Accompanying slides for this lesson may be found here: https://ucdavis.box.com/s/9qd0usjwzhosglrjmipo4io8t9cm35k9 

1. Warm-Up (5 min) 
   1. Prompt students to think about the following question: How do you typically deal with change? Are you open or reluctant to change, or somewhere in between?
      1. Have students share with a peer, then solicit student responses to the class.
   2. Teacher to introduce lesson objectives and lesson questions.

2. Lesson Introduction: Video and Think-Write-Pair-Share (10 min)
   1. The teacher will play a video clip from the Sài Gòn Broadcasting Television Network (SBTN), which is the largest Vietnamese American TV station in the US Video Titled: “Northern Vietnamese Refugees to the South, 1954”. This clip briefly explains the Geneva Accords of 1954 and the North-South Migration of over one million Northern refugees.
      1. The clip (with subtitles) can be found at: https://www.youtube.com/watch?v=FaZCWc6dFvY
      2. Question for students to answer while watching the video: How did the Geneva Accords of 1954 cause a massive migration of Northern refugees to the South? 
         1. Answer Key: The Geneva Accords of 1954 allowed for 300 days in which people could migrate from North to South or South to North, due to the division of Vietnam into two countries. This allowed for many Northern refugees to migrate to the South to escape communist persecution.
      3. Based on the video, what were the two paths that the first Vietnamese refugees from communism took to migrate to the South? How many migrated? What type of backgrounds, based on the video, do the refugees seem to have?
         1. Answer Key: Based on the video, there were about 900,000 Northern refugees to the South, most who seemed to be of Catholic background. They took two paths to the South: by road from Hà Nội and by boat from Hải Phòng.
   2. In the final two to three minutes, the teacher will review answers with the class as a review of the Geneva Accords in 1954 transition to the North-South migration.

3. Historical Background (15–20 min)
   1. The teacher will show “Northern Refugees in North-South Migration of 1954 Slide deck” (Slides 1–8). 
      1. The slide deck will cover the following topics: connecting to the 1954 migration and the refugee exodus after 1975, the Geneva Accords of 1954, the profile of Northern migrants, their contributions to the Republic of Vietnam, and what they look like in the Vietnamese American community.
      2. Recommended for teachers to share the presentation with discussion. Teachers can screencast the presentation so students can pre-watch and re-watch or interact with them independently. Ask students to explain what the content means after each slide.

4. Interaction with first source: Analysis of “1954 My Father Left his Hometown, 1975 I Left my Country” by Phạm Duy (15–25 min)
   1. The teacher will divide the class into groups of three to four.
   2. The teacher will provide each student with a handout which shows the translated lyrics of “1954 My Father Left his Hometown, 1975 I Left my Country”, as well as a short biographical overview of Phạm Duy, one of the most influential musicians in Vietnam and in the Vietnamese American community.
      1. The lyrics and biography handout can be found towards the bottom of the lesson plan.
   3. Students will take five minutes to read the biographical overview of Phạm Duy in groups.
   4. After reading, the teacher will play the music video of the song to the class.
      1. The music video (with subtitles) can be found on Slide 9 of the Powerpoint Presentation, or found at: https://www.youtube.com/watch?v=l3c9leGamiM.
      2. Music video (no subtitles): https://www.youtube.com/watch?v=wTZPlQYD-CY
   5. While watching the video, the teacher will ask students, on the worksheet, to jot down bullet points of all the emotions evoked by the music video and the imagery (ex: nostalgia, pain, sadness, etc.). Try to encourage more focused and nuanced vocabulary that captures the feeling of the video.
      1. After watching the video, the teacher will have students fill out a chart, one detailing the experiences of Phạm Duy’s father in 1954, and Phạm Duy’s own experiences in 1975. (Five minutes)
         1. Students will then discuss in their groups what similarities (emotions, history, experiences, etc.) they encountered in this song for a Northern migrant in 1954 vs. a Vietnamese refugee who fled after 1975. (Five minutes)
         2. The class will come back together, and students will share their thoughts. (Five minutes)
            1. Discussion question for students: What do you think it must have been like for some Vietnamese Americans to have been double refugees in both 1954 and 1975? How do you think those experiences shape their identity as Vietnamese Americans?

5. Shared Learning: Northern Migrant Personal Experiences Oral History Activity (30 min)
   1. The teacher will have the students move the desks to create six separate stations (each station should have four to six seats).
   2. The teacher will also divide the students into six groups of four to six students and have them be seated at each station.
   3. Students will go into stations in which they will read one of the sources, and discuss the meaning and context of that source within that station, until prompted to move onto the next station.
   4. Station activity sources can be found in the handout titled “Northern Migrant Oral History “Station” Activity Sources”.
      1. At each station, there will be one source, which is either a poem, excerpt from a short story or novel, article, or an oral history from a Vietnamese American reflecting on the North-South migration of 1954.
         1. There will also be one blank piece of paper, or a blank poster paper.
      2. At each station, students will have seven minutes each to read the source together, and discuss their thoughts.
         1. Potential discussion questions:
            1. What do they think the source means? 
            2. What perspective is being shown? 
            3. What are the emotions of these Northern migrants in 1954? 
            4. How do these emotions connect with the emotions you know about Vietnamese refugees after 1975?
            5. Did you like or relate to the source? What about it did you like or relate to?
   5. On the blank sheet of paper or poster paper, groups should record their thoughts with a certain colored marker, and mark in some way which ones are their thoughts.
   6. After one station, the teacher will instruct all groups to get up, leave behind the sources and the poster paper, and to move clockwise to the next station.
   7. Groups will add to the poster paper with a different colored marker and mark their own thoughts.

6. Reflection and Closure (10 min)
   1. The teacher will have a final debrief after all the stations, where each group will share the notes written at their particular station with the class and come up with their own conclusion to one of the following lesson questions: 
      1. How did contending political ideologies and geopolitical divides such as, but not limited to, nationalism, modernity, republicanism, and communism shape the internal divisions of Vietnam from 1954 to 1975?
      2. What were the policies, laws, conflicts, and agreements behind the Geneva Accords of 1954 and how did they impact Vietnamese society?
      3. Who were the one million migrants who left from North to South Vietnam, why did they flee the North, and how did they impact society in both the Republic of Vietnam and after 1975 in the refugee community?
   2. The reflection can be done orally, typed, or hand-written.