DOCSLIB.ORG

High School Connections

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
High School Connections High School Connections SSWG2 Evaluate how the physical and human characteristics of places and regions are connected to human identities and cultures. a. Examine how ethnic compositions of various groups has led to diversified cultural landscapes, including, but not limited to, architecture, traditions, food, art, and music SSWG4 Assess the characteristics, spatial distribution, and migration of human populations on the earth’s surface d. Compare the response of different groups and governments to migration, including national migration policies and differing responses by local communities (e.g., quotas, amnesty, resettlement programs, and official language laws). How is the migration of the Hmong similar to the migration of other groups of people throughout American history and today? Have your students read some of the stories told in the PBS Minnesota Remembers Vietnam story wall. Then students can compare and contrast the experience of the Hmong to other groups that have migrated to the United States. SSUSH22 Analyze U.S. international and domestic policies including their influences on technological advancements and social changes during the Nixon, Ford, and Carter administrations. a. Analyze the international policies and actions taken as a response to the Cold War including the opening of and establishment of diplomatic relations with China, the end of U.S. involvement in Vietnam, the War Powers Act, the Camp David Accords, and Carter’s response to the 1979 Iranian Revolution and hostage crisis. Who is a veteran, and what does this status mean? Have your students watch PBS’s America’s Secret War Digital Shorts The CIA, the Hmong, and the Secret War and Hmong Veterans Not Considered Veterans. After students research United States veterans, conduct a Socratic Seminar where students discuss the Hmong’s situation and the lessons that can be learned from American’s involvement in Vietnam. ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. The following are books by Hmong authors who describe their experiences in Southeast Asia and the United States. Kao Kalia Yang’s The Latehomecomer: A Hmong Family Memoir is the first memoir written by a Hmong- American to be published with national distribution. Driven to tell her family's story—and the story of the Hmong people—Yang wrote it as a "love letter" to her grandmother whose spirit held her family together through their imprisonment in Laos, their harrowing escape across the Mekong River and into a refugee camp in Thailand, their immigration to Minnesota when Yang was only six years old, and their transition to a hard life in America. Kao Kalia Yang’s second memoir The Song Poet, retells the life of her father Bee Yang, the song poet, a Hmong refugee in Minnesota, driven from the mountains of Laos by America's Secret War. Bee lost his father as a young boy and keenly felt his orphanhood. He would wander from one neighbor to the next, collecting the things they said to each other, whispering the words to himself at night until, one day, a song was born. Bee sings the life of his people through the war-torn jungle and a Thai refugee camp. But the songs fall away in the cold, bitter world of a Minneapolis housing project and on the factory floor until, with the death of Bee's mother, the songs leave him for good. But before they do, Bee, with his poetry, has polished a life of poverty for his children, burnished their grim reality so that they might shine. When Mai Neng Moua decides to get married, her mother, a widow, wants the groom to follow Hmong custom and pay a bride price, which both honors the work the bride's family has done in raising a daughter and offers a promise of love and security from the groom's family. Mai Neng, who knows the pain this tradition has caused, says no. Her husband-to-be supports her choice. What happens next is devastating, and it raises questions about the very meaning of being Hmong in America. As she navigates the Hmong world of animism, Christianity, and traditional gender roles, Mai Neng Moua’s begins to learn what she has not been taught in her memoir The Bridal Price. Afterland is a powerful, essential collection of poetry that recounts with devastating detail the Hmong exodus from Laos and the fate of thousands of refugees seeking asylum. Mai Der Vang is telling the story of her own family and by doing so, she also provides an essential history of the Hmong culture’s ongoing resilience in exile. .
Load more

Recommended publications
  • 8Th International Conference on Hmong Studies
    8th International Conference on Hmong Studies April 17th – 19th, 2020 Abstracts Submitted ------------------------------------------------------------------------------------------------ 1. Participant reference in Hmong Shib Sara Mackintosh Hmong Shib is a Hmong-Mien language spoken in Yunnan province, China. This paper considers how different folktale participants are referred to in two stories from the language, as published in Zhang & Cohen (2018). No detailed analysis on this topic has been carried out previously. Consideration was given to different ways of analysing participant reference and Levinsohn's eight step methodology, as detailed in Dooley & Levinsohn (2000), was chosen to be used. Both subject and non- subject situations in the folktales are reviewed. In this language, participants can be referred to using full noun phrases, independent pronouns, or a null reference. Analysis shows that major participants are often referred to with a null pronoun when they are in subject position in the clause, even when there has been a change of subject from the previous clause. In other situations, the non-gender-specific third person pronoun is used. Questions then arise as to how hearers can determine which participant is the current topic with such frequent usage of null reference and non-gender-specific pronouns. It is shown that there are situations when the participant can only be determined by pragmatic inference, either by the preceding context or by the hearer's worldview. One of the folktales shows interesting patterns of change in the way that one of the story's main characters is referred to in different episodes of the story. Considering the changes and ways that the participants are referred to in subject and non-subject situations can help to identify the Very Important Participant in this folktale.
    [Show full text]
  • Mai Neng Moua
    Mai Neng Moua Although the Hmong have not had a tradition of written language, we are building one. We are the creators of our own history from this point on. “ — Bamboo Among the Oaks, Introduction Biography Throughout American history, questions regarding the authenticity and ability of individual writers to claim the right to represent the” Ameri- can experience have sparked controversy. A recent development in this debate has been the addition of Hmong-American voices to the canon of Quick Facts American literature. * Born in 1974 At the forefront of this issue is Mai Neng Moua, a Hmong writer and * Hmong- editor who has worked for over a decade to draw out and amplify American writer Hmong-American voices in publications such as the Hmong literary and literary journal Paj Ntaub Voice, and an anthology of Hmong literature called activist Bamboo Among the Oaks, published in 2002. Both are extraordinary ef- * Founded the forts to advance Hmong literature, and even more impressive because a Paj Ntaub Voice written Hmong language has only existed since the latter half of the 20th century. This page was researched and submitted by Heather Herbaugh, Jim Schmit, and Lydia Nobello on May 6, 2004. 1 © 2009 Regents of the University of Minnesota. All rights reserved. The University of Minnesota is an equal opportunity educator and employer. Mai Neng Moua Biography continued It is said that the Hmong of Laos may have had a written language but it had been lost several centuries ago. Then in the 1950s, French Catholic missionaries transliterated Hmong using the Roman alphabet.
    [Show full text]
  • Hmong American Experience: the Definition of Success in America
    Klinge UW-L Journal of Undergraduate Research XV (2012) Hmong American Experience: The Definition of Success in America Joseph A. Klinge Faculty Sponsor: Dr. Victor M. Macías-González, History Abstract This project surveys four approaches to Hmong history and analyzes how the latest approach, Scholarship, has been developed over the past two decades by Hmong American activists and scholars drawing on the model of U.S. Ethnic and Racial Studies. Introduction Hmong American experience expands the American definition of “success” through what is known as “autoethnographic” literature. Autoethnography combines “autobiography” and “ethnography.” However, it is necessary to clarify these terms before one can begin to understand Hmong American viewpoints. Autobiography generally refers to a Western idea where the individual is the main character. Likewise, ethnography suggests the study of a culture from the perspective of an “outsider,” the distinct character as a participant observer. These views tend to focus on experience of the individual, from a Western worldview. Essentially, this understanding is not relevant for Hmong experience because the understanding of self is as part of the people - the culture and their ancestors. Thus, autoethnography should be thought of as an “inside” view; in this case, a Hmong person who reflects on her or his own culture, not only as an individual, but through connection to the group and their history. By giving voice to experience, this authentic view enriches Hmong American history; in doing so, it also draws attention to issues within American history as a whole, especially the understanding of self and society, individuality, and the role of family.
    [Show full text]
  • Queer Refugeeism: Constructions of Race, Gender, and Sexuality in the Hmong Diaspora
    Queer Refugeeism: Constructions of Race, Gender, and Sexuality in the Hmong Diaspora A DISSERTATION SUBMITTED TO THE FACULTY OF THE UNIVERSITY OF MINNESOTA BY Kong Pheng Pha IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Jigna Desai, Co-Advisor Erika Lee, Co-Advisor August 2017 © Kong Pheng Pha 2017 Acknowledgments As I reflect on this long-drawn-out and arduous journey towards the completion of my Ph.D. degree, I cannot help but feel bittersweet and downhearted all at once. It was never my plans to attend graduate school, and I had only learned about what a Ph.D. really was right before graduating from college. I am able to be where I am now through a combination of luck, perseverance, guidance, mentorship, encouragement, friendships, and love from others. Graduate school so far has been one of the most challenging times of my life, especially as I struggled to make time for my friends, family, and loved ones with a busy schedule. I was always writing and reading at random and unusual times: night, day, midnight, and mid-day. I was financially—and at times emotionally— unstable, during college and my early days of graduate school, and relied on the assistance of my parents, siblings, friends, colleagues, and mentors for all kinds of support and care. However, the cruelest and most painful thing of all was being a working-class, queer scholar of color going through the tortuous feelings of isolation, self-doubt, anger, fear, shame, selfishness, restlessness, and uselessness that came with being in a perpetual cycle of graduate school and writing a seemingly unending dissertation.
    [Show full text]
  • DETAINED Or DEPORTED: What About My Children?
    : W DETAINED or DEPORTED: What about my children? What to do if you can’t be with them Detained or Deported: What about my children? SUPPLEMENT WITH IMPORTANT UPDATES March 2019 Research. Rethink. Resolve. The Women’s Refugee Commission (WRC) improves the lives and protects the rights of women, children, and youth displaced by conflict and crisis. We research their needs, identify solutions, and advocate for programs and policies to strengthen their resilience and drive change in humanitarian practice. © 2019 Women’s Refugee Commission Women’s Refugee Commission 15 West 37th Street, 9th Floor New York, NY 10018 212.551.3115 [email protected] www.womensrefugeecommission.org Table of Contents INTRODUCTION 1 APPENDICES APPENDIX A: ICE Field Office and Headquarters Contact Information (UPDATED) 9 APPENDIX B: Sample Contact Log 12 APPENDIX C: Child Abuse Hotlines (UPDATED) 13 APPENDIX D: Sample Request for Appointed Counsel in Family Court 15 APPENDIX E : State-specific Handbooks and Forms for Parents with Child Welfare Cases (UPDATED) 16 APPENDIX F : ICE Field Offices (UPDATED) 20 APPENDIX G : Child Welfare Agencies in Mexico and Central America (UPDATED) 22 APPENDIX H: Migrant Assistance Agencies in Mexico and Central America (UPDATED) 23 APPENDIX I: US Passport Application (UPDATED) 25 APPENDIX J: Notarized Statement of Consent for Special Circumstances (UPDATED) 32 APPENDIX K: State Child Support Agencies (UPDATED) 35 APPENDIX L: Adoption Reunion Registries (UPDATED) 39 APPENDIX M: Contact Information for State Bar Associations (UPDATED) 46 APPENDIX N: Do I Have the Right to a Lawyer in Family Court? (UPDATED) 49 APPENDIX O: Sample Letter Designating Custody 50 APPENDIX P: Attorney List by State or Region 51 APPENDIX Q: Immigration Advocates Network: National Immigration Legal Services Directory 77 This update to Detained or Deported: What About My Children? addresses changes in relevant federal and state policy since 2014.
    [Show full text]
  • Contemporary Women's Roles Through Hmong, Vietnamese, and American Eyes; Critical Essay, Long, Lisa A
    1 Contemporary women's roles through Hmong, Vietnamese, and American Eyes; Critical essay, Long, Lisa A. , Frontiers -A Journal of Women's Studies, January 1, 2008, 2008 University of Nebraska Press, Pg. 1(36) Vol. 29 No. 1 ISSN: 0160-9009 For many Americans, Southeast Asia and its inhabitants--particularly the Vietnamese and transnational ethnic groups such as the Hmong--become visible only through the lens of the Vietnam War. At the same time, contemporary Vietnamese tend to see that war as only one of the many imperialist conflicts in which they have been engaged for the past millennium. (1) And the Hmong, with traditional roots in agriculture and no national ties to speak of, hold an even longer view, seeing this war and subsequent migrations as part of an ancient four-thousand-year- old history of conflict and flight through the highlands of modern China, Vietnam, Laos, Thailand--and now to the United States. Not surprisingly, gender roles in Southeast Asia and the United States have been profoundly shaped in both cultures by these traditions of invasion, resistance, and, often, flight. A complex, diasporic confluence of political history, militarism, immigration, and feminism emerged in the wake of the Vietnam War. To tease out these delicate global intersections, which continue to shape contemporary women's lives, in this paper I explore representations of Viet and Hmong women in Vietnamese publications and public spaces and compare them to representations of women in the writings of Vietnamese American and Hmong American women. To this end, I pair images of Viet women culled from two Vietnamese publications, Images of the Vietnamese Woman in the New Millennium (2002) and Female Labour Migration: Rural-Urban (2001), and from the Vietnamese Women's Museum housed in Hanoi with Lan Cao's negotiations of Vietnamese American womanhood in her novel, Monkey Bridge (1997).
    [Show full text]
  • Peace Education in Japan and the U.S.: Curricula for U.S. Classrooms
    Five College Center for East Asian Studies National Consortium for Teaching about Asia (NCTA) 2013 Japan Study Tour Peace Education in Japan and the U.S.: Curricula for U.S. Classrooms Funded by a generous grant from the Japan Foundation Center for Global Partnership with additional funding from the Freeman Foundation Five College Center for East Asian Studies 69 Paradise Road, Florence Gilman Pavilion Northampton, MA 01063 Peace Education in Japan and the U.S.: Curricula for Classrooms “I will write peace on your wings and you will fly all over the world.”—Sadako Sasaki Through the accidents of history, peace education has a long history in Japan. Schools, museums, NGOs, and individuals all contribute to the basic goals of peace education—learning from the past and cultivating mutual understanding between cultures so that citizens will make rational future choices regarding violence and nonviolence. Eleven participants were selected for this study tour from the more than 17,000 teachers in the U.S. who have completed a National Consortium for Teaching about Asia (NCTA) 30-hour seminar on East Asia. From June 20–July 3, 2013, the educators and leaders traveled to Japan to learn about peace education in Japan and create curricula for use in their own class- rooms back in the U.S. In Nagasaki, we visited the Nagasaki National Peace Memorial Hall for the Atomic Bomb Vic- tims, the Nagasaki Atomic Bomb Museum, and the Peace Park. We also visited Yamazato Junior High School, where we were inspired by the Peace Studies Coordinator for the Nagasaki Schools.
    [Show full text]
  • Hmong Americans in the Milwaukee Area
    Hmong Americans in the Milwaukee Area Written by Chia Youyee Vang, PhD August 2016 The Hmong Milwaukee Civic Engagement Project (THMCEP) A collaboration between Southeast Asian Educational Development, Inc. (SEAED), UW- Milwaukee Hmong Diaspora Studies Program, and Hmong American Peace Academy (HAPA) Research Assistants Ann M. Graf, PhD Candidate, UWM School of Information Studies, UW-Milwaukee Andrew Kou Xiong, MA Student in History, UW-Milwaukee Advisory Committee Bon Xiong, Business Owner/Former Appleton Alderman Cha Neng Vang, Undergraduate Art Student at UWM Diana Vang-Brostoff, Social Worker/VA Medical Center Junior Vue, MA Education Student at UWM Kashoua Yang, Attorney and Mediator at Kashoua Yang, LLC Mai Thong Thao, Undergraduate Student at Alverno College Nina Vue, High School Student at Hmong American Peace Academy Pachoua Vang, High School Student at Hmong American Peace Academy Thai Xiong, Clan leader and Case Manager/Independent Care Health Plan (iCare) Tommy CheeMou Yang, Undergraduate Architecture Student at UWM Funding for The Hmong Milwaukee Civic Engagement Project (THMCEP) is provided by the Greater Milwaukee Foundation. TABLE OF CONTENTS Acknowledgments…………………………………………………………………………………4 Partner Organizations……………………………………………………………………………...5 Executive Summary……………………………………………………………………………….6 Introduction………………………………………………………………………………………10 Chapter 1: Plan for the Study…………………………………………………………………….11 Chapter 2: Hmong Migration to the U.S. and Settlement in the Milwaukee Area………………12 Chapter 3: Literature Review on Immigrant
    [Show full text]
  • Bush Artist Fellows
    Bush Artist 2003Fellows 2003 Bush Artist Fellows LITERATURE POETRY, FICTION, CREATIVE NONFICTION Mai Neng Moua Lee Ann Roripaugh David Treuer Ka Vang Wang Ping SCRIPTWORKS PLAYWRITING AND SCREENWRITING Vincent Delaney Adelaide MacKenzie Fuss Kevin Kling FILM • VIDEO Liza Davitch Jenny Lion David Ryan MUSIC COMPOSITION Philip Blackburn Tellef Johnson Michelle Kinney J.D. Steele 2 Bush Artist Fellowships stablished in 1976, the purpose of the Bush Artist Fellowships is to provide artists with significant E financial support that enables them to further their work and their contributions to their communi- ties. An artist may use the fellowship in many ways: to engage in solitary work or reflection, for collabo- rative or community projects, or for travel or research. No two fellowships are exactly alike. Eligible artists reside in Minnesota, North and South Dakota, and western Wisconsin. Artists may apply in any of these categories: VISUAL ARTS: TWO DIMENSIONAL VISUAL ARTS: THREE DIMENSIONAL LITERATURE Poetry, Fiction, Creative Nonfiction CHOREOGRAPHY • MULTIMEDIA PERFORMANCE ART/STORYTELLING SCRIPTWORKS Playwriting and Screenwriting MUSIC COMPOSITION FILM • VIDEO TRADITIONAL AND FOLK ARTS Applications for all disciplines will be considered in alternating years. 3 2003 Panels PRELIMINARY PANEL PRELIMINARY PANEL FINAL PANEL FILM • VIDEO MUSIC COMPOSITION Anthony Davis Judy Irving Anthony Davis Composer and Professor of Music Documentary filmmaker Composer and Professor of Music University of California–San Diego San Francisco, California
    [Show full text]
  • Professor Schein's CV
    LOUISA SCHEIN Associate Professor Departments of Anthropology and Women’s and Gender Studies Rutgers University 131 George Street New Brunswick, NJ 08901 Email: [email protected] EDUCATION Ph.D., Anthropology, University of California, Berkeley, May, 1993 Columbia University, Exchange Scholar Program, 1986-87 M.A., Anthropology, University of California, Berkeley, May, 1984 B.A., Independent (Interdisciplinary) Concentration and Religious Studies Concentration, Brown University, June, 1981, Magna Cum Laude ACADEMIC POSITIONS Associate Professor, Department of Anthropology, Rutgers University, 2000-present Associate Professor, Department of Women’s and Gender Studies, Rutgers University, 2004- present Assistant Professor, Department of Anthropology, Rutgers University, 1993-2000 Affiliate Faculty Member, Asian Studies Program, Rutgers University, 1994-present Affiliate Faculty Member, Program in Comparative Literature, Rutgers University, 1994-present PUBLICATIONS BOOKS: Media, Erotics and Transnational Asia. Co-edited with Purnima Mankekar. 2012. Duke University Press. Translocal China: Linkages, Identities and the Reimagining of Space. Co-edited with Tim Oakes. 2006. London: Routledge. Minority Rules: The Miao and the Feminine in China's Cultural Politics. 2000. Durham, NC: Duke University Press. In series "Body, Commodity, Text" edited by Arjun Appadurai, Jean Comaroff, and Judith Farquhar. Translated as: Shaoshu de Faze. Guiyang: Guizhou University Press. 2009. In Prep: Rewind to Home: Hmong Media and Gendered Diaspora JOURNAL ISSUES: Media, Globalization and Sexuality. Special cluster for Journal of Asian Studies 63(2): 2004 (co- edited with Purnima Mankekar). 1 Sexuality and Space: Queering Geographies of Globalization. Special issue of Society and Space (co-edited with Jasbir Puar and Dereka Rushbrook) 21(4): 2003. Re-Imagining Chinese Mobilities and Spaces.
    [Show full text]
  • SECOND LANGUAGE ACQUISITION: the IMPACTS on the TRADITIONAL LEADERSHIP of a HMONG REFUGEE COMMUNITY in AUSTRALIA Introduction T
    Second language acquisition: The impacts on the culture of a Hmong refugee community in Australia Author Downman, Scott Published 2006 Conference Title Proceedings from CELT - Heart, Mind, Spirit: Faith-filled professionalism in the classroom conference 2006 Copyright Statement © 2006, Andrew Scott Dowman. This is the author-manuscript version of the paper. It is posted here with permission of the copyright owner for your personal use only. No further distributions permitted. For information about this conference please refer to the publisher's website or contact the author. First published in Proceedings from CELT - Heart, Mind, Spirit: Faith-filled professionalism in the classroom conference 2006. Downloaded from http://hdl.handle.net/10072/11683 Link to published version http://ic.payap.ac.th/ Griffith Research Online https://research-repository.griffith.edu.au SECOND LANGUAGE ACQUISITION: THE IMPACTS ON THE TRADITIONAL LEADERSHIP OF A HMONG REFUGEE COMMUNITY IN AUSTRALIA Introduction There is no doubt education does play an important role in the social, cultural and political development of a nation. This role of education was demonstrated in no better way then in Paolo Freire’s Pedagogy of the Oppressed. Freire discovered, among other things, that the educational system was one of the major instruments in oppressing the marginalised. In this paper, the role of education will be explored further by researching the impact of second language acquisition on an Australian immigrant community in north Queensland. It will be argued in this paper that second language acquisition has had major impacts on the traditional family and social structure of the Hmong. Anthropologist John Rex recognises this process of change is a characteristic of the complex nature of ethnicity.
    [Show full text]
  • 2005 Bush Fellows 2005
    Bush Foundation Giving STRENGTHfor Vibrant Communities and Vital Leadership Volume 2, Issue 2 September 2005 Bush Fellows 2005 The positive development of individuals and families is a major goal of the Bush Foundation’s strategic plan. Addressing the needs of immigrants and refugees is key to achieving this goal, especially in the areas of health, education and employment. However, our strategy goes deeper than attention to a newcomer’s immediate needs. We strive to help them remove barriers to full participation in the civic, economic and cultural life of their new communities. In this issue of Giving Strength, we examine the role that the Bush Foundation has chosen to play in the lives of foreign-born residents in our rapidly diversifying region. Every week, at least 50 new immigrants arrive in Minnesota, and the urban centers of North and South Dakota are also learning how to cope with the challenges and appreciate the gifts brought by this new population. Liliana Silvestry, executive director of the Welcome Center in Austin, Minnesota, can attest to the fact that immigrants come to rural areas as well. Also in this issue, foreign-born artist and leadership fellows describe their experiences—how they work to help their cultural communities and how the immigrant/refugee experience has inspired them to take leadership roles. We also spotlight American-born leadership and medical fellows who have dedicated themselves to improving the lives of immigrants and refugees. Immigrants and refugees, as well as those who aspire to work with them, are found on our lists of 2005 fellows and selection panelists.
    [Show full text]