Accompanying slides for this lesson may be found here:  https://ucdavis.box.com/s/w5zokx6gl5squectb1gs3rcu8ngy5u0l 

1. Warm-Up (10 minutes)
   1. The teacher will pose the following questions:
      1. What does it mean to be someone that is political? 
         1. Allow for a partner share, and class discussion. (This can also be done as anonymous sharing using an online forum such as Peardeck or Padlet.) 
      2. What stereotypes or myths have you heard about Asian or Vietnamese Americans in regards to politics, activism, and advocacy?
         1. Possible answers or discussion questions that may be discussed:
            1. ‘Asian Americans are not political because they are taught to keep quiet and work hard.’ What implications may this myth have?
            2. ‘Asians, or Vietnamese Americans are political and tend to care about things back in their home country like anti-communism.’ What implications may this myth have?
            3. What personal experiences (or what you have been taught in school/media) have shaped your answer about Asians or Vietnamese Americans and politics?
2. Brief Presentation: Overview of Early Political Movement in Vietnamese American Communities (20 minutes)
   1. The teacher will use the suggested slides template (see handout “Early Political Movement in Vietnamese American Communities” to give a brief overview of the history of political movement in the Vietnamese American community). 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.
   2. During the presentation, students will use a notetaker to follow along:
      1. Notetaker to include the following guiding questions:
         1. What is the Homeland Restoration (HR) Movement?
            1. Why did the Homeland Restoration Movement fail?
         2. What are some ways that Vietnamese Americans advocated for refugee and boat people rights in Vietnam and for those stuck in refugee camps?
         3. How did the political movement in the Vietnamese American community shift from Homeland Restoration to Human Rights advocacy? 
         4. How do Vietnamese Americans use protest as a way of having a political voice in the US? What are examples of different issues and symbols used to make something a Vietnamese American issue in US mainstream media?
3. Shared Learning: Reading and Analyzing Primary Sources (25 minutes)
   1. The teacher will divide students into pairs.
   2. Students will read the handout “Homeland Restoration” and “Human Rights Advocacy” together. 
   3. Students will then fill out answers to the questions on the second page, using their notes from the presentation and their reading. 
   4. In the final five minutes of class, the class will come together and the teacher will ask students to share their responses for each question, with other students able to fill in the questions if they could not fill it in before
4. Cultural Production: Role-Playing and Advocacy Activity (20–30 minutes)
   1. The teacher will assign students into groups of four or five.
   2. The teacher will explain to the students that this activity is a way for students to see early Vietnamese American political activism in the eyes and works of organizers. Students will choose to advocate for one of the following topics:
      1. Homeland restoration (or criticizing it)
      2. Normalization of US-Vietnam relations (or criticizing it)
      3. Sending resources back to Vietnam
      4. Increase numbers of Vietnamese refugees to the US
      5. Provide more aid to Vietnamese refugees stuck in refugee camps in Southeast Asia
      6. Democracy and human rights in Vietnam
      7. Religious rights, freedom of speech, freedom of press in Vietnam
   3. With their groups, students will have 10 minutes to explore what kinds of strategies Vietnamese Americans employed to advocate for a political issue important to them. 
      1. Possible examples: Public demonstrations, protests, letter writing, lobbying, use of media and the internet and legal action, messaging, an organized set of communication tactics, and more.
   4. After 10 minutes of reading with the group, the students will choose an advocacy strategy to carry out, due by the end of the class. The final product can be open to a written, visual, or audio narrative. They can choose from one of the following:
      1. Writing a skit to fundraise, advocate, or lobby for one of the issues
      2. Writing a short newspaper article supporting or criticizing a certain political issue
      3. Creating a poster or slogan in support or against a particular subject and perform a protest
      4. Writing a poem or short story aimed at emotionally appealing to the US people or government to support their specific cause
      5. Creating a speech to be spoken in front of Congress or political leaders
5. Role-Playing and Advocacy Presentations (30 minutes)
   1. Each group will have around five to seven minutes to showcase their presentation. After showcasing their advocacy strategy, the students will also spend a short time (one to two minutes) explaining their advocacy strategy and how it connects to the material they learned the past few days. If you want to mix up the engagement, you can have the audience of students make a generalization and guess the advocacy strategy that the group is trying to demonstrate, as well as have them provide justification. 
   2. The presentations will be assessed with the following criteria in mind:
      1. Does the presentation properly choose a topic relevant to early political movement in Vietnamese American communities? (20%)
      2. Does the presentation properly choose an advocacy strategy relevant to political movement in Vietnamese American communities? (20%)
      3. Does the presentation showcase that advocacy strategy in a creative way? (20%)
      4. Does the group speak clearly, confidently, and in a manner that is easy for the class to understand? (20%)
      5. Does the group clearly and critically explain the connections between their advocacy strategy and the material learned in class the past few days? (20%)
   3. During each presentation, the teacher will write down the following sections and have each individual student get out a piece of paper to take notes on the following criteria:
      1. Group Number (any sort of identification of presenting group)
      2. Group Topic
      3. Group Advocacy Strategy
      4. Explain: How does the group creatively use their selected advocacy strategy to advocate for their chosen topic and position and how does it relate to the material learned in the lesson?
      5. Students will fill out the following questions for each group presentation, with one to two minutes of time in between each presentation to answer question four. The students will turn in the notes at the end of class for credit.