Hmong in American Political Power

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    Hmong in American Political Power

    "Hmong critical in Wisconsin electoral politics in the 2020 election. "

    Author:  Liz Ramos
    Grades: 11-12

    Suggested Amount of Time: 90 Minutes
    Area of Study: Community Building, Home-making and Empowerment

    Compelling Question
    • How do Hmong people build and sustain community and belonging?
    Lesson Questions
    • How does Hmong civic engagement impact local politics?
    • How were the Hmong critical in Wisconsin electoral politics in the 2020 election?
    • How does the Hmong population impact the legislative work of Congressional representatives in their community?
    Lesson Objective

    After examining public opinion and demographics discussed in textbooks, students will examine data related to Hmong American communities by:

    • Drawing inferences to ideological learnings and partisanship and connect this to US electoral politics. 
    • Learning about the close margins in current electoral politics and the impact of the Hmong vote in a battleground state, such as Wisconsin.
    • Examining how congressional district demographics impact constituent services by examining HR 8110
    Lesson Background

    Hmong Americans have one of the highest rates of US citizenship among Asian Americans. Hmong Americans have developed political power through participation in democratic processes such as voting, being elected government officials, and influencing local, state, and national laws and policies in the United States.

    According to Xiong (2020) on AAPI Data:

    Since the US Secret War in Laos in the early 1960s, Hmong have had an asymmetric relationship with the US government. Besides causing unimaginable loss of life, the Secret War caused more than two hundred thousand Laotians, including over 100,000 Hmong, to become displaced refugees outside of Laos. After their arrival to the US, Hmong’s asymmetric relationship with the US has fluctuated from time to time depending on changes in US bilateral and multilateral trade and political relations. As international political contexts changed over time, Hmong former refugees and their US-born children have, at times, been treated as US allies, but at other times, as aliens ineligible for public benefits, as second class citizens, as perpetual foreigners or, even worse, as terrorists. With the exception of providing eligible permanent legal residents with time-limited public benefits, the federal government has seldom actively supported Hmong Americans with the opportunities and economic resources they need to meaningfully participate in the political process. It was not until 2000-2001 that eligible Hmong veterans of the US Secret War—veterans who are still not recognized as veterans—were given limited accommodations to become naturalized US citizens. Hmong American-led organizations or associations that have the potential to develop Hmong’s political capacity to influence the political system are often under-funded or seriously under-funded, if they receive public funding at all. Anecdotal evidence suggests that well-qualified Hmong American political actors who seek meaningful involvement in the political process by, for example, participating in local electoral campaigns and seeking partisan support from one major party or another, have sometimes been disappointed by the exclusionary, if not also racist practices of some members of the inner circles of established political parties. That Hmong Americans have the burden of democratic integration carries forward a past injustice. 

    Image Citation: Ramos, L. (2023). Hmong in American politics [Image].

    Historical Thinking Skill

    This lesson will facilitate student proficiency in cause and consequence one of Seixas’ historical thinking skills (Seixas & Morton, 2013). To help students understand and assess the varying importance of causes. Students consider that events result from the interplay of two types of factors: (1) historical actors, who are people (individuals or groups) who take actions that cause historical events, and (2) the social, political, economic, and cultural conditions within which the actors operate. Educators may enhance this lesson by discussing how Hmong American leaders have developed their political campaigns in collaboration with other racial and ethnic groups - cross-racial and ethnic solidarity as political power.

    Supplies
    • Access to laptop device 
    • Teacher slidedeck (optional)
    • See, Think, Wonder template from Project Zero
    • Swing State political cartoon from National Popular Vote
    Readings
    • AAPI Data: Hmong Americans are up for grabs in the 2020 presidential election
    • Hmong Voters Could Be Key To Winning Wisconsin. Here's How Organizers Are Reaching Them in the 2020 electoral race from Wisconsin Public Radio
    • H.R.8110 - Hmong Congressional Gold Medal Act from Congess.Gov
    Videos
    • America 101: What is a Swing State? | History on YouTube
    • Hot Tips to Rock the Ballot Booth | We The Voters from PBS Learning Media 

    Use the following content below to create a powerpoint presentation or access the lesson slidedeck here and modify as needed: https://ucdavis.box.com/s/due1ne3qio6q2hav0gllvti4tdxc4vdd

    1. Engage

      Slide 1 (Title): Hmong in American Politics

      1. Slide 2: Students will complete a “See-Think-Wonder” with a partner, (See, Think, Wonder Protocols: https://ucdavis.box.com/s/yjfkgrhb8jfr12fkn55vxtpf3rr095cc) utilizing a swing state political cartoon. 
        1. Access Swing State political cartoon here: https://www.nationalpopularvote.com/small-states-are-not-helped-current-system 

     

    1. Explore
      1. Slide 3: Show the video, America 101: What is a Swing State? (1:51 minutes)  https://www.youtube.com/watch?v=n3IW37BB7iA.
        1. Have a whole class discussion on what a swing state is. As a class, co-construct a definition of swing state.
        2. Optional: Discuss and define the following key terms: ideology, socialization factors, political demographics, electoral politics, and constituent services.
      2. Slide 4: Optional - show a “2024 swing map from 270 to Win” using https://www.270towin.com/

     

    1. Explain
      1. Slide 5: With a partner, students will read an AAPI Demographics article, Hmong Americans are up for grabs in the 2020 presidential election http://aapidata.com/blog/hmong-americans-are-up-for-grabs-in-the-2020-presidential-election/
      2. Students to think about how it relates to polling and demographics: 
        1. How does the article connect to demographics? Ideology? Electoral Politics? Campaigns and electoral map? Margins? This can be discussed between student pairs.

     

    1. Elaborate
      1. Slide 6: Students will read/listen to an article discussing how the Hmong voters were a key demographic: “Hmong Voters Could Be Key To Winning  Wisconsin. Here's How Organizers Are Reaching Them” in the 2020 electoral race https://www.wpr.org/hmong-voters-could-be-key-winning-wisconsin-heres-how-organizers-are-reaching-them
      2. Slide 7: Have students (independently or with a partner) answer the following questions after reading the article:
        1. According to the text, why was the meeting between Cher Kai Xiong and Joe Biden considered historically significant?
        2. Based on the information provided, why do Hmong Americans tend to lean towards the Democratic Party?
        3. How has President Trump's rhetoric and policies on immigration affected the Hmong community's perception of him?
      3. Slide 8: Teacher will then show the video, Hot Tips to Rock the Ballot Booth | We The Voters (3:47 minutes) https://ca.pbslearningmedia.org/resource/hot-tips-to-rock-the-ballot-booth-video/we-the-voters/ and make connections between voter turnout to local elections and Hmong civic participation, and electing officials. 
        1. Have students pair share/discuss in table groups and then share their group discussions.
          1. How does the video connect to voter turnout in local elections and Hmong civic participation and electing officials?
      4. Slide 9: One of the jobs of Congress members is constituent services and case work. 
        1. Students will read about HR 8110 and Hmong Gold Medal, H.R.8110 - Hmong Congressional Gold Medal Act introduced by WI Representative Grothman https://www.congress.gov/bill/117th-congress/house-bill/8110?s=3&r=19.
        2. Have students discuss connections to the bill sponsor and constituent services and why the legislation was drafted.
          1. Think back to the previous slides, why would a representative from WI introduce HR 8100? 
          2. What is the goal of HR 8100?

     

    1. Evaluate
      1. Slide 10: Students will reflect on the lesson and make informed actions. Students will choose between a public service announcement/social media campaign to encourage Hmong to get out the vote, or write a letter to their House Representative stating their position on HR 8110.
        1. Infographic/social media campaign visual encouraging Hmong to Rock the Vote - This can be a one pager flier or a video. 
        2. Write to their House of Representative member expressing their position on HR 81110 - This letter should be written utilizing formal language.

    Students will choose between either a public service announcement/social media campaign to encourage Hmong to get out the vote, or write a letter to their House Representative stating their position on HR 8110.

    • Engagement: Consider the following method to support with lesson engagement:
    • Provide tasks that allow for active participation, exploration and experimentation
    • Provide learners with as much discretion and autonomy as possible by providing choices in such things as:
      • The level of perceived challenge
      • The type of rewards or recognition available
      • The context or content used for practicing and assessing skills
      • The tools used for information gathering or production
      • The color, design, or graphics of layouts, etc.
      • The sequence or timing for completion of subcomponents of tasks

     

    • Representation: Consider the following method to support with multiple means of representation:
      • Provide written transcripts for videos or auditory clips
      • Offer opportunities over time to revisit key ideas and linkages between ideas

     

    • Action and Expression: Consider the following method to support in presenting their learning in multiple ways:
      • Compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, visual art, sculpture, or video
      • Provide models or examples of the process and product of goal-setting
        • You may wish to create a template letter to your area’s representative for students to use to take informed action.

     

    For additional ideas to support your students, check out the UDL Guidelines at CAST (2018)  http://udlguidelines.cast.org.

    • Emerging: Consider the following method to support with emerging students:
      • Reading: Use choral reading or shared reading
        • Teacher reads text aloud, modeling fluency and expression, inviting students to engage in extended conversations in response to text-­dependent questions. Teacher uses strategically planned stopping points to highlight vocabulary and prompt student thinking and discussion about text. Students use vocabulary from the text when talking and writing about text collaboratively and independently. 

     

    • Expanding: Consider the following method to support with expanding students:
      • Reading: Use guided reading 
        • In a shared or interactive writing format, chart out characters, setting, problem, and events (including orientation, complication, and resolution). Add theme, as appropriate.

     

    • Bridging: Consider the following method to support with bridging students:
      • Reading: Ask students to analyze text structure and select an appropriate graphic organizer for summarizing
        • Take a complex sentence, such as a sentence with long noun or verb phrases, and unpack it for meaning. Teachers first model their thought processes by using strategies, such as think alouds, and then engage students in deciphering the meanings of the sentences. Students are guided through a technique of reducing dense sentences into a list of simpler sentences that, when combined, express the meaning of the original sentence. Important features of the sentence are showcased, i.e., specialized vocabulary, descriptive language, use of conjunctions in compound or complex sentences, use of prepositional phrases, etc.)

     

    For additional guidance around scaffolding for multilingual learners, please consult the following resources:

    1. Have students start thinking about the upcoming elections. They can brainstorm ways they can be involved in supporting the voting effort in their communities.

     

    1. Teachers and Students can start a ‘Kids Vote’ initiative or mock election at their schools. 

    Britt, K. 2020c, May 11. English learner toolkit of strategies. California County Superintendents.  https://cacountysupts.org/english-learner-toolkit-of-strategies/

    CAST. 2018. The UDL guidelines. http://udlguidelines.cast.org

    Glenn, G. (House - Financial Services; House Administration). 2022. H.R.8110 - Hmong Congressional Gold Medal Act, 117th  Congress. https://www.congress.gov/bill/117th-congress/house-bill/8110?s=3&r=19 

    HISTORY. 2016, October 10. America 101: What is a swing state? | History [Video]. YouTube.  https://www.youtube.com/watch?v=n3IW37BB7iA 

    National Popular Vote. (n.d.). Small states are not helped by current systemhttps://www.nationalpopularvote.com/small-states-are-not-helped-current-system

    PBS Learning Media. (n.d.). Hot tips to rock the ballot booth | We The Voters [Video]. PBS.  https://ca.pbslearningmedia.org/resource/hot-tips-to-rock-the-ballot-booth-video/we-the-voters/ 

    San Diego County Office of Education. (n.d.). Providing appropriate scaffoldinghttps://www.sdcoe.net/educators/multilingual-education-and-global-achievement/oracy-toolkit/providing-appropriate-scaffolding#scaffolding

    Sexias, P. & Morton, T. 2013. The big six: Historical thinking concepts. Nelson Education.

    Tulare County Office of Education. (n.d.). Strategies for ELD. https://commoncore.tcoe.org/Content/Public/doc/Alpha-CollectionofELDStrategies.pdf 

    Wisconsin Public Radio. 2020, October 26. Hmong voters could be key to winning Wisconsin. Here's how organizers are reaching themhttps://www.wpr.org/hmong-voters-could-be-key-winning-wisconsin-heres-how-organizers-are-reaching-them 

    Xiong, Y. S. 2020, May 15. Hmong Americans are up for grabs in the 2020 presidential election. AAPI Data.  http://aapidata.com/blog/hmong-americans-are-up-for-grabs-in-the-2020-presidential-election/ 

    270towin. (n.d.). 2024 Presidential Election Interactive Maphttps://www.270towin.com/ 

    Model Curriculum

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