects to what they know about the Cambodian people and history. 
   3. If students have not picked up on the major symbol of the Krama in the artpiece, the teacher should guide students to look at the string-like line that connects all the human shapes. Teachers should ask students what they think it is. 

Interaction with first source

1. Teacher should introduce an overview of the Krama textile and its usages in Cambodian culture by using photos and general history of this textile by reading “The Story of the Krama” from https://www.kramakrama.com/en/story-of-krama. This article should be read as a class and the teacher should model how to take notes. 
2. Students should take written or recorded notes. The categories can include, but are not limited to the following: history and origins, design and patterns, materials and production, uses and function, symbolism and meaning, cultural significance. 
3. Teachers will model how to complete the notes using “The Story of the Krama”

Interaction with second source

1. Students will work with a partner, or a small group to continue learning about the krama and adding information to their notes.
2. Have students divide the responsibility of reading these sources and add to their own written or recorded notes:
   1. https://intocambodia.org/content/krama-khmer-scarf
   2. https://www.kramakrama.com/en/cambodia
   3. https://khmerhiso.wordpress.com/2018/11/19/cambodian-costume-made-from-kroma-silk/
   4. http://artjournal.collegeart.org/?p=15188
   5. https://khmerrougeincambodia.weebly.com/ 
   6. https://www.aquaexpeditions.com/blog/cambodian-silk-krama
3. Then, allow students to share with their partner/small group their new findings. Students should add new information to their personal notes that was shared by their peers.
4. Have a whole class discussion about each of the following note categories to check for understanding: history and origins, design and patterns, materials and production, uses and function, symbolism and meaning, cultural significance. 

Cultural Production

1. Students will choose from one of the following options:
   1. Artifact/Drawing - This original artwork can be hand drawn or digitally produced. It should incorporate symbolism and elements that portray the significance of the krama to the Khmer identity. 
   2. Reflection Response - Students will write a one page paper reflecting on the significance of the krama to the Khmer identity. The notes should be used as a guide for this reflection.