This is the last of four lessons from the unit Hmong Family Practices and Values.

Complete mini unit for Hmong Family Practices and Values:

• Hmong Family Practices and Values - Intro 
• Hmong Family Practices and Values - Birth  
• Hmong Family Practices and Values - Marriages 
• Hmong Family Practices and Values - Death and Funeral Rituals 

1. Cultural Energizer
   1. Teacher asks: What are some of the rituals you have noticed at funerals you have attended or have seen in popular media?
      1. Students share with a partner (take two to five minutes): What similarities did you notice? What were some of the differences between you and your classmates’ noticings?
      2. Have student volunteers share with the whole class.
   2. Now, think of your family’s practices:
      1. Does your family have any traditions they practice when there is a death of a family member? (Examples: prayers, ceremonies, difference in meals or diet). 
         1. Teacher shares some of their family practices.
         2. Have student volunteers share with the whole class.

2. Interaction with first source:
   1. We are going to explore some practices of Hmong families around death.
   2. Hand out copies of the article What is the Hmong Soul? (22, 23, 26, 28, 30) written by Michelle Xiong:  https://ucdavis.box.com/s/7ebuavd068tgs6o9ouvbszb5pkwub2um. 
   3. Teacher can read aloud the first few pages and model annotations for Hmong funeral rituals.
   4. Have students pair up with a partner to read the following pages and continue annotations for Hmong funeral rituals. 
   5. Once most students have finished reading, have them share details regarding Hmong funeral rituals from the reading. 
      1. Allow students to discuss the connections between birth, marriage, and funerals.

3. Interaction with second source:
   1. Teacher projects the images Hmong Heaven (30) and Hmong Soul (22). 
   2. Teacher asks the following questions:
      1. What objects do you notice in these pictures?
      2. What do you notice about the location of people in the pictures?
      3. What do you think the people are doing in these art pieces?

4. Interaction with third source:
   1. Teacher shows short video The Rising Cost of Hmong Funerals resource (11:41 minutes)  https://www.youtube.com/watch?v=ICZLmI3v7RQ. 
   2. Discuss “What challenges do Hmong communities face in maintaining cultural practices around funerals in the United States?”

5. Lesson Assessment Options:
   1. Write a short two to three paragraph essay answering the following questions: What are the main components of a Hmong funeral? What challenges do Hmong communities face in maintaining cultural practices around funerals in the United States?
   2. Create a flow chart sequencing the main components of a Hmong funeral. This can be hand created or digitally curated
   3. Draw a visual representation of a traditional Hmong funeral with text captions to identify the main components and practices. This can be hand created or digitally curated.

6. (Optional) Culminating Assessment

• If teachers plan to teach the connecting lessons (Hmong Family Practices and Values - Intro, Hmong Family Practices and Values - Birth, Hmong Family Practices and Values - Marriages, Hmong Family Practices and Values - Death and Funeral Rituals), the (optional) Culminating Assessment is as follows: 
• My Family Practices Presentation: Students will choose one of the following life events (birth, marriage, death, and funeral rituals), and create a poster that shows the practices, traditions, and/or celebrations associated with it. 
  1. Students will talk with parents, guardians, or community members to learn about family practices around that particular life event. 
  2. Students will then use the creative method of their choice (digital art, photography, painting, drawing, charcoal, mixed media, etc.) to create an image or visual representation.
  3. Teachers will provide opportunities for students to share their product with the class: whole class/small group presentation, Give One/Get One, Lines of Communication, etc.
     1. Teachers use the Give One/Get One strategy as a way to have students share their work or ideas with their peers. Students practice being active listeners as they take turns sharing ideas and recording the thoughts of others.
     2. Teachers can use A Lines of Communication method to get students sharing and receiving information from a number of students in an organized fashion. The class is divided into two rows of students facing each other. After sharing has taken place, one row moves over one position to repeat the process.