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We created a text set that focuses on refugees. We believe that engaging learners in content outside of their personal scope will help them build empathy and acceptance for others.We hope students will:
1. Learn the difficulties refugees face and develop deeper insight about newcomers’ obstacles in a new country.
2. Reflect on their previous opinions and consider how they can respond, assist, and influence people around them in positive ways.

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What kinds of experiences and feelings do refugees across time periods and parts have in common?

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NCSS strand 3: People, Places, and Environments

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NCSS strand 3: People, Places, and Environments

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This strand fits best because it addresses reasons for population growth, social, economic, & cultural characteristics of a population, and why people move.

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Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

This standard guides the text set as students set out to learn new, factual information from various sources on the same topic.

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Gratz, A. (2018). Refugee. Gosford, NSW: Scholastic Press, an imprint of Scholastic

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First Person American. (2018). What's your story? Retrieved from     https://vimeo.com/38345309

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Lewis, K. (2017, September). From war to america. Scholastic Scope, 66(1), 4-9.

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Routley, N. (2018, May 18). Animation: Visualizing Two Centuries of U.S. Immigration. Retrieved from http://www.visualcapitalist.com/two-centuries-of-immigration/

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America is a nation of immigrants, and though the country has seen a lot of new arrivals over the past two centuries, the rate of immigration has been far from steady.

War, famine, economic boom and bust, religious persecution, and government intervention have all caused wild swings in the rate of immigration from countries around the world.

Today's striking animation, by Max Galka, is a great way to see changes in immigration over time. Inflows from specific countries rise and fall, and the top three countries of origin change numerous times over the years.

Below, is another way to look at the ebb and flow of American immigration since the early 1800s.

An important note. This data excludes forced migration (slavery) and illegal immigration.

Let's look at the "waves" in more detail.

Wave one: The Old Immigration

From 1820 to 1870, over 7.5 million immigrants made their way over to the United States, effectively doubling the young country's population in only half a decade.

Ireland, which was in the throes of the Potato Famine, saw half its population set sail for the U.S. during that time. This wave of immigration can still be seen in today's demographics. There are now more Irish-Americans than there are Irish nationals.

The magnetic pull of the New World was profoundly felt in Germany as well. Growing public unrest in the region, caused by heavy taxation and political censorship, culminated in the German revolutions of 1848-49. Faced with severe hardship at home, millions of Germans made their way to America over the 1800s. It's estimated that one-third of the total ethnic German population in the world now lives in the United States.

Wave Two: Gold Rush

Much of America's early immigration was from various points in Europe, but there was one prominent exception: China.

The discovery of gold in California inspired Chinese workers to seek their fortune in America. After a crop failure in Southern China in 1852, tens of thousands of Chinese immigrants flooded into San Francisco.

Although the State of California was making millions of dollars off its Foreign Miners Tax, sentiment towards Chinese workers began to sour. Gold mines were being tapped out and white Californians blamed the Chinese for driving wages down.

Chinamen are getting to be altogether too plentiful in this country.

- John Bigler, Governor of California (1852-1856)
By 1882, the newly enacted the Chinese Exclusion Act had a chilling effect on Chinese immigration. The Exclusion Act has the dubious distinction of being the only American law barring a specific group from immigrating to the United States.

Wave Three: The New Immigration

The wave of immigration leading into the 20th century is referred to as The New Immigration.

In 1890, Ellis Island was designated as the main point of entry for newcomers entering the United States. In 1907 alone, Ellis Island processed a staggering 1,285,349 immigrants. To put this number in perspective, if all of those people settled in one place, they would've formed America's fourth largest city almost overnight.

This massive influx of people into New York had profound implications on the city itself. In 1910, Manhattan's population density was an astronomical 101,548 humans per square mile.

The immigrants arriving during this period - heavily represented by Italians, Hungarians, and Russians - were seeking religious freedom and economic opportunity. Certain industries, such as steel, meat-packing, and mining, were staffed by many new arrivals to the country.

During this time, one in four American workers were foreign-born.

The Great Depression

The National Origins Act's quota system, which took effect in 1929, essentially slammed the door on most immigrants from Southern and Eastern Europe. Shortly after, the Great Depression further put a damper on immigration that would last well into the 20th century.

Wave Four: Mexico

After decades of sluggish immigration, the United States' percentage of foreign-born citizens reached a low of 4.7% in 1970. But that was all about to change.

During the next decade, the number of states where Mexico was the top country of origin doubled in a single decade, and Mexicans became the dominant foreign-born population in the country. This migration was fueled by the Latin American debt crisis and later by NAFTA. The influx of cheap corn into Mexico caused hundreds of thousands of Mexicans from rural areas to search for more favorable economic opportunities. America was the obvious choice, particularly during the economic expansion of the 1990s.

This wave of immigration has shifted the country's demographics considerably. Today, nearly one in five people in the United States are Hispanic.

Current Trends

Immigration trends are continually evolving, and America's newest immigrants are often more likely to come from China or India. In fact, both countries surpassed Mexico as countries of origin for immigrants arriving in the U.S. in 2013. Today, the trend is even more pronounced.

Recent immigration numbers indicate that Asian immigrants will continue to shift America's demographics in a new direction. Perhaps a new wave in the making?

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Animation: Visualizing Two Centuries of U.S. Immigration

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America is a nation of immigrants, and though the country has seen a lot of new arrivals over the past two centuries, the rate of immigration has been far from steady. War, famine, economic boom and bust, religious persecution, and government intervention have all caused wild swings in the rate of immigration from countries around the world.

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Ruurs, M. (2016). Stepping stones: a refugee’s journey. Retrieved from https://www.ilholocaustmuseum.org/wp-content/uploads/2017/10/Stepping-Stones-A-Refugee-Familys-Journey.pdf

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Synthesizing Big Ideas and Common Themes Across Several Texts (Harvey & Goudvis, 2017, 224-225)

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Synthesizing Big Ideas and Common Themes Across Several Texts (Harvey & Goudvis, 2017, 224-225)

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The text selections listed in the introduction pull together experiences of refugees around the world.  Our goal in this lesson is to have students understand the common experiences and have empathy for newcomers in their society.  We feel the video in the set ties our theme together so that students can consider implications and possibly take action.

Resources: graphic organizer, access to projector or smart board

1. Begin by activating students gathered knowledge of refugees. Pass an organizer to each student.   Have a copy of the organizer on the board or projector.  Together as a class begin by asking the students a question(s): What word comes to mind when you hear the word Refugee?  What do already know about refugees?  Record as a group in the first inner column.  Ask students to record this question on their own in the first column as well: What personal connections can you make with Refugees?

2. Begin video.  Stop to pause often to give students a chance to record  new information in the second column on the organizer.  After the end of the video, turn and talk with a partner to share the new information.  Record any new information.

3. Model how the new information, combined with what we already knew about the topic, begins to change our thinking and new ideas are created.  Share teacher organizer.

4. Allow students to record their own synthesis in the outer circle.  Walk around the room to check for evidence of understanding.

5. Share and discuss as a class discussion. Brainstorm how we can help.

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Read, Write, and Talk (Harvey & Goudvis, 2017, 94-95)

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Read, Write, and Talk (Harvey & Goudvis, 2017, 94-95)

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Text:  Lewis, K. (2017, September). From war to america. Scholastic Scope,

66(1), 4-9.

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Begin the lesson by reminding students about annotations, provide them a copy of the article, and sticky notes. Explain that the teacher will first model her thinking as we read together, then they will have a chance to practice with a partner.

1. While reading the introduction and the first two sections (Civil War and Fear & Chaos, 4-7) the teacher will stop periodically to think aloud and model places she marks in the text that are: important, confusing or a question, surprising, inferences, reminds us of something, and/or learning. She will share her inner conversation so students will understand why she noticed and marked what she did.

2. Next, students will have an opportunity for guided practice in the next three sections (Forced to Flee, Just in Time, & Leaving Syria, 7-8) making sure to include the text features. Teachers should continue to read, stopping periodically to have students jot down their thinking and give them time to turn & talk to their partner.

3. Explain that students will annotate on their own this time without teacher guidance on where to stop. Throughout the last three sections (Huge Challenges, Starting Over, Looking Forward, 8-9) including text features as we continue to read aloud, students will annotate things they notice in the text. Give students a moment to turn and talk; instead of guiding them to a stopping place choose to stop after each section naturally.

4. When we finish reading and completing the last turn & talk, students will write down three things:

5. Something they learned that they think is important to remember

6. How talking to a partner helped them understand what they read

7. Any lingering questions they still have

8. Students will share and discuss their responses to the questions with the entire class.

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Questioning that Leads to Inferential Thinking (Harvey & Goudvis, 2017, 142-143)

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Questioning that Leads to Inferential Thinking (Harvey & Goudvis, 2017, 142-143)

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Text: Ruurs, M. (2016). Stepping stones: a refugee’s journey. Retrieved from

https://www.ilholocaustmuseum.org/wp-content/uploads/2017/10/Stepping-Stones-A-Refugee-Familys-Journey.pdf

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Graphic organizer, overhead projector or smartboard; Provide students with a picture inference chart.  Quote, Photo, Illustration/ Inference Drawn / +, -, I

1. Explain to students that good readers read with questions in mind.  We rely on pictures and background knowledge to make a reasonable inference to construct meaning.  The difference between predicting and inferring is that predictions are either confirmed or refuted at the end of the story.  Inferences may be unresolved in the end.

2. Show students the cover of the book. Ask students to look at the book cover and the title and ask what they can infer from what they see. (the pictures created from stones, the Arabic words, and the title should spark ideas)

3. When introducing the strategy, guide students through the first pages of the picture book.

4. Using the column headings: quote, photo or illustration and the inference drawn start with the cover page and Einstein quote

5. Together with a chart on the overhead projector or on large paper, guide student thinking with questions that ask them to base their guesses on details from the text.

6. Have students record on their own charts.  Read the forward aloud.  Turn and talk with a partner to come up with questions.

7. Share as a group.

8. Read book aloud to allow students to continue individually charting their questions and inferences.  Pausing after each page to allow students to write.

9. As students make predictions, make sure they can explain the text connection. Possible questions might include the following:

10. How did you know?

11. Why did you make that prediction?

12. What made you think ———— would happen?

13. When students have finished the book, they go back and complete the third column using:

14. a + to indicate predictions that were confirmed

15. a – if they are contradicted

16. Unresolved ideas are marked I to indicate that the idea is an unconfirmed inference