1. Ask participants: Have you heard of 911? If so, what is it? And when might you use it?  
2. Explain that 911 is a phone service you can call anytime (24 hours a day, 7 days a week). Review basic scenarios where you would call 911 and practice learning the following English words: fire, ambulance, and police.  
3. Ask participants: What information will you need to provide the 911 operator? Explain that they will need to give their name, phone number, address, and nature of the emergency.  
4. Use the  Calling 911 Worksheet to discuss and role play different possible scenarios. If appropriate, have participants also practice requesting an interpreter. 

• 911 Worksheet   

• You can adapt and alter scenarios to best fit the context for the group of participants, including adding appropriate visuals. 

1. Ask participants: What were emergency services like in your country/ies of origin and/or protection?  Did your country/ies of origin and/or protection have services like firemen, police, and emergency medical services? 
2. Ask participants: What questions do you have about public services in the U.S.? What questions do you have about maintaining personal safety? Record responses.  
3. Access Settle In (available in multiple languages) either through the mobile or desktop app.   
4. Open the “U.S. Laws” chapter of Settle In and then select the lesson: Public Safety .
5. Coach participants on completing the lesson.  Have participants complete the actions collectively, in pairs, or individually, either through a shared screen or on a digital device (laptop, tablet, or smartphone). As appropriate, monitor progress and assist participants in navigating the technology. 
6. Compare their proposed questions from the beginning of the activity with what they actually learned in completing the lesson. Provide additional information as necessary.  

• Computer or other digital device for using the Settle In app. If using desktop, access to reliable WiFi  

• Based on participants’ digital abilities and digital access, you can have participants complete the chapter and lesson either before class to help generate discussion or after class as a review.  
• If additional guidance on using technology during cultural orientation is needed, please reference CORE’s How to Integrate Digital Technology document or online course.  
• For more information on Settle In see CORE’s About Settle In page. 

1. Explain to participants that walking and biking are cheap forms of transportation, but participants should know and follow local laws regarding walking and biking. Explain to participants that they should also know basic personal safety measures, such as walking on sidewalks, following traffic laws, and wearing a helmet when riding a bike. 
2. Ask participants: What questions do you have about walking or biking in your community? Record responses.  
3. Access Settle In  (available in multiple languages) either through the mobile or desktop app.   
4. Open the “Transportation” chapter of Settle In and then select the lesson: Walking and Biking.  
5. Coach participants on completing the lesson.  Have participants complete the actions collectively, in pairs, or individually, either through a shared screen or on a digital device (laptop, tablet, or smartphone). As appropriate, monitor progress and assist participants in navigating the technology. 
6. Compare their proposed questions from the beginning of the activity with what they actually learned in completing the lesson. Provide additional information as necessary.  
7. If conducting this activity post-arrival, pair with scavenger hunt or visuals to review relevant local traffic laws and road signs. 

• Computer or other digital device for using the Settle In app. If using desktop, access to reliable WiFi  

• Based on participants’ digital abilities and digital access, you can have participants complete the chapter and lesson either before class to help generate discussion or after class as a review.  
• If additional guidance on using technology during Cultural Orientation is needed, please reference CORE’s  How  to  Integrate  Digital  Technology  document or  online course.  
• For more information on Settle In see CORE’s About Settle In page. 

1. Explain to participants that during this session they will learn more about the role of police in the U.S. Take time to create a safe and comfortable space for participants to meaningfully engage in the topic.
2. Share with participants two to three images from Six Word Discussion Images. Inform participants to identify six words either in response to the images shown or they can select six words based on their own experiences or perceptions about police in the U.S. Participants can write down their words or share orally.
3. After all participants share their six words, ask the following questions:
   • What similarities did you observe in the words shared?
   • What differences did you observe in the words shared?
   • What do these words show us about perceptions of police?
4. After the debrief, and as relevant, share the following key messages for this lesson with participants. Explain that together you will discuss further the role of the police in the U.S.
   • The role of the police in the U.S. is to maintain public order and safety, enforce the law, and protect the civil rights of individuals in communities across the country.
   • Refugees may encounter police in a variety of situations in their communities and should be aware of appropriate ways to interact if they encounter police in any setting.
   • Refugees have certain legal rights during police encounters including the right to an interpreter, the right to remain silent, and access to a lawyer if accused of breaking a law and/or arrested.
   • While the local Resettlement Agency will assist refugees in learning about U.S. laws, it is also the responsibility of refugees to know and follow the laws.
   • Refugees, like all people in the U.S., can face consequences if they break the law even if they do not know about the law they broke.

5. Ask participants: What questions do you have that you want answered today? Assess questions and note any questions from participants that may require follow-up after the session.
6. Follow-up this activity with How to Interact with the Police Activity.

Six Words Discussion Images 

• Before the session, review materials and resources on trauma-informed care provided under the Additional Resources section of this lesson plan.  
• It is important to create a positive learning environment that promotes trust and safety, so participants can ask and answer questions on the topic. For more guidance, complete CORE’s online course, Creating a Positive Learning Environment. 
• For one-on-one Cultural Orientation, customize the information as appropriate to the specific case.   

Taken from CORE’s Public Safety and Police Interactions Lesson Plan 

1. Read to participants the short story “Walking Home from Work”.
2. Ask participants: What has happened so far in the story? If you are the friend in the story, what is your advice? What should you do next? Make note of responses.
3. Next ask participants: When do you think you may need to interact with police? Make a list of responses and confirm or clarify responses as needed. Some examples of responses may include:
   • If you have an emergency and you call 9-1-1, police may arrive to assist you.
   • You may encounter police if stopped for a traffic violation.
   • If you attend large public events, sometimes police will be on-site.
   • If there is a suspected disturbance or violation of noise ordinances, someone may call the police to investigate.
   • If you are suspected of violating a local regulation, such as fishing or hunting without a permit, the police may approach to issue a warning or fine.
4. Next, ask participants: How should you interact with the police? Make a list of responses. Let participants know you will return to their responses after reviewing the How to Interact with the Police in the U.S. video, fact sheet, or podcast.
5. Play the How to Interact with the Police in the U.S. video, fact sheet, or podcast.
6. Use the How to Interact with the Police in the U.S. Guided Discussion Worksheet to review the content of the How to Interact with the Police in the U.S. video, fact sheet, or podcast.
7. Compare information learned in the How to Interact with the Police in the U.S. video, fact sheet, or podcast to the participants’ responses to the earlier question: How should you interact with police?
8. Close by returning to the story from the beginning of the activity. Ask participants if their answers have changed in terms of what they would do next? If so, have them explain.

• Walking Home from Work and Guided Worksheet 
• How to Interact with the Police in the U.S. video, fact sheet, or podcast

• If using the video or podcast, the fact sheet can serve as a transcript for the interpreter. 
• If using the video or podcast, consider pausing at different sections for interpretation, and also to conduct additional knowledge checks or answer questions. 

Taken from CORE’s Public Safety and Police Interactions Lesson Plan