Remembering A Time: Part of a Group

Grades: 
3, 4, 5

During this lesson students will remember a time when they felt left out of a group. They will explore how this made them feel, what they did to try to fit into the group and what the group could have done to include them. The students will learn about social groups. They will identify the social groups to which they belong. Students will also discuss how difficult it would be to leave their social groups and how difficult it would be to re-establish themselves in new social groups. The students will connect this with the experiences refugees have when fleeing their country and becoming isolated from social groups and having to rebuild them in their new homes. Students will also be introduced to an organization that helps refugees to become a part of new social groups in their new environments.

Lesson Rating 
0
Duration 
PrintTwo 45 Minute Class Periods
Objectives 

The learner will:

  • use narrative writing techniques to connect with refugees by composing a diary entry describing feelings of loneliness, isolation and/or rejection.
  • define and cite examples of nonprofit charitable organizations.
  • discuss the importance of belonging to social groups.
Materials 
  • LEGO Poster Spot The Refugee 
  • Student copies of Handout Two: Remembering A Time Pre-writing for each student
  • Remembering A Time Rubric for each student (See Bibliographical References)
  • Student copy of Handout One: Social Groups for each student
  • Background information for teachers - United Nations High Committee on Refugees Briefing Paper (See Bibliographical References)
  • Background information for teachers - Refugees Briefing Paper (See Bibliographical References)
Vocabulary 

nonprofit organization: an organization whose income is not used for the benefit or private gain of stockholders, directors, or any other persons with an interest in the company

 

Reflection 

Reflect with the students on the activity. Did you feel included in the group activity? Were you including others? What might you have done the same or differently?

Bibliography 
  • eHow. "Social Groups"  This resource defines social groups and the different types of social groups
  • Great Source Write. "Narrative Writing" This is a great instructional resource for teaching students about narrative writing. This site contains printable student resources.
  • Integrated Refugee and Immigrant Service (IRIS) 
  • R Campus "Remembering A Time" Rubric   
  • Refugees Briefing Paper  
  • Teacher Vision. "Rubric"  
  • UNHCR www.UNrefugees.org  
  • Learning to Give "USA for UNHCR" Briefing Paper
  • United Way. The Integrated Refugee and Immigrant Services (IRIS)  A resource describing how The Integrated Refugee and Immigrant Services (IRIS) helps refugees to become a part of new social groups.  

Instructions

Print
  1. Anticipatory Set:

    Review the Carly video from Lesson One by telling students to recall how Carly was left out of the groups she met along the way. Ask students to think of a time when they felt isolated from a group. Have them look over the questions on the Remembering a Time Pre-writing Handout and think about the questions.

  2. Day One:

    Ask students to individually complete the Remembering a Time Pre-writing Handout.

  3. Explain to students that they will be writing a narrative text in the form of a diary entry recounting the time they were left out of a group. Refer to the narrative writing resources to help give students direction on how to write a narrative text. Review the Remembering a Time Rubric with students.

  4. Allow time for students to work on their personal narrative diary entry. This does not need to be shared with anyone.

  5. Day Two

  6. Tell students their writing helped them to reflect on a time when they were left out of a group. Remind them how refugees are isolated when fleeing to a new environment. Engage students in a discussion about how a refugee’s diary entry might be the same or different.

  7. Distribute the Social Groups Handout. Define social groups for students. Discuss the different types of social groups listed on their Social Groups handout. Have students share some of the social groups to which they belong. Have students complete the Social Groups handout.

  8. Discuss the following questions with students:

    • What social groups do you think refugees may no longer be a part of when they leave their homes? (e.g., kinship group, school group, religious group)
    • How do you think refugees feel when losing their role in a specific social group?
    • Do you think it is easy for refugees to re-establish these social groups in a new environment?
  9. Tell students that there are charitable groups called nonprofit organizations. Define a nonprofit organization and how they differ from a for-profit organization (business),and tell them many charitable nonprofits exist world-wide to help address community and world problems like hunger, homelessness, health and education issues, and other problems.Ask them to think about places in their own community that exist to help people in need. Assist the students in listing community organizations that help people or animals in need (e.g., shelters, food pantries, Goodwill, Salvation Army, Boys and Girls Clubs, Red Cross, Red Crescent).

  10. Share information about the USA for UNHCR and the Integrated Refugee and Immigrant Service (IRIS). See Bibliographical References for links that contain information about these organizations and on how they help refugees.

  11. Review how important it is for humans to feel a sense of belonging through social groups. Review the difficulties refugees face when forced to leave their own social groups and establish connections in new social groups. Have students share what social groups Carly might become a member of in her new home.

  12. Have students review what they learned about isolation during Lesson Two: LEGO Poster Spot The Refugee?

Assessment 

Assess student participation during discussions. Assess student writing using the Remembering a Time Rubric. Assess student performance on working independently and working cooperatively with others. Assess student participation during discussions

Cross Curriculum 

Students research global and community organizations that help refugees establish new social relationships. They may use the research to prepare a class informational brochure to promote support of the organizations.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark E.5 Define the terms "profit" and "not-for-profit."
    2. Standard DP 03. Names and Types of Organizations within the Civil Society Sector
      1. Benchmark E.1 Name and recognize the civil society sector as a separate part of the community.
      2. Benchmark E.2 Name an example of a civil society charitable organization.