Created by Evelyn Hudson
Essential Question: What does it mean to be a refugee?
Purpose: Students will examine several different kinds of materials to gain an understanding of what it means to be a refugee, both in how they view themselves and how the outside world views them. They will recognize that being a refugee is not an experience limited to one skin color, country of origin, or time period, but instead it is a status that anyone can easily fall into. Students will learn that refugee crises are still an issue in the present day.
Grade Levels: 11-12, on grade level
Essential Question: What does it mean to be a refugee?
Purpose: Students will examine several different kinds of materials to gain an understanding of what it means to be a refugee, both in how they view themselves and how the outside world views them. They will recognize that being a refugee is not an experience limited to one skin color, country of origin, or time period, but instead it is a status that anyone can easily fall into. Students will learn that refugee crises are still an issue in the present day.
Grade Levels: 11-12, on grade level
Anchor Text
Salt to the Sea by Ruta Sepetys
Sepetys, R. (2016). Salt to the sea. New York, NY: Philomel Books.
On grade level; teacher-led discussion
About the Material
In this young adult novel, characters struggle to find their place in 1945 war-torn Europe. Written from the perspective of multiple characters, readers get a glimpse into the lives of a pregnant Polish girl, a Prussian spy, a devoted Nazi, and a nurse from Lithuania. Each character hides their own secrets as they search for a place to call home in a world that no longer accepts them. In the end, they experience the tragic sinking of the MV Wilhelm Gustloff. This novel will show students what it was like to be displaced in Europe at the end of World War II. They will experience both the kindness and cruelty of strangers from the perspective of relatable characters around their age. This novel will help students imagine themselves in the place of a refugee and get them interested in learning more about other refugees, past and present, around the world.
In the Classroom
This novel would be excellent for use in teacher-led discussions. Teachers could expand on the many historical references in the book, such as the sinking of the MV Wilhelm Gustloff, and discuss the unique experiences of refugees during WWII. Teachers could also trace how the themes develop in the text and determine what message it sends about refugees (CCSS.ELA-LITERACY.RL.11-12.1 & CCSS.ELA-LITERACY.RL.11-12.2).
Salt to the Sea by Ruta Sepetys
Sepetys, R. (2016). Salt to the sea. New York, NY: Philomel Books.
On grade level; teacher-led discussion
About the Material
In this young adult novel, characters struggle to find their place in 1945 war-torn Europe. Written from the perspective of multiple characters, readers get a glimpse into the lives of a pregnant Polish girl, a Prussian spy, a devoted Nazi, and a nurse from Lithuania. Each character hides their own secrets as they search for a place to call home in a world that no longer accepts them. In the end, they experience the tragic sinking of the MV Wilhelm Gustloff. This novel will show students what it was like to be displaced in Europe at the end of World War II. They will experience both the kindness and cruelty of strangers from the perspective of relatable characters around their age. This novel will help students imagine themselves in the place of a refugee and get them interested in learning more about other refugees, past and present, around the world.
In the Classroom
This novel would be excellent for use in teacher-led discussions. Teachers could expand on the many historical references in the book, such as the sinking of the MV Wilhelm Gustloff, and discuss the unique experiences of refugees during WWII. Teachers could also trace how the themes develop in the text and determine what message it sends about refugees (CCSS.ELA-LITERACY.RL.11-12.1 & CCSS.ELA-LITERACY.RL.11-12.2).
Supporting Material #1
"Transmigration" by Mai Der Vang
Vang, M. D. (2017, March 16). Transmigration [Blog post]. Retrieved from https://milkweed.org/blog/poetry-migration-2-mai-der-vang
On grade level; individual analysis
About the Material
This poem uses a series of powerful metaphors to explain how the spirit can be broken as a refugee. The speaker implores her spirit to come along with her and stay strong on the difficult journey. This work demonstrates the emotions of a refugee from a different part of the world and shows how despite the miles and time, the experiences of refugees are strikingly similar.
In the Classroom
Students might be asked to write a reflection about why the speaker sees her spirit as separate from herself in the poem and how that demonstrates her feelings as a refugee. Students could be asked to focus on the author’s word choice and the underlying meaning of the poem (CCSS.ELA-LITERACY.RL.11-12.4 & CCSS.ELA-LITERACY.RL.11-12.6).
"Transmigration" by Mai Der Vang
Vang, M. D. (2017, March 16). Transmigration [Blog post]. Retrieved from https://milkweed.org/blog/poetry-migration-2-mai-der-vang
On grade level; individual analysis
About the Material
This poem uses a series of powerful metaphors to explain how the spirit can be broken as a refugee. The speaker implores her spirit to come along with her and stay strong on the difficult journey. This work demonstrates the emotions of a refugee from a different part of the world and shows how despite the miles and time, the experiences of refugees are strikingly similar.
In the Classroom
Students might be asked to write a reflection about why the speaker sees her spirit as separate from herself in the poem and how that demonstrates her feelings as a refugee. Students could be asked to focus on the author’s word choice and the underlying meaning of the poem (CCSS.ELA-LITERACY.RL.11-12.4 & CCSS.ELA-LITERACY.RL.11-12.6).
Supporting Material #2
"This is What It's Like to Come to the United States as a Refugee: One Story of Coming to American From the Soviet Union" by Julia Ioffe
Ioffe, J. (2017, January 29). This is what it's like to come to the United States as a refugee: One story of coming to America from the Soviet Union. The Atlantic. Retrieved from https://www.theatlantic.com/politics/archive/2017/01/this-is-what-its-like-to-come-to-the-united-states-as-a-refugee/514850/
Above grade level; teacher-led discussion
About the Material
In this article, the author discusses how her parents immigrated to the United States as refugees to escape the Soviet Union. She explains their mistreatment in the Soviet Union because of their Jewish heritage and how her parents worried they would be turned back at the border. They were no longer welcome in their home country and it was unclear if they would be welcomed into a new country. The text offers students a compelling look at what it took to get into the United States as a refugee during the Cold War and a family’s reasons for leaving.
In the Classroom
The teacher might guide the students in creating an outline for each of the characters with their motivations for leaving the Soviet Union or staying. Teachers could then help students relate that reasoning to the political arguments in the article. This work would also be useful to practice textual analysis to determine the author’s meaning (CCSS.ELA-LITERACY.RL.11-12.1 & CCSS.ELA-LITERACY.RI.11-12.4).
"This is What It's Like to Come to the United States as a Refugee: One Story of Coming to American From the Soviet Union" by Julia Ioffe
Ioffe, J. (2017, January 29). This is what it's like to come to the United States as a refugee: One story of coming to America from the Soviet Union. The Atlantic. Retrieved from https://www.theatlantic.com/politics/archive/2017/01/this-is-what-its-like-to-come-to-the-united-states-as-a-refugee/514850/
Above grade level; teacher-led discussion
About the Material
In this article, the author discusses how her parents immigrated to the United States as refugees to escape the Soviet Union. She explains their mistreatment in the Soviet Union because of their Jewish heritage and how her parents worried they would be turned back at the border. They were no longer welcome in their home country and it was unclear if they would be welcomed into a new country. The text offers students a compelling look at what it took to get into the United States as a refugee during the Cold War and a family’s reasons for leaving.
In the Classroom
The teacher might guide the students in creating an outline for each of the characters with their motivations for leaving the Soviet Union or staying. Teachers could then help students relate that reasoning to the political arguments in the article. This work would also be useful to practice textual analysis to determine the author’s meaning (CCSS.ELA-LITERACY.RL.11-12.1 & CCSS.ELA-LITERACY.RI.11-12.4).
Supporting Material #3
"What Living Conditions Are Like for Syrian Refugees in Berlin" by VICE News
VICE News. [vicenews]. (2016, December 1). What living conditions are like for Syrian refugees in Berlin: VICE News tonight on HBO [Video file]. Retrieved from https://www.youtube.com/watch?v=Re4wpZ-NPgM
Below grade level; individual analysis
About the Material
This video shows what life is like for Syrian refugees in Berlin. It offers perspectives from both refugees and German citizens. The video demonstrates to students that there are still refugee crises occurring in the present day and gives them an excellent overview of the current situation in Germany. This video is presented like a news segment that students are used to seeing with a good explanation for those without background knowledge.
In the Classroom
Students might review the video and then look for other reputable sources that discuss the current situation in Germany. They might write a reflection using this video and the sources they find to share their opinion on how to improve the refugee situation in that country (CCSS.ELA-LITERACY.SL.11-12.2 & CCSS.ELA-LITERACY.SL.11-12.3).
"What Living Conditions Are Like for Syrian Refugees in Berlin" by VICE News
VICE News. [vicenews]. (2016, December 1). What living conditions are like for Syrian refugees in Berlin: VICE News tonight on HBO [Video file]. Retrieved from https://www.youtube.com/watch?v=Re4wpZ-NPgM
Below grade level; individual analysis
About the Material
This video shows what life is like for Syrian refugees in Berlin. It offers perspectives from both refugees and German citizens. The video demonstrates to students that there are still refugee crises occurring in the present day and gives them an excellent overview of the current situation in Germany. This video is presented like a news segment that students are used to seeing with a good explanation for those without background knowledge.
In the Classroom
Students might review the video and then look for other reputable sources that discuss the current situation in Germany. They might write a reflection using this video and the sources they find to share their opinion on how to improve the refugee situation in that country (CCSS.ELA-LITERACY.SL.11-12.2 & CCSS.ELA-LITERACY.SL.11-12.3).
Supporting Material #4
"What Happened to History's Refugees?" by Mona Chalabi
Chalabi, M. (2013, July 25). What happened to history’s refugees? [Blog post]. The Guardian. Retrieved from https://www.theguardian.com/news/datablog/interactive/2013/jul/25/what-happened-history-refugees
Below grade level; peer-supported discussion
About the Material
This article provides an overview of refugee crises going all the way back to 740 BC. Students will see that refugees are a common theme in history and read brief explanations of some of the largest crises in world history. This article is presented in a straightforward format that is easy to follow.
In the Classroom
Students might work in groups to research one of the refugee crises in the text that most interests them and complete a presentation to share with their classmates to show understanding of how each crisis in the article relates to the main idea of the text (CCSS.ELA-LITERACY.RH.11-12.2).
"What Happened to History's Refugees?" by Mona Chalabi
Chalabi, M. (2013, July 25). What happened to history’s refugees? [Blog post]. The Guardian. Retrieved from https://www.theguardian.com/news/datablog/interactive/2013/jul/25/what-happened-history-refugees
Below grade level; peer-supported discussion
About the Material
This article provides an overview of refugee crises going all the way back to 740 BC. Students will see that refugees are a common theme in history and read brief explanations of some of the largest crises in world history. This article is presented in a straightforward format that is easy to follow.
In the Classroom
Students might work in groups to research one of the refugee crises in the text that most interests them and complete a presentation to share with their classmates to show understanding of how each crisis in the article relates to the main idea of the text (CCSS.ELA-LITERACY.RH.11-12.2).
Supporting Material #5
Executive Order From The White House
The White House, Office of the Press Secretary. (2017, January 27). Executive order: Protecting the nation from foreign terrorist entry into the United States [Press release]. Retrieved from https://www.whitehouse.gov/the-press-office/2017/01/27/executive-order-protecting-nation-foreign-terrorist-entry-united-states
Above grade level; teacher-led discussion
About the Material
This text is the executive order issued by President Trump that has since been challenged in court. It explains the President’s plan to make entering the United States much more difficult in the name of national security. This document shows students how the United States government is currently treating refugees and demonstrates that refugee crises are occurring right now. The text is lengthy and the language is advanced, with references to other orders issued by the President.
In the Classroom
The class might go over each paragraph, locating other orders when necessary, to translate them into plain language. The teacher could ask the students to evaluate the order and, using what they know from the other works in the text set and new materials, determine if they agree with the argument (CCSS.ELA-LITERACY.RH.11-12.8 & CCSS.ELA-LITERACY.RH.11-12.9).
Executive Order From The White House
The White House, Office of the Press Secretary. (2017, January 27). Executive order: Protecting the nation from foreign terrorist entry into the United States [Press release]. Retrieved from https://www.whitehouse.gov/the-press-office/2017/01/27/executive-order-protecting-nation-foreign-terrorist-entry-united-states
Above grade level; teacher-led discussion
About the Material
This text is the executive order issued by President Trump that has since been challenged in court. It explains the President’s plan to make entering the United States much more difficult in the name of national security. This document shows students how the United States government is currently treating refugees and demonstrates that refugee crises are occurring right now. The text is lengthy and the language is advanced, with references to other orders issued by the President.
In the Classroom
The class might go over each paragraph, locating other orders when necessary, to translate them into plain language. The teacher could ask the students to evaluate the order and, using what they know from the other works in the text set and new materials, determine if they agree with the argument (CCSS.ELA-LITERACY.RH.11-12.8 & CCSS.ELA-LITERACY.RH.11-12.9).
Supporting Material #6
"Key Facts About Refugees to the U.S." by Jens Manuel Krogstad and Jynnah Radford
Krogstad, J. M., & Radford, J. (2017, January 30). Key facts about refugees to the U.S. Retrieved from http://www.pewresearch.org/fact-tank/2017/01/30/key-facts-about-refugees-to-the-u-s/
On grade level; peer-supported discussion
About the Material
This article offers statistics about refugee admissions into the United States. It also breaks down refugees by religion and shows the results of polls which asked Americans if they supported taking in refugees during different crises. This text shows students how the refugee crisis directly affects their country.
In the Classroom
Students could read and interpret the statistics in pairs or groups to gain a better understanding of the refugees who enter the United States in terms of their religion, their reason for entering, and where they end up (CCSS.ELA-LITERACY.RH.11-12.7). Students might expand their knowledge after reading this text by clicking on one of the many hyperlinks in the article to learn related information.
"Key Facts About Refugees to the U.S." by Jens Manuel Krogstad and Jynnah Radford
Krogstad, J. M., & Radford, J. (2017, January 30). Key facts about refugees to the U.S. Retrieved from http://www.pewresearch.org/fact-tank/2017/01/30/key-facts-about-refugees-to-the-u-s/
On grade level; peer-supported discussion
About the Material
This article offers statistics about refugee admissions into the United States. It also breaks down refugees by religion and shows the results of polls which asked Americans if they supported taking in refugees during different crises. This text shows students how the refugee crisis directly affects their country.
In the Classroom
Students could read and interpret the statistics in pairs or groups to gain a better understanding of the refugees who enter the United States in terms of their religion, their reason for entering, and where they end up (CCSS.ELA-LITERACY.RH.11-12.7). Students might expand their knowledge after reading this text by clicking on one of the many hyperlinks in the article to learn related information.