Teaching Refugee
Text Genre: Historical Fiction
Lexile Level: 800L
On this page, you will find links to various resources for teaching Alan Gratz’ novel, Refugee. Since this novel focuses on three narratives set in different time periods and places, we felt that teachers and students might need support in understanding the historical, cultural, and political contexts of these narratives. Below are ideas for teaching students about refugees in general and about the geography/setting of the narratives. Please visit our other pages:
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Synopsis of Novel: This fast-paced novel tells the stories of three adolescents whose families are escaping their home countries in seek of safety and shelter. Josef, a Jewish boy living in the 1930s, leaves Nazi Germany under the threat of being taken to a concentration camp. Together with his family, they set sail for Cuba. The second narrative begins in Cuba in 1994 as Isabel, her family, and her neighbors build a boat and attempt a perilous voyage to Florida. Finally, the third narrative features Mahmoud, a young boy living in 2015. Due to the war raging in his homeland of Syria, Mahmoud and his family engage in a journey across several countries in seek of asylum. Although each character’s narrative takes place at different times, all share common themes of isolation, invisibility, sacrifice, and courage.
Who is a Refugee? By Dr. B
Since students may not be familiar with the concept of a “refugee,” providing them with a basic definition/explanation may be needed. I would recommend for teachers to first ask their students to define the term “refugee” and, using a KWL chart, list what they know about this term and what they want to learn about this term. Following this activity, I recommend for teachers to show the following brief videos.
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What does it mean to be a refugee?
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I am a Refugee
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After viewing the videos, students can then continue to add questions or ideas to the “want to learn” portion of their KWL chart as well as information to the “learned” portion of their chart. This chart is a tool that can also be used as a reading note-taking guide as students delve deeper into the novel.
Teacher's Discussion Guide: This document provides a wide range of discussion questions we developed for leading whole-class or small-group discussions. Questions are sorted according to their Depth of Knowledge levels.
Where in the World are We?
Three Geography-Related Resources:
By Cornelia Evans
The first resource is the map itself. I chose to utilize Google Map and simply map out each starting location and destination. Each child will be given the book character’s name, current location as well as their destination and a map. Teachers should then ask each student to provide an estimated time frame as to how long each journey will take. After they document their response, provide the student with the google map findings. A KWL chart could also be used.
Another helpful tool in this section is the use of a timeline. Students can chart each family's journey and mark it with photos relating to the event.
The next resource will not only help with the geographical aspect, it will also support summarizing, as well as citing textual evidence as students take on the persona of a character from the novel and create a brochure describing their journey.
Definitions & Vocabulary : By Brittiney Walker
In this document, words from the novel that may need further explanation are appropriately defined. It is important that both students and teachers understand key terms in their reading to fully understand what they are reading and make connections.
Finally, please visit these sites for additional teaching resources:
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Here is a helpful resource that give many facts and information on the Holocaust-US Holocaust Museum.
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Here is a fun video that clearly explains the traditions and do’s and don’ts of a Bar/Bat Mitzvah: Bar/Bat mitzvah video.
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Here are a couple of websites that give fun lessons/ideas for teaching vocabulary to Middle Grade students: Vocab Concept Sort Lesson, Word Walls, Pinterest Vocabulary for Middle Grades.
MORE ABOUT ALAN GRATZ
Photo by Wes Stitt
Biography: By Breana Holmes
Alan Gratz was born and raised in Knoxville, Tennessee. Gratz enjoyed both reading and writing, as a child. So when he later attended college at the University of Tennessee, he obtained a college scholars degree with a specialization in creative writing, and he later obtained his masters degree in English education.
People often question how a Caucasian male is able to accurately depict the stories of people, who are so different from him. In response, Gratz has travelled and lived abroad in many countries, and as a result, he has interacted and connected with many different types of people. Much of the work Gratz did overseas involved him working with adolescents and literature. For instance, at one time Gratz was a writer in residence at the Jakarta Intercultural School in Jakarta, Indonesia. Gratz also taught historical fiction-writing to middle school students in Tokyo and even lectured for a time at a Czech university. It is from these varied experiences with different people that Gratz has been able to compose accurate texts of how people lived during other time periods in other places. Gratz has also worked with many refugees in order to accurately depict life stories as well. When Gratz is not writing or meeting new people, he enjoys reading, eating pizza, and watching baseball. He currently resides in western North Carolina with his wife and son.
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