1. Once completed, have students pair up with a partner and share or share within groups what stood out most to them from the video and their thoughts.

1. Explain to students that in order for us to know about our Vietnamese friends, classmates, or neighbors in our community, we need to know a bit about their country, history and who they are.
2. Inform students that they are going to work in teams of three to four to briefly research information about the country of Vietnam. Each team will be assigned an aspect of the country to research. Use the provided resources and other available resources to find fast facts about Vietnam. Divvy up the list below to various groups, it is okay if there are duplicate groups researching the same category. (Optional: Teachers can present the categories on a shared slide presentation for groups members to place their information, or have each group create their own slide.) 
   1. Vietnam Geography
      1. Shape, size, area, length
      2. Its location, neighboring countries
      3. Types of landforms (i.e: mountains, bodies of water)
      4. Anything special or interesting about its landscapes
   2. Vietnam Rulers
   3. Vietnamese Language 
   4. Vietnamese through History (Major events and dates)
   5. Vietnamese in America 
3. Teams will have 15 minutes to work.
4. Prepare a two minute informal share-out to present group findings to the class once the slide(s) are completed.

5. Call on teams to present, or have the information displayed on an accessible document to all. 

    

1. What is your first impression?
2. What is the narrator trying to show us? 
3. As we read and listen, what emotions does it trigger? 
4. What are some examples of language preservation and cultural acculturation in this narrator’s life?

1. Note: There might be a lot of overlap with responses, therefore ask students to share common factors and move onto the next source or information. 

1. Some possible questions include:
   1. How did the Vietnamese community respond to family barriers caused by language loss? 
   2. How did the process of cultural acculturation change the Vietnamese family dynamic in the United States? 
   3. How did the escape journey affect the lives of the people on the boat and the people they left behind? 
   4. What experiences and sentiments do they all seem to share? 
   5. Whose voices are missing here? 
   6. What could these people do to solve some of their problems? Are there any solutions? 
   7. When looked at collectively, what argument about the refugee experience of escaping by boat do the documents allow you to make?  
   8. What else would you need to know in order to draw a wider conclusion about the impact of escaping by boat? 

   9. Can you make any connections between any current events to what happened here?

       

Students will choose one of the oral history subjects that they learned about and create an identity collage of that individual. The identity collage should include quotes from their interview sources, as well as themes and key words that help illustrate how that individual sustained Vietnamese language and culture. The collage should be a combination of text, images, and symbols. Alternatively, students can construct a song, spoken word, or poem in honor of an individual they learned about from the jigsaw activity. The written product should include themes of how that individual sustained Vietnamese language and culture. The final product can be open to a written, visual, or audio narrative.

1. How did the Vietnamese community respond to family barriers caused by language loss?  
2. Suggested Answer: The Vietnamese community responded to barriers caused by language loss by creating new community cultural celebrations, and through creating heritage language programs to teach the younger generation. broadcasting television and radio programs in Vietnamese, and advocating for bilingual education in schools. 

1. Suggested answer: As second generation Vietnamese immigrants experienced language loss and overall loss of Vietnamese identity in the United States, the cohesion between family members worsened. This was due to language barriers and different values among generations.

    

1. a. (3) new facts they learned from the lesson, (2) main takeaways from the lesson, and (1) unanswered questions or wondering they still have about the lesson.