HM - Nov. 2016 - OConnor

Classroom Applications

Refugees Around the World

by Jillian O'Connor


Grade Level
High School

Course
World History

Abstract
The teacher is teaching the material in this way so that the students will be able to learn about refugee crises in a more personal narrative.  The teacher will be showing different statistics, articles, and video clips to the students that show daily experiences of refugees.

Essential Questions
How are refugee experiences unique and how are they universal?

NCHE Habits of Mind 
11 - The Unintended and Unexpected
12 - Time and Place are Inseparable 

Objectives / Goals
Students will be able to expand on their knowledge on what it means to be a refugee and the challenges they experience.  The students will also be able to expand on their critical thinking skills by reading statistics, articles and watching video clips that demonstrate the number of refugees in the world as well as how they became refugees in the first place.  Using the skills from this lesson will help the students to have a better knowledge of what a refugee really is and enable them to begin thinking about ways the United States and other countries can assist them.  

Assessment
The students will do two different formative assessments.  The first formative assessment will be the students filling out a graphic organizer about the different crises that they are learning about for the day (graphic organizer is at the end of the lesson plan).  The second formative assessment will be students writing a short paper (about two to three paragraphs) over the different refugees from Syria, Mexico and South Sudan.  The first paragraph will be related to the event(s) going on in each country that caused there to be refugees, the second paragraph will be related to how the refugees have responded or dealt with leaving their homeland, and the last paragraph will be the student's reflection on the story(s) that had the biggest impact on them and why.  The students will write the short paper towards the end of the class period.  The formative assessments can be put in as a daily grade (points vary based on teacher preference).  

Rubric 
Grade
A). The student was able to strongly demonstrate their knowledge of all of the events, using at least two pieces of evidence for each event. 
B).  The student was able to demonstrate their knowledge of all of the events, using at least one piece of evidence for each event.  
C).  The student was able to demonstrate their knowledge of at least two of the events, using at least one piece of evidence.  
D).  The student was able to demonstrate their knowledge of at least one of the events, using at least one piece of evidence.  
F).   The student was not able to demonstrate their knowledge of any of the events.  

Key Concepts / Vocabulary
1. Syria- A country located in Southwest Asia.  Borders Turkey to the North, the Mediterranean coast as well as Lebanon to the East, Jordan to the South and Iraq to the West.  
2. Mexico- A country located in Southern North America.  Borders the United States to the North and Guatemala to the south.  
3. South Sudan- A country located in Northern Africa.  Borders Sudan to the North, Ethiopia to the East, Uganda, Kenya and Democratic Republic of Congo to the South and Central Africa Republic to the West.  
4. Refugee- A person who has been forced to leave their home due to extreme circumstances, such as war, persecution, and/or natural disasters.  
5. Migrant- A person who moves
6. Economic Migrant- A person who moves in search of better economic opportunities 
7. United Nations and other relief organizations/programs- Organizations dedicated to helping large groups of people in struggling countries
8. Humanitarian- A person or group who is seeking to promote better general welfare 

Materials
- 3 iPads

Syrian Refugee Resources 
- PositiveNegatives, Benjamin Dix, Lindsay Pollack, and Wael Tonbaji. "A Perilous Journey: Khalid's Flight to Europe from Syria - an Illustrated Account." The Guardian. Guardian News and Media, 11 Nov. 2015. Web. 28 Mar. 2016.
- Humans of New York- stories from Syrian refugees http://www.humansofnewyork.com/tagged/jordan
- Statistics about the refugees http://data.unhcr.org/syrianrefugees/regional.php 

Mexican Refugee Resources 
- Painting- Paisaje II (Landscape II) by Lenin Marquez Salazar
- Mexico Border Crisis https://youtu.be/YWF1NXfIUrw 
- Statistics about the violence: Mexican Cartels: Areas of Dominant Influence and Key Areas of Conflict Map and Killings in Mexico v. Civilian Deaths in Afghanistan and Iraq since 2007 Chart

Sudan Refugee Resources 
- The Good Lie (scene of main characters fleeing their home) https://youtu.be/mXDB5_4Dih0 
- Sudan Refugees: Taking Back Their Story http://www.cnn.com/2015/01/22/africa/gallery/sudan-stories-from-refugees-to-photojournalists/ 
- Statistics about the refugees https://www.mercycorps.org/articles/south-sudan/quick-facts-what-you-need-know-about-south-sudan-crisis 

Instructional Procedure
The teacher will gone over with the students what they will be doing for the class the previous school day.  The teacher will have also introduce the students to what a refugee is, how did they become refugees, etc. so they will have some prior knowledge on the subject.  This particular lesson will take up almost the majority of the class time (60 minutes(.  The first thing that the teacher will do is split up the students into three groups (have the students count off 1,2,3).  Each group will have their own table/section of the class where they will be learning about the Syrian, Mexican, and Sudan refugee crises.  Once the students have their number, they will then go to their corresponding table/section, with Syria being Group #1, Mexico Group #2 and Sudan Group #3.  

Once the students get to their corresponding group, they will go over the information about each specific crisis and the refugees affected by it.  The information in each group is presented with statistics about the crisis, as well as personal stories from the refugees themselves.  The stories from the refugees are either presented in article or video form.  The articles and statistics will be printed off for the students to read through, while the videos can be easily accessed through the iPads at each table.   The students will have about 15 minutes to go over all of the information presented at each table.  The students will have the graphic organizer to fill out the information for each crisis.  This activity will take about 45 minutes in total.  

After the students went to each table and learned about the three different refugee crises, the students will individually write a paper about the crises and how it impacted them.  The students will have the remaining 15 minutes to write their paper and will turn it in at the end of the class period.  This assignment will count as a summative assessment. The teacher will go over what the students have written and go more in depth about each the refugee crises the remaining school week.  


Extensions
The teacher can give students links to the United Nations for them to learn more about each of the crises and how they can possibly help out.  The teacher can also give the students the link to Catholic Charities in Oklahoma City and other volunteer organizations for more ways to help out refugees, specifically in the OKC metro area.  


Graphic Organizer             
       
Name:_________________

Country
 
What event(s) caused the crisis? What groups of people have been affected?
How many have been affected?
Where have the refugees been going? How has it impacted the world?
Syria
 
       
Mexico
 
       
Sudan
 
       

 

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