Teaching Refugees

Thomas R Proctor High School

Patricia Kapps

pkapps@uticaschools.org

Introduction

Task

Process : PPA (Public Policy Analyst), Internet Resources

English Language Learners at Proctor High School make up nearly 17% of the population. The majority of those students are classified as refugees.

Refugee vs. Immigrant

Terminology

Background

In this web quest, you will have the opportunity to become a Public Policy Analyst. Ultimately, you will be responsible for implementing small changes that will increase social/emotional well-being of refugee students at your school.

You’re a teacher who has been asked by your department chair to research the problems faced by ELLs at Proctor High School who are classified as refugees.

Sometimes it can be difficult working with teachers, so you don’t want to overwhelm them. You want to create an academic environment that fosters a love for learning and shared motivation to create change in simple, everyday situations. Good luck and enjoy the opportunity!

The Task

You need to create a short presentation which explores the effect that serving refugee populations has on graduation rates. You will ask your teacher to invite the Principal and some staff members to a presentation of the finished documentary. After the presentation you can discuss your findings and make suggestions.

You will create an outline for a brief oral presentation to your colleagues in a PLC meeting in order to discuss suggestions. You will then present a sample presentation for the class.

The Process

The problem has already been defined for you. Use the Internet Resources below to gather evidence about a specific group of refugees. Sift through the information to identify reasons why refugee students struggle. Also work with your partner to outline which policies already exist in our school. You will then share your information with your department. Afterwards, you will develop solutions together and come up with one small step your department can take to meet the needs of our students.

Public Policy Analyst

Here you will find links to the PPA, which will assist you in each step of your task.

Define the problem: Students who enter Proctor High School through refugee resettlement programs struggle to maintain social and emotional well-being.

Gather evidence: Choose one group of refugees who have resettled in Utica, NY. Determine what problems exist among the students who share this background?

Go to: Internet Resources

3. Identify causes: Look at the surveys and find trends and anomalies. Determine one cause of the conflict between students and parents.

4. Evaluate a policy: What, if anything, are the state and federal governments currently doing to address this notion of a “Culture of Disrespect?”

5. Develop solutions: Propose several public policies which may address disrespect.

6. Select best solution: Explore the negative consequences of the proposed policies to choose the one which will benefit your community the most, and create a program to educate the public about the lack of respect.

INTERNET RESOURCES

Cultural Groups

v Somalia (Somali, Somali Bantu, Swahili, Kazigua, Maay Maay, etc.)

§ Somali History and Immigration to the United States

§ Somali Bantu Cultural Profile

§ Somali Cultural Profile

v Myanmar (Burmese, Karen, Karenni, Kayan, Chin, Kachin, etc.)

§ Karen Cultural Profile

§ Karen Refugees

§ Burmese Muslims

§ Ethnic Groups

v Nepal (Nepali and/or “Bhutanese Refugees”)

§ Nepali Cultural Profile

§ Bhutanese Refugees

v Iraq (Iraqi/Palestinian)

§ Iraqi Cultural Profile

§ Iraqi Refugee Assistance Program (IRAC)

Refugee Resource Websites

v UNHCR (United Nations High Commissioner for Refugees)

v Utica OD Cultural Overview

v Office of Refugee Resettlement

v Amnesty International

v US Committee for Refugees and Immigrants

Refugees in Schools

v Bridging Refugee Youth and Child Services

v Children and Education in Refugee Camps

v Utica Police Working with Refugees

The Evaluation

	Evaluating Student Presentations
Developed by Information Technology Evaluation Services, NC Department of Public Instruction
	1	2	3	4	Total
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around.	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.
Subject Knowledge	Student does not have grasp of information; student cannot answer questions about subject.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease with expected answers to all questions, but fails to elaborate.	Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.
Graphics	Student uses superfluous graphics or no graphics	Student occasionally uses graphics that rarely support text and presentation.	Student's graphics relate to text and presentation.	Student's graphics explain and reinforce screen text and presentation.
Mechanics	Student's presentation has four or more spelling errors and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.
Eye Contact	Student reads all of report with no eye contact.	Student occasionally uses eye contact, but still reads most of report.	Student maintains eye contact most of the time but frequently returns to notes.	Student maintains eye contact with audience, seldom returning to notes.
Elocution	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
				Total Points:

Rubric Source

The Conclusion

Sometimes we are so focused on Common Core Shifts and the APPR that we forget the human side of our jobs. Hopefully this process will have refreshed you or touched you in some way. We need to remember why we are teachers! After completing this process you should find yourself more knowledgeable about the circumstances that surround your students. You now have the resources you need to be able to integrate policies in your department to help you address the needs of your students. We are all in this together. Thank you for your participation.

State Standards

Below are the NYS Common Core Standards that are met throughout your participation in this project.

Common Core Standards in Literacy - Speaking and Listening SL.1.12

1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds.

Common Core Standards in Technology – Math Science and Technology Standard 2

2. Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.