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Note to Facilitator

This is session 4 of 4 of The Road Ahead, CORE’s Domestic Cultural Orientation Curriculum. Access the curriculum overview and materials for the other sessions on The Road Ahead web page.

Use the Session 4 Planning Guide

to get an overview of the session

and access supporting resources.

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How to Unhide or Hide a Slide in PowerPoint

Full Directions Video

Note to Facilitator:

This slide is hidden when the slide show is in Slide Show mode

In this slide deck, some slides are marked as hidden. They are not visible to participants when the slide deck is presented in Slide Show mode.

Hidden slides are used to share:

Notes to the facilitator
Templates that can be personalized
Alternative activities

To Unhide a Slide

1. In the left navigation pane, select the hidden slide you want to unhide.

2. Right-click the slide, then select Unhide Slide.

To Hide a Slide

1. In the left navigation pane, select the slide you want to hide.

2. Right-click the slide, then select Hide Slide. The slide now shows a slash through the slide number to indicate that it's hidden.

In Google Slides, follow the same process. Select “Unskip Slide” or “Skip Slide”

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Self-Sufficiency

Cultural Orientation

Session 4

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Cultural Orientation

Say: As you recall from previous sessions, Cultural Orientation is an opportunity to learn more about life in the U.S. and this community.

In these sessions, we talk about many topics that are important in the resettlement process.
We provide some basic information to help you see the big picture early when arriving in this community.
We invite you to share what you know and your questions. Your voice and ideas are essential in these sessions. There will be time for you to reflect and talk to each other.
You will continue to learn more about these topics as you work with your case manager and other people connected to our office. We can answer some general questions during these sessions. If you have questions or concerns specific to your case, contact your case manager or talk to me after the session.

Notes: N/A

Modifications: N/A

CO Topic: N/A

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Cultural Orientation

Session 1 Welcome to the Community	Session 2 Health and Safety
Session 3 Employment & Education	Session 4 Self-Sufficiency

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The [Name of the RA] Team

Add your picture

[ your name and role]

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The [Name of the RA] Team

Add your picture

[ your name and role]

Add your picture

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Similar and Different

This Community

Other Communities

My name is ________________.
Before coming here, I lived in _______________.

One thing that is similar/different is _______________.

Say: Let us take a moment for you to say hello to each other. Introduce yourself by saying your name and where you lived before you arrived here. Then share something that you found to be similar between life in this community and life in other places you have lived, or something that is different.

Here’s an example. (Have each facilitator and interpreter model before asking participants to share.)

Notes:

Facilitators and interpreters introduce themselves first to provide participants an example.
Inviting participants say hello and introduce themselves is a way to set a welcoming tone. Throughout the session, participants will have opportunities to interact, and saying hello in the first few minutes will get participants warmed up. Spend around 5-7 minutes on this activity.

Modifications:

If the group is large, instead of having everyone introduce themselves to the whole group, you can provide a 5-minute window for people to introduce themselves to 3 people around them.
As needed, facilitate forming groups so that people can have partners who speak the same language. As you are forming groups, be mindful of any cultural norms about interacting across genders.

CO Topic: N/A

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From Support to Self-Sufficiency

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Self-Sufficiency

1. Money Management

2. Digital Technology

3. On Your Way

Say: During today’s session, we will talk about the following topics:

Money Management: This is about managing the money that you earn or receive, as well as the money you need to spend.
Digital Technology: We will talk about the role that digital technology plays in your everyday life. We will look at some ways to stay safe while using digital technology.
On Your Way: Since this is the last session, we will spend some time reviewing your rights and responsibilities as you resettle here. We will also reflect on cultural adjustment.

We will start with Money Management. (Press Enter or click forward to highlight employment as the first topic.)

Notes:

This slide is animated. When you press enter or click forward, the circle around Money Management will appear.
This section addresses public assistance and personal finance concepts that may be hard to explain or interpret. Use CORE’s CO Glossary to support your and the interpreter’s explanations of key terms. Access the CO glossary on this web page: https://coresourceexchange.org/working-with-interpreters/. Scroll down on the web page to select the appropriate language.

Modifications: If participants can read in their home language, you can also share the Settle In Fact Sheets about Money Management and Community Services in the appropriate language. Copy and paste the links below into your browser. Select the appropriate language. Then scroll down to view, download, or print the document.

Money Management: https://settleinus.org/life-in-the-u-s/money-management/
Community Services (page 2 includes information about public assistance programs): https://settleinus.org/life-in-the-u-s/community-services/

CO Topic: N/A

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Support through Public Assistance

Say: When you first arrive, you may be eligible for different types of temporary public assistance to help cover the costs of food, housing, health, and other basic needs. This assistance comes from the government. Please note that:

Benefits vary from state to state and within states. Different types of public assistance may come with certain conditions. For example, some assistance programs are for newcomers with children, and some programs are for newcomers who are working or looking for work.
Your case manager can help you identify appropriate programs, and we can help you apply for them. The government agencies that administer the programs will decide if you are approved and how much assistance you will receive.
Your case manager can show you how to use the benefits that you are approved for. Here are some examples. (Transition to the next slide.)

Notes:

The next few slides show examples of public assistance that are commonly available. As needed, replace the slides, images, and notes to reflect public assistance programs that are available to newcomers in your community.
Public assistance programs may use terms that are hard to explain or interpreted. Use CORE’s CO Glossary to support your and the interpreter’s explanations of key terms. Access the CO glossary on this web page: https://coresourceexchange.org/working-with-interpreters/. Scroll down on the web page to select the appropriate language.

Modifications: Have available examples of benefits cards and forms that represent various programs.

CO Topic: Public Assistance

Objective(s)/Indicator(s):

Participants can explain that public assistance is available to help refugees pay for their needs but is limited in amount and scope

Participants can explain at least two limitations on eligibility for public assistance (e.g., employment, marital status)
Participants can explain that assistance varies from state to state and within states

Participants can explain that the local RA will provide help in accessing public assistance services

Participants can demonstrate how to apply in person or online for public assistance
Participants can demonstrate how to fill out forms in person or online or how to get help in filling out forms
Participants can demonstrate how to use public assistance in person or online on an ongoing basis (e.g., SNAP/EBT card, WIC card)

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Supplemental Nutrition Assistance Program (SNAP)

Say: The Supplemental Nutrition Assistance Program, or SNAP (also known as food stamps) is a program that gives people with little or no income money to purchase food.

The amount of assistance is different in every state and based on family size and income. You may have to meet certain requirements to receive this benefit. For example, you may need to work or participate in training.
Once a month, money is automatically put on a benefits card that you use like a credit card. You must plan your food budget carefully. If you use all of your benefits before the end of the month, you will not be given any more money until the next month.

Notes: Add additional slides or notes about the use of SNAP in your community, as needed.

Modifications: Have available examples of the EBT card forms that represent various programs. Bring in or show images of food that are SNAP-eligible, for example, fruits and vegetables, meat, poultry, fish, dairy products, bread, and cereals. etc.

CO Topic: Public Assistance

Objective(s)/Indicator(s):

Participants can explain that there are a variety of types of government assistance

Participants can explain assistance varies greatly based on income, age, family size, and location (e.g., Medicare, EBT)
Participants can identify two public assistance programs for which they qualify (e.g., Matching grant, WIC)

Participants can explain that there are responsibilities associated with some types of assistance

Participants can identify at least one responsibility associated with the type(s) of assistance they are receiving (e.g., community service, attending job readiness classes)
Participants can explain that they are required to accurately and fully report any changes to their household status (e.g., income, change of address) to public assistance caseworker.

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Women, Infants, and Children (WIC)

Say: The Women, Infants, and Children program, or WIC, is for pregnant women, mothers who are breastfeeding, and children under five years old. Because these groups have special nutritional needs, WIC provides a monthly allowance of specific food items to help keep mothers and babies healthy. These items include infant formula, milk, juice, and fresh vegetables.

Items in the grocery store will have a WIC sticker if you can use your WIC card to purchase them. WIC requires regular appointments to check your children’s growth and health.

Notes: Add additional slides or notes about WIC in your state or community as needed.

Modifications:

Bring in or show images of WIC-eligible food such as baby food, formula, fruits, vegetables, etc.
Add an image of the WIC sticker for your state.

CO Topic: Public Assistance

Objective(s)/Indicator(s):

Participants can explain that there are a variety of types of government assistance

Participants can explain assistance varies greatly based on income, age, family size, and location (e.g., Medicare, EBT)
Participants can identify two public assistance programs for which they qualify (e.g., Matching grant, WIC)

Participants can explain that there are responsibilities associated with some types of assistance

Participants can identify at least one responsibility associated with the type(s) of assistance they are receiving (e.g., community service, attending job readiness classes)
Participants can explain that they are required to accurately and fully report any changes to their household status (e.g., income, change of address) to public assistance caseworker.

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Temporary Assistance for Needy Families (TANF)

Say: There are a few cash assistance programs. Each one comes with guidelines and restrictions. Temporary Assistance for Needy Families, or TANF, is a program run by the United States government and the state government for families with children.

If you have children under the age of 18 or you or your spouse are in your sixth month of pregnancy, you may qualify for TANF. States use TANF to fund monthly cash assistance payments to low-income families with children. The money you receive from TANF is to help you pay bills and buy non-food items such as soap, lightbulbs, paper towels, or diapers.

You are not eligible for TANF if you are receiving a different sort of cash assistance, such as Matching Grant or Refugee Cash Assistance.

Notes: This is slide 1 of 3 about Cash Assistance programs. These slides offer a brief introduction to each type of program. Add additional slides or notes about TANF services in your state or community or encourage participants to work with their case manager to learn more about the program that is most appropriate for them.

Modifications: Have available examples of cards or forms that represent various programs.

CO Topic: Public Assistance

Objective(s)/Indicator(s):

Participants can explain that there are a variety of types of government assistance

Participants can explain assistance varies greatly based on income, age, family size, and location (e.g., Medicare, EBT)
Participants can identify two public assistance programs for which they qualify (e.g., Matching grant, WIC)

Participants can explain that there are responsibilities associated with some types of assistance

Participants can identify at least one responsibility associated with the type(s) of assistance they are receiving (e.g., community service, attending job readiness classes)
Participants can explain that they are required to accurately and fully report any changes to their household status (e.g., income, change of address) to public assistance caseworker.

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Refugee Cash Assistance (RCA)

Say: Refugee Cash Assistance, or RCA, provides a cash benefit to newcomers who do not have children. This benefit helps newcomers pay bills while they search for work. RCA ends either when you get a job or after 12 months. You are not eligible for RCA if you are receiving another cash assistance program, like TANF.

Notes: This is slide 2 of 3 about Cash Assistance programs. These slides offer a brief introduction to each type of program. Add additional slides or notes about RCA services in your state or community or encourage participants to work with their case manager to learn more about the program that is most appropriate for them.

Modifications: N/A

CO Topic: Public Assistance

Objective(s)/Indicator(s):

Participants can explain that there are a variety of types of government assistance

Participants can explain assistance varies greatly based on income, age, family size, and location (e.g., Medicare, EBT)
Participants can identify two public assistance programs for which they qualify (e.g., Matching grant, WIC)

Participants can explain that there are responsibilities associated with some types of assistance

Participants can identify at least one responsibility associated with the type(s) of assistance they are receiving (e.g., community service, attending job readiness classes)
Participants can explain that they are required to accurately and fully report any changes to their household status (e.g., income, change of address) to public assistance caseworker.

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Matching Grant

Say: Matching Grant is another cash assistance program that can help newcomers achieve self-sufficiency. This program provides financial, material, and employment assistance while newcomers search for work. Work with your case manager to determine what cash assistance program matches your need.

Notes: This is slide 3 of 3 about Cash Assistance programs. Add additional slides or notes about the Matching Grant program in your state or community or encourage participants to work with their case manager to learn more about the program that is most appropriate for them.

Modifications: N/A

CO Topic: Public Assistance

Objective(s)/Indicator(s):

Participants can explain that there are a variety of types of government assistance

Participants can explain assistance varies greatly based on income, age, family size, and location (e.g., Medicare, EBT)
Participants can identify two public assistance programs for which they qualify (e.g., Matching grant, WIC)

Participants can explain that there are responsibilities associated with some types of assistance

Participants can identify at least one responsibility associated with the type(s) of assistance they are receiving (e.g., community service, attending job readiness classes)
Participants can explain that they are required to accurately and fully report any changes to their household status (e.g., income, change of address) to public assistance caseworker.

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Supplemental Security Income (SSI)

Say: If you are over the age of 65, blind, or a doctor has said that you have a disability that prevents you from working, you may be eligible for Supplemental Security Income. The monthly amount you receive is determined by your assets. Assets include what you own, such as a car. Or what you earn, such as income from other public benefit programs.

Notes: Encourage participants to work with their case manager if they think they are eligible for this assistance.

Modifications: N/A

CO Topic: Public Assistance

Objective(s)/Indicator(s):

Participants can explain that there are a variety of types of government assistance

Participants can explain assistance varies greatly based on income, age, family size, and location (e.g., Medicare, EBT)
Participants can identify two public assistance programs for which they qualify (e.g., Matching grant, WIC)

Participants can explain that there are responsibilities associated with some types of assistance

Participants can identify at least one responsibility associated with the type(s) of assistance they are receiving (e.g., community service, attending job readiness classes)
Participants can explain that they are required to accurately and fully report any changes to their household status (e.g., income, change of address) to public assistance caseworker.

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Public Assistance for Healthcare

Say: When you first arrive, you may be eligible for Medicaid, a government program that helps families and individuals with the cost of doctor visits and healthcare. Those who are not eligible for Medicaid may receive Refugee Medical Assistance, or RMA, for a period of time. RMA provides the same health insurance coverage as Medicaid.

Notes: Encourage participants to work with their case manager if they think they are eligible for this assistance.

Modifications:

Have examples of cards available to show.
If dental insurance is available as public assistance in your area, add that information.

CO Topic: Public Assistance

Objective(s)/Indicator(s):

Participants can explain that there are a variety of types of government assistance

Participants can explain assistance varies greatly based on income, age, family size, and location (e.g., Medicare, EBT)
Participants can identify two public assistance programs for which they qualify (e.g., Matching grant, WIC)

Participants can explain that there are responsibilities associated with some types of assistance

Participants can identify at least one responsibility associated with the type(s) of assistance they are receiving (e.g., community service, attending job readiness classes)
Participants can explain that they are required to accurately and fully report any changes to their household status (e.g., income, change of address) to public assistance caseworker.

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Public Assistance

Note to Facilitator:

This slide is hidden in Slide Show mode.

Use this slide template to add information on public assistance. Make as many copies as you need and unhide the slides.

As needed, add slides that address common areas of concern and questions that frequently come up in your work with clients.

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Yes	No

Public Assistance

Review Game

Say: We just talked about some public assistance that may be available to you. Let’s do some review. I will make a few statements, one at a time. If you think the statement is true, indicate yes by shaking your head, up and down. (Model head movement while saying yes.) Shake your head side to side for no. (Model head movement while saying no.)

This helps you think about what you learned, and it helps me know what needs to be clarified. It does not matter if you are correct or not. Have fun with it.

Notes: Make this activity light and fun. The participants’ responses can give you information about what is clear, and what is not.

There are 3 questions in this review. The question appears on a slide and the answer is revealed on the next slide. As you reveal answers, provide additional information as needed.

Modifications:

You can have people quickly talk with a partner about what they think the answer is before you reveal the answer.
Use the slide template to add additional statements as needed.
Use other movements to indicate yes or no if you want, like thumbs up/down, raising the left hand for yes/the right hand for no, standing up/ sitting down, etc.

CO Topic: Public Assistance

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Yes	No

1. Your SNAP benefits will be the same amount as other families.

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No

1. Your SNAP benefits will be the same amount as other families.

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Yes	No

2. The Resettlement Agency provides help in accessing public assistance.

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Yes

2. The Resettlement Agency provides help in accessing public assistance.

Say: Yes, while the assistance comes from the national, state, or local government, your case manager can help you learn about and apply for public assistance. We can help you complete forms or apply online. Once you get approved for a public assistance program, let us know if you have questions about using the program.

Notes: N/A

Modifications: N/A

CO Topic: Public Assistance

Objective(s)/Indicators(s):

Participants can explain that the local RA will provide help in accessing public assistance services

Participants can demonstrate how to apply in person or online for public assistance
Participants can demonstrate how to fill out forms in person or online or how to get help in filling out forms
Participants can demonstrate how to use public assistance in person or online on an ongoing basis (e.g., SNAP/EBT card, WIC card)

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Yes	No

3. There are responsibilities and requirements associated with public assistance programs.

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Yes

3. There are responsibilities and requirements associated with public assistance programs.

Say: Yes, each program has specific requirements about who is eligible.

Some programs are only available to people with children, people who are 65 and older, or people with disabilities.
Some programs require users to work or participate in training programs.
Some assistance programs expire after a certain time.
If you receive public assistance, you must report any changes to your household status to your case manager. For example, a change in employment, change in income, or change in address.
Your case manager or ____ [say the appropriate staff member] can help you learn about the responsibilities of the assistance you receive.

Now let’s look at how public assistance fits into your budget and personal finances.

Notes: N/A

Modifications: N/A

CO Topic: Public Assistance

Objective(s)/Indicator(s):

Participants can explain that public assistance is available to help refugees pay for their needs but is limited in amount and scope

Participants can explain at least two limitations on eligibility for public assistance (e.g., employment, marital status)
Participants can explain that assistance varies from state to state and within states

Participants can explain that there are responsibilities associated with some types of assistance

Participants can identify at least one responsibility associated with the type(s) of assistance they are receiving (e.g., community service, attending job readiness classes)
Participants can explain that they are required to accurately and fully report any changes to their household status (e.g., income, change of address) to public assistance caseworker.

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Becoming Self-Sufficient

$ from Employment

Public Assistance

Time in the U.S.

Say: Let’s look at how public assistance fits into your monthly income. In a previous CO session, we talked about gaining income from working. When you first arrive and are just getting started, more of your income comes from some form of assistance. (Point to the left side of the graphic to show the ratio between public assistance and employment.) As you get more settled, public assistance will decrease and you will earn more money from work. This is the process of becoming more self-sufficient. (Point to the right side of the graphic to show the ratio between public assistance and employment – more yellow.)

Notes: N/A

Modifications: N/A

CO Topic: Budgeting and Personal Finance

Objective(s)/Indicator(s):

Participants can explain that refugees are responsible for managing their personal finances

Participants can identify their total monthly income and expenses, including rent and utilities

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Budgeting

Income
Public Assistance
Employment

Say: Budgeting helps you to not spend more money than you have.

It is helpful to keep track of what money you earn each month, your income through public assistance and through employment.
(Press Enter or click forward to show expenses.) You also must pay attention to your expenses, what you spend money on.
You should prioritize paying for rent, food, utilities like electricity, and transportation.
Some of these costs will not change month-to-month while others may vary. For example, your rent will be the same amount from month to month, but you may pay more for electricity in the winter if you use electricity to heat your home.

Budgeting is essential to ensure you meet your financial obligations in the U.S. This may affect your ability to support relatives back home.

We will learn more about budgeting using a Settle In lesson.

Notes: This slide is animated. When you press Enter or click forward, the text and images about expenses show up. This slide serves as a transition to a Settle In lesson on expenses.

Modifications: N/A

CO Topic: Budgeting and Personal Finance

Objective(s)/Indicator(s):

Participants can explain that refugees are responsible for managing their personal finances

Participants can identify their total monthly income and expenses, including rent and utilities
Participants can explain that their financial obligations in the U.S. (e.g., rent, travel loan) will affect their ability to remit money to relatives back home

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Note to Facilitator:

This slide is hidden in Slide Show mode.

To use the Settle In Desktop App in different languages, go to Settings.
Select the Language box to open language options.
Select the appropriate language.

* You can do this before the session so the page will be ready, or you can model how to change the language.

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Say: Look for the money icon. (Point to the icon on the screen.) You have to scroll down. Let’s go there now.

(If participants are using their own phones/devices to access Settle In: Model how to access the app on the phone or on the computer. Once participants have opened the app and chosen the language, show them how to get to the Learning English section. )

(If you are projecting the Settle In desktop app from your computer to the whole group: Navigate to the Learning section on the Settle In app on your computer. Go to Settings to choose the appropriate language.)

Notes:

If participants have smartphones, you can help them download or open the Settle In app. If many participants do not have phones, project the web version of the Settle In App on your computer. The laptop image on the slide is linked to the Settle In desktop app. Click the laptop image to go to the site or paste this link into your browser: https://desktop.settlein.app/ .
Select the appropriate language. If a language is not selected, you may get an error message when playing videos on Settle In desktop. Directions are choosing language are on the next slide.

Modifications:

If there are multiple languages represented in this session and you are projecting the desktop version of the app, consider these modifications

Play the lesson in English. Read the caption on the screen in English and allow time for interpretations.

If the video is unavailable in the participant’s language, consider these modifications:

Play the lesson in English. Read the caption on the screen in English and allow time for interpretations.

CO Topic: Budget and Personal Finance

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Say:

(If participants are using their own phones/devices to access Settle In:) There is a short lesson about planning for expenses. This will take just a few minutes. When it looks like everyone is done, we will come back together. (Allow around 5-7 minutes for participants to do the lesson. As participants work, circulate around the room and provide tech support as needed.)

(If you are projecting the Settle In desktop App from your computer to the whole group:) Let’s take some time to do this lesson together. (Broadcast the lesson to view together. When you get to the quizzes, you can have people mentally pick an answer and check it, then elaborate as needed.)

(When participants are done) We just looked at some ways to plan for expenses. This is something that you will need to do each month.

Notes: This lesson includes some short, simple text accompanied by images in the chosen language. If participants are not able to read captions, consider using the English version. Read the captioned text aloud in English and have the interpreter interpret it. The laptop image on the slide is linked to the Settle In desktop app. Click the laptop image to go to the site or paste this link into your browser: https://desktop.settlein.app/ .

Modifications:

If there are multiple languages represented in this session and you are projecting the desktop version of the app, consider these modifications

Play the lesson in English. Read the caption on the screen in English and allow time for interpretations.

If the video is unavailable in the participant’s language, consider these modifications:

Play the lesson in English. Read the caption on the screen in English and allow time for interpretations.

CO Topic: Budgeting and Personal Finance

Objective(s)/Indicator(s):

Participants can explain that refugees are responsible for managing their personal finances

Participants can identify their total monthly income and expenses, including rent and utilities
Participants can explain and create their monthly budget, including differentiating between wants and needs
Participants can explain that employable members of the family may all have to work to meet their financial needs
Participants can explain that their financial obligations in the U.S. (e.g., rent, travel loan) will affect their ability to remit money to relatives back home
Participants can list at least three instances when they should compare pricing for services (e.g., cellular and Wi-Fi plans, car share vs. public transportation)

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Budgeting: Needs and Wants

Needs	Wants
Something you must have to live	Something that improves your life, but is not essential

Say: When we create our monthly budget, it is necessary to prioritize what we need over what we want. A need is something we must have to live. A want is something that improves our lives, but it is not essential to survival. Here are some items that may be a person’s budget. Do you think they are a need or a want? (As you ask about each item, give participants time to answer and acknowledge their comments. Press Enter or click forward to have each item appear.)

Groceries – need or want? Food is a need – we all need food to live. When we go to the grocery store, there may be some food items that are wants, like candy or sodas.
Television - need or want? A TV is nice to have, but it is not a need. A TV can be expensive. Some people save a little bit of money each month to buy something they want.
Car– need or want? For many people, having a car is a want. It can be more convenient or enjoyable, but there are other means of transportation.

Let’s do an activity with needs and wants. In this activity, you will work with a partner.

You will use these cards. (Show the cards.) On the cards are images of things you may need or want. Talk about each item. You can sort the card into the correct column on this chart (show the chart). If it is a need, put it in the Need column. If it is a want, put it in the Want column. (Model using the materials.)
I will pass out some materials for each group. (Facilitate the forming of groups as needed.) Talk with each other and decide what is a want and what is a need.
(Pass out materials to each group– cards to sort and the chart hand-out. Then provide a few minutes for participants to work and talk. Circulate around the room and answer questions. You can assess participants’ understanding by looking at their sort.)
(After the groups are done) We all have things we need and things we want. Some months, there may be room in the budget for wants. It is important to prioritize needs. There are ways to earn more money, reduce our expenses, and save money on the things we need. If you are interested in learning more, talk to your case manager (or the appropriate RA staff member) about tools you can use or classes you can take.

Notes: Prepare materials ahead of time. Activity directions and materials can be found at https://coresourceexchange.org/wp-content/uploads/2023/07/Needs-and-Wants-Sort-The-Road-Ahead-Session-4.pdf

Note that this slide is animated. The images appear when you press Enter or click forward.

Modifications: When participants are done sorting, you can ask them to name additional examples of needs and wants.

CO Topic: Budgeting and Personal Finance

Objective(s)/Indicator(s):

Participants can explain that refugees are responsible for managing their personal finances

Participants can identify their total monthly income and expenses, including rent and utilities
Participants can explain and create their monthly budget, including differentiating between wants and needs
Participants can identify at least two resources where they can receive assistance in managing their financial resources. (e.g., online budgeting calculators, financial literacy classes)

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Budgeting: Needs and Wants

Needs	Wants

Say: Let’s look at what you put in each column. (Press Enter or click forward to get items in each column to appear.)

Everyone needs housing, transportation, water, clothing, and medicine.
You need a phone, and having a device to access text, email, and websites is helpful. However, cell phone plans can vary in price. It is important to shop around for the best cell phone plans that give you the basics, not a lot of extras. You do not need the most expensive phone. What are some other things that are “needs”?
Now let’s look at the “wants.” A new car, new clothes, and video games are nice to have, but not essential. These items are wants. What are some other things that are “wants”?

Notes: Note that this slide is animated. The images in each column appear when you press Enter or click forward.

Modifications: N/A

CO Topic: Budgeting and Personal Finance

Objective(s)/Indicator(s):

Participants can explain that refugees are responsible for managing their personal finances

Participants can identify their total monthly income and expenses, including rent and utilities
Participants can explain and create their monthly budget, including differentiating between wants and needs
Participants can identify at least two resources where they can receive assistance in managing their financial resources. (e.g., online budgeting calculators, financial literacy classes)

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What do you already know? �What questions do you have?

U.S. Currency

Bank Services

Online Banking

Say: Now we will spend time talking about the U.S. financial system. What do you already know about any of these three topics: U.S. currency, bank services, and online banking? Also, think about questions you may have. (Pause for people to think.)

Who would like to share something you know or a question you have? (Ask for a few volunteers to share. As people share their initial thinking, acknowledge their comments and questions. Don’t answer questions yet. Some of the questions may be answered in the video and slides that follow, and there will be an opportunity to address questions later. Jot down questions and comments that you may need to follow up with.)

Notes: Inviting participants to share what they already know and are curious about serves multiple purposes. It conveys to participants that their prior knowledge and input are valued. Having participants think about their prior knowledge and questions will help them connect to the information presented in this section. It also allows you to assess. Listen for misconceptions you can address and connections you can make. Jot down questions and comments that you may need to follow up with.

Modifications:

If you have participants who can write in their home language, you can invite them to record their thinking on note cards or post-it notes.
To add some interaction, have participants talk in small groups to share their thinking before sharing with the whole group.

CO Topic: Budgeting and Personal Finance

Objective(s)/Indicator(s):

Participants can explain the fundamentals of the U.S. financial systems

Participants can identify the different denominations of U.S. currency
Participants can list at least two steps to take to open a bank account (e.g., completing paperwork, visiting the bank) and list two bank products and services (e.g., ATMs, online banking)
Participants can explain that a significant amount of banking activity in the U.S. is conducted online and can list at least two basic services available through online banking (e.g., direct deposit, checking statements)
Participants can explain that banking in the U.S., including online banking, is safe and should be used
Participants can identify at least two risks associated with using unsecured networks to access online banking (e.g., theft of your user ID/username, virus attacks

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U.S. Currency

Coin	Name	Amount (Use $ and .)
	penny	$0.01 1 cent
	nickel	$0.05 5 cents
	dime	$0.10 10 cents
	quarter	$0.25 25 cents

Say: U.S. currency is expressed in dollars and cents. Physical money comes in coins and in bills. Here are the coins that you would commonly see. The faces on the coins represent past U.S. Presidents.

The first one is called a penny and it represents one cent, the smallest amount in U.S. currency. (Press Enter or click forward to reveal the name and the value.)
The second one is called a nickel. How much do you think it is worth? (Press Enter or click forward to reveal the name and then the value.)
Next is the dime. How much do you think it is worth? (Press Enter or click forward to reveal the name and then the value.)
Finally, this is the quarter. How much do you think it is worth? (Press Enter or click forward to reveal the name and then the value.)

Look at the last column. This is how cents are written. (Point to the $ sign and the decimal.)

Notes:

Note that this slide is animated. When you press Enter or click forward, the name and value of each coin are revealed.
If participants are interested, you can share the names of the U.S. Presidents on each coin: Abraham Lincoln on the penny, Thomas Jefferson on the nickel, Franklin Roosevelt on the dime, and George Washington on the quarter.

Modifications: Bring in fake or real coins and bills to have participants handle the money as you talk.

CO Topic: Budgeting and Personal Finance

Objective(s)/Indicators(s):

Participants can explain the fundamentals of the U.S. financial systems

Participants can identify the different denominations of U.S. currency

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Bill	Name	Amount (Use $ and .)
	1-dollar bill	$1.00
	5-dollar bill	$5.00
	10-dollar bill	$10.00
	20-dollar bill	$ 20.00
	100-dollar bill	$100.00

Say: Here are the bills that you would commonly see. They all have pictures of past U.S. Presidents and their value printed on them. These are easier to identify since the value matches the name. (Point to the dollar bill to show how it has a one on it, the five-dollar bill has a five, etc.) This is how dollars are written. (Point to the last column to show the $ sign and the decimal.)

Notes: N/A

Modifications:

Bring in fake or real coins and bills to have participants handle the money as you talk.
If participants are interested, you can share the names of famous Americans on each bill: George Washington -$1, Abraham Lincoln -$5, Alexander Hamilton -$10, Andrew Jackson -$20, and Benjamin Franklin - $100.

CO Topic: Budgeting and Personal Finance

Objective(s)/Indicator(s):

Participants can explain the fundamentals of the U.S. financial systems

Participants can identify the different denominations of U.S. currency

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How much money? $__.___� dollars . cents

$40.60

$15.07

$106.30

(This is an optional activity. Use it if participants want some practice with U.S. currency. This slide is hidden in Slide Show mode. Unhide the slide if you want participants to see it. See instructions on slide 2 for how to unhide a slide.)

Say: Let’s practice using U.S. currency. How much money is this? Write the amount down using the $ sign, the dollar amount, a decimal dot, and then the cents amount. (Point to the blue text on the screen. Give participants time to think and write, then press Enter or click forward to reveal the amount.) How many people got this? (If needed, count the money to show how you got the amount. Press Enter or click forward to reveal the bills and coins in the second column and repeat the process.)

Notes: This slide is animated. The currency in each column is shown first, then the number amount. Press Enter or click forward to have items appear.

Modifications: You can have participants use fake money to have participants count. Provide calculators as needed.

CO Topic: Budgeting and Personal Finance

Objective(s)/Indicator(s):

Participants can explain the fundamentals of the U.S. financial systems

Participants can identify the different denominations of U.S. currency

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Say: When you are using coins and bills, you are paying in cash. However, most of the time, money is transferred in a digital form, through a bank. Most people keep their money in a bank account. Let’s look at a lesson about the banking system in the U.S. and a lesson about taxes. These are two short lessons.

(If participants are using their own phones/devices to access Settle In:) The banking and taxes lessons will take just a few minutes. When it looks like everyone is done, we will come back together. (Allow around 10 minutes for participants to do the lessons. As participants work, circulate around the room and provide tech support as needed.)

(If you are projecting the Settle In desktop app from your computer to the whole group:) Let’s take some time to do these lessons together. (Broadcast the lesson to view together. When you get to the quizzes, you can have people mentally pick an answer and check it, then elaborate as needed.)

(When participants are done, transition to the next slide.)

Notes: This lesson includes some short simple text accompanied by images in the chosen language. If participants are not able to read captions in their home language, consider using the English version. Read the captioned text aloud in English and have the interpreter interpret it. The laptop image on the slide is linked to the Settle In desktop app. Click the laptop image to go to the site or paste this link into your browser: https://desktop.settlein.app/ .

Modifications:

If there are multiple languages represented in this session and you are projecting the desktop version of the app, consider these modifications

Play the lesson in English. Read the caption on the screen in English and allow time for interpretations.

If the video is unavailable in the participant’s language, consider these modifications:

Play the lesson in English. Read the caption on the screen in English and allow time for interpretations.

CO Topic: Budgeting and Personal Finance

Objective(s)/Indicator(s):

Participants can explain the fundamentals of the U.S. financial systems

Participants can list at least two steps to take to open a bank account (e.g., completing paperwork, visiting the bank) and list two bank products and services (e.g., ATMs, online banking)
Participants can explain that a significant amount of banking activity in the U.S. is conducted online and can list at least two basic services available through online banking (e.g., direct deposit, checking statements)
Participants can explain that banking in the U.S., including online banking, is safe and should be used

Participants can explain that paying taxes is a legal obligation in the U.S.

Participants can state that paying taxes is a personal and civic responsibility
Participants can state when and how to pay taxes
Participants can describe the concept of withholding (e.g., taxes, social security) on paychecks
Participants can identify at least one reason why individuals pay taxes in the U.S. and how tax money is used (e.g., improve and maintain public infrastructure, like roads and fund schools, emergency services)

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Keeping Your Money Secure

Say: Banks are safe places to keep your money. However, there is a risk that someone can pretend that they are you and access your bank account – this is called identity theft. (Point to the appropriate image as you are speaking about each point below.)

The bank takes some steps to make sure that you are the only one who can access your account. If you go to the bank in person, the bank may ask you to show your ID or verify your account number.
To access your banking information online, you will need a password. Do not share your password or let anyone see your password. Be careful when you are accessing your online bank in a public place such as on a computer at your local library. Public computers and networks are often not secure, and someone can see the account number and password you enter.
If you use a credit card, a debit card, or checks, make sure that they are kept in a safe place. Report it to the bank if they are stolen or lost. The bank will send you a statement each month to show you how much you have and how much you spent. Read it over. If it is not accurate, you need to report it.

Notes:

This slide is animated. When you press Enter or click forward, the next image will appear.
Personal finance terms like credit cards, debit cards, checks, and accounts may be new to participants. Use CORE’s CO Glossary to support your and the interpreter’s explanations of key terms. Access the CO glossary on this web page: https://coresourceexchange.org/working-with-interpreters/. Scroll down on the web page to select the appropriate language.

Modifications: N/A

CO Topic: Budgeting and Personal Finance

Objective(s)/Indicator(s):

Participants can explain the fundamentals of the U.S. financial systems

Participants can explain that banking in the U.S., including online banking, is safe and should be used
Participants can identify at least two risks associated with using unsecure networks to access online banking (e.g., theft of your user ID/username, virus attacks)

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Build a Good Credit History

Say: Building a good credit history is important. A credit history is a record of a borrower's repayment of debts. Sometimes you have to borrow money, and you are expected to pay the money back by a certain date. For example, you borrowed money to travel to the United States, that is your travel loan. Usually you pay a part of the money borrowed each month. When you borrow money and pay it back, you are building a credit history.

Lenders use a person’s credit history to help them decide if they should lend the person money. They want to be sure that the person can pay the money back.
If you have a good credit history, it will be easier for you to borrow money for something like a car or rent an apartment.
Paying your bills on time will help build a good credit history.
Paying your travel loan can help you build a good credit history.
If you borrow a small amount of money and pay off your loan quickly, you will build good credit history. A way to do this is by using a credit card and paying the credit card bill on time.
If you don’t pay your bills on time, you may get a low credit rating. Having a low credit rating hurts your ability to get a loan or rent a home.

Credit history is something we want you to become aware of. Talk to your cases manager [or the name and role of the appropriate staff member] to learn more about habits that can build a good credit history.

Notes: The personal finance terms used on this slide may be new to some participants. Use CORE’s CO Glossary to support your and the interpreter’s explanations of key terms. Access the CO glossary on this web page: https://coresourceexchange.org/working-with-interpreters/. Scroll down on this web page to select the glossary in the appropriate language.

Modifications: N/A

CO Topic: Budgeting and Personal Finance

Objective(s)/Indicator(s):

Participants can identify at least two ways to build and maintain a good credit history (e.g., paying your bills on time, paying off a loan)

Participants can list at least two reasons why paying bills on time is important (e.g., build your credit, earn trust)
Participants can identify at least two consequences of having bad credit (e.g., denied loans, difficulty renting housing)

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Money Management

Note to Facilitator:

This slide is hidden in Slide Show mode.

Use this slide template to add information on Budgeting and Personal Finance. Make as many copies as you need and unhide the slides.

As needed, add slides that address common areas of concern and questions that frequently come up in your work with clients.

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Group Conversation

Say: We just talked about managing money. Let’s take a moment to think and talk with each other about what you found important or interesting. (As needed, facilitate forming groups so that people can have partners who speak the same language. As you are forming groups, be mindful of any cultural norms about interacting across genders. )

(After a few minutes of groups talking to each other, you can invite 2 or 3 comments.) Let’s hear from a few people. What did you find to be important or interesting?

(After 5-8 minutes of the whole group discussion), Thank you for sharing your ideas. There is a lot to pay attention to when managing money. (Transition to the next slide.)

Notes: Engaging in group conversations provides participants with an opportunity to reflect and share. The activity is repeated in this session and will be part of all the sessions. The ideas and questions that arise in the conversations can provide feedback to you about what is most important or confusing to participants.

Note that engaging in small-group and whole-group discussions may be new to some participants. Lack of participation may not be related to interest in CO but to previous educational experiences that did not encourage participation.
If a participant has questions specific to a personal context, acknowledge their concern and encourage them to contact their case manager or the appropriate RA staff member for assistance.
If participants have many questions about the topic that you cannot answer at the moment, record questions on the Planning for Participants’ Questions Tool and follow up after the session. Document Link: https://coresourceexchange.org/wp-content/uploads/2023/07/Appendix-B-Question-Gathering-Doc-for-appendix.pdf

Modifications:

If participants are reluctant to participate in group conversations, you can provide an option to reflect quietly on important ideas or questions for a few minutes.
If participants can write in their home language or English, you can invite them to reflect on the important ideas on paper.. Provide materials for note taking as needed.

CO Topic: Budgeting and Personal Finance

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From Support to Self-Sufficiency

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Break: Return to the group in 5 minutes

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Self-Sufficiency

1. Money Management

2. Digital Technology

3. On Your Way

Say: Now let’s talk about Digital Technology.

Notes: Some of the digital technology terms in this section may be new to some participants. Use CORE’s CO Glossary to support your and the interpreter’s explanations of key terms. Access the CO glossary on this web page: https://coresourceexchange.org/working-with-interpreters/. Scroll down on this web page to select the glossary in the appropriate language.

Modifications:

Assess participants’ access to and comfort with digital technology. Preview the slides in this section with the participants’ readiness in mind.
If participants have very limited experience with technology, consider providing some supplemental support before or after the session one-on-one or in a small group.
See the CORE’s Digital Awareness supplemental lesson plan for a pre-assessment questionnaire, lesson ideas, and follow- up activities to expand on the CO content in this session. Access the resource at this link: https://coresourceexchange.org/wp-content/uploads/2019/09/Digital-Awareness-for-Refugees-LP_HiRes-Color.pdf.

CO Topic: N/A

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Digital Tools for Communicating

Say: In the United States, digital technology is used for many activities. You will use digital technology in many different settings in this community. You will use digital communication tools to access services and connect with your community and with us at ____ [say the name of your agency] throughout the resettlement process. We can communicate with each other through email, text messages, telephone, and voicemail. It is good to set up an email account and learn how to navigate the internet.

Notes: As needed, reassure participants with limited experience with digital technology that they will have the opportunity to gradually learn to use some technology. Share services that your agency offers to newcomers to build technology skills.

Modifications:

If participants have very limited experience with technology, consider providing some supplemental support before or after the session one-on-one or in a small group.
See the CORE’s Digital Awareness supplemental lesson plan for a pre-assessment questionnaire, lesson ideas, and follow- up activities to expand on the CO content in this session. Access the resource at this link: https://coresourceexchange.org/wp-content/uploads/2019/09/Digital-Awareness-for-Refugees-LP_HiRes-Color.pdf.

CO Topic: Digital Technology and Literacy

Objective(s)/Indicator(s):

Participants can explain that they will need to use digital communication tools to access services and connect with their community and local RA

Participants can list at least three methods of communication they will use to connect to their local RA or other service providers and demonstrate how to use one method (e.g., email, text messages)
Participants can explain the importance of setting up and utilizing an email address (e.g., to communicate electronically, to access online services) and voicemail on their telephone (e.g., to receive messages from RA)

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Everyday Technology

Say: Digital technology is part of everyday life. Many people use digital resources to apply for jobs, pay bills, schedule appointments, plan transportation, and access information and services. Many people also use digital technology for shopping, staying healthy, learning new things, and entertainment. All of these activities can be done online using a computer, a phone, or a tablet. It is helpful to learn to use digital resources.

Notes: As needed, reassure participants with limited experience with digital technology that they will have the opportunity to gradually learn to use some technology. Share services that your agency offers to newcomers to build technology skills.

Modifications: Share examples of commonly used apps and sites that your site recommends.

CO Topic: Digital Technology and Literacy

Objective(s)/Indicator(s):

Participants can explain that they will need to use digital communication tools to access services and connect with their community and local RA

Participants can name at least three instances in their early resettlement when they may be required to use technology (e.g., learning the public transit system, banking)

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Note to Facilitator:

This slide is hidden in Slide Show mode.

Use this slide template to add images and information about digital literacy in your community. Make as many copies as you need and unhide the slides.

As needed, add slides that address common areas of concern and questions that frequently come up in your work with clients.

(This slide is hidden in Slide Show mode. Unhide the slide if you want participants to see it. See instructions on slide 2 for how to unhide a slide.)

Say: (Add your notes.)

Notes: Use this template to add information and services specific to your community.

Modifications:

Add images that represent information specific to your community.
If participants have very limited experience with technology, consider providing some supplemental support before or after the session one-on-one or in a small group.
See the CORE’s Digital Awareness supplemental lesson plan for a pre-assessment questionnaire, lesson ideas, and follow- up activities to expand on the CO content in this session. Access the resource at this link: https://coresourceexchange.org/wp-content/uploads/2019/09/Digital-Awareness-for-Refugees-LP_HiRes-Color.pdf.

CO Topic: Digital Technology and Literacy

Objective/Indicator(s):

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Safe Digital Practices

Say: While digital technology is part of everyday life, there are some risks that you must pay attention to. Some people use the internet to take advantage of others. You must take steps to protect yourself, your family, and your information when using digital technology. When we talked about online banking earlier, we talked about ways to keep you bank information safe. We will talk about some more safe digital practices.

Notes: N/A

Modifications: N/A

CO Topic: Digital Technology and Literacy

Objective(s)/Indicator(s):

Participants can explain how to engage in safe digital practices to protect themselves, their families, and their digital information

Participants can list at least two examples of risky behavior when using the internet on a digital device. (e.g., using free Wi-Fi, sharing devices)
Participants can list at least one way to protect their digital accounts, including wi-fi and online accounts (e.g., using a safe and secure password, not sharing passwords with others)
Participants can name at least two ways to protect themselves from financial fraud and identity theft (e.g., do not open emails and select links from unknown senders, do not click on popup advertisements)
Participants can provide two reasons why it’s important to monitor children’s online activity (e.g., cyberbullying, access to inappropriate content)
Participants can identify at least two common online scams (e.g., sight unseen job offers, unexpected winnings)

CO Topic: Safety

Participants can explain that paying attention to personal safety is an important consideration for all people

Participants can list two ways they can recognize and avoid scams and prevent fraud and identity theft

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Be Careful Online

Say: When you are using the internet, only access online resources that you know and trust. You want to avoid getting inaccurate and sometimes harmful information.

Do not share private information on websites unless you know they are safe – that the website is the official site of the organization or business you are know are legitimate. Some people can use your personal information to access your accounts or use your identity to open other accounts.
Do not open links or attachments from people you don’t know. Those links can be used to access the information on your device.
If you have children, you must monitor their online activity. Some young people can be bullied or tricked online.
Teach your children how to exercise good judgment, be cautious about sharing photos or information about themselves, make good use of their time on the internet, and protect their privacy. Make sure that children don’t access content that is not appropriate. Talk to your child about their communications with other people online.

Notes: As needed, reassure participants with limited experience with digital technology that they will have the opportunity to gradually learn more about using technology and safe practices. Share services that your agency offers to newcomers to build digital technology skills and awareness.

Modifications: N/A

CO Topic: Digital Technology and Literacy

Objective(s)/Indicator(s):

Participants can explain how to engage in safe digital practices to protect themselves, their families, and their digital information

Participants can list at least two examples of risky behavior when using the internet on a digital device. (e.g., using free Wi-Fi, sharing devices)
Participants can list at least one way to protect their digital accounts, including wi-fi and online accounts (e.g., using a safe and secure password, not sharing passwords with others)
Participants can name at least two ways to protect themselves from financial fraud and identity theft (e.g., do not open emails and select links from unknown senders, do not click on popup advertisements)
Participants can provide two reasons why it’s important to monitor children’s online activity (e.g., cyberbullying, access to inappropriate content)

CO Topic: Safety

Participants can explain that paying attention to personal safety is an important consideration for all people

Participants can list two ways they can recognize and avoid scams and prevent fraud and identity theft

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Keep Your Digital Accounts Secure

Protect your Passwords

Log Out

Say: It is important to protect yourself, your family, and your digital information.

Many phones or other mobile devices can be locked and unlocked with a security code, your fingerprint, or your face. Locking your device prevents strangers from accessing information stored on the device, such as photos, email or text content, and account information.
Do not use a password that others can guess. Use a password that only you would know. Don’t share passwords. Change your passwords regularly.
Make sure that you log out of your accounts when you are done, especially if you are using a computer in a public place.
Avoid sharing devices with people you don’t know well.

Notes: This slide is animated. When you press Enter or click forward, the logout icon and label will appear.

Modifications: N/A

CO Topic: Digital Technology and Literacy

Objective(s)/Indicator(s):

Participants can explain how to engage in safe digital practices to protect themselves, their families, and their digital information

Participants can list at least two examples of risky behavior when using the internet on a digital device. (e.g., using free Wi-Fi, sharing devices)
Participants can list at least one way to protect their digital accounts, including wi-fi and online accounts (e.g., using a safe and secure password, not sharing passwords with others)
Participants can name at least two ways to protect themselves from financial fraud and identity theft (e.g., do not open emails and select links from unknown senders, do not click on popup advertisements)

CO Topic: Safety

Participants can explain that paying attention to personal safety is an important consideration for all people

Participants can list two ways they can recognize and avoid scams and prevent fraud and identity theft

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Be Careful with �Free Wi-Fi

Say: Be careful when you are using Wi-Fi.

You can purchase Wi-Fi for your home and use a password to access it.
When you are outside your home, there is often Wi-Fi that is free and open to everyone.
Many free public Wi-Fi networks are not secure. That means that people may get access to information that you are sending on your device -- emails, credit card numbers, and other information.
If you are using public Wi-Fi, be careful about what you enter or send.

Notes: N/A

Modifications: N/A

CO Topic: Digital Technology and Literacy

Objective(s)/Indicator(s):

Participants can explain how to engage in safe digital practices to protect themselves, their families, and their digital information

Participants can list at least two examples of risky behavior when using the internet on a digital device. (e.g., using free Wi-Fi, sharing devices)
Participants can list at least one way to protect their digital accounts, including Wi-Fi and online accounts (e.g., using a safe and secure password, not sharing passwords with others)

CO Topic: Safety

Participants can explain that paying attention to personal safety is an important consideration for all people

Participants can list two ways they can recognize and avoid scams and prevent fraud and identity theft

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Protect your �Personally Identifiable Information (PII)

Social Security Number
USCIS #
Birthdate
Address
Banking information

Say: You need to protect your Personally Identifiable Information. This is any information that could specifically identify a person. Some examples are your USCIS #, your full name, birth date, home address, banking information, and social security number.

Your social security number is especially important to protect. Social Security numbers are identification numbers issued by the U.S. government to all citizens, legal permanent residents, and temporary residents of the United States. In general, you should only provide your social security number to your employer, a government agency, or a bank if you are setting up a checking or savings account, a debit or credit card, or if you are borrowing money,
There are times when an employer, a government agency, or another community organization asks you for personally identifiable for a legitimate purpose. But you have to be careful of scams. Scams are when people attempt to trick you so they can steal your personally identifiable information. Scammers can contact you through phone calls, text messages, emails, or a letter in the mail.
Whenever you are unsure if you share this information or not, talk with your case manager.

Notes: N/A

Modifications: N/A

CO Topic: Digital Technology and Literacy

Objective(s)/Indicators(s):

Participants can explain how to engage in safe digital practices to protect themselves, their families, and their digital information

Participants can name at least two ways to protect themselves from financial fraud and identity theft (e.g., do not open emails and select links from unknown senders, do not click on popup advertisements)
Participants can identify at least two common online scams (e.g., sight unseen job offers, unexpected winnings)

CO Topic: Safety

Participants can explain that paying attention to personal safety is an important consideration for all people

Participants can list two ways they can recognize and avoid scams and prevent fraud and identity theft

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Scam Situations

Story 1: You Owe Taxes

Story 2: You Won!

How can we tell if this is a scam?
What should they do?

Say: Let’s look at some common scams. Scams are when people attempt to trick you so they can steal your personally identifiable information. People who scam may contact you by email, text, telephone, voicemail, or by sending a letter in the mail.

I will share two situations with you. In each situation, the person gets an email or a text that is a scam. (Press Enter or click forward to get the questions to appear.) We will discuss how we know it is a scam and what the person should do.

Notes:

You can substitute local scenarios to make this part relevant to your agency and community.
This slide is animated. When you press Enter or click forward, the discussion questions will appear.

Modifications:

There are two versions of each scenario: a lighter-text version and a heavier-text version. The lighter-text version is visible, and the heavier-text version is hidden. Choose the version that best meets the needs of your group, considering the literacy levels and preferences of the participants.
If you have limited time, pick one situation to discuss instead of both.

CO Topic: Digital Technology and Literacy

Objective(s)/Indicator(s):

Participants can explain how to engage in safe digital practices to protect themselves, their families, and their digital information

Participants can name at least two ways to protect themselves from financial fraud and identity theft (e.g., do not open emails and select links from unknown senders, do not click on popup advertisements)
Participants can identify at least two common online scams (e.g., sight unseen job offers, unexpected winnings)

CO Topic: Safety

Participants can explain that paying attention to personal safety is an important consideration for all people

Participants can list two ways they can recognize and avoid scams and prevent fraud and identity theft

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You Owe Taxes Scam

From: Taxes @ISR.com � Sent: Friday, April 7, 2023, 10:35 AM� To: Marie@gmail.com

� Subject: Taxes Owed

Say: Here is the situation. Marie received an email from Taxes@ISR.com. (Read the email text and pause between each sentence.) It says:

Our records show that you owe $3,500 in taxes. Pay now, or you will pay a fine and risk arrest.
To prevent these actions, go to Collection@ISR.com to make a payment.
You must provide your social security number to verify your identity.

Let’s discuss this together.

How can we tell if this is a scam? (Pause to let participants think. Then invite their responses. Acknowledge the participants’ responses. If needed, you can supplement by adding additional points from the Sample Responses.)

Sample Responses: This scam is called back-owed taxes. This is a common scam. The emailer used an address that looks like it is official. The IRS is a government agency that handles taxes, but the email does have .gov at the end. The email asks for personally identifiable information – her social security number. It threatens Marie with fines and arrests. These are common signs of a scam. This kind of scam can come through an email, a phone call, or the mail. Scammers are always coming up with new ways to trick people, be cautious.

What should Marie do? (Pause to let participants think. Then invite their responses. Acknowledge the participants’ responses. If needed, you can supplement by adding additional points from the Sample Responses below.)

Sample Responses: She should not reply or click on any links. She can talk with the case manager if she is not sure. She and her case manager can report it to the IRS if needed. She can warn her family and friends about the scam.

Notes: You can substitute local scenarios to make this part more relevant to your community.

Modifications:

Instead of participants talking in a whole-group conversation, you can have participants talk in small groups. As needed, facilitate forming groups so that participants can have partners who speak the same language.
The next slide is a heavier-text version of this slide. Unhide and use that version of this story if you want the story text to show on the screen.

CO Topic: Digital Technology and Literacy

Objective(s)/Indicator(s):

Participants can explain how to engage in safe digital practices to protect themselves, their families, and their digital information

Participants can name at least two ways to protect themselves from financial fraud and identity theft (e.g., do not open emails and select links from unknown senders, do not click on popup advertisements)
Participants can identify at least two common online scams (e.g., sight unseen job offers, unexpected winnings)

CO Topic: Safety

Participants can explain that paying attention to personal safety is an important consideration for all people

Participants can list two ways they can recognize and avoid scams and prevent fraud and identity theft

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You Owe Taxes Scam

From: Taxes @ISR.com �Sent: Friday, April 7, 2023 10:35 AM�To: Marie@gmail.com

�Subject: Taxes Owed

Our records show that you owe $3,500 in taxes.

Pay now, or you will pay a fine and risk arrest.

To prevent these actions, go to Taxes@ISR.com to make a payment.

Provide your social security number to verify your identity.

(This slide is hidden in Slide Show mode. It is the heavier-text version of the previous slide. Unhide and use this version of the story if you want the story text to show on the screen as you tell the story. See instructions on slide 2 for how to unhide a slide.)

Say: Here is the situation. (Press Enter to get each part of the email to appear.)

Marie received an email from Taxes@ISR.com. It says: Taxes owed
Our records show that you owe $3,500 in taxes.
Pay now or you will pay a fine and risk arrest.
To prevent these actions, go to Collection@ISR.com to make a payment.
You must provide your social security number to verify your identity.

Let’s discuss this together.

How can we tell if this is a scam? (Pause to let participants think. Then invite their responses. Acknowledge the participants’ responses. If needed, you can supplement by adding additional points from the Sample Responses.)

Sample Responses: This scam is called back-owed taxes. This is a common scam. The emailer used an address that looks like it is official. The IRS is a government agency that handles taxes, but the email does have .gov at the end. The email asks for personally identifiable information – her social security number. It threatens Marie with fines and arrests. These are common signs of a scam. This kind of scam can come through an email, a phone call, or the mail. Scammers are always coming up with new ways to trick people, be cautious.

What should Marie do? (Pause to let participants think. Then invite their responses. Acknowledge the participants’ responses. If needed, you can supplement by adding additional points from the Sample Responses below.)

Sample Responses: She should not reply or click on any links. She can talk with the case manager if she is not sure. She and her case manager can report it to the IRS if needed. She can warn her family and friends about the scam.

Notes: You can substitute local scenarios to make this part more relevant to your community.

Modifications:

Instead of participants talking in a whole-group conversation, you can have participants talk in small groups. As needed, facilitate forming groups so that people can have partners who speak the same language.
The previous slide is a lighter text version of this scenario. Use that version if the text on this page is distracting for participants.

CO Topic: Digital Technology and Literacy

Objective(s)/Indicator(s):

Participants can explain how to engage in safe digital practices to protect themselves, their families, and their digital information

Participants can name at least two ways to protect themselves from financial fraud and identity theft (e.g., do not open emails and select links from unknown senders, do not click on popup advertisements)
Participants can identify at least two common online scams (e.g., sight unseen job offers, unexpected winnings)

CO Topic: Safety

Participants can explain that paying attention to personal safety is an important consideration for all people

Participants can list two ways they can recognize and avoid scams and prevent fraud and identity theft

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You Won! Scam

How can we tell if this is a scam?
What should Yusuf do?

Say: Here is another scam situation. Yusuf receives this text. (Read the text and pause after each sentence.)

Congratulations, you won a vacation to Hawaii.
This vacation is worth $2000.
To claim your prize, call 555-571-6500 to verify your ID.
Call soon. This prize expires in 3 days.

Talk with a partner to answer these two questions. How can we tell if this is a scam? And what should Yuusuf do? (Press Enter to get questions to appear.)

(As needed, facilitate forming groups so that people can have partners who speak the same language. Give participants time to talk. After a few minutes of group talking, you can invite group comments. Acknowledge responses and add additional perspectives from the Sample responses below as needed.)

How can we tell if this is a scam?

Sample Responses: Yusuf has to know if he entered a contest. If he did not enter a contest, he should not get a text saying he won. Even if he did enter a contest, it might still be a scam. The text says that he has to call within three days. That may be a sign of a scam. The person who texted does not want Yusuf to have time to verify. If the person tells him he has to pay to get the prize or if they ask for personal information, it might be a scam.

What should Yusuf do?

Sample Responses:

We all want to win prizes, but he must take the time to ensure this is not a scam.
He can delete the text and report it as spam.
If he did enter the contest and provided his phone number, he can call to see if the prize is real. If the person he talks to asks for personal information or asks him to provide a bank or credit card number, he should not give it.
He can talk to his case manager and asks for advice.
He can warn his family and friends.

Notes:

Note that the text of the story is animated. The discussion questions appear when you press Enter or click forward.
You can substitute a local scenario to make this part more relevant to participants.

Modifications:

Instead of participants talking in pairs, you can facilitate a whole-group conversation about this scenario.
The next slide is a higher-text version of this slide. Unhide and use that version of this story if you want the text to show on the screen as you talk.

CO Topic: Digital Technology and Literacy

Objective(s)/Indicator(s):

Participants can explain how to engage in safe digital practices to protect themselves, their families, and their digital information

Participants can name at least two ways to protect themselves from financial fraud and identity theft (e.g., do not open emails and select links from unknown senders, do not click on popup advertisements)
Participants can identify at least two common online scams (e.g., sight unseen job offers, unexpected winnings)

CO Topic: Safety

Participants can explain that paying attention to personal safety is an important consideration for all people

Participants can list two ways they can recognize and avoid scams and prevent fraud and identity theft

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You Won! Scam

How can we tell if this is a scam?
What should Yusuf do?

(This slide is hidden in Slide Show mode. It is the heavier-text version of the previous slide. Unhide and use this version of the story if you want the story text to show on the screen as you tell the story. See instructions on slide 2 for how to unhide a slide.)

Say: Here is another scam situation. Yusuf receives this text. (Read the text and pause after each sentence.) “Congratulations, you won a vacation to Hawaii. This vacation is worth $2000. To claim your prize, call 555-571-6500 to verify your ID. Call soon. This prize expires in 3 days.”

Talk with a partner to answer these two questions. (Press Enter or click forward to show the questions.) How can we tell if this is a scam? And what should Yusuf do?

(As needed, facilitate forming groups so that people can have partners who speak the same language. Give participants time to talk. After a few minutes of group talking, you can invite group comments. Acknowledge responses and add additional perspectives from the Sample responses below as needed.)

How can we tell if this is a scam?

Sample Responses: Yusuf has to know if he entered a contest. If he did not enter a contest, he should not get a text saying he won. Even if he did enter a contest, it might still be a scam. The text says that he has to call within three days. That may be a sign of a scam. The person who texted does not want Yusuf to have time to verify. If the person tells him he has to pay to get the prize or if they ask for personal information, it might be a scam.

What should Yusuf do?

Sample Responses:

We all want to win prizes, but he must take the time to ensure this is not a scam.
He can delete the text and report it as spam.
If he did enter the contest and provided his phone number, he can call to see if the prize is real. If the person he talks to asks for personal information or asks him to provide a bank or credit card number, he should not give it.
He can talk to his case manager and asks for advice.
He can warn his family and friends.

Notes:

The slide is animated. The discussion questions will appear when you press return or click next.
You can substitute your local scenario to make this part more relevant to participants.

Modifications:

Instead of participants talking in pairs, you can facilitate a whole-group conversation about this scenario.
The previous slide is a version of this slide with fewer words shown. Use that version if the text on this page is distracting for participants.

CO Topic: Digital Technology and Literacy

Objective(s)/Indicator(s):

Participants can explain how to engage in safe digital practices to protect themselves, their families, and their digital information

Participants can name at least two ways to protect themselves from financial fraud and identity theft (e.g., do not open emails and select links from unknown senders, do not click on popup advertisements)
Participants can identify at least two common online scams (e.g., sight unseen job offers, unexpected winnings)

CO Topic: Safety

Participants can explain that paying attention to personal safety is an important consideration for all people

Participants can list two ways they can recognize and avoid scams and prevent fraud and identity theft

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Job Offer Scam

From: UNICIF@gmail.com� Sent: Monday, July 10, 2023, 3:30 AM� To: Nataly@yahoo.com

� Subject: Job Offer

(This is an optional 3^rd scam scenario. The scenario is presented in a lighter-text version and a heavier-text version. This slide is hidden in Slide Show mode. Unhide and use this slide if you prefer the lighter-text version. See instructions on slide 2 for how to unhide a slide.)

Say: Here is another situation. Nataly received an email from this address. UNICIF@ gmail.com with this logo on it. (Point to the address and the logo. Then read the email text and pause between each sentence.) It says:

“Hello, UNICIF wants to offer you a full-time job, earning $18 per hour.

Before starting, we need to conduct a background check. Send pictures of the following documents within 24 hours.

Social Security card, State ID, and Bank account for direct deposit. Click here now for more information.”

Let’s discuss this together.

How can we tell if this is a scam? (Pause to let participants think. Then invite their responses. Acknowledge the participants’ responses. If needed, you can supplement by adding additional points from the Sample Responses.)

Sample Responses: This is a common job scam. The scammer pretends to be a well-known organization offering a job. They used an address and a logo that look official. Don’t be tricked by the logo. Scammers can get copy a logo on the internet. In the address, UNICEF is misspelled, and the email suffix gmail.com does not look like an email from an employer. The email asks Nataly for personally identifiable information. It tells her to act immediately. These are common signs of a scam. Did Nataly apply for a job with UNICEF? It is unlikely that UNICEF would contact her without her applying.

What should Nataly do? (Pause to let participants think. Then invite their responses. Acknowledge the participants’ responses. If needed, you can supplement by adding additional points from the Sample Responses below.)

Sample Responses: She should not reply or click on any links. Although employers do require this information once you are hired, she should not share personally identifiable information with anyone unless she can verify that they are legitimate. She can talk with the case manager if she is not sure. She can warn her family and friends about the scam.

Notes: You can substitute local scenarios to make this part more relevant to your community.

Modifications:

Instead of participants talking in a whole-group conversation, you can have participants talk in small groups. As needed, facilitate forming groups so that people can have partners who speak the same language.
The next slide is a heavier-text version of this slide. Unhide and use that version of this story if you want the story text to show on the screen.

CO Topic: Digital Technology

Objective(s)/Indicator(s):

Participants can explain how to engage in safe digital practices to protect themselves, their families, and their digital information

Participants can name at least two ways to protect themselves from financial fraud and identity theft (e.g., do not open emails and select links from unknown senders, do not click on popup advertisements)
Participants can identify at least two common online scams (e.g., sight unseen job offers, unexpected winnings)

CO Topic: Safety

Participants can explain that paying attention to personal safety is an important consideration for all people

Participants can list two ways they can recognize and avoid scams and prevent fraud and identity theft

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Job Offer Scam

From: UNICIF@gmail.com�Sent: Monday, July 10, 2023, 3:30 AM�To: Nataly@yahoo.com

�Subject: Job Offer

Hello, UNICIF wants to offer you a full-time job earning $18 per hour. Before starting, we need to conduct a background check.

Send pictures of the following documents within 24 hours: Social Security card, State ID, and Bank account for direct deposit. Click here now for more information.

UNICIF Charity

(This is an optional 3^rd scam scenario. The scenario is presented in a lighter-text version and a heavier-text version. This slide is hidden in Slide Show mode. Unhide and use this slide if you prefer the lighter-text version. See instructions on slide 2 for how to unhide a slide.)

Say: Here is another situation. (Press Enter to get each part of the email to appear.)

Nataly received an email from this address. UNICIF@ gmail.com with this logo and signature. (Point to the address and the logo.)

It says: “Hello, UNICIF wants to offer you a full-time job, earning $18 per hour.
Before starting, we need to conduct a background check.
Send pictures of the following documents within 24 hours: Social Security card, State ID, and Bank account for direct deposit.
Click here now for more information. “(Pause.)

Let’s discuss this together.

How can we tell if this is a scam? (Pause to let participants think. Then invite their responses. Acknowledge the participants’ responses. If needed, you can supplement by adding additional points from the Sample Responses.)

Sample Responses: This is a common job scam. The scammer pretends to be a well-known organization offering a job. They used an address and a logo that look official. Don’t be tricked by the logo. Scammers can get copy a logo on the internet. In the address, UNICEF is misspelled, and the email suffix gmail.com does not look like an email from an employer. The email asks Nataly for personally identifiable information. It tells her to act immediately. These are common signs of a scam. Did Nataly apply for a job with UNICEF? It is unlikely that UNICEF would contact her without her applying.

What should Nataly do? (Pause to let participants think. Then invite their responses. Acknowledge the participants’ responses. If needed, you can supplement by adding additional points from the Sample Responses below.)

Sample Responses: She should not reply or click on any links. Although employers do require this information once you are hired, she should not share personally identifiable information with anyone unless she can verify that they are legitimate. She can talk with the case manager if she is not sure. She can warn her family and friends about the scam.

Notes: You can substitute local scenarios to make this part more relevant to your community.

Modifications:

Instead of participants talking in a whole-group conversation, you can have participants talk in small groups. As needed, facilitate forming groups so that people can have partners who speak the same language.
The previous slide is a lighter-text version of this slide. Unhide and use that version of this story if the text is distracting to participants.

CO Topic: Digital Technology and Literacy

Objective(s)/Indicator(s):

Participants can explain how to engage in safe digital practices to protect themselves, their families, and their digital information

Participants can name at least two ways to protect themselves from financial fraud and identity theft (e.g., do not open emails and select links from unknown senders, do not click on popup advertisements)
Participants can identify at least two common online scams (e.g., sight unseen job offers, unexpected winnings)

CO Topic: Safety

Participants can explain that paying attention to personal safety is an important consideration for all people

Participants can list two ways they can recognize and avoid scams and prevent fraud and identity theft

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Group Conversation

Say: Let’s take a moment to talk with each other about what you found important or interesting in this section about digital literacy. (As needed, facilitate forming groups so that people can have partners who speak the same language. As you are forming groups, be mindful of any cultural norms about interacting across genders. After a few minutes of groups talking to each other, you can invite 2 or 3 comments.)

Let’s hear from a few people. What did you find to be important or interesting?

(After 5-8 minutes of the whole group discussion), Thank you for sharing your ideas.

Notes: Engaging in group conversations provides participants with an opportunity to reflect and share. The activity is repeated in this session and is a part of all the sessions. The ideas and questions that arise in the conversations can provide feedback to you about what is most important or confusing to participants. If a participant has questions specific to a personal context, acknowledge their concern and encourage them to contact their case manager or the appropriate RA staff member for assistance.

If participants have many questions about the topic that you cannot answer at the moment, record questions on the Planning for Participants’ Questions Tool and follow up after the session. Document Link: https://coresourceexchange.org/wp-content/uploads/2023/07/Appendix-B-Question-Gathering-Doc-for-appendix.pdf
If participants are reluctant to participate in group conversations, you can provide an option to reflect quietly on important ideas or questions for a few minutes.
Engaging in small-group and whole-group discussions may be new to some participants. Lack of participation may not be related to interest in CO but to previous educational experiences that did not encourage participation.

Modifications: N/A

CO Topic: Digital Technology and Literacy

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Self-Sufficiency

1. Money Management

2. Digital Technology

3. On Your Way

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Your Rights

Say: Let’s talk first about your rights as a newcomer. During your first year in the U.S., if you have refugee status, there are some rights that come with this status. Here are a few:

You have the right to request an interpreter, in schools, when seeking medical care, or when interacting with law enforcement.
You may be eligible for family reunification. Talk with your case manager about this process if needed.
You are eligible to apply for permanent residency and eventually U.S. citizenship.
In the United States, laws protect the basic rights of all people. For example, you are allowed to travel anywhere within the U.S., buy property, and attend school.
However, here are some limitations: you cannot obtain a U.S. passport, vote in elections, or work in a government job that requires U.S. Citizenship while you have refugee status. You are not allowed to travel outside the U.S. without permission from USCIS. If you must travel overseas, your Resettlement Agency can explain how to ask for permission.

During this time, there are also some responsibilities related to your refugee status. (Transition to the next slide.)

Notes: N/A

Modifications: N/A

CO Topic: Newcomer Rights and Responsibilities

Objective(s)/Indicator(s):

Participants can explain that there are rights and responsibilities related to refugee status and status adjustment

Participants can state that while learning English they have the right to request an interpreter (e.g., in hospitals, in schools)
Participants can state that they may be eligible to become U.S. citizens
Participants can explain they may be eligible for family reunification and can identify locally where to get assistance in the process

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Responsibility: �Repay the �Travel Loan

Say: One responsibility is paying back the cost of the travel to the U.S. A bill will be sent to you with instructions on how to pay for it. As we talked about before, if you miss a payment, it can affect your credit history. That could affect your ability to borrow money in the future. Please see your caseworker for any further assistance concerning your travel loan.

Notes: N/A

Modifications: N/A

CO Topic: Newcomer Rights and Responsibilities

Objective(s)/Indicator(s):

Participants can explain that there are rights and responsibilities related to refugee status and status adjustment

Participants can state that they are required to apply for permanent residency as soon as they become eligible
Participants can articulate their legal responsibility to repay the travel loan and name one consequence for missed or late payments (e.g., poor credit score, difficulty getting loans)

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Responsibility: Register for Selective Service

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Responsibility: Submit a change of address form

Say: Every time you move to another home, you must inform the government. Whether you are moving to a new neighborhood or to another state, you have to complete the change of address form, the AR-11 form. You are required to complete this form until you become a citizen of the United States. Please talk to your case manager if you plan on moving. If you forget the form when your move, it can affect your status in the U.S.

Notes: N/A

Modifications: N/A

CO Topic: Newcomer Rights and Responsibilities

Objective(s)/Indicator(s):

Participants can explain that there are rights and responsibilities related to refugee status and status adjustment

Participants can explain how to submit a change of address form (AR-11) if they move and acknowledge their responsibility to do so
Participants can list at least two behaviors that may hinder their adjustment of status or naturalization or lead to deportation (e.g., breaking the law, failure to report moving to USCIS)

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Responsibility: �Adjust your Status

Apply for Permanent Residency

Apply for Citizenship

Say: Adjusting your status is a responsibility. You are required to apply for permanent residency in the United States as soon as you are eligible. The document that shows permanent residency status is called a green card. There are benefits to having a green card, such as the ability to apply for federal student aid or to go to college. (Press Enter or click forward.)

After 5 years in the United States, you are eligible to apply for citizenship. Part of the application proves is passing a test about U.S. history and culture. This test is given in English.

In order to be approved for permanent residency or citizenship, you must meet your responsibilities and follow the law. For example, if you move and you don’t report it, it can affect the approval of your application. If your break the law, your application for residency or citizenship may be denied, or your residency can be revoked.

Notes: The slide is animated. When you press Enter or click forward, the citizenship image and label will appear.

Modifications: N/A

CO Topic: Newcomer Rights and Responsibilities

Objective(s)/Indicator(s):

Participants can explain that there are rights and responsibilities related to refugee status and status adjustment

Participants can state that they are required to apply for permanent residency as soon as they become eligible
Participants can list at least two behaviors that may hinder their adjustment of status or naturalization or lead to deportation (e.g., breaking the law, failure to report moving to USCIS)

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Cultural Adjustment

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What Have You Noticed? � �I notice that __________ is important in America.

Say: You have been learning about American culture already, overseas, and since you arrived here.

Now that you have been here a little while, what have you noticed about American culture? What seems important in this country? What would you put in the blank? For example, “I notice that “Freedom is important in America.” I think this because there are laws that protect freedom. On the news, there are stories about people wanting freedom. Think about what you have noticed. (Pause for people to think. If people need additional examples)

Who would like to share something you have noticed? (Ask for a few volunteers to share. As people share their observations, acknowledge their comments.)

(After a few people share, transition to the next slide.)

Notes: Inviting participants to share what they notice conveys to participants that their perceptions are valued. When you share your examples or respond to participants’ observations, be mindful to use neutral language to communicate that while there are differences, one way of being is not better or worse than another.

Modifications: To add some interaction, group people who speak the same home language and have people talk in small groups to share their thinking before sharing with the whole group.

CO Topic: Cultural Adjustment

Objective(s)/Indicator(s):

Participants can explain that the U.S. is a nation of diverse communities and individuals

Participants can list at least two examples of how diversity is reflected in U.S. communities and individuals (e.g., gender, sexual orientation)
Participants can explain how diversity in the U.S. may be similar or different from other communities they have lived in

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Similarities & Differences

American Culture

Other Communities You Lived In

Say: I will share some things that seem important about American culture. (Point to the orange circle.) Some of the concepts I share may differ from what you experienced in other communities (point to the blue circle) or be similar (point to the intersection). As I share, I invite you to think about what you have noticed in American culture so far.

Notes: This is a transition slide to get participants to think about similarities and differences as you share three aspects of American culture. On each slide, you will invite participants to think. After you share all three aspects, then invite a group conversation.

Modifications: N/A

CO Topic: Cultural Adjustment

Objective(s)/Indicator(s):

Participants can explain that the U.S. is a nation of diverse communities and individuals

Participants can list at least two examples of how diversity is reflected in U.S. communities and individuals (e.g., gender, sexual orientation)
Participants can explain how diversity in the U.S. may be similar or different from other communities they have lived in

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Diversity

Say: Here is something that you may have noticed about American culture. America is diverse.

People here have many different cultures, beliefs, and backgrounds.
Most Americans believe that people from different backgrounds should be treated with respect.
There are norms and laws prohibiting discrimination based on race, gender, sexual preference, background, or appearance.
Men and women are seen as equal. They have equal access to work, education, family finances, and freedom.

Consider how this may be similar to or different from other communities you have lived in.

Notes: N/A

Modifications: N/A

CO Topic: Cultural Adjustment

Objective(s)/Indicator(s):

Participants can explain that the U.S. is a nation of diverse communities and individuals

Participants can list at least two examples of how diversity is reflected in U.S. communities and individuals (e.g., gender, sexual orientation)
Participants can explain how diversity in the U.S. may be similar or different from other communities they have lived in

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Individualism

Say: Many Americans value individualism.

They believe that each person is a unique individual.
Each person has the right to make choices about his or her own life.
Many believe that people should be self-sufficient and that their success or failure is their own responsibility.
People advocate for their needs.

Consider how this may be similar to or different from other communities you have lived in.

Notes: N/A

Modifications: N/A

CO Topic: Cultural Adjustment

Objective(s)/Indicator(s):

Participants can identify that there may be cultural differences between their cultures and the culture in the U.S., including social norms and laws

Participants can list at least two examples of norms in the U.S. that may be unfamiliar or challenging to their traditions (e.g., appropriate noise level, family dynamics)
Participants can identify at least three parenting practices (e.g., supervision, discipline) that may be unfamiliar or challenging

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Being�on Time

Say: Here is another one. Here, people expect you to be on time, even early.

It is considered disrespectful to be late.
This applies both to workplaces and social events.
Being on time for a job or interview will look good; being late will make you look bad.
If you are running late, you should tell whomever you are going to meet and be apologetic.

Consider how this may be similar to or different from other communities you have lived in.

Notes: N/A

Modifications: N/A

CO Topic: Cultural Adjustment

Objective(s)/Indicator(s):

Participants can identify that there may be cultural differences between their cultures and the culture in the U.S., including social norms and laws

Participants can list at least two examples of norms in the U.S. that may be unfamiliar or challenging to their traditions (e.g., appropriate noise level, family dynamics)
Participants can identify at least three parenting practices (e.g., supervision, discipline) that may be unfamiliar or challenging

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Similarities and Differences

American Culture

Other Communities You Lived In

Say: I just shared three examples of things that are considered important in American Culture: diversity, individualism, and being on time. Have you noticed any of these things so far? What is similar to other communities you have lived in? What is different? Take a moment to think. Then I will invite a few people to share.

Who would like to share something that you have noticed? What is similar and what is different? (Ask for a few volunteers to share. As people share their initial thinking, Acknowledge comments.)

Notes: Inviting participants to share what they notice conveys to participants that their perceptions are valued.

Modifications: To add some interaction, group people who speak the same home language and have people talk in small groups to share their thinking before sharing with the whole group.

CO Topic: Cultural Adjustment

Objective(s)/Indicator(s):

Participants can explain that the U.S. is a nation of diverse communities and individuals

Participants can list at least two examples of how diversity is reflected in U.S. communities and individuals (e.g., gender, sexual orientation)
Participants can explain how diversity in the U.S. may be similar or different from other communities they have lived in

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Cultural Adjustment

Say: You are already noticing similarities and differences. Sometimes the differences show up in everyday things, like the food you eat and how you dress. Sometimes there are differences in beliefs, like how children should be treated. Adjusting to different cultural norms can be hard. It is a process that happens over a long period of time. To learn more about cultural adjustment, let’s watch this video. As you watch, make connections to what you have been experiencing.

Notes:

The video linked on this slide is the English version of the Settle In Cultural Adjustment video. If you are using this slide deck in PowerPoint, click on the image to open the video in your browser.
The video is available in multiple languages. Before the session, use the links on the next slide to select the video in the appropriate language.
The video is around 3 minutes in length.

Modifications:

If there are multiple languages represented in this session, consider these modifications:

If resources are available, set up multiple laptop stations, and each language group can watch the appropriate video at the designated station. Allow time for people to move and invite people back into the common space when they are done (around 10 minutes).
Play the video in English with the sound on and captions on. Pause the video after critical points to allow for interpretations.
Using the audio along with the captions may be helpful for the session interpreter(s). Talk with the interpreter(s) about their preferences.

If the video is unavailable in the participant’s language, consider this modification:

Play the video in English with the sound on and captions on. Pause the video after critical points to allow for interpretations.

All videos from CORE's Settle In website have accompanying translated factsheets that serve as scripts for the videos. Consider printing these factsheets and giving them to participants who can read in their home language. Select the appropriate language. Scroll down to view, download, or print the document. Access the Cultural Adjustment Fact sheet at https://settleinus.org/life-in-the-u-s/cultural-adjustment/. Select the appropriate language. Scroll down to download or print the document.

CO Topic: Cultural Adjustment

Objective(s)/Indicator(s):

Participants can identify that there are numerous phases of cultural adjustment

Participants can identify that cultural adjustment is a multi-step, long-term process they will experience
Participants can name at least two of the broad phases of cultural adjustment (e.g., honeymoon, cultural shock)

Participants can identify that there are coping mechanisms that can assist in managing stressors and adjustment

Participants can list at least two healthy ways of dealing with stress and cultural shock (e.g., faith community, mental health provider)
Participants can identify that honoring and preserving their home culture can help facilitate successful adjustment to life in the U.S.
Participants can identify that learning English will facilitate their adjustment to life in the U.S.

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Arabic 2:56 minutes
Burmese 2:27 minutes
Dari 2:55 minutes
English 2:48 minutes
Kinyarwanda 2:31 minutes
Spanish 2:55 minutes
Swahili 2:48 minutes
Pashto 2:42 minutes
Russian 2:43 minutes
Ukrainian 2:56 minutes

Note to Facilitators:

This slide is hidden in Slide Show mode.

These links take you to a video about Cultural Adjustment.

Before the session, select the link that leads to the appropriate language for your audience. You can have it open in another tab to switch to when you are providing.

All videos can be accessed at

Settle In YouTube Channel .

(This slide is hidden in Slide Show mode. It is for facilitators’ use only.)

Say: N/A

Notes: Select the video in the appropriate language. When you click on the link, the video will open in your browser. Show the video from your browser. Be sure to check the YouTube link to ensure that the video is in the appropriate language.

Modifications: See the previous slide for modification ideas.

CO Topic: Cultural Adjustment

Objective(s)/Indicator(s):

Participants can identify that there are numerous phases of cultural adjustment

Participants can identify that cultural adjustment is a multi-step, long-term process they will experience
Participants can name at least two of the broad phases of cultural adjustment (e.g., honeymoon, cultural shock)

Participants can identify that there are coping mechanisms that can assist in managing stressors and adjustment

Participants can list at least two healthy ways of dealing with stress and cultural shock (e.g., faith community, mental health provider)
Participants can identify that honoring and preserving their home culture can help facilitate successful adjustment to life in the U.S.
Participants can identify that learning English will facilitate their adjustment to life in the U.S.

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Changing Family Roles

Say: Part of the cultural adjustment process is managing changing roles within your family. Roles within families often change after moving to the U.S. Some changes may be due to cultural differences. Some changes may be due to the resettlement process. Here are some challenges that many newcomers experience:

Children often learn English and adapt to U.S. culture faster than adults.
Children may experience difficulties at school and bring their frustration home.
Couples may struggle since both have to work and share household responsibilities
Older adults may have a harder time learning English and/or connecting to their communities.

When your family experiences these challenges, know that you are not alone. Everyone can experience challenges as they adjust to a new culture.

Find ways to support each other, Be open with your family about what changes concern you. Seek support from your friends, faith community, and from people from your home community. We can also connect you to community resources.

Notes: N/A

Modifications: N/A

CO Topic: Cultural Adjustment

Objective(s)/Indicators(s):

Participants can explain that resettlement may have an impact on family roles and dynamics

Participants can give at least two examples of how resettling to the U.S. may impact family dynamics (e.g., children learning English faster than adults, women in the workplace)
Participants can explain the importance of self-sufficiency to their success in the US and can give at least two examples of being self-sufficient (e.g., income meets expenses, ability to navigate the local community)

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Note to Facilitator:

This slide is hidden in Slide Show mode.

Use this slide template to add images about rights and responsibilities or cultural adjustment.

Make as many copies as you need and unhide the slides.

As needed, add slides that address common areas of concern and questions that frequently come up in your work with clients.

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Questions and Answers

Say: We just spent some time talking adjusting to life in the U.S. Let’s pause for reflection and questions. What is important to remember? What questions do you have? (Pause to let participants think. Allot 5-7 minutes for the group discussion.)

Notes:

Note that engaging in whole-group discussions may be new to some participants. Lack of participation may not be related to interest in CO but to previous educational experiences that did not encourage participation.Rights, responsibilities, and cultural adjustment may bring up many questions.
If participants ask questions that are unique to their situations, ask them to follow up with their case manager or refer them to the appropriate staff member.
If participants have many questions about the topic that you cannot answer at the moment, record questions on the Planning for Participants’ Questions Tool and follow up after the session. Document Link: https://coresourceexchange.org/wp-content/uploads/2023/07/Appendix-B-Question-Gathering-Doc-for-appendix.pdf

Modifications:

If participants are reluctant to participate in whole-group conversations,

You can provide an option to reflect quietly on important ideas or questions prior to the discussion.
You can invite participants to reach out to their case manager with questions.

CO Topic: Cultural Adjustment, Rights and Responsibilities

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From Support to Self-Sufficiency

Say: Today’s session offered ways that you can move from support to self-sufficiency as you spend more time in this community. We are honored to partner with you on this journey. Since this is the last of the 4 Cultural Orientation sessions, let us take a moment to reflect on the various topics we have discussed over the last few sessions.

Notes: This is a transition to the full CO reflection on the last few slides.

Modifications: N/A

CO Topic: Cultural Adjustment

Objective(s)/Indicators(s):

Participants can explain that resettlement may have an impact on family roles and dynamics

Participants can explain the importance of self-sufficiency to their success in the US and can give at least two examples of being self-sufficient (e.g., income meets expenses, ability to navigate the local community)

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Session 1 Welcome to the Community
Partnership

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Session 2 Health and Safety
Well-Being

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Session 3 Employment & Education
Growth

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Session 4 Self-Sufficiency
From Support to Self-Sufficiency

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Cultural Orientation�Important Ideas��

Say: Thank you for participating in these Cultural Orientation sessions. We hope that you gained some insights about some topics that are part of the resettlement process. You will learn more about these topics as you work with your case manager, our office, and the community.

As we finish up, we invite you to share what you have learned so far. What are some important things that you have learned from Cultural Orientation? Take a moment to share your idea with a partner. (As needed, facilitate forming groups so that people can have partners who speak the same language.).

(After a few minutes of groups talking to each other, you can invite 2 or 3 comments.) Who might want to share a big idea that you learned in these sessions?

Thank you for sharing your ideas. Thank you for being here. Thank you to ________ [say the name(s) of interpreters] for interpreting this session.

Notes: N/A

Modifications: N/A

CO Topic: N/A