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Grade Level: 6

Unit 2: Resilience and Resistance – Learning as Resistance: Hend, A Saudi Woman’s Story

Time Frame

  • 2 class periods

 

Materials 

  • Green Card Voices – Hend Al-Mansour’s video

  • Picture cards (school, family)

  • Vocabulary and Definitions Handout 

Connections to the 7 Cs of Ethnic Studies

  • Challenge: imperialist/colonial hegemonic beliefs and practices on ideological, institutional, interpersonal, and internalized levels

  • Conceptualize: imagine and build new possibilities for post-imperial life that promote collective narratives of transformative resistance, critical hope, and radical healing

Instructions

 

Day 1 – Understanding Resistance and Hend’s Story

Ignite: Interactive/Interpersonal Activity

Show two visuals:

  • A map of Saudi Arabia.

  • 2–3 pictures of Saudi schools, families, and daily life.

Briefly explain that Hend grew up in Saudi Arabia and faced challenges related to education and opportunities for women; as a girl, she was not allowed to go to school.

 

Ask students:

  • How would you feel if you could not go to school? Why?

  • What opportunities does education give people?

  • Why might education be important for someone’s future?

Turn and Talk

Use sentence starter: “I would feel ___ because ___.” Invite two or three students to share with the class. 

 

Tell the Students: 

Today we are going to learn about a woman named Hend Al-Mansour. She was born in Saudi Arabia, a country in the Middle East. When Hend was born in 1960, girls in Saudi Arabia had only just been given the legal right to go to school for the very first time. Her own mother never had that chance; she could not read or write. But Hend’s mother believed so strongly in education that she actually went to school with her daughter to learn how to read and write. Think about a mother going to school with her child so they could both learn together. That is where Hend’s story of resistance begins.

 

Ask Students:

  • How would you feel if you were not allowed to go to school? Why?

  • What opportunities does education give people?

  • Why might education be especially important for someone who has been told they cannot have it?

 

Vocabulary Introduction

Distribute Vocabulary and Definitions Handout before watching the video. Review each word:

  1. Say the word aloud; students repeat.

  2. Read the definition in simple words.

  3. Give a real-life example.

  4. Students turn and tell a partner what the word means in their own words.

Students should keep the handout on their desks during all activities.

 

Cultural Background 

Saudi Arabia is a country in the Middle East, located on the Arabian Peninsula. It is one of the largest countries in the Arab world and is home to Islam’s two holiest cities: Mecca and Medina. Saudi Arabia has been governed by Islamic law, which has historically shaped rules around gender, education, and public life. 

For most of the 20th century, girls in Saudi Arabia were not allowed to attend school. Public education for girls only began in 1960, the same year Hend was born. This means that Hend’s generation was among the very first women in Saudi Arabia to have the legal right to attend school. Her mother’s generation had no such opportunity. 

Women in Saudi Arabia were also not allowed to drive until 2018, just a few years ago. For decades, women needed a male guardian’s permission to travel, work, or make major life decisions. These restrictions shaped the lives of millions of women, including Hend. 

The abaya is a long, loose robe worn by women in Saudi Arabia and other parts of the Arab world. In Saudi Arabia, women were historically required to wear the abaya in public, along with a face covering called a niqab. Hend’s artwork often depicts women in abayas as a way of telling their stories and honoring their experiences. Arabic is the official language of Saudi Arabia. 

The name Hend (هند) is a traditional Arabic name with ancient roots; it was the name of a famous Arab woman warrior. Names in Arab culture often carry deep historical and cultural meaning.

Chunk: Interpretive Activity (Viewing / Listening)

Watch Hend’s video. Tell your students to watch without writing, and just focus on understanding the story.

 

Pause and ask yes/no questions:

  • Did Hend go to school? (Yes / No)

  • Was education easy for her? (Yes / No)

 

Pre-teach vocabulary:

  • Resistance

  • Education

  • Opportunity

  • Challenge

  • Choice

Draw the graphic organizer chart on the whiteboard as seen below, then fill it out using words or short phrases. Complete one example together as a class before students work independently.

Challenge

Action

Outcome
     
     

 

Exit Ticket

Prompts

  • One challenge Hend faced was . . .

  • One thing I learned about Saudi culture or education was . . .

Day 2 – Resistance Through Learning

Warm-Up Review – Partner Discussion

  • What do you remember about Hend’s story?

  • What challenge did she face?

Chew: Interpersonal Activity (Partner Talk)

Partner Discussion – use evidence from Hend’s story to discuss:

  • What was one problem Hend had?

  • What did she do to solve it?

  • Was she brave? Why?

  • What challenges did Hend face?

  • What did she do?

  • How did this change her life?

 

Sentence Stem

  • Hend was brave because . . .

 

Education Continuum Activity

Read each statement aloud. Students move to Agree, Unsure or Disagree, then explain their thinking using evidence from the lesson.

 

Statements:

  • Education can change someone’s life.

  • Learning is a form of resistance.

  • People should have equal access to education.

  • One person can create change in their community.

Review: Presentational Activity (Writing or Drawing)

Option A: Writing

Sentence starters:

  • What challenge did Hend face?

  • How did education help her?

  • What does resistance mean to you?

Option B: Drawing + Sentence

  • Draw a moment showing courage, learning, or resistance.

  • Write two sentences explaining the drawing

Multilingual and ELL Support 

  • Visuals and pictures

  • Sentence frames

  • Partner support

  • Oral answers accepted

  • Drawing instead of long writing

  • Pre-teaching key vocabulary

  • Teacher modeling (think-aloud)

 

Resource List 

Vocabulary and Definitions Handout

 

Vocabulary Word

Definition 

Example 

Resistance

The act of standing up against something you think is wrong, or refusing to give in to unfair power.

Hend going to school in Egypt when women in Saudi Arabia had no colleges was an act of resistance.

Opportunity

A chance to do something or achieve something important.

When women in Saudi Arabia were first allowed to attend school, it was a new opportunity that had never existed before.

Education

The process of learning new skills, gaining knowledge, and understanding the world.

Hend’s mother believed education was so important that she went to school alongside her own daughter.

Challenge

A difficulty or problem that takes effort to overcome.

Learning a new language in a new country is a challenge.

Brave

Having the strength to face something difficult or scary, even when you feel nervous or unsure.

Hend was brave when she left her family to study in Egypt, and again when she left Saudi Arabia for America.

Abaya

A long, loose robe traditionally worn by women in Saudi Arabia and other parts of the Arab world. In Saudi Arabia, women were historically required to wear an abaya in public.

Hend’s artwork often shows women in abayas to honor their stories.

Art as Resistance

Using creative work—painting, drawing, music, writing, or storytelling—to speak out against injustice or share the stories of people whose voices have been silenced.

Hend uses her paintings to show the world what life was like for women in Saudi Arabia.

Rules/Limits

Guidelines or boundaries that tell people what they can and cannot do to keep things fair and safe.

For many years, women in Saudi Arabia faced rules that limited where they could study, work, and travel. These limits affected opportunities available to women like Hend.

Freedom

The power or right to act, speak, or think however you want without being unfairly held back.

When Hend was able to study in Egypt and later pursue art in the US, she gained more freedom to make choices about her education, career, and future.

Unit 2: Resilience and Resistance – Hmong Resilience and Resistance

Time Frame

  • 1–2 class periods

 

Materials

  • Hmong Politicians Profile Assignment worksheet
  • Green Card Entrepreneur Voices – Bo Thao-Urabe’s story
  • Hmong Town Marketplace and Hmong Village images 

Connections to the 7 Cs of Ethnic Studies

  • Celebrate: using Hmong counter-stories and community narratives through storytelling
  • Challenge: understanding how Hmong individuals and organizations contribute toward action, organizing, advocating, and healing in their local communities

 

Instructions

 

Ignite: Qualities for Success

  • Display on the board an image of either Hmong Village or Hmongtown Marketplace in St. Paul, Minnesota.
  • As students are looking at the visual, share with them: 
  • Hmong immigrants arrived in the US with nothing more than the clothes on their backs and simple pots and pans. Look at the bustling marketplace on the screen, and think of what qualities are needed for survival and success. 

 

Turn and Talk

Ask students to brainstorm with an elbow partner what three qualities (bravery, hard work, etc.) they would need to survive and eventually open a store like the image on the screen, if they had to move to a new country with no knowledge of the language and no money.

  • Ask a few students to share out loud with the class.

 

Chunk: Resilience

Acknowledgement: This was the shared journey for many Hmong Americans. There are other Hmong narratives that may contrast this one, such as Hmong Chinese, Hmong Laos, Hmong Vietnam, and other groups with their own different experiences. Some may have fought along with the communists or with the Pathet Lao for their own survival or by choice. Similarly, not all Hmong followed the refugee journey or chose to migrate to the United States, as many chose to remain in Laos and Thailand, and some even migrated to different countries throughout the world. This lesson will focus mainly on the shared experience of Hmong Americans. 

 

Explain that the Hmong were an ethnic minority group from China. Throughout history, the Chinese and Hmong fought many wars against each other over land and resources. Eventually, Hmong fled China into Southeast Asia. In Laos, the CIA recruited the Hmong to help fight against communism and the Pathet Lao during the Secret War. They were recruited due to the Hmong being familiar with the land; many joined out of necessity to survive during wartime. When the US withdrew from the Vietnam War, they also abandoned the Hmong in Laos. The Hmong faced persecution and genocide by the Pathet Lao and had to fend for themselves in the jungles of Laos. 

 

The journey to get across the Mekong River to Thailand was in itself a journey of resilience. The Hmong had to hide in the jungle, forage for food, travel in groups, and often move under the cover of the night sky to evade the Pathet Lao. Along the way, some had to abandon personal belongings, some had to leave behind family members, some elders had to be carried, some crying babies were drugged with opium to keep them silent when the enemy was nearby, and some babies did not make it. It was their mental and physical resilience that helped them to reach the river and to cross it into Thailand to gain their freedom. (Background Information)

  • Resilience is the ability to get through an incredibly hard time and keep going. 
  • Quick Check-In: What is one example of how the Hmong showed resilience?
    • The Hmong had to hide, travel at night, and look out for each other in the jungle to reach safety across the Mekong River. 

Chunk: Resistance and Power

Transition from history to community, by introducing the clan system and political representation. Explain how Minnesota is home to over 90,000 Hmong immigrants, with St. Paul being the largest urban concentration in the US. 

 

Cultural strength

  • Explain how the clan system is a strength for the Hmong. Use a team analogy to help explain a clan; if one member of your team wants to start a business, everyone on the team pitches in to help.
    • Turn and Talk: Who is a part of your clan, or “team,” or the people you can always count on? 
  • Connection to Resistance: Explain to the students that resistance doesn’t always mean fighting, and can also mean organizing to make sure your people or community have a voice and receive fair treatment. 

 

Politics

  • For a long time, the Hmong community in MN did not have anyone in city or state government who understood their history or culture. Hmong lacked political representation until Mee Moua came along in 2002. Mee Moua was the first elected Hmong state senator.
  • Not only did she use her voice to make sure Hmong were heard, she also opened the door for Foung Hawj and others to follow, attracting Hmong Americans to participate in politics.

 

Chew: Bo Thao-Urabe’s Story

  • Provide an excerpt from “Bo Thao-Urabe” from Green Card Entrepreneur Voices, pages 11–12.
  • Have students read the passage of Bo’s experience with creating positive changes.

 

Group Task

  • Paragraph and Summary: One partner reads a paragraph; the other summarizes the paragraph in 5 words. Switch halfway through the reading.
  • Discuss and Analyze: 
    • Recall: What challenges did Bo face when she was growing up?
      • Sentence Starter: Bo faced the challenge of . . . 
    • Concept: How did Bo use her resilience to help her start her own projects?
      • Sentence Starter: Bo showed resilience by _____________; this helped her because ___________.
    • Connect: How does Bo’s story show resistance, using her power to create a positive change for others?
      • Sentence Starter: Her work created change for the community by __________.

 

Optional Extension Assignment: Hmong Politicians Profile Assignment

  • Create a list of Hmong politicians; have students pick one to research and complete a worksheet on.
    • Possible politicians: Kaohly Her, Fue Lee, Jay Xiong, Nelsie Yang, Samantha Vang, Mai Xiong, Susan Pha, etc.
    • See the worksheet.

 

Review: Exit Ticket

Have students fill in the blank to answer this question prompt: “The Hmong community united together and drew on their strength of ______________________ to challenge ____________________, and created a lasting change by _____________________.”

 

Multilingual and ELL Support

  • Provide a graphic organizer for the Hmong politician profile assignment.
  • Provide sentence stems for reflection questions:
    • A quality one would need is _______ because . . .   
    • I noticed that  . . .
    • I think / I believe Hmong American Day is important / not important because . . . 
    • I think many Hmong became interested/involved in politics because . . . 
    • We can celebrate / critique _______________ because . . .

Vocabulary and Definitions

  • System: the organized way of doing something based on the way it was set up and meant to work
  • Resilience: the ability to bounce back after a tough experience or time
  • Clan system: a large extended family connected by both a shared last name and shared ancestors
  • Change: the process of something becoming different than what it was before
  • Politician: a person elected to help run a government and make decisions for the city, state, or country
  • Entrepreneur: a person who starts their own business or projects to help solve a problem or provide goods or services

Resource List 

Hmong Politicians Profile Assignment

Directions: Choose a current or former Hmong American elected official (like Mee Moua, Foung Hawj, Samantha Vang, Tou Xiong, Jay Xiong, Mai Xiong, etc.) to research. Draw an image of them in the box below. Use trusted sources to complete their profile below!

Facts:

Politician’s Name: ___________________________________________________ 

Age and year elected: ________________________________________________

City & State Where They Live: ______________________________________

Position: ______________________________________________________________

Their District or City: ________________________________________________

Political Party: ________________________________________________________

            

Background:

Where were they born? _____________________________________________________________________________________________________________

Where did they go to school? _____________________________________________________________________________________________________________

What did they do before they were elected? _____________________________________________________________________________________________________________

Why did they decide to run for office? _____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

 

What Do They Stand For:

What are the top 2 or 3 things this politician wants to fix or improve, or their beliefs or issues?

Issue 1: _____________________________________________________________________________________________________________

Issue 2: _____________________________________________________________________________________________________________

Issue 3: _____________________________________________________________________________________________________________

Describe at least one or two new bills, laws, projects, or big ideas they helped create or pass while in office.

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

 

Impact:

How has this politician specifically helped or spoken up for the Hmong American community? Give a real example.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Reflection: 

Why do you think it is important for Hmong Americans to be elected as lawmakers and government leaders?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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 

 

 

 

Instructions

 

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 

Appendix 1: Why Is Oromo Culture Important? (Student Handout)

 

What Is Culture?

Culture is a reflection of how people live and exist as a community or nation. Each person and every group of people has their own culture that guides their daily life. 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).

Culture can be seen in how people dress, how they help each other, how they celebrate weddings, and how they express sadness and joy. In simple terms, culture is the way people live their lives and support one another. It acts like a mirror, reflecting who people are and how they live.

What Is Oromo Culture?

The Oromo people, like all groups, have their own unique culture that shapes their daily lives. This culture influences how they think, act, and interact with others. Oromo culture includes many traditions, such as festivals, marriage practices, systems of helping each other, and ways of resolving conflict. These cultural practices guide how people live and support one another in their communities.

Oromo Culture of Helping Each Other

Helping one another is a very important part of Oromo culture. People support each other and stand together during times of need. There are several ways this support happens in everyday life.

One way is Jiga. This is when people come together to do work as a group. For example, people may farm together or help each other build something. This shows the importance of teamwork and shared responsibility, where no one has to do everything alone.

Another way is Qabo. This is when people quickly help someone they care about when they are in trouble, even if that person did not ask for help. This shows that the community is always ready to support its members when they are in need.

A third way is Afoosha. This is a system where a group of people regularly support each other, especially during important events or emergencies, by sharing money or resources. This provides both financial and social support and ensures that people are not alone during difficult times.

Conclusion of Oromo Culture

Oromo culture is deeply rooted in the community and serves as a system for organizing daily life. It is built on strong values of mutual responsibility and support. People help one another not just occasionally, but as an expected part of life.

 

Appendix 2: Using Oromo Culture (Student Worksheet)

Work with a partner or small group. Use the teacher’s slides and our discussions about Jiga, Qabo, and Afoosha to help you answer the questions below. You can also refer to the “Why Is Oromo Culture Important?” handout. 

Part 1: Understanding the Situation

What challenges did Tashitaa face when he came to the USA? 

 

Part 2: Applying Oromo Culture

How could the community have come together to help Tashitaa using Jiga (working together), Qabo (helping without being asked), and Afoosha (providing financial and social support)? 

 

Part 3: Symbolism of Resilience in Oromo Culture

Draw various ways the community came together to support Tashitaa using Oromo cultural values and resilience.

Unit 1: Identity and Language – Identity Through Language: Ashti’s Story

Time Frame

  • 2 class periods

 

Materials 

  • Green Card Youth Voices: Immigration Stories from a Fargo High School – Ashti Mohamed Ali’s story and video
  • Highlighter
  • Pencil and Notebook
  • Vocabulary and Definitions Handout

Connections to the 7 Cs of Ethnic Studies

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

 

Instructions

 

Day 1 – Identity, Language, and Background Knowledge

Ignite: Interactive/Interpersonal Activity 

Show two visuals of multilingual students and classroom communication challenges.

  • Ask students:
    • What language do you speak at home?
  • When do you feel like you belong?
  • How would you feel if people could not understand your language? 

Turn and Talk

Use sentence starter: “I would feel ___ because ___.”

  • Invite two or three students to share with the class. 
  • Write key feeling words on the board (frustrated, scared, invisible, proud, confused, excited). 

Tell students: Today we are going to meet a young woman named Ashti, whose story is connected to many of these feelings.

 

Vocabulary Introduction

Distribute the Vocabulary and Definitions Handout before watching Ashti’s video. Review each word and example. Students should keep the handout on their desks during all activities.

  1. Say the word aloud; students repeat.
  2. Read the definition in simple words.
  3. Give a real-life example.
  4. Students turn and tell a partner what the word means in their own words.

Cultural Background

Iraq is a country in the Middle East with a rich and ancient history. Baghdad, where Ashti was born, is the capital city and one of the oldest cities in the world. Iraq is home to many different ethnic and religious groups, including Arabs and Kurds. 

 

The Kurdish people are an ethnic group with their own language (Kurdish) and culture, found primarily in northern Iraq, Turkey, Iran, and Syria. Many Iraqi and Kurdish families came to the United States as refugees or immigrants, often fleeing violence, war, or political persecution. Minnesota and cities like Fargo, North Dakota have significant Iraqi and Kurdish communities. These communities have brought rich cultural traditions, languages, food, music, and values to the United States. 

 

The name Ashti (آشتی) means peace in Kurdish. Names in Iraqi and Kurdish culture often carry deep meaning connected to family history, values, or hopes for the future.

Chunk: Interpretive Activity (Viewing/Listening) 

Watch Ashti’s video. Tell your students to watch without writing, and just focus on understanding the story.

  • Pause and ask yes/no questions:
    • Did Ashti speak more than one language? (Yes / No)
    • Was language easy for her at first? (Yes / No)
    • Did language affect how she felt? (Yes / No)
  • Optional cultural connection video before reading:
    • Show a short video (3-5 minutes) connected to Iraqi/Kurdish culture, family traditions, language, or daily life experiences to help students build background knowledge before reading Ashti’s story.

Examples:

Exit Ticket

  • What is one way language connects to identity?
  • What is one thing you learned about Iraqi/Kurdish culture or multilingual experiences?

 

 

Day 2 – Ashti’s Story and Identity Reflection

Warm-Up Review

Quick partner review:

  • What do you remember about Ashti’s story?
  • What challenges did she face?

Chunk: Reading & Organizer Activity

Read Ashti’s story together or with a partner. 

Draw the graphic organizer chart on the whiteboard as seen below, then fill it out using words or short phrases. Complete one example together as a class before students work independently.

Challenge Action Outcome
     
     

 

Chew: Interpersonal Activity (Partner Talk)

Partner Questions

  • What language challenge did Ashti have?
  • How did language make her feel?
  • Why is language part of identity?
  • How did Ashti stay connected to Iraqi culture and family?

Sentence Stems

  • Ashti felt ___ when she used ___ language.
  • Language is part of identity because . . .
  • Stand – Share – Switch
  • Iraqi culture is important to Ashti because . . .
  • I feel connected to my identity when . . .

 

Stand – Share – Switch

After partner discussion, do a Stand–Share–Switch:

  • Students stand up and share one idea from their discussion with a new partner.
  • Switch partners and share a different idea.
  • Return to seats and write one sentence they heard from a classmate that they want to remember.

Students may:

  • discuss with partners
  • draw
  • write short responses
  • orally share ideas

Example questions:

  • What language do you hear at home?
  • What foods remind you of family/community?
  • What traditions are important in your home?
  • What music, clothing, or celebrations are important in your culture?

 

Review: Presentational Activity (Writing or Drawing) 

Students may choose writing, drawing, or oral sharing to show understanding.

Option A: Writing (Short)

Sentence starters:

  • Ashti speaks . . .
  • Language makes her feel . . .
  • I learned that identity is . . .

Option B: Drawing + Sentence

  • Draw one moment from Ashti’s story.
  • Write one sentence below the picture.

Student Personalization

Students connect to their own experiences:

  • Do you speak more than one language?
  • When do you feel included or left out?

Exit Ticket (2 minutes)

Student answers:

  • One thing I learned today about identity, language, or belonging is . . .

Multilingual and ELL Support 

  • Visuals and pictures
  • Sentence frames
  • Partner support
  • Oral answers accepted
  • Drawing instead of long writing
  • Teachers check for understanding before independent writing
  • Optional oral responses before written responses

 

Resource List 

 

Vocabulary and Definitions Handout

 

Vocabulary Word Definition  Example 
Belonging The feeling of being accepted, valued, and “at home” within a group or community Feeling like you are welcome and understood by people around you.
Identity The mix of qualities, beliefs, and history that makes a person who they are.  Your name, your language, your culture, your family—these are all part of your identity.
Culture A shared way of life—including traditions, food, language, and beliefs—passed down through generations.  The food your family eats, the holidays you celebrate, the language you speak at home.
Challenge A difficulty or problem that takes effort to overcome.  Learning a new language in a new country can be a challenge.
Language The specific words, sounds, or symbols a group uses to share ideas and connect with one another. Arabic, Kurdish, English, Spanish, Oromo, Hmong, etc.
Name The word or title used to identify a person—often carries family history or special meaning. The name Ashti means peace in Kurdish.
Feeling An inner emotion—like pride, sadness, or excitement—that arises in response to an experience. Feeling proud when someone recognizes your culture.

Unit 1: Identity and Language – Hmong Identity and Language

Time Frame

  • 1–2 class periods

 

Materials

  • Green Card Youth Voices: Immigration Stories from a St. Paul High School – Iya Xiong’s story and video
  • T-Chart 
  •  

Connections to the 7 Cs of Ethnic Studies

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

Instructions

Ignite: Language

Write on the board: 
Nyob zoo. Kuv lub npe hu ua . . . 
(Hello. My name is . . .)

 

Ask students if anyone recognizes the language or can read it. Call on a few to guess or read it out loud. Ask students to raise their hands if they speak a language other than English at home. 

 

Turn and Talk

Imagine if you were to move to a new country where no one speaks, reads, or understands your language. How would you tell them who you are? How would you tell your story?

  • Ask a few students to share out loud with the class.

 

Chunk: Oral Tradition

Introduce the Hmong people as an ethnic minority group out of China who migrated throughout much of Southeast Asia. The CIA recruited Hmong to help with the Secret War in Laos, and as a result, many Hmong had to flee Laos into refugee camps in Thailand. Today, Hmong are scattered throughout the United States, with a massive presence in California, Minnesota, and Wisconsin. The Twin Cities are home to the largest concentration of Hmong. The Hmong identity has been shaped by a fight to retain their language and culture. 

  • Briefly explain the Hmong journey: China -> Laos -> Refugee Camps -> US
  • Define “oral tradition”: history passed down by mouth, usually through storytelling, songs, or cultural practices, rather than reading through books. 

 

Turn and Talk

When in school, students learn history by reading textbooks. Why is oral history just as important as textbooks?

  • Ask for a few students to share out loud with the class. 

 

Chunk: Hmong RPA

  • Explain Hmong RPA (Roman Popular Alphabet), the most common Hmong writing system today. It was developed in the 1950s by French missionaries. RPA are the ABC’s that we know, but the Hmong written version just sounds different. 
  • Briefly explain that Hmong is a tonal language with eight tones. The final letter in a written Hmong word is usually not pronounced; it indicates the tone or vocal pitch, and each word has its own meaning. 
  • Show the students the word Hmoob (Hmong). Explain to them that the “b” at the end is silent; it is a tone marker, tells you only to say the word with the high tone, and acts like a musical note. 

 

Turn and Talk

What might happen if you didn’t say the word Hmoob with a high tone, and instead said it with a lower or mid tone? How does language influence or affect one’s oral history?

  • Ask a few students to share out loud. 

Chew: Iya Xiong’s Story and Activity

  • Provide a short excerpt from “Iya Xiong” from Green Card Youth Voices: Immigration Stories from a St. Paul High School, using the middle of page 3 to 4.
  • Read the passage of Iya’s experience in America out loud to the class, and have them follow along.

 

T-Chart Activity

  • Provide students with a T-Chart labeled Barriers on one side and Bridges on the other.
    • Barrier – On this side of the chart, have students find and write about Iya’s experiences that made her feel lonely, confused, different, or challenged.
    • Bridge – On this side of the chart, have students find and write about Iya’s experiences that made her feel proud, connected to her family, or positive. 
    • Students should identify at least 3-5 barriers and bridges each.

 

Group Discussion/Share

  • How does Iya’s story add to the history of Minnesota?

 

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 about Hmong history or the language
  • Two reasons why storytelling is important
  • One question they still have about Hmong culture

 

Multilingual and ELL Support

  • Provide sentence stems for class discussion and discourse.
  • Provide students with the T-Chart.

 

Vocabulary and Definitions

  • Oral tradition: history passed down by mouth, usually through storytelling, songs, or cultural practices, rather than reading through books
  • Romanized Popular Alphabet (RPA): the Hmong reading and writing system that uses the same letters found in English

Resource List 

 

T-Chart

 

Direction: Complete this T-Chart as you listen to Iya’s story. What were some barriers and bridges?

Barriers
Write about Iya’s experiences that made her feel lonely, confused, different, or challenged.		 Bridges
Write about Iya’s experiences that made her feel proud, connected to her family, or positive. 
 

 

Yuunitii 3: Fayyinaa fi Fuuldura Ijaaruu – Sirna Gadaa

Yeroo Murta’e 

  • Kutaa barnootaa lama kessatti

Meeshaalee Barnootaa

Connections to the 7 Cs of Ethnic Studies

  • Center: Sirna Gadaatiin beekumsa hawaasa Oromoo, jaarsolii, maatii, fi muuxannoo jireenyaa irratti xiyyeeffachuu.
  • Conceptualize: Dargaggoota Oromoo fi Itoophiyaa keessattif abdii, fayyinaa, fuuldura, fi carraalee irratti yaadu

Qajeelfamoota:

Guyyaa 1ffa Gaafii Jalqabaa:

  • Nama akka geggeessaatti kabajdu tokko yaadi. Maaltu isaan geggeessaa gaarii taasisa? Himaa lama yookan sadii barreesii, yookan suura kaasi.

Ignite (Kakaasuu)

  • Barattoonni walitti haa’saaudhan, gaafii armaan gaditti kana haa deebisan:
  • Galmaa yookaan abdii fuulduraf maal qabda?

Chunk 1 (Qindeessuu 1)

  • Barreefamaa “What Is the Gadaa System?” barattootatti garsisii (see attachment/appendix 1). 
  • Barattoonnii sadarkaa Sirna Gadaa kudhanii fakkii yaada qindeessu irra haa guutan. (see attachment/appendix 2).

Chunk 2 (Qindeessuu 2)

  • Baratoonni Vidiyoo Mikyas Woldemichael haa laalan.

     

Gaafii Xumuraa

  • Sadarkaa Sirna Gadaa ilaalaa. Sadarkaa kam kessaa jirta? Maqaa sadarkaa sun barresii, itti gaafatamummaa isa tokkoo barresii.
     – Sadarkaa ___ kessan jira. Itti gaafatamummaa tokkoo sadarkaa kanarra ____.

     

Guyyaa 2ffa Gaafii Jalqabaa:

  • Waa’ee seenaa Mikyas itti yaadaa. Kuubbaa miilaa fayyuu isa fii fuuldura ijaaruu akkamii isa gargaaree? Himaa tokkoo yookan lama waliin waan yaadattan viidiyoo irra barressaa.

     

Chew (Xiinxaluu)

  • Viidiyoo ilaaluu booda, barattonnii gaafii armaan gaditti haa deebisan:
  • Mikyas umrii isa sodomii lama ta’e. Gadaa kessaa sadarkaa kami jira? Geggeessumma akkami garsiisee?. 
  • Mikyasif kuubbaa miila taphachuu waan barbaachisaa isaaf ture? Kuubaa miilaa faayyinaa fii carraa fuuldura hawaasa isaatif akkamiitti kennee? 
  • Sadarkaa 5, Raaba Doorii (umrii 32 irra – 40tti) yeroo itti ga’u keessanii, geggeessaa akkam ta’u barbaaddan?

Irra Deebi’u

  • Barattoonnii gaafii armaan gaditti wal haa qoodan:
    • Ijoollee akka umrii keeti Sirna Gadaa kessatti sadarkaa kam jiran?
    • Umrii kanattii itti gaafatamummaa maal fakkata?
    • Waan kun aadaa kee kessatti akkam tokkoo yookan adda ta’e?

       

Gaafii Xumuraa

  • Sirna Gadaa irraa waan tokkoo waanan baradhe ___. Kun jireenya koo wajjin wal hidhamiinsa qaba, sababnii isaas___.

Deeggarsa Afaanii

  • Mul’ata kennu (see slides/attachments).
  • Meeshaalee yaada qindeessan kennuu
  • Jalqaboota himaa kennuu hojjii barreeffamaa fi ha’saauuf.

Jechootaa fii Hiikaa Isaanii

  • Gadaa system: Sirna siyaasa fii mootummaa ummata Oromoof.
  • Abba Gadaa: Geggeessaa filatame Sirna Gadaa kessaatti. 
  • Qondaala: Sadarkaa 4ffa Sirna Gadaa kessatti, umrii diigdamii afuur irra hanga sodomii lamatti. Dargaggonni kun tiksitoota hawaasaa ta’u. Isaani loluu, ispoortii fi daakuu ni leenjisan.
  • Abba Duula: Ajajaa waraanaa Sirna Gadaa keessatti.

Tarree Maddalee Barnootaa 

    • Dirrib Damisse, 2007 Sirna Gadaa
  • The Oromo and the Christian Kingdom of Ethiopia, 1300–1700 by Mohammed Hassen

 

Dabalee 1: Sirna Gadaan Maali? (Hojii Barattootaf)

Sirna Gadaan Maali?

Sirna Gadaa akkuma gaaddisaati. Ummata Oromoo bakka hundatti ni hordofa. Namoonni umrii isaanii irratti hundaa’uun hojjii ni qaban. Sirna Gadaa addunyaa irrati beekamaadha. UNESCO’nis Sirna Gadaa  akka qabeenya Addunyaa ta’e eegumsaa jiran.

Geggeessaa Shanan (Mootummaa)

Sirna Gadaa gareewwan garaagaraatiin qoodama. Gareen hundi geggeessaa qaba. Geggeessaan sun hojii addaa qaban.

  1. Abbaa Gadaa: Geggeessaa olaanaa biyya guutuu bulchu
  2. Abbaa Duulaa: Ajajaa waraanaa Sirna Gadaa keessatti.
  3. Abbaa Sa’aa: Qabeenya uumamaa akka buna fii qonnaa irrati hojji hojjetu.
  4. Abbaa Caffe: geggeessaa seera baasuu keessatti hojji hojjetu.
  5. Abbaa Seeraa: geggeesaa haqa fi seerati. Namoonni hunda seera akka kabajan ni ilaalaa.

     

Sadarkaa Kudhan Sirna Gadaa Keessatti

Sadarkaa 1: Dabballee (Umrii 0–8)

Ijoolleen umrii kanatti akka qulqulluu ta’an fii dilii hin qabnee ilaalamu. Hojjiin isaanii taphaan, mammaaksan fii hibboon waa’ee maatii isaani fii uumamaa barachuuf.

 

Sadarkaa 2: Ittimakoo (Umrii 8–16)

Sadarkaa kanattin ijoolleen taphoota, sirboota fii shubbisaa aadaa ni baratan. Akkasumas seenaa maatii isaanii fi lakkaawwuu ni baratan. Amala gaarii ijaaruu, gaarummaa fi obsa qabachuulee ni baratan.

 

Sadarkaa 3: Fools / Great Gaammee (Umrii 16–24)

Kana sadarkaa akkumaa koollejjii yaadaa. Dargaggoonii umrii kanatti hojjii qonnaa, fardaa yaabbachuu fii horii tiiksu ni baratan. Akkasumas dandeettii lolaa ni leenjisan. Sirbootadhan aadaa isaanilee ni kabajan.

 

Sadarkaa 4: Qondaala (Umrii 24–32)

Kun sadarkaa eegumsaati. Dargarggonni ispoortii, daakuu, fii loluu ni leenjisan. Hojjii irra gudda isaanii ummata Oromoo fii qabenyaa isanii tiiksudha.

 

Sadarkaa 5: Raaba Doorii (Umrii 32–40)

Kun sadarkaa namoonni geggeessummaaf itti qopha’anidha. Wa’ee seeraa, seenaa fii mootummaa geggeessuu ni baratan. Akkasumas itti gaafatamummaa fuudhuu fii maatii ijaaruu ni fudhatan, akka biyyaa geggeessuuf qophaa’an agarsiisuuf.

 

Sadarkaa 6: Gadaa / Abbaa Gadaa (Umrii 40–48)

Kun sadarkaa mootummaa geggeessuuti. Namoonnii waggoota hedduu leenjii booda geggeessummaaf filatamu. Abba Gadaan geggeessa olaanaadha. Isaani waggaa saddeetiif ummata isaanii bulchan.

 

Sadarkaa 7: Yuuba tokkoffaa (Umrii 48–56)

Waggaa sadeetii geggeessaa ta’anii booda, namoonni gorsitoota ta’an. Nama kabajamaa tokko Abba Bokkuu ta’ee filatamu. Inni filannoo sirrii akka ta’u ilaala, akkasumas ummata Oromoof waliigala guddaatti deema (akkuma waliigala Afrikaan Yuuniyoon).

 

Sadarkaa 8 and 9: Yuuba lamaffaa fii saddaffaa (Umrii 56–72)

Sadarkaalee kana keessatti, maanguddoota Hayyuu jedhanii waamani. Hojjiin isaanii dargaggoota aadaa Oromoo fii mootummaa barsiisuudha. Akkasumas yeroo wal mormuu kessaa, araara ni baasan.

 

Sadarkaa 10: Yuuba afraaffaa / Gadaamojjii (Umrii 72–80)

Maanguddoota kun hayyota hawaasati. Beekumsa guddaa qaban, namoonni hedduunis isaani ni kabajan. Yeroo isaani barsiisuu, kadhachuu fii ummata isaanii gargaaruu wajjin dabarsanii.

 

Xumuraa

  • Humna Saddeetii: Sadarkaan hundi waggaa saddeetii turti.

  • Ce’umsa Dimokiraasii: Aangoon yeroo hundaa garee itti aanuuf darbama; namni tokko yeroo hunda aango waliin hin turuu.

  • Kabaja Umriif: Gareen umrii hundi hojii addaa qaba. Hojiin isaani hawaasa guutuu ni gargaara.

Dabalee 2: Sadarkaa Kudhanii Sirna Gadaa

Waraqaa hojii kana keessatti sadarkaa kudhanii sirna Gadaa guutaa

Sadarkaa

Umrii

Maqaa isa

Itti gaafatamumma sadarkaa kana keessaa jiru suura kaasaa. 

1

    

 

2

    

 

3

    

 

4

      

5

    

 

6

    

 

7

    

 

8–9

    

 

10

    

 

3 Kawm Txog: Kev Kho Siab Ntsws thiab Txhim Kho Lub Neej Tom Ntej – Hmoob Kev Kho Siab Ntsws thiab Txhim Kho Lub Neej Tom Ntej

Sij Hawm Qhia

  • 1–2 hnub thaum chav kawm sib ntsib

 

Cov Khoom Siv

  • Green Card Entrepreneur Voices – Steve Thao daim video
  • Daim Ntawv Paj Ntaub 3 seem handout

 

Connections to the 7 Cs of Ethnic Studies

  • Saib Xyuas: siv Hmoob cov txuj ci (suab paj nruag/paj ntaub) los ua lub cib fim kom lees paub tus kheej thiab kho siab ntsws
  • Conceptualize: siv Hmoob cov txuj ci (suab paj nruag/paj ntaub) los yog ib yam cuab yeej kom muaj zeem muag, pom yav tom ntej, tsim kho lub ntiaj teb, muaj kev cia siab, muaj kev kho siab ntsws, thiab muaj kev sib raug zoo ua ke

Txheej Txheem Qhia

Tseem Ceeb: Thov ceeb toom cov tub ntxhais tias kev kawm hnub no yuav muaj qee yam ua rau lawv txhawj/ muaj kev nyuaj siab, thiab tsim ib chav nyab xeeb rau lawv ua ntej pib zaj kawm no. Hnub no, chav kawm yuav saib tib neeg cov txuj ci paj ntaub thiab suab paj nruag los ua kev kawm kom nkag siab cov sij haum nyuab thiab nkag siab tias cov txuj ci no kho neeg siab ntsws li cas. Qee yam ncauj lus peb yuav tham txog yog kev ua tsov rog, tsiv teb tsaws chaw/khiav tawm teb chaws, thiab kev tsim txom ntawm ntau tiam neeg, kev ntxhov siab los sis tusiab uas cov tsev neeg muaj ib phaum dhau ib phaum, thiab tej zaum yuav ua rau yus muaj qee yam kev xav. 

Thov ceeb toom cov tub ntxhais kom paub sib hwm, tsim ib chav nyab xeeb rau txhua tus, thiab yog lawv tsis xav hais lus/tsis xav tham los tau. Ntxiv thiab, nco ntsoov kom cov tub ntxhais mus cuag lawv cov kws kho kev mob hlwb yog lawv xav tau kev pab, thiab qhia tias cov ncauj lus hnub no yog tham hauv chav kawm es ua rau lawv muaj qee yam kev xav. Xib Fwb siv nws qhov kev txiav txim siab zoo tshaj plaws los ceeb toom cov tub ntxhais kawm.

Taw: Lub Suab Txawv

  • Tso lub suab qeej los si raj me me rau cov tub ntxhais mloog, txhob tso daim duab kom pom cov twj suab paj nruag (instrument slide).

  • Nug cov tub ntxhais: Yog tias lub suab no yog ib tug neeg hais lus, xav seb nws lub siab xav li cas?

    • Kab lub pib: Lub suab no __________. / Hnov tau tias lub suab no ________________.

  • Tso daim duab ntawm tus qeej/rab raj. Qhia cov tub ntxhais tias yog dab tsi.

 

Tig thiab Tham

Koj mloog zaj nkauj dab tsi thaum koj tu siab los sis tsis muaj siab ua dab tsi? Vim li cas mloog nkauj ho zoo dua nrog ib tug phooj ywg tham?

 

Phua: Hmoob Twj Suab Paj Nruag

  •          Neeb Thoj piav qhia cov twj suab paj nruag thiab cov suab uas txhais tau lus Hmoob, nrog rau tias suab paj nruag/nkauj yog ib yam txuas neeg cov lus hais, thiab feem ntau yog sib los nrhiav txij nkawm/sib tham.
  • Piav qhia cov suab ntawm cov twj suab paj nruag qog lus Hmoob li cas. Cov suab zoo yam li hu ib zaj lus nthuav qhia ib tug neeg txoj kev xav, zoo li hu nkauj rau ib tug phooj ywj los sis hu nkauj rau yus cov poj koob yawm txwv. Hais kom cov tub ntxhais sim seev (hum) lawv lub npe. 
  • Qhia rau cov tub ntxhais kawm kom meej tias suab paj nruag yog ib yam ua rau neeg qhia tau lawv tej kev xav. Thaum ub, Hmoob tsis qhib siab qhia txhua yam kev xav lawv muaj, tshwj xeeb yog thaum sib tham nrhiav txij nkawm. Suab paj nruag yog ib txoj hauv kev rau tib neeg qhib siab qhia thiab tham txog lawv tej kev xav, kev hlub, kev zoo siab, los sis kev tu siab rau lwm tus. 

 

Tig thiab Tham

Xav txog ib zaj nkauj koj tso mloog thaum uas koj tu siab/ tsis muaj siab ua dab tsi. Vim li cas hnov zaj nkauj ntawd thiaj li muaj kev nyab xeeb rau koj los sis nplij koj siab dua li tham nrog ib tug phooj ywg?  

  • Kab lus pib: Thaum kuv nyuaj siab, kuv nyiam mloog ___________. 

 

Phua: Steve Thoj

Saib daim yeeb yaj kiab txog “Steve Thao” los ntawm Green Card Entrepreneur Voices.

 

Pab Pawg Sib Tham/Sib Qhia Tswv Yim

  • Saib daim yeeb yaj kiab: Saib ua ke.
  • Tham: Txuj ci suab paj nruag pab Hmoob qhib siab qhia lawv cov kev xav li cas? Cov txuj ci no pab Hmoob nkag siab lawv tsev neeg li keeb kwm li cas? Cov txuj ci no pab Hmoob kho lub neej yav dhau lo li cas? 
  • Tshuaj xyuas: Thoj hais tias, “Txuj ci suab paj nruag yog ib txoj hauv kev rau peb qhia peb cov dab neeg, es tsis txhob cia lwm tus qhia rau peb.” Qhov nws hais no txhais tau li cas? Koj yuav siv txuj ci suab paj nruag los qhia koj zaj dab neeg li cas? 
    • Koj qhia koj cov kev xav li cas? 
    • Koj yuav siv txuj ci suab paj nruag lo qhia koj cov kev xav li cas?

 

Zom: Paj Ntaub Artwork 

Nthuav qhia txog  paj ntaub Hmoob, uas feem ntau yog siv los qhia dab neeg, tshwj xeeb li daim paj ntaub dab neeg. Qhia rau cov tub ntxhais tias paj ntaub dab neeg pib hauv cov yeej thoj nam tawg rog, uas yog ib txoj hauv kev cov Hmoob nthuav lawv cov txuj los khwv nyiaj. Lawv siv tes dag zog los tsim daim ntaub, ces siv tes los kos thiab xaws daim paj ntaub dab neeg qhia txog lawv lub neej, keeb kwm, thiab tej yam lawv tau ntsib. Muab ob peb daim paj ntaub dab neeg rau cov tub ntxhais kawm saib, thiab qhia cov qauv tshwj xeeb npe thiab txhais li cas.  (Saib daim paj ntaub link hauv qab.)

 

Zaj Dab Neeg Luv Luv 

Tsim ib daim ntawv paj ntaub 3 seem

 

  • Daim Ntawv Paj Ntaub 3 seem design: 3 lub xwm fab xwm meem sib txuas, uas muaj ntug qauv Hmoob (roob/ qwj) ncig tag nrho 3 lub ntsais
    • Cov tub ntxhais yuav kos duab rau txhua lub ntsais
      • Xwm fab xwm meem 1: Kos duab qhia ib lub sij hawm nyuaj koj tau ntsib los
      • Xwm fab xwm meem 2: Kos duab qhia seb dab tsi tau pab kom koj zoo siab/ nplij koj siab/ kho tau koj siab (tsev neeg, suab paj nraug, kos duab, lwm yam).
      • Xwm fab xwm meem 3: Kos duab qhia koj cov kev cia siab koj muaj rau koj tus kheej yav tom ntej 

 

  • Cov tub ntxhais yuav sau peb kab lus txog lawv cov duab, ib kab lus hauv ib lub ntsais.
    • Kuv daim duab qhia  _________.
    • No pab kuv (hnov tias) ______ vim _____.
    • __________ ua rau kuv muaj kev cia siab rau yav tom ntej. .

 

Saib Dua: 3-2-1 Daim Pib Tawm

Siv ib daim ntawv (nyob hauv phau ntawv sau los sis ib daim ntawv me me) los sis saum huab cua, hais kom cov tub ntxhais sau teb cov lus no thiab muab rau tus xib fwb:

  • Peb yam koj kawm tau hnub no
  • Ob tug qauv uas muaj nyob hauv paj ntaub Hmoob
  • Ib txoj hauv kev uas suab paj nruag/ paj ntaub pab tau neeg kev kho siab ko ntsws

Kev Pab Cov Tub Ntxhais Hais Ntau Hom Lus thiab Kawm Lus Askiv

  • Siv cov kab lus pib thaum rov xav txog/tham txog kev kawm:
    • Txuj ci suab paj nruag/ paj ntaub pab peb tau nrog _____
    • Txuj ci suab paj nruag/ paj ntaub pab kho _______
    • Txuj ci suab paj nruag/ paj ntaub ua rau kuv nkag siab ______.
    • Kuv qhia kuv cov kev xav/ kuv tus kheej los ntawm ______. 
    • Thaum kuv _____, kuv mloog _____.

 

Ntsiab Lus thiab Txhais Li Cas

  • Paj ntaub: Hmoob txuj ci teej tug uas siv koob los xaws rau daim ntaub 
  • Txuj Ci (suab paj nruag/paj ntaub/ kev kos duab): tej yam yus tsim los ntawm kev xav los qhia tswv yim thiab neeg cov kev xav, los tsim tej yam zoo nkauj, los sis los qhia tias yus pom lub ntiaj tej li cas 
  • Kev kho siab ntsws: qhov txheej txheem ntawm kev ua rau yus lub siab nkaj, siab tawv, los sis lub siab rov los ua ib lub tom qab yus raug tsim txom, tsis hais ntawm cev nqaij daim tawv los sis kev xav hauv siab
  • Kev cia siab: kev ntseeg tias yam zoo yeej yuav tshwm sim
  • Tus qauv: ib daim duab uas txhais tau ib lub tswv yim loj/tseem ceeb, los sis txhais tau ib qho ntsiab lus zoo

Teev Cov Khoom Siv 

Hmong Identity and Language

1 Kawm Txog: Lub Neej thiab Hom Lus – Hmoob Lub Neej thiab Hom Lus

Sij Hawm Qhia

  • 1–2 hnub thaum chav kawm sib ntsib

Cov Khoom Siv

  • Green Card Youth Voices: Immigration Stories from a St. Paul High School – Ib Yam Xyooj zaj dab neeg story thiab video
  • T-Chart 

 

Connections to the 7 Cs of Ethnic Studies

  • Saib Xyuas: kawm txog keeb kwm Hmoob, haiv neeg Hmoob, thiab lus Hmoob kom muaj cib fim los lees paub thiab kho tus kheej
  • Ua kev zoo siab: siv cov dab neeg Hmoob thiab pej xeem Hmoob cov dab neeg los piav dab neeg

 

Txheej Txheem Qhia

Taws: Hom Lus

Sau rau ntawm daim txiag:
Nyob zoo. Kuv lub npe hu ua . . . 
(Hello. My name is . . .)

 

Nug cov tub ntxhais kawm seb puas muaj leej twg paub hom lus no lo sis nyeem tau. Hu ob peb tug los twv los sis nyeem kab lus rau txhua tus. Nug cov tub ntxhais kawm kom tsa tes yog tias lawv hais ib hom lus txawv uas tsis yog lus Askiv tom tsev. 

 

Tig thiab Tham

Piv txwv tias koj tau khiav mus nyob ib lub teb chaws tshiab uas tsis muaj neeg paub hais, nyeem, los sis nkag siab koj hom lus. Koj yuav qhia rau lawv tias koj yog leej twg li cas? Koj yuav qhia koj zaj dab neeg rau lawv li cas? 

  • Hais kom ob peb tug tub ntxhais kawm qhia lawv cov tswv yim rau sawv daws. 

 

Phua: Kev Piav Dab Neeg 

Qhia tias haiv neeg Hmoob yog ib haiv neeg pawg tsawg nyob hauv Suav Teb uas tau khiav tawm mus nyob thoob Sab Qab Teb Chaws Esxias. Meskas CIA tau rub Hmoob los pab tua Kob Tsov Rog Qab Rooj hauv Nplog Teb. Vim li no, coob tus Hmoob yuav tsum tau khiav tawm Nplog Teb mus nyob hauv cov yeej thoj nam tawg rog hauv Thaib Teb. Nim no, Hmoob nyob thoob Asmesliskas; cov coob nyob hauv lub xeev California, Minnesota, thiab Wisconsin. Hmoob nyob coob heev hauv lub ob nroog ntxaib. Hmoob lub neej thiab tus kheej tau hloov pauv vim kev yuav plam lawv hom lus thiab kab lis kev cai. 

  • Tham me ntsis txog Hmoob kev tsiv teb tsaws chaw: Suav Teb -> Nplog Teb -> cov yeej thoj nam tawg rog -> Asmesliskas
  • Txhais “kev piav dab neeg”: keeb kwm qhia ib tiam dhau ib tiam los ntawm qhov ncauj, feem ntau yog los ntawm kev piav dab neeg, cov nkauj, los sis kev coj noj coj ua, es tsis yog los ntawm kev nyeem ib phau ntawv.

 

Tig thiab Tham

Thaum nyob hauv tsev kawm ntawv, cov tub ntxhais kawm kawm keeb kwm thaum lawv nyeem cov phau ntawv. Vim li cas kev piav dab neeg ho tseem ceeb ib yam li cov phau ntawv nyeem?

  • Nug ob peb tug tub ntxhais kawm qhia lawv cov tswv yim rau sawv daws.

 

Phua: Ntawv Hmoob Las Tees

  • Piav qhia tias ntawv Hmoob Las Tees yog hom ntawv uas Hmoob coob tus siv niaj hnub no. Ntawv Hmoob Las Tees tsim thaum xyoo 1950s los ntawm ib co Txiv Plig Fab Kis. Ntawv Hmoob Las Tees siv cov tsiaj ntawv ABC uas peb paub, tiam sis cov tsiaj ntawv Hmoob lub suab txawv lawm xwb. 
  • Piav qhia me ntsis tias lus Hmoob yog ib yom lus muaj 8 lub suab cim. Tus tsiaj ntawv kawg ntawm ib lo lus Hmoob tsis muaj suab; nws qhia kom yus hais lo lus siab, qis, tus, los sis npub ntswg. Txhua lo lus Hmoob muaj nws lub ntsiab lus.
  • Sau/tso lo lus Hmoob. Piav qhiav tias tus tsiaj ntawv “b” tsis muaj suab/tsis ua suab. Nws yog ib tug tsiaj ntawm cim, uas qhia yus kom hais lo lus nrog lub suab siab siab; nws cim zoo yam li suab paj nruag xwb. 

Tig thiab Tham

Yog tias koj hais lo lus “Hmoob” tsis nrog lub suab siab siab, tiam sis nrog lub suab qis los tus, nws ho txawv li cas? Ib hom lus muaj feem tshuam ib tus neeg li keeb kwm piav dab neeg li cas?

  • Nug ob peb tug tub ntxhais kawm qhia lawv cov tswv yim rau sawv daws.

Zom: Ib Yam Xyooj Zaj Dab Neeg thiab kev kawm lom zem 

  • Muab “Ib Yam Xyooj” ib zaj lus luv luv los ntawm Green Card Youth Voices: Immigration Stories from a St. Paul High School, siv ntu nruab nrab ntawm nploog 3 txog 4
  • Nyeem zaj dab neeg qhia txog Ib Yam lub neej nyob Asmesliskas nrov nrov rau sawv daws mloog, hais kom cov tub ntxhais kawm nyeem/mloog raws

 

Kev Kawm Siv T-Chart

  • Muab cov tub ntxhais ib leeg ib daim ntawv T-chart, uas yeej muaj lo lus “Txwv Yus Hauv Kev” rau ib sab thiab “Pab Tau Yus” rau ib sab.
    • Txwv Yus Hauv Kev– Hauv qab sab no, hais kom cov tub ntxhais kawm nrhiav thiab sau txog Ib Yam lub neej thaum uas nws ntsib tej yam nyuaj, xws li kho siab, tsis nkag siab tus kheej, hnov tau tias nws txawv lwm tus, thiab lwm yam tsis zoo/nyuab.
    • Pab Tau Yus– Hauv qab sab no, hais kom cov tub ntxhais nrhiav thiab sau txog Ib Yam lub neej thaum uas nws ntsib kev zoo siab, xws li nws txaus siab rau nws tus kheej, nws muaj kev sib raug zoo nrog nws tsev neeg, thiab lwm yam kev zoo/yooj yim.
    • Cov tub ntxhais yuav tsum nrhiav thiab sau kom tau li 3 mus rau 5 yam rau ib qho/sab.

 

Pab Pawg Sib Tham/Sib Qhia Tswv Yim

  • Ib Yam zaj dab neeg muaj feem rau Minnesota tej keeb kwm li cas?

 

Saib Dua: 3-2-1 Daim Pib Tawm

Siv ib daim ntawv (nyob hauv phau ntawv sau los sis ib daim ntawv me me) los sis saum huab cua, hais kom cov tub ntxhais sau teb cov lus no thiab muab rau tus xib fwb:

  • Peb yam lawv kawm tau txog keeb kwm Hmoob los sis lus Hmoob
  • Ob qho vim li cas kev piav dab neeg thiaj tseem ceeb
  • Ib lo lus nug uas lawv tseem muaj txog Hmoob keeb kwm/ kab lis kev cai

 

Kev Pab Cov Tub Ntxhais Hais Ntau Hom Lus thiab Kawm Lus Askiv

  • Sau cov kab lus qhia pib hais lus thaum muaj kev sib tham
  • Muab cov ntawv muaj T-Chart.

 

Ntsiab Lus thiab Txhais Li Cas

  • Kev piav dab neeg:  keeb kwm qhia ib tiam dhau ib tiam los ntawm qhov ncauj, feem ntau yog los ntawm kev piav dab neeg, cov nkauj, los sis kev coj noj coj ua, es tsis yog los ntawm kev nyeem ib phau ntawv.
  • Ntawv Hmoob Las Tees: ib hom kev sau thiab nyeem ntawv Hmoob uas siv tib co tsiaj ntawv li lus Askiv tiam sis lub suab sib txawv

Teev Cov Khoom Siv 

 

 

T-Chart

Kev qhia yuav ua li cas: Sau tswv yim rau daim ntawv T-Chart no thaum koj mloog Ib Yam zaj dab neeg. Ib co kev txwv nws hauv kev thiab ib co kev pab tau nws yog dab tsi?

Txwv Yus Hauv Kev

Nrhiav thiab sau txog Ib Yam lub neej thaum uas nws ntsib tej yam nyuaj, xws li kho siab, tsis nkag siab tus kheej, hnov tau tias nws txawv lwm tus, thiab lwm yam tsis zoo/nyuab.

Pab Tau Yus

 Nrhiav thiab sau txog Ib Yam lub neej thaum uas nws ntsib kev zoo siab, xws li nws txaus siab rau nws tus kheej, nws muaj kev sib raug zoo nrog nws tsev neeg, thiab lwm yam kev zoo/yooj yim.
 

2 Kawm Txog: Kev Muaj Peev Xwm thiab Kev Tiv Thaiv/Kev Tawm Tsam – Hmoob Kev Muaj Peev Xwm thiab Kev Tiv Thaiv/Kev Tawm Tsam

Sij Hawm Qhia

  • 1–2 hnub thaum chav kawm sib ntsib

 

Cov Khoom Siv

  • Daim ntawv qhia txog Hmoob Cov Nom Tswv 
  • Green Card Entrepreneur Voices – Bo Thao-Urabe’s story
  • Hmoob Khw Tshav Puam Qub thiab Hmoob Tshav Puam Tshiab (Zos Hmoob) images 

Connections to the 7 Cs of Ethnic Studies

  • Ua kev zoo siab: siv cov dab neeg Hmoob thiab pej xeem Hmoob cov dab neeg los piav dab neeg
  • Kev tsis yooj yim: nkag siab tias pej xeem Hmoob thiab koom haum tau txhawb lawv lub zej zog li cas rau sab kev tawm suab, kev tawm tswv yim, thiab kev kho siab kho ntsws

Txheej Txheem Qhia

 

Taw: Cov qauv rau Kev Ua Tau Zoo/Kev Vam Meej

  • Tso ib daim duab khw tshav puam qub los sis tshiab hauv St. Paul, Minnesota
  • Thaum cov tub ntxhais kawm saib daim duab, nug lawv tias:
  •        Thaum cov Hmoob tawg rog tuaj txog hauv Asmesliskas, lawv nqa tsis tau dab tsi tuaj nrog lawv, tsuas yog nqa tau cov khaub ncaws lawv muaj thiab tej lub twj taig xwb. Saib daim duab khw tshav puam uas muag ntau yam thiab muaj neeg coob coob no, xav seb yuav tsum muaj yam dab tsi thiaj li yuav pab tau kom hais neeg ciaj sia thiab vam meej.

 

Tig thiab Tham

Hais kom cov tub ntxhais nrog tus khub ntawm ib sab tawm peb lub tswm yim (kev muaj peev xwm, kev rau siab ua hauj lwm, lwm yam ntxiv) uas lawv yuav tsum muaj thiaj li ciaj sia thiab qhib tau ib lub khw li daim duab, yog tias lawv tau tsiv mus nyob ib lub teb chaws tshiab uas lawv tsis paub cov lus hais ntawd thiab tsis muaj nyiaj.

  • Hais kom ob peb tug tub ntxhais kawm qhia lawv cov tswv yim rau sawv daws. 

 

Phua: Kev Muaj Peev Xwm

Lees paub: No yog ib qhov kev taug rau coob tus Hmoob Meskas. Lwm cov Hmoob dab neeg/kev taug kuj txwv cov Hmoob Meskas, xws li cov Hmoob Suav, Hmoob Nplog, Hmoob Nyab Laj, thiab lwm haiv neeg. Tej zaum ib txhia kuj tau tawm tsam/ koom tes nrog cov Nyab Laj Liab los sis cov tub rog Nplog kom lawv muaj sia nyob los sis yeej txaus siab koom nrog lawv. Ib yam li ntawd, txhua txhua tus Hmoob tsis taug txoj kev ua neeg tawg rog los sis tuaj nyob Asmesliskas; coob tus kuj txiav txim siab nyob Nplog Teb thiab Thaib Teb; ib txhia khiav mus nyob lwm cov teb chaws thoob lub ntiaj teb no. Kev kawm hnub no yuav kawm txog cov dab neeg/ kev taug ntawm cov Hmoob Meskas.

 

Qhia: Hmoob yog ib haiv neeg pawg tsawg nyob hauv Suav Teb tuaj. Hauv keeb kwm ntau xyoo dhau los, cov neeg Suav thiab Hmoob tau sib ntaus sib tua txeeb av thiab peev txheej. Thaum kawg, Hmoob tsiv Suav Teb los mus nyob Sov Choj/ Sab Qab Teb Chaws Esxias. Hauv Nplog Teb, Meskas CIA tuaj rub Hmoob mus pab tua cov Nyab Laj Liab thiab cov tub rog Nplog thaum muaj Kob Tsov Rog Qab Rooj/Kob Tsov Rog Zais. Hmoob raug xaiv thiab rub mus ua tub rog vim lawv paub thaj av zoo; coob tus mus ua tub rog vim kom tsis txom nyem/muaj sia thaum lub sij hawm ua tsov rog. Thaum Asmesliskas khiav tawm tsis tua Kob Tsov Rog Nyab Laj, lawv kuj tso cov Hmoob tseg hauv Nplog Teb. Cov Hmoob tau ntsim kev tsim txom thiab raug cov tub rog Nplog tua; lawv yuav tsum tau tiv thaiv lawv tus kheej hauv tej hav zoov hauv Nplog Teb.

 

Txoj kev khiav hla tus Dej Nab Khoom los rau Thaib Teb yog ib txoj kev qhia tias Hmoob muaj peev xwm. Cov Hmoob yuav tsum tau nkaum hauv hav zoov, nrhiav zaub mov noj, khiav ua ib pawg, thiab feem ntau ces khiav thaum tsaus ntuj kom dim cov tub rog Nplog. Lub sij hawm thaum lawv khiav ces ib txhia yuav tau tso tseg lawv tej khoom, ib txhia yuav tau tso lawv tseg neeg tseg, ib co yuav tsum tau ev cov laus, ib co me nyuam quaj taug raug noj tshuaj yeeb kom txhob quaj kom ntsiag nto thaum yeeb ncuab nyob ze, thiab ib co me nyuam tau tuag vim noj yeeb ntau dhau lawm los sis txhaum yeeb. Hmoob lub siab tawv thiab lub cev peem tiag tiag lawv thiaj los txog tus dej, thiab hla daj mus rau Thaib Teb kom muaj kev ywj pheej.  (Ntaub Ntawv Keeb Kwm Background Information)

  • Kev muaj peev xwm yog ib yam los pab tus kheej kom peem kom dhau lub sij hawm nyuaj 
  • Nug cov tub ntxhais: Ib yam piv txwv tias Hmoob muaj peev xwm yog dab tsi? 
    • Cov Hmoob yauv tau nkaum, khiav thaum tsaus ntuj, thiab saib xyuas txhua tus zoo zoo kom mus txog tus Dej Nab Khoom. 

Phua: Kev Tiv Thaiv/Kev Tawm Tsam thiab Fwj Chim

Dhau ntawm keeb kwm los mus rau lub zej zog, ces qhia txog Hmoob kev sib txheeb thiab kev nom tswv. Qhia tias Minnesota yog vaj yog tsev rau ntau tshaj 90,000 tus Hmoob, uas St. Paul yog lub nroog muaj neeg nyob ntau tshaj plaws hauv Asmesliskas.

 

Lub zog ntawm Kab Lis Kev Cai

  • Qhia tias kev sib txheeb/tsev kwv tij (clan system) yog ib yam muaj zog rau Hmoob. Siv ib pab pawg los piv txwv qhia txog qhov kev sib txheeb; piv txwv tias yog koj ib tug phooj ywg xav pib ib lub lag luam, ces txhua tus phooj ywg txhawb nws. 
    • Tig thiab Tham: Leej twg yog ib feem hauv koj tsev kwv tij, los sis “pab pawg”, los sis cov neeg uas koj ntseeg thiab tso siab tau?
  • Txuas rau Kev Tiv Thaiv/Kev Tawm Tsam: Qhia rau cov tub ntxhais tias kev tiv thaiv/tawm tsam tsis yog yuav sib ntaus/sib tua tas li, nws kuj txhais tau tias rub yus tsev neeg/ tsev kwv tij los sis lub zej zog los ua ke kom muaj suab thiab tau txais kev ncaj ncees. 

 

Kev Nom Tswv 

  • Tau ntau xyoo, lub zej zog Hmoob hauv MN tsis muaj leej twg sawv cev hauv nroog los sis hauv tsoom fwv Meskas uas nkag siab txog lawv li keeb kwm thiab kab lis kev cai. Hmoob tsis muaj ib tug nom tswv sawv cev rau lawv ua ntej Mim Muas (Mee Moua) los khiav ua hauj lwm hauv tsoom fwv thaum 2002. Mim Muas yog thawj tug Hmoob raug xaiv los yog ib tug sawv cev rau lub xeev MN.
  • Tsis yog tias nws siv nws lub suab los txhawb Hmoob xwb, nws yog ib tug qauv qhib tau qhov rooj rau Foom Hawj thiab lwm tus taug nws txog lwg, txhawb siab rau cov Hmoob Meskas kom nyiam txog kev khiav ua nom ua tswv. 

 

Zom: Bo Thao-Urabe zaj dab neeg

  • Muab ib ntu dab neeg ntawm “Bo Thao-Urabe” los ntawm Green Card Entrepreneur Voices, nploog 11–12 los rau cov tub ntxhais.
  • Hais kom cov tub ntxhais nyeem zaj dab neeg txog Bo lub neej uas tau tsim tej kev zoo

  

Pab Pawg Sib Tham/Sib Qhia Tswv Yim

  • Nqe Lus thiab Rov Qhia Dua: Ib tug khub nyeem zaj dab neeg; ib tug khub siv 5 lo lus los rov qhia zaj dab neeg dua. Thaum nyeem txog ib nrab, ces ob leeg sib hloov. 
  • Tham thiab tshuaj xyuas: 
    • Rov nco thiab tham txog: Bo tau ntsib tej kev nyuaj dab tsi thaum nws tseem yau?  
      • Kab lus pib: Bo tau ntsib ____./ In yam kev nyuaj Bo tau ntsib yog_____.
    • Lub tswv yim: Bo siv nws kev peev xwm los pab nws pib nws cov hauj lwm?
      • Kab lub pib: Bo siv nws kev peev xwm los ntawm ______. Qhov no pab nws vim ________.
    • Txuas: Bo zaj dab neeg qhia txog kev tiv thaiv/kev tawm tsam li cas, xws li thaum nws siv nws lub fwj chim los tsim tej kev zoo rau lwm tus?
      • Kab lus pib: Nws cov hauj lwm tau tsim kev hloov pauv rau lub zej zog los ntawm ____.

 

 

Kawm Ntxiv: Daim ntawv qhia txog Hmoob Cov Nom Tswv

  • Sau Hmoob nom tswv npe; hais cov tub ntxhais xaiv ib tug los tshawb fawb thiab sau txog rau ib daim ntawv. 
    • Piv txwv: Nkauj Lig Hawj (Kaohly Her), Fwm Lis (Fue Lee), Ntses Xyooj (Jay Xiong), Nelsie Yaj (Nelsie Yang), Samantha Vaj (Samantha Vang), Maiv Xyooj (Mai Xiong), Susan Pha, etc.
    • Saib daim ntawv sau.

 

Saib Dua: Daim Pib Tawm

Hais kom cov tub ntxhais sau rau kab lus no kom meej/kom yog: “Zej zog Hmoob sib koom tes ua ke thiab siv _______ los tawm tsam __________, thiab tsim tau kev hloov los ntawm ______.” 

Kev Pab Cov Tub Ntxhais Hais Ntau Hom Lus thiab Kawm Lus Askiv

  • Siv ib daim ntawv teev/sau txog cov nom tswv Hmoob.
  • Muab cov kab lus pib los pab cov tub ntxhais teb nus lug:
    • Ib qho qauv zoo ib tug neeg yuav tsum muaj yog ____ vim _____.
    • Kuv pom tias ____.
    • Kuv ntseeg tias Hmoob Hnub tseem ceeb/ tsis tseem ceeb vim _____.
    • Kuv xav tias tej zaum coob tus Hmoob nyiam khiav ua nom ua tswv vim _____.
    • Peb ua kev zoo siab rau ___ vim ___./ Peb tib ___ vim ___.

Ntsiab Lus thiab Txhais Li Cas

  • System: ib qho txheej txeem qhia tias yuav ua li cas vim yeej ua tseg li ntawd los thiaj ua hauj lwm zoo
  • Kev peev xwm: muaj cuab kav sawv thiab peem kom dhau tej kev nyuaj/ sij haum nyuaj 
  • Tsev Kwv Tij: ib tsev neeg loj uas muaj sib txheeb los ntawm lub xeem thiab poj koob yawm txwv
  • Kev hloov pauv: txoj kev uas hloov/ras ua yam tshiab 
  • Tus neeg ua nom tswv: ib tug neeg uas raug xaiv tsa los khiav hauj lwm hauv tsoom fwv thiab xaiv cai los rau lub nroog, lub xeev, los sis lub teb chaws
  • Tus neeg ua lag luam: ib tug neeg uas pib thiab khiav nws lub lag luam/ hauj lwm los pab lwm tus daws teeb meem los sis tsim tej khoom/kev pab cuam rau neeg siv 

Teev Cov Khoom Siv 

Daim Ntawv Qhia Txog Hmoob Cov Nom Tswv 

 

Kev qhia yuav ua li cas: Xaiv ib tug nom tswv Hmoob uas khiav hauj lwm hauv tsoom fwv tam sim no los sis yav dhau los (Mim Muas, Foom hawj, Samantha Vaj, Tub Xyooj, Ntses Xyooj, Maiv Xyooj, lwm tus) los tshawb fawb txog. Kos nws daim duab hauv lub thawv. Siv cov ntaub ntawv muaj tseeb los sau teb cov lus nug hauv qab!

Cov Lub Muaj Tseeb:

Tus neeg nom tswv lub npe:__________________________________________ 

Muaj tsawg xyoo thiab xyoo raug xaiv ua hauj lwm: __________________

_______________________________________________________________________

Nroog thiab xeev nws nyob: __________________________________________

Ua hauj lwm dab tsi: __________________________________________________

Nws saib xyuas thaj cheeb tsam twg/lub nroog twg: __________________

________________________________________________________________________

Nyob pab pawg/tog nom tswv twg:_______________________________________

            

Txog nws tus kheej:

Nws yug qhov twg? ________________________________________________________________________________________________________

Nws mus kawm ntawv lub tsev kawm ntawv twg? ________________________________________________________________________________________________________

Nws ua hauj lwm dab tsi ua ntej nws raug xaiv los ua ib tug nom tswv? ________________________________________________________________________________________________________

Vim li cas nws txiav txim siab khiav ua hauj lwm rau tsoom fwv? ________________________________________________________________________________________________________

________________________________________________________________________________________________________

 

Nws Kub Siab Rau Dab Tsi:

2 los sis 3 yam teeb meem tseem ceeb uas ib tug neeg khiav ua nom tswv xav kho/hloov pauv/ntseeg yog dab tsi?

Teeb meem/ ntseeg/ yam 1: ________________________________________________________________________________________________________

Teeb meem/ntseeg/yam 2: ________________________________________________________________________________________________________

Teeb meem/ntseeg/ yam 3: ________________________________________________________________________________________________________

Sau txog ib los sis ob txoj cai/hauj lwm/tswv yim uas nws tau pab tsim los sis kos npe pom zoo thaum nws tseem ua hauj lwm hauv tsoom fwv. 

________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Kev Cuam Tshuam:

Tus neeg nom tswv no tau pab los sis siv nws lub suab los txhawb Hmoob Meskas li cas? Sau ib yam muaj tiag ua piv txwv.

________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Kev Xav Txog: 

Vim li cas ho tseem ceeb rau Hmoob Meskas raug xaiv los yog ib tug sau kev cai thiab ua nom tswv/thawj coj hauv tsoom fwv? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Yuunitii 2ffa: Dandamannaa fii Falmaa – Dandamannaa Aadaa Oromoo Kessatti

Yeroo Murtaa’e

  • Kutaa barnootaa lama kessatti

 

Meeshaalee Barnootaa


Connection to the 7 Cs of Ethnic Studies

  • Center: Aadaa Oromoo keessaa wal gargaaruu irratti xiyyeeffachuun

Qajeelfamoota:

Guyyaa 1ffa Gaafii Jalqabaa:

  • Yeroo namni tokko oso ati hin gaafanne si gargaaree yaadi. Maal si godhe? Himaa lama yookan sadii barreesii yookan suura kaasi.

Ignite (Kakaasuu)

  • Gaafii lama kannen barattoota itti gaafadhu. Baratootan afaanii ka fedhaanitti deebii kennu ni danda’an. Suura kaasulee ni danda’an.
    • Aadaa jechuu maali? Yoo barbaaddan, aadaa kutaa keenya kessa, mana barumsa keenya, yookan aadaa maatii kee yookan aadaa hawaasa kee yookan aadaa Amerikaa ibsu ni dandeettan. 
    • Dandamannaa jechuu maali?
  • Barattoonnii deebii isaani wal haa qoodan

 

Chunk 1 (Qindeessuu 1)

  • Barattootaf haala salphaatiin hiika aadaa fii dandamannaa itti kenni 
  • Barnoota aadaa Oromoo armaan gaditti dhiheessii

 

Aadaa Oromoo wal gargaaruu

 

  • Jiga – Yeroo namni walitti dhufanii hojjii waliin wal gargaaruuf, akka nama tokko kophaa isaati hin rakkanneef, namni carraqqii isaani wal qoodaan.
    • Xiyyeeffannaan itti gaafatamummaa wal qoodu irra.
  • Qabo – Yeroo namni dafeeti nama jaallatan deeggaruu, gaafachuu malee.
    • Xiyyeeffannaan hawaasni yeroo barbaachisa hundatti achitti argamudha
  • Afoosha – Yeroo namni yeroo hundaattin wal deggaaruu, yero rakkina kessaa, malaqaa yookan qabeenya waliin wal gargaaruu.
    • Xiyyeeffannaan deeggarsa maallaqaa fi hawaasummaa.

 

Chunk 2 (Qindeessuu 2)

  • Fakkeenyaa barata ka Itophiiya irra dhufee gara Amerikaattii kenni. Gaafii armaan gaditti gaafadhu: 
  • Barata kun kuta, hiriiyaa, yeroo taphaa fii yeroo laaqana akkamitti isaaf jabaata? (Deebiiwwan eegaman: rakkoo afaanii, kutaa yookan laaqana yookan boqoonaa akkatti deeman beekuu dhabuu, fii hiriiya arkachuu dhabuu.)  
  • Mana barumsaa keenya beekudhan, barattoota barata haaraa kun akkamitti isa simaatan? Barsiisaan fii mana barumsa isa akkam gargaaran? 
  • Aadaa Oromoo irra waan baraannee, deebii keenya aadaa sanaa wajjin tokko ta’aa, moo adda ta’a? 
  •          Jiga: Barata haaraa kun kutaalee itti dhaquu, afaan Ingliifaa barachuu, fii maddaalee hawaasa maatii isaatif argachuu waliin eenyuu isa gargaara? 
  •         Qabo: Mana barumsaa keenya barata kana yeroo ce’umsa isa kessaa isa gargaaru danda’a? 
  •         Afoosha: Mana barumsaa keenya barata kun fii maatii isaaf ce’umsa biyya haaraa keessatti galuu akkamitti isa gargaara?

Gaafii Xumuraa

  • Waa’ee Aadaa Oromoo waan baraannee har’a tokko irra (Jiga, Qabo, yookan Afoosha) armaan gaditti ibsi jechoota ofii keeti waliin.

Guyyaa 2ffa Gaafii Jalqabaa:

  • Seenaa Tashitaa itti yaadaa. Qormaataa tokkoo Ameerikaatti dhufuu isa irra ibsi. Aadaa Jiga, Qabo yookan Afooshaa akka isa gargaaru danda’ama himaa tokko yookan lama waliin ibsi.

Chew (Xinxaluu)

  • Vidiyoo kana ilaalaa: Seena Tashitaa Tufaa 
  • Barattoonni gaafii lamaan kana haa mari’ataan
    • Tashitaa waa’ee aadaa Oromoo maal kaase?
    • Osoo Afaan Ingilizii barachaa jiru, hojii adda adda hojjechuu fii daldala isa eegaluu, guddina aadaa Oromo kessa isaatii fayyadamuu akkamitti cichee? 
  • Gareewwan xixiqqoo kessatti yookan barataa tokkoo waliin, yoo sirna aadaa Oromoo yeroo inni Ameerikaatti ga’e giddu galeessa ta’ee jiratee, deeggarsa hawaasa isaaf maal akka fakkatu waraqaa hojjii kessa barreessaa. Yoo barbaachisaa ta’e, barreefama kun ilaali, “Why Is Oromo Culture Important?” (attachment/appendix 1).

 

Irra Deebi’u

  • Barattoota aadaa Oromoo isaanif maal akka ta’e gabaabsanii haa ibsan. Qaamolee aada Oromoo sirna haqa, mana barumsaa fii hawaasa kessaa akkamitti fayyadamna?. 
  • Baratoonnii maatii isaani akka aadaa Oromoo waliin tokkoo ta’e yookan hin taanee waa’ee itti gaafatamummmaa hawaasa isaani gaafadhu.

Gaafii Xumuraa

  • Waan aadaa Oromoo irra tokkoo ka hawaasa keetitti yookan mana barumsaa keetitti maal fiduu barbaddaan?

 

Deeggarsa Afaanii

  • Mul’ata kennu (see slides/attachments).
  • Jalqaboota himaa kennuu hojjii barreeffamaa fi ha’saauuf.
  • Viidiyoof barreefama kennu
  • Barrefamaa Tashitaa afaan baratootattin keenuu yoo barbaachisee

 

Jechootaa fi Hiika Isaanii

  • Aadaa: Aadaan akkaataa jireenya namoonni fii waliin ta’an agarsiisa. Aadaan jirenya guyyaa guyyaa isaani ni qajeelcha. Aadaan qaamolee jireenya hedduu of kessaa qaba; mootummaa, amantii, duudha fi dinagdee ni jira.
  • Dandamannaa: Yeroo rakkoon dhufu illee dandamatee itti fufuu fi abdii kutachuu dhiisu.
  • Guuza/Jiga (JEE-guh): Yeroo namni walitti dhufanii hojjii waliin wal gargaaruuf, akka nama tokko kophaa isaati hin rakkanneef, namni carraqqii isaani wal qoodaan. Xiyyeeffannaan itti gaafatamummaa wal qoodu irra.
  • Qabo (KAH-boh): Yeroo namni dafeeti nama jaallatan deeggaruu, gaafachuu malee. Xiyyeeffannaan hawaasni yeroo barbaachisa hundatti achitti argamudha
  • Afoosha (ah-FOO-shah): Yeroo namni yeroo hundaattin wal deggaaruu, yero rakkina kessaa, malaqaa yookan qabeenya waliin wal gargaaruu. Xiyyeeffannaan deeggarsa maallaqaa fi hawaasummaa.

 

Tarree Maddalee Barnootaa 

 

Dabalee 1: Aadaa Oromo maalif barbaachisa ta’e? (Hojjii Barattootaf)

 

Aadaan maali?

Aadaan akkaataa jireenya namoonni fii waliin ta’an agarsiisa. Namoota hunda fi gareen namoota hunda aadaa ofii isaani ni qaban. Aadaan jirenya guyyaa guyyaa isaani ni qajeelcha. Aadaan qaamolee jireenya hedduu of kessaa qaba; mootummaa, amantii, duudha fi dinagdee ni jira.

Aadaa nama uffata isaani, wal gargaaruu isaanii, cidha akkatti kabajan fii gadda fii gamachuu isaanii kessaa argamaa. Akka walii galaattii, aadaan akkaataa namoonnii itti jiraatanii fii akkaataa wal gargaaranidha. Aadaan eenyummaa isaanii fii jireenya isaanii ni agarsiisa.

Aadaa Oromoon Maali?

Ummannii Oromoo, akkuma ummata biraa hunda, aadaa isanii adda kan jireenya isaaniif guyyaa guyyaa barbaachisaa ta’e qabanii. Aadaan kun akkaataa isaanii, yaada isaani fii wal qunnammuu isanii dhiibbaa ni qaba. Aadaan Oromoo duudhaa fi goochaalee aadaa hedduu of kessaa qaba. Isaan kessaa ayyaanoota, sirna gaa’ilaa, wal gargaaru fii karaa rakkoo itti furan. Duudhaaleen aadaa kana akkaataa jireenyaa namoonni fii hawaasa isaani irrati ni qajeelfama. 

Aadaa Oromoo Wal Gargaaruu

Wal gargaaruu aadaa Oromoo kessatti heddu barbaachisadha. Namoonni yeroo rakko kessatti wal ni gargaarani, wal ni dhabbatanii. Deggarsa kun jireenyaa guyyaa guyyaa kessatti haala adda addattin mul’atu ni danda’ama. 

Karaan tokkoo Jigadhaa: Yeroo namni walitti dhufanii hojjii waliin wal gargaaruuf, akka nama tokko kophaa isaati hin rakkanneef, namni carraqqii isaani wal qoodaan. 

Karaa biraatii Qabodhaa: Yeroo namni dafeeti nama jaallatan deeggaruu, gaafachuu malee. Hawaasni yeroo barbaachisa hundatti achitti argamudha

Karaa 3ffatti  Afooshadhaa: Sirna kan namni yeroo hundaattin wal deggaaruu, yero rakkina kessaa, malaqaa yookan qabeenya waliin wal gargaaruu. Deeggarsa maallaqaa fi hawaasummaa ni kennama, akka namnii kophaa isaati hin rakkanneef.

Xumura Aadaa Oromoo

Aadaa Oromoon jireenya ummata Oromoof baa’yee barbaachisadha. Aadaan Oromoo wal gargaaruu fii itti gaafatamummaa irrati ijaarame. Namoonnii aadaa Oromoo keessatti jireenya guutuu isaanif wal gargaaran.

Dabalee 2: Aadaa Oromoo Fayyadamuu (Hojjii Barattootaf)

Hiriyaa yookaan garee xixiqqoo wajjin hojjedhaa. Gaaffiiwwan armaan gadii deebisuuf isilaayidota barsiisaa fii marii keenya waa’ee Jiga, Qaboo, fi Afooshaa fayyadamaa. Akkasumas waraqaa “Aadaan Oromoo Maaliif Barbaachisa?” ilaaluu ni dandettan.

Kutaa 1ffa: Haala hubachuu

Tashitaa yeroo USA dhufe qormaanni akkamii mudatee?

 

Kutaa 2ffa: Aadaa Oromoo Fayyadamuu

Hawaasni Jiga, Qabo fii Afoosha fayyadamuudhan akkamitti Tashitaa gargaaruu danda’an?

 

Kutaa 3ffa: Mallattoo dandamannaa Aadaa Oromoo Kessaa

Hawaasni qaamolee aadaa Oromoo fii dandamannaa fayyadamuudhan Tashitaa akka gargaaranii suuraa kaasaa.