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Refugee Resettlement Lesson Plans

Topic: United States of America -- Session 1 (HISTORY)

Activity:
Causes of the American Revolution presentation:
https://prezi.com/6gxtwiaronna/causes-of-the-american-revolution/

Time: 30-45 mins

Materials:
Projector/audio equipment
Computer/internet access
Small/low-cost prizes, if available: candy, pencils, etc.

Action:
Icebreaker
Open question:
Introduce American Revolution with video: Schoolhouse Rock!: No More
Kings
Causes of the American Revolution presentation -- why independence?:
Boston Tea Party, taxation without representation, etc.
Transition to next session on U.S. government structure

Discussion/Debrief:
An oral quiz can be administered: prizes (i.e., candy) can be used as
participation incentives
Separate students into groups/teams
Quiz questions:
What was the Stamp Act?
Who were the American colonists trying to gain independence
from?
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What is the name of the first battle of the American

Revolution?
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Topic: United States of America -- Session 2 (POLITICS & GOVERNMENT)

Activity:
Prezi on the 3 branches of government
Questions: is this similar or different from your home country?

Time: 30-45 mins

Materials:
Projector/audio equipment
Computer/internet access

Action:
Icebreaker
What do you know about U.S. government/politics? How does it
compare to the government in your home country?
Introduce topic with video: Schoolhouse Rock!: The Preamble
Constitution/Bill of Rights presentation -- what does this mean? Why is it
relevant today?: focus on three branches, amendments 1-10

Discussion/Debrief:
Any questions?
Go around and share one new thing learned in this session
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Topic: Education -- Session 1 (Personality & Career)

Activity:
Icebreaker: 5 Minute Personality Test
PDF above should be printed and talked through as a group.
Individuals will rank each section 1-4 for each option and add up their
totals at the end. Then the whole class will review their strengths and
weaknesses in terms of classification: Lions, Otters, Golden
Retrievers, and Beavers.
Learning type quiz
PDF above should be printed and talked through as a group.
Individuals will answer the questions a, b, or c. They will then total up
how many of each letter they answered to discover what type of
learning style suits them: visual, auditory, or kinesthetic.
Types of jobs/where your interests can lead you:
Bureau of Labor Statistics: (online resource)
Economy at a Glance: breakdown by state then by region/city.
Shows job prospects for these areas and the salaries of jobs by
location.
Interactive activity: What are you Interested in?
Instructor will ask individuals what theyre interested in
and review what different types of interests lead to
different jobs. All individuals should have the
opportunity to discuss their interests and all should hear
what the other students are interested in so they get
both a personalized interest review as well as a view of
different options.

Time: 30-45 mins

Materials:
PDF of personality test
5 Minute Personality Test
PDF of learning type quiz
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Learning type quiz

ONLINE resources to be shown via projector:
Economy at a Glance
What are you Interested in?
Action:
4 activities:
Personality Test
Learning Type Quiz
Economy region outlook
What interests lead to what jobs

Discussion/Debrief:
Discussion should be in regards to all 4 portions. Each section should have
its own discussion and debrief covering the interests/styles of the
individuals in the class.
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Topic: Education -- Session 2 (College/University)

Suitable for all ages, especially students in high school

Activity:
PowerPoint (Go through this before you present)
Contact some admissions offices to see if they would be willing to donate
any materials (For example, Loyola Chicago and its community college,
Arrupe usually can send Loyola pens, stickers, pins, magnets, and
pamphlets to give out)
Contact info (these numbers will give you the admissions office):
Arrupe College of Loyola University Chicago: 800.262.2373
Loyola University Chicago: 773.274.3000
UIC: (312) 996-4350
Roosevelt University: (312) 341-3500
DePaul: (312) 362-8000
Northern Illinois: (815) 753-1000
Northeastern Illinois: (773) 583-4050

Time: 30-45 mins

Materials: Computer/Projector, Candy/Prizes, Internet Access, PowerPoint

(suggestion - download this PowerPoint and save it to a drive)
https://docs.google.com/presentation/d/1eNsBwLRop8b0q-
HTSQFSWugjVPWv5dl3KB78NiHK3mI/edit?usp=sharing

Action:
Icebreaker: Introduce yourself.
Open the Powerpoint.
Use the icebreaker to allow students to introduce themselves.
Allow for students to pair up and discuss their goals after high school (5
mins) according to the side, and then ask some of them to share.
Go through the PowerPoint slides on college degrees, factors to consider
when choosing a college, and financial aid (10-15 minutes). MAKE SURE to
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read the notes under the powerpoint before the presentation, because
there are notes underneath the slides for the presenter.
Then, use the remaining slides to play a game of college vocab. Bring
prizes, such as candy, for a reward after the vocab game. If it helps, the
students can break up into teams to play this game, and talleys can be
taken to hold the score. (10-15 minutes).

Discussion/Debrief: Remind students what they learned. Have the students ask
any questions they might have about college.
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Topic: Safety and Bullying -- Session 1: Safety

Activity: Introductions, icebreaker activity, discussion about common sense safety
guidelines--what they think being safe means. Get students to talk about getting
home at a reasonable time, not doing things against the law. Should they do
something against the law, they need to know their rights (below).
Time: 30-45 minutes
Materials: Computer, projector, internet, candy
Action: Brief presentation on general safety Rights and Responsibilities then Know
Your Rights Quiz where people who get questions right get candy
Discussion/Debrief: Any questions on your rights and safety. Contact the Civitas
Childlaw Center at Loyola University and they may be able to provide law
students who can present on this issue.
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Topic: Safety and Bullying -- Session 2: Bullying

Suitable for all ages, especially younger teenagers
Activity: PowerPoint
Time: 45 minutes
Materials: Computer, projector, internet access, google slideshow below,
candy/prize
Action:
Introduce yourself, state the purpose of this meeting.
ICEBREAKER: Have students turn to each other and introduce themselves in
pairs by saying their name, their age, where they are from, and a surprising
fact about them or a hidden talent. Then, have the students introduce each
other for each other. For example, if I was a student and I paired up with
another student, I would tell the entire class the other students name, age,
where they are from, and their little known fact instead of my own. This
gets all the students to meet each other.
Go through the presentation. There are many questions to ask students
and activities for students to get involved, so make sure to go through the
powerpoint first
https://docs.google.com/presentation/d/1TQcoXNIu4JBivlmi_SQ8BcoHeZ1
8heEPvqMx3H0b7FY/edit?usp=sharing
Discussion/Debrief: Ask if they have any questions. Then, ask if they can give
examples of bullying. For every student that gives an answer, give a piece of
candy/prize
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Topic: Financial Literacy/Self-Sufficiency -- Session 1: Resume Writing

Best suited for older teenagers in high school
Activity:
1. Students will gather in pairs or groups and collectively decide on
what makes a good and bad resume based on hand-outs
a. Instructor will go over each example
i. Bad resume: Sally Sad
1. She has an unprofessional, cutesy email address
2. Objective and summary are unprofessional and
not workplace-relevant. Photography might be a
skill for her, but she has not emphasized how she
has used this skill professionally
3. Time availability should not be included on a
resume
4. There are several typos
5. She uses unprofessional wording, as well as
inappropriate clipart and exclamation points
6. No date is listed for her high school diploma;
there is no description of coursework that might
be relevant to the workplace
7. Her descriptions of past job duties fail to
emphasize skills gained, and also reflect negatively
on her customer service skills
ii. Good resume: Joe Graduate
1. Based on his professionally stated objective, he
listed skills that are relevant to his chosen career
field
2. He had no spelling errors or
inappropriate/unprofessional wording
3. He arranged his work history in reverse
chronological order
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4. He described past job duties in a way that

emphasizes his skills and leadership qualities
2. Individually, students will attempt to fill out their own resume with a
provided template

Time: 30-45 minutes

Materials:
Activity 1:
Bad resume
Good resume
Activity 2:
Resume writing workshop: students can use template to fill
out resume
Template can be found in folder, named Resume
template

Action:
1. Icebreaker
2. What is a resume?: instructor will explain the purpose of the resume.
3. Who looks at the resume?: all employers, takes 20 seconds or less for
them to distinguish good and bad resumes.
4. What does a resume look like?: instructor projects resume onto
board/screen. Explains the structure.
a. Use this:
i. Can be projected on screen and/or passed out to
students

Discussion/Debrief:
Resume writing will take place in lieu of discussion/debrief
Instructor may walk around to supervise and assist students in
completing their resume
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Topic: Financial Literacy/Self-Sufficiency -- Session 2: Finding a Job

This session was designed for when no projector screen or internet is available.
Best suited for older teenagers
Activity: Introduce yourself and state the purpose of this meeting. Ask students
to share their name, where they are from, and a fun dream job. To set an
example, say I will start and then do the icebreaker for yourself. Bring all
printed materials and begin to pass them out. This activity has been designed for
when a computer is not available, so it is important that the instructor learns the
lesson before presenting it.
Time: 45 mins
Materials: Printed PDF, board to write on
Action:
1. Discuss work permits for teenagers. Let them know the laws for Illinois (5-
10 minutes)
a. Children under age 14 are not employable with exceptions:
Most work for persons in their private homes, such as babysitting
and yard work is okay.Minors may sell and distribute magazines and
newspapers, and/or engage in agricultural pursuits outside of school
hours and 13 year olds can work as golf caddies.
i. Explain PARENT CONSENT is important for when you work, no
matter what your age
ii. If you would like to get a job, talk to your parents about it first
b. Ages 16 to 19 do not need an employment certificate (work permit).
Work may be limited as to certain hazardous occupations. Let
students know they can get one at school with the help of their
guidance counselor.
i. Ask who is 16+
ii. Ask for ideas on jobs they could have
c. If anyone asks questions, more info can be found here:
http://www.w-p.com/Articles/Summer-Time-is-Teens-Working-
Illinois-Employers-Should-Check-Child-Labor-Laws-When-Hiring-
Minors-Under-the-Age-of-16.shtml
2. Pass out the sample job application (10-15 minutes)
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a. Though it can seem overwhelming, it is important to pass out this

form and get students to understand what a typical job application
will look like. Have students work together to fill out their own job
application, even if it is not for their real names. If it is a small group,
work on one application with the group.
http://www.careerchoices.com/lounge/files/jobapplication.pdf
3. Explain that some jobs have interviews
a. Ask for a volunteer to come forward for a fake interview. This should
be lighthearted and fun - bring candy or a prize for a student who
volunteers. You can ask up different students for each question
i. Shake their hand and introduce yourself
1. Why Are You Looking for a Job?
2. Why Are You Interested in Working for Our Company?
3. How Has School Prepared You For Working at Our
Company?
4. What Do You Think It Takes to be Successful in This
Position?
5. Why Should We Hire You?
6. How Would You Describe Your Ability To Work as a
Team Member?
4. Have students brainstorm places they could work, and write them on the
board (5 minutes)
5. Begin to discuss what it means if a job pays via direct deposit and banking.
a. Ask students if they know the difference between a bank and a check
cashing business
b. Let students know that some jobs require you to have a bank account
so they can set up a direct deposit. This means that your money
you make will go into your safe bank account
c. In order to open a bank account, you will need at least a small
amount of money in order to open the account. To open a bank
account, you also will two forms of ID to prove who you are.
d. Savings accounts are types of bank accounts that you put money you
are saving for the future in. Perhaps you will put money you are
saving for college in this type of account. Checking accounts are
types of bank accounts that are linked to your debit card. Your
money from your job will be deposited here for you to spend it.
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e. After you open your savings or checking account, you may receive a
debit card and checks.
f. A debit card is a plastic card you use to get cash out of an ATM
machine, a special machine that holds money. You can also use it to
pay for things by swiping it at a store. When you use your debit card,
the money comes out of your bank account.
g. In order to protect your identity, you have to have a PIN (personal
identification number) to use your card. You enter your PIN every
time you take money out of the ATM or buy something. If you lose
the card or it gets stolen, nobody can use it unless they know the
PIN.
6. Go over the steps of getting a job again, this time asking for students to list
them in order
Discussion/Debrief: Ask students if they have any questions on banking. Ask them
if they have a bank account or a job.