1. Introduction: Teachers can begin by displaying the word ‘ally’ on the board. Have students discuss with a peer their understanding of what it means to be an ally. Then have a whole class discussion. (5–10 minutes)
   1. For support on how to create a safe space classroom, teachers can review: GLSEN Safe Space Kit: Guide to Being an Ally to LGBT Students (https://ucdavis.box.com/s/7bxkxhrcdephxq6dfm51qibvw2e3hhl4). 
   2. Teachers should start off by defining key terms and identities. It would be helpful to have these terms displayed on the board or on notes for students: 
      1. LGBT or LGBTQ: An umbrella term referring to people who identify as lesbian, gay, bisexual and/or transgender. Sometimes the acronym is written as LGBTQ, with the Q referring to those who identify as queer and/or questioning. The acronym can also include additional letters, in reference to other identities that do not conform to dominant societal norms around sexual orientation and gender identity and expression.
      2. Queer: An umbrella term used to describe a sexual orientation, gender identity or gender expression that does not conform to dominant societal norms. While it is used as a neutral, or even a positive term among many LGBT people today, historically queer was used as a derogatory slur.
      3. Heterosexism: A system of oppression that benefits straight/heterosexual people at the expense of lesbian, gay and bisexual people. Heterosexism  may take the form of Homophobia or Biphobia, bias and discrimination towards lesbian, gay and bisexual people.
      4. Homophobia: This can take many different forms, including negative attitudes and beliefs about, aversion to, or prejudice against bisexual, lesbian, and gay people. It’s often based in irrational fear and misunderstanding. Some people’s homophobia may be rooted in conservative religious beliefs. People may hold homophobic beliefs if they were taught them by parents and families.
      5. Mainstream: The ideas, attitudes or activities that are regarded as normal or conventional.
   3. Teacher Background: Teachers can read these sources to get context of the history of Hmong people and youth perspectives on being Queer and Hmong.
      1. Hmong History and LGBTQ Lives: Immigrant Youth Perspectives on Being Queer and Hmong  https://ucdavis.box.com/s/donlaguxgmva5gzkh5vperw1dksllj0m   
      2. Perspectives of Queer Hmong Youth https://assertjournal.com/index.php/assert/article/view/27/117 

2. Interaction with First Source: Sonic Rain’s Herstory (play from 8:07-16:26)  https://www.facebook.com/mnherstory/videos/sonic-rains-herstory/966442176840778/. Listen to Sonic Rain's powerful herstory of being unapologetically Hmong, Queer, and an Artist in the Twin Cities and creating a community of belonging while standing up against spaces of toxic masculinity and homophobia. 
   1. This video should be viewed together as a class. Before watching the video, ask students to consider the below questions while watching. 
   2. Have students log observations and consider intersecting identities within the family and community contexts according to the guiding prompts.
   3. Guiding Prompts: 
      1. Who is Sonic Rain and what is her story?
      2. How did the subject of the story negotiate her Hmong identity with her family, parents, and community contexts?
      3. What challenges did this individual face in her families and communities, and how did she navigate them?
   4. Teacher to prompt for class discussion

3. Interaction with Second Source: LGBTQ acceptance in Minnesota's Hmong community (9:49 minutes) https://www.mprnews.org/episode/2022/05/16/lgbtq-acceptance-in-minnesotas-hmong-community.
   1. Have students log observations and consider intersecting identities within the family and community contexts according to the guiding prompts.
   2. Guiding Prompts: 
      1. Who is Brian Xiong and what is his story?
      2. How did Brian Xiong negotiate his Hmong identity with his family, parents, and community contexts?
      3. What challenges did Brian Xiong have with his family and communities, and how did he navigate them?
   3. This interview can be a pair-share task, or students can complete independently. 
   4. Teacher to prompt for class discussion

4. Community Collaboration: Venn Diagram Compare and Contrast (15–20 minutes)
   1. In small groups, have students create a venn diagram comparing and contrasting Sonic Rain and Brian Xiong. 
   2. Encourage students to identify a minimum of four contrast/comparison details from the lives of Sonic Rain and Brian Xiong.
   3. Once complete, the teacher has students share details from their venn diagrams.

5. Synthesize: Discuss with students the family and community contexts and impacts. (5–10 minutes)
   1. What were the motivations for both queer individuals to become involved in organizing and advocacy?
   2. How are LGBTQ+ and refugee struggles connected? How does this impact migration patterns?

6. Assessment Product: Video Reflection: After students have compared the oral history interviews, students will create a one to three minute video reflection with their takeaways. 
   1. Possible prompts for students to choose from for their reflection video: 
      1. What intersecting identities do you hold, and how do they motivate your actions? 
      2. What are LGBTQ+ Hmong American experiences?
      3. What new learnings did you have after listening to the interviews?
      4. What can you do to support LGBTQ+ communities? Think about scale: from your family to your school, neighborhood, state, country, or globally. 

Alternatively, students can share their learning through a written, visual, or audio narrative.