Lesson Title: Refugees and Their Rights

Lesson Topic: Immigration and Refugees

Grade Level: 5-6th Grade
Group Members: Caisey Carroll, Jazmin Carranza, Aimee Olson, Ruth Lopez

Social Studies Major Content Area(s):

How are you connecting the lesson to any combination of these…

Civic: There have been court cases that have determined children’s rights to education in
the United States. For example, children who are classified as illegal immigrants have a
right to public education in the United States.

Economics: Access to public education and resources that American-born children also
have.

Geography: Immigration has occurred across the world from various countries. The
United States in particular is a large hub for immigration and hosts refugees from all over
the world.

History: In the United States, there is a history of immigration. In education, America

has determined that children have a right to instruction in the English language if
language is a barrier to education.

Community Partner(s) (if any):

Standards:

C3.6-8.1 Analyze how societies have interacted with one another.

E1.6-8.1 Analyze the costs and benefits of economic choices made by groups and individuals in
the past or present.
G2.6-8.2 Explain the geographic factors that influence the movement of groups of people in
world history.
H2.6-8.1 Explain and analyze how individuals, movements, cultural and ethnic groups, and
technology from past civilizations have shaped world history.

Objectives/Big Ideas
Students/community members will…
Know/Understand:

● Students will be able to identify reasons for which individuals/families immigrate.

● Students will be able to list the rights of both citizens and non-citizens.
 ● Students will create a poster to express understanding of Article 22
● Students will create an original book theater presentation and present it to the class

Be Able to Do:
What skills and habits of mind will this lesson help develop?

● Students will be able to identify the rights of immigrant children

● Students will be able to explain immigrant rights in relation to human rights
● Students will be able to analyze how learning in another language and culture can
influence school experience

Eco-Citizenship Focus Area(s) – Highlight which apply:

o Human Rights o Arts o Water
(Children’s Rights) o Food Security/Sovereignty o Other(s)
o Animal Habitat o Land

Children’s Right(s) Emphasized

Article 22: “Children who come into a country as refugees should have the same rights as
children who are born into that country”

Essential Question

What are the rights of children who are refugees or immigrants?

Sub-essential Questions

Why are their rights the same as children who are citizens?
Does it matter if they immigrated legally or illegally? Do you think it’s beneficial for society if
all people are educated?
Why do you think someone would try to move to another country?
How do you think it would feel to go to a school where you don’t speak the language? Would
you be able to learn anything? Would you need to learn the language first?

Connection between School/Community EQ and Classroom/Lesson(s) Sub-EQs:

Identify the emotions involved with moving to a new country and why a person would leave
their country and culture behind. Discuss how family members and students at school have gone
through that process. Discuss how classmates and school members can best be supported, by
giving them space, respecting their feelings, and recognizing that learning a new language and
culture can be challenging and lead to miscommunications and require patience and
understanding.
Materials Needed:

Poster paper, markers, pencils, paint, paint brushes, and books: I Have the Right to Be a Child by
Aurelia Fronty, Our Rights: How Kids are Changing the World by Janet Wilson, Four Feet, Two
Sandals by Karen Lynn Williams and Khadra Mohammed, Every Human Has Rights: A
Photographic Declaration for Kids, La Frontera: El viaje con papá/My Journey with Papa by
Deborah Mills, Alfredo Alva, and Claudia Navarro, Separate Is Never Equal: Sylvia Mendez and
Her Family’s Fight for Desegregation by Duncan Tonatiuh

Activities/Procedures:

Activities:
Book Theatre: Students will be working in a group. In their groups they will decide what book
they would like to use. Together as a group they will agree on a scene from the book and act it
out in front of the class.

Students will create a poster demonstrating what they believe child rights are based on the books
provided to them and their own knowledge.

Assessment/Evaluation
How will I know what students have learned?

Students will be given a rubric to follow for the poster they create and a rubric to follow for the
Book Theatre. These rubrics will demonstrate to students the main goal of the activities. The
teachers will be able to use these rubrics to determine what the students have learned and what
the class could continue practicing. These forms of assessment and activities allow students to
demonstrate their knowledge through hands-on activities.

Poster Rubric:

Expectations 3 2 1

Various children's includes at least 5 includes at least 3 includes less than 3

rights children’s rights children’s rights children’s rights

Reference books includes at least 4 includes at least 3 includes less than 3

(could be examples, references to one of references to one of references to one of
pictures, etc.) the books the books the books

Explanations includes at least all includes at least 2 of includes less than 2

(explains 1. three explanations the explanations of the explanations
immigration rights in
 relation to human
rights, 2. how culture
has shaped history, 3.
geographic features)

Book Theatre Rubric:

Expectations 3 2 1

Book Choice Students agree on a Students use various Students use books
scene from one of the books to use as they that were not
books provided. act out their scene. provided.

Facts and Details Act out a scene that Act out a scene that Act out a scene that
includes at least 5 includes at least 3 includes less than 3
facts and details facts and details facts and details

Visual Display Students used various Students used various Students use no
props, costumes, and props but did not props.
pictures that are connect them to the
relevant to the character, story, or
character, story, and children’s rights
children’s rights.

Cooperation All group members Student worked Students did not work
are involved in all cooperatively most of well together, were
aspects and student the time, all members not cooperative, but
worked cooperatively shared the work. shared some of the
with group members. work.

Support
What do I need to teach this lesson? What might students need to learn within the lesson?

Curriculum/Instructional Coaching: Access to books for the whole class,

Community Partner support: Librarian for the books listed under materials

Other Support:
Notes/ Next Steps