1. Divide participants into small groups. If possible, ensure that at least one person in each group is literate.  
2. Give each group a Five Freedoms game board and a set of the Five Freedoms picture cards. 
3. Ask one person in each group to read aloud the situation described in the first box of the Five Freedoms game board; for example, he or she will read, “A student presents a paper at school which criticizes the government’s involvement in a war.” 
4. Tell the group to discuss the situation described and select one of the five freedoms picture cards to place next to that situation on the game board; for example, the group should select the photo representing freedom of speech and place it in the corresponding box. 
5. Ask the group to select the five freedoms picture cards best suited to each of the situations described on the game board. 
6. When all the groups have completed the game, have the groups explain their choices and discuss any discrepancies between groups’ answers. Provide correct answers. 
7. Ask the group if they were surprised by any of the situations and discuss. 

• Five Freedoms game board and picture cards (1 set per group) 

• For groups with low literacy, the Cultural Orientation provider and/or interpreter can assist by reading the cards as necessary, or the activity can be performed with the class as a whole.  

Taken from First Amendments Lesson Plan 

1.  Ask participants: Are state and local laws the same everywhere in the U.S.?  
2. Explain the difference between federal, state, and local laws as explained on the Settle In U.S. website.
3. Ask participants: What laws do they already know? 
4. Provide participants with scenarios provided under materials. For each scenario, ask participants: What would you do? Discuss answers and provide additional information as necessary.

• Learning Local Laws detailed instructions and scenarios 

• Review and adapt scenarios for local context as necessary. 

Adapted from Making Your Way Curriculum – Unit on U.S. Laws and Refugee Status 

1. Ask participants: What does the phrase “to have rights” mean to you? What does the word “responsibilities” mean to you? 
2. Write or show the words “rights” and “responsibilities” on board or screen. You can also place pieces of paper of these words on the floor.
3. Share rights and responsibilities images. Ask participants to identify which images are rights, which are responsibilities. Have either participants move the images or move the images on the screen. 
4. Review and correct answers as necessary. 
5. Ask participants: Why is it important to understand your rights and responsibilities in the U.S.?

• Your Rights and Your Responsibilities detailed instructions and images 

• If conducting virtually, provide physical Cultural Orientation packet of materials ahead of time with images. 

Adapted from Making Your Way Curriculum – Unit on U.S. Laws and Refugee Status      

1. Ask participants: How do you behave in a classroom? How do you participate? Do you raise your hands? Listen to other?  
2. Then ask: How do you know to act this way? Why didn’t you yell at others in the classroom when you disagreed? Or provide other examples that would show disorder or lack of respect for rules.  
3. Explain how there is an understanding between you and the participants regarding classroom rules. Draw attention to how the rules were established. Ask participants: What happens when someone does not respect the rules, or if they do not follow the rules? 
4. Use this example to draw an analogy to the concept of rule of law and the U.S., highlighting the following key points: 
   • Rule of law relies on all parties involved taking responsibility for their actions (for example, citizens are responsible for obeying the law, while law enforcement is responsible for obeying and enforcing the law).   
   • Rule of law assumes that there are just laws. Laws should be clear, and everyone should know how laws are enforced, and the consequences for not upholding the law. 
   • Rule of law also includes a system by which the people impacted by the laws can dispute them or advocate for changes in the law affecting them. 
5. Next ask participants: What are the laws in your country of origin?  Are there any laws that exist in your country, but are not enforced by the government? 
6. Share images on U.S. laws. Ask participants to sort the images into three categories: legal, illegal, or both depending on circumstances, in the U.S.  
7. Ask participants to explain their responses and correct responses as needed. 
8. Ask participants: What are the consequences for break the law in the U.S.? 
9. Explain that there are many laws in the U.S. and it’s their responsibility to know the laws, that laws can change, and that the laws vary from one state to another. 

• Guided discussion detailed instructions (with images) 
• You may add additional images relevant to your context for this activity 

• If conducting virtually, provide physical Cultural Orientation packet of materials ahead of time with images. 

Taken from Rule of Law Lesson Plan

1. Share the Chopped Tree Scenario. It may be helpful to provide a visual.  
2. Ask participants: What could happen next?  
3. After discussing, provide participants with the additional information on the scenario.  
4. Ask participants: Was this the correct decision? Is it fair? Why or why not? What are the advantages of this choice? What are the challenges?  
5. Now ask participants to consider the phrase: “right to due process”. Ask participants: What do you think this means?  
6. Provide this definition: the right to be treated fairly through the use of certain procedures if one is accused of a crime. Explain that in the U.S., the Fifth and Fourteenth Amendments require due process.  
7. Provide participants with the Rule of Law fact sheet or podcast for more details.  
8. Ask participants to consider the scenario. Was what happened to the family fair? What about the neighbor? How could having a system of due process have helped or changed the outcome?   

• Chopped Tree Scenario 
• Rule of Law fact sheet or podcast

N/A

Taken from Rule of Law Lesson Plan 

1. Share the Rule of Law fact sheet or play the podcast.
2. Use the Rule of Law in the U.S. Guided Worksheet to guide participants in learning about the rule of law, and in particular the Fifth, Sixth, and Fourteenth Amendments.
3. Conduct the general debrief or review provided using Debrief Questions Handout.

• Rule of Law in the U.S. Guided Worksheets and Debrief Handout 
• Rule of Law fact sheet or podcast

N/A

Taken from Rule of Law Lesson Plan 

1. Before the start of the session, prepare the guest speaker with appropriate information about the participants and refugee resettlement in the community. For guidance on using community guests in Cultural Orientation, review CORE’s Promising Practice: Including Guests from the Community.
2. Before the guest speaker arrives and is introduced, ask participants: What is the role of the police? If not provided previously, review with the How to Interact with the Police in the U.S. video, fact sheet, or podcast with the participants.
3. Explain to the participants that for today’s session there will be a guest speaker from local law enforcement. Next, ask participants: What questions do you have for the guest speaker? Record responses. Explain to the participants that either they can ask the questions they’ve provided, or you can ask the questions if any of them do not feel comfortable doing so.
4. Introduce the guest speakers and have participants introduce themselves.
5. Have the guest speaker provide a presentation or conduct a general question and answer session. The setup will depend on what was agreed upon prior to the session.

• How to Interact with the Police in the U.S. video, fact sheet, or podcast
• List of Scenarios (see modifications and tips)

• Before the session, you and, if possible, the guest speaker should review materials and resources on trauma-informed care provided under the additional resources section of this lesson plan.
• To promote consistent messaging, provide the guest speaker with the How to Interact with the Police in the U.S. video, fact sheet, or podcast
• You may also want to work with the guest speaker to do a modified version of the List of Scenarios.

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 clarify responses as needed. Some example 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

1. If not provided previously, share the How to Interact with the Police in the U.S. video, fact sheet, or podcast with participants and use the How to Interact with the Police in the U.S. Guided Discussion Worksheet in the Appendix.
2. Provide participants with the scenarios found in the List of Scenarios in the Appendix. Discuss the scenarios with participants and cover key messages of the lesson.
3. Ask participants: What could be the consequences of breaking the law? When asking this question, participants may ask about how breaking the law influences their immigration status. See the Key Messages Document provided for this activity for general answers to these kinds of questions. Be mindful that any specific questions should be directed to a legal expert.

• How to Interact with the Police in the U.S. video, fact sheet, or podcast
• How to Interact with the Police in the U.S. Guided Worksheet
• Key Messages Document
• List of Scenarios

• You may add additional scenarios or reduce the number of scenarios, as relevant, for your given context.
• If appropriate, and with agreement from participants, change the scenarios into role plays that you conduct with the participants for one-on-one sessions or they conduct in pairs for group sessions.
• You may want to discuss what parents’ roles are with their children around educating them on police interactions. See the Additional Resources section for information.
• 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

1. Explain to participants that, during this session, they will be learning about laws in the U.S., rule of law, and constitutional rights. Explain to participants that laws in the U.S. protect all people, including refugees.
2. Ask participants: What laws do you know of in the U.S.? What are the consequences of breaking the law?
3. Ask participants: What questions do you have about laws in the U.S.? Record responses.
4. Access Settle In (available in multiple languages) either through the mobile or desktop app.
5. Open the “U.S. Laws” chapter of Settle In and then select the lesson: U.S. Laws Overview.
6. Work with participants and coach participants on completing the lesson on Settle In. 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 as needed in navigating the technology.
7. 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.

1. Before the session: Download the Rights and Responsibilities Matching Worksheet. Print the participant part of the worksheet and cut out pictures.
2. Ask participants: What does the phrase “to have rights” mean to you? What does the word “responsibilities” mean to you?
3. Watch the Rights and Responsibilities video or review the Rights and Responsibilities fact sheet. Work with participants and answer any questions they might have after watching the video or reading the fact sheet.
4. Provide participants with pictures from the Rights and Responsibilities Matching Worksheet. Ask participants to review images and identify which are rights and which are responsibilities.
5. Ask follow-up questions from the Rights and Responsibilities Matching Worksheet and review the main points.

• Rights and Responsibilities Matching Worksheet (Full)
• Rights and Responsibilities Matching Worksheet (Participant Version)
• Rights and Responsibilities Matching Worksheet (Provider Version)
• Rights and Responsibilities video or fact sheet

• Before the session, identify specific local laws that may be useful for participants to be aware of in their new communities.
• It is important to highlight that there are many laws in the United States, and the activity covers only some of the laws.

1. Before the session: Familiarize yourself with the topic, review the materials provided, and consult with your supervisor or organizational leadership for additional guidance.
2. Watch the Rights and Responsibilities video or review the fact sheet. Ask participants to identify the laws and responsibilities related to child protection and abuse mentioned in the video.
3. Ask participants: What does the phrase “child protection” mean to you?
4. Explain to participants that there are federal and local laws related to child protection and welfare. Explain that child protection means ensuring children’s rights, including education and shelter, are provided. This also means protecting children against any harm, be it physical, emotional, or sexual.
5. If appropriate, share the Understand your Rights and Responsibilities in the U.S. flyer and review additional talking points.
6. Ask participants: What does the phrase “child abuse” mean to you? Explain that child abuse means inflicting physical, emotional, or sexual harm on children. Child abuse includes neglect. This could mean leaving children unsupervised by adults or preventing a child from going to school.
7. Ask participants: What are the consequences of child abuse? Why do you think these laws exist?
8. Explain that child abuse can result in children being taken away by Child Protective Services. This could also lead to fines and jail and can affect immigration status.

• Rights and Responsibilities video or fact sheet
• Understand your Rights and Responsibilities in the U.S. flyer

• This activity may generate questions about discipline techniques for children. Before leading this activity, discuss how to respond to such questions with your supervisor or organizational leadership.
• 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 CO, customize the information as appropriate to the specific case.

Adapted from Making Your Way Curriculum – Unit on U.S. Laws and Refugee Status

1. Ask participants: What do you know about being a humanitarian parolee in the United States? Do you know of any conditions you must follow? Document participants answers. As appropriate highlight that some of what they have shared is true and some is not true.
2. Ask participants: What questions do you have about being a humanitarian parolee in the United States? Document participants questions. As appropriate highlight what questions can be answered and what will require additional follow-up.
3. Next, use the Parolee Status Basics Worksheet (Provider Version) to guide participants in learning more about their parolee status. As appropriate compare against what they shared in previous step.
4. Next, conduct a debrief with participants using the following questions. Correct and reinforce information as appropriate.
   • What are the consequences of not following the conditions of your parole?
   • What should you do if you have questions about your immigration options and next steps?
   • How will the local Resettlement Agencies support you?

• Parolee Status Basics Worksheet (Provider Version)
• CORE’s U.S. Laws activities
• Role of the Resettlement activities

• As appropriate, communicate clearly with participants when or how certain information on this topic may be discussed outside of the session to alleviate any participant concerns.
• When discussing parolee status, participants may share concerns or stress about how it makes them feel. You will want to practice emotional intelligence of empathy and validation, as well as active listening. However, it’s important to recognize and explain that you are limited in your ability to assist them.
• If possible, you may want to work with a subject-matter expert or relevant community partner to offer participants more education and training on this topic.
• If delivering this in an in-person, group setting, consider asking participants to put their heads down and raise their hand or thumb during the yes/no/true or false activity. This will allow you to identify participants who may be struggling to understand the information and who may need additional follow-up.
• Consider delivering this activity with CORE’s U.S. Laws activities or Role of the Resettlement activities, depending on time and participant needs.

1. Ask participants: What do you know about [enter name of your local resettlement agency]? Document responses.
2. Explain that your Resettlement Agency received funding from the U.S. government to support Afghan parolees’ relocation to the U.S. for the first 30-90 days. This funding is meant to provide a limited number of services to help meet your immediate basic needs. The resources and services available to you as a parolee will vary on a variety of factors. Resettlement Agencies are also funded by the government to provide services to other clients and cases as well. The services provided for each case may differ and it is very important for you to direct questions about services to your case worker or the resettlement agency instead of individuals in your community.
3. Next, ask participants: What services do you think Resettlement Agencies are required to provide Afghan parolees? Document responses.
4. Review participants responses together, correct and clarify information about services and resources, as appropriate. Identify and explain that some services and resources are determined on a case-by-case basis, and you may not be eligible for all services. Explain resettlement staff will meet with you (if they haven’t already) to discuss individually what services for which you are eligible.
5. Next, use the Resettlement Service Basics for Afghan Parolees (Provider Version) to debrief with and further guide participants understanding of the resettlement services they will receive. As appropriate elaborate what they shared in previous step.

• Resettlement Service Basics for Afghan Parolees (Provider Version)
• Telephone Game video

• Discuss the key messages around resettlement services for Afghan parolees with other resettlement staff and supervisors to ensure key messages are aligned and clients are receiving the same messages about services throughout their resettlement process.
• Incorporate the Telephone Game video to demonstrate how misinformation can happen during the resettlement process and within a community.
• Deliver this activity one-on-one with participants to review the specific services for which they are eligible.

• English Instructions: How to File your AR-11 Online
• English Instructions: How to File your AR-11 Form
• English Instructions: How to Address an Envelop
• Dari Instructions: How to File your AR-11 Online
• Dari Instructions: Filling out the AR-11 Form
• Pashto Instructions: How to File your AR-11 Online
• Pashto Instructions: Filling out the AR-11 Form

• If possible, before the activity, identify participants digital abilities to determine which resources and information will be most helpful for the session.
• Be mindful of NOT sharing personal identifiable information (PII) when completing this activity. If in a group, do not use client information to complete the form and if online do not use client information if the session will be recorded. It is best practice to use dummy (fake) information when demonstrating how to complete the form.
• If completing this lesson virtually, ensure a copy of the AR-11 form is provided to the client ahead of the session.
• Share this activity with other resettlement staff if you are not responsible for helping clients complete the AR-11.

Created and provided by CWS