Secondary Migration, Resettlement, and Community Building

    Overview

    Secondary Migration, Resettlement, and Community Building

    Asian Garden Mall in Spring 2015 in Westminster, California.

    Author: Phúc Duy Như Tố
    Grades: 11-12

    Suggested Amount of Time: 50-60 minutes
    Area of Study: Vietnamese Resettlement and Community Building

    Compelling Question
    • What is Vietnamese America?

    Lesson Questions
    • How did Vietnamese refugees build a sense of home in the United States?
    • In what dimensions has the Vietnam War ended and continued to impact and shape Vietnamese American communities in the US? 
    • How did displacement shift gender relations within Vietnamese refugee families and communities?
    • What were the resettlement patterns of Vietnamese refugees post-1980?
    • What are the various ways in which Vietnamese immigrants and refugees reclaim and build community amidst violent displacement and discrimination? 
    Lesson Objective

    Students will synthesize resettlement patterns of Vietnamese refugees from 1980–1990 by analyzing reports and completing a written reflection and participating in a peer discussion.

    Lesson Background

    Concepts that students should know prior to this class:

    • History of the Vietnam War from Vietnamese refugees’ perspectives
    • Militarized refuge(es) 
    • Different Immigration Waves of Vietnamese Refugees

    The 130,000 (mostly Vietnamese) refugees who arrived in the United States during 1975 were sent initially to four government reception centers—at Camp Pendleton, California; Fort Indiantown Gap, Pennsylvania; Fort Chaffee, Arkansas; and Eglin Air Force Base, Florida—where they were interviewed by voluntary agencies and matched with sponsors throughout the country, including individuals, church groups and other organizations. US refugee placement policy aimed to disperse the refugee population to all 50 states in order to minimize any negative impacts on receiving communities, and indeed the 1975 Vietnamese refugees were more significantly dispersed than other immigrant or refugee populations. The refugees were initially placed in 813 separate zip code areas in every state, including Alaska, with about two-thirds settling in zip code areas that had fewer than 500 refugees and only 8.5 percent settling in places with more than 3,000 refugees. Less than half were sent to the state of their choice. Despite this general pattern of dispersal—shaped by government policy, the availability of sponsorships, and the relative absence of family ties and previously established ethnic communities in the US—areas of Indochinese concentration nonetheless began to emerge, particularly in California, and to grow rapidly as a result of secondary migration from other states. By 1980, 45 percent of the 1975 arrivals lived in a state other than the one where they had been originally sent; and the refugee population living in California had doubled from about 20 percent to 40 percent, where they were concentrated in contiguous Southern California metropolitan areas and, to the north, in the Silicon Valley city of San Jose.

    As the much larger waves of refugees began to arrive after 1979 and as their social networks were becoming increasingly consolidated over time, government policies and programs continued to seek the dispersal of refugees without family away from high-impact areas, while most others were reunited with family members already residing in areas of high concentration. By the early 1980s, about a third of arriving refugees already had close relatives in the US who could serve as sponsors, and another third had more distant relatives, leaving only the remaining third without kinship ties subject to the dispersal policy. In addition, different localities of concentration emerged for the different ethnic groups. By 1990 the largest Vietnamese enclave in the US had formed in Orange County, with its hub in the communities of Santa Ana and Westminster (Little Saigon). By 2000, a fourth of all Vietnamese Americans were concentrated in the metropolitan corridor from Los Angeles to San Diego, and another sixth in the San Francisco Bay Area.

    Image Citation: Archives, O. C. (n.d.-b). Asian Garden Mall, 9200 Bolsa Ave., Westminster. Flickr. https://www.flickr.com/photos/ocarchives/41078164582 

    Ethnic Studies Theme

    This lesson connects to the ethnic studies theme of power and oppression from the Asian American Studies Curriculum Framework (Asian American Research Initiative, 2022). Students will consider war, migration and imperialism as contexts shaping citizenship and racialization. Students discuss how war tranforms people’s sense of identity, home-making and sense of belonging.

    For additional guidance around ethnic studies implementation, refer to the Ethnic Studies Model Curriculum (2021)  https://www.cde.ca.gov/ci/cr/cf/esmc.asp.

    Historical Thinking Skills 

    This lesson will facilitate student proficiency in the ethical dimension, one of Seixas’ historical thinking skills (Seixas & Morton, 2013). To consolidate thinking about how we should remember and respond to the past. Students consider how our understanding of history can help us make informed judgments about contemporary issues, but only when we recognize the limitations of any direct lessons from the past.

    Supplies
    • Access to laptop device
    Readings
    • Refugee Profiles from 1980, 1985, 1990
    Videos
    • “Sacramento’s Little Saigon: How the Vietnamese Community is Preserving Culture.”
    Handouts
    1. Cultural Energizer (5-10 minutes)
    • The instructor goes over the protocol and purpose for a sharing circle. This does not have to be in the format of a circle and can be modified to a small group share.
      • Purpose: Centering students’ lived experience as a source of knowledge and creating a liberatory classroom. See inspiration here: https://zehr-institute.org/publications/docs/chapter-4.pdf
      • Protocol and Norms: 
        • When it is your turn to speak, you can share or pass. We will return to you later. This can also be done with smaller groups of four or five.
        • Respect the talking piece so the person with it can convey their full message without interruption. You can respond to your friends when it’s your turn.
        • Speak for yourself and from your own experiences.
        • Honor what others say with confidentiality and integrity. 
        • What is being shared in this room stays in this room. This ensures that everyone feels safe to share their thoughts, feelings, and questions. 
      • The instructor poses the following questions to the class: What is your relationship with the Vietnamese American communities? Or what/where is home for you?
      • The instructor wraps up the sharing circle by: Honoring students’ experiences, highlighting the intersectionality and reiterating horizontal learning and teaching. 
    1. Interaction with a first source with multiple reads (10 minutes)
    • Watch the film: “Sacramento’s Little Saigon: How the Vietnamese Community is Preserving Culture.” https://www.youtube.com/watch?v=9ReyuxZ9N9o  
    • Suggested questions for in-class worksheet for students:
      • First View (teacher can choose from the following prompts):
        • Who produces this film?
        • Who is the intended audience?
        • What are the key characters featured in the film? What are their names? When did they immigrate to the US? When did they relocate to Sacramento? What were the challenges that they faced? How did they overcome them? What are the ways in which they have rebuilt a new community in Sacramento? 
      • Second View (teacher can choose from the following prompts): 
        • What are the central themes that emerged from the film?
        • How do people build community? How did displacement and resettlement affect their lives (occupation, sense of home, interpersonal relationships)?
        • What stood out for you the most from the film? What resonated with you the most and why?
        • What did you learn from your friend during the pair-share activity?
        • An additional question to consider: What do you see lacking or missing from the history being told? Do you connect with the stories being told?
      • Pair share
        • Have students pair up with the person sitting next to them to share their findings and what stood out the most for them from the film. If time permits, allow for class share out. 
      • Teacher speaking points to transition lesson: Reiterate the impacts of displacement and migration at the personal and communal levels. Highlights two key concepts from the film that will be explored further in the next parts of the lesson:
        • Relocation and secondary migration 
        • How people build community through food and foodways 
    1. Interaction with a second text: Secondary Migration (20 minutes)
    • Preface with the following objectives and key topics that will be explored in the next part of the lesson:
      • The intentional dispersal of Vietnamese refugees was reflected in the initial placement. 
      • Patterns of secondary migration and relocation after the initial placement. 
      • Refugee agency and resilience during resettlement. 
      • Displacement resulted in a drastic shift in gender relations and occupations of Vietnamese refugees giving rise to a large service sector. 
    • Source materials:
    • Directions for analyzing primary source materials 
      • The facilitator divides the class into three or four groups (depending on the class size). Each group will analyze the same set of archival documents. 
      • The goal here is for students to see the resettlement patterns of Vietnamese refugees from 1980–1990. 
      • Working in groups, students will analyze the refugee profile taken from the Office of Refugee Resettlement’s annual reports to Congress in 1980, 1985, and 1990. The archival materials can be printed or provided as digital copies.
      • Each student will fill out their own worksheet (see “Analyze a Written Document” in handouts section). 
        • As they analyze their respective documents, they will keep in mind the following questions: What can these documents tell us about the pattern of resettlement and occupation status of Vietnamese Refugees in the 1980s and 1990s? What were the resettlement patterns of Vietnamese refugees post-1980?
      • Students can work together to analyze their assigned section and complete the handout. 
      • Once each student and group has completed, have a whole class discussion about resettlement patterns. Teachers should solicit responses from students of each source so that the class is able to learn about each year. As students listen, they should add notes about the other years and sources to their personal handouts.
    1. Cultural Production (15-20 minutes)
    • Students will choose one of the following assessment options:
      • Written text reflection answering the questions: In what dimensions has the Vietnam War ended and continued to impact and shape Vietnamese American communities in the U.S.? How did displacement shift gender relations within Vietnamese refugee families and communities? What were the resettlement patterns of Vietnamese refugees post-1980?
      • Infographic answering the question: What were the resettlement patterns of Vietnamese refugees post-1980? The infographic should include information and statistics from the sources in the form of text, visual components, and graphs.
      • The final product can be open to a written, visual, or audio narrative.

    Students can choose one of the assessment options:

    • Written text reflection answering the questions: In what dimensions has the Vietnam War ended and continued to impact and shape Vietnamese American communities in the U.S? How did displacement shift gender relations within Vietnamese refugee families and communities? What were the resettlement patterns of Vietnamese refugees post-1980?
    • Infographic answering the question: What were the resettlement patterns of Vietnamese refugees post-1980? The infographic should include information and statistics from the sources in the form of text, visual components, and graphs.
    • Engagement: Consider the following method to support with lesson engagement
      • Engage learners in assessment discussions of what constitutes excellence and generate relevant examples that connect to their cultural background and interests 
      • Create expectations for group work (e.g., rubrics, norms, etc.)
    • Representation: Consider the following method to support with multiple means of representation:
      • Link key vocabulary words to definitions and pronunciations in both dominant and heritage languages 
      • Provide written transcripts for videos or auditory clips
    • Action and Expression: Consider the following method to support in presenting their learning in multiple ways:
      • Provide scaffolds that can be gradually released with increasing independence and skills (e.g., embedded into digital reading and writing software) 

    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:
      • Writing: Provide sentence frames with word and picture banks 
        • In response to a prompt, the teacher offers a sentence frame orally and/or in writing to support expression of student thinking. Frames are adjusted based upon specific grammatical structure, key vocabulary, content learning, and language proficiency level descriptors, etc. Frames are a temporary scaffold that require modification.     
    • Expanding: Consider the following method to support with expanding students:
      • Writing: Require learning logs for summaries of learning
        • 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:
      • Writing: Require academic writing and the use of target academic vocabulary 
        • Apply domain­-specific vocabulary and general Academic vocabulary in open sentence frames to perform functions, like describing or explaining, that target specific grammatical structures.

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

    1. Interview Assignment - Students interview a family member about their immigration/migration and resettlement experience and submit a reflection. Guiding questions for student’s reflection: What were the challenges that your parents/ grandparents faced after arriving in the U.S.? What were their migration and resettlement experiences? How did they rebuild a community and a sense of home? What role does food play in their processes of community building and homemaking? What do you hope to learn more from this class? How has displacement (as the result of the Vietnam War) continued to affect family structure, intergenerational relationships, and one’s sense of home and belonging?
    2. Potential creative projects

    ABC10. 2023, May 26. Sacramento’s Little Saigon: How the Vietnamese community is preserving culture [Video]. YouTube. https://www.youtube.com/watch?v=9ReyuxZ9N9o 

    American Initiative. 2022. Asian American Studies K-12 Framework. https://asianamericanresearchinitiative.org/asian-american-studies-curriculum-framework/ 

    Archived Office of Refugee Resettlement Annual Reports to Congress (1980-2004). 2019, June 21. The Administration for Children and Families. https://www.acf.hhs.gov/orr/report/archived-office-refugee-resettlement-annual-reports-congress-1980-2004 

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

    California Department of Education. 2021. Ethnic studies model curriculum. https://www.cde.ca.gov/ci/cr/cf/esmc.asp 

    California Department of Education & English Learner Support Division. 2012. California English Language Development standards (Electronic Edition) kindergarten through grade 12 (F. Ong & J. McLean, Eds.). California Department of Education. https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf

    California Educators Together. (n.d.). ELA / ELD framework. https://www.caeducatorstogether.org/resources/6537/ela-eld-framework

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

    Fountaindale Public Library. 2023, May 8. Creating a digital zine in Canva [Video]. YouTube.  https://www.youtube.com/watch?v=ss-c5H6-s_M

    LibGuides: Zines: What is a Zine? (n.d.). https://guides.lib.utexas.edu/c.php?g=576544&p=3977232

    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 

    Supplementary Sources

    Đặng, T.V., Võ, L.T., & Lê, T. 2015. Vietnamese in Orange County. Arcadia Publishing.

    Đặng, T.V. 2013, November 26. Little Saigon and Vietnamese American Communities. In Asian Americans: An Encyclopedia of Social, Cultural, Economic, and Political History [3 volumes] An Encyclopedia of Social, Cultural, Economic, and Political History. Retrieved from https://escholarship.org/uc/item/3r66961t 

    Espiritu, Y.L. 2014. Body Counts: The Vietnam War and Militarized Refuge(Es). University of California Press.

    Kibria, N. 1993. Family Tightrope: The Changing Lives of Vietnamese Americans. Princeton University Press. 

    Max. 2022, January 13. Take Out with Lisa Ling | Official Trailer | HBO Max [Video]. YouTube.  https://www.youtube.com/watch?v=GWZGRNSKkgo 

    NailedItDoc. 2014, March 10. #NAILEDIT - Vietnamese Americans and the nail Industry - TRAILER [Video]. YouTube.  https://www.youtube.com/watch?v=RDEDorWikSc

    OCPublicLibraries. 2023, May 9. Be yourself [Video]. YouTube. https://www.youtube.com/watch?v=GAzbRIwVfzM

    Register, O. C., & Hinch, J. 2012. O.C.’s Saigon? Nothing little about it. Orange County Register.  https://www.ocregister.com/2012/11/05/ocs-saigon-nothing-little-about-it-2/

    Register, O. C., Berg, T., Kopetman, R., & Haire, C. 2015. How they became us: Orange County changed forever in the 40 years since the fall of Sài Gòn. Orange County Register. https://www.ocregister.com/2015/05/01/how-they-became-us-orange-county-changed-forever-in-the-40-years-since-the-fall-of-saigon/

    Rhodes, D. (n.d.). Pedagogy of Circles: Teaching Restorative Justice to Social Work Students. Retrieved December 6, 2023. https://zehr-institute.org/publications/docs/chapter-4.pdf

    Sean Alami. 2023, January 15. The iPhone 14 Pro Revolution: Filming a Documentary with a Smartphone [Video]. YouTube. https://www.youtube.com/watch?v=tMffbXK-7go

    Title 8 Productions. 2018, December 12. Seadrift: A Documentary on Refugees, Racism, and Reconciliation (Festival Trailer) [Video]. YouTube. https://www.youtube.com/watch?v=QzYeVAPNgBY

    U of G Library. 2018, July 10. Digital Storytelling Example: Growing Up Guiding [Video]. YouTube.  https://www.youtube.com/watch?v=dKIKMuNonV8

    WORLD Channel. 2022, May 10. In Living Memory | Full Film | Asian American Stories of Resilience and Beyond[Video]. YouTube. https://www.youtube.com/watch?v=YuHuqOQ0rMQ

    Su, L. 2009. I Love Yous Are for White People: A Memoir. 1st ed. Harper Perennial.

    Waters, M. C., Ueda, R., & Marrow, H. B. (Eds.). 2007. The new Americans: A guide to immigration since 1965. Harvard University Press. 

    Model Curriculum

    Standard(s)

    Grade(s)