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Grade Level: 5

Unit 3: Healing and Future Building – The Gadaa System of Oromo Governance

Time Frame 

  • 1–2 class periods

Materials

Connections to the 7 Cs of Ethnic Studies

  • Center: centering knowledge from Oromo community, elders, families, and lived experiences through the Gadaa system
  • Conceptualize: visioning, futurisms, world-building, hope, healing, and collective possibilities for Oromo/Ethiopian youth

Instruction (ICCR)

Day 1 Warm-Up Question:

  • Think about someone you look up to as a leader. What makes them a good leader? Write two to three sentences or draw a picture.

Ignite

  • Have students Turn and Talk with a partner, answering the question below:
  • What is a goal or hope that you have for the future? 

Chunk 1

  • Introduce “What Is the Gadaa System?” to students and review (see attachment/appendix 1).
  • Have students complete the Ten Stages of the Gadaa System graphic organizer (see attachment/appendix 2).

Chunk 2

  • Have students watch Mikyas Woldemichael’s video.

Exit Ticket

  • Look at the Gadaa system stages. Which stage are you currently in? Write the stage’s name and one responsibility it entails.
    • I am currently in the ___ stage. One responsibility of this stage is ___.

Day 2 Warm-Up Question

  • Think about Mikyas’s story. How did soccer help him heal and build a future? Write one to two sentences using what you remember from the video.

Chew

  • After watching the video, have students complete a short writing prompt answering the following questions:
    • Mikyas was thirty-two years old. Which stage in the Gadaa system represents him? How do you think he showed leadership?
    • Do you think soccer was important for Mikyas? How did it provide healing and future opportunities for his community?
    • What kind of leader do you want to be when you reach stage 5, Raaba Doorii (ages 32–40), in the Gadaa system?

Review

  • Have students pair-share the following questions:
    • Which stage in the Gadaa system do kids your age fall under?
    • What are some responsibilities and expectations at this stage?
    • How is this similar or different to your own responsibilities and expectations in your culture?

Exit Ticket

  • One thing I learned about the Gadaa system is ___. This connects to my own life because ___.

Multilingual and ELL Support

  • Provide visuals (see slides/attachments).
  • Provide graphic organizers as student handouts.
  • Provide sentence stems for written work and verbal share-outs / small group discussions. 

Vocabulary and Definitions

  • Gadaa system: traditional political and governance system of the Oromo people
  • Abba Gadaa: the elected leader of the Oromo Gadaa system
  • Qondaala: the fourth stage of the Oromo Gadaa system (ages twenty-four to thirty-two), in which young adults serve as warriors and protectors of the community through rigorous training in combat, sports, and swimming.
  • Abba Duula: the father of war / commander in the Oromo Gadaa system

Resource List 

Unit 2 Resilience and Resistance – Resilience in the Oromo Culture

Time Frame

  • 2 class periods 

Materials

Connection to the 7 Cs of Ethnic Studies

  • Center: centering the Oromo indigenous culture of helping each other 

Instruction (ICCR)

Day 1 Warm-Up Question

  • Think about a time someone helped you without you asking. What did they do? How did it make you feel? Write two to three sentences or draw a picture.

Ignite

  • Ask students the following questions. (Students can answer in English or a heritage language. They can also draw their answer, if they’d like.)
    • What do you think culture means? If it helps, you can describe our classroom culture, our school culture, your family or community’s culture, our culture in America, etc. 
    • What do you think resilience means?
  • Have students share their answers.

Chunk 1

  • Give a student-friendly definition of culture and resilience.
  • Provide the lesson on Oromo culture below. 

The Oromo Culture of Helping Each Other

  • Jiga is when people come together to help each other with work. Everyone shares the effort so no one has to do it alone.
    • The focus is on teamwork and shared responsibility. 
  • Qabo is when people quickly show up to help someone they care about who is in trouble, without needing to be asked.
    • The focus is on community being there whenever it’s needed.
  • Afoosha is when a group of people regularly support each other, especially during emergencies, by sharing money or resources.
    • The focus is on financial and social support.

Chunk 2

  • Give a scenario of a student at school who recently traveled from Ethiopia to the US. Ask the following questions:
  • What challenges do you think this student would have with class, lunch, friends, and recess? (Expected answers include the language barrier, not knowing where to go for class/lunch/recess, and difficulty making friends.) 
  • Knowing what our school is like, how do you think students would react to their new classmate? What kind of help do you think the teacher and school would provide?
  • Given our lesson on Oromo culture, would our response be the same as that culture’s, or different?
  • Jiga: Who would be responsible for helping the new student get to classes? Learn English? Get resources for the family?
  • Qabo: Do you think our school is ready to help this student in their time of transition?
  • Afoosha: What role can our school play in providing this student and their family with resources and support to help them transition to a new country?

Exit Ticket

  • Name one of the three Oromo cultural values we learned today (Jiga, Qabo, or Afoosha) and explain what it means in your own words.
    • The value I remember is ___. It means ___.

Day 2 Warm-Up Question

  • Think about Tashitaa’s story. What is one challenge he faced when he arrived in the USA? How do you think the Oromo cultural values could have helped him? Write one to two sentences.

Chew

  • Watch Tashitaa Tufaa’s video
  • Turn and Talk, sharing with a partner: 
    • What Oromo culture did Tashitaa mention? 
    • How did he use his Oromo cultural upbringing to persevere when he was learning English, working multiple jobs, and starting his own business?
  • In small groups or with a partner, fill out the Student Worksheet (see attachment/appendix 2) with suggestions for what community help could have looked like for Tashitaa if the Oromo cultural system had been centered when he arrived in the USA. Refer to the slides from this lesson. If needed, you can refer to the handout “Why Is Oromo Culture Important?” (attachment/appendix 1).

Review

  • Have students summarize what the Oromo culture means to them. How could we use aspects of Oromo culture and justice systems in our classrooms, schools, and society?
  • Ask students how their family is the same or different from the Oromo culture when it comes to responsibility for caring about the needs of others.

Exit Ticket

  • One Oromo cultural value I want to bring into my school or community is ___ because ___.

Multilingual and ELL Support

  • Provide visuals (see slides/attachments).
  • Provide sentence stems for written work and verbal share-outs / small group discussions.
  • Provide captions for the video.
  • Provide Tashitaa’s text in students’ home language, if needed.

Vocabulary and Definitions

  • Culture: A reflection of how people live and exist as a community or nation. Culture includes many parts of life, such as politics (how people are governed), religion (belief systems), traditions (customs and practices), and the economy (how people work and support themselves).
  • Resilience: The ability to keep going and not give up when things get hard.
  • Guuza/Jiga (JEE-guh): When people come together to help each other with work. Everyone shares the effort, so no one has to do it alone. The focus is on teamwork and shared responsibility. 
  • Qabo (KAH-boh): When people quickly show up to help someone they care about who is in trouble, without needing to be asked. The focus is on the community being there whenever you need it.
  • Afoosha (ah-FOO-shah): When a group of people regularly support each other, especially during emergencies, by sharing money or resources. The focus is on financial and social support.

Resource List 

Unit 1: Identity and Language – Roots of Oromo

Time Frame 

  • 2 class periods

Materials

  • Green Card Youth Voices: Immigration Stories from a Minneapolis High School – Ikrem Nuru’s video
  • Appendix: Student Handouts
  • Oromo images (see pictures here)

Connections to the 7 Cs of Ethnic Studies

  • Cultivate: learning about the Oromo history, people, and language to provide opportunity for identity affirmation and healing
  • Center: centering Oromo youth and their lived experiences navigating institutional structures as new immigrants 

Instruction (ICCR)

Day 1 Warm-Up 

  • What do you already know about the Oromo people or language? Write one thing, or write “I don’t know yet” if you are not sure.

Ignite

  • Have students Turn and Talk and complete the KWL chart (see attachment/appendix 1) by answering the question below:
    • What do you know about the Oromo people and language?

Chunk 1

  • Provide a short reading and analyze the text of “Oromo People, Culture, and Language” (see attachment/appendix 2) with students to help students understand the history, culture and language of the Oromo people.
  • Use “3-2-1 Close Reading Strategy” (see attachment/appendix 3), an activity where students identify three interesting facts, two connections, and one question. 

Chunk 2

Exit Ticket 

  • Write ONE thing you learned today about the Oromo people or language.
    • “One thing I learned is ___.”

Day 2 Warm-Up 

  • What is one part of your identity that is important to you? It could be your language, your family, your culture, where you were born—anything. Write or draw it below.

Chew

  • After watching the video, have students jigsaw together the timeline of events in chronological order from Ikrem Nuru’s story (see attachment/appendix 4).
  • Have students create their own identity jigsaw puzzle by answering assorted themes/questions (see attachment/appendix 5).
    • Event 1: Heritage and Roots
    • Event 2: Major Changes
    • Event 3: Challenges and Growth
    • Event 4: Community and Belonging 
    • Event 5: Future Dreams

Review

  • Have students share their identity jigsaw puzzle with a table partner. Afterward, ask them: What new information did you learn about your classmate?
  • Then, have students complete the “What I Learned” column on the KWL chart. 

Multilingual and ELL Support

  • Provide visuals (see slides/attachments).
  • Provide graphic organizers as student handouts.
  • Provide sentence stems for written work and verbal share-outs / small group discussions. 
  • Annotate text using different colors for 3-2-1 close reading strategy.

Vocabulary and Definitions

  • Boorana (Buh-RAH-nuh): one of the largest Oromo ethnic groups
  • Barentu (Bah-REHN-too): branch of Oromo people
  • Cushitic (Kuh-SHIT-ik): group of languages and peoples of the Horn of Africa 
  • Afaan: language
  • Afaan oromo (AH-faan oh-ROH-moh): Oromo language 

Resource List 

Unidad 3: Sanar y Construir un Futuro – Sanar y Construir un Futuro Mediante la Comunidad

Periodo de tiempo

  • 1-2 períodos de clase

Materiales

  • Green Card Voices: Historias de inmigración de una escuela secundaria de Minneapolis la historia de Ángel Santos
  • Poema: “Quizás el mundo termina aquí” de Joy Harjo
  • Diapositivas

Conexiones a las 7 C’s de los estudios étnicos

  • Conectar: movimientos de resistencia a nivel local y global, históricamente y hoy.
  • Desafío: un aprendizaje que interrumpe el daño, perturba las narrativas dominantes y promueve la justicia, hacia la acción, la organización, la abogacía y la sanación.

Instrucciones

Día 1

Encender: Introducción/Inicio (diapositiva 1)

Pregunta de inicio: ¿Cuándo fue la última vez que usted y su familia o sus amigos se sentaron alrededor de una mesa? Describa lo que hicieron, comieron, de qué hablaron o compartieron, etc.

  • ¡Escribe en un cuaderno! (2-3 minutos)
  • Habla con un compañero y comparte tu experiencia (2-4 minutos)
  • Compártelo con la clase; elige a algunos estudiantes para compartir (2-3 minutos)

Salud mental –La lección de hoy trata de la aplicación de las leyes de inmigración, las relaciones familiares, la seguridad comunitaria, poder sanar y las experiencias de miedo e incertidumbre. Algunos estudiantes pueden identificarse con estas experiencias de manera personal o intergeneracional, y de diferentes maneras. Por favor, cuídense y participen de la forma que les resulte más cómoda y apoyada.

Fragmentar: La comunidad como fuente de sanar y construir un futuro

Actividad de calentamiento (diapositiva 2)

Lee en la clase: “Quizás el mundo termina aquí” de Joy Harjo (fuente)

Preguntas para “Conversar en parejas” después de leer:

  • Alrededor de la mesa se reúnen personas, no una sola. Alrededor de la “mesa”, la gente puede ser hostil, pero también alegre. ¿Por qué  la comunidad es necesaria a pesar de los altibajos?
  • ¿Qué es necesario para que la gente se reúna “alrededor de la mesa”?

Comunidad vs. individualismo (diapositiva 3) 
Actividad: Muévase hacia un lado si…

  • En un lado del aula, escribe en un papel o en una pizarra: “Puedo hacer/resolver esto por mi cuenta”.
  • Al otro lado del aula, “Esto se puede hacer/resolver con un grupo de personas”.
  • Lea a los estudiantes los diferentes escenarios y pídeles que se inclinen hacia el lado con el que estén de acuerdo.
    • “Te cuesta entender tus deberes.”
    • ‘Ves mucha basura en la calle cerca de tu casa.”
    • “Tu ciudad queda destruida por un desastre natural como un tornado o una inundación.
    • “Las reservas de alimentos de su comunidad se están agotando.”
    • “El parque de tu barrio ha sido vandalizado.”
  • ¿Todas las situaciones de tu vida deben ser manejadas por ti solo? ¿Cuándo es útil involucrar a otros?
  • En muchos sentidos, el trabajo comunitario o colectivo es más fácil y mejor para nosotros a nivel mental, emocional y físico.

Diapositiva 4: Muchos países de Centroamérica y Sudamérica dependen de la comunidad para salir adelante. Es muy común que los hogares sean multigeneracionales y honren a quienes nos precedieron.

  1. Coco: www.youtube.com/watch?v=0TYbf1pw1g8
  2. Encanto: www.youtube.com/watch?v=Yp5nPGWWMh4

Las comunidades y la inmigración como una manera de construir un futuro (diapositiva 4)

Diapositiva 5: Una de las varias razones para emigrar es el sueño de una vida mejor. (Salto de texto, nuevo párrafo/línea). ¿Qué ocurre si ese sueño se ve amenazado? ¿Qué puedes hacer

  • Pida a los estudiantes que compartan sus ideas en voz alta; elija a tres personas.
    • Evite presionar a los estudiantes para que revelen o sientan la necesidad de abordar temas personales.
    • Priorizar la seguridad emocional.
    • Mantener en cuenta que los estudiantes quizás no estarán listos para aprender, hablar o participar acerca del tema de Metro Surge, ya que podría resultarles perturbador.

Diapositiva 6: Amenazas a nuestro futuro: Minneapolis durante Metro Surge

  • Minneapolis se unió: los manifestantes (fuente)

Diapositiva 7: Minneapolis se unió: los organizadores

Diapositiva 8: Minneapolis se unió: los observadores de ICE

Diapositiva 9: ​​La comunidad como una manera de proteger el futuro. La manera en que los habitantes de Minnesota se unieron para ayudar a sus vecinos demuestra que la gente está dispuesta a unirse para creer en un futuro juntos, sin importar su origen.
a. 

Instrucciones para el tiempo de trabajar en la clase

  1. Elige un compañero.
  2. Lee la historia de Ángel Santos (imprimirla).
  3. Anota la historia de Ángel.
    a. Rodea con un círculo las palabras que no conozca.
    b. Resalte las secciones en donde Ángel menciona su relación con su familia.
    c. Subraya las secciones en donde Ángel describe la aceptación (de los demás o de sí mismo).
    d. Marca con una estrella las secciones que muestran los sueños para el futuro.

Día 2 – Masticar: ¡Añade un par a tu pareja! (diapositiva 10)

  • Comparta sus anotaciones y comente acerca de las preguntas de reflexión.
  • Preguntas para discusión en pareja (grabar o recorrer el aula durante este proceso)
    • Elige una anotación que te haya llamado la atención: ¿por qué te impactó
    • ¿Qué o quién ayudó a Ángel cuando se mudó a los Estados Unidos
    • ¿Por qué le resultó difícil a Ángel mudarse a Estados Unidos?
    • Ángel menciona sus relaciones complicadas con su familia. ¿Por qué las relaciones, a pesar de ser complicadas, son importantes para la gente? ¿Cómo impactaron la vida de Ángel?
    • ¿De qué maneras demuestra Ángel sanar?

 Diapositiva 11: Actividad de dibujar

  • ¡Saca una hoja de papel y el poema del principio de la clase!
  • Elige un fragmento del poema que te haya llamado la atención.
  • Dibuja tu mesa y a ti mismo.
  • Tu mesa debería mostrarme:
    • ¿Quién está allí?
    • ¿Qué estás haciendo en/con la mesa?
    • Escribe al final de la página el fragmento del poema que elegiste.

Revisar: Discusión en grupo grande (o se puede ampliar, si el tiempo lo permite) (diapositiva 12)

  1. ¿Cómo representa tu mesa un futuro que deseas?
  2. ¿Cómo construyes ese futuro?

Lista de Recursos

Unidad 2: Resistencia y Resiliencia – El Arte como Herramienta de Resistencia

Periodo de tiempo

  • 1-2 períodos de clase

Materiales

  • Green Card Voices–  La historia de Darío Meija
  • Diapositivas

Conexiones con las 7 C’s de los estudios étnicos

  • Enfocar: Centrándonos en el conocimiento de la comunidad, los ancianos, las familias y las experiencias vividas.
  • Conectar: Aprender sobre los movimientos de resistencia de los mexicanos y los latinos a nivel local y global, del pasado y de hoy.

Instrucción

Día 1

Encender: Introducción/Inicio

  • Bienvenida, agenda, anuncios, objetivo de aprendizaje (diapositiva 1)
    • Pregunta de inicio: ¿Cuándo fue una ocasión en que superaste un miedo o una dificultad
      • ¡Escribe en un cuaderno! (2-3 minutos)
      • Habla con un compañero  y comparte tu experiencia (2-4 minutos)
      • Compártelo con la clase; elige a algunos estudiantes para que compartan sus experiencias (2-3 minutos).

Salud mental: La lección de hoy trata del racismo y las experiencias de exclusión dentro de las comunidades latinas. Algunos se sentirán identificados con estas experiencias de diferentes maneras. Por favor, cuídense y participen de maneras que les resulten cómodas y respetuosas.

Fragmentar: Resistencia y resiliencia: los latinos NO son un monolito

Vocabulario (diapositiva 2)

Vocabulario: Pensamiento monolítico (diapositiva 2)(fuente)

  • “la tendencia a ver las culturas, las experiencias y las personas desde una única perspectiva”
  • Muchas veces, la gente cree que todas las personas latinos/latinas/Latinx comparten la misma cultura, experiencias, tradiciones o creencias. ¡Pero de un país a otro, e incluso dentro de un mismo país, las personas latinos/latinas/latinx son muy diferentes!

Ejemplo: ¡Los latinos/as/x no son un grupo monolítico ni dentro del mismo país!

  • Diapositiva 3: Afro-latinos: personas con descendientes de África (fuente)
    • Mirar: https://www.youtube.com/watch?v=1XmfL62xozI
    • Mientras los estudiantes observan, pídales que piensen y respondan: ¿Qué es algo que la gente mexicana negra quiere que sepan los mexicanos que no son negros?
    • Escoja dos estudiantes para responder y compartir con la clase.

Diapositiva 4: Pueblos indígenas: pueblos originarios de la tierra antes de la colonización europea.

  • Mirar: https://www.youtube.com/watch?v=tQ9Uwq5kXY8
  • Mientras los estudiantes observan, pídeles que piensen y respondan: ¿Qué es algo por lo que los pueblos indígenas de México están luchando?
  • Escoja a dos estudiantes para responder en voz alta con la clase.

Puerto Rico es técnicamente un territorio estadounidense, pero su rica historia cultural lo distingue del resto de los Estados Unidos.

  • Pregunta para los estudiantes: Hagamos una lista de cosas que se les vienen a la mente cuando piensan en Puerto Rico. (Pídeles que digan sus respuestas en voz alta y escribe la lista en la pizarra; es probable que Bad Bunny aparezca en la lista).
  • Puede que corran muchos rumores sobre estas ideas, pero durante muchos años, Puerto Rico ha querido independizarse de Estados Unidos desde principios del siglo XX.
  • Hoy en día, incluso personas como Bad Bunny están llamando la atención sobre los problemas persistentes que enfrenta Puerto Rico, como los desastres ambientales por el cambio climático y las desigualdades económicas y sociales que sus habitantes enfrentan, a pesar de ser parte de los “excepcionales” Estados Unidos. 
  • Toca la canción de Bad Bunny“El Apagón – Aquí Vive Gente.” (Advertencia: Contiene palabrotas en español y posiblemente bailes explícitos. Vea qué escenas son más apropiadas para los estudiantes antes de proyectarlas).

Fragmentar: Resistencia y Potencia

El arte como forma de resistencia y resiliencia (diapositiva 5)

  • En toda Latinoamérica existen diferentes movimientos de resistencia y resiliencia.
    • Pregunta para los estudiantes: ¿Cómo usó Bad Bunny el arte para llamar la atención sobre lo que sucede en Puerto Rico? (Esta podría ser una actividad de cierre, puede continuar con la siguiente parte mañana).
  • ¡Baile, música, vestuario, artes culinarias y mucho más!
  • Resumen: ¡Los latinos/as/x no son un grupo monolítico, ni dentro del mismo país!
    • Incluso dentro de México, la gente viene de diversos orígenes raciales y culturales. (Salto de texto, nuevo párrafo/línea). ¡Ahora imagínese que ampliamos este mapa miles de kilómetros! (Incluir un mapa de Centroamérica, Sudamérica y las islas del Caribe).

Día 2 – Reflexiones: Resistencia y resiliencia en nuestras identidades e interseccionalidad (diapositiva 6)

Instrucciones para el tiempo de trabajo en clase

  • “Entonces, ¿qué ocurre cuando tienes muchas identidades? ¿Qué hacemos para honrar a todas?” (diapositiva 6, imagen fija)

Parte 1: Elija un compañero (diapositiva 7)

  • Lee el cuento de Darío Meija (imprímalo).
  • Anota la historia de Darío.
    • Rodea con un círculo las palabras que no conozcas.
    • Resaltar las secciones en que Darío comparte partes de su historia que fueron difíciles o complicadas para él o su familia.
    • Subraya las secciones en que Darío comparte partes de su historia que honran sus identidades o le brindan alegría.
    • Marca con una estrella las secciones que muestran identidades (género, cultura, idioma, raza, etc.).

Parte 2: ¡Añade un par a tu pareja! (diapositiva 8)

  • Compartan sus anotaciones y conversen sobre las preguntas de reflexión.
  • Preguntas para la discusión en pareja (grabar o caminar por el aula)
    • Elige una anotación que te llama la atención: ¿por qué te impactó?
    • ¿De qué maneras encuentra Darío alegría en su identidad ecuatoriana?
    • ¿Cómo influye la identidad cultural y racial de Darío en su trabajo?
    • ¿Por qué Darío comparte su historia?
    • ¿De qué maneras demuestra Darío su resiliencia?

Revisar: Discusión en grupo grande (puede ampliarse si el tiempo lo permite) (diapositiva 9)

  • ¿Cómo se manifiestan la resistencia y la resiliencia?

Lista de Recursos

Unidad 1: Identidad y lenguaje: La identidad a través de los cuentos

Periodo de tiempo

  • 1-2 períodos de clase

Materiales

  •     Green Card Youth Voices: Historias de inmigración de una escuela secundaria de Minneapolis– Alexandra Irrazábal historia y video
  •     Diapositivas

Conexiones con las siete C’s de los Estudios étnicos

  • Cultivar: aprender cómo la historia mexicana y latina, la gente y el idioma brindan oportunidades para la afirmación de la identidad y para poder sanar.
  • Celebrar: utilizando contrahistorias mexicanas y latinas y narrativas comunitarias a través de la narración de cuentos.

Instrucción

Día 1

Encender: Introducción/Inicio (Diapositiva 1)

Pregunta de calentamiento: ¿Cuándo fue la última vez que te contaron un cuento?

¿De qué se trataba el cuento?

  • Escribe en un cuaderno (2-3 minutos)
  • Habla con un compañero de clase y comparte su experiencia (2-4 minutos)
  • Compártelo con la clase; elige a unos estudiantes para compartir (2-3 minutos)

Fragmentar: Entendiendo las Historias 

Las historias como una manera de autoconocimiento y del mundo que nos rodea (diapositiva 2)

  • “Conocer el pasado es conocer el presente. Conocer el presente es conocerse a uno mismo.” —Jason Reynolds + Ibram X. Kendi (Sellado)
  • Aviso/descargo de responsabilidad sobre salud mental: La lección de hoy trata del tema de migración, dificultades, identidad y experiencias de comunidades no dominantes. Algunos estudiantes pueden identificarse con estas experiencias de maneras distintas. Por favor, cuídense y participen de la manera en que se sientan más cómodos.

Vocabulario + ejemplos de Cuentos (diapositiva 3)

Vocabulario: Cuentos

  1. ¿Cuál es su definición de un cuento? ¡Escríbela! (2 minutos para pensar y escribir).
  2. Definición: relato de acontecimientos pasados en la vida de alguien o en la evolución de algo.

          a. ¿Coincide tu definición con la que está en la pizarra?
               Pide a algunos alumnos que compartan su opinión.

  1. Vamos a crear una definición juntos. (Busquen puntos comunes entre las definiciones para llegar a una definición como grupo; úsela para sus apuntes, si los toman).

Vocabulario: Narración Oral (diapositiva 4)

  1. Recopilación y estudio de información histórica mediante grabaciones de audio de entrevistas con personas que tienen conocimiento personal de los eventos del pasado.

          a. ¿Qué crees que hace esto diferente de los cuentos por escrito? (Pide a los  alumnos que compartan con un compañero, luego recorre el aula pidiendo a los grupos que compartan contigo). Regresa al frente de la clase y comparte lo que escuchaste y cualquier comentario adicional. También es un buen momento para compartir algo que haya dicho un alumno más tímido o callado y felicitarlo.

Manteniendo vivas las historias y el lenguaje: Dichos (fuente 1, fuente 2, fuente 3) y corridos (diapositiva 5)

  • Se han utilizado los dichos por siglos en las comunidades mexicanas y latinas. 
  • Proporcionan una forma de expresión o consejos para todo tipo de situaciones.
  • Ejemplo: “El que se lo guarda para el rato, se lo come el gato.” → se traduce como: “Si lo guardas para más tarde, no hay garantía de que esté allí.”
  • Pida que los alumnos digan en voz alta “dichos” que usan en sus familias (que no aparecen en la diapositiva).

          a. Si el tiempo lo permite, investiguen algunos dichos o refranes comunes y colócalos en el aula. Los estudiantes pueden hacer un recorrido por la galería, anotando algunos dichos o refranes que sus familias podrían usar. Creen una gráfica en un organizador gráfico o modelar dibujar uno para que los estudiantes incluyan un dicho que hayan escuchado, uno que no hayan visto y uno que les haya parecido interesante.

Diapositiva 5: evidencia de estudio (fuente 1) 

  • El intercambio de historias y cuentos, dichos y consejos es una experiencia común entre las familias mexicanas y también en las familias mexicanas que inmigraron a los Estados Unidos. Además de ser una oportunidad para disfrutar y entretenerse, la narración de historias familiares y cuentos folclóricos fortalece los lazos familiares, comparte valores culturales y contribuye a la construcción de la identidad. El intercambio de relatos, en particular los de la pobreza y la lucha, se asocia con la resiliencia y el empoderamiento, y sirve de apoyo a los padres en sus interacciones con la escuela y para abogar por los derechos de sus hijos (Delgado-Gaitan, 2005)

Diapositiva 6: Definición de corridos

  1. Una balada al estilo tradicional mexicano, cuyas letras suelen narrar un evento histórico.
       a. Pregunte a los estudiantes: ¿Se les ocurre alguna canción que tenga significado para ustedes o que resuene con cómo se sienten o piensan?
         i. Pida a los estudiantes que compartan sus ideas.
  2. Diapositiva 7: Los corridos se han utilizado desde la Revolución Mexicana y han adquirido popularidad de nuevo durante la colonización de lo que es ahora la frontera entre México y Estados Unidos (fuente 1) y de territorios adicionales del sur de Estados Unidos.
  3. Los corridos eran en su mayoría un género dominado por hombres, pero las mujeres han creado subgéneros propios, como los corridos coquetos.
         a.     Para profundizar más o dedicarle más tiempo: escucha la música de Belinda en “300 Noches” o “Cactus”, o incluso “X Ti” de Eydrey (ambas cantantes hablan sobre las perspectivas de las mujeres en las relaciones personales, el género y los temas feministas).

Diapositiva 8: Corridos populares de antes y de ahora

  • La leyenda y la vida de Gregorio Cortés, quien luchó valientemente contra los Texas Rangers estadounidenses por la independencia de México y del pueblo mexicano. (Fuente para escuchar)
  • Diapositiva 9: “La Jaula de Oro” by Los Tigres del Norte (Fuente al video)
    a. Explica que el sueño “americano” no es lo que parece, y que uno termina sintiéndose cada vez más aislado de su cultura y su gente mientras vive en los Estados Unidos.

Revisión: “Conocer el pasado es conocer el presente. Conocer el presente es conocerse a uno mismo.” (diapositiva 10)

  • Los países de Latinoamérica y personas de todas las identidades, orígenes y perspectivas han estado contando sus historias durante siglos por medio de los dichos, consejos, corridos y más.
  • A veces, estas historias nos muestran dificultades, pero también pueden mostrarnos resiliencia.
  • Como dice un dicho: “No hay mal que por bien no venga” → “Algo bueno puede resultar de las cosas malas/duras/difíciles.” 
  • Para finalizar: ¿Qué fue lo que más le impactó hoy? (Puede hacer una actividad de cierre, compartir en pareja o una discusión grupal).

Día 2 – Reflexiones: ¿Cómo pueden las historias enseñarnos sobre nosotros mismos y el mundo que nos rodea?

Revisar los conceptos de ayer: “Conocer el pasado es conocer el presente. Conocer el presente es conocerse a uno mismo” (diapositiva 11)

  • Los países de Latinoamérica y las personas de todas las identidades, orígenes y perspectivas han estado contando sus historias durante los siglos por medio de dichos, consejos, corridos y más.
  • A veces, estas historias nos muestran dificultades, pero también pueden mostrarnos resiliencia.
  • Como dice un dicho: “No hay mal que por bien no venga” → “Good can always come out of bad/hard/difficult things.”
  • Calentamiento: ¿Qué historias compartiste con tu familia o amigos entre ayer y hoy?

 Tiempo de trabajo en clase: instrucciones para los estudiantes > “Hoy aprenderán un cuento de una niña y la perspectiva y las historias que ella carga.”

  • Lee a solas y anota la historia de Alexandra Irrazabal en GCV.
  • Rodea con un círculo las palabras que no conozcas.
  • Subraya las frases que dicen quién es Alexandra: qué le gusta y sus cosas favoritas.
  • Subraya las palabras o frases que describen el mundo que rodea a Alexandra.

Revisar: Con un compañero, comparta sus anotaciones y trabaje juntos en las preguntas de reflexión.

  • Preguntas para la discusión en pareja (grabar o caminar por el aula durante este proceso)

          1. Describe a Alexandra o el mundo que ella experimentó mientras lees su historia.
          2. ¿Qué tienen en común todas las formas de narración actuales?
          3. ¿De qué manera se diferencian todas las distintas formas de narración?
          4. ¿Por qué es importante escuchar historias o perspectivas del mundo como la de Alexandra?
          5. ¿Qué pueden aprender las personas al escuchar varias formas de narración de historias? 

Tarea Opcional: 

  1. Asignar a los estudiantes la tarea de grabar una historia oral y tomar apuntes mientras se narra el cuento.
    i. El cuento trata del primer encuentro con sus padres o tutores. Los estudiantes entrevistarán a los padres o tutores sobre ese primer encuentro (nacimiento, adopción, etc.).

          a. Preguntas:
               i. ¿Cómo fue el período antes del encuentro?
               ii. ¿Cómo estaba el clima?
               iii. ¿Cómo te sentías?
               iv. ¿Cómo era yo?
               v. ¡Y más! Existen muchas preguntas para profundizar en la comprensión, y estas pueden ser específicas del curso, del contexto o incluso de la comunidad escolar.

Lista de recursos

Unit 3: Healing and Future Building: Healing and Future Building Through Community

Time Frame

  • 1–2 class periods

Materials

  • Green Card Youth Voices: Immigration Stories from a Minneapolis High School – Angel Santos’s story
  • Poem: “Perhaps the World Ends Here” by Joy Harjo
  • Slides

Connections to 7 Cs of Ethnic Studies

  • Connect: resistance movements locally and globally, historically and today
  • Challenge: learning that interrupts harm, disrupts dominant narratives, and advances justice, toward action, organizing, advocating, and healing

Instruction (ICCR)

Day 1 – Ignite: Intro/Warm-Up

Welcome, agenda, announcements, learning target (slide 1)

             a. Warm-Up Question: When was the last time you and family or friends sat around a table? Describe what you did—ate, talked about, shared, etc. 
                   i. Write in a notebook! (2-3 minutes)
                   ii. Turn to a neighbor and share (2-4 minutes)
                   iii. Share out to the class; pick a few students to share (2-3 minutes)

             b. Mental health – Today’s lesson discusses immigration enforcement, family relationships, community safety, healing, and experiences of fear and uncertainty. Some students may personally or intergenerationally connect to these experiences in different ways. Please take care of yourself; participate in ways that feel comfortable and supportive.

Chunk: Community as a Source of Healing and Future Building (slide 2)

            c. Warm-up activity

                  i. Read as a class: “Perhaps the World Ends Here” by Joy Harjo (source)
                  ii. Turn + Talk questions for post-reading:

      1. Gathered around the table are people, not one person. Around the “table” people can be hostile, but also joyous. Why is community necessary despite the ups and downs?
      2. What is necessary for people to gather “around the table?”

            d. Community vs. Individualism
                  i. Slide 3: Community vs. Individualism

      1. Activity: Move to the side if . . .
           a. On one side of the room, write on paper or a board, “I can do/solve this by myself.” 
           b. On the other side of the room, “This can be done/solved with a group of people.”
           c. Read scenarios for students and have them move to the side they agree with.

             i. “You’re struggling to figure out your homework.”
             ii. “You’re noticing a lot of garbage on the street by your house.”
             iii. “Your city is destroyed by a natural disaster like a tornado or flood.”
             iv. “Your community food shelf is running low.”
             v. “The park in your neighborhood has been vandalized.” 

                       d. Is every situation in your life meant to be handled by just you? When is it helpful to involve others? 
                       e. In many ways, community or collective work is easier and better for us mentally, emotionally, and physically. 

                  ii. Slide 4: Many countries in Central and South America rely on community to get through life. It is very common for homes to be multigenerational and honor those who have come before us!

      1. Coco: www.youtube.com/watch?v=0TYbf1pw1g8 
      2. Encanto: www.youtube.com/watch?v=Yp5nPGWWMh4 

            e. Communities and immigration as a form of future building (slide 5)

                  i. Slide 5: One of many reasons for immigration is the dream for a better life. (Break text, new paragraph/line.) What if that dream is threatened? What do you do? 

  1. Ask students to share aloud; pick three people.
          a. Avoid pressuring students to disclose or feel the need to address personal topics.
          b. Prioritize emotional safety.
          c. Realize students may not be ready to learn, talk, or engage in the topic of Metro Surge, as it could be triggering.

              ii. Slide 6: Threats to our future: Minneapolis during Metro Surge
              iii. (image unavailable)

    1. Minneapolis came together: the protesters (source)
       a. (image unavailable)
    2. Slide 7: Minneapolis came together: the organizers
       a. (image unavailable)
    3. Slide 8: Minneapolis came together: the ICE watchers
       a. (image unavailable)
    4. Slide 9: Community as a way to protect the future
      a. The way Minnesota came together for their neighbors demonstrates that people are willing to come together to believe in a future together—no matter their background. (image unavailable)

            f. Class work time instructions

    1. Pick a partner.
    2. Read the story of Angel Santos (have them printed).
    3. Annotate Angel’s story.
           a. Circle words you do not know.
           b. Highlight sections where Angel shares his relationship with his family.
           c. Underline sections where Angel describes acceptance (from other or himself).
           d. Star sections that demonstrate dreams of the future.

Day 2 – Chew: Add a pair to your pair! (slide 10)

  1. Share your annotations and discuss reflection questions together. 
  2. Partner Discussion Q’s (record or walk around during this)
         e. Pick an annotation that stuck out to you—why did it impact you?
         f. What/who helped Angel when he moved to the US?
         g. Why was it difficult for Angel to move to the US?
         h. Angel mentions his complicated relationships with his family. Why are relationships, despite being complicated, important for people? How did they impact Angel’s life?
         i. In what ways does Angel demonstrate healing?

          ii. Slide 11: Drawing activity
                 1. Grab a piece of paper and the poem from the beginning of class!
                 2. Pick a section from the poem that stood out to you.
                 3. Draw your table and yourself.
                  4. Your table should show me:
                             a. Who is there?
                                 b. What are you doing at/with the table? 
                             c. Write the section of the poem you chose on bottom of your page.

Review: Large Group Whipshare Discussion (or can expand it, if time allows) (slide 12) 

  1. How does your table represent the future you wish for?
  2. How do you build toward that future?

Resource List

Unit 2: Resistance and Resilience: Art as Tool of Resistance

Time Frame

  • 1–2 class periods

Materials

  • Green Card Entrepreneur Voices – Dario Meija’s story
  • Slides

Connections to the 7 Cs of Ethnic Studies

  • Center: centering knowledge from community, elders, families and lived experiences.
  • Connect: learn about Mexican and Latino resistance movements locally and globally, historically and today

Instruction (ICCR)

Day 1 – Ignite: Intro/Warm-Up

Welcome, agenda, announcements, learning target (slide 1)

               a. Warm-Up Question: When was a time you overcame a fear or hardship?

                     i. Write in a notebook! (2-3 minutes)
                     ii. Turn to a neighbor and share (2-4 minutes)
                     iii. Share out to the class; pick a few students to share (2-3 minutes)

              b. Mental health: Today’s lesson discusses racism and experiences of exclusion within Latine communities. Some may personally connect to these experiences in different ways. Please take care of yourself; participate in ways that feel comfortable and respectful.

Chunk: Resistance and Resilience—Latinos Are NOT a Monolith 

            c. Vocabulary (slide 2)
                         i. Vocabulary: Monolithic Thinking (slide 2) (source)

        1. “the tendency to view cultures, experiences, and people from a single perspective”
        2. Oftentimes, people believe that all Latino/a/x people have the same culture, experiences, traditions or beliefs. But from country to country, and even within countries, Latino/a/x people are so different! 

           d. Example: Latino/a/x are not a monolithic group, even within one country! 

                     i. Slide 3: Afro-Latinos: people with descendants from Africa (source)

      1. Watch: https://www.youtube.com/watch?v=1XmfL62xozI 
      2. As students watch, have them think/answer: What is something that Black Mexican people want non-Black Mexican people to know? 
      3. Pick 2 people to share with the class.

                   ii. Slide 4: Indigenous people: native peoples to the land prior to European colonization

      1. Watch: https://www.youtube.com/watch?v=tQ9Uwq5kXY8 
      2. As students watch, have them think/answer: What is something that indigenous people in Mexico are fighting for? 
      3. Pick two people to share with the class.

                   iii. Puerto Rico is technically a US territory, but its rich cultural history makes it distinct from the rest of the United States.

      1. Ask students: Let’s make a list of things you think of when you think of Puerto Rico. (Have students shout out their answers and write a list on the board; Bad Bunny is likely to appear on this list.) 
      2. There may be lots of buzz around these ideas, but for many years, Puerto Rico has wanted to establish independence from the US—all the way back to the early 1900s. 
      3. Today, even stars like Bad Bunny are calling attention to the ongoing issues that Puerto Rico faces, like environmental disasters due to climate change and the economic/social inequalities people face there, despite being a part of the “exceptional” US.   
                 a. Play Bad Bunny’s “El Apagon – Aqui Vive Gente.” (Disclaimer: It does have swearing in Spanish, and maybe some explicit dancing. Watch to see what scenes are most appropriate for students prior to showing it.)

                   iv. Slide 5: Art as a form of resistance and resilience

                           1. Places all around Latin America have different movements of resistance and resilience. 
                                  a. Ask students: How did Bad Bunny use art to call attention to what happens in Puerto Rico? (This could be your exit ticket, after which you continue with the next part tomorrow.)

                           2. Dance, music, attire, culinary arts, and more!

                  v. Recap:  Latino/a/x are not a monolithic group, even within one country!

                            1. Even within Mexico, people come from all sorts of different racial and even cultural backgrounds. (Break text, new paragraph/line.) Now imagine we expand this map by thousands of more miles! (Insert map of Central and South America, including islands in Caribbean.)  

Day 2 – Chew: Resistance and Resilience in Our Identities and Intersectionality (slide 6) 

           e. Class work time instructions

                      i. “So what happens when you have many identities—what do we do to honor all of them?” (slide 6 still)

            f. Slide 7: Part 1: Pick a partner

                      i. Read the story of Dario Meija (have them printed).
                      ii. Annotate Dario’s story.

        1. Circle words you do not know.
        2. Highlight sections where Dario shares parts of his story that were hard/difficult for either him or his family.
        3. Underline sections where Dario shares parts of his story that honor his identities or bring him joy.
        4. Star sections that demonstrate identities (gender, culture, language, race, etc.).

            g. Slide 8: Part 2: Add a pair to your pair!

                    i. Share your annotations and discuss reflection questions together. 
                    ii. Partner Discussion Questions (record or walk around during this)

      1. Pick an annotation that stuck out to you—why did it impact you?
      2. What are some ways Dario finds joy in his Ecuadorian identity? 
      3. How does Dario’s cultural and racial identity impact his work?
      4. Why does Dario share his story?
      5. In what ways does Dario demonstrate resilience?

Review: Large group whipshare discussion (can be expanded if time allows) (slide 9)
                   iii. What can resistance and resilience look like? 

Resource List

Unit 1 Identity and Language: Identity Through Stories

Time Frame

  • 1–2 class periods

Materials

  • Green Card Youth Voices: Immigration Stories from a Minneapolis High School – Alexandra Irrazabal’s story and video
  • Slides

Connections to the 7 Cs of Ethnic Studies

  • Cultivate: learning about how Mexican and Latino history, people, and language provide opportunities for identity affirmation and healing
  • Celebrate: using Mexican and Latino counter-stories and community narratives through storytelling

Instruction (ICCR)

Day 1 – Ignite: Intro/Warm-Up

Welcome, agenda, announcements, learning target (slide 1)

a. Warm-Up Question: When was the last time you were told a story? What was the story about?

                       i. Write in a notebook! (2-3 minutes)
                       ii. Turn to a neighbor and share (2-4 minutes)
                       iii. Share out to the class; pick a few students to share (2-3 minutes)

Chunk: Understanding Stories
             
           b. Stories as a sense of self + the world around us (slide 2)

                       i. “To know the past is to know the present. To know the present is to know yourself.” —Jason Reynolds + Ibram X. Kendi (Stamped)
                    ii. Mental health disclaimer/advisory: “Today’s lesson discusses migration, hardship, identity and experiences from non-dominant communities. Some students may personally connect to these experiences in different ways. Please take care of yourself; participate in ways that feel comfortable.”

           c. Vocabulary + examples of stories (slide 3)

                   i. Vocabulary: Stories 

      1. What is your definition of a story? Write it down! (Give students 2 minutes to think and write.) 
      2. Definition: an account of past events in someone’s life or in the evolution of something.
                   a. Does your definition match up with the definition on the board? (Call on some students to share.)
      3. Let’s make a definition together. (Find commonalities within the definitions and come up with a definition as a class; use that for their notes, if taking.)

                 ii. Vocabulary: Oral Storytelling (slide 4, same header as “b”)

        1. the collection and study of historical information using sound recordings of interviews with people having personal knowledge of past events
                 a. What do you think makes this different from written stories? (Have students share with a partner, then walk around the room asking groups to share with you. Return to front of class and share what you heard + any additional input. Also a good time to share something a shyer, quieter student said and give them their flowers.)
  1.  

           d. Keeping stories and language alive: Dichos (source 1, source 2, source 3) y corridos (slide 5)

                 i. Dichos have been used in Mexican and Latino communities for centuries.

      1. They provide a form of expression or advice for all kinds of situations
      2. Example: “el que se lo guarda para alrato, se lo come el gato.” → translates to: If you save it for later, there’s no guarantee it’ll be there.”
      3. Ask students to shout out “sayings” used in their families (not on slide).
            a. If time allows, research some common dichos or sayings and post them around the room. Students can have a gallery walk, noting some of the sayings or dichos their families might use. Create a table on a graphic organizer or model drawing one out for students with one saying they’ve heard before, one they’ve never seen, and one they found interesting. 

                ii. Slide 5: w/ evidence of study (source 1)  (ask student to read aloud for class)

      1. The sharing of stories and narratives, dichos (sayings) and consejos (advice) is a prominent experience among families in Mexico as well as among immigrant Mexican families in the United States. An opportunity for entertainment and enjoyment, the retelling of family stories and folktales also serves to build family bonds, share cultural values, and construct identity. The sharing of narratives, particularly narratives of poverty and struggle, is associated with resiliency and empowerment, serving to support parents in their interactions with school and advocacy for their children (Delgado-Gaitan, 2005).

                iii. Slide 6: Corridos defined

      1. a ballad in a traditional Mexican style, typically having lyrics that narrate a historical event.
                 a. Ask students: Can you think of a song that means something to you or resonates with how you feel or think? 
                       i. Ask students to share out. 
      2. Slide 7: Corridos have been used since the Mexican Revolution, and regained popularity during the colonization of what is now the Mexican-American border (source 1) and additional southern US lands. 
      3. Corridos were mostly a male-dominated genre, but women have since created subgenres of their own, such as coquette corridos.    
                a. For deeper diving or more time: check out Belinda’s music in “300 Noches” or “Cactus” or even Eydrey’s “X Ti” (both singers talk about women’s perspectives in relationships, gender, and feminist themes.)

                 iv. Slide 8: Popular corridos then and now

        1. (missing image) The legend and life of Gregorio Cortez, who bravely fought against American Texas Rangers for the independence of Mexico and Mexican peoples. (source to listen to)
        2.  Slide 9: “La Jaula de Oro” by Los Tigres del Norte (source to video)
                 a. Explains that the “American” dream is not what it seems, and one ends up feeling more and more isolated from their culture and people while living in America. 

           e. Review: “To know the past is to know the present. To know the present is to know yourself.” (slide 10)

              i. Latin American countries and people of all identities, backgrounds, and perspectives have been telling their stories for centuries through dichos, consejos, corridos, and more.  
             ii. Sometimes these stories show us hardship, but they can also show us resilience.
             iii. As a dicho says: “No hay mal que por bien no venga”  → “Good can always come out of bad/hard/difficult things.” 
             iv. Close out: What resonated with you the most today? (Feel free to do an exit ticket, pair/share, or even a whipshare large group discussion.)

Day 2 – Chew: How Can Stories Teach Us About Ourselves and the World Around Us? (slide 11)

         f. Review concepts from yesterday: “To know the past is to know the present. To know the present is to know yourself.”
            i. Latin American countries and people of all identities, backgrounds, and perspectives have been telling their stories for centuries through dichos, consejos, corridos, and more. 
            ii. Sometimes these stories show us hardship, but it can also show us resilience.
            iii. As a dicho says: “No hay mal que por bien no venga” → “Good can always come out of bad/hard/difficult things.”
            iv. Warm-up: What stories did you share with your family or friends between yesterday and today? 

         g. Class work time: instructions for students > “Today you will learn a story about a girl and the perspective and stories she carries with her.”

            i. On your own, read + annotate the GCV story of Alexandra Irrazabal.
            ii. Circle words you do not know.
            iii. Underline phrases that describe who Alexandra is—what she enjoys, her favorite things, etc.
            iv. Highlight words/phrases that demonstrate the world around Alexandra.

Review: With a partner, share your annotations + work on reflection questions together

          v. Partner Discussion Questions (record or walk around during this)

    1. Describe Alexandra or the world she experienced as you read her story.
    2. What do all the forms of storytelling today share?
    3. In what ways do all the forms of storytelling differ? 
    4. Why is it important to hear stories or worldviews like Alexandra’s? 
    5. What can people learn from listening to various forms of storytelling?

Optional: Homework 

  1. Students will be assigned to record an oral history and jot notes as the story is told.

                i. The story is about the first time their parents or guardian met them. Students will interview parents or guardians about the first time they met (birth, adoption, etc.).
               a. Questions: 

      1. What was it like leading up to the “meet-up”?
      2. What was the weather like?
      3. How were you feeling? 
      4. What was I like?
      5. And more! There are so many other questions to further deepen understanding, and these can be specific to the course, context, or even school community.

Resource List

Unit 3: Healing and Future Building – Hmong Healing and Future Building

Time Frame

  • 2 class periods 

Materials

  • Green Card Entrepreneur Voices – Steve Thao’s video
  • Three-Panel Paj Ntaub handout

Connections to the 7 Cs of Ethnic Studies

  • Cultivate: using traditional Hmong arts as an opportunity for identity affirmation and healing
  • Conceptualize: using Hmong arts as a tool for visioning, futurisms, world-building, hope, healing, and collective possibilities

Instruction (ICCR)

Important: Please give the class a general trauma warning and create a safe space for the class before beginning the lesson. Today’s class will explore how people use art and music to process hard times and heal. Some of our topics will touch on war, leaving home, and intergenerational trauma, the stress or sadness that families carry across generations, and may trigger certain feelings. Please remind students to be respectful of one another, provide space as needed, and allow students to skip or pass on discussions as needed. Also, remind students to reach out to their mental health providers and tell them these topics were brought up and discussed in class, and made students feel a certain way. Use your best professional judgment to warn the class. 

Ignite: Sound Challenge

  • Play a short sound clip of either the qeej or the raj without showing the instrument (instrument slide).
  • Ask the class: If this sound were a person talking, what emotions might they be feeling?
    • Sentence Starter: The sound feels . . .
  • Show an image of the instrument. Explain to the class what this instrument is. 

Turn and Talk

What song do you listen to when you are sad or down? Why does music work better than just talking to a friend?

Chunk: Hmong Musical Instruments

  • Watch an excerpt of Among Mountains, from 29:00 to 43:00.
  • Neng Thao explains the instruments and their connections to the Hmong language, along with how music is an extension of the language and is often used for courting.
  • Explain how the instruments mimic the tones of words when they are played. The sounds are like singing a message to express one’s feelings, singing to a friend, or singing to one’s ancestors. Have students try to hum the tone of their own name.
  • Clearly explain to students how music allows for expression, especially feelings. Traditionally, it is a cultural taboo to openly talk and share feelings and emotions, especially while courting. Music allows individuals to express their feelings of love, happiness, or sadness to one another. 

Turn and Talk

Think about a song you put on when you are down. Why does hearing this song feel safer or more comforting than talking with a friend?

  • Sentence Starter: When I am overwhelmed, I like to listen to . . .

Chunk: Steve Thao 

Watch the “Steve Thao” video from Green Card Entrepreneur Voices.

Group Task

  • Watch: Watch the video together.
  • Discuss: How did art help Hmong to express their feelings? How can art help Hmong understand their family’s history? How can art help Hmong heal from their past?
  • Analyze: Thao said, “Art is a way for us to tell our own stories, rather than having others tell them for us.” What does he mean by this? How can you use art to tell your story?
    • How do you express your feelings?
    • How can you use art to express your feelings?

Chew: Paj Ntaub Artwork 

Introduce traditional Hmong paj ntaub, which is often used to tell stories, especially through story cloths. Share how story cloths started in the refugee camps as a way for Hmong to use their talent to make money. They would make cloth by hand and create story cloths of their journey, history, and experiences. Show examples of story cloths and point out specific symbols and what they represent. (See Flowery Cloth link below.)

Mini-Story Cloth Assignment

Create a three-panel story cloth template.

  • Template design: three squares side by side by side, with a border consisting of Hmong symbols (mountains and/or snails)
    • Students will draw in each square.
      • Square 1: Draw an image of a challenge you faced.
      • Square 2: Draw something that helped you to feel better or heal (family, music, art, etc.).
      • Square 3: Draw your future hopes for yourself.
  • Students will also write three sentences about their images, one for each square.
    • My art shows _________.
    • It helps me feel ______ because _____.
    • __________ gives me hope for the future.

Review: 3-2-1 Exit Ticket

On a slip of paper (regular notebook paper or sticky notes) or a digital form, students must write and turn in:

  • Three things they learned today
  • Two symbols that can be found on a Hmong story cloth
  • One way art can help heal

Multilingual and ELL Support

Provide a sentence stem for reflection:

  • Art can serve to help with . . .
  • Art can help heal . . .
  • Art allows me to understand…
  • I express myself by . . .
  • When I feel _______, I listen to . . .
  •  

Vocabulary and Definitions

  • Paj ntaub: traditional Hmong art that is made by a needle stitching onto a fabric cloth
  • Art: something you make using imagination to share ideas and feelings, to make something beautiful, or to show and tell how you see the world
  • Healing: the process of getting better, stronger, or whole again after you have been hurt, in either your body or feelings
  • Hope: the belief that something good can happen
  • Symbol: a picture that stands for a big idea

Resource List