1. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark E.1 Describe one reason why a person might give or volunteer.

Students view a video about a girl named Carly who is forced to leave her home. They define the term refugee and discuss the problems Carly faces in her travels to find a safe place to live. The students examine the reasons refugees must leave their homes.

PrintTwo 20-30 Minute Class Sessions

The learner will:

  • define refugee.
  • describe and formulate connections with a refugee’s feelings.
  • summarize what it means to be a refugee.
  • retell a story in sequence.
  • define themselves as philanthropists by citing example of acts of kindness they have or can do.
  • UNHCR Video ― “Carly” (See Bibliographical References at end of lesson)
  • a large piece of drawing paper for each student (12" x 18" construction paper)
  • crayons, pencils and scissors
Home Connection: 

Encourage students to take their flip books home and retell the story to their family members.

  1. SessionOne

    Anticipatory Set:

    Ask the students to think about this question: If you were told you had to leave your home immediately and were given only a few minutes to pack your most valued things, what 3 things would you take? Allow a few minutes for students to think, then ask for volunteers to share their 3 things. (The teacher may share his or her 3 things if it would help them share.) List the items students mentioned in a display area. As a followup, have them reflect on how they would feel if they could take nothing with them.

  2. Tell the students they will be watching a video about a girl named Carly who is forced to flee her home and leave everything behind. She didn't even get a few minutes to pack anything. All alone, she sets out to find help in other lands.

  3. Students watch "Carly."

  4. Ask students:

    • Why did Carly leave her home? (Answer: It was on fire.) Follow up and ask, What do you think caused the house fire? (Teacher should be prepared to address student concerns about the fire and Carly's family.)
    • What problems does Carly face in her travels?
    • Carly meets different characters in her travels. Why doesn’t Carly stay with the characters she meets?
    • Why does she decide to stay with Mr. Friendly and his family?
    • How do you think Carly feels at the beginning of the video? How does she feel at the end?
  5. Explain to students that in the story Carly is a refugee. Define refugee for the students. Tell them that refugees leave their homes and their countries because they are afraid that someone or something will try to hurt them. (The point is not to make the children fearful, so reassure the children who may feel frightened of imminent danger.)

  6. SessionTwo

    Anticipatory Set

    Tell the children that they will be watching the Carly video a second time and to pay close attention to what happens at the beginning, middle and end of the story. They should also try to remember the different groups Carly meets in the story. Show the video.

  7. After viewing the video, ask: What happened at the beginning of the story? What happened in the middle of the story? What happened at the end of the story? (During the discussion, remind the students of the new word refugee learned in the previous session and encourage themt o use the word when referring to Carly.)

  8. Have the students create a picture flipbook by folding the construction paper in half the long way and fold again into three equal 6" sections. They unfold and cut along the short fold lines to the center foldline to create three flaps. Have the students write the word beginning (Kindergartners write the letter "B") on the first flap, middle on the nextflap (Kindergartners write the letter "M"), and end on the final flap (Kindergartners write the letter "E"). The students decide what happened at each point in the story and draw an illustration under each flap.

  9. When finished, allow students to practice retelling the story in sequence to their peers using their flip books.

  10. Ask the students: If you were in this story and Carly asked you for help what would you do? Why? How do you already help others in the classroom, on the playground, at home, in your community? Allow time for the students to share acts of kindness they do or can do for others.

  11. Encourage students to take their flip books home and retell the story to their family members.


Assess student participation during discussions and the use of new vocabulary. Assess student ability to retell Carly's story in sequence that demonstrates understanding of the story using their flip books.