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Teachers as Allies: Transformative Practices for Teaching Dreamers and Undocumented Students

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Teachers as Allies: Transformative Practices for Teaching Dreamers and Undocumented Students

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Teachers as Allies is a text informing educators how they can be advocates for immigrant students and their families, especially undocumented immigrants. This book includes different ways to understand, address, and meet the needs of undocumented students. This includes utilizing different culturally broad methods to teach varying topics in the classroom.

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Teachers as Allies: Transformative Practices for Teaching DREAMers and Undocumented Students

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Amazon.com: Teachers as Allies: Transformative Practices for Teaching DREAMers and Undocumented Students: 9780807758861: Wong, Shelley, Gosnell, Elaisa Sánchez, Luu, Anne Marie Foerster, Dodson, Lori, Chomsky, Aviva: Books

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In the book Made in America: Immigrant Students in Our Public Schools, Laurie Olsen advocates for immigrant students and their right to an equitable education, and she examines what it is like to be a student or a teacher at a diverse school. In addition to bringing awareness to the inequity that still occurs in schools today, this book promotes that change in the classroom is possible.

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As the United States reexamines its borders and immigration policies, the debate over educating immigrant students in our public schools has divided Americans. What can teachers and immigrant students expect from each other? Laurie Olsen, director of a nationally recognized immigrant organization, describes what it looks and feels like to go to school and to teach in a culturally diverse environment.

Made in America describes Madison High, a prototypical public high school, where more than 20 percent of students were born in another country and more than a third speak limited English or come from homes in which English is not spoken. Through interviews with teachers, administrators, students, and parents, Olsen explores such issues as the complexities of bilingual education and the difficulties of dating for students already promised in marriage at birth.

In the words of Teacher Magazine, "Olsen's message is clear: celebrating diversity is fine, but it's no substitute for giving all students a real chance at school success." With a new introduction stressing the importance of advocacy for immigrant students in a climate of increasing exclusion, Made in America will help a new generation of educators recognize the impact that immigration has on their schools.

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Made in America: Immigrant Students in Our Public Schools

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Made in America: Immigrant Students in Our Public Schools [Olsen, Laurie] on Amazon.com. *FREE* shipping on qualifying offers. Made in America: Immigrant Students in Our Public Schools

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This book follows a young girl who comes from a wealthy Mexican family. When her father is murdered, Esperanza and her mother move to California with no money during the Great Depression. In California, they work in fields that pay them very little.

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A timeless, unforgettable riches to rags immigration story and beloved, award-winning modern classic, perfect for fans of Kate DiCamillo and Rita Williams-Garcia.

Esperanza thought she'd always live a privileged life on her family's ranch in Mexico. She'd always have fancy dresses, a beautiful home filled with servants, and Mama, Papa, and Abuelita to care for her. But a sudden tragedy forces Esperanza and Mama to flee to California and settle in a Mexican farm labor camp. Esperanza isn't ready for the hard work, financial struggles brought on by the Great Depression, or lack of acceptance she now faces. When Mama gets sick and a strike for better working conditions threatens to uproot their new life, Esperanza must find a way to rise above her difficult circumstances--because Mama's life, and her own, depend on it.

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Esperanza Rising (Scholastic Gold) [Ryan, Pam Muñoz] on Amazon.com. *FREE* shipping on qualifying offers. Esperanza Rising (Scholastic Gold)

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Unhei tries her best to fit in during her move from Korea to the United States. She chooses an American name from a glass jar, but later determines that the best name is the one she was born with. She eventually learns to appreciate her Korean name and background.

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Yangsook Choi grew up in Korea. She started drawing at age 4 and loved telling her grandma scary stories. After moving to New York to pursue her art, she has written and illustrated many books for young readers. Her books have been acclaimed as "Best of the Best" by the Chicago Public Library, included on the American Library Association Notable Books List, and have received the International Reading Association's Children's Book Award.

Her past jobs include waiting tables at a Korean BBQ restaurant, flying as a flight attendant, handwriting a message on a life preserver, and drawing tiny pictures on fake nails.

When she is not creating, she loves to spend time with children in her community and around the world. The local children in a shelter, the mountain children in the Himalayas, the Bedouin children in the Arabian desert, the orphans in flooded Cambodia, and the North Korean defector children are among her greatest teachers.

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The Name Jar [Choi, Yangsook, Choi, Yangsook] on Amazon.com. *FREE* shipping on qualifying offers. The Name Jar

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Dreamers follows Yuyi and her son, Kelly, as they immigrate from Mexico to the United States. It navigates the difficulties that lie in transitioning to an unfamiliar language and environment. They discover the importance of libraries and books.

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Born in Mexico and raised among giant grandmothers, mossy house walls, and rampaging feral gardens, Yuyi Morales fostered a strong bond with the magical stories that ran in her family. Since having immigrated to the USA in 1994, she has drawn from her family's legacy and her heritage to create some of the most celebrated Latino works for children's books.

Yuyi is the 2004 winner of the Pura Belpre Medal for Illustration for her book Just a Minute: A Trickster Tale and Counting Book as well as the 2008 winner for Los Gatos Black on Halloween (written by Marissa Montes), given to a Latino illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth.

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Her book Harvesting Hope; The story of Cesar Chavez (written by Kathell Krull), was the recipient of the Christopher Award and the Jane Adams Award, and was deemed one of the best books of 2003 by Child Magazine, San Francisco Chronicle, and School Library Journal.

Yuyi is also the creator of ALA notable book, Little Night, co-released in Spanish as Nochecita, and winner of the 2008 SCBWI Golden Kite Medal.

Some of other recognitions her work has received include the Americas Award, the California book Award, and the Tomas Rivera Award won in 2004 and 2008.

Asked about her work Yuyi says, "I strive to capture the incredible beauty of the every day forms using textures and colors as another way to reveal the heart of the story. I also pursue glow and luminosity with resolve. If I could ask for a talent, it would be to become a color genius."

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Dreamers [Morales, Yuyi] on Amazon.com. *FREE* shipping on qualifying offers. Dreamers

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A young girl and her dad migrate towards the US border. It follows their journey through the girl's perspective. She describes what they see and what they have to go through to get to their destination.

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In 2018 an influx of people immigrated to the United States, and many immigrants ended up in Chicago. Sullivan High School was highly impacted by this and, as a result, had over three hundred immigrants from thirty-five different countries. Refugee High is about students and faculty at Sullivan High School during this time. Fishman highlights stories of students who had recently immigrated to the United States and their experience attending such a diverse school during much political disagreement.

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A year in the life of a Chicago high school that has one of the highest proportions of refugees of any school in the nation "A wondrous tapestry of stories, of young people looking for a home. With deep, immersive reporting, Elly Fishman pulls off a triumph of empathy. Their tales and their school speak to the best of who we are as a nation-and their struggles, their joys, their journeys will stay with you." -Alex Kotlowitz, author of There Are No Children Here Winner of the Studs and Ida Terkel Award
For a century, Chicago's Roger C. Sullivan High School has been a home to immigrant and refugee students. In 2017, during the worst global refugee crisis in history, its immigrant population numbered close to three hundred-or nearly half the school-and many were refugees new to the country. These young people came from thirty-five different countries, speaking among themselves more than thirty-eight different languages.

For these refugee teens, life in Chicago is hardly easy. They have experienced the world at its worst and carry the trauma of the horrific violence they fled. In America, they face poverty, racism, and xenophobia, but they are still teenagers-flirting, dreaming, and working as they navigate their new life in America.

Refugee High is a riveting chronicle of the 2017-8 school year at Sullivan High, a time when anti-immigrant rhetoric was at its height in the White House. Even as we follow teachers and administrators grappling with the everyday challenges facing many urban schools, we witness the complicated circumstances and unique education needs of refugee and immigrant children: Alejandro may be deported just days before he is scheduled to graduate; Shahina narrowly escapes an arranged marriage; and Belenge encounters gang turf wars he doesn't understand.

Equal parts heartbreaking and inspiring, Refugee High raises vital questions about the priorities and values of a public school and offers an eye-opening and captivating window into the present-day American immigration and education systems.

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Refugee High: Coming of Age in America [Fishman, Elly] on Amazon.com. *FREE* shipping on qualifying offers. Refugee High: Coming of Age in America

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Refugee by Alan Gratz tells the story of three refugee children and their efforts to escape. Each story is during a different time and in a different country. Somehow, the stories connect and the children have similar trials. Josef is fleeing Nazi-Germany, Isabel needed to leave Cuba because of protests, and Mahmoud left Syria with his family.

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Three different kids. One mission in common: ESCAPE. Josef is a Jewish boy in 1930s Nazi Germany. With the threat of concentration camps looming, he and his family board a ship bound for the other side of the world… Isabel is a Cuban girl in 1994. With riots and unrest plaguing her country, she and […]

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This book follows the real life experience of the author as she moves from China to California. She navigates the challenges of growing up an immigrant and managing hotels with her family.

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Get it as soon as Tomorrow, Nov 13FREE Shipping on orders over $25 shipped by AmazonFree with Audible trialAvailable instantly Similar books…

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The Border by Steve Schafer is a book about four teenagers living in Mexico. One night they witness the killing of their families in a shooting done by members of a huge, well-known drug cartel. When their lives are threatened, they decided to flee their country and attempt to cross the border into the United States.

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I guess having read The Devil's Highway and a few takes on border crossing, this just didn't do anything new or interesting -- especially with the poorly-written, hard-to-buy romance. I appreciated how hard-faced Pato and Arbo are, especially after losing their entire families, but so much other stuff about emotions and feelings rang false to me. In part because it was either 100% there or 100% not there. I found some of the choices to be bizarre as well. Presumably, the characters all speak Spa ...more

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I guess having read The Devil's Highway and a few takes on border crossing, this just didn't do anything new or interesting -- especially with the poorly-written, hard-to-buy romance. I appreciated how hard-faced Pato and Arbo are, especially after losing their entire families, but so much other stuff about emotions and feelings rang false to me.

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Immigrants Rising is a nonprofit organization. This page provides resources and tips for higher education for undocumented students. It provides details of scholarships, fellowships, grants and walks through applying for FAFSA. It shares immigrant success stories as well.

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We Are Not From Here by Jenny Torres Sanchez

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We Are Not From Here by Jenny Torres Sanchez

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We Are Not From Here by Jenny Torres Sanchez tells the story of three teens that grew up together in a small town in Guatemala. One of the teens has just given birth and due to unrest and gang violence, the teens must leave. Unfortunately the baby gets left behind as they flee for the trains in another town.

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We Are Not from Here by Jenny Torres Sanchez: 9781984812285 | PenguinRandomHouse.com: Books

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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!...

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Christina IGOA talks about one teacher’s journey to understand the inner world of immigrant children and to create a learning environment that addresses the students’ feelings and needs. It also features the voices and artwork of many immigrant children, in which the immigrant experience of uprooting, the culture shock, and adjustments to a new world. Then it goes into describing the cultural, academic, and psychological interventions that eases learning as these immigrant students are making the transition to a new language and culture.

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This powerful book tells the story of one teacher's odyssey to understand the inner world of immigrant children, and to create a learning environment that is responsive to these students' feelings and their needs. Featuring the voices and artwork of many immigrant children, this text portrays the immigrant experience of uprooting, culture shock, and adjustment to a new world, and then describes cultural, academic, and psychological interventions that facilitate learning as immigrant students make the transition to a new language and culture.

Particularly relevant for courses dealing with multicultural and bilingual education, foundations of education, and literacy curriculum and instruction, this text is essential reading for all teachers who will -- or currently do -- work in today's school environment.

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The Inner World of the Immigrant Child [Igoa, Cristina] on Amazon.com. *FREE* shipping on qualifying offers. The Inner World of the Immigrant Child

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U.S. Committee for Refugees and Immigrants (USCRI)-Facebook

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U.S. Committee for Refugees and Immigrants (USCRI)-Facebook

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The U.S. Committee for Refugees and Immigrants Facebook page works to support immigrants worldwide. This page shares articles and current events related to their mission. It provides a space to sign petitions and donate to their organization/other similar organizations.

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From Every End of This Earth: 13 Families and the New Lives They Made in America

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From Every End of This Earth: 13 Families and the New Lives They Made in America

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Steven V. Roberts follows the stories of thirteen immigrant families and captures what immigration to America might entail. He sheds light on the difficulties of starting over for these families who is in a new place surrounded by strangers and how they long for acceptance. He talks about the contributions that immigrants make that impacts the future of America.

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From Every End of This Earth: 13 Families and the New Lives They Made in America

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Amazon.com: From Every End of This Earth: 13 Families and the New Lives They Made in America eBook : Roberts, Steven V.: Kindle Store

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American Street by Ibi Zoboi tells the story of Fabiola Toussaint, a Haitian immigrant. She was born in the US but her mother is found by immigration and they threaten deportation. Fabiola goes from Brooklyn to Detroit to live with her cousins. She has to adjust to the American way.

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I picked this audiobook up on a whim. I had finished my previous one, mid-dog walk, and picked one of the first titles available to me, on my library app. I wasn't expecting anything from this and knew little of what the book contained.

Initially this was an interesting listen that provided me with a perspective I knew little of; that of a Haitian immigrants in Detroit. I appreciated the diversity as well as the insight to a world I had such little knowledge of. But as the book progressed, I foun...more

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Nenia ✨ I yeet my books back and forth ✨ Campbell

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I picked this audiobook up on a whim. I had finished my previous one, mid-dog walk, and picked one of the first titles available to me, on my library app. I wasn't expecting anything from this and knew little of what the book contained.

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Supporting Refugee Children: Strategies for Educators

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Supporting Refugee Children: Strategies for Educators

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This book talks about the psychological needs of war-affected children who might migrate to this country, it's hard to distinguish among children and difficult to understand and even harder to address. Supporting Refugee Children provides exploration of these challenges and offers practical advice for teachers, social works and counsellors.

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"Supporting Refugee Children -Strategies for Educators," by Jan Stewart. 2011. University of Toronto Press, 348 pp.

The world is full of conflict and wars of many types in many places. Such conflicts leave large numbers of refugees in their wake. Through a complex process largely outside the scope of this book, many of these refugees are resettled in western nations with a history of accepting immigrants. In nations that accept refugees, educators who teach refugees would improve their efficiency and understanding if they had a better understanding of refugees and specifically the special needs of children who have been exposed to war who they will be called upon to educate.

The U.S.A. is one nation that accepts large numbers of refugees from around the globe. Canada is another. Although this book was written by a Canadian and uses Canadian examples, there was nothing in it that I felt would be inappropriate if applied in an American setting.
The author, a Canadian educator, discussed the needs of immigrant children who are affected by war. Although immigrant children generally have a wide variety of special needs, such as language help, cultural adaptation assistance and the complex issue of assimilation versus cultural adaptation, and issues of struggling to obtain an education while working through the need to adjust to a new country and often a new style of education, refugee students often have even more and often very complex issues to deal with, and these issues often affect teachers or require the understanding and active intervention by a teacher if the student is able to receive the help they need.
For instance, it is not uncommon for refugee students to have very limited English and interrupted formal schooling. Often they come to school both older and less prepared than most of the local students. Their expectations or stated goals are often grossly unrealistic. For example, according to this book, it is not uncommon for a school that serves a refugee population to be presented with 16 year old students who read and write at a 3rd grade level and have never had a science class, but who enter school announcing that their goal is to study hard and become a doctor. Such students also often come from a badly broken or stressed family support network (often due to the casualties of war and the refugee experience) and are required to work long hours at a low paying job to support their family. The drop-out rate among them is high, and after dropping out many get into trouble with the law.

And these are the practical concrete issues. The emotional needs of such students are often complex, draining, and difficult. At times just reading this book was difficult. There were several references, for instance, to children who either experienced or witnessed other having their hands chopped off by child soldiers in African war zones, as well as rape and human trafficking. However, these subjects form part of the reality of life for many people in our world and nation,

In the first portion of the book, the author provides background and facts, and then mixes them with personal examples, the experiences of others, as well as offering academic theoretical frameworks for understanding the needs of these students. I thought the author did an excellent job of mixing theory and experience in a single narrative.

In the second portion of the book, the author offers a variety of classroom activities, often of an arts and crafts sort, to encourage and help students to share and process their experiences and pave the way for better integration into school and society. These projects, exercises, and activities were well presented although they tended to be of the sort that would be supplemental to a standard education instead of an integral part of it

All in all, I felt this book, although lengthy and at times emotionally draining was well worth reading and helped make me a better teacher.

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Supporting Refugee Children: Strategies for Educators

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Buy Supporting Refugee Children: Strategies for Educators: Read Kindle Store Reviews - Amazon.com

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Americanized: Rebel Without a Green Card

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Americanized: Rebel Without a Green Card

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Americanized: Rebel Without a Green Card by Sara Saedi tells the story of Sara Saedi and when she discovered that her family were illegal aliens in the United States. This is a true account of Sara's teenage years and what she experienced. She had to learn how to cope with all of the struggles surrounding being a teenager and also the fear of being sent back to Iran.

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"A timely reflection on the realities of immigrant lives, a must-read f or anyone who has ever struggled with their identity or finding their place in the world." -Bustle

"Filled with pop culture references, journal excerpts, photographs, and relatable coming-of-age content, this book will keep readers fully entertained while pushing them to deeper cultural understandings. "- School Library Journal, starred review

"This irresistible and timely memoir is hard to put down."- Booklist, starred review
"With gumption, Saedi draws from her American-ness and Iranian-ness for a successful depiction of immigrant life in the U.S.: a must-read."- Kirkus Reviews, starred review

"This is an encounter with a family that many readers will understand and others will long to be a part of, and it may inspire them to reconsider and chronicle their own family tales."- Bulletin, starred review

Louisiana Young Reader's Choice Master List NOMINEE 2019

Chicago Public Library's Best of the Best Books SELECTION 2018

Texas TAYSHAS High School Reading List SELECTION 2019

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Americanized: Rebel Without a Green Card by Sara Saedi: 9781524717827 | PenguinRandomHouse.com: Books

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"A timely reflection on the realities of immigrant lives, a must-read f or anyone who has ever struggled with their identity or finding their place in the world." -Bustle "Filled with pop culture references, journal excerpts, photographs, and relatable coming-of-age content, this book will keep readers fully entertained while pushing them to deeper cultural understandings.

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This TikTok page makes videos to bring awareness to the issues currently happening in various places around the world-Haiti, Afghanistan, Somalia, and more. Some of the issues focus on displacement, climate change, and Covid-19. It also shares individual immigrant stories.

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USCRI: U.S committee for refugees and immigrants

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USCRI: U.S committee for refugees and immigrants

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U.S Committee for Refugees and Immigrants is a non profit organization whose mission is to help defend and protect the rights of those who are forced or voluntary migrate worldwide. They give support to the refugees who are making that transition to building a new life in America.

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USCRI Statement on the President's Report to Congress on the Proposed Refugee Admission for FY2021

ARLINGTON, VA -The President's Report to Congress on the Proposed Refugee Ceiling for FY 2021 calling for a maximum of...
READ FULL STORY
Statement on the Conditions at the Irwin County Detention Center

Media reports on conditions at the Irwin County Detention Center in Ocilla, Georgia paint a picture of neglect, mistreatment and...
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USCRI Statement on the COVID-19 Pandemic

ARLINGTON, VA - The U.S. Committee for Refugees and Immigrants (USCRI) expresses its solidarity with our global community in their...
READ FULL STORY

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ARLINGTON, VA -The President's Report to Congress on the Proposed Refugee Ceiling for FY 2021 calling for a maximum of... READ FULL STORY Media reports on conditions at the Irwin County Detention Center in Ocilla, Georgia paint a picture of neglect, mistreatment and... READ FULL STORY ARLINGTON, VA - The U.S.

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UNICEF USA : United nations children’s fund. 

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UNICEF USA : United nations children’s fund. 

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UNICEF USA supports UNICEF’s global work through fundraising, advocacy and education in the United States.  This organizations provides a support system for children all around the world and works everyday to deliver essentials for the survival of every child and giving them an equitable chance of life like health care, immunizations, safe water and sanitation, nutrition, clothing, education, emergency relief and so much more. They are helping save vulnerable children’s lives.

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UNICEF USA and UNICEF are driven by a shared vision: a world that upholds the rights of all children and helps every child thrive.

UNICEF works in over 190 countries and territories, helping to save and meaningfully improve the lives of children globally - focusing on the most vulnerable.

UNICEF USA advances the global mission of UNICEF by rallying the American public to support the world's most vulnerable children.

UNICEF USA is one of 33 National Committees established to drive impact for the world's children.

UNICEF USA's Impact Fund for Children provides opportunities for social impact investors seeking to make a difference in the survival and development of children.

UNICEF USA's Advocacy team, based in Washington, D.C., speaks up on behalf of the world's children - urging decision-makers in government and other sectors to implement policies and budgets that support and empower them.
Visit the UNICEF USA Action Center to join active advocacy campaigns. When you speak up for children, legislators will listen.
UNICEF USA Child Friendly Cities Initiative provides a framework to help local government officials prioritize the needs of young people and to elevate their voices in local governance.

Supporters can contribute to UNICEF programs by shopping online for unusual, handcrafted goods at the UNICEF Market or by sending lifesaving supplies to kids in need with a UNICEF Inspired Gift.
Visit the Trick-or-Treat for UNICEF homepage to connect with others and participate in this legacy event.

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UNICEF USA and UNICEF are driven by a shared vision: a world that upholds the rights of all children and helps every child thrive. UNICEF works in over 190 countries and territories, helping to save and meaningfully improve the lives of children globally - focusing on the most vulnerable.

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The US Immigration YouTube channel delves into the politics of immigration. They give updates on travel restrictions, Green Card/Visa and immigration laws, and more.

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US Immigration. In your US immigration journey to get your US Visa, Green Card and Employment Authorizations, you’ll need to understand what the process involves. To permanently move to the United States you must meet certain requirements, pay government fees, and have your application approved by…

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UNHCR, the United Nations Refugee Agency is a Non-Profit organization that protects people who are forced to flee from conflict and persecution around the world, provide them with life saving aid like shelter, food and clean water which all strive to ensure their basic safety, rights , dignity and help them build better futures for themselves and their families.

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UNHCR, the UN Refugee Agency, takes the lead in protecting people forced to flee wars and persecution around the world, providing life-saving aid including shelter, food and water to ensure their basic safety, rights and dignity. With17,324 women and men working in 135​ countries, we work tirelessly to make a difference in the lives of 79.5 million forcibly displaced people worldwide.

Our dedicated and professional staff work around the clock in roles including legal protection, community services, public affairs, health and more. Despite the challenges they can face, our staff are proud to work for UNHCR and determined to make a positive impact.
Why a career with UNHCR?
Our dedicated staff work to protect and assist people fleeing conflict and persecution at a time when global forced displacement is at a record high. Our colleagues bring a wide range of specialized skills, including expertise in legal protection, administration, community services, public affairs, health and other disciplines.

To learn more, read the UNHCR's People Strategy 2016-2021.
Disability inclusion
If you need any support or adjustment based on disability or health condition to apply for this job or during recruitment processes, kindly send an email to [email protected] , outlining the type of adjustment or reasonable accommodation you may need (for example, 'I will need sign language interpretation for potential interviews').
Please note that providing information to this email box is entirely optional, there is no obligation to disclose information, and that providing information about adjustments needed is not a guarantee of an interview, test, nor selection in connection with any post.
Any information provided will be treated strictly confidentially; only UNHCR staff who will be involved in recruitment processes will have access to the information shared. Please only share information that you feel comfortable in providing and also note that UNHCR will only contact the candidates who are shortlisted candidates.

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United Nations High Commissioner for Refugees

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Our dedicated and professional staff work around the clock in roles including legal protection, community services, public affairs, health and more. Despite the challenges they can face, our staff are proud to work for UNHCR and determined to make a positive impact. Why a career with UNHCR?

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 RAICES: The refugee and immigrant center for education and legal services. 

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 RAICES: The refugee and immigrant center for education and legal services. 

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The Refugee and Immigrant center for education and legal services promotes justice by providing free low cost legal services for underserved immigrant children, families, and refugees who have settled in Texas.  These legal services, social programs, bond assistance, and an advocacy team focused around changing the narrative around immigrantion in this country, RAICES are the people on the frontline that are fighting for the rights of immigration.

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At RAICES, we are operating on the national frontlines of the fight for immigration rights because we believe that all people have the right to seek a safe and secure future for their families.

JOIN OUR FIGHT

WE ENVISION A COMPASSIONATE SOCIETY WHERE ALL PEOPLE HAVE THE RIGHT TO MIGRATE AND HUMAN RIGHTS ARE GUARANTEED.

We are a nonprofit agency that promotes justice by providing free and low-cost legal services to underserved immigrant children, families, and refugees. With legal services, social programs, bond assistance, and an advocacy team focused on changing the narrative around immigration in this country, RAICES is operating on the national frontlines of the fight for immigration rights. We defend the rights of immigrants and refugees, empower individuals, families, and communities, and advocate for liberty and justice.

The right to seek asylum has been protected by federal and international law and was established in the wake of our nation's unfathomable decision to bar Jewish Holocaust survivors and other victims of World War II from immigrating to the U.S. in 1945. We need a growing number of

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Like us, we know that you also envision a society where all people have the right to migrate and human rights are guaranteed. Download our new Family Guide to help you begin compassionate conversations with your children around immigration.

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The RAICES Rural Legal Services Program assists immigrants in rural areas who are fleeing abusive and dangerous situations. Led by Glenaan O'Neil, the program works with immigrant survivors across Texas.

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No matter what a child's status is, what they look like, or when they got here, every kid deserves the tools to thrive - that's why we gave out 1,000 free backpacks to RAICES' young clients across Texas.

Read More

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Refugee and Immigrant Center for Education and Legal Services

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To Be Happy: An Immigrant Student's Tale

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To Be Happy: An Immigrant Student's Tale

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This video includes interviews from multiple students living in the Kansas City, Missouri area. These students are immigrants and share their experiences around being an immigrant student.

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To Be Happy | An Immigrant Student's Tale

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CARE: Cooperative for Assistance and Relief Everywhere   

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CARE: Cooperative for Assistance and Relief Everywhere   

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CARE is a humanitarian organization that works around the globe defeating poverty, achieving social justice and fighting for women and girls in gaining equal rights and opportunities.

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Elementary Lesson Plan: Defining Immigration and Migration. 

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Elementary Lesson Plan: Defining Immigration and Migration. 

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In this lesson, students will have the opportunity to examine a picture of immigrant families and make inferences based on what they see. They will also discuss the difference between immigration and migration and various reasons individuals or families would migrate or immigrate.

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Sign-up here to receive our monthly educator newsletter featuring teacher resources, classroom activities, information on upcoming workshops and school program opportunities, and more.

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Defining Immigration and Migration - Tenement Museum

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Sign-up here to receive our monthly educator newsletter featuring teacher resources, classroom activities, information on upcoming workshops and school program opportunities, and more. Sign-Up

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It Wasn't Easy Growing Up As An Immigrant

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It Wasn't Easy Growing Up As An Immigrant

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In this video "It Wasn't Easy Growing Up As An Immigrant", a girl tells her story of being an immigrant in the United States. After being born in the Philippines, her family moved. She talks about all of the struggles she and her family went through.

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It Wasn't Easy Growing Up As An Immigrant

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This website has materials for teaching about refugees for ages 6-18. The materials include a curriculum for teaching about refugees, activities, and videos. It also provides animations for teachers or students that help them understand immigrants and refugees better.

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Middle School Lesson Plan: Exploring Refugees and Asylum Seekers. 

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Middle School Lesson Plan: Exploring Refugees and Asylum Seekers. 

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In this lesson plan, students will have the opportunity to learn more about refugees and asylum seekers through examining poetry that is based on this topic. Students will get to learn about and discuss different challenges that refugees face.

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Overview:

The Office of the United Nations High Commissioner for Refugees defines a refugee as person 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." Currently, it is estimated that there are over 60 million refugees worldwide. Moreover, the U.S. accepts approximately 70,000 refugees each year. Asylum seekers seek refuge outside their home countries as well, due to various types of persecution, but their claims have yet to be evaluated. In an increasingly diverse world, it is important that students are aware of global situations that may lead refugees and asylum seekers to flee their country in search for a better life. Schools also play a critical role in supporting refugees, as New America's Ed Central has pointed out in their recent article, " The Critical Role Schools Play in Responding to Refugees."

As an organization with humanitarian roots that has worked diligently to assist the refugee population around the world, AFS-USA believes in the power of intercultural education as a pathway to peace. To highlight, alumni from AFS Austria began the AFS-Refugee Aid Foundation in 1978. Current programs include supporting refugee youth in Austria, other European nations and Grozny-Chechnya.

This lesson plan is aimed at spreading awareness on refugees and asylum seekers, as there are more now than after World War II. Students will gain an understanding of what it means to be a refugee in the 21st century, explore encounters of refugees in the resettlement process, and expose students to different organizations that work with refugees including:

Students will be asked to read poems from young refugees: A Book of Poems: Expressions from Our Youth and be challenged to write a poem on their thoughts of what it means to be refugees and asylum seekers the 21st century.

Time:

30-45 minutes

Materials:

A Book of Poems: Expressions from our Youth
Calling All Refugee Kids - Video from the New York Times
Syrian Refugee in New Jersey - Video clip
Note Cards
Internet Access

Key Terms:

Refugee: "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." See more at http://www.unhcr.org/pages/49c3646c125.html

Asylum Seekers: "an asylum-seeker is someone who says he or she is a refugee, but whose claim has not yet been definitively evaluated. On average, about 1 million people seek asylum on an individual basis every year. In mid-2014, there were more than 1.2 million asylum-seekers". See more at http://www.unhcr.org/pages/49c3646c137.html

UNHCR: "The Office of the United Nations High Commissioner for Refugees was established on December 14, 1950 by the United Nations General Assembly. The agency is mandated to lead and co-ordinate international action to protect refugees and resolve refugee problems worldwide. Its primary purpose is to safeguard the rights and well-being of refugees. It strives to ensure that everyone can exercise the right to seek asylum and find safe refuge in another State, with the option to return home voluntarily, integrate locally or to resettle in a third country." See more at http://www.unhcr.org/pages/49c3646cbf.html

U.S Committee for Refugees: "Since 1911, the U.S. Committee for Refugees and Immigrants (USCRI) has been serving uprooted people, regardless of their nationality, race, ideology, or social group. We continue to provide tools and opportunities for self-sufficiency to refugees and immigrants nationwide, fight refugee warehousing around the world, serve victims of human trafficking, and protect the rights of unaccompanied immigrant children" See more at http://www.refugees.org/about-us/

Resettlement: "Resettlement is the transfer of refugees from an asylum country to another State that has agreed to admit them and ultimately grant them permanent settlement." See more at http://www.unhcr.org/pages/4a16b1676.html

Common Core Standards:

CCSS.ELA-LITERACY.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.
CCSS.ELA-LITERACY.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text
CCSS.ELA-LITERACY.RH.11-12.5
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

AFS Educational Goals:

Cultural Realm:
* Understand the concepts of "Culture" and intercultural adaptation
* Cultural knowledge and awareness: To become more aware of their own culture and recognize its influence on their behavior
Global Realm:
* To develop an increased curiosity and concern about world affairs, to develop a sustained commitment to obtaining information from many sources and seek out perspectives from other cultures in understanding world situations and problems.
* To have an increasing knowledge of a range of world issues that affect people and divide us, such as human rights, environmental issues, and poverty.

Activity

1. Provide a brief introduction on the purpose of the lesson plan and ask students to write down their definition of a "refugee" and "asylum seeker" on the notecards.
2. Ask some students to share some of their thoughts with the class.
3. Read the official definition of refugees and asylum seekers by The Office of the United Nations High Commissioner for Refugees to the class and have a short discussion on the similarities/differences.
4. Watch the video clips " Calling All Refugee Kids" and " Syrian Refugee Living in New Jersey"
5. Ask students to provide feedback on the video clips as a whole class.
6. Ask students to read the poems in A Book of Poem: Expressions from our Youth from the award recipients group III (Grades 9-12)
7. Break students in a group and ask them to choose a poem of their choice and answer the following questions:
a. What are the important themes in this poem?
b. What do you think is the background of this poem?
c. Why did you choose this poem from the others?
8. Come back as a group and debrief with the students
9. Ask students to explore organizations that work with refugees including:
10. U.S Committee for Refugees and Immigrants, Office of Refugee Resettlement , The Office of the United Nations High Commissioners for Refugees , International Rescue Committee and research different ways they help refugees in the resettlement process.
11. Homework assignment: Ask students to write a poem on what it means to be a refugee in the 21st century.
Download Lesson in PDF

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Exploring Refugees and Asylum Seekers | AFS-USA

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This intercultural education lesson is aimed at spreading awareness on refugees and asylum seekers. Students will gain an understanding of what it means to be a refugee in the 21st century, explore refugees in the resettlement process, and learn about different organizations that work with refugees.

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

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

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This website provides information for immigrant families and students. It also has information about transforming teaching, family and community engagement, and early learning which can be helpful for teachers or 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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Supporting Refugee Children & Youth: Tips for Educators

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Supporting Refugee Children & Youth: Tips for Educators

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This website addresses challenges that refugee students may face and that teachers of refugee students may face. It provides educators with tips for supporting refugee students.

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National Association of School Psychologists (NASP)

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As a result of war and violence around the world, many families are forced to flee their homes as refugees. This collection of NASP resources can help schools meet the unique needs of this population.

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Toolkit for "Immigrant and Refugee Children: A Guide for Educators and School Support Staff"

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Toolkit for "Immigrant and Refugee Children: A Guide for Educators and School Support Staff"

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This website provides adults who work in schools with ideas on how to support refugee/immigrant students and how to help schools become a welcoming place where refugee/immigrant students can belong. There are three main categories that the resources fall into which are, classroom culture/school climate, curriculum, and resources for students and families.

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Introduction

" Immigrant and Refugee Children: A Guide for Educators and School Support Staff" (originally published by the American Federation of Teachers [AFT] and its partners) offers an overview of how adults who work in schools can-as individuals and as members of a community-can advocate for and protect undocumented students and families and unaccompanied minors.

This toolkit offers additional resources that can help classroom teachers make schools more welcoming places. The resources are broken into three categories: (1) classroom culture/school climate; (2) curriculum; and (3) resources for students and families.

Essential Questions

1. What supports do undocumented and unaccompanied minor students need to thrive in school?

2. How can I change my practice to better empower, protect and advocate for undocumented and unaccompanied minor students?

Classroom Culture and School Climate

Download this colorful poster and hang it for all to see. Let your students know everyone belongs in your school community.

This collection of resources can help educate the entire school community about immigration and help create inclusive school communities that address the social, emotional and health needs of students.

This website, tailored specifically for educators and families of English language learners, has a special page devoted to post-election resources that can support educators in their efforts to answer questions and reassure students. The page includes links to resources that encourage conversations about: current events, election results and student concerns. It also includes a more general list of recommended resources.

This page articulates the AFT's position and offers several model resources schools can use to publically call for immigration reform. It also includes links to sites where educators can file complaints with the Office of Civil Rights and learn more about how schools must uphold the rights of their immigrant students.

Use these documents as templates or guidance to create a resolution in your own district.

Curriculum

This collection of Pre-K-12 lessons encourages informed classroom discussions and deep learning about this multi-faceted issue. Teach Immigration also publishes an informative blog.

Resources for Students and Families

This AFT handout spells out detailed advice educators can share with families who want to be prepared in case of an ICE raid. Materials are published in English and Spanish.

A multilayered page full of detailed information and Know Your Rights resources.

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Toolkit for "Immigrant and Refugee Children: A Guide for Educators and School Support Staff"

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" Immigrant and Refugee Children: A Guide for Educators and School Support Staff" (originally published by the American Federation of Teachers [AFT] and its partners) offers an overview of how adults who work in schools can-as individuals and as members of a community-can advocate for and protect undocumented students and families and unaccompanied minors.

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High School Lesson Plan: The Global Refugee Picture

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High School Lesson Plan: The Global Refugee Picture

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This link contains many lessons on immigration, and this particular lesson focuses on various refugee groups from the mid-1900s until now. The purpose of this lesson is to help students understand that every refugee has different experiences and challenges. Students will have the opportunity to learn more about specific groups of refugees and how the experiences of these refugees compare to one another.

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RESOURCES FOR IMMIGRANTS, PARENTS AND EDUCATORS DURING COVID-19 CRISIS

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RESOURCES FOR IMMIGRANTS, PARENTS AND EDUCATORS DURING COVID-19 CRISIS

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This website compiles many resources for immigrants during the Covid-19 crisis. Specifically, it provides resources for everyone, undocumented immigrants, immigrants and refugees, fighting hate, learning English, teachers, and parents.

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Resources for Immigrants, Parents and Educators during COVID-19 Crisis > The Immigrant Learning Center

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Access our collection of free resources for immigrants, refugees, parents, educators and anyone who needs help during the COVID-19 crisis.

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Resources for Immigrants, Parents and Educators during COVID-19 Crisis

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Elementary Lesson Plan: Dreamers Lesson Plans (Grades 1, 2, and 3)

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Elementary Lesson Plan: Dreamers Lesson Plans (Grades 1, 2, and 3)

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This website includes 3 separate lesson plans for grades 1, 2, and 3. In each lesson, the book "Dreamers" is read. In the 1st-grade lesson plan, the teachers help the students understand how the words and pictures help them understand the story. Then, the students participate in an activity in which they make their own connections with the story. In the second-grade lesson plan, the students learn about the plot, setting, and characters of the book. In the third-grade lesson plan, students discuss the meaning of literal and non-literal language in the book.

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Using Illustrations and Text for Comprehension:
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
​CCSS.ELA-LITERACY.RI.1.7 Use the illustrations and details in a text to describe its key ideas.

Lesson Summary: Students will read 'Dreamers' as a community read aloud and discuss events in the story's meaning, use text, and illustration.
Students will make a personal connection to the book using the words: home, dreamer and trust. They will create illustrations displaying the personal meanings of the word and explain.

Materials:
Blank pieces of paper and pencil
Projector (if available)

immigrants (person who comes from a different country to a new country)
awe (a feeling of fear and respect)
sonadores (translation: dreamers)
(Optional) Scaffold Geography:
Have a photo or display of the United States and point out the borders as lines that people cross to move from one state or country to another.
Explain that Dreamers is a story about an immigrant and her journey to the United States. When she comes she doesn't know the language. Then ask your class:

Q: Does anybody speak another language? What country is your language from?
Share out on languages and discuss different places we come from.

Read Dreamers: 'There were many things we didn't know....we made lots of mistakes.
Q: Look at the pictures here, while I read the words again (reread). What are some mistakes they made?
(Sample Answers: They call on the wrong kind of phone, they can't read a map, they are in the fountain)
page 19-20: ' We just needed to trust!'
Q: Look at the pictures here, while I read the words again (reread). Who are they trusting? What is the person handing them?
(Sample Answers: They are trusting the librarian. They are handing her a library card.)
page 21-22: 'Books became our....we learned to read."
Q: Can a book really be a home? What does she mean? (If helpful show previous pages and ask students to notice the character's faces on other pages vs this page.)
(Sample Answer: A book can be a place where they are comfortable.)

Review page 7-8 and show how the author writes that they 'make mistakes' then point out how she SHOWS the mistakes they make in the picture not the WORDS.
Turn to page 21-22 and reread the page. Then go on to explain how she did not draw books (literally) as her home in the picture, she just showed how they are happy now that they are comfortable.
Q: Why is it important to look at words AND pictures when we are reading?
(Sample Answers: It is important because it can tell us more about the story. It is important because there is more information in both than in just one.)
Q:Why do you think this book is called 'Dreamers'?
(Sample Answer: It is called 'Dreamers' because their dreams all com true in the library.)

1) Write/Display the words: trust, home, dreamer.
2) Project page 19-20 (we just had to trust!). Explain how the author used lots of pictures to show her feelings. She used pictures like her words. Students are going to choose a word from the story (trust, home)
3) Students will select ONE of these words and write it somewhere on their paper. Then students will fill the rest of their paper with items, pictures, or moments that make them feel that feeling.

2nd Grade Lesson Plan: Integration of Knowledge and Ideas Using Character, Setting, and Plot

CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Students will read '' as a community read aloud and answer questions about plot, setting, and character.
Activity Summary: Students will receive a sort of characters, settings, and plot points in the story and place them in their corresponding column.

Pre-cut printables with Character, Setting and Plot cards (linked below, 1 per table or partner group)
Pre-cut printables with Character, Setting and Plot cards (linked below, 1 for teacher led review)
'Dreamers' Book or Video (Projector if possible)

immigrants (person who comes from a different country to a new country)
awe (a feeling of fear and respect)
sonadores (translation: dreamers)
caminantes (walkers, people who walk and travel).

Show the cover of the book Dreamers. Explain that the author Yuyi Morales is an immigrant who came to the United States with her daughter. This book tells the story of their journey.
Explain that there are two things to keep in mind, the characters and the setting.
Q:While I read this book whose perspective is telling this story? Where places/settings are the characters going to?

p9-10 : "the sky, the land, welcomed us...unlike those of our ancestors."
Q: What has happened so far in the of story?
(Sample Answer: They have traveled from one place to another./They have migrated.)

p.11-12: "You and I became caminantes...until the day we found.."
Q: Which is telling this story? Whose perspective are we hearing?
(Sample Answer: The mother is telling the story.)
Q: What does she mean when she says they became 'caminantes'?
(Accept plausible answers: such as they traveled/walked a lot. guide students to understand that they were traveling and when people are 'traveling' they don't have a home at the moment.)
Q: If they are caminantes, what is their right now?
(Sample Answers: The world, the street, the city, is their setting)
p.20-21: Books became our language...[emphasize home],....we learned to read.
Q: What is the character's new setting?
(Sample Answer: The library, the books are the new setting.)

(flip back through the last 3 pages) Q: How does the feel in the library? Why?
(Sample Answer: the character feels good/comfortable there because they can imagine anything and learn their new language.)
Q: How did the plot of the story change from the beginning (show first few pages) to the end (show last few pages).
(Sample Answer: In the beginning, they didn't really have a place to stay or a home and in the end the library feels like home.)

Discuss: Using 'Dreamers'
Write the words on the board and add definition and example to each based on class discussion.
What is setting? (A place where something is happening. Ex: library, city)
What is plot? (important events in a story. Ex: becoming migrants, learning new languages, finding the library)
What is a character? (People in a story. Ex, librarian, mother, child.)
3rd Grade Lesson Plan: Integration of Knowledge and Ideas (Extending Setting with Mood)

Give each table team/partnership the stack of sorting cards.
Explain:
1) Each table/partner team is going to get a stack of cards. (show cards)
THREE of the cards are called: Setting, Plot, Character. These are your TITLE cards.
Under the projector lay the title cards side by side in a row as an example.
The next step is to look at the rest of the cards and decide where they belong. Decide with your partner/team if they describe a character, part of the plot, or a setting?
(You can do one as a sample and use the definitions on the board to guide the class.)
Before beginning remind students to collaborate with their partners and if they disagree on something they should explain to their partner why they disagree. " I disagree because..."
2) Circulate as students work. Encourage them to use the definitions/examples on the board to guide them.
(Set up projector at this time to display your own sort titles. If you don't have a projector, sort the titles on the board with tape and have the class come down to the rug so they can see it clearly)
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Review:
When students have had enough time to complete work invite them to view the [projected] card sort titles. Call students by partnership or one by one. Invite them to pick a new plot, setting, or character card from the stack (face down). Have them decide together [if a team] and give a reason for why they think the sort goes in a certain column.
For example: [Picking the 'library' card]. 'We think the library card should go under settings because the library is a place in the story.

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
CCSS.ELA-LITERACY.RL.3.7
​Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

Students will read Students will 'Dreamer's' as a community read aloud. Students will use words and illustrations to identify mood. examine an illustration from the story and determine the mood using words, colors, and form.

Materials:
Printable Worksheet (PDF below) (There are FOUR varieties of the PDF to extend discussion, one per student)
Projector (if possible)
Chart Paper + Markers

immigrants (person who comes from a different country to a new country)
awe (a feeling of fear and respect)
sonadores (translation: dreamers)

Show the cover of 'Dreamers'. Introduce the author and explain that this book is about the author's experience as an immigrant coming to the United States for the first time.
Explain:
1) In this book the author doesn't describe so much with the words as much as she does with the pictures. When we read this we want to look at pictures, colors, facial expressions, to try and determine how the book is trying to make US feel. What is the mood of the book. What does mood mean to you?
2) Discuss various explorations of mood from class.
Write on the board/on display: Mood is the feeling the writer of a book wants us to take away from the reading.
(You can scaffold this with a previous book you have read/are reading together and discuss how that book left you feeling?)
Clarify to students: A mood is a feeling. So the mood of a book is the feelings that it would like us to have.
3) Offer examples of moods/feelings and list them on the board (or chart paper) in columns. Begin with happy, sad, anger, and fear.. Then tun to students and ask them to build up other feelings. (disappointed, frustrated, excited, lonely, ecstatic). List the words under the column if fits best with, ask students where they think words should go and have quick discussions of where words should go.
(This list extends student's emotional language and also creates a reference point that they can use for extending writing, language, and reading skills)

1) Give students a picture walk of the book (flip through the pages) and display them as you go.
Q: Just by looking at the pictures right now? What would you the mood or feeling of the book is going to be?
(Sample Answer: I would predict the mood is happy because I see bright colors in the book.)
p9-10: Pause at 'we made a lot of mistakes'.
Q: What mood do you think the author wants us to feel up to here? Why? (Flip back through pages 1-10.) Point out the back ground color.
Point out the empty space.
Invite students to pull words from the chart/listed emotions.
p17-18: Pause at 'Unimaginable'.
Q: What do you notice is happening here? How is this page different from this page? (Flip back to p.11-12, 'You and I became caminantes...until the day we found...)
(Sample Answer: I notice that the colors are getting brighter/I notice that the pages if filling up with pictures.)

Q: Is the mood changing? How?
(Sample Answer: I think the mood is/isn't changing because...)
p19-20: Pause at 'And we did.'
Q: Is the mood changing here? How?
(Sample Answer: I think the mood is changing because there are a lot more colors/their faces look happy/the page looks warmer.)

Q:Look at the photo of the character walking here (point to last page, 'We are..love.') and here (flip back to 11-12, 'You and I became caminantes...until the day we found...). Is the mood different in these pages? How?
(Sample Answer: The mood is different on these pages because in one they are walking and the world is gray and in the they are walking and the world is colorful and bright.)
Activity:
Explain to students that they are going to work independently/or with partners to fill in a discovery sheet about mood. Using the pictures they will answer questions about the mood/feeling that they think the page is created to make them feel. Students can use the feelings chart for answers and spelling.
Hand out worksheets and circulate. Students will each have 1 out of four worksheets and can work together or on their own.Students/Teacher can also refer back to the book/video to help with answers about 'color' in terms of mood.

Have students share their 1 of four worksheets with the class and discuss mood and how it changes throughout the story. Call students by group order as indicated on the Heading of their worksheet.)
Q: How do illustrations help us understand mood? Give an example.
Q: How do words help us understand mood? Give an example.

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Using Illustrations and Text for Comprehension: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. ​CCSS.ELA-LITERACY.RI.1.7 Use the illustrations and details in a text to describe its key ideas. Lesson Summary: Students will read 'Dreamers' as a community read aloud and discuss events in the story's meaning, use text, and illustration.

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Middle School Lesson Plan: The Journey of a Refugee

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Middle School Lesson Plan: The Journey of a Refugee

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This lesson is for grades 6-8 and introduces students to what a refugee camp is. Throughout the lesson, students learn about the conditions of refugee camps and what it might be like to be a refugee.

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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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High School Lesson Plan: Community Support for Syrian Refugees

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High School Lesson Plan: Community Support for Syrian Refugees

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This lesson plan may be used for middle school or high school. In this lesson, students read an article about a community in Canada providing support to refugees. The students analyze how the author uses narratives and facts to tell the story. At the end of the lesson, students write a letter to someone in the community that advocates for a system that would provide support for Syrian refugees.

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Common Core Standard:

CCSS.ELA-LITERACY.RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Objective:

You will be able to analyze how a journalist balances the use of narratives and facts to tell a story in order to write persuasive letters to your community that advocate for a community-based program that supports Syrian refugees.

Warm-up:

1. What would it take for you to leave your home? Brainstorm a list of reasons that you would permanently leave your home, even with just a day's notice.

2. According to the United Nations High Commissioner for Refugees, nearly five million people from Syria have fled their homes and registered as refugees in other countries. On your own, or with a partner, make a list of what you know about why this is happening. Check your answers by reviewing this brief summary of the Syrian conflict from PBS Newshour.

3. If you had to leave the United States, where would you want to go? Why? Make a list of five countries you would choose to go. For an extra challenge, try selecting five countries where you don't speak the language.

4. Imagine that you were only able to travel with one suitcase. Make a list of things you would take with you. Then, make a list of things you would need when you arrive.

5. Reflect/Discuss: Upon arrival in your new country, how would you get the things that you need? Where would you go for help?

Introducing the Lesson:

Today's lesson will focus on how a journalist reports the story of one community that is working together to support Syrian refugees as they travel to Canada. As you read, compare how the experiences of the subjects in the article are similar to or different from what you imagined as part of the warm-up.

As you read, also pay attention to how writer Robin Shulman unfolds the story. Consider the following questions:

1. How does Shulman balance facts and narratives?

2. What were the most impactful moments in the story? How did Shulman set up those moments, and how do you think she decided where to place those moments in the story?

3. What is the arc of the story? Why do you think the story ends the way it does?

Introducing the Article:

1. Read the following from the introduction to Robin Shulman's article "While Other Countries Turn Syrian Refugees Away, Canadians Are Taking Them Home" and answer the questions attached.

"The snow looks beautiful to Amir, a clean white sheet over a dirty world. Every footstep makes a fresh imprint. It's how he feels about all of life in Canada.

"I feel reborn," he has been saying since he landed in Toronto 10 days ago. Of course, there are details to figure out. No one in the family speaks English. They have no jobs. And they know almost no one.

But they do have a network of people poised to help. A group of strangers brought them to Canada, using a private sponsorship process that has become a global model and that some refugee advocates in the United States want to replicate. The program places the power of selecting, financing and resettling refugees in the hands of regular citizens, as long as the refugees clear Canadian government security, background and health checks.

So as Amir and Raghda navigate this new landscape, they are not alone. Amir was able to access Google Maps because his sponsor Ali Khan had set him up with a new phone and data plan. Sponsor Ashley Hilkewich had taken a day off work to take them to an English assessment, and another sponsor had registered the girls in school. For one year, Amir, Raghda and the girls have the support of about 20 Canadian volunteers and 80 donors."

2. Now read the full article attached and answer the accompanying questions. (To see the photos from the article, review the second resource attached) As you read, continue to take notes responding to the following questions:

How does Shulman balance facts and narratives?

What were the most impactful moments in the story? How did Shulman set up those moments, and how do you think she decided where to place those moments in the story?

What is the arc of the story? Why do you think the story ends the way it does

Discussion:

1. With a partner, or as a class, discuss how Shulman structured the piece. Use the following questions to guide your discussion:

What moments stood out to you from the article? Why?

How do you think Shulman chose how she began and ended the article?

What do you think are the most important facts and narratives from the piece? What were the most important moments?

What questions do you still have after reading the article?

Extension Activities:

1. Write a letter to a leader in your community that advocates for creating a program in your community that would support Syrian refugees moving to your city. Use information from Shulman's article, and any other additional research you need, to describe what the program would look like and why it would work. Consider the following questions as your design your plan:

How much would it cost one family to live in your community for one year?

What are some of things you think someone would need to feel comfortable in your community?

What are some of things that might be challenging for a person that is new to your community? (ex: do you use public transportation or drive? Is the city walkable? How easy is it to sign up for schools in your community?

2. Research to find out if your city offers programs supporting refugees from around the world. What is the structure of those programs? How do they compare to the program described in the article? Request to interview someone that has moved to your city as a refugee. Use your interview to structure a short reporting project. As part of your project, carefully balance narrative and facts to illustrate the story of the person you interviewed and the community that supports him/her/them. Share your report with Pulitzer Center by emailing education@pulitzercenter.org

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Common Core Standard:
CCSS.ELA-LITERACY.RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Objective:
You will be able to analyze…

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This video is about how we can support refugee students in schools. It discusses a program that is being used in South Whales in order to help these students overcome and process any trauma they might have faced or might still be struggling with.

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TEDTalk: Advocating with Empathy for Immigrant Education

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TEDTalk: Advocating with Empathy for Immigrant Education

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In this TEDTalk by Lindsey Bird, she talks about what we can do to help immigrants and refugees in schools to be able to get a good education. Lindsey is an educator and discusses how our society can help these students more.

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Advocating with empathy for immigrant education

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Lindsey is a seasoned educator and advocate for her students. In this talk she sets the stage for the hardships that immigrant and refugee high school students are currently facing. She suggests what we can do as a society to support and help them achieve success, starting with extending more time for them to become proficient English speakers.

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Refugee Kids: One Small School Takes On the World 

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Refugee Kids: One Small School Takes On the World 

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This short documentary follows students at a New York City summer program for children seeking asylum from the world’s most pressing conflicts. It's an intimate and emotional account of the students’ stories of escaping war and conflict and resettling in America, chronicling their triumphs and setbacks as their lives unfold over the course of one summer.

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THIRTEEN Specials
Season 2018 Episode 2 | 26m 59s |

This short documentary follows students at a New York City summer program for children seeking asylum from the world's most volatile conflicts. It's an intimate, emotionally gripping account of the students' stories of escaping war and conflict and resettling in America, chronicling their triumphs and setbacks as their lives unfold over the course of one formative summer.

Aired: 06/16/18

Rating: NR

Problems Playing Video? Report a Problem |

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THIRTEEN Specials | Refugee Kids: One Small School Takes On the World | Season 2018 | Episode 2

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THIRTEEN Specials Season 2018 Episode 2 | 26m 59s | This short documentary follows students at a New York City summer program for children seeking asylum from the world's most volatile conflicts. It's an intimate, emotionally gripping account of the students' stories of escaping war and conflict and resettling in America, chronicling their triumphs and setbacks as their lives unfold over the course of one formative summer.