Abstract
California is a diverse state with a tremendous wealth of knowledge from different racial groups. For one group, the Hmong, these students are marginalized in the educational system because the knowledge and background experiences they bring to school are not utilized by educators to meet the students’ needs. In many classrooms, Hmong students meander through schools without adequate cultural resources and supports. There is a need for curriculum change and the need for culturally relevant materials in classroom; however, with classrooms unequipped to provide students with sufficient skills for a democratic society, a hope for change in the education system becomes a constant fight. This project seeks to guide and provide educators with strategic lessons. It is developed with the ideology that cultural congruency in the educational system is crucial for Hmong high school students in order to affirm and appreciate their perspectives and others.