Lesson Plan: What does it mean to be a refugee?
Grades: 5-8
Purpose
 To introduce students to the Somali Bantu experience
 To identify conditions that lead one to become a refugee, using the
case of the Somali Bantu
 To discuss some of the challenges faced by refugees living in the
United States, specifically in regards to language
Maine State Learning Results
History, Chronology
1. Describe the effects of historical changes on daily life
2. Identify the sequence of major events and people in the history of
Maine, the United States, and selected world civilizations
History, Historical Knowledge, Concepts and Patterns
4. Demonstrate an understanding of selected twentieth century issues and
events in United States and Maine history including “modern” Maine
history
English Language Arts, Language and Images
2. Understand factors that commonly affect language change and use.
Preparation and Materials
 Secure student access to computers
 Print out accompanying worksheet
Class Activities
I.
Either give an introductory lecture on the Somali Bantu Experience or
have students explore the “Timeline” section and the “Refugee Policy
Overview” under the resources tab. Go over major events on the
timeline that show why the Somali Bantus left Somalia and eventually
came to the United States. The accompanying worksheet will guide
students through this activity or discussion.
Look at the map on the website of where Somali and Somali Bantu
refugees have currently been relocated in the United States. Point out
the places in Maine where Somali Bantus have relocated and show that
Lewiston has the largest population of Somali Bantu refugees.
II.
The vast majority of the Somali Bantu are illiterate in their own
language (Maay Maay), and did not know how to speak, read or write
English upon entering the United States. Challenge students to
imagine themselves as refugees/ what it would be like adjusting to life
in the United States. In partners, have students try to tell each other a
story or teach them how to do something, without talking or writing.
Accompanying worksheet will guide students through this activity.
When students have completed the exercise, bring the class together
for a discussion of the activity and the follow-up questions. Ask
students how they think the activity relates to the experience of Somali
Bantu refugees.
Homework Assignment
Have students connect the class activity (trying to teach someone without
speaking/ writing it down) to the refugee experience. Looking at the pictures/
descriptions on the website under the “life” section how did the language barrier
present challenges to the Somali Bantu refugees adjusting to life in Lewiston and
the United States? How have they been able to successfully overcome these
challenges?
Alternative or Additional Homework Assignment
Challenge students to imagine that they were refugees, were forced to leave their
homes and only had time to bring one personal possession with them. Have
students draw or bring to class this item, write few sentences about what it
would be and why, and present to the class.
Evaluation
Participation in class activity and discussion, evaluation of written response
paper.