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This lesson focuses on the refugee experience. It specifically teaches students why people may seek refuge, the responsibility as humans that we have to allow refuge seekers and how we can connect with refugees as they seek asylum.

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What is the global refugee crisis?

What moral and legal questions does the refugee crisis raise about our responsibilities to each other as human beings?

How can poetry provide an opportunity for reflection and emotional connection to this crisis and the human beings involved?

Students will better understand the scope of the refugee crisis.

Students will understand some of the legal rights and protections of refugees.

Students will be able to reflect on the legal and ethical implications of the crisis.

The United Nations reports, "We are now witnessing the highest levels of displacement on record. An unprecedented 65.6 million people around the world have been forced from home. Among them are nearly 22.5 million refugees, over half of whom are under the age of 18. There are also 10 million stateless people who have been denied a nationality and access to basic rights such as education, healthcare, employment and freedom of movement . . . nearly 20 people are forcibly displaced every minute as a result of conflict or persecution. . . . "

This lesson asks students to consider the ethical and legal implications of the global refugee crisis and what those implications mean in terms of our human responsibilities. Through the activities, students explore the global refugee crisis by looking at the legal frameworks for establishing the rights of refugees, insights and analysis from an expert who has dedicated his life to these issues; and a poem-"Home," by Warsan Shire-that will help students make an emotional connection to this crisis. As detailed in the context section, this crisis affects millions of people, and such staggering numbers may well be impossible for students to imagine. This lesson is designed to help students begin to understand both the breadth of this crisis as well as some of the human beings involved.

Hassan Akkad worked as an English teacher and freelance photographer in Damascus, Syria. Now he is a "refugee," a label that seems to have taken over his other identities and one that he wrestles with as the people he meets question why he speaks English, why he has a cell phone, and why he knows how to use social media. They expect "refugee" to mean something else, to look like something else. And many cannot imagine Damascus and the life that he and many Syrians lived. He knows he is fortunate, because he survived a horrific journey to arrive in the UK, and he enjoys the safety of a home that was opened to him by caring people. But he longs for his home. Akkad's story is one of millions. He is part of an unprecedented refugee crisis.

According to the United Nations High Commission for Refugees, there were 17.2 million refugees under UNHCR's mandate by the end of 2016, and the global refugee population was at the highest level ever recorded. These refugees were spread across the globe, with the greatest number in Europe (5.2 million, 2.9 million of which were in Turkey) and sub-Saharan Africa (5.1 million), followed by Asia and the Pacific (3.5 million), the Middle East and North Africa (2.7 million), and the Americas (692,700).

Despite the devastating crisis in sub-Saharan Africa, it's the refugees coming to Europe that have drawn much of the world's attention over the last year. Millions of these refugees, like Hassan Akkad, have fled civil war and genocide in Syria and Iraq. Most of these people had first sought safety in neighboring countries such as Turkey and Lebanon. In 2016, Turkey was the largest refugee-hosting country worldwide with 2.9 million refugees. Pakistan was next with 1.4 million, followed by Lebanon (1 million), the Islamic Republic of Iran (979,400), Uganda (940,800) Ethiopia (791,600).

The legal and humanitarian frameworks designating the rights of refugees were established in the wake of World War II. Many of the domestic and international policies and institutional supports for refugees cannot effectively respond to both the scale of this crisis and the speed with which it is unfolding. While it may appear to your students that this crisis happened suddenly because it became more visible in the media, it has been building over years. There has been nearly ongoing war and mass violence in Syria, Iraq, the Democratic Republic of Congo, Darfur, and South Sudan, to name just a few places. The refugee crisis has exposed the failure to respond to the needs of millions of people as well as the failure to effectively address the root causes, the wars and mass violence that have forced them from their homes.

The poem "Home" includes language and topics that require special consideration from the teacher and students. We believe that the best way to prepare to encounter these topics is to create a class contract outlining guidelines for a respectful, reflective classroom discussion.

Dehumanizing Language: The poem, "Home," uses the "N" word to express how some people view refugees who are arriving to their countries. Before teaching the poem, read Addressing Dehumanizing Language from History and plan how you will approach the term in your classroom when you read and discuss Shire's poem.

Sexual Violence: Be aware that "Home" also alludes to the sexual violence that some refugees face on their journeys. It is important that you preview the materials, know your students, and build in time and space for individual reflection in journals so that students can respond emotionally to what they are reading and learning.

1. Activate Prior Knowledge
Have your students create aK-W-L chart. What do students know about the global refugee crisis? What do they think they know? What questions do they have?

2. Provide Context
Begin by providing your students with some context for the global refugee crisis so that they understand the scope of it.

Read the context section above and consider using a resource such as Lucify's "The flow towards Europe," which draws on data from the UN to illustrate the scale of the crisis.

You might also refer to maps so that students have a sense of the geographical context, of national and regional boundaries, and of natural (seas, mountains, deserts) and human-made obstacles. UNHCR's website is a good source for maps and more information.

Provide your students with the opportunity to reflect on the scale of this crisis. Perhaps use a graffiti board that can be maintained throughout the lesson for your students' thoughts and reflections.

3. Establish a Baseline
Before students explore the legal rights and protections of refugees through the activities suggested below, have them reflect on one of the ideas that will be presented by Sasha Chanoff in the video. He asserts that refugees should have the "freedom to live their lives normally, just like you and me."

Have your students each create an identity chart with "normal life" at the center. What do they think are the features of normal life?

Next, ask students to create a normal life identity chart at the front of the class. This will list what they agree captures the needs, rights, and protections that allow them to enjoy a normal life. This activity helps them prepare for their exploration of the official legal rights and protections.

4. Explore Legal Rights and Protections of Refugees
Introduce Sasha Chanoff, who is featured in the videos in this lesson. Sasha is the co-founder and executive director of RefugePoint. He has worked for two decades in refugee rescue, relief, and resettlement operations in Africa and the United States. Prior to launching RefugePoint, Sasha consulted with the Office of the United Nations High Commissioner for Refugees in Kenya and worked with the International Organization for Migration throughout Africa, identifying refugees in danger, undertaking rescue missions, and working on refugee-protection issues with governments of the US, Canada, Australia, and so on.

Watch The Rights of Refugees once together. Then watch it again and have students watch and listen for these key points: the distinction between a migrant and a refugee; what the 1951 Convention provides; and what the 1967 Protocol adds to it. Have students use the 3-2-1 strategy to debrief the video.

To deepen the students' understanding of the legal frameworks for protecting refugees, explore The 1951 Refugee Convention and Protocol. This reading provides a condensed list of rights.

5. Consider the Global Refugee Crisis Today
Together, watch the second video, The Global Refugee Crisis. In the students' journals, have them respond to these questions:

How does Chanoff describe the current system for responding to the needs of refugees? What examples does he offer in support of his beliefs?

What are some of the key words that Chanoff uses to describe what refugees need?

Refer back to the normal life identity chart. How does the current state of the refugee system impact the ability of refugees to live normal lives?

What does Chanoff suggest can be done in response to the current crisis?

After students have had time to write in their journals, put them in small groups to discuss:

Chanoff says that we have a moral obligation to address this crisis. What does this mean? Do you agree?

Chanoff offers one point of view. There are others. This is not a black-and-white issue. What are some concerns that individuals, communities, and governments might raise regarding the settling of refugees?

6. Connect with Poetry
Use poetry to help students make a personal connection to the global refugee crisis. The poem "Home"-by Kenyan-born, Somali-British poet, writer, and educator Warsan Shire-has been widely quoted and read over the last year, as many people feel that it has provided a medium for capturing the intensity of the global refugee crisis, and that it has given a voice to the millions of individuals who are part of it.

Decide how you will read Warsan Shire, "Home" (See Notes to Teachers before teaching this poem). Allow students to read the poem to themselves first. Then one student could read the context section, while the teacher reads the poem out loud.

Have students choose a line from the poem that resonates with them. Have students copy the line in their journals and then write about their choice, exploring what the line makes them think and feel. Encourage students to write questions as well.

Then divide the class into small groups and have students share their lines, why they chose them, and their questions, which they can discuss together.

Come together as a class to discuss the following questions about the power of art and stories:

In Shire's interview that follows the poem, she talks about how writing is cathartic. What does she mean? How does Shire's poetry give a voice to the voiceless?

How does Shire's poem help you understand the refugee crisis in a new, different, or deeper way?

How might you use the power or art and stories to engage people with an issue that you care about?

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The Refugee Crisis and Human Responsibility

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What is the global refugee crisis? What moral and legal questions does the refugee crisis raise about our responsibilities to each other as human beings? How can poetry provide an opportunity for reflection and emotional connection to this crisis and the human beings involved? Students will better understand the scope of the refugee crisis.

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This lesson is aimed at teaching students about the generalized and individualized experiences of immigrants. This lesson focuses specifically on the challenges of language and culture.

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This link will take you to the twitter page of the Student Immigration Movement or SIM. This group promotes immigrant students to come together for educational rights for immigrant students.

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This group is focused on creating equitable educational environments for all students. They offer professional development to help schools and school districts as a whole improve the ways they support immigrant students. They also work with migrant families to help give them resources for their students. This website is a great resource if you are in a school/school district that does not create equitable environments for immigrant and refugee students or if you see areas of improvement at your school/school district.

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ASYNCHRONOUS PROFESSIONAL DEVELOPMENT

We have partnered with English Learner Portal to provide online courses relevant to teachers, administrators, school counselors, social workers, family engagement professionals, and more!

"I really enjoyed Laura's training. It was thorough, backed by data, but also had good real world examples that help me understand what various English learners go through. I have worked with the immigrant community for 10 years now and still learned a lot for her training: from the educational laws that talk about translation to various programs that already exist to meet the needs of these communities. Laura's teaching style is well paced, clear and anecdotal, which I like." - Adriana Salcedo, School Social Worker, Washington DC

"Laura Gardner has provided four workshop presentations for our undergraduate and graduate education students. Her presentations were wonderful! She engaged the students and provided them with valuable information. She is very knowledgeable, motivated and motivating, and an excellent speaker." -Dr. Silvana Watson, Ph.D. Old Dominion University

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"Laura's online class on immigrant family engagement was so interesting, enjoyable, and immediately relevant to my current work. I completed the course with a ton of valuable resources to share with fellow teachers, staff, and families! Thank you SO much!!!" - Educator from Delaware

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"I highly recommend Laura as a trainer and resource for supporting teams who would like to learn more about developing partnerships with immigrant and refugee families. Laura's professional development training for our statewide network of family engagement professionals on Building Partnerships with Immigrant and Refugee Families was excellent. She is extremely well-versed and passionate about this topic, and she took the time to tailor her presentation to our state with important statistics, national resources, and local contacts. The supplemental materials and pre-training videos/articles she provided allowed those at the training to have important, informed discussions about working with immigrant and refugee families in their region. We all walked away with ideas for how to strengthen practices within our organizations." - Dr. Barbara Boone, Coordinator of the Ohio Family and Community Engagement Network, The Ohio State University

"Thank you! This was an amazing training. I have loved the conversations and experiences! I have grown personally and professionally. I will now be more culturally aware teacher. I will integrate things that make my immigrant students feel more 'at home.'" - Educator in Maryland

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"NOT ALL TRAINERS ARE EQUAL. There is such a thing as a "trainer of trainers", and I can unequivocally say that Laura Gardner has gained my respect for such a title. A true sign of a trainer is to lead and a true quality of leadership is to be able to serve. Laura has tirelessly worked with the Office of English Language Acquisition (OELA) by providing her expertise to help me and my team to organize and hold two successful EL roundtable sessions, one with EL practitioners and our most recent one with EL parents. Her advice and insight into the needs and challenges confronting our EL community has assisted our office to plan and successfully deliver two of the most productive roundtable sessions that our office has ever held. Laura is a leader who demonstrates her leadership skills while serving others." - Samuel Lopez, Ph.D. Senior Education Program Specialist, OELA Special Initiatives Lead, U.S. Department of Education

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"I have a Master's in TESL and learned a few things from Laura's online course on immigrant family engagement! Particularly on the differences between interpretation and translation, and how important family engagement is. I am hoping to implement some of these best practices at my school!"

- Educator from Massachusetts

CONTACT ME

Have a particular challenge you're trying to deal with? Contact me today and see what I can do for you. Take a look at our catalog, too!

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Immigrant Connections: Supporting Educators & Organizations

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We offer Consulting for Family & Community Engagement in Schools, Language Access, Cultural Competency, Equity, Refugee Resettlement, Immigrant Integration, Mental Health and More.

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This video shows the diversity within immigrants. Each student has a very different story about their family's journey to the United States. Recognizing that every immigrant and refugee has a different situation and challenges that us as educators need to be aware and sensitive to.

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This website gives teachers a unit plan/lesson plan for learning about identities in the United States. These lessons specifically address immigrants and refugees. This is a great resource for teachers who want to address immigration in their class but don't know where to start. The unit is broken up into six free downloadable lesson plans. This makes it easy for you as a teacher to access and make changes as you see fit.

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Get the print or PDF version of our unit designed to launch a course on US history, literature, or civics through an investigation of identity.

Civics & Citizenship

History

Culture & Identity

Democracy & Civic Engagement

My Part of the Story is a collection of six lesson plans designed to help you launch a course on United States history, literature, or civic life in a fresh and engaging way-through an exploration of students' identities.

Students begin the unit by investigating their own choices and experiences. They then examine the factors that help make each of us who we are, including our names, labels, choices, and family legacies. Students ultimately develop an understanding that the identity of the United States is the dynamic collection of many voices, and that their choices and their stories fuel its dynamism.

Throughout the unit, you are provided with structured activities, handouts, and teaching strategies that support your students' engagement with primary and secondary source readings, videos, and images.

Most teachers are willing to tackle the difficult topics, but we need the tools.

- Gabriela Calderon-Espinal, Bay Shore, NY

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My Part of the Story: Exploring Identity in the United States

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Get the print or PDF version of our unit designed to launch a course on US history, literature, or civics through an investigation of identity.

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This website is a great resource for teachers. It gives teachers information on a variety of small but significant details, tips, and skills they can use to help their immigrant students in and out of the classroom. For example, they give you ways to keep your immigrant students not showing up to class for risk of being deported involved in their education. They also explain some lesser known resources specifically meant for students that can help those at risk of deportation. These along with other points of information on the website are extremely helpful for teachers seeking ideas and resources for their immigrant students.

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Immigration has been at the front of the national conversation for years. Under the current administration, which promised to reverse policies that separate families, U.S. Immigration and Customs Enforcement (ICE) has continued deportations. As a result, many immigrant students and their families are experiencing anxiety and fear about their futures.

Educators who work with immigrant communities want to know how to best support students and their families. We created this web package to supply the types of resources educators have told us they need. We'll continue to make updates, knowing that immigration policies and practices in the United States-and the corresponding needs in schools-are continually changing.

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Supporting Students From Immigrant Families

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Immigration has been at the front of the national conversation for years. Under the current administration, which promised to reverse policies that separate families, U.S. Immigration and Customs Enforcement (ICE) has continued deportations. As a result, many immigrant students and their families are experiencing anxiety and fear about their futures.

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This is a book made for white teachers to better help them understand how to effectively teach students of any minority including refugees and immigrants. This book is designed to give teachers the skills and resources to create an equitable classroom for all students and would be helpful in understanding how to navigate relationships with immigrant and refugee students.

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For too long, white educators have relied on people of color to make change to a relentlessly racist school system. Racial equity will not come until white educators recognize their role in supporting racist policies and practices, and take responsibility for dismantling them.

Learning and Teaching While White is an accessible guide to help white educators, leaders, students, and parents develop an explicit, skills-based antiracist practice. Through their own experiences working with school communities, and the strategies and tools they have developed, Jenna Chandler-Ward and Elizabeth Denevi share how white educators can gain greater consciousness of their own white racial identity; analyze the role of whiteness in their school systems; rethink pedagogical approaches and curricular topics; address the role of white parents in the pursuit of racial literacy and equity; and much more. Their book will empower white educators to be part of creating a more equitable educational system for all students.

11 black-and-white illustrations

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Learning and Teaching While White: Antiracist Strategies for School Communities (Equity and Social Justice in Education)

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Learning and Teaching While White: Antiracist Strategies for School Communities (Equity and Social Justice in Education) [Chandler-Ward, Jenna, Denevi, Elizabeth] on Amazon.com. *FREE* shipping on qualifying offers. Learning and Teaching While White: Antiracist Strategies for School Communities (Equity and Social Justice in Education)

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Multimedia Source: School Activity Guide

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Multimedia Source: School Activity Guide

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This activity guide has so many resources for parents, students, and teachers alike. Videos, activity pages, and more, all about promoting education about Refugees.
~Taryn Schow

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This has many activities and videos perfect to create a lesson plan. It is all about refugees with the hopes of promoting socio-emotional skills. There are many things that kids can learn here.
~Taryn Schow

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Teaching materials are focused on building socio-emotional skills in the classroom with the aim of allowing students and teachers to co-create a peaceful classroom environment where children are able to celebrate their differences.

The activities are linked as much as possible to the experiences of children themselves and what their home life is like.

Video and audio materials for this age group tell stories of a refugee child of the same age as the pupils through discussion of upbeat, familiar and relevant topics such as home-life, hobbies, toys, new school life and future dreams.

Click on the links to download the teaching materials.

Main curriculum about refugees, asylum and migration

This main curriculum for children aged 6 -9 focuses on building socio-emotional skills and facilitating peer relationships, celebrating diversity, understanding new arrivals in the classroom, as well as creating a peaceful environment in the classroom.

Integrating teaching about refugees, asylum and migration in your class activities

This module contains guidance and ideas on how to introduce the topic in various settings in your classroom.

Activity guide for 6 - 9 year olds

This practical guide contains some suggestions for class activities.

Video exercise

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United Nations High Commissioner for Refugees

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Teaching materials are focused on building socio-emotional skills in the classroom with the aim of allowing students and teachers to co-create a peaceful classroom environment where children are able to celebrate their differences. The activities are linked as much as possible to the experiences of children themselves and what their home life is like.

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Social Media Site: The School Bus- Mobile Education for Refugees

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Social Media Site: The School Bus- Mobile Education for Refugees

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This is a great site that specializes in education for those Refugees who feel lost. It connects those students to necessary resources and helps them get settled in. It is the definition of using social media for good. It began in Europe when many kids were fleeing their country, but they and their families didn't know how to begin again, this exists, to help those in need.

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Americanized is a great book for middle school students that follows the age appropriate life of a young teen living illegally in the United States. On top of normal teenage fears the main character is aware of the possibility of being deported. Because the main character is in middle school many of the students in a middle school class will find her relatable. This will keep students engaged in reading and give them the chance to understand a perspective they may not have previously. Giving this book to middle school students would mean that I probably wouldn't get into the very deep issues of immigration but it helps give students an introduction and opens the door for communication on the topic.

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Americanized: Rebel Without a Green Card

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Amazon.com: Americanized: Rebel Without a Green Card: 9781524717827: Saedi, Sara: Books

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This group is all about helping those with a refugee background. Helping them with education, goals, education, and all sorts of things. This would be so beneficial for students with a refugee background, to have a group to back them up and help them!
~Taryn Schow

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We Are Not From Here follows the dangerous journey three immigrant teens take from Guatemala to all the way to America. The three narrators of the book will help students understand the differences and similarities in the struggles immigrants may face as they come to America. This gives chances for students more chances to relate or connect with a character giving them a more meaningful reading experience. By connecting to one or more of these teens stories, students are more likely to become empathetic towards the hardships immigrants face on the journey to create a better life. I believe this book will aide students in creating powerful discussions, projects, and papers while also helping me as an educator make my classroom a safe place for all students.

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A poignant novel of desperation, escape, and survival across the U.S.-Mexico border, inspired by current events.

A Pura Belpré 2021 Young Adult Author Honor Book!
A BookPage Best Book of 2020!
A Chicago Public Library Best of the Best of 2020!
A School Library Journal Best Book of 2020!
A New York Public Library 2020 Top 10 Best Book for Teens!

Pulga has his dreams.
Chico has his grief.
Pequeña has her pride.

And these three teens have one another. But none of them have illusions about the town they've grown up in and the dangers that surround them. Even with the love of family, threats lurk around every corner. And when those threats become all too real, the trio knows they have no choice but to run: from their country, from their families, from their beloved home.

Crossing from Guatemala through Mexico, they follow the route of La Bestia, the perilous train system that might deliver them to a better life--if they are lucky enough to survive the journey. With nothing but the bags on their backs and desperation drumming through their hearts, Pulga, Chico, and Pequeña know there is no turning back, despite the unknown that awaits them. And the darkness that seems to follow wherever they go.

In this striking portrait of lives torn apart, the plight of migrants at the U.S. southern border is brought to light through poignant, vivid storytelling. An epic journey of danger, resilience, heartache, and hope.
Praise for We Are Not From Here:
"A fierce and tender story...Relevant, timely, and perceptive." --Margarita Engle, winner of the Pura Belpre Award and Newbery Honor

"With poignant, exhausting lyricism and heart wrenching poetic prose, Jenny Torres Sanchez digs deep and shows us the throbbing, aching corazón--the hopeful, unbreakable spirit of the embattled immigrant. A book for the starving, lost soul." --Guadalupe García McCall, Pura Belpré Award-winning author of Under the Mesquite

"An incredibly powerful, soul-searing YA. [I]mportant and necessary.... I could not put this book down." --Padma Venkatraman, award-winning author of The Bridge Home

"One of the most relevant and needed young adult novels of the year, a must-read." --Jennifer Mathieu, critically acclaimed author of The Liars of Mariposa Island and Moxie

"An achingly beautifully story...masterfully told...Jenny Torres Sanchez is a true leader within young adult fiction." --Christina Diaz Gonzalez, award-winning author of The Red Umbrella

" We Are Not From Here is absolutely stunning. It's raw and real, gritty and gorgeously told. A story that's painfully relevant today, and told with such precision and beauty, you can feel it. It's breathtaking and left me absolutely breathless." --Lauren Gibaldi, author of This Tiny Perfect World

"[This] is a book that will mark your heart. Jenny Torres Sanchez challenges us to feel, empathize and understand. A searing, necessary and ultimately beautiful book." --Alexandra Villasante, critically acclaimed author of The Grief Keeper

* "A brutally honest, not-to-be-missed narrative...gripping, heart-wrenching, and thrilling." -- Kirkus Reviews, STARRED REVIEW

* "A candid, realistic story that will leave readers thinking about the characters--and about our own world--long after the last page." -- SLJ, STARRED REVIEW

* "Gripping, poignant...this soul-shaking narrative [recalls] the works of Gabriel García Márquez." -- Booklist, STARRED REVIEW

* "A devastating read that is difficult to put down, this unforgettable book unflinchingly illuminates the experiences of those leaving their homes to seek safety in the United States." -- Publishers Weekly, STARRED REVIEW

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Amazon.com: We Are Not from Here: 9781984812261: Torres Sanchez, Jenny: Books

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Multimedia resource: Christopher Strate 

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Multimedia resource: Christopher Strate 

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This gives many resources for teachers that give historical and cultural context for issues with some immigrants, and a better understanding of our own nation as well. I think that this is a fantastic resource, as these understandings can help us to view and teach about these issues from a place of strength instead of a place of partial ignorance.

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During the final week of July, Facing History will host Identity, Membership and Belonging: A Summit on Teaching Immigration featuring historian Dr. Erika Lee and Pulitzer Prize-winning journalist Jose Antonio Vargas. Though registration for the event is now full, we invite all educators to take adv…

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This government organization provides a wealth of information on all subjects relating to immigrant and refugee services, even educational services for unaccompanied minors. It even states some of the info on these student's rights. I think that there are no better resources for this, as it can give a teacher the tools and authority to act in the best interest of their students.

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Welcome to the U.S. Department of Education's page dedicated to providing information and resources for immigrant, refugee, asylee students and families.

On November 17, 2015, the U.S. Department of Education, U.S. Department of Justice, and the U.S. Department of Health & Human Services released a fact sheet on the rights of unaccompanied children to enroll in and participate meaningfully and equally in education programs.

On October 20, 2015, the U.S. Department of Education released a Resource Guide to help schools, colleges, teachers, and other personnel support the college and career success of undocumented and DACA youth in secondary and postsecondary settings.

Currently, there are over 4.7 million foreign born individuals enrolled in pre-kindergarten to postsecondary education, representing 6% of the total student population. Another 20 million students are the children of foreign born parents.

As a nation of immigrants, America has benefited from the vitality and enthusiasm brought to its shores by those seeking a better life. Successful immigrant and refugee integration efforts build the capacity of schools and early learning programs, communities, organizations, and other stakeholders to support the civic, linguistic, and economic integration of immigrants. i

The programmatic efforts of the U.S. Department of Education (ED) support a number of immigrant populations, including immigrant children (e.g., unaccompanied youth) and the children of immigrants, Deferred Action for Childhood Arrivals (DACA) children and youth, immigrant families, adult immigrants (e.g. refugees, asylees), foreign-born professionals, migrant students, teachers of English learners and foreign languages, and receiving communities. ED's initiatives geared toward learners, teachers, schools and communities support all three pillars of immigrant integration: civic, economic, and linguistic integration.

i Original analysis based on data from 2013 American Community Survey (ACS). Data can be found here.

Migratory workers in the U.S. include those who move within states, between states, and between countries. Therefore, some, but not all migratory workers may be immigrants.

The Office of Migrant Education (OME) aims to provide excellent leadership, technical assistance, and financial support to improve the educational opportunities and academic success of migrant children, youth, agricultural workers, fishers, and their families. Some immigrant students may be eligible to participate in OME's programs, provided they meet the program requirements and fit the definition of migratory children.
More on Migrant Student Educational Resources

Office for Civil Rights - This website includes an overview of the Office for Civil Rights, which enforces several Federal civil rights laws that prohibit discrimination on the basis of race, color, national origin (including lack of English proficiency), disability, sex and age, in programs or activities that receive federal financial assistance from ED.

Also available in Spanish and other languages.

President Obama's proposal on our immigration system - The president has called for changing the existing immigration system. This includes his proposals for border security, increased use of E-verify, increasing permanent residencies, and the effect of immigration on the economy.

If you have difficulty understanding English, you may, free of charge, request language assistance services for this Department information by calling 1-800-USA-LEARN (1-800-872-5327) (TTY: 1-800-877-8339), or email us at: Ed.Language.Assistance@ed.gov.

Aviso a personas con dominio limitado del idioma inglés: Si usted tiene alguna dificultad en entender el idioma inglés, puede, sin costo alguno, solicitar asistencia lingüística con respecto a esta información llamando al 1-800-USA-LEARN (1-800-872-5327) (TTY: 1-800-877-8339), o envíe un mensaje de correo electrónico a: Ed.Language.Assistance@ed.gov.

給英語能力有限人士的通知: 如果您不懂英語， 或者使用英语有困难，您可以要求獲得向大眾提供的語言協助服務，幫助您理解教育部資訊。這些語言協助服務均可免費提供。如果您需要有關口譯或筆譯服務的詳細資訊，請致電 1-800-USA-LEARN (1-800-872-5327) (聽語障人士專線：1-800-877-8339)，或電郵: Ed.Language.Assistance@ed.gov 。

Thông báo dành cho những người có khả năng Anh ngữ hạn chế: Nếu quý vị gặp khó khăn trong việc hiểu Anh ngữ thì quý vị có thể yêu cầu các dịch vụ hỗ trợ ngôn ngữ cho các tin tức của Bộ dành cho công chúng. Các dịch vụ hỗ trợ ngôn ngữ này đều miễn phí. Nếu quý vị muốn biết thêm chi tiết về các dịch vụ phiên dịch hay thông dịch, xin vui lòng gọi số 1-800-USA-LEARN (1-800-872-5327) (TTY: 1-800-877-8339), hoặc email: Ed.Language.Assistance@ed.gov.

영어 미숙자를 위한 공고: 영어를 이해하는 데 어려움이 있으신 경우, 교육부 정보 센터에 일반인 대상 언어 지원 서비스를 요청하실 수 있습니다. 이러한 언어 지원 서비스는 무료로 제공됩니다. 통역이나 번역 서비스에 대해 자세한 정보가 필요하신 경우, 전화번호 1-800-USA-LEARN (1-800-872-5327) 또는 청각 장애인용 전화번호1-800-877-8339 또는 이메일주소 Ed.Language.Assistance@ed.gov 으로 연락하시기 바랍니다.

Paunawa sa mga Taong Limitado ang Kaalaman sa English: Kung nahihirapan kayong makaintindi ng English, maaari kayong humingi ng tulong ukol dito sa inpormasyon ng Kagawaran mula sa nagbibigay ng serbisyo na pagtulong kaugnay ng wika. Ang serbisyo na pagtulong kaugnay ng wika ay libre. Kung kailangan ninyo ng dagdag na impormasyon tungkol sa mga serbisyo kaugnay ng pagpapaliwanag o pagsasalin, mangyari lamang tumawag sa 1-800-USA-LEARN (1-800-872-5327) (TTY: 1-800-877-8339), o mag-email sa: Ed.Language.Assistance@ed.gov.

Уведомление для лиц с ограниченным знанием английского языка: Если вы испытываете трудности в понимании английского языка, вы можете попросить, чтобы вам предоставили перевод информации, которую Министерство Образования доводит до всеобщего сведения. Этот перевод предоставляется бесплатно. Если вы хотите получить более подробную информацию об услугах устного и письменного перевода, звоните по телефону 1-800-USA-LEARN (1-800-872-5327) (служба для слабослышащих: 1-800-877-8339), или отправьте сообщение по адресу: Ed.Language.Assistance@ed.gov.

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Educational Resources for Immigrants, Refugees, Asylees and other New Americans

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This page provides information and resources for immigrant students.

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This book follows a Syrian families journey as refugees right before Donald Trump was elected causing their family to have to stay separated. I would say this book is aimed towards older students in 11th or 12th grade. It gives students a perspective that many of them have never had. It gives them the opportunity to understand the journey some of their classmates may have experienced at this time. This new perspective can help open up respectful classroom discussions on current social issues involving refugees

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Welcome to the New World [Halpern, Jake, Sloan, Michael] on Amazon.com. *FREE* shipping on qualifying offers. Welcome to the New World

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Website: Children of Immigrant and Refugees: What the Research tells us

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Website: Children of Immigrant and Refugees: What the Research tells us

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This website has some great learning resources for both teachers and students. It has constant updates and news to keep it new. It is a great engagement strategy with different videos and events.
~Taryn Schow

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Welcome!

The National Center on Safe Supportive Learning Environments (NCSSLE) offers information and technical assistance to States, districts, schools, institutions of higher learning, and communities focused on improving school climate and conditions for learning. We believe that with the right resources and support, educational stakeholders can collaborate to sustain safe, engaging and healthy school environments that support student academic success.
More About Us

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The National Center on Safe Supportive Learning Environments (NCSSLE) offers information and technical assistance to States, districts, schools, institutions of higher learning, and communities focused on improving school climate and conditions for learning. We believe that with the right resources and support, educational stakeholders can collaborate to sustain safe, engaging and healthy school environments that support student academic success.

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This organization is dedicated to providing as many resources as possible to educators, this includes language charts, and several lesson plan formats that could help teachers, they also provide research on cultural groups and immigrants. I think this resource is a fantastic tool for educators that will directly benefit their students.

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Public schools, by law, must serve all children. The education of undocumented students is guaranteed by the Plyler v. Doe Supreme Court decision, and certain procedures must be followed when registering im migrant children in school to avoid violation of their civil rights.

As a result of the U.S. Supreme Court ruling in Plyler vs. Doe, public schools may not:

deny admission to a student during initial enrollment or at any other time on the basis of undocumented status;

treat a student differently to determine residency;

engage in any practices to "chill" the right of access to school;

require students or parents to disclose or document their immigration status;

make inquiries of students or parents intended to expose their undocumented status; or

require Social Security numbers from all students, as this may expose undocumented status.

See our annual email alert in English and Spanish.

IDRA Resources & Tools

Other Resources & Tools
See our Infographic - 10 Strategies for How Schools Should Respond to Help Children Impacted by ICE Raids See our webpage on serving Unaccompanied Immigrant Children
Addressing "Ecological Shock" - Supporting Refugee Students in School, by Kristin Grayson, Ph.D., and Hannah Sung

Schools' Duty to Educate English Learner Immigrant and Migrant Students, by Kristin Grayson, Ph.D.

See the letter from the U.S. Department of Justice and the U.S. Department of Education (May 2014) advising school officials that activities that deny or discourage students to attend school are unlawful. Plus the U.S. Department of Justice provides factsheets and Q&A reference documents.
Colorín Colorado's website: Serving and Supporting Immigrant Students: Information for Schools
The Texas Education Agency issued official guidance in a 2017 letter (most recent letter).

Educational Services for Immigrant Children and Those Recently Arrived to the United States, U.S. Department of Education guidance, resources and frequently asked questions

IDRA eNews: Immigrant Students' Rights to Attend Public Schools (English/Spanish) with information on school district enrollment language - March 2017

Legal Issues for School Districts Related to the Education of Undocumented Children, National School Boards Association & NEA, 2009

Immigrant and Refugee Children - A Guide for Educators and School Support Staff with tools and resources to help protect and prepare youth and families in case of an Immigration and Customs Enforcement (ICE) raid. AFT has partnered with the National Immigration Law Center, United We Dream, and First Focus to develop this resource guide for educators and school support staff.
Plyler vs. Doe decision
IDRA's Classnotes Podcast episode on "Immigrant Children's Rights to Attend Public Schools."

The IDRA EAC-South is one of four regional centers. Our Region II center covers Washington, D.C., and 11 states: Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas and Virginia.

See IDRA's eBook for more details and many resources.

The following education resources are targeted to elementary and secondary school-aged students and their families. These and many more are in our eBook.

Plyler vs. Doe - Joint guidance letter from the U.S. Departments of Education and Justice describing the obligations of states and school districts under federal law to provide all children - regardless of immigration status - with equal access to public education at the elementary and secondary levels. The letter also is available in Spanish. Guidance is available in Spanish, Chinese, Arabic, Korean, Tagalog, and Vietnamese.

A Plyler vs. Doe fact sheet containing information on the rights of all children to enroll in school. The fact sheet is also available in Spanish.

Question and Answer Document for states, school districts, and parents; also available in Spanish.

New Immigrant Guide - Guidance from the U.S. Citizenship and Immigration Services provides basic information for new immigrants, including information about education, childcare, and schools, available in 14 languages.

English Language Learner Resources - This website contains resources for English language learners. Federal laws prohibit denial of equal access to education because of a student's limited proficiency in English. States and school districts must provide English learner students with language assistance services so that they can meaningfully participate in education programs. Additionally, states and school districts must ensure that they effectively communicate to limited English proficient parents and caretakers the information that is provided to English-speaking parents. Information on equal access to a high-quality education is also available in Spanish.

Questions and Answers about Education Records - Schools maintain education records about students who are or were enrolled in the school. Education records can be used when students apply for college or entry into other types of education programs such as career training programs, as well as when students request DACA. This Question and Answer document provides answers to frequently asked questions about education records, including types of records, what they contain, how to locate them, and how to request them.

Migrant Education Program (MEP) - This website provides an overview of MEP. MEP funds support high-quality education programs for migratory children and ensure migratory children who move between states are not penalized for disparities in curriculum, graduation requirements, academic achievement standards, or academic content.

High School Equivalency Program (HEP) - This website provides an overview of HEP, a program designed to help migrant and seasonal farm workers and members of their immediate families obtain the equivalent of a high school diploma and to gain employment or begin postsecondary education or training.

White House Initiative on Education Excellence for Hispanics (WHIEEH) - This webpage provides an overview of WHIEEH, including its purpose, objectives, contact information, and relevant links. The WHIEEH aims to increase the education outcomes for Hispanic students, from cradle-to-career. WHIEEH is also on Facebook and Twitter.

White House Initiative on Asian Americans and Pacific Islanders (AAPI) - This webpage provides an overview of the AAPI initiative, including facts and data, resources, and contact information.

Article: Equity Access and Excellence in Education for Immigrant Students, by Abelardo Villarreal, Ph.D., and Rosana G. Rodríguez, Ph.D., IDRA Newsletter, February 2008

Article: Creative Collaboratives: Empowering Immigrant Students and Families Through Education, by Josie Danini Supik, M.A., and Albert Cortez, Ph.D., IDRA Newsletter, May 1996

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As a result of the U.S. Supreme Court ruling in Plyler vs.

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I think this would be a great story for teachers to read. I like that it has first-hand accounts of young people, young people that could share the same stories as their students. Having teachers read this story will give them insight they couldn't find anywhere else. Though they may never relate to their immigrant or refugee students, they could try to understand them.
~Taryn Schow

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This is a great story to read with your students. It is heartbreaking as it shows a mother separated from her family. She was taken to prison because she did not have the right immigration papers. It shares a story about the daughter missing her mother and standing up to tell her story in hopes to get her mother back. Kids will love this story and learn so much
~Taryn Schow

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This book would be great for older elementary kids. It explains with lots of detail the history of immigration in America. This would be great to take a few days to read but would be totally worth the things they would learn. I love that this book focuses on history and some hard. but necessary truths. I think it also teaches tolerance. Which is a great thing to teach
~Taryn Schow

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Book Elementary: Where Butterflies Fill the Sky

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Book Elementary: Where Butterflies Fill the Sky

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This book is a great read that explains some good points about immigration. It teaches kids how to be accepting and understand why some kids speak or look differently. It also is good for immigrant or refugee children that can relate to the author's story
~Taryn Schow

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Website for Elementary Students and Teachers

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Website for Elementary Students and Teachers

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Despite being marketed primarily to teachers, this website has direct links to several videos and educational websites that would be perfect for students to learn about immigrants and refugees. I think this sort of thing is vital, but I wish there were some better cities and resources to teach elementary students about the experiences of immigrants and refugees.

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Immigration

Each week, Education World's Great Sites for Teaching About page highlights Web sites to help educators work timely themes into their lessons. This week's sites are among the best on the Web for teaching about immigration.

1. Ancestors in the Americas
http://www.cetel.org/
Originally a companion to a PBS video series, this Web page offers a variety of activities to help students extend and enrich their understanding of the experiences of immigrants to the United States. Areas of particular interest include Ancestors , which includes video clips from the series; Documents, which contains digital versions of important documents throughout our history that impacted directly on immigrants trying to establish themselves in this country; Tell Us Your Stories, a section that encourages visitors to tell their stories; and Discover Your Ancestors, resources for conducting genealogy work.

2. The Dunbrody
http://www.heritageire.com/
The famine that followed the failure of the potato crops in Ireland between 1846 and 1849 propelled up to a million immigrants to seek relief in the United States and Canada. This Web site covers the immigrants' story from the famine to the journey across the Atlantic on one of the "famine ships," theDunbrody. Though this site can be viewed with or without Flash technology, the Flash-based version is impressive.

3. Ellis Island Stereographic Images
http://cmp1.ucr.edu/
exhibitions/immigration_id.html
This Web site presents stereographic images of Ellis Island from the early 1900s. These three-dimensional photographs would have been used in schools to teach about immigration. As the site suggest, you can use this display to also help students understand the anti-immigration sentiment of the time.

4. Letters from an Immigrant
http://www.geocities.com/Athens/Forum/
4074/starkege.htm
Bertha Starke Geerdts came to Milwaukee from Germany 100 years ago. Although she was happy in her new land, she never forgot her ties to her family, and she wrote letters faithfully. This collection of her correspondence in both German and English covers a span of time from 1890 through 1911 and offers striking glimpses into the ties that bind. The site also provides links to her family.

5. National History Day Project
http://www.geocities.com/SiliconValley/
Way/9301/HistoryDay.html
Though this page is visually cluttered, it is full of questions and answers about immigrants from many lands as well as Native Americans. Several major colonies are examined up close to discern their immigration patterns over time, and interactive questions along the way keep students involved and responsive to the task.

Walter McKenzie
Education World®
Copyright © 2000 Education World

Please check out our featured theme this week:

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Great Sites For Teaching About... Immigration | Education World

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Each week, Education World's Great Sites for Teaching About page highlights Web sites to help educators work timely themes into their lessons. This week's sites are among the best on the Web for teaching about immigration.

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This lesson plan will educate students on the legal immigration process, and the history of Ellis Island. Though not directly applicable to all immigration and refugee experiences, I think it's important to understand all perspectives.

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Students will be able to understand the process for immigrants traveling through Ellis Island into the United States.

Display pictures of Ellis Island on the board for students.

Explain that an immigrant is a person who leaves another country to move to a new one.

Ask if any students have heard of Ellis Island to see if any students have background knowledge.

If this does not trigger interest, ask if any students are immigrants or if any have family members who are.

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Immigration: Ellis Island | Lesson Plan | Education.com

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This is a lesson about the immigration procedures at Ellis Island. Students will learn about the process and creatively write about what it was like for immigrants to pass through Ellis Island.

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Book for Elementary students Christopher Strate

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Book for Elementary students Christopher Strate

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This book should be a great point for students to better understand the struggles and experiences of refugees fleeing conflict in their own countries. It follows a family escaping war as they move around several times before eventually finding refuge in the United States.

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Book for Elementary students: Christopher Strate

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Book for Elementary students: Christopher Strate

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This is a story of refugees/ immigrants and some of the hardships some of them might face. Though I think some of the portrayals in here might be a bit overboard without guidance, I think it is important for students to see stories such as these. It should allow them to empathize with immigrant peers, and possibly help them understand some of the struggles and fears those other students have.

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Article for Elementary teachers: Christopher Strate

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Article for Elementary teachers: Christopher Strate

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This article focuses on immigrant parent attitudes and teacher-parent cooperation. It points out that some parents' attitudes though well-meaning for their children's education are not directly involved in assisting their children with education, but rather only behavioral and cultural education. I think this does make some sense, and I understand the parent's perspective. I also agree with the conclusion of the article that the most important thing (it seems a recurring thing in most of these papers) is that most teachers need to be open with these parents, patient, and willing to explain the needs of the students so that the parents might assist them properly.

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Article for Elementary Teachers: Christopher Strate

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Article for Elementary Teachers: Christopher Strate

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This article specifically uses Burmese parents and child refugees as the reference points for the paper. The Paper follows the lives and experiences of refugee families from before they left their homeland and after they have moved. Most refugee parents are unsure how to advocate for their children and had different access to education. I think this is likely one of the most vital things for an elementary teacher to realize. It also acknowledges the impacts of early childhood experiences and points out the need for teachers to intervene to help make their experiences better. It also compares the experience of voluntary immigrants, and involuntary immigrants (refugees) and explains that a major difference is the enthusiasm to join and conform to new societies, which can affect educational experiences as well. The article concluded that these families view schools as a safe place and that teachers should enforce this notion, as well as attempt to provide as much educational material for the families as well. I agree with this, as it is important for these children to have access to as much help and education in their early life as possible, sometimes they will face great pressure, Whether from the world around them or their parents. I think it is certainly a responsibility for a teacher to provide materials to the children's parents as well as engage in conversation about their children's education with them. I agree with the information in this article, and see it as a very important article for elementary teachers with refugee students to read.

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Lesson Plan Secondary Education: Jaymee Anderson

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Lesson Plan Secondary Education: Jaymee Anderson

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On this website, there are many secondary lesson plans that are liked by refugees and immigrants. This lesson plans reange from experiencing the journey that refugees endure to understanding the right and regulations that the U.S. has on refugees and immigrants. When reading through these lesson plans I found many that were able to be adjusted to many subjects in education so this is a great resource to make your own lesson plan or use one that is linked to this website.

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Source: The National Network for Immigrant and Refugee Rights, 2004
Curriculum with lessons on immigration, labor, and organizing. Also see Building Immigrant Community Power Through Legislative Advocacy: A free downloadable workshop on taking action for immigration rights.
Grade Level: high school - adult
Subject Area: social studies, community service

Source: Circle of Rights: Economic, Social, and Cultural Rights Activism: A Training Resource
Curriculum Modulethat provides an introduction to social, cultural, and economic rights. See especially Module 7, "Refugees and SEC Rights."
Grade Level: high school - adult
Subject Area: social studies

Source: UN Regional Information Centre for Western Europe
Video game for change that provides a window into the experience of the 2.5 million refugees in the Darfur region of Sudan. Players must keep their refugee camp functioning in the face of possible attack by Janjaweed militias. Players can also learn more about the genocide in Darfur that has taken the lives of 400,000 people, and find ways to get involved to help stop this human rights and humanitarian crisis.
Grade Level: middle - high school
Subject Area: social studies.

Source: UNICEF
Lesson plansthat raise awareness of the impact of gender inequality through the story of a refugee girl in Darfur. Offers ways to address gender equality in education.
Grade Level: middle school
Subject Area: social studies, geography

Source: Expeditionary Learning, on behalf of Public Consulting Group, Inc.20-lesson module that explores universal themes and experiences of refugees across various times and cultures. Uses the memoir Inside Out & Back Again as a central text.
Grade Level: middle school
Subject Area: geography, social studies

Migrant Rights
Source: HRE USA
This lesson exposes students to contemporary international migrations and their relationship to human rights set forth in the Universal Declaration of Human Rights. This lesson can be modified to address many different migratory themes, such as: international migration, historical accounts of migration/immigration to the United States, undocumented/illegal immigration, etc. This specific lesson discusses the international migration of Middle Eastern and African people to Europe during the fall of 2015.
Grade Level: high school
Subject Area: social studies

Passages Game Source: USA for UN High Commissioner for Refugees (UNHCR)
Simulation game that brings participants go through a number of steps that attempt to simulate the refugee experience, from flight to arrival in the refugee camp as well as the difficulties of integration.
Grade Level: high school
Subject Area: social studies, current events

Rights of Migrants Toolkit Source: Advocates for Human Rights
Multi-faceted educational tools on the rights of migrants in the United States with background information, lesson plans, action opportunities, and resources.
Grade Level: middle school - adult
Subject area: social studies, current events

Source: UN High Commissioner for Refugees, 2007
Lesson plan that approaches the refugee experience from a number of subject areas, including art, history, geography, math, and science. Topics include Refugees in History, Refugee Rights and Responsibilities, Refugee Women and Girls.
Grade Level: middle - high school
Subject Area: social studies, current events, art, language arts, geography

Source: UDHR Poster Series and Teacher's Guide, Amnesty International, 2002
Lesson on UDHR Article 14 using refugee statistics to calculate mean, median and mode figures and construct charts.
Grade Level: middle - high school
Subject Area: math, social studies

Source: UDHR Poster Series and Teacher's Guide, Amnesty International, 2002
Lesson plan that defines and recreates the process of becoming a refugee.
Grade Level: middle - high school
Subject Area: social studies
Teaching Immigration with the Immigrant Stories Project
Source: Advocates for Human Rights
Helps students learn about aspects of United States immigration, past and present, through the personal experiences of immigrants and refugees. The lessons highlight digital stories from the Immigrant Stories collection: brief, original videos made by immigrants and refugees. Grade level: high school
Subject area: social studies

Authors: David Donahue and Nancy Flowers, Source: Hunter House Publisher, 2002
Full resource curriculum with lessons examine the difference between refugees and immigrants, the emotional trauma of flight and persecution, and the history of and influences on US refugee policy.
Grade Level: middle - high school
Subject Area: social studies, language arts, art

Voices of Iraqi Refugees
Source: The Advocates for Human Rights, the Iraqi and American Reconciliation Project, and independent artists, Nathan Fisher and Monica Haller, 2012
Collection of lesson for K-12 that familiarize students with the post-war condition of Iraqi immigrants.
Grade Level: high school
Subject Area: social studies, current events

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Against All Odds Source: United Nations High Commissioner for Refugees (UNHCR). 2005 An interactive online game that increases students' awareness and knowledge about refugee situations by putting players in the position of a refugee. Players make a journey ultimately towards asylum but are challenged by a variety of obstacles and scenarios simulating struggles refugees are...

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Lesson Plan Secondary Education: Jaymee Anderson

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Lesson Plan Secondary Education: Jaymee Anderson

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In this lesson plan students get to know what a refugee camp is and what condition they are staying in. Students will understand the paths that refugees have to safely take and they what they experience in the journey of coming from their home country to a new country. Student s will also use technology to analyze issues related to migration/refugees.
I would use this lesson to help students understand the hard ships that refugees endure as well as help student make connections of refugees and education. How being a refugee you don't have access to adequate education and the impact that can have on their future.

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10-15 minutes

Teacher should have previously created a Google Form with the following question:
"Choose 3 words to describe what you think it is like to be a refugee"

Teacher collects the Google Form responses and pastes them into Wordle (or if using Chrome "Word it Out" is a good alternative)

A word cloud with the students ideas will appear
Larger words are more frequent responses, smaller words are less frequent responses

Examine the word cloud as a class and discuss:
How has our thinking about refugees developed? changed? remained the same?

Student Instructions

Students access the Google form and record their responses
For example: dangerous, displaced, angered

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The Journey of a Refugee - Teacher-Created Lesson Plan | Common Sense Education

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10-15 minutes Teacher should have previously created a Google Form with the following question:"Choose 3 words to describe what you think it is like to be a refugee" Teacher collects the Google Form responses and pastes them into Wordle (or if using Chrome "Word it Out" is a good alternative) A word cloud with the students ideas will appear Larger words are more frequent responses, smaller words are less frequent responses Examine the word cloud as a class and discuss: How has our thinking about refugees developed?

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On this page you have access to Curricular materials, after school opportunities and ideas, scholarship opportunities, alternative schooling and high school credit recovery resources that will assist you as a educator help students that are refugees and immigrants be able to obtain and U.S. education degree in secondary education. this give you and idea of where they are and where they need to be to accomplish the needed education for graduation.

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All children in California, regardless of immigration status, have a constitutional right to high-quality education.

"And as educators, we also have a moral obligation to ensure a bright future for every child in our care," says San Diego County Superintendent of Schools Dr. Paul Gothold.

California is home to the largest population of immigrants in the country and San Diego County teachers, paraeducators, counselors, and administrators may have students who are newly arrived immigrants (also known as newcomers) in their classrooms and schools.

Some of our students who are newcomers may be refugees to America for political and economic reasons. Under U.S. law, a "refugee" is a person who is unable or unwilling to return to their home country because of a "well-founded fear of persecution" due to race, membership in a particular social group, political opinion, religion, or national origin.

Students who are refugee and newcomer immigrants frequently experience incredible hardships prior to their arrival in U.S. schools. Such difficult ordeals can affect their social and emotional well-being and readiness to learn while at school. Professional learning related to trauma-informed practices can help provide the tools for educators to create a culture of support and respect. Establishing environments that build a network of resiliency around students will also greatly aid immigrant newcomer and refugee students to better engage and build relationships necessary for positive human development and scholarly success at school.

Our students who are refugees often experience challenges and trauma with the sudden upheaval or overwhelming changes of settling into a new location with a new cultural context. It can be helpful if educators have resources related to basic human needs, such as hunger, clothing and shelter readily available.

To better serve immigrant newcomers and refugees, educators may wish to seek out multilingual/multicultural curricular resources that inform the peers of the assets these students bring to school or incorporate materials that permit students to reexamine their own cultures/literature/art and those of the United States. Empowering students to participate in afterschool programs that enable stronger connections with peers and the local community can also be greatly beneficial.

Since immigrant students may have experienced interrupted schooling or need ample time to learn the English language sufficiently to access the full spectrum of educational opportunities in their community, educators can best assist them by seeking scholarship options which fit these students well, perusing alternative schooling options for students who prefer them, facilitating students dual enrollment in college/career tech programs, and recover high school course credit as needed. Ultimately, creating supplemental and flexible opportunities for immigrant newcomers and refugees to explore their personal interests and pursue their learning goals will maximize their educational success.

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school / district resources to support immigrant and refugee students

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School / District Resources to Support Immigrant and Refugee Students - San Diego County Office of Education

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All children in California, regardless of immigration status, have a constitutional right to high-quality education. "And as educators, we also have a moral obligation to ensure a bright future for every child in our care," says San Diego County Superintendent of Schools Dr. Paul Gothold.

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The goal of this site is to give Utah education and support staff information on how to advise and educate parents of refugees and immigrants on how the new students being their lives in the Utah education system. On this website there is contact information for Christelle Estrada an Education Specialist: Title III/Immigrant/Refugee Support Student Advocacy Services Federal Programs (ESSA). This is a useful resource because it is going to give you as an educator a starting point of the step that you can take and the steps your students will take on being an immigrant/refugee in the Utah education system.

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Contact:
Christelle Estrada, Ph.D.
Education Specialist:
Title III/Immigrant/Refugee Support
Student Advocacy Services
Federal Programs (ESSA)
(801) 538-7888
Email

T he Utah State Board of Education is committed to Educational Equity as a priority to ensure academic success for every student. As a result the Student Advocacy Service Department focuses resources on English Learners, Refugees and Immigrant students.

The Goal:
The goal of the site is to orient Utah educators, local agencies and support staff about school integration as new students begin their lives in Utah.

Definition of Refugee:
According to the Convention relating to the Status of Refugees, held by world governments in Geneva in 1951, a refugee is someone who "owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group, or political opinion, is outside the country of his nationality, and is unable to or, owing to such fear, is unwilling to avail himself of the protection of that country." This definition includes people who have experienced persecution because of political beliefs or religious activities or because they are members of a particular ethnic group. The definition does not include people who are fleeing economic hardship or are victims of earthquakes, famines, floods, and other kinds of natural disasters. These people may be deserving of humanitarian assistance or they may be admitted to the United States as immigrants, but they are not considered refugees. http://www.culturalorientation.net/learning/about-refugees#1

Partners:

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Contact: Christelle Estrada, Ph.D. Education Specialist: Title III/Immigrant/Refugee Support Student Advocacy Services Federal Programs (ESSA) (801) 538-7888 Email T he Utah State Board of Education is committed to Educational Equity as a priority to ensure academic success for every student. As a result the Student Advocacy Service Department focuses resources on English Learners, Refugees and Immigrant students.

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With this multimedia website that offers all sorts of resources ranging from videos', articles, and other media on the holocausts. with this resource you as a teach will have more then enough resources to show and explain the pain of the holocausts and how people became refugees after and during the holocausts timeline. As reading though some of the resource I was enlightened to see the explanation of refugees and immigrants during this time.

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The Holocaust

Places To Go People To See Things To Do Teacher Resources Bibliography

Places To Go

Auschwitz Alphabet
Concentration camps stand as a silent reminder of the horror of the Holocaust. Today, the remains of some of the concentration camps have been turned into museums and memorials. This site about Auschwitz has information about the camp from its survivors.

The Forgotten Camps
The names of some of the most horrific Nazi concentration camps are well known: Dachau, Buchenwald, Auschwitz, Treblinka, Belsen. From this site, learn about some of the lesser known camps. According to this site, the Nazis government established over 15,000 camps.

Museum of Tolerance
Visit this online museum and experience its virtual exhibits such as the Warsaw Ghetto Uprising in 1943. The site contains a multimedia learning center and teacher resources that include a glossary, timeline, bibliographies, 36 questions and answers about the Holocaust, and curricular resources.

United States Holocaust Memorial Museum
Virtually visit the United States Holocaust Memorial Museum in Washington, D.C. Its website contains a variety of resources designed for use by teachers and students.

The Warsaw Ghetto
Travel back in time to the Warsaw Ghetto. The word ghetto refers to a section of a city where members of any racial group are segregated. During World War II the Nazis set up ghettos in many towns in eastern Europe from where Jewish families were kept captive until they could be transported to concentration camps for liquidation. The Warsaw ghetto was the most famous of the Jewish ghettos.

People To See

Anne Frank Online
The Anne Frank Center USA is a not-for-profit organization that promotes the universal message of tolerance by developing and disseminating a variety of educational programs, including exhibitions, workshops, and special events.

Holocaust Heroes
Holocaust Heroes is a recently launched site devoted to honoring the brave men and women who risked their lives to rescue and shelter Jewish refugees fleeing the Nazi reign of terror.

Holocaust Survivors
Holocaust Survivors, an excellent educational resource about the Nazi Holocaust of Jews in World War II, includes interviews, photographs and audio recordings of survivors. Other features include interactive discussions, a Holocaust encyclopedia and a bibliography. The site is both emotionally moving and factually informative.

The Jewish Student Online Resource Center: Raoul Wallenberg
Meet Raoul Wallenberg. He was a Swedish diplomat and businessman working in Budapest. He helped save approximately 100,000 Hungarian Jewish individuals from Nazi extermination by issuing Swedish passports to about 20,000 of them and sheltering others in houses he bought or rented.

Simon Wiesenthal
Meet Simon Wiesenthal. A total of eighty-nine members of both his wife's and his families perished in the holocaust. He has devoted his life to gathering and preparing evidence on Nazi atrocities.

Things To Do

About.Com - Holocaust
Find links to information about Adolph Hitler and other Nazi officials, death camps, allied liberation of the camps, and several dozen more topics relating to the holocaust.

Cybrary of the Holocaust
Become involved with the Legacy Forum at this Cybrary. It's a place for teachers to exchange lesson plans, share new ideas, and help students learn about the Holocaust. The URL of this site is www.remember.org. Its goal is to preserve powerful memories about the Holocaust.

Jewish Terminology
Learn Jewish terms from this long glossary of Jewish words and phrases. Shoah is the Hebrew word for holocaust.

The Nizkor Project
Find out about Treblinka. It was a Nazi concentration camp in Poland, near Warsaw. Read the accounts of survivors of this camp. It is estimated that 700,000 to over 1,000,000 people died there. This site also has information about other death camps, about the Nuremberg trials, and about some of the key figures in the Nazi government.

Passage to Freedom: The Sugihara Story
Visit your school or public library and check out this book by Ken Mochizuki. It is the true story of Chiune Sugihara. He saved the lives of 10,000 Jewish people while he was serving as a Japanese diplomat in Lithuania in 1940. Going against the explicit orders of his government, he sat night after night hand-writing exit visas for people trying to escape from the Nazis. This is a 32-page, beautifully illustrated book that won the 1998-1999 Utah Informational Book Award.

Yad Vashem
Learn about a group of people called Righteous Among the Nations. These men and women risked their lives to save the lives of Jews during World War II.

Teacher Resources

Lesson Plans/Webquests

Bibliography

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The Holocaust Places To Go People To See Things To Do Teacher Resources Bibliography Places To Go Auschwitz Alphabet Concentration camps stand as a silent reminder of the horror of the Holocaust. Today, the remains of some of the concentration camps have been turned into museums and memorials.

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On this website, it goes over the history of early middle eastern immigrants that have populated Utah. As readign the website, you become aware of how long this culture has been a part of society but it is rearly though in Utah education. This I find very disappointing because with growing up in Utah I rarely learned about different cultures other than my own and even then it was not very in-depth because of the controversy that was attached to the middle eastern culture.

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Complete history of Utah in encyclopedia form consisting of 575 articles and over 200 historic photographs. Edited by Allan Kent Powell. Originally published by the University of Utah Press.

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This article looks at the approaches of how a public high school applies holistic wrap-around services to refugee, and immigrant students. By not isolating students of the larger contest of their families and communities, the school's approaches allow for grater overlap between school and home life.
I found that this article gives examples of the international practices that school engage within classrooms and this results in a greater support for the socio-emotional, academic and material needed for students. the examples of this flexible design of curricula and support structures just shows how engagement strategies can meant the need of immigrants and refugee students.

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The “Warm Embrace” of a Newcomer School for Immigrant & Refugee Youth

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This article examines the approaches of a public high school for newcomer youth, Oakland International High School in California, that provides holistic wrap-around services to students. By not iso...

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This article goes over the immigration policy and the public opinion regarding immigrants, refugees, and undocumented aliens. This article shows the direct effect that they have on Southeast Asian refugees.
I particularly found this article as strictly informational just found it interesting to see the public opinion on these policies and how they were being carried out and the effect on the family dynamic that it has on immigrants.

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ERIC - EJ409200 - Immigration and Education Policy in the United States., NABE: The Journal for the National Association for Bilingual Education, 1988

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Examines U.S. immigration policy and public opinion regarding immigrants, refugees, and undocumented aliens. Discusses educational policies affecting Southeast Asian refugees, the competing goals of assimilation and cultural pluralism, and arguments for and against "clustering' of refugees. Contains 27 references. (SV)

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This book addresses a major instructional and pricy concern in public education. As a resource it gives ideas an insight of how to best utilize it to develop strong instruction program for a culturally and linguistically diverse (CLD) student population. In this secondo addition of the book you will find that there is more attention to the populations that have increased in U.S. schools, such as immigrant refugees from around the globe.
I found that the support teachers study groups, particularly the guided discussion question where the most useful because it places you as the teach in real-life situations where you will have to rephrase or ask question more carefully with your students because of there cultural background.

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This bestselling book addresses a major instructional and policy concern in public education-how personnel and resources can best be utilized to develop strong instructional programs for a culturally and linguistically diverse (CLD) student population. This meticulously updated second edition incorporates the experience that the authors have gained since the publication of the first edition in 1997. The changes not only reflect the current state of affairs in education, but also what has been learned from the many schools that have used the framework successfully.

Useful to prospective and current teachers and essential for educational administrators and policymakers, this new edition includes:

Activities in every chapter based on the authors' professional development work in schools.

New templates, tools, exercises, and case studies.

A new chapter on standards-based differentiated instruction and assessment.

Attention to populations that have increased in U.S. schools, such as immigrant refugees from around the globe.

New features to support teacher study groups, such as guided discussion questions.

Comments from Users of the First Edition:
"It is imperative that administrators familiarize themselves with this book-it addresses the issues revolving around student achievement for not only ELLs, but ALL students." - Catherine Baldwin-Johnson, Director, ESL/Dual Language Programs, Diverse Learners Department

"We've been searching for a framework, one that is strong, practical, well-researched, and takes into account ALL students. This book addresses it all. What a gem." - Constance Kowal, Schoolwide Instructional Coach (Secondary)

"This book will give educators the power to speak with confidence about the issues at hand. Knowledge is power." - Gavin Dunnet, ESL Dual Language Resource Specialist

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Restructuring Schools for Linguistic Diversity

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This bestselling book addresses a major instructional and policy concern in public education-how personnel and resources can best be utilized to develop strong instructional programs for a culturally and linguistically diverse (CLD) student population. This meticulously updated second edition incorporates the experience that the authors have gained since the publication of the first edition in 1997.

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This book offers explanation of the immigration law and policy for teachers and other school personnel. provides real-life scenarios educators could encounter in the schools or classrooms. This also provides educators at every level but mostly secondary educators information that can be used to advocate for their students and how services that can be useful to those students.
I found that this book offered the law information in plain accessible language with ligament suggestions on resources that schools can assess, or direct families to, for advocacy and other support that they might need. I also found sections that the author clears up common misconceptions and provides useful information on the specific challenges, dangers and benefits of each noncitizen category and the impact on students.

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Introduction 1 PART I: IMMIGRATION STATUS AS A LEGAL CONSTRUCT 7
1.  Citizenship and Lawful Permanent Residence 13
Three Paths to Citizenship 13
Lawful Permanent Residence 15
Conclusion and Teacher Takeaway: A Clearer Understanding of Citizenship and Lawful Permanent Residence 18

2.  Non-Permanent Status 19
Lawful Nonimmigrants 20
Refugees and Asylees 23
Undocumented Immigrants 31
Deferred Action for Childhood Arrivals (DACA) 35
Temporary Protected Status (TPS) 39
A Note on Jurisdiction 40
Compact of Free Association 40
Seeking Legal Advice 41
Conclusion and Teacher Takeaway: The Value of Understanding Status 42
Part I Epilogue: Scenarios Revisited 44
PART II: STATUS AND LIMITS 45
3.  Limits on Activity 47
Participation in the Public Square 47
Movement Within and In and Out of the United States 47

4.  Benefits and Their Limitations 49
Federal Benefits 50
State Benefits 52
Benefits for School-Age Children 52
Student Financial Aid 53

5.  The Immigration Consequences of Noncitizens' Criminal Activity 56
Crimes That Can Lead to Removal 56
Conclusion and Teacher Takeaway: The Value of Understanding Limits to Status 58
Part II Epilogue: Scenarios Revisited 59
PART III: NONCITIZENS AND CIVIL RIGHTS 61
6.  The Powers of Immigration Officers 63
Extending the Reach of DHS 64

7.  Know Your Rights 68
Individual Rights 68
ICE and Schools 69
Conclusion and Teacher Takeaway: The Value of Understanding Noncitizens and Civil Rights 69
Part III Epilogue: Scenario Revisited 70
PART IV: HOW WE GOT HERE 71
8.  Immigration Law and Plenary Power 73
The Supreme Court and Clarification of Jurisdiction over Immigration Law 74

9.  The Hart-Celler Act and the Rise of Anti-Immigrant Sentiment in the 21st Century 78
Enhanced Border Security Under Trump 80
Enhanced Interior Enforcement Under Trump 81
Conclusion and Teacher Takeaway: Anti-Immigrant Feelings and a Growing Immigrant Population 84
PART V: RESOURCES AND ADVOCACY 87
10.  Agencies and Organizations 89
Get to Know Your Refugee Resettlement Agencies 89
After Resettlement 90
Public Assistance 91
Student Financial Aid 91
Mutual Assistance Associations 92
Immigration Services 92
Domestic Violence Services 93
Local Law Enforcement 93
Other Services 94
Conclusion 95
References 97 Index 111

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What Educators Need to Know About Immigration Law

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Introduction 1 PART I: IMMIGRATION STATUS AS A LEGAL CONSTRUCT 7 1.  Citizenship and Lawful Permanent Residence 13 Three Paths to Citizenship 13 Lawful Permanent Residence 15 Conclusion and Teacher Takeaway: A Clearer Understanding of Citizenship and Lawful Permanent Residence 18 2.  Non-Permanent Status 19 Lawful Nonimmigrants 20 Refugees and Asylees 23 Undocumented Immigrants 31 Deferred Action for Childhood Arrivals (DACA) 35 Temporary