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The Hmong, in CIA's Secret War in Laos During the Vietnam

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The Hmong, in CIA's Secret War in Laos During the Vietnam A STORY OF THE PEOPLE: THE HMONG, IN CIA’S SECRET WAR IN LAOS DURING THE VIETNAM CONFLICT: A SUPPLEMENTAL UNIT TO THE HISTORY/SOCIAL SCIENCE CURRICULUM A Project Presented to the faculty of the Department of Teacher Education California State University, Sacramento Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in Education (Curriculum and Instruction) by Chao Vang SPRING 2013 ©2013 Chao Vang ALL RIGHTS RESERVED ii A STORY OF THE PEOPLE: THE HMONG, IN CIA’S SECRET WAR IN LAOS DURING THE VIETNAM CONFLICT: A SUPPLEMENTAL UNIT TO THE HISTORY/SOCIAL SCIENCE CURRICULUM A Project by Chao Vang Approved by: _____________________________________, Committee Chair Terry Underwood, Ph.D. _________________________ Date iii Student: Chao Vang I certify that this student has met the requirements for format contained in the University format manual, and that this thesis is suitable for shelving in the Library and credit is to be awarded for the Project. __________________________, Graduate Coordinator __________________ Susan Heredia, Ph.D. Date Department of Teacher Education iv Abstract of A STORY OF THE PEOPLE: THE HMONG, IN CIA’S SECRET WAR IN LAOS DURING THE VIETNAM CONFLICT: A SUPPLEMENTAL UNIT TO THE HISTORY/SOCIAL SCIENCE CURRICULUM by Chao Vang Statement of Problem The current History/Social Science Framework currently used by social studies educators in today's classroom is substantially out of date as it was written in 1986. The primary authors of this document were European American senior scholars working within a European American perspective who in return must have been educated in the early 1970s. As a result, the “History/Social Science is structured largely as a story of European immigration and the construction of a nation around Judeo-Christian values and European political institutions" (Sleeter & Stillman, 2005, p. 43) due to the political and ethnic makeup of the people commissioned to draft the 1986 framework. Since the initial adoption in 1987, the History/Social Science Framework is supposed to be updated every seven years but has been "readopted three v times with only minor updates" (Sleeter & Stillman, 2005 p. 33). According to Campbell (2000), "the classical, Eurocentric curriculum inaccurately represents history and the humanities, discounting or ignoring the contributions of people of color" (p. 305) Because of this, the present History/Social Science curriculum is divorced from the realities and experiences of the youth, particularly, students of color many of who cannot relate to History/Social Science curriculum. The historical content, facts and figures printed in textbooks and taught by educators is predetermined. Due to the framework, most schools fail to teach an accurate or omits, the complete history of minorities, such as the recruitment and contribution of the Hmong by the CIA during the conflict in Vietnam. This is a problem created in part by the failure to revise the History/Social Science Framework and Standards. Thus, with this lack of an inclusive and equitable curriculum, the responsibility is placed on teachers to develop the multicultural and Hmong focused lessons for California's students. Purpose of Project The absence of Hmong American history from the standard curriculum in today's public schools has created a disconnection with Hmong American's identity, culture and heritage. Hmong American students feel alienated because they are group labeled and lumped as the model minority and their culture and history is excluded as a larger part of American history. For this reason, proponents of teaching and incorporating history of minorities history into the curricula suggest a student learning vi about his or her culture not only improves individual self-esteem and provides a sense of identity, but raises their grades and increases interest in school (Asante, 1991; Banks, 1993; King 1992; Ladson-Billing, 1999). The same can be said for Hmong American students who feel alienated because the history and contribution of the Hmong is underrepresented in school curriculum. Thus, the teaching of this supplemental unit on Hmong American history in a school setting intention is to provide an equitable and need to empower Hmong American students, who are one of the lowest academically performing minorities in California underrepresented and overtly omitted in school curriculum. Conclusion Reached For this supplemental unit on Hmong and their contribution to American in Laos during the conflict in Southeast Asia to be successful, the author identify that the incorporation and implementing culturally responsive and critical pedagogical teaching strategies in essential. ________________________________, Committee Chair Terry Underwood, Ph.D. __________________________ Date vii ACKNOWLEDGEMENTS I would like to take this opportunity to extend my sincere appreciation to the following individuals for their assistance, support, and guidance with the completion of my Master’s Degree in Education at California State University, Sacramento. Because of them I am grateful. I am indebted in many ways to my family who have been there to support my continuation in my education and for always having faith and believing my success. To my parents, Bria Xue Vang and Kia Xiong your unconditional love and support through my studies has always been the reason for me to strive for the greatest in everything I do. To my sisters, Sa, Mang, Phoua, Cheng and Michelle, I am honored to have such courageous and strong minded sisters. Without your spirits to challenge me mentally, I would have doubted many things that I pursued. To my brothers Long, Pao and Daniel, I am honored to have each of your support through all these years. You all continue to be an inspiration and a blessing in my life. Thus, this accomplishment is not only mine but yours as well. Thank you for always supporting me in all my life’s ventures. To all my friends and to my mentor Dr. Timothy Fong, I thank you. Lastly, this project would not have been without possible the support and guidance of my advisor, Dr. Terry Underwood. Dr. Underwood, I can only express my greatest gratitude for all that you have done for me throughout my graduate studies program. viii Above all, you have provided me with the amazing and professional support, word of encouragement, and great supervision. ix TABLE OF CONTENTS Page Acknowledgments ...................................................................................................... vii Chapter 1. INTRODUCTION .................................................................................................. 1 History of the Hmong ....................................................................................... 2 The Secret War in Laos .................................................................................... 4 Settlement of the Hmong in the United States ................................................. 8 History-Social Science Framework for California Public Schools .................. 9 Statement of the Problem ............................................................................... 10 Purpose of the Project ..................................................................................... 11 Significance of the Project .............................................................................. 14 Limitations and Assumptions ......................................................................... 18 Definitions of Terms ....................................................................................... 19 Organization of the Project ............................................................................. 21 2. REVIEW OF RELEVANT LITERATURE ......................................................... 23 Introduction .................................................................................................... 23 The Politics of School Curriculum ................................................................. 23 Political Economy of Text Publishing ............................................................ 36 Minority (Non) Representation and Portrayal in Textbooks .......................... 47 Critical Race Theory ....................................................................................... 67 Critical Pedagogy ........................................................................................... 77 Culturally Relevant Pedagogy ........................................................................ 83 3. METHODOLOGY ............................................................................................... 91 Introduction .................................................................................................... 91 Setting/Indented Participants .......................................................................... 91 x Unit Design ..................................................................................................... 93 Collection ....................................................................................................... 99 4. DISCUSSION, RECOMMENDATIONS AND CONCLUSION ..................... 104 Discussion ..................................................................................................... 104 Recommendations ........................................................................................ 107 Conclusion .................................................................................................... 111 Appendix A. Supplemental Unit .............................................................................
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