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The reason I chose that part because it is very emotional! Every time I read it, I imagine how heart breaking. It was for the whole family to struggle, and break all at once. How hard it is as a mother to even think about letting go of your own child not being able to do or say anything.

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The man himself

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Historical Fiction Short Story

Alan Gratz based the characters from Refugee on real people and real events. For example, the St. Louis was a real ship that carried Jewish refugees from Germany to the places they ended up in the book. Of course, Gratz took artistic liberties for drama and cohesion. In this formal writing assignment, students will do the same. Students will use the internet to find and research the true story of a refugee from one of the three historical events in the book. Then, they will write an 8-10 page historical fiction short story dramatizing the event, ensuring that places, dates, and events are accurate (but not necessarily names - it is FICTION and not biography).

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The Great Dictator

-Final speech from The Great Dictator, performed by Charlie Chaplin as the persecuted Jewish barber. In the famous ending mix-up, the ruthless dictator Adenoid Hynkel (also played by Chaplin) ends up in a prison camp, and the lookalike barber, impersonating Hynkel, performs this speech.

https://www.youtube.com/watch?v=J7GY1Xg6X20

War Through Syrian Eyes - TIME Magazine

-Syrian photographers reflect on photos they have taken through the conflict.

https://time.com/war-through-syrian-eyes/

Virtual Museum - Illinois Holocaust Museum

Students can visit virtual exhibitions and access informational resources to learn about the Holocaust and the persecution faced by people like Josef and his family.

https://www.ilholocaustmuseum.org/virtual-museum/

Holocaust Encycolpedia - United States Holocaust Museum

Students can search key terms related to the Holocaust and browse articles and media collections.

https://encyclopedia.ushmm.org/en

Photographs from concentration camps: https://encyclopedia.ushmm.org/content/en/gallery/concentration-camps-1942-45-photographs

Interview with Bashar al-Assad - BBC

BBC interview with Syrian president Bashar al-Assad from 2015 in the midst of the civil war in which he defends his actions and decisions.

https://www.youtube.com/watch?v=yiC4w7Erz8I

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This article talks about how chronic disease care crisis for Syrian refugees health care and what can done to provide the care and support they need.

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Chronic disease care crisis for Lebanon's Syrian refugees

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More than half of chronic conditions go untreated as more than 1 million Syrian refugees struggle to access Lebanon's creaking health-care system. David Holmes reports.

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At the end of the book, in the author’s note section, the author gives a brief description of what is the current situation of the Syrian refugees in relation to the United states and how those policies have inevitably affected the refugees. For this authentic writing piece, students will write an argumentative essay where they will express their opinions as to why the government should reverse the excluding policies that are in place that do not allow for Syrian refugees to enter to the United states.

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The forgotten mass destruction of Jewish homes during "Kristallnacht" – NewsELA

Each November, communities across the world remember "Kristallnacht." It means "the Night of Broken Glass." Much has been written about the hours between November 9 and 10, 1938. Adolf Hitler and his propaganda minister, Joseph Goebbels, unleashed violence against Jews across Germany and Austria.
Most accounts tend to emphasize the attacks on synagogues and shops, along with the mass arrests of 30,000 men. A few note the destruction of Jewish schools and cemeteries. Attacks on Jewish homes, however, are barely mentioned. It's an aspect of the story that has rarely been researched and written about – until now.

Scholarships, tutoring aim to save "lost generation" of Syrians – NewsELA

ZARQA, Jordan — Until recently, Syrian refugee Eyad Zoulghena had only bad options.The 22-year-old, forced to quit law school when he fled his homeland in 2012, could choose to keep working in a supermarket in Jordan to feed his parents and four siblings, effectively putting his future on hold. He could risk a dangerous sea journey to seek his luck in Europe. Or he could return to war-ravaged Syria.

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Introduce the Crisis
To begin the lesson, tell students that in 2019, more than 70 million people are displaced from their homes as a result of wars, persecution, or severe economic difficulties. Figuring out how to respond to this many displaced people and the problems that forced them from their homes has been a global crisis. Share the following resources with the class in order to give students a glimpse of the scale and consequences of this crisis:
1. Have students watch the video clip An Overview of the Refugee Crisis.
2. Show students the image of Za’atri Refugee Camp in Jordan, near the Syrian border. When you share this image, tell students that in November 2019, according to the UNHCR, 76,000 people lived there.
All of them fled across the border from Syria to escape the brutal civil war. According to the UNHCR, 5.6 million people have been displaced outside Syria since its civil war began in 2011.

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Which of the three main protagonists do you relate with the most? Why?

In the story of Josef, do you think that it was realistic that Josef matured in such a short period of time while his dad went through such drastic change of attitudes?

How has technology helped or hinder the situation of the refugees all over the world?

Do you think that it informs everyday people, or do you think it misinforms people about the refugee situation?

How do these stories relate to what is happening to the people of Ukraine?

Did any of these stories motivate you to be take an active stand to help refugees?

How much responsibility do you think world organizations have in order to control the refugee situation?

Do all the stories had the same effect on you? Was there a story that you connected more than the others? Why?

To the characters actions feel believable to you? Is there something that was not clear to you from the stories?

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It was a mistake, living on the sinking coffin. I should have stayed put. All of us should have. How is Cuba worse now than it ever was? we have always been beholden to somebody else. First it was Spain, then it was US, then it was Russia. First Batista, then Castro. we should have waited. Things change. They always change. - But do they ever get better? Ivan asked. Pg. 101

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If you want to learn about some of the hardships that refugees face in the journeys first-hand, this is the book for you. This book offers an entertaining and detailed narrative, about the experience of a refugee. This book gives a humane perspective to the current problems that trouble many parts of the world. The captivating narratives take you deep into the refugee experience in a way that no other book is able to accomplish. This book is excellent for both young adults and adults who want to know more about the human experience.

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Historical relations between different nations.

The author puts the stories of our protagonist of our students in context by providing a relatively short history between the countries of origin and the new country they travel to. For this project, students will be investigating further, what previous relation these countries had with each other. This will give students a new global perspective on how international relations from the past have led to the current situation of their country of choosing.

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Home, by Warsan Shire (British-Somali poet), Shares a poem describing how it feels when you have to leave your home, land, and memories behind to escape fear and war.

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Read our collection of six refugee poems to get a unique insight into the life of refugees and asylum seekers.

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One of the many ways we encourage survivors of torture to heal is through creativity.

Past trauma can make it difficult to communicate how one feels, but poetry is a fantastic bridge for recovery and understanding.

We have collected six poems which reflect a variety of personal experiences depicting what it's like to be a refugee.

We have displayed four poems from our group Write to Life and two poems from external authors.

What is Write to Life?

Write to Life is a creative writing and performance group that supports our current and former clients to tell stories through art forms.

It is the longest-running refugee-writing group in Britain, and the only one specifically for survivors of torture.

The most amazing thing about writing is that, with only a pen and paper, you can open up a boundless universe of the imagination; a place to nurture yourself with joy, jokes, beauty or just your own listening ear. For people like the writers in our group, often penniless, unable to work and in a dreadful prison of isolation and paralysis while they await the outcome of their asylum claim, this is a lifeline.

Sheila Hayman, Write to Life Coordinator

Write to Life members have collaborated with world-class institutions like The Roundhouse, Tate Galleries and the British and Victoria and Albert Museums. Over the years, they have built up an impressive body of work.

Here's a selection.

Write to Life poems

My Lone Soldier

Introduction

I wrote this because my husband was a soldier. We met at university and this poem is about when he was killed. When I joined Freedom from Torture, I didn't want to open up about these bad experiences because of the torture I went through - my three children, husband, Dad and twin sister were all killed- but when I wrote this poem I felt more at peace. I have been a member of Write to Life since 2001. It has changed a lot but we are always there like a family. When it is Wednesday, we look forward to a good time and good food. The group has grown since I have been involved - I say the bigger the better!

My Lone Soldier by Jade

This Matter by Haymanot

("This matter occupied the time of the Court from 10.20 a.m. to 10.28 a.m.")

For those who want to be heard by others, poetry has a particular power. Its emotional force is concentrated into a few essential words, and the rocket fuel of longing, hope or anger can be sheathed with the seductive beauty of language and imagery. These two elements together may seduce readers who would run a mile from a rant or an op-ed, dissolving their defences into simple human empathy.

Sheila Hayman, Write to Life Coordinator

My Brain is an Immigrant

Introduction

It was very interesting to go to the Tate; you can learn many things from different kinds of pictures. In one of them, there was a woman with her children, so beautifully dressed, from the olden days, but inside her I could see she was empty.

But there were other pictures, of people who looked angry or sad, and then this picture of a brain; it reminded me of anxiety so I wrote about my own brain as an asylum seeker.

I felt like I went to my family when I went to Freedom from Torture; it gave me strength and comfort; I felt free and confident. Now I have moved on - the group gave me the power to see the future and be someone. To have a life, moving forward. Before, I felt lonely and sad; I didn't see a future. I could not have gone and achieved my future without your support and that of many people in the organisation who understood our pain and our problems. Even today, with my own family and no longer coming to Write to Life. I still feel helped.

My Brain is an Immigrant By Senait Hagose

Out of Love

Introduction

I am a survivor of torture from Turkey and I wrote the poem below with Write To Life, in 2006 in Devon. It was one of the most productive weeks of my life. There, I could observe and feel the first days of the coming spring on a farm, in the countryside; and I was with ten other members of the group there. My eyes were foggy and tearful watching the scenery; green grass, trembling cold flowers in unreachable corners outside, a rivulet nearby and the open horizon beyond. And our teachers, who opened our eyes to thinking about art; they helped us to write whatever we felt and thought, without hesitation.

Thanks to them indeed.

After working in the social housing sector for a couple of years, I completed a part time Housing Studies degree at London Southbank University in 2010. Having had two children since then, I am a full-time mother now.

Out of Love - Ozgur

Coordinating Write to Life is a huge privilege, and over the years I and my fellow mentors have learned how to design workshops that inspire and engage the group at a deep level but never force them to revisit experiences they have put behind them, or are not yet ready to revisit. It's a delicate balancing act, but always fascinating, and the results speak for themselves.

Sheila Hayman, Write to Life Coordinator

Home, by Warsan Shire (British-Somali poet)

imagine how it feels to be chased out of home. to have your grip ripped. loosened from your fingertips something you so dearly held on to. like a lovers hand that slips when pulled away you are always reaching.
my father would speak of home. reaching. speaking of familiar faces. girl next door
who would eventually grow up to be my mother. the fruit seller at the market. the lonely man at the top of the road who nobody spoke to. and our house at the bottom of the street
lit up by a single flickering lamp
where beyond was only darkness. there
they would sit and tell stories
of monsters that lurked and came only at night to catch the children who sat and listened to stories of monsters that lurked.
this is how they lived. each memory buried.
an artefact left to be discovered by archaeologists. the last words on a dying
family member's lips. this was sacred.
not even monsters could taint it.
but there were monsters that came during the day. monsters that tore families apart
with their giant hands. and fingers that slept on triggers. the sound of gunshots ripping through the sky became familiar like the tapping of rain fall on a window sill.
monster that would kill and hide behind speeches, suits and ties. monsters that would chase families away forcing them to leave everything behind.

i remember when we first stepped off the plane. everything was foreign. unfamiliar. uninviting. even the air in my lungs left me short of breath.
we came here to find refuge. they called us refugees so we hid ourselves in their language until we sounded just like them. changed the way we dressed to look just like them.
made this our home until we lived just like them and began to speak of familiar faces. girl next door who would grow up to be a

mother. the fruit seller at the market.
the lonely man at the top of the road
who nobody spoke to. and our house at the bottom of the street lit up by a single flickering lamp to keep away the darkness.

there we would sit and watch police that lurked and came only at night to arrest the youths who sat and watched police that lurked and came only at night. this is how we lived.

i remember one day i heard them say to me
they come here to take our jobs
they need to go back to where they came from
not knowing that i was one of the ones who came. i told them that a refugee is simply
someone who is trying to make a home.
so next time when you go home, tuck your children in and kiss your families goodnight be glad that the monsters
never came for you.
in their suits and ties.
never came for you.
in the newspapers with the media lies.
never came for you.
that you are not despised.

and know that deep inside the hearts of each and every one of us
we are all always reaching for a place that we can call home.

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Six Refugee Poems - a unique insight into the life of refugees and asylum seekers

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Read our collection of six refugee poems to get a unique insight into the life of refugees and asylum seekers.

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1. Josef’s father decides to go to the funeral on the ship because he “saw too many men die without funerals at Dachau.” Why do you think he was able to overcome his fears for this event, but not for Josef’s bar mitzvah? (p113)

2. Shiendick and Captain Schroeder have clear differences in their political view of Hitler and the direction of Germany. Do you think this will cause a significant conflict in the story? How? (p113-115)

3. Why does Mahmoud’s father seem to be disappointed when Mahmoud accepts help from the taxi driver? (p127)

4. Do you think Josef did the right thing when he slapped his father? Why or why not? Do you think there will be consequences for this action? What kind? (p133-134)

5. Do you think giving Hana to the people on the other dinghy was the right decision? Why or why not? (p162)

6. On page 214, Mahmoud describes, to paraphrase, how people ignore refugees until they feel uncomfortable with their presence. Are there other people that society ignores until they “make problems?” Who are they? What are the consequences of ignoring people in need, a.k.a. being a bystander? (p214)

7. By the end of the book, we come to understand how each story is connected. Frau Rosenberg, a.k.a. Ruthie, once again lives in Germany, and is now assisting Syrian refugees in need. Is there an experience in your life or your family’s lives that have driven you to ‘give back’ in a way? (p315-317)

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Do refugees watch TV?

Do refugees watch TV? Do they play Angry Birds or Fruit Ninja on their smartphones? When students imagine countries that are depicted as “war-torn” in the national media, they often imagine bleak places where people live in huts, camps, and bombed-out buildings. When they hear “refugee,” they might imagine someone wearing tattered traditional clothing with nothing to their name but despair.

Yet in Refugee, Mahmoud and his family rely on their smartphone for navigation, and Mahmoud’s younger brother’s favorite toys are Marvel action figures, perhaps just like some students who may read this novel in an American school. Mahmoud's father is a persistent optimist who cracks jokes even in the dire times, a very relatable dad. At the end of their journey, Mahmoud and his family may end up with hardly anything in their possession, but who were they before the war?

This activity could start with a thought experiment wherein students discuss their perceptions (and possible misconceptions) of refugees, and could lead into an activity where students read first-hand accounts of refugees who had to give up professional careers and regular lives to escape conflict in their homeland.

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“Jose Abreu's mysterious journey”

-The story of White Sox’ Jose Abreu’s defection from Cuba, including details about other Cuban players’ paths to the MLB. Great potential for discussions on ethics of migration.

https://www.chicagotribune.com/sports/white-sox/ct-abreu-chicago-cuba-spt-1102-20141107-story.html#page=1

Night by Elie Wiesel

-Elie Wiesel was a prisoner in the Auschwitz and Buchenwald concentration camps during the Holocaust. Night is his memoir, a first-hand account of his experiences in the camps with his father. In Refugee, Josef’s father survived his imprisonment in Dachau, but it made him into a shell of the person he was before. Readers see the effect the camp had on Josef’s father, but the horrors that changed him are touched on only briefly. To better understand Josef’s father’s pain, students could read excerpts from Elie Wiesel’s Night.

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What a great book to read! Refugee was a very informative and well-written book. The number of feelings, hurt, imagery, and sorrow this book carries is capable of making readers cry. I myself cried reading it! I think it is a great book choice to read with my students in my future classroom.

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Minilessons

1.What is assimilation?

In this lesson, students will learn the concept of assimilation: What does it mean to assimilate? What are the possible impediments of assimilating to a different culture?

Students will make a real-life connection to the concept by discussing if they can identify a moment when they felt like they had to assimilate? How did they feel? How can assimilation create a cultural shock in an individual?

2. Point of view – Limited vs Omniscient Point of View
In this lesson, students will learn to identify the differences between a limited third person point of view and omniscient point of view.
Students will compare how character and story development is shown through the point of view of the narrator.

3. Compare and contrast character traits
In this lesson, students will analyze character traits by using one of the book’s protagonists (name of protagonist) Students will then compare and contrast these characters in order to understand authors purpose in relation to the theme of the book.

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The gist of the project:

Students will learn about refugees, who have been forced to leave their homes to escape war, fear, and violence.  They have fled their homes and crossed a border to seek shelter outside of their homelands. Students will have to fill out an asylum form, choose an escape route from one of the stories, and create a boat that will float on water to demonstrate how refugees strive to escape the danger of the oceans using all kinds of boats.

How long will the project take to complete the project?

The project will take about 2 weeks

What are the specific requirements of the project product?

·       In pairs, students will research what is asylum? Look for the form and fill it out?

·       Students will look up refugee escape routes from the story (Refugee book) and draw them on a poster.

·       Students will construct wooden paddleboards that is powered by an elastic band. Students will need popsicles (craft) wooden sticks, a glue gun, a craft knife, a rubber band, a ruler, a drill, sandpaper, a screwdriver, a safety pin, 2 bottle caps, and paddles for the boat

·       Students will need to apply mathematical skills using angles, shapes, and measurements.

·       Students will experiment with their boats in the water.

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Write a poem that captures the big idea of the book Refugee.

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1.     Lesbos, Greece the mountain of life jackets! According to the United Nations refugee agency 3,400 refugees and migrants land each day.

https://www.aljazeera.com/features/2015/12/29/life-jacket-mountain-a-metaphor-for-greeces-refugees#:~:text=Lesbos%2C%20Greece%20%E2%80%93%20At%20the%20end,search%20for%20safety%20in%20Europe.

2.    Escape routes of Jews fleeting Germany 1933-1939.

https://www.annefrank.org/en/anne-frank/go-in-depth/impossibilities-escaping-1933-1942/

3.   Who's Taking Their Fair Share of Syrian Refugees

https://www.statista.com/chart/7270/whos-taking-their-fair-share-of-syrian-refugees/

4.  Syria: The World's Largest Refugee
Crisis documentary

https://www.youtube.com/watch?v=EEQdVSWvWWA

5.  A song about Syrian refugees.
Subtitles in English will be used to
understand lyrics. https://www.youtube.com/watch?v=5xVPdOnbdcg&list=RDOxyDo3rcGT4&index=19

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Heartbeat: Blind Syrian girl sings song in hope

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Refugee is not just another action book profiting off the suffering of others; Alan Gratz takes pains to create a well-researched, realistic, and emotionally engaging(/exhausting) account of three families' harrowing flights from oppression. In Refugee, characters make weighty decisions with consequences that echo across time, speaking to how all generations share in the responsibility of caring for humanity.

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What is a Refugee? By: Elise Gravel

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1. Why did Mahmoud want to stay invisible? How did that keep him safe? What happened that made him feel this way? Pg13

2. When Josef told the soldiers that he “Will be a man soon enough” on page 4 what did he mean by that and is it connected to the bar mitzvah? What is a bar mitzvah and what does it mean?

3.  If you were in Isabel was forced to give up and trade her trumpet and cat to get gasoline for the boat? What did she lose and what did she gain?

4. If your house was bombed like Mahmoud’s house and you had to take one thing with you what would that one thing be and why?

5. How would you describe the similarities between the main three characters even though these stories happened at different times and regions?

6. How does the book make you feel? And what does it make you want to offer to refugees?

7. What was the connection between the three stories in the book?

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1. Multiple perspectives

-Authors make conscious choices about the point of view and perspective from which they tell their stories. Sometimes stories are told from the perspectives of multiple characters. Why do authors do this? What are some elements to look for in narratives told from multiple perspectives? How can reading multiple perspectives change the way we think about the story?

2. Character arc

-Refugee is a plot-driven book that is made stronger by realistic characters who must make difficult decisions with lasting consequences, who face harsh challenges and through them grow and change. What is a character arc? Why is it important to a story?

3. Immigration policy

-In Refugee, Isabella talks about the Wet Foot/Dry Foot policy of Cuba-US immigration in the 90s. In this mini lesson, the class discusses the question, what is an immigration policy? Who decides immigration policies? What are some examples of historic immigration policies of the United States? What is an illegal immigrant and how are they different from legal immigrants?

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Minilessons:
1. Learn about map skills, the definition of a map, map symbols, map key, routs, and compass

2. What is the difference between migration and refugees? What does the word asylum mean? Show them an example of an asylum form.

3. Learn about the three dictators, Adolf Hitler, Fidel Castro, and Bashar al-Assad, and discuss their policies.

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In this activity students will be introduced to the word refugee and what does it mean to be a refugee? Students will walk around the classroom to view pieces of images/ information related to the word (Refugee). These images will be glued on a large white anchor chart. There will be images of people, refugees’ camps, escape routes, tents, life vests, boats, clothes, and food. The teacher will also display informational charts, statistics, and data that will get the students to start thinking about the number of refugees around the world.   In pairs, students will have the opportunity to write notes on the anchor chart next to the images with their comments/ questions/ideas they have for further explanations. After ten minutes the class will have a whole-group discussion on what they learned from these images and data charts. The teacher will keep these displays on the classroom walls as a reference to go back to while reading the book.

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“Fight the impossible and win” (page:187)

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1.  Allies

2. Code of Honor

3. Grenade

4. Ground Zero

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Create a 4th Main Character

Refugee follows 3 children and their families who have been displaced by war, persecution, or political unrest. Each chapter is told from the point of view of one of those children. The first few chapters of the book introduce each character and the moment in which they live. The author provides background information about the characters' culture, their country and its political situation, and their daily lives.

For this project, students will research an historical event that generated the movement of a significant number of refugees, such as the Vietnam War. They will create a fourth character and write a "Chapter 1" or introductory chapter for that character in the style of the book, making sure to include information about the place, culture, and the moment in time. They will also write an "arc" or timeline for that character and their family - how will they flee the conflict? Where will they go and how will they get there? What kinds of difficulties will they face along the way? How will their story connect to the three story arcs in Refugee? Students will write the chapter, create the timeline with details of events, and create a map showing their character's journey.

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"When they stayed where they were supposed to be - in the ruins of Aleppo or behind the fences of a refugee camp - people could forget about them. But when refugees did something they didn't want them to do - when they tried to cross the border into their country, or slept on the front stoops of their shops, or jumped in front of their cars, or prayed on the decks of their ferries - people couldn't ignore them any longer." p214

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A story about a young woman who was a refugee from Syria and travelled across the Mediterranean Sea in order to pursue a better life.

"There is an old Arabic proverb that said 'Close the door that brings the wind and relax", and that exactly what they did; while the rest of the middle east was rioting,, Syrians stayed inside and locked their doors and waited to see what would happen."
-what are the consequences of being unconcerned with injustice and persecution taking place around the world today?

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Melissa Fleming: A boat carrying 500 refugees sunk at sea. The story of two survivors

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Aboard an overloaded ship carrying more than 500 refugees, a young woman becomes an unlikely hero. This single, powerful story, told by Melissa Fleming of the UN's refugee agency, gives a human face to the sheer numbers of human beings trying to escape to better lives ...

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"The past, the present, the future. All of my life I kept waiting for things to get better. For the bright promise of mañana. But the funny thing happened while I was waiting for the world to change, Chabela: I didn't. Because I didn't change it"

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After learning about the Bystander Effect, students will write a speech that will persuade people to by a Upstander not a Bystander.

Write a speech to persuade people around the world to be and Upstander not a Bystander when it comes to injustices.

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1. Which of the three stories are captivating to you at this point of the novel? Why and explain your reasoning. pg. 54
2. How does Josef’s sea voyage compare to those of Isabel and Mahmoud? Do you believe that one voyage is more threatening, challenging, or scary? Why? pg. 92
3. Share examples of small moments of kindness that you've observed  throughout the novel that have made a big or small differences in the character's journey. pg. 146
4. Identify the main challenge each character faced on pages. 146-175. How would you have reacted to each dilemma? Explain why.
5. PREDICTION: Do Not read ahead.

1. How do you think their stories will end? What background knowledge might help you come up with a good prediction.

6. What was the author's message in this book? pg. 317
7. How did the character's grow throughout their own journeys? pg. 317

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Out of Syria-Back in School is a 360 video that shows the reality of the Syrian Conflict

The Perils of Indifference

Elie Wiesel warns about the repercussions that will happen in the world if indifference is still prevalent when it comes to human injustices.

As Refugees Are Turned Away, Holocaust Experts Note History Repeating Itself

Jewish educator and activist Russel Neiss teamed up with Rabbi Charlie Schwartz to create a Twitter account solely dedicated to remembering those 254 victims who were denied entry to the United States in the St. Louis.

Meet Young Immigrants

Hear the stories of real kids who recently immigrated to the United States from different countries.

BBC's Choose Your Escape- Syrian Journey

Take this interactive journey understand the real dilemmas that refugees face.

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DFID - Department for International Development

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360° video: Out of Syria, back into school

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Refugee encompasses the powerful stories about the journeys of three young characters in different times and places in history. Each story as strong as the next and the author ties all of those stories in a beautiful way leaving the reader with a sense of hope.

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https://www.forbes.com/sites/ashoka/2014/10/08/a-better-way-to-buy-one-give-one/?sh=7ff6c713485e

Students will pick a company or organization that gives back. They will have to research how the company aims to help others in need and truly analyze what they donate and how those funds are dispersed.

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Summarize and share your family's story.

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What does it mean to be a refugee? - Benedetta Berti and Evelien Borgman

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MiniLesson 1: The Refugee Crisis (Background Knowledge and Present day issues)
Students will learn the meaning of "origin" and "asylum" countries. They will then visit therefugeeproject.org and will explore the map, choose a country and record the amount of refugees that have left since 2010. They also have to identify 3 asylum countries.

MiniLesson 2: Journeys
Students will work in groups after selecting a character's journey and create a padlet about the backstory of their Character either on the Cuban Exodus, Kristalnaltch, or the Syrian Conflict

MiniLesson 3: Bystander
Students will read the short poem First they came for the Socialist by Martin Niemoller.
Students will answer the following questions:
Who is the bystander in the poem?
How might the different actions on the part of the bystanders have changed the outcome?
Students will then take a look at The Terrible Things by Eve Bunting.
They will answer:
Who might the animals represent?
What forces either internal or external prevent bystanders from taking action?