{"id":5991,"date":"2009-05-26T11:25:55","date_gmt":"2009-05-26T15:25:55","guid":{"rendered":"https:\/\/www.pbs.org\/wnet\/wideangle\/?p=5991"},"modified":"2011-07-13T14:25:12","modified_gmt":"2011-07-13T18:25:12","slug":"seeking-a-home-away-from-home-exploring-the-plight-of-refugees-from-iraq-and-beyond-lesson-activities","status":"publish","type":"post","link":"https:\/\/www.pbs.org\/wnet\/wideangle\/uncategorized\/seeking-a-home-away-from-home-exploring-the-plight-of-refugees-from-iraq-and-beyond-lesson-activities\/5991\/","title":{"rendered":"Lesson Activities"},"content":{"rendered":"<p><em>Funding for the educational materials was provided by The Overbrook  Foundation. <\/em><\/p>\n<p><strong>INTRODUCTORY ACTIVITY<br \/>\n<\/strong><\/p>\n<p>1.\tExplain that this lesson is about refugees today and through history. Ask students to write down a definition of \u201crefugee.\u201d Ask students to share their definitions with the class.<\/p>\n<p>2.\tDivide students into groups. Provide each group with 15 minutes to find the definitions to the following terms:<\/p>\n<ul>\n<li>aliens<\/li>\n<li>asylum seekers<\/li>\n<li>economic migrants<\/li>\n<li> internally displaced persons<\/li>\n<li>refugees<\/li>\n<li>returnees<\/li>\n<li> stateless persons<\/li>\n<\/ul>\n<p>[Note: The UN Refugee Agency, Refugee Council Online and US State Department websites provide definitions which could be helpful in this search. See the Media Resources\/ Websites section for links and details.]<\/p>\n<p>3.\tAfter the groups have found the definitions, ask students to share their findings with the class. Lead a discussion about each of the terms. Include the following information:<\/p>\n<table border=\"1\" cellspacing=\"0\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td width=\"88\" valign=\"top\">\n<p align=\"center\"><strong>Term<\/strong><\/p>\n<\/td>\n<td width=\"512\" valign=\"top\">\n<p align=\"center\"><strong>Definition<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"88\" valign=\"top\"><strong>aliens<\/strong><\/td>\n<td width=\"512\" valign=\"top\">People in a country where   they are not citizens. These include the following:<\/p>\n<ul>\n<li><em>Legal aliens<\/em> are legally permitted to stay in a foreign country. They include <em>resident aliens<\/em> who have temporary or   permanent residence in a foreign country and \u00a0<em>nonresident   aliens<\/em>, who are visiting a foreign country.<\/li>\n<li><em>Illegal aliens<\/em> are in a country unlawfully or without proper authorization by that   country.<\/li>\n<li><em>Enemy aliens <\/em>are   citizens of a country which is in conflict with the land which they are   occupying.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"88\" valign=\"top\"><strong>asylum seekers<\/strong><\/td>\n<td width=\"512\" valign=\"top\">People who have left their   country of origin, have applied for recognition as refugees in another   country in order to receive legal protection and material assistance, and are   awaiting a decision on their application. They must demonstrate a   well-founded fear of being persecuted in their home country.<strong><em> <\/em><\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"88\" valign=\"top\"><strong>economic migrants<\/strong><\/td>\n<td width=\"512\" valign=\"top\">People who make a <em>conscious<\/em> choice to leave their country of origin to   seek a better life and can return home without a problem.<\/td>\n<\/tr>\n<tr>\n<td width=\"88\" valign=\"top\"><strong>internally displaced persons<\/strong><\/td>\n<td width=\"512\" valign=\"top\">People forced to flee their home or place of residence but who have not   crossed an internationally recognized border<em> <\/em><\/td>\n<\/tr>\n<tr>\n<td width=\"88\" valign=\"top\"><strong>refugees<\/strong><\/td>\n<td width=\"512\" valign=\"top\">People who have fled their   homeland and sought sanctuary in a second country due to persecution, based   on race, religion, nationality, political opinion or membership in a social   group. They, usually, cannot return home or are fearful of doing so. War and   ethnic, tribal and religious violence are main causes for refugees to flee   their countries. (Refugees do not include those displaced by natural disaster   or environmental change or those who choose to leave to seek a better life.)   According to the 1951 United Nations Convention Relating to the Status of   Refugees (the refugee convention), a refugee is a person who \u201cowing to a   well-founded fear of being persecuted for reasons of race, religion,   nationality, membership of a particular social group or political opinion, is   outside the country of his nationality, and is unable to or, owing to such   fear, is unwilling to avail himself of the protection of that country or   return there because there is a fear of persecution&#8230;\u201d<\/td>\n<\/tr>\n<tr>\n<td width=\"88\" valign=\"top\"><strong>returnees<\/strong><\/td>\n<td width=\"512\" valign=\"top\">Refugees<strong> <\/strong>who have <em>voluntarily<\/em> returned to their own countries.<strong><em> <\/em><\/strong><\/p>\n<p><em> <\/em><\/td>\n<\/tr>\n<tr>\n<td width=\"88\" valign=\"top\"><strong>stateless persons<\/strong><\/td>\n<td width=\"512\" valign=\"top\">People who do not have a   nationality or citizenship. (If a national government collapses and is not   replaced, the former citizens may become stateless.) Also if people are   denied citizenship (due to belonging to ethnic, religious or cultural   minorities), they can become stateless.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>4.\tDiscuss the difference between the following terms:<\/p>\n<ul>\n<li> Internally displaced persons and refugees. (<em>Refugees are people who have fled to a different country, while internally displaced persons are still within their home country.<\/em>)<\/li>\n<\/ul>\n<ul>\n<li> Economic migrants and refugees. (<em>Economic migrants choose to leave their homes, while refugees have fled their homes due to persecution.<\/em>)<\/li>\n<\/ul>\n<p>5.\tReview students\u2019 earlier definitions for \u201crefugee\u201d and ask them to revise it based on the information they have gathered.<\/p>\n<p>6.\tExplain that throughout history there have been different countries where refugees have come from and different countries that have hosted the refugees. Ask students to brainstorm what they think are the five countries where the largest numbers of refugees throughout the world come from today. (Note: Encourage students to think about refugees that have fled to countries throughout the world, including the US.) After they have brainstormed the countries, reveal the current statistics. See <a href=\"http:\/\/www.unhcr.org\/pages\/49c3646c4d6.html\" target=\"_blank\">www.unhcr.org\/pages\/49c3646c4d6.html <\/a>for current statistics. Here are the top five source countries from 2009:<br \/>\n1)\tAfghanistan (2,887,100)<br \/>\n2)\tIraq (1,785,200)<br \/>\n3)\tSomalia (678,300)<br \/>\n4)\tDem. Rep. of Congo (455,900)<br \/>\n5)\tThe Union of Myanmar (Burma) (406, 700)<br \/>\n(Top 6-10: 6. Colombia (389,800); 7. Sudan (368,200); 8. Viet Nam (339,300); 9. Eritrea (209,200); 10. Serbia (195,600) )<\/p>\n<p>7.\tDisplay a map of the world. (An online world map can be found at: <a href=\"http:\/\/geology.com\/world\/world-map.shtml\" target=\"_blank\">http:\/\/geology.com\/world\/world-map.shtml<\/a>) Note: If possible, use a classroom map or atlas or a printout of a map or project an online map onto a smartboard, so that you can label countries on the map.<\/p>\n<p>8.\tOn the map, locate the top 5 countries where refugees come from. Note: If possible, label the countries with post-it notes, etc.<br \/>\n(If you don\u2019t have current stats, identify the following countries, based on the 2009 stats: Afghanistan, Iraq, Somalia, Dem. Rep. of Congo and Myanmar (Burma).)<\/p>\n<p>Based on the location of the source countries, ask students to brainstorm which countries they think host the most refugees. See <a href=\"http:\/\/www.unhcr.org\/pages\/49c3646c4d6.html\" target=\"_blank\">www.unhcr.org\/pages\/49c3646c4d6.html<\/a> for current statistics. (Note: In 2009, the countries that hosted the most refugees were 1. Pakistan (1,740,700 refugees hosted); 2. Islamic Rep. of Iran (1,070,500); 3. Syrian Arab Rep. (1,054,500) ; 4. Germany (593,800) and 5. Jordan (450,800).)<br \/>\n[6-10:  6. Kenya (358,900); 7. Chad (338,500; 8. China (301,000); 9. United States (275,500) and 10. United Kingdom (269,400).]<\/p>\n<p>9.\tPoint out that in 2009, the US hosted the 9th largest number of refugees (275,500) and that the largest numbers of refugees came to the US from 1. Iraq (18,838) 2. Burma (18,202) 3.  Bhutan (13,452) 4. Iran (5,381) and Cuba (4,800). For more stats about refugee stats in the US between 2007 and 2009, go to: <a href=\"http:\/\/www.dhs.gov\/xlibrary\/assets\/statistics\/publications\/ois_rfa_fr_2009.pdf\" target=\"_blank\">www.dhs.gov\/xlibrary\/assets\/statistics\/publications\/ois_rfa_fr_2009.pdf<\/a><br \/>\nFor current US stats, go to: <a href=\"http:\/\/www.dhs.gov\/files\/statistics\/immigration.shtm\" target=\"_blank\">www.dhs.gov\/files\/statistics\/immigration.shtm<\/a><\/p>\n<p><strong>LEARNING ACTIVITY 1<br \/>\n<\/strong><\/p>\n<p>1.\tLet students know they will now be exploring the topic of refugees in more detail and will learn about the Iraqi refugee crises and the challenges Iraqi refugees face. Explain that they will now be viewing a segment from the PBS program: Wide Angle: Iraqi Exodus Ask students to watch the segment to find out why the Iraqis are fleeing and where they are going.<\/p>\n<p>2.\tPlay <a href=\"https:\/\/www.pbs.org\/wnet\/wideangle\/?p=5992&amp;preview=true\" target=\"_blank\">The Iraqi Refugee Crisis<\/a>. After showing the segment, ask students to list reasons why Iraqis have fled Iraq. (<em>Possible answer: They are leaving because of the violence in Iraq, including suicide bombings and kidnappings.<\/em>) Ask students where the most of the Iraqi refugees went. (<em>Syria and Jordan.<\/em>)<\/p>\n<p>3.\tAsk students what they think the refugees\u2019 life was like before they left their countries. Explain that in the following segment they will learn about how host countries are coping with the Iraqi refugee crisis and will hear an Iraqi refugee talk about his life as a refugee and his life before leaving Iraq. Ask students to observe how this man\u2019s life has changed since leaving Iraq.<\/p>\n<p>4.\tPlay<a href=\"https:\/\/www.pbs.org\/wnet\/wideangle\/?p=5992&amp;preview=true\" target=\"_blank\"> Coping with the Crisis.<\/a> After showing the segment, ask students how Yussef\u2019s life changed after leaving Iraq. (<em>In Iraq, he worked as a civil engineer for 32 years and owned a house and many cars. In Jordan, he is not permitted to work. He has spent his savings and is now struggling to get by.<\/em>)<\/p>\n<p>5.\tDiscuss the comments that Queen Noor of Jordan made at the end of the segment.<br \/>\n(<em>She views the social exclusion and marginalization of refugees as a serious problem with potentially dangerous consequences, and states no country can afford to have a large group of people feeling alienated, humiliated, desperate and hopeless. She believes if host countries like Syria and Jordan are not able to meet refugees\u2019 basic needs and instill a sense of hope for the future, the consequences could be dangerous. She mentions that many people feel the US and Great Britain have a special responsibility since their policies in Iraq have resulted in the current humanitarian consequences. She believes it is in everyone\u2019s interest to make sure the Iraqi refugee crisis doesn\u2019t create further instability in the region.<\/em>)<\/p>\n<p>6.\tAsk students whether they think countries have an obligation to help refugees. Discuss what role they think the host countries should play. Discuss what role, if any, they think the US should play in the Iraqi refugee crisis and in other refugee crises throughout the world.<\/p>\n<p>7.\tOptional: Explore and discuss the US government\u2019s response toward the Iraqi refugee crisis. For details, view the related timeline on the Human Rights First website: <a href=\"http:\/\/www.humanrightsfirst.org\/asylum\/lifeline\/pages.asp?country=iq&amp;id=29&amp;misc1=timeline\" target=\"_blank\">www.humanrightsfirst.org\/asylum\/lifeline\/pages.asp?country=iq&amp;id=29&amp;misc1=timeline<\/a><\/p>\n<p><strong>LEARNING ACTIVITY 2<br \/>\n<\/strong><\/p>\n<p>1.\tAsk students to explore UN and US policies towards refugees since 1948. Divide students into groups and assign each group to research one of the following:<\/p>\n<ul>\n<li> The Universal Declaration of Human Rights (1948)<\/li>\n<li> The 1951 Refugee Convention (1951)<\/li>\n<li> Protocol Relating to the Status of Refugees (1967)<\/li>\n<li> The 1980 Refugee Act (1980)<\/li>\n<li> Refugee Protection Act (proposed by Senator Patrick Leahy in 2010)<\/li>\n<\/ul>\n<p>Ask each group to create a brief summary of the assigned act\/declaration and how it impacts refugees.<\/p>\n<p>2.\tAfter students have created their summaries, ask each group to present its information to the class. Some possible items to include in the discussion:<\/p>\n<ul>\n<li> The Universal Declaration of Human Rights (1948)-Adopted by the United Nations General Assembly December 10, 1948. It outlines equal rights for all individuals and states that everyone is born \u201cfree and equal in dignity and rights\u201d and that everyone has the right to \u201clife, liberty and security of person.\u201d For more details, go to: <a href=\"http:\/\/www.un.org\/en\/documents\/udhr\/index.shtml\" target=\"_blank\">www.un.org\/en\/documents\/udhr\/index.shtml<\/a><\/li>\n<\/ul>\n<ul>\n<li> The 1951 Refugee Convention (1951)-Designed to protect refugees from World War II.<\/li>\n<\/ul>\n<ul>\n<li> Protocol Relating to the Status of Refugees (1967) &#8211; Extended protection to all refugees (not just those from World War II).<\/li>\n<\/ul>\n<ul>\n<li> The 1980 Refugee Act- Codified into law the provisions of the International Protocol on the Status of Refugees. The President of the US, in consultation with Congress, is authorized to establish an annual ceiling on the number of refugees who may enter the United States. The president also is allowed to admit any group of refugees in an emergency.<\/li>\n<\/ul>\n<ul>\n<li> Refugee Protection Act (proposed by Senator Patrick Leahy in 2010)-Provides more protections for refugees and asylum seekers. It eliminates existing 1-year waiting period for refugees and asylum seekers to apply for a green card and clarifies law to prevent innocent asylum seekers and refugees from being unfairly denied protection. (For more details, go to: <a href=\"http:\/\/www.govtrack.us\/congress\/bill.xpd?bill=s111-3113\" target=\"_blank\">www.govtrack.us\/congress\/bill.xpd?bill=s111-3113<\/a>)<\/li>\n<\/ul>\n<p>3.\tLead a discussion with the students about the changes in policies toward refugees. Ask students to share their thoughts on the different laws and acts.<\/p>\n<p>4.\tReview the definition of a refugee. Explain that a refugee often intends to return home when it is no longer dangerous back home and, in the following segment, Iraqi refugees in Syria choose whether or not to go back to Iraq. Ask students to identify reasons why the refugees choose to return home and why others choose to stay in the host country.<\/p>\n<p>5.\tPlay<a href=\"https:\/\/www.pbs.org\/wnet\/wideangle\/?p=5992&amp;preview=true\" target=\"_blank\"> Going Home?<\/a><a href=\"https:\/\/www.pbs.org\/wnet\/wideangle\/?p=5992&amp;preview=true\" target=\"_blank\"> <\/a>After showing the clip, discuss reasons why some refugees return home and why others choose to stay in the host country. (<em>Some choose to go home to escape the current poverty and lack of employment opportunities in the host country, which has limited resources and can\u2019t handle the influx of refugees. Others choose to stay to protect themselves and their families from the violence and from the uncertainty of the current situation in their home country.<\/em>)<\/p>\n<p><strong>CULMINATING ACTIVITY<br \/>\n<\/strong><\/p>\n<p>1.\tExplain that the issue of individuals being persecuted and fleeing their home countries is not new. There have been refugee crises for centuries and, in the following activity, the class will explore major refugee crises throughout history.<\/p>\n<p>2.\tAsk each student or small group to select a group of refugees from the past and find out the following:<\/p>\n<ul>\n<li> Where were the refugees from?<\/li>\n<li> What was the problem? What was happening in their home country? Why were they fleeing?<\/li>\n<li> During which years did most of the refugees flee?<\/li>\n<li> Where did they go?<\/li>\n<li>How many refugees fled?<\/li>\n<li> What countries and organizations (if any) helped them? How did they help?<\/li>\n<li> How was this situation resolved?<\/li>\n<\/ul>\n<p>Some refugee groups which students could research include:<br \/>\n\u2022\tAfghanis<br \/>\n\u2022\tArmenians<br \/>\n\u2022\tCambodians<br \/>\n\u2022\tChinese<br \/>\n\u2022\tHindus from Pakistan<br \/>\n\u2022\tHuguenots<br \/>\n\u2022\tMuslims from India<br \/>\n\u2022\tRussians<br \/>\n\u2022\tRwandans<br \/>\n\u2022\tLaotians<br \/>\n\u2022\tLiberians<br \/>\n\u2022\tSudanese<br \/>\n\u2022\tVietnamese<\/p>\n<p>3.\tAsk students to present their findings to the class, including details about the refugees\u2019 home countries, their reasons for fleeing, where they went, the years of the refugee crisis, what countries\/organizations helped them and how the situation ended.<\/p>\n<p>4.\tLead a discussion about refugee crises throughout history. Discuss different ways that organizations and countries have helped and\/or refused to help refugees. (Include a discussion about the roles of United Nations, Doctors without Borders, Amnesty International, etc.) Ask students to share their thoughts about the roles that the US and other countries have played in past refugee crises and what they think the roles should be.<\/p>\n<p>5.\tOptional: Brainstorm ways your class can help refugees from a specific country or region (<em>by promoting awareness of the refugee situation, writing letters to advocate for that population, collecting clothing, food or other supplies<\/em>). Implement one or more of the suggested actions.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Using segments from the PBS program: Wide Angle: Iraqi Exodus, students learn about refugees in Iraq and beyond, as well as the challenges refugees face and laws that have been passed to protect them.<\/p>\n","protected":false},"author":42,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[8384,8385],"class_list":["post-5991","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-refugees-iraq-history-human-rights","tag-world-history"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Seeking a Home Away from Home: Exploring the Plight of Refugees from Iraq and Beyond ~ Lesson Activities | Wide Angle | PBS<\/title>\n<meta name=\"robots\" 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