Turned Away: How Does It Feel?

3, 4, 5

Students will discuss in what ways the groups Carly met showed a lack of acceptance. They will recall how Carly was treated by the groups she met while searching for safety. The students will observe the LEGO: Spot The Refugee poster and discuss what they see. They will describe the group and the individual using adjectives and draw inferences about what the group and what the individual might be feeling and thinking. Students will discuss the feeling of isolation and loneliness that refugees often feel when fleeing their homes to a new environment.

PrintOne 45-Minute Class Period

The learner will:

  • describe and formulate connections with a refugee’s feelings of loneliness, isolation and rejection.
  • define philanthropy and cite examples from the Carly video.
  • summarize what it means to be a refugee.
Teacher Preparation 

Display LEGO Poster. Place several sticky notes on each student’s desk. Prepare a chart paper divided into two columns. Label one "Group" and the other "Individual."

  • isolation: a state of separation between persons or groups, a feeling of being disliked, alone, or not fitting in, the act of isolating something; setting something apart from others
  • philanthropy: the giving of one's time, talent or treasure for the sake of another- or for the common good


  1. Anticipatory Set:

    Tell students they will be watching the "Carly" video again, but this time they will focus on the different groups/people Carly encounters. Have them think about the following question: Why do the people, animals, or groups turn Carly away?

  2. Give students a copy of Handout One: Who Does Carly Meet?. Play the video and pause after Carly meets each group so the class can discuss and fill out the handout as a whole group.

  3. Ask the students:

    • How did Carly feel after being turned away from each of the groups?
    • How could the groups have behaved differently?
    • Who finally offers to help Carly? Why?
  4. When Carly asked Mr. Friendly "Who are you?" and he responded, "Mr. Friendly." Carly said, "Oh, Is that what people are called who are kind to others?" Explain to the students that a person who is kind to others by giving their time, talent, or treasure (possessionsor money) is called a philanthropist.

  5. Ask: What acts of philanthropy did Mr. Friendly do for Carly? (shared his cheese sandwich, noticed she looked hungry and tired, offered a place to rest that was dry and warm, invited her to stay). What additional acts of kindness or philanthropy do you think Mr. Friendly might do for Carly in the next few days?

  6. Tell students that refugees face isolation when they move from their homes to a new place. Define isolation. Tell the students that they will be looking at the poster "Spot The Refugee" to help them understand about "isolation."

  7. Form two groups of students. Instruct one group of students to use adjectives to describe how the group in the poster feels. Have the other group come up with adjectives to describe how the individual in the poster feels. Have them write one adjective per sticky note. Students will post their adjectives on the chart paper at the front of the room.

  8. Read the adjectives aloud for both the group and the individual. Have students group similar or identical adjectives together (i.e. lonely, alone)

  9. Give students a copy of Handout Two: What Are They Thinking?. Have students recall from the "Carly" video what people in the groups were saying about Carly and how Carly felt. Ask students to infer and write what the members of the group might be thinking or saying and what the individual might be thinking. Have students share their work with a partner. Have students turn in the handout.

  10. Wrap up the lesson by saying, "Today we learned two new words: philanthropy - giving time, talent or treasure for the sake of another or for the common good, and isolation - a feeling of being alone and disliked. We observed a poster and described the group and the individual on the poster using adjectives. We also made inferences as to what people in the group and what the individual might be thinking or saying.

  11. Discuss the challenges refugees experience when fleeing to places that are unfamiliar.


Assess student performance on working independently and working cooperatively with others. Assess student participation during discussions. Assess student responses on the Who Does Carly Meet handout. Assess student responses on the What Are They Thinking? handout. Did they connect the individual with feelings of isolation?

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark E.1 Define philanthropy as the giving and sharing of time, talent, or treasure intended for the common good.
  2. 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.