Hmong Heritage II

Course Syllabus 2020-2021

Duncan Polytechnical High School Room 24

Asachang Lee (asachang.lee@fresnounified.org) 559.666.1909

(asachang.lee@duncanpoly.org)

Website: tinyurl.com\master007lis

Course Description

Hmong Heritage Speaker II is a continuation of Hmong Heritage Speaker I. It is designed for students with some background knowledge and language assets in the Hmong language and/or culture. There is a heightened level of emphasis on the development of Hmong literacy in speaking, listening, reading, and writing to ensure proficiency in the targeted language. The course will utilize instructional concepts and proficiency levels based on the California World Language Standards to address language skills, cultural-awareness, and critical thinking. Additionally, this course will serve as a support to improve student’s English language skills by building upon the linguistic resources and/or home language proficiency of Hmong students. It is the expectation that students acquire the targeted language skills and cultural knowledge needed to become bilingual, biliterate, and biculturally competent. Upon successful completion of the course and in meeting state criteria, students will qualify for the State Seal of Biliteracy, which gives them a competitive edge for entrance to college and in the competitive global market.

Course Outline

Quarter

Big Ideas

Essential Questions

1

v Hmong and the Secret War in Laos

v Hmong Leaders from Secret War era

v What is leadership? What makes a person a leader? What qualities do leaders possess?

v Why do wars start, and what impact do they have on its people and country?

v How do principles, values, and beliefs guide people’s decisions and actions during difficult situations?

v How do people overcome hardships?

2

v Journey from Laos to Thailand

v Leaders: Parents, elders, scout leaders

v Why do people migrate?

v How do leaders overcome challenges?

v How do principles, values, and beliefs guide people’s decisions and actions during difficult situations?

3

v Life in the Thai Refugee Camps

v Leaders: camp leaders, section leaders, group leaders, and camp representatives

v How do people become refugees?

v How do people find freedom, happiness, and peace in the mist of tragedy?

v How was life in the Thai refugee camps like?

v How do people overcome hardships?

4

v The Hmong Diaspora: Early Settlement & Contemporary Issues

v Leaders: Clan leaders, community advocates, elected officials, religious leaders

v How do people adjust to a new life in the USA?

v What are some challenges they face?

v How was life in the USA different from life in Thailand? In Laos?

v What defines success and failure?

v What contributions have the Hmong made to the USA?

v What are current issues the Hmong people encounter?

Objectives

SWBAT:

· know important past and present Hmong leaders.

· understand and perform proper Hmong etiquettes within multiple situations.

· understand the significance of certain religious practices such as soul calling (hu plig), shamanism (ua neeb), tshoob kos (weddings), and funeral practices (kev ib siab ob qeg).

· give oral presentations in Hmong.

· accurately write complex sentences for a purpose.

· write and read text from a variety of genres.

· show writing and reading competency by revising and editing their own writing.

· provide rationale to why it is essential to sustain their language and culture.

· practice customary Hmong cultural skills.

· speak primarily in Hmong in all situations within the classroom.

· apply the Hmong spoken language in simple, selected settings and situations.

· participate in community events to obtain critical information about their culture.

· transfer knowledge acquired in the classroom to other disciplines, the home, and community.

· explain sequence of events within recent Hmong history.

· read and write in Hmong with 95% accuracy.

· conduct conversations in Hmong using basic and academic communication language.

· write multiple paragraphs in Hmong on a given topic.

· read to show proof of reading comprehension.

· take part in classroom complex talk.

· explain specific Hmong rituals and the purpose for each.

· utilize Hmong traditional and contemporary music/song in a demonstrative performance.

· communicate and work effectively with peers to complete a given task, goal, or assignment.

Note: Additional objectives will be added during the course of the year as new learning outcomes become apparent.

Each objective will provide students the necessary skills to be success in this class. Students should be aware that objectives are designed to build on one another. This means that objectives not mastered to a certain degree can hinder the mastery of other objectives. Therefore, instructions will be designed to maximize student’s mastery of each objective through the use of observation, anecdotal notes, and assessments.

At the end of the year, students who have successfully completed the course and other requirements will be awarded the California State Seal of Biliteracy. This distinction will show that students are proficient in reading, writing, and speaking in Hmong to a degree that their skills can be utilized in the working community or implemented effectively within higher education.

District Goals

· Goal 1: All students will excel in reading, writing, and math

· Goal 2: All students will engage in arts, activities, and athletics

· Goal 3: All students will demonstrate the character and competencies for workplace success

· Goal 4: All students will stay in school on target to graduate

Materials Required (Daily)

· Laptop/computer

· Binder & paper

· Composition Book

· Pen/Pencil

Instructional Materials

· Vang, P. (2014). Discovering the Hmong Language, San Jose, CA

· Vang, P. (2009). Ib Tug Neeg Ob Lub Ntuj. Sacramento, CA

· Resources developed by the teachers

· Office 365

Assessments May Include

· Quizzes

· Presentations

· Attending Community Events (based on sheltered in place lifted)

· Class Work

· Class Contributions/Discussions

· Reading/Comprehension and Writing Test

· Quarterly Assessments

Grading:

Student’s grade will be comprised of the following with the following Weights:

· Partner collaboration and presentations 10%

· Class Assignments 10%

· Quizzes and Assessments 40%

· Daily class participation 30%

· Projects 10%

· Extra Credit (based on teacher discretion)

Grading Scale

Quarter & Semester grades will be awarded on a percent scale as follow:

100-90% = A 89-80% = B 79-70% = C 69-60% = D Under 60% = F

• Grade Scale may be adjusted on Teacher discretion

Late Assignments

• Effect of Absence on Grade/Credits

o If a student’s absence is excused under Education Code 48205, he/she shall be allowed to complete any missed assignment or test that be reasonably given, as determined by the teacher of that class. The student shall be given full credit for the assignment or test if he/she satisfactorily completes the assignment or test within a reasonable period of time. (Education Code 48205)

o Excused Absences – Absence from school shall be excused only for health reasons, family emergencies, and justifiable personal reasons, as permitted by law and Board policy and specified in administration regulations. (Education Code 48205)

• It is the student’s responsibility to make up missed work and it is the student’s responsibility to come in and make arrangements to make up tests.

Expectations/Student Responsibilities:

Students will:

• Login in 2 minutes before class begins for distance learning (upon returning to class, students are to be quietly seated, ready to begin when the bell rings).
• Come to class prepared with a writing instrument and notepaper and have it out at all times, ready to take notes.
• Actively participate in class discussions, using the chat boxes or other communication tools
• Refrain from disruptive behaviors (e.g. talk out of turns, eat while in class, etc.)
• Follow electronic and social media policies
• Not cheat and/or plagiarize under any circumstance. Any corresponding work that resulted from cheating will result in a zero grade.
• Demonstrate good citizenship, character, work habits. Effort code will be determined by Professionalism/Employability criteria. This reflects your classroom attitude, cooperation, participation, and employable skills.
• Participate in necessary community/service-learning projects

· Follow all school-wide and classroom rules. All issues, concerns, problems, or situations will be dealt with in accordance with Duncan Polytechnical High School and FUSD policies.

• Take part in the traditional whole class teacher greeting at the beginning of class and whole class teacher “goodbye” acknowledgement to signify the end of class.

Restroom:

• Students may only use restroom during break time, unless it is an emergency which will be determined by the teacher.

Agreement Letter

Hello Parents, Guardians, and Students,

It is with great pleasure that I have your child in the Hmong Heritage Speakers 2 course this year. I look forward to partnering up with you to ensure we both provide a supportive, meaningful and impactful learning experience for him/her this school year. Together, we can help your child to gain the necessary tools and knowledge and build habits and character that will propel him/her to being college and career ready and to be successful in school as well as in life.

Please review and discuss this syllabus with your child to help him understand his responsibilities and our JOINT learning expectations by clicking on the checkboxes below. Please know that I share the same adult expectations below and will provide all that is needed on my end to help your child experience success this school year.

Student Expectations

Parent/Adult Expectations

¨ I will fulfill my responsibilities to complete any assigned class task and homework

¨ I will return all necessary communications between the school and home

¨ I will follow school and home instructions and respect the adults at school and at home

¨ I have read and understand the expectations laid out in this syllabus

¨ I will fulfill my responsibilities to support my child to complete all assigned work from school (e.g. providing a quiet study area at home, ensuring students commit to studying and completing schoolwork, etc.)

¨ I will communicate with the school regarding any concerns for my child’s learning (e.g. grades, incomplete assignments, etc.)

¨ I have read, understand, and discuss the expectations laid out in this syllabus with my child

Please have your child return this page to me by August 28, 2020. If you should have any questions or concerns, don’t hesitate to contact me at the information provided on the first page. Your child’s education is important to me, and I look forward to enabling his/her ongoing success.

Best regards,

Asachang Lee

Duncan Polytechnical High School

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Parent/Guardian Name Printed Parent/Guardian signature Date

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Student name and ID Number Printed Student Signature Date