ABSTRACT
This chapter highlights a teacher who gained an affinity for the people of Southeast Asia during and after the days of the Vietnam War, and then found their stories omitted from the social studies curriculum. It discusses most movies come from distinct and evident perspectives, and this opaque sourcing can be used to assist in the construction of historical film literacy. The chapter asks students to comprehend the perspectives of the Hmong people. The chapter introduces students to a compelling movie portrayal of the person or group to be studied. Then use that aesthetic to breathe life into an extended study that is textured, historical, inclusive of local resources, and to the greatest extent possible, immersive in the viewpoint of those under study. Finally, return to the beginning, asking students to embrace the perspective of those under study to reexamine with new insight the original portrayal, essentially teaching themselves the lessons they have learned.
