Note to teacher: This lesson is based on the aftermath of Cambodian genocide survivors and how success in personal and professional journeys can be achieved in the American diaspora context. Students will be provided opportunities to see success and triumph amid struggle. Students will have the opportunity to reflect, document, and share their personal experiences about overcoming obstacles and personal growth. 

Activate Background Knowledge: (15 minutes)

• Ask whether students know the meaning of the word resilience. Invite students to take out scrap paper and jot down a definition of the word. Circulate as students write and choose a few solid definitions to write on the board and discuss as a class. If no one has written an accurate definition, ask a volunteer to look up resilience in the dictionary. 
• Ask students to share what they already know about the Cambodian Genocide. Prompt them to consider how the term resilience connects to folks impacted by the Cambodian Genocide.
  • Teachers can utilize this video as a refresher on what happened during the Cambodian Genocide: “Overview of the Genocide in Cambodia” https://youtu.be/swq2dCW65fw?feature=shared

Interaction with first video source: (15–20 minutes)

• Provide a brief biography of Loung Ung, using the description found at: https://www.loungung.com/ 
  • Teachers can also show the trailer “First They Killed My Father” https://www.youtube.com/watch?v=uS3Vp_quGCw by Luong Ung
• Watch Video 1: “Loung Ung: The People Who Gave Me Courage” https://youtu.be/u2oIqC7_8Ws?feature=shared
  • After watching the video, take notes and discuss the following questions as a class:
    • How did the author, Loung Ung, define resilience as a survivor of the Cambodian genocide?
    • What were her reasons for building resilience as a survivor?
    • What specific strategies did she mention that helped her to build resilience?
    • What did she say was the importance of personal stories?

Interaction with second video source: (15 minutes)

• Video 2: “Loung Ung: How can we be resilient? What is collective resilience?” https://youtu.be/LuAxe-fiM68?feature=shared
  • For this second video, watch the video as a class but have students answer the same questions from the other clip with a peer or independently.
• Then, have a whole class discussion for each question.

Assessment: Building Resilience Action Plan Activity: (20 minutes)

• Based on the lesson and discussions around the Cambodian Genocide and the aftermath of historical trauma in Cambodia on survivors, students will engage in a collaborative process to define resiliency and share at least two to three practical strategies that others can implement to cope with adversity. 
• Have students form groups of three to four.
• Each group will record the following on  a poster paper with :
  • Title: group definition of resilience
  • Two to three strategies that others can implement to cope with adversity
    • The strategies should be written out clearly
    • Strategies should be supplemented with a visual image 

Circular Exchange of Ideas: (15 minutes) 

• Post each group’s posters around the classroom..
• Students will rotate through posters and view their peers' suggested strategies. 
• As they rotate, they can…
  • Put a star next to an idea they want to remember.
  • Put a tally mark next to an idea they have used in the past to help themselves overcome obstacles. 
• The teacher should then guide the students in coming up with a shared definition of resilience for the class based on the information from each team’s poster.
• Exit ticket: Each student will respond to the following question:
  • How did your thoughts about resiliency in Cambodian genocide survivors change from the beginning of class till the end of the lesson? Provide any new or affirming thoughts.
  • How can we continue to build and promote resiliency within our communities and for ourselves? Students will record or write their ideas to share with a partner or group.