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\n\"Energy\n\n
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\nLesson Planet Curated\n
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\nEnergy of a Nation: Immigrants in America\n

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\n\nFor Students\n\n8th - Higher Ed\n\nStandards\n
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\nImmigration and immigration reform are hot button topics, now more than they have been. The Energy of a Nation curriculum is designed to dispel myths about immigrants, build empathy, and provide up-to-date facts. The 13 lessons in the...\n
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\n\"Refugees\n\n
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\nConstitutional Rights Foundation\n
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\nRefugees From Vietnam and Cambodia\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe United States may have pulled its troops from the Vietnam War in 1973, but the conflict was far from over for the citizens living in Asia at the time. An informative resource lets learners know about the wave of over 220,000...\n
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\n\"Refugees\n\n
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\nAdvocates for Human Rights\n
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\nRefugees and Asylum Seekers\n

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\n\nFor Students\n\n8th - Higher Ed\n\nStandards\n
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\nTo gain a deeper understanding of the plight of refugees and asylum seekers, class members read stories written from the point of view of an emigrant, map the individual's journey, and note the human rights affected by each stage of the...\n
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\n\"Life\n\n
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\nCurated OER\n
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\nLife as a Refugee\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLesson 1 from a Refugees and Human Rights unit is based on the UNHCR video “Working with Refugees.” Pupils gain an understanding of the role the United Nations plays in protecting and assisting refugees worldwide and have an opportunity...\n
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\n\"Refugees\n\n
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\nCurated OER\n
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\nRefugees at Center Stage\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nWhat is an advocate? Help high schoolers understand the issues forcing refugees to leave their home country. After gaining some information on the subject, high schoolers create a dynamic presentation and persuasive essay encouraging...\n
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Interactive
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\n\"Analyzing\n\n
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\nAnalyzing a Writing Assignment by a Teenage Refugee in New York During World War II\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nYoung historians delve into the world of teenage refugees during WWII to understand their experiences. The activity focuses on a writing assignment from a teen staying at a US refugee camp to explore the struggles they faced, such as...\n
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\n\"The\n\n
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\nThe SS Quanza and European War Refugees\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nWorld War II not only resulted in major loss of life, but it also displaced thousands of people. An eye-opening activity uses primary documents to explore the refugee crisis during World War II. Scholars compare the event to modern-day...\n
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\n\"U.S.\n\n
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\nU.S. Policy and the Holocaust Refugee Crisis\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nHow did the United States respond to the Holocaust refugee crisis during World War II? The activity focuses on the United States' foreign policies and the arguments for and against offering assistance. Scholars analyze historical...\n
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\n\"Refugees:\n\n
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\nConstitutional Rights Foundation\n
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\nRefugees: International Law and U.S. Policy\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nDiscover the ways America has opened its borders to international refugees, and the ways other countries have been more or less welcoming, with an informational passage about United States and international policies on refugees....\n
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\n\"Seeking\n\n
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\nCommunity Colleges of Los Angeles\n
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\nSeeking Refuge: Understanding Refugees in Canada\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nWhat if you had no choice but to leave everything behind and seek asylum elsewhere? Do countries have an obligation to accept refugees? To gain an understanding of the complexity of the issues of refugee rights, class members first...\n
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\n\"Refugees\n\n
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\nRefugees and IDPs Activities\n

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\n\nFor Students\n\n6th - 12th\n
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\nClass members have an opportunity to consider issues faced by refugees and Internally Displaced Persons (IDPs) by participating in a series of activities that illustrate some of the challenges refugees experience. \n
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\n\"Human\n\n
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\nCurated OER\n
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\nHuman Rights And Refugees: The Right To Asylum\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers read the Universal Declaration of Human Rights, define asylum and identify when people have the right to asylum. They examine specific cases of asylum in recent times and consider some of the difficulties refugees face.\n
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\n\"Refugees\n\n
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\nConstitutional Rights Foundation\n
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\nRefugees from the Caribbean: Cuban and Haitian “Boat People”\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nShould refugees fleeing poverty be allowed the same entrance into the United States as those fleeing persecution? High schoolers read about US foreign policy in the late 20th century regarding refugees from Cuba and Haiti, and engage in...\n
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\n\"We\n\n
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\nAnti-Defamation League\n
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\nWe Were Strangers Too: Learning About Refugees Through Art\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nDid you know that \"in the largest refugee crisis since World War II, more the 64 million people have been forced from their homes\"? The Anti-Defamation League presents an activity that asks class members to examine a series of artworks...\n
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\n\"Analyzing\n\n
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\nAnalyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out and Back Again, Part 3\n

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\nWhat does it mean to mourn something? Scholars continue reading paragraph four from \"Refugee and Immigrant Children: A Comparison\" to better understand the mourning process for refugee children. Working with a partner, pupils then read...\n
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\n\"Life\n\n
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\nGoethe-Institut\n
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\nLife in a Refugee Camp\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nTo raise awareness of the complexity of the immigration debate, class groups examine facts about one aspect of life in a refugee camp and then, in a jigsaw activity, share what they have learned with their new group. Groups then...\n
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\n\"Mid-Unit\n\n
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\nMid-Unit Assessment: Analyzing an Informational Text about a Refugee Experience\n

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\nRefugee & Immigrant Transitions is an organization that helps newcomers adjust to life in the United States through education and community leadership opportunities. As part of a mid-unit assessment, pupils independently read a...\n
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\nAdvocates for Human Rights\n
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\nThe Rights of Migrants in the United States Lesson Plan: Fleeing for Your Life\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nA role-playing scenario has middle-schoolers imagining that they are refugees forced to flee their community and integrate into a new one. Then, some play the roles of members of the new community and the class brainstorms ideas about...\n
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\n\"Forced\n\n
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\nCurated OER\n
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\nForced Migration of Refugees\n

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\nYoung scholars discuss the issue of refugees being forced to migrate. In groups, they focus on different groups forced to migrate and discover how it has changed their lives. They compare and contrast a forced migration in the past and...\n
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\n\"Far\n\n
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\nGlobal Oneness Project\n
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\nFar From Home\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nA timely and provocative lesson inspires high schoolers to tackle the Syrian refugee crisis. They analyze a compelling photo essay before discussing and writing about it.\n
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\n\"Voices\n\n
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\nAdvocates for Human Rights\n
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\nVoices of Iraqi Refugees\n

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\n\nFor Teachers\n\nK - 12th\n\nStandards\n
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\nThe stated goal of this resource is to provide learners with basic facts about and build empathy for Iraqi refugees. To do so elementary classes develop a plan for how to welcome refugees to their classroom. Middle schoolers read...\n
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\n\"Building\n\n
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\nBuilding Background Knowledge: Challenges Bosnian Refugees Faced Fleeing and Finding Home\n

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\nWhat challenges did Bosnian refugees face as they fled home during the Bosnian War? Scholars read an interview with four refugees and identify common themes that connect the universal refugee experience. They also engage in a...\n
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\n\"Close\n\n
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\nEngageNY\n
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\nClose Reading: Paragraph 1 of “Refugee and Immigrant Children: A Comparison” (from “Refugee Children in Canada: Searching for Identity”)\n

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\nWhat common challenges do refugees and immigrants face? Using the 9th lesson plan from the 20-part Grade 8 ELA Module 1, Unit 2 series, pupils read about the similarities between refugees' and immigrants' adaptation processes. Partners...\n
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\n\"Building\n\n
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\nBuilding Background Knowledge and Summarizing: “Refugees: Who, Where, Why” Part 2\n

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\nWhat are some universal aspects of refugees' experiences worldwide and throughout history? Scholars read the text \"Refugees: Who, Where, Why\" and create two class anchor charts. Finally, they each write a paragraph that provides an...\n
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