A free and public digital resource domain for Hmong language educators and community partners
 

New - Hmong Ethnic Studies Curriculum

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Over the course of nine months, eleven Hmong language educators took an Ethnic Studies course with Dr. Jenna Cushing-Leubner & Heritage Language/Ethnic Studies teacher Natalia Benjamin at the University of Wisconsin-Whitewater, and attended the Boston Ethnic Studies training with Katie Li and her team. Afterwards Dr. Vicky Xiong-Lor of Clovis Unified and Doua Vue of Fresno Unified lead the team through self-healing activities and created a Hmong Ethnic Studies curriculum. This is the first phase of curriculum creation with more to come.

 
 
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Summer 2021 Hmong Ethnic Studies Workshop for Educators

Hmong ethnic studies digs deeper into our narratives, how we intersect with society, understanding oppression, the trauma that we carry, etc… to healing ourselves in our own journey to letting it all go, finding our voice and thriving to be the best. We must learn how to heal ourselves as teachers and help our students take their journey.

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Hmong Ethnic Studies Curriculum Guide and Lessons

Through their training and own self-healing, the committee developed a Hmong Ethnic Studies scope and sequence, units, and lesson plans.

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Ethnic Studies Resources

Many of our resources are embedded in our workshop and curriculum section; however these are additional resources you may find helpful with Ethnic Studies.

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NEW

Moob Leeg hab Moob
Ntsuab Curriculum

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In many heritage Hmong language school programs in the United States, White Hmong is the privileged dialect of programs. A team of eight Moob Leeg and Moob Ntsuab teachers came together under the leader of Dr. Cho Ly of Fresno State University, Dr. Chao Vang and Doua Vang. For six months, the committee explored and created the first cycle of curriculum design. Our effort here is to bring equity to the two other dialects that are less commonly taught: Moob Leng & Moob Ntsuab, and NOT about dividing people. We are still one: Hmong. With the resources created in Year 1, we hope many more years of curriculum design to ensure Moob Leeg and Moob Ntsuab dialects continue for many generations to come in the United States.

 
 
Summer 2021 Workshop Presentations

Summer 2021 Workshop Presentations

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Rationale:The development of Hmong Leng and Green Hmong curriculum will teach and enforce student skills in speaking, reading, writing, listening to the Hmong Leng and Green Hmong dialects.

  1. Primary emphasis on literacy, language and culture aspects of the Hmong Leng/ Green Hmong dialects.

  2. Schools and teachers have an effective role in a student’s ways of learning the Hmong language especially in the Hmong Dual-Language Programs or Hmong language classes. 

  3. Promotes lifelong learners, identity and race, while preserves native tongue and indegenous speakers.

  4. Creates a comprehensive and community-based curriculum/ lessons

Moob Leeg hab Moob Ntsuab Resources

Moob Leeg hab Moob Ntsuab Resources

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The Hmong people originates from China, but the ones who have migrated to Western countries (USA, France, Germany, Australia, etc.) are mostly from Laos. It is said that they have migrated from China to Vietnam, Laos, Thailand and Burma in the 19th century (as early as 1810-1820 for Yang (1975), later for other authors (mid-19th for Cooper (1991) for example)). But because Laos became communist in 1975, many Hmong fled the country to the Thai refugee camps, and from there, migrated to other countries. Since most of the Hmong who live in Western countries (mostly in the United States of America) nowadays are from Laos, this paper will focus on the Hmong dialects spoken in this latter country only. Linguistically, Western literature has always said that there are two dialects in Laos, and by extension, in America and in the other countries where Hmong had migrated. ~ Chô Ly, Ph.D

Here are some additional resources you may find useful.

 
 

Literacy
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Literacy is the ability to read, view, write, design, speak and listen in a way that allows you to communicate effectively. The power of literacy lies not just in the ability to read and write, but rather in a person’s capacity to apply these skills to effectively connect, interpret and discern the intricacies of the world in which they live.

 
 
 

People in Our Community

By: Chong Xiong

LEVEL: K-2

TAGS: writing, publication, storytelling

People in our community play an important role to the culture. This unit takes a Writer’s Workshop approach where students learn about the importance of how and why ask questions to explore a topic in which information are provided by an expert in connection to the people in the community. This unit is to prep students to build upon a shared research unit where students go deeper into researching and writing an information text.  However, to make learning successful, the unit will be taught using best practices and strategies from some well-known researchers.

 

Mini-book Publication with Hmong RPA

By: Choua Yang

LEVEL: K-2

TAGS: writing, publication

Learning the Hmong Roman Popular Alphabet can be fun through student mini-book publication of the mono-consonants. In this unit, you will have access to see student created mini-book publication and also the template for your students to write their own RPA alphabet mini-books.

 

MN Zoo Day

By: Youa Lee, See Yee Yang,
and See Pha Vang

LEVEL: K-9 through K-12

TAGS: animals, research, reading, writing

Language day at the zoo! Present the project to students by telling students what a language day at MN ZOO is about. Teach students how to research and gather information using these materials. This will be a 4 week scope of researching animals, translating images, displaying them, ending off the project with creating an activity and presentation.

 

Learning History Through Storytelling

By: Philip Thao

LEVEL: K-6 to K-8

TAGS: writing, publication, storytelling

Stories are powerful and with less than 3% of our Hmong elders in the United States living today, we must capture their perspectives before it’s too late. There is currently no United States History textbooks that includes the Hmong people and the Secret War Operation in Laos during the Vietnam War. Therefore, by conversing with Hmong elders in the community, organic history of the Hmong can evolve through storytelling giving students opportunity to interact with elders, create an authentic piece of text, and practice public speaking.

Write to a Penpal

By: Richard Hawj

LEVEL: K-4 through K-6

TAGS: writing, letters, penpals, literacy

Writing is a hard skill and usually the last one to be developed. Use penpals to practice writing in Hmong. This unit will outline the necessary parts of a letter.

 

Storytelling with
Our Families

By: Yer Thao

LEVEL: K-2

TAGS: Story telling, writing, publication

Stories are an important part of life. For thousands of years, the Hmong people told stories from one generation to another to keep their stories alive. People use stories to make sense of our world and to share their unique cultural differences. Stories are the signal within the noise. It is so powerful that we can see them even when they are not there. Storytelling is also a tool for students to connect their learning to their real life. Students will interview family members of their past to connect their learning with writing through storytelling.

 

Language
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Going Deeper with the Hmong Leeg Dialect

By: Dao Her

LEVEL: K-6

TAGS: tonal, linguistics, reading, writing, dialects, hmong green, hmong white

Two main Hmong dialects used in the United States are Hmong Der and Moob Leng. There are limited resources are available in Hmong Leng; therefore, this unit provides you a variety of different activities, passages, and assessments to engage students to experience and strengthen their Moob Leng usage in your classroom. 

Illustrating Emotions
(Txoj Kev Xav)

By: Gwen Kong

LEVEL: K-6

TAGS: Illustration, draw, drawing

In this unit, students learn a variety of Hmong vocabulary words for various emotions, then practice these vocabulary words by playing charades. Students then take what they learned in the first lesson and expand their knowledge of emotions vocabulary by listening to different Hmong songs and finding both new and familiar emotional vocabulary words. Students discuss the meanings and how these terms are used in Hmong music. Next, students practice illustrating the emotions vocabulary words by playing pictionary, paying close attention to what details help convey the meaning of these emotions. Students also look at Hmong artists such as Duachaka Her and Yeng Moua before creating “Hmong Emojis” of their own. Students make flashcards and/or a book from their illustrations.

Make Your Own Dab Neeg (Hmong Folklore)

By: Bao Xiong

LEVEL: K-2

TAGS: folklore, folktales, reading, writing, dab neeg, storytelling

Hmong folktales have traditionally been told orally and passed down from generation to generation. Now folktales are represented in forms such as story cloths, books and visual media. Students will combine traditional elements of Hmong folktales with elements of fantasy, realistic or historical fiction to creatively write and tell a tale with a modern twist. 

 
 
 

History
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The Hmong New Year

By: May Choua Thao

LEVEL: K-9 to K-12

TAGS: Hmong New Year, HNY, Noj Peb Caug, customs,

This lesson plan has a threefold purpose: define the meaning of “Noj Peb Caug”, learn the phases of “Noj Peb Caug”, and explain how this celebration helps define you as a Hmong person.  Ideally, this lesson should be taught around the Hmong New Year celebration because it allows students to go to the event and interview Hmong people from different age groups about their knowledge of “noj peb caug.”  Additionally, through readings and interactions with guest speakers, students will synthesize their learning and respond to the above threefold question/purpose. This lesson plan can be stretched from two weeks to a month depending on the students’ levels and abilities.  The amount of materials and activities in this lesson can be overwhelming, so teachers can pick and choose what is relevant to their classes.

Hmong American Day

By: Phia Xiong

LEVEL: K-3 to K-6

TAGS:

This is a chance for students to explore more about the lives and people of Hmong in America.  Students (independent or in partners) will choose from different topics such as history, culture, people, events, schools, etc... to learn about or gain more detailed knowledge and how it has impacted or shape Hmong people in America and share it on Hmong American Day, May 14.  Students will need to be taught what Hmong American Day is, research on their topic, find credible resources, and how to cite their information.

Celebrations: The Hmong New Year

By: Aliah Chang

LEVEL: K-3

TAGS:

This unit is a general overview of the Hmong New Year Celebration appropriate for grades K-3, but can be adapted for any grade level of learners. The unit contains simple lessons that explores what, when, where, why, and what happens at the Hmong New Year, for young learners. Students will also learn about the simple traditional clothes that are worn to the celebration and have the opportunity to make a paper doll or a Hmong hat to demonstrate understanding.  Furthermore, students will also be able to examine how New Year celebrations occurred in the traditional villages by reading a book. To end the unit, students will tour a Hmong house and learn about a few traditional tools to allow them to step back in time and also connect the learning of a traditional Hmong New Year.

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Custom
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Kev Cai

By: YaPo Cha

LEVEL: K-9 to K-12

TAGS:

This unit reflects a continuing effort to help Hmong students build cultural capital. It is designed to help hone Hmong students’ learning, collaboration and social skills. To stand up in front of a class and demonstrate an oral performance piece speaks volumes about a student’s confidence. Part of building cultural capital is to expand their knowledge and learn to value of their own culture and cultural practices. This unit introduces many cultural rituals and folklores to the students. The ability to be a contributing member of the Hmong community goes far beyond simple manual labor or material support. It takes cultural fluency in certain aspect of our cultural events, rituals and functions. Even chopping meat takes skills and knowledge.

Txiv Neej Hmoob

By: YaPo Cha

LEVEL: K-9 to K-12

TAGS:

This unit is a part of the Spring 2020 webinar series. A Hmong men’s responsibilities and cultural expectations among other things to help build confidence as a Hmong man. Teach students the basic knowledge to improve self-image and learn to become a more effective Hmong man. Learn to support and allow young Hmong boys to develop competency in being Hmong men.

Noj Peb Caug

By: Gwen Kong

LEVEL: K-6

TAGS:

The Hmong New Year is a very special time of the year. At the end of the harvest season and working all year long, everyone looks forward to feasting, dressing up in ones best clothes, and having a great time. The diaspora of the Hmong, has lead Hmong Americans to a new place. In this unit, students will gain an understanding of New Year practices in Laos and in the U.S., how these practices have changed over time, what elements are the same, and how individual families celebrate Noj Peb Caug.

 
 
 

Music
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Khawv Txhiaj

by Bounthavy “Vee” Kiatoukaysy Thao

LEVEL: K-9; K-12

TAGS: kwv txhiaj, music

This unit is part of the Spring 2020 Webinar series. Instructor Bee is an expert in helping Hmong language teachers understand and teach them how write kwv txhiaj at all levels that are easy for beginners and more challenging for those who are in the intermediate and advance stages.

Learn the basics of kwv txhiaj, how to teach your students how to has kwv txhiaj, and how to write your own kwv txhiaj and sing it. The unit includes audio examples of kwv txhiaj.

Hmong Instruments

by Song Lee and Jayme Vang

LEVEL: K-6

TAGS:

This is an introduction to five Hmong instruments. It was taught in a club setting to students of Hmong descent who are still learning about Hmong language and culture. If you were to teach this, you may need to spend more time on each instrument and how to actually use them and allow students the opportunity to experience each instrument by trying and practicing with them. There are lessons and activities for seven days with with an interactive PowerPoint game and pre/post-assesment. Music_Hmong Instruments_K-6_Unit Plan This was a collaboration between Midvale’s Hmong Club students (K, 1st and 2nd graders), Song, Jayme and Xib Fwb Suav Tsab Yaj in Madison, WI.

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YOUR UNIT COULD BE HERE. EMAIL US.

By:YOUR NAME

LEVEL:

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We are always looking to add more Hmong created units into our website. If you’re interested in sharing your unit, please email us @ hmonglanguageresourcehub@gmail.com

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