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Note to Facilitator

This is the Kinyarwanda version of session 2 of 4 in The Road Ahead, CORE’s Domestic Cultural Orientation Curriculum. The words on client-facing slides are written in Kinyarwanda. Notes to facilitators are written in English.

Access the curriculum overview and materials for other sessions on The Road Ahead web page.

Use the Session 2 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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NGWINO UTURE

Urubuga-koraniro rwizewe ruha amakuru y’ingeri zose abimukira bashyashya muri Leta Zunze Ubumwe za Amerika

WEBSITE

Inyandiko zirenga 600 mu ndimi zirenga 10, zateguwe bazirikana ibikenewe mu bumenyi bwa buri wese

MOBILE and DESKTOP APP

Videwo ngufi, amasomo afasha gushyikirana, ndetse n’amapeti yo guhimbaza no gukurikirana intera y’uwiga

FACEBOOK

Ihita ifasha gushyikirana n’abimukira bashya bavuye muri Afganistani na Ukreini bageze muri Leta Zunze Ubumwe z’Amerika

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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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Ubuzima n’Umutekano

Sobanukirwa n’Umuco

Ikiganiro cya 2

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Sobanukirwa n’Umuco

Say: As a reminder, 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 important to living in this community. The information shared today will connect to and expand on what you may have learned in previous Cultural Orientation sessions.
During Cultural Orientation, we provide some basic information to help you see the big picture early when you first arrive in this community.
We invite you to share what you know and any questions you may have. Your voice and ideas are valued in these sessions. There will be time for you to reflect and talk to each other.
You will learn more about these topics as you work with your case manager and other people connected to the resettlement process. 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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Sobanukirwa n’Umuco

Ikiganiro cya 1 Welcome to the Community	Ikiganiro cya 2 Ubuzima n’Umutekano
Ikiganiro cya 3 Akazi n’Amashuri	Ikiganiro cya 4 Kwihaza

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Ikipi ya [Name of the RA]

Add your picture

[ your name and role]

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Ikipi ya [Name of the RA]

Add your picture

[ your name and role]

Add your picture

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Muraho, nitwa ____.

Maze ino ibyumweru _____.

Ikintu kintangaza cyane ku buzima bw’inaha muri Leta Zunze Ubumwe z’Amerika ni______.

Say: Let us take a moment to say hello to each other. Introduce yourself by saying your name and sharing something about life in the U.S. so far.

(Have each facilitator and interpreter model before asking participants to share. After giving the directions and modeling the activity, invite participants to say hello. You can take volunteers or go around the room.)

Notes: Having 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 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 an opportunity for people to introduce themselves to 3 people around them.

CO Topic: N/A

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Imibereho myiza yanyu

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Ikiganiro cya 2: Ubuzima n’Umutekano

1. Ubuzima n’Isuku

2. Umutekano

3. Amategeko ya Leta Zunze Ubumwe z’Amerika

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

Health and Hygiene: We will talk about ways to stay healthy and how to take care of yourself when you are sick or injured
Safety: You will learn how to stay safe in the community
Then we will talk about U.S. Laws and the rights and responsibilities of living in the U.S. and this community

(Press Enter or click forward.) Let’s start with our first topic, health and hygiene.

Notes: This slide is animated. When you press enter or click the arrow forward, the circle around Health and Hygiene will appear.

Modifications: If participants can read in their home language, you can also share the Settle In fact sheets about Health and Hygiene in the appropriate language. Copy and paste the links below into your browser. Select the appropriate language. Scroll down to view, download, or print the document.

Health: https://settleinus.org/life-in-the-u-s/health/

Hygiene: https://settleinus.org/topics/hygiene-in-the-u-s/

CO Topic: N/A

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Ubuzima n’Isuku

Mu gihugu ukomokamo no muri Leta Zunze Ubumwe z’Amerika

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Mu gihugu ukomokamo:

Iyo umuntu yarwaraga cyangwa agakomereka, hakorwaga iki?

Ibicurane

Kwitema urutoki

Kuvunika ukuboko

Kubabara mu gatuza

Say: Think about the health practices in your home country. When someone got injured or sick, what did you typically do? Let’s look at a few situations. (Point at each image as you ask about it. As participants share, acknowledge responses.)

What did you do if you had a runny nose? Who would like to share?
What did you do if you had a broken bone?
What about pain in your chest?
What if you cut yourself?

What are some other common ways of treating illnesses in your home country?

(After a few minutes of people sharing their thinking) Thank you for sharing your experience. We will look at some healthcare practices in the U.S. As you listen and participate, think about what is similar to your past experiences and what is new.

Notes: Inviting participants to share their previous experiences serves multiple purposes.

It conveys to participants that their experiences are valued.
Having participants think about their prior health care practices will help them connect to the information presented.
It can help you identify areas to connect to as you present new content.

Note that engaging in 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. Jot down questions and comments that you may need to follow up with.

Modifications:

If participants seem reluctant to participate in group conversations, you can provide an option to reflect quietly on important ideas or questions.
If you have participants who can write in their home language, you can invite them to record their thinking. Provide materials for note- taking as needed.
To add some interaction, group people who speak the same home language and have people talk in small groups to share their thinking.

CO Topic: Health and Hygiene

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Healthcare in the U.S.

Say: Let’s watch this video together. It provides a lot of good information about healthcare in the U.S. We will watch the first half. After the video, we will discuss the topics more deeply.

Notes:

Play only the first 3/5 of the video. Stop the video after the “American Concepts of Health” section. This is around the 4:30 mark in the Kinyarwanda version when the words for “Cleanliness and Personal Hygiene” appear at around the 6:37 minute mark.
The video linked on this slide is the Kinyarwanda version from CORE’s Settle In website. 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. If you want to show the video in another language, use the links on the next slide to select the video in the appropriate language. The video will open in your browser when you click on the link. Show the video from your browser.

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. Allow 6-8 minutes for participants to view.
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). You can check in 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. Access the health fact sheet at this link. https://settleinus.org/life-in-the-u-s/health/. Consider printing these factsheets in the appropriate language and providing them to participants who can read in their home language.

CO Topic: Health and Hygiene

Objective(s)/Indicators(s):

Participants can state that initial health screenings and immunizations take place shortly after arrival (30 days)

Participants can identify that the RA will schedule a basic health screening and immunizations after their arrival
Participants can identify that it is their responsibility to attend that health screening and any follow-up appointments
Participants can explain they need their initial health screening records when they adjust their status in the U.S. and can identify at least one safe and secure place where they can keep such records (e.g., in a secure location in their home, in a safe)

Participants can identify that there are a variety of healthcare services available in the U.S.

Participants can list at least two types of places where they might seek health services (e.g., clinics, urgent care)

Participants can explain that there are norms associated with health care services in the U.S.

Participants can describe that personal medical information that is shared with a health provider is kept confidential

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Arabic 10:33 minutes total
Burmese 8:09 minutes total
Dari 9:46 minutes total
English 7:33 minutes total
Farsi 9:26 minutes total
Kinyarwanda 10:27 minutes total
Pashto 9:22 minutes total
Russian 8:25 minutes total
Spanish 7:49 minutes total
Somali 9:56 minutes total
Swahili 9:28 minutes total
Ukrainian 8:48 minutes total

Note to Facilitators:

This slide is hidden in Slide Show mode.

These links take you to a video about Healthcare in the U.S.

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 on the Settle In YouTube Channel.

(This slide is hidden in Slide Show mode. It is not intended for participants.)

Say: N/A

Notes:

Select the appropriate video for participants in this session. Play only the first 3/5 of the video. Stop the video after the “American Concepts of Health” section. This is around the 6:37 minute mark in the Kinyarwanda version when the words for “Cleanliness and Personal Hygiene” appear.
The video will open in your browser when you click on the link. Show the video from your browser. Check the YouTube link to ensure that the video is in the appropriate language.

Modifications: See the previous slide for modification ideas

CO Topic: Health and Hygiene

Objective(s)/Indicators(s):

Participants can state that initial health screenings and immunizations take place shortly after arrival (30 days)

Participants can identify that the RA will schedule a basic health screening and immunizations after their arrival
Participants can identify that it is their responsibility to attend that health screening and any follow-up appointments
Participants can explain they need their initial health screening records when they adjust their status in the U.S. and can identify at least one safe and secure place where they can keep such records (e.g. in a secure location in their home, in a safe)

Participants can identify that there are a variety of health care services available in the U.S.

Participants can list at least two types of places where they might seek health services (e.g., clinics, urgent care)

Participants can explain that there are norms associated with health care services in the U.S.

Participants can describe that personal medical information that is shared with a health provider is kept confidential

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Kwipimisha indwara runaka, Kwikingiza, Kwipimisha umubiri wose

Say: There was a lot of good information in the video. As you watched, you may have noticed some things that are similar to healthcare in your home country, and you have noticed some differences too. I want to emphasize a few points from the video. Here are some key things to remember about healthcare in the U.S.:

Seeing a doctor is important even if you are not sick. We will schedule or have scheduled a basic health screening and immunizations.
Immunization is the process of becoming resistant to certain diseases after getting a vaccine. A vaccine is a specific type of medicine to prevent disease or illness, often through a shot. Your children may be required to get immunizations and vaccines to go to school.
It is important that you attend the screening and any follow-up appointments. The doctor will give you records of your screening. Please keep these records in a safe place. These records will be needed when adjusting your immigration status.
In the first weeks of resettlement, only critical needs will be met. After you get established, people in the U.S. usually go to the doctor once a year for a check-up visit. At the check-up, the doctor will check your health and look for signs of illness. These visits can help prevent illnesses.

Notes: N/A

Modifications: N/A

CO Topic: Health and Hygiene

Objective(s)/Indicators(s):

Participants can state that initial health screenings and immunizations take place shortly after arrival (30 days)

Participants can identify that the RA will schedule a basic health screening and immunizations after their arrival
Participants can identify that it is their responsibility to attend that health screening and any follow-up appointments
Participants can explain they need their initial health screening records when they adjust their status in the U.S. and can identify at least one safe and secure place where they can keep such records (e.g. in a secure location in their home, in a safe)

Participants can explain that only critical and immediate health care needs may be met in the initial weeks of resettlement

Participants can explain that only emergency medical situations can be dealt with upon arrival

Preventative health care plays a large role in maintaining good health

Participants can list three preventative health care measures and why they are important to maintaining good health (e.g., appropriate nutrition, immunization and vaccines)
Participants can identify that their children may be required to get immunizations and vaccines to attend public school

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Kwivuza iyo urwaye cyangwa wavunitse

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Wivuriza hehe?

Mu rugo

Kwa Muganga Usanzwe

Ikigo cy’Indwara Zihutirwa

Ikigo cy’Uburwayi bw’Impanuka

Say: The video identified a few places to get care when you are sick or injured.

You can treat some illnesses at home.
You can make an appointment with your doctor.
If you need immediate care, you may have to go to an urgent care center.
In some cases, if there is a serious injury, you will need to go to the emergency room or call 911.

Let’s talk about this a little more. (Transition to the next slide.)

Notes:

You can replace the images of the Urgent Care Center and the Emergency Room with local images.
As you talk about each place to get care, point to the appropriate image.

Modifications: N/A

CO Topic: Health and Hygiene

Objective(s)/Indicator(s):

Participants can explain that only critical and immediate health care needs may be met in the initial weeks of resettlement

Participants can list one example of each:

when to go to the emergency room (e.g., heart attack, urgent medical need)
when to go to urgent care (e.g., high fever, sickness on the weekend)
when to go to primary care provider/regular doctor (e.g., annual physical, routine check-up)
what should be dealt with at home (e.g., mild headache, cold)

Participants can identify that there are a variety of health care services available in the U.S.

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Wivuriza hehe?

Mu rugo

Kwa Muganga Usanzwe

Ibisanzwe

Say: For common and minor illnesses, care can be routine, not urgent.

Some illnesses can be treated at home, such as a mild headache or a small cut, by taking some medicine, using band-aids, using an ice pack, or resting. (Point to the home image.)
If an illness goes on for a few days, you may want to contact a primary care doctor. For example, if your headache does not get better, or if the cut gets infected. You also go to the doctor if you have to get a blood test to see what is causing your illness. (Point to the doctor image.)
Those are some examples. What are some other examples of common symptoms that you would usually treat at home? (Pause to let participants think. Invite participants to share examples.)
When should you make an appointment with your doctor? (Pause to let participants think. Invite participants to share examples. Then, transition to the next slide.)

Notes: N/A

Modifications: N/A

CO Topic: Health and Hygiene

Objective(s)/Indicator(s):

Participants can explain that only critical and immediate health care needs may be met in the initial weeks of resettlement

Participants can list one example of each: when to go to the emergency room (e.g., heart attack, urgent medical need), when to go to urgent care (e.g., high fever, sickness on the weekend), when to go to primary care provider/regular doctor (e.g., annual physical, routine check-up), and what should be dealt with at home (e.g., mild headache, cold)

Participants can identify that there are a variety of health care services available in the U.S.

Participants can list two types of places where they might seek health services

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Wivuriza hehe?

Ikigo cy’Indwara Zihutirwa

Ikigo cy’Indwara z’Impanuka

Ibyihutirwa

Say: Some health services may be urgent; you need immediate care for something serious. These are things you can not treat at home, or you can’t wait to get an appointment with your primary care doctor.

Urgent Care Centers are available in some communities. These clinics are for situations where you have an illness or injury that needs immediate care but is not serious enough for a visit to the emergency room. For example, a fever, vomiting, stomach pain, or shortness of breath. Urgent care centers are often open at night and on the weekend. You do not need an appointment.
The emergency room can treat serious injuries, chest pain, head injury, eye injury, or bleeding that does not stop. If you can not get to the emergency room safely, you may need an ambulance – call 911. You do not need an appointment to go to the emergency room, but it is a busy place. You may have to wait a long time if your problem is not serious. Emergency room care is very expensive. If your problem is not an emergency, try urgent care or your doctor.
Those are some examples. What are some other examples of urgent medical needs? When should you go to urgent care? When should you go to the emergency room? (Pause to let participants think. Invite participants to share examples.)

Deciding where to go can be hard. To get you thinking about where to get care, we will do an activity together. (Transition to the next slide to set up the activity.)

Notes: You can replace the images with local images.

Modifications: N/A

CO Topic: Health and Hygiene

Objective(s)/Indicator(s):

Participants can explain that only critical and immediate health care needs may be met in the initial weeks of resettlement

Participants can list one example of each: when to go to the emergency room (e.g., heart attack, urgent medical need), when to go to urgent care (e.g., high fever, sickness on the weekend), when to go to primary care provider/regular doctor (e.g., annual physical, routine check-up), and what should be dealt with at home (e.g., mild headache, cold)

Participants can identify that there are a variety of health care services available in the U.S.

Participants can list two types of places where they might seek health services

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Wivuriza hehe?
Mu rugo	Muganga w’indwara Zisanzwe	Ikigo cy’Indwara Zihutirwa	Ikigo cy’Indwara z’Impanuka

Kubabara mu gatuza

Umuriro wa dogere 103

Agakoko kakurumye

Agahinda - amezi 2

Kuzana uruheri

Ibicurane

Umutwe – iminsi 5

Kugwa/Gukubita umutwe hasi

Kwitema urutoki

Kuvunika ukuboko

Say: Let’s do an activity about where to get care.

In this activity, you will see pictures of different symptoms. (Show the cards.)Talk with a partner to decide where you should treat the illness: at home, at your primary care doctor, at an urgent care center, or in the emergency room.
Once you decide, take the cards and place them on the appropriate sheet of paper. (Show the cards and the different pages representing each place. Model the process by picking up a card, reading it aloud, and asking participants where they would go. Then model placing the card on the appropriate page).

I will pass out some materials for each group. (Facilitate forming groups as needed.) Talk with each other and decide what you might do in each case. This is to talk about where you might get care for an illness or injury– don’t worry about getting the “right answer.” Medical situations can be complicated. Do as many as you can. We will talk as a group when you are done.

(Pass out materials to each group– cards to sort and pages to place the cards on. 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, you can show possible answers using the next two slides.)

Notes: Prepare materials for this Where to Get Care sorting activity before the session.

Materials, directions, and suggested answers in English can be found at this link: https://coresourceexchange.org/wp-content/uploads/2023/07/Where-to-Get-Care-Sort-The-Road-Ahead-Session-2.pdf
Participants’ materials in Kinyarwanda can be found at this link:

https://coresourceexchange.org/wp-content/uploads/2024/03/Kinyarwanda-Where-to-get-Care-The-Road-Ahead-Session-2.pdf

Modifications: If you prefer to do the activity as a whole group, select the full-size images to print out from this document, https://coresourceexchange.org/wp-content/uploads/2020/07/Urgent-versus-Routine-Scenarios.pdf. Show each full-page image to the group and ask participants to indicate where to get care for the illness/injury that is shown. If you do the whole-group version, you may want to discuss each situation as you go.

CO Topic: Health and Hygiene

Objective(s)/Indicator(s):

Participants can explain that only critical and immediate health care needs may be met in the initial weeks of resettlement

Participants can list one example of each: when to go to the emergency room (e.g., heart attack, urgent medical need), when to go to urgent care (e.g., high fever, sickness on the weekend), when to go to primary care provider/regular doctor (e.g., annual physical, routine check-up), and what should be dealt with at home (e.g., mild headache, cold)

Participants can identify that there are a variety of health care services available in the U.S.

Participants can list two types of places where they might seek health services

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Wivuriza hehe? Indwara zisanzwe
Mu rugo	Muganga w’indwara Zisanzwe	Ikigo cy’Indwara Zihutirwa	Ikigo cy’Indwara z’Impanuka

Kwitema urutoki

Ibicurane

Agahinda - amezi 2

Umutwe – iminsi 5

Agakoko kakurumye

Say: Let’s talk about routine care first. Each medical situation can be different. Here are some common injuries or illnesses that can be treated at home.

If you have a small cut, you can wash it and put a bandage on it, and it may heal.
A runny nose can often be treated with over-the-counter medicine.
Same with and insect bite. If the problem gets worse or does not go away after a few days, you may want to make an appointment with a primary care doctor.

When to see your doctor: you already know that you can see a doctor for check-ups, shots, and tests. You can also see a doctor when you have symptoms that won’t go away.

For example, if you have a headache, you can lie down or take an over-the-counter medicine. However, if the headache continues for a few days, contact your doctor. The doctor can examine you, run tests, and suggest follow-up care.
When it’s about your emotional well-being. Everyone can feel sad, but if you are very sad for a long time, you should contact your doctor. The doctor can talk with you, treat you, or refer you to someone who specializes in mental health.

Notes: To provide additional examples, share your own examples of how you treat illnesses at home and when you saw the doctor.

Modifications: N/A

CO Topic: Health and Hygiene

Objective(s)/Indicator(s):

Participants can explain that only critical and immediate health care needs may be met in the initial weeks of resettlement

Participants can list one example of each: when to go to the emergency room (e.g., heart attack, urgent medical need), when to go to urgent care (e.g., high fever, sickness on the weekend), when to go to primary care provider/regular doctor (e.g., annual physical, routine check-up), and what should be dealt with at home (e.g., mild headache, cold)

Participants can identify that there are a variety of health care services available in the U.S.

Participants can list two types of places where they might seek health services

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Wivuriza hehe? Indwara zihutirwa n’Impanuka
Mu rugo	Muganga w’indwara Zisanzwe	Ikigo cy’Indwara Zihutirwa	Ikigo cy’Indwara z’Impanuka

Umuriro mwinshi

Bad Rash

Kuvunika ukuboko

Kubabara mu gatuza

Kugwa/Gukubita umutwe hasi

Say: Let’s talk about urgent needs and emergencies. Each medical situation can be different. Here is where you would usually go to get help for these urgent situations. When you or someone in your family has a bad rash or a high fever, you want to see a doctor and get treated soon, so the problem does not get worse. When your primary doctor is not available, urgent care is an option, especially at night or on the weekend when the doctor’s office is not open.

Emergency Rooms are for sudden and serious health problems. A bad head injury, pain in your chest, or broken bones are serious problems. They have to be treated right away, or there can be damage to your body. Go to an emergency room to get help. If you cannot get to the emergency room safely, you may need to call 911. Remember that emergency rooms are busy places, and you may have to wait a long time if your problem is not serious. Here are some situations where you may need to go to an emergency room. Look at the top row: falling and hitting your head hard, broken bones, and heart pain are reasons to go to the emergency room or call 911.

Emergency room care is very expensive. If your problem is not an emergency, you should make an appointment at a clinic or doctor’s office. What questions do you have about when you should go to an Urgent Care Center or the Emergency room?

Notes: To provide additional examples, share your own examples of times you have chosen urgent care or the ER.

Modifications: N/A

CO Topic: Health and Hygiene

Objective(s)/Indicator(s):

Participants can explain that only critical and immediate health care needs may be met in the initial weeks of resettlement

Participants can list one example of each: when to go to the emergency room (e.g., heart attack, urgent medical need), when to go to urgent care (e.g., high fever, sickness on the weekend), when to go to primary care provider/regular doctor (e.g., annual physical, routine check-up), and what should be dealt with at home (e.g., mild headache, cold)

Participants can identify that there are a variety of health care services available in the U.S.

Participants can list two types of places where they might seek health services

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Wivuriza hehe? Ubukomere bw’indwara bungana iki?
Mu rugo	Muganga w’indwara Zisanzwe	Ikigo cy’Indwara Zihutirwa	Ikigo cy’Indwara z’Impanuka

(This is an optional slide to use if you want to address how symptoms can vary in severity. 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: Each medical situation can be different. You have to decide how severe an illness is and then decide where to get care. For example, having a fever, a temporary rise in body temperature.

For most children and adults, having a fever can be uncomfortable, but it may not be serious. At home, you can rest and take medicine to lower the fever, and it goes away in a few days
However, if the fever lasts for a few days, you may want to call your primary care doctor. If there are other symptoms along with the fever like stomach pain or confusion, call the doctor
If the temperature is high, usually above 103 degrees for adults, 100.4 for babies; above 102 for children, you should seek urgent care. Also, get immediate medical care if there are other symptoms, like a rash, vomiting, or severe headache, get urgent care, or go to the emergency room, depending on how severe the symptoms are.

It’s important to know that there are a variety of healthcare services available in the U.S., and helpful to know where to seek care.

Notes:

This slide is hidden when the slide show is 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.
This slide is animated. The fever image will appear in each column as you click or press return. This allows you to talk about one situation at a time.

Modifications: N/A

CO Topic: Health and Hygiene

Objective(s)/Indicator(s):

Participants can explain that only critical and immediate health care needs may be met in the initial weeks of resettlement

Participants can list one example of each: when to go to the emergency room (e.g., heart attack, urgent medical need), when to go to urgent care (e.g., high fever, sickness on the weekend), when to go to primary care provider/regular doctor (e.g., annual physical, routine check-up), and what should be dealt with at home (e.g., mild headache, cold)

Participants can identify that there are a variety of health care services available in the U.S.

Participants can list two types of places where they might seek health services

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Kubonana na Muganga wawe

Mbere yo kubonana:

Fata randevu
Saba umusemuzi

Mu biro bya Muganga:

Hagerere ku gihe
Erekana ikarita y’ubwishingizi yawe
Erekana indangamuntu yawe

Nyuma yo Kubonana:

Kurikiza inama za Muganga (kuruhuka, imiti)

Say: Now, let’s get back to routine healthcare practices. If you need to see your primary care doctor, here is what is expected of a patient. (Point to the designated image as you describe the patient’s responsibilities before, during, and after a visit to the doctor.)

BEFORE:

When you need to see a primary care doctor, you must make an appointment.
You can request an interpreter when you call, and you can request that an interpreter be present during your visit.
If something comes up, and you know you can not make it to the doctor’s office at the appointment time, let them know. You need to call to cancel or reschedule. If you do not call to cancel your appointment 24 hours ahead of time, you may be charged for the appointment.

AT THE OFFICE (Press Enter or click forward.)

Be on time on the day of the appointment. You may have to go early to complete medical care forms.
You will need to show the office staff your ID card and your insurance card.
The doctor will examine you and ask questions. Answer the doctor honestly and completely. They need the right information to decide on the best treatment.
Personal medical information that you share with the doctor is kept confidential. This means your doctor cannot share medical information with your family without your permission.
If a family member is interpreting for you and you’re uncomfortable sharing private medical information, ask your doctor to call an interpreter.
Sometimes the doctor will give you a prescription or refer you to another doctor. The doctor will advise you on how to treat your illness.

AFTER THE VISIT: (Press Enter or click forward.)

Follow the doctor’s advice.
Pick up medicine if needed.
Go to follow-up appointments.

Notes: This slide is animated. When you press Enter or click forward, the text in each box will appear.

Modifications: N/A

CO Topic: Health and Hygiene

Objective(s)/Indicators(s):

Participants can explain that there are norms associated with health care services in the U.S.

Participants can describe the importance of being on time for health appointments
Participants can describe that personal medical information that is shared with a health provider is kept confidential

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Imiti

Say: The doctor may give you a prescription for medicine to take to a pharmacy. A prescription is a note from the doctor ordering specific medicine that someone needs.

At the pharmacy, you give the pharmacist the prescription, your insurance card, and your ID. The pharmacist will prepare the prescription with the right medicine in the correct dose, and you pay for the medicine. The pharmacist can also provide information.

Sometimes the doctor tells you to purchase over-the-counter medicine. This is the kind of medicine that does not require a prescription. You can buy over-the-counter medicine at a drugstore or a pharmacy. The pharmacist can also help you with information about over-the-counter medicine.

Notes: N/A

Modifications: You can replace the image in this slide with images of local pharmacies.

Bring in real-world materials like a prescription, a typical prescription bottle with advice about dosage, and sample packaging of common over-the counter medicines.

CO Topic: Health and Hygiene

Objective(s)/Indicators(s):

Participants can identify that there are a variety of healthcare services available in the U.S.

Participants can demonstrate how to use pharmacies to obtain prescriptions and over-the-counter medicine

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Kwishyura serivisi zo kwa Muganga

Imfashanyo ya Guverinoma mu mezi ya mbere
Iyo imfashanyo ya Guverinoma irangiye:

Ubwishingizi bwo ku giti cyawe
Medicare (Guhera ku myaka 65, abantu bafite ubumuga)
Kwishyura igice

Say: The U.S. does not have universal healthcare. Healthcare is expensive. People need to have medical insurance.

The U.S. government can pay for limited healthcare for newcomers for the first few months.
After that, an individual must seek insurance or pay for healthcare costs. Most people get insurance through work. The employer helps pay for insurance costs as a benefit for working. If someone in your family is over 65 years old or has a disability, they may be eligible for Medicare, government-sponsored health insurance after a period of time.
Even with insurance, you may have to pay some money. This is called a co-pay. Insurance will pay part of the cost and you will need to pay part of the cost. This cost is in addition to what you may pay monthly for your insurance.

Notes: This is a complicated topic. Participants may have questions or share specific problems. You may not have enough time to address all the questions or problems shared. Acknowledge participants’ concerns and invite them to contact their case manager or other agency staff to address their concerns.

Modifications: You can replace the image in this slide with images of actual insurance cards. Bring real-world materials like different insurance card samples and bills showing co-pay and deductible amounts.

CO Topic: Health and Hygiene

Objective(s)/Indicators(s):

Participants can explain that the U.S. has no universal health care system and refugee medical assistance (RMA) differs state by state. In many cases, RMA is available for a limited time.

Participants can identify that health care in the U.S. is very expensive and that the government will only pay limited healthcare for refugees for a period of time in the U.S. After that, it is the individual’s responsibility to obtain insurance or pay for services

Participants can identify that long-term health insurance is generally tied to employment
Participants can name two reasons they may be responsible for paying for their own healthcare after a period of time (e.g., not eligible for Medicaid, not receiving health insurance as a benefit of their job)
Participants can identify who may be eligible for government health insurance (Medicare) after a period of time (e.g., persons 65 or older, those with disabilities)
Participants can list, even if they have health insurance, at least two ways they may still be responsible to contribute to the cost of healthcare (e.g., co-pays, reaching deductible limits)

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Ibibazo n’Ibisubizo

(This is an optional slide to use if you want to pause for questions from the group. 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: I just shared a lot of information about seeking healthcare in this community. 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:

Healthcare can be a dense and complicated topic. If there is time, you can facilitate a question-and-answer session about the process of seeking and paying for care before transitioning to hygiene and mental health.
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 group conversations, you can provide an option to reflect quietly on important ideas or questions for a few minutes.

CO Topic: Health and Hygiene

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Ibikorwa byo kwirinda Indwara

4

1

3

2

Say: Americans are encouraged to practice preventative health. This means taking care of your body and mind to prevent illness. Let’s look at some examples of preventative health practices. (As you talk about each image, press Enter or click forward to get the next image to appear.)

Americans believe that to stay healthy, you should have proper nutrition from food from a variety of food groups, bread, , fruits, vegetables, and meat or other protein sources. You should also have plenty of water.
To stay healthy, Americans try to get adequate sleep, and exercise.
Proper hygiene is also important for health and success. Hygiene is any practice or activity that you do to keep yourself and your surroundings healthy and clean. We will spend a little more time on hygiene and healthy habits to prevent illness.
Americans believe that you should pay attention to your emotional well-being as well as your physical well-being. This is called mental health. Mental health relates to how people feel, handle stress, relate to others, and make choices. Our mental health can change over time. When there is a concern about your social or emotional well-being, you can seek mental health services. We can connect you to the appropriate providers and resources.

What are the norms about healthy habits and good hygiene in your home country? (Give participants a moment to think and then ask for a few volunteers.)

(After a few minutes of people sharing their thinking) Thank you for sharing your experience. As we spend a little more time on American concepts of health and hygiene, think about what is similar to your past experiences and what is new.

Notes:

This slide is animated. When you press Enter or click forward, each image will appear.
Consider having hygiene items available such as shampoo, soap, tissue boxes, or household cleaners to help illustrate hygiene. Bring in objects to represent healthy eating and exercise, such as fruits, vegetables, whole grain bread, running shoes, or a movement tracker/pedometer.

Modifications: N/A

CO Topic: Health and Hygiene

Objective(s)/Indicator(s):

Preventative health care plays a large role in maintaining good health

Participants can list three preventative health care measures and why they are important to maintaining good health (e.g. appropriate nutrition, immunization and vaccines)

Participants can explain that there are local resources available to support refugees’ mental health

Participants can explain that there are local resources available to support refugees’ mental health
Participants can explain that health professionals in the U.S. consider mental health to be a significant component of human health and this may differ from their country of origin

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Serivisi z’uburwayi bwo mu mutwe

[Add information about the mental health services that your site recommends.]

(This is an optional slide to use if you want to share additional information about local mental health services. 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: Here is a little more information about mental health. Many in the U.S. consider this to be a significant component of well-being. Mental health is important at every stage of life, from childhood and adolescence through adulthood. If you or a family member need care for your emotional well-being, there are local resources available to support you.

You can talk to your primary care doctor. They can offer some help or refer you to a mental health specialist.
(Add information about other local community services or programs.)
If you or someone you know is struggling or in crisis, and you need to talk to someone right away, help is available. Call or text 988. You’ll be able to speak with a trained crisis counselor any time of day or night. Ask for an interpreter if needed. This service is free and confidential.

It is important that you take care of your physical health and your mental health.

Notes:

This slide is hidden when the slide show is 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.
Add information about local mental health services and how to access them.
This topic can be sensitive for participants. Participants may need a more individualized follow-up session with their case manager, the appropriate RA staff member, or a community organization. In some communities, talking about mental health concerns is stigmatized. This may prevent someone from seeking the help they or a family member may need.

Modifications: N/A

CO Topic: Health and Hygiene

Objective(s)/Indicator(s):

Participants can explain that there are local resources available to support refugees’ mental health

Participants can explain that there are local resources available to support refugees’ mental health
Participants can explain that health professionals in the U.S. consider mental health to be a significant component of human health and this may differ from their country of origin

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Learn by Using the Settle In App

Say: We will use Settle In to continue learning about health and hygiene.

(If this is the first time that you have introduced the app in a CO session): The Settle In app is an excellent place to find information in many different languages. How many of you have this app on your phone? Let’s take a moment to download the app on your phone or open the app. You can also use the Settle In app on a computer. (Help participants download or pull up the application. You can also have participants help each other download. For the desktop version, show how to navigate to the site.)

Notes: If many participants do not have access to a smartphone, use the desktop version and select the appropriate language.

Access the Settle In desktop at https://desktop.settlein.app/learn

The site is linked to the slide. If you click on the laptop image, the desktop app will open in a browser window.

Modifications: N/A

CO Topic: N/A

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Settings

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Say: Let’s find the lesson on health and hygiene. Look for the icon of a plus sign. (Point to the plus sign 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 Health and Hygiene section.)

(If you are projecting the Settle In desktop app from your computer to the whole group: Navigate to the Health and Hygiene section on the Settle In app on your computer. Go to Settings to choose the appropriate language. Show participants how to get to the section.)

Notes: If you do not choose a language, you may get an error message when playing videos on Settle In desktop.

To access the Settle In app on a computer, click on the laptop image on the slide. Settle In will in your browser. This is the link: 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: Health and Hygiene

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Say:

(If participants are using their own phones/devices to access Settle In):

Let’s take some time to do the lesson on Preventative health. You will view the information and take some quizzes. This will take just a few minutes. When it looks like everyone is done, we will come back together. (Allow around 5 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, transition to the next slide.)

Notes:

This lesson does not include a video. Participants will read short simple text accompanied by images in the chosen language. If participants are not able to read the text, consider using the English version. Read the text and have the interpreter interpret it.
Consider having hygiene items available such as shampoo, soap, tissue boxes, or household cleaners to supplement the content of this lesson. Bring in objects to represent healthy eating and exercise, such as fruits, vegetables, whole grain bread, running shoes, or a movement tracker/pedometer.

Modifications:

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

Play the lesson in English. Read the caption on the screen in English and allow time for interpreters to interpret.

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

Play the lesson in English. Read the caption on the screen in English and allow time for the interpreter(s) to interpret.

CO Topic: Health and Hygiene

Objective(s)/Indicators(s):

Participants can explain there are norms for good hygiene in the U.S.

Participants can name at least two norms for basic hygiene that are similar to or different from norms in their home country (e.g., regular shower or bath, brushing teeth)
Participants can identify at least two ways personal hygiene can affect relationships, particularly with coworkers, fellow students, and members of their community (e.g., stares/uncomfortable situations, losing employment)

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Kuganira mu matsinda: Ni ibihe mwasanze bisa?

Ni ibihe mwasanze bitandukanye?

Say: The Settle In lesson you watched showed some ways good hygiene and preventative health are practiced in the United States. Let’s take a moment to think and share with each other about what you learned. Here are some questions to guide your conversation. With your partner or small group, talk about how hygiene in the U.S. is similar to or different from what you experienced in your home country. (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.) Let’s hear from a few people. What is similar or what is different? What questions might you have.

(After 5-8 minutes of a group discussion) Thank you for sharing your ideas. Some U.S. hygiene practices may be similar to practices in your home country, and some may be different. Following U.S. hygiene norms is important for your health and your relationships. Not following U.S. hygiene norms can affect relationships with co-workers, neighbors, students in school, and other people in the community.

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.

Recognize 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 the value of the question 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 seem 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 write ideas or questions down. Provide materials for note-taking as needed.

CO Topic: Health and Hygiene

Objective(s)/Indicators(s):

Participants can explain there are norms for good hygiene in the U.S.

Participants can name at least two norms for basic hygiene that are similar to or different from norms in their home country (e.g., regular shower or bath, brushing teeth)
Participants can identify at least two ways personal hygiene can affect relationships, particularly with coworkers, fellow students, and members of their community (e.g., stares/uncomfortable situations, losing employment)

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Yego	Oya

Health Care

Umwitozo wo Gusubiramo

Say: We will do an activity to review what you learned and talked about in this session. 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 for yes. (Model head movement while saying yes.)
Shake your head left to right for no. (Model head movement while saying no.)
This activity is to help 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 game. 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 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.
Modify the content of the review game as needed by removing, adding, or changing the statements.

CO Topic: Health and Hygiene

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Yego	Oya

1. Ibitaro bigomba gutanga umusemuzi iyo akenewe.

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Yego

1. Ibitaro bigomba gutanga umusemuzi iyo akenewe.

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Yego	Oya

2. Inyandiko zirimo amateka y’uburwayi bwawe ni ibanga.

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Yego

2. Inyandiko zirimo amateka y’uburwayi bwawe ni ibanga.

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Yego	Oya

3. Imfashanyo yo kwivuza ya Guverinoma imara igihe gitoya.

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Yego

3. Imfashanyo yo kwivuza ya Guverinoma imara igihe gitoya.

Say: Yes, the government will only pay limited healthcare for refugees for a limited period of time in the U.S. After that, you have to obtain insurance or pay for services. Healthcare is expensive, and having insurance is important. Usually, people get health insurance through their jobs.

People who are older than 65 and people with disabilities may be eligible for government health insurance (Medicare). Talk with your case manager if you think you may be eligible.

Notes: N/A

Modifications: N/A

CO Topic: Health and Hygiene

Objective(s)/Indicator(s):

Participants can explain that the U.S. has no universal health care system and refugee medical assistance (RMA) differs state by state. In many cases, RMA is available for eight months

Participants can identify that health care in the U.S. is very expensive and that the government will only pay limited healthcare for refugees up to their first eight months in the U.S. After that, it is the individual’s responsibility to obtain insurance or pay for services
Participants can identify that long-term health insurance is generally tied to employment
Participants can name two reasons they may be responsible for paying their own healthcare after 8 months (e.g., not eligible for Medicaid, not receiving health insurance as a benefit of their job)
Participants can identify who may be eligible for government health insurance (Medicare) after 8 months (e.g., persons 65 or older, those with disabilities)

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Note to Facilitator:

Use this slide template to add information on health and hygiene. 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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Imibereho myiza yawe

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Kuruhuka: Mugaruke mu matsinda mu minota 5

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Ikiganiro cya 2: Ubuzima n’Umutekano

1. Ubuzima n’Isuku

2. Umutekano

3. Amategeko ya Leta Zunze Ubumwe z’Amerika

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

Health and Hygiene: We will talk about ways to stay healthy and how to take care of yourself when you are sick or injured
Safety: You will learn how to stay safe in the community
Then we will talk about U.S. Laws and the rights and responsibilities of living in the U.S. and this community

(Press Enter or click forward.) Let’s start with our first topic, health and hygiene.

Notes: This slide is animated. When you press enter or click the arrow forward, the circle around Health and Hygiene will appear.

Modifications: If participants can read in their home language, you can also share the Settle In fact sheets about Health and Hygiene in the appropriate language. Copy and paste the links below into your browser. Select the appropriate language. Scroll down to view, download, or print the document.

Health: https://settleinus.org/life-in-the-u-s/health/

Hygiene: https://settleinus.org/topics/hygiene-in-the-u-s/

CO Topic: N/A

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Umutekano mu rugo no ku murenge

Ibyo tuzi

Ibibazo

Say: Since you arrived in this community, you have learned a few things about being safe. Think about what you already know about staying safe in your home and in the community. Also, think about questions you may have. (Pause for participants to think.)

Who would like to share? (Ask for a few volunteers to share what they know or questions they have. As people share their initial thinking. Don’t answer questions yet. Some of the questions may be answered in the 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.)

Your questions are important. Many of your questions may be answered in this session. If not, we can follow up with you.

(After a few minutes of people sharing their thinking) Thank you for sharing your ideas and questions. We will learn more about safety. As you listen and participate, think about how the information connects to what you know and what you want to learn.

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 allows you to assess and identify misconceptions.
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.

Jot down questions and comments that you may need to follow up with.

Modifications:

If participants seem reluctant to participate in group conversations, you can provide an option to reflect quietly on important ideas or questions.
If you have participants who can write in their home language, you can invite them to record their thinking. Provide materials for note- taking as needed.
To add some interaction, group people who speak the same home language and have people talk in small groups to share their thinking.

CO Topic: Safety

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Umutekano mu Rugo

1

2

3

4

Say: Let’s review safety at home. Here are some images showing habits that help people remain safe at home. What do you think they are reminding you to do?

(Give participants some time to look at all the images. Then pick 1 image at a time and ask participants to share what home safety practices the image suggests. Acknowledge participants’ comments. Add to to conversation as needed, using the explanations below.)

Explanations:

Keep batteries in your fire alarms; if the fire alarm is beeping, the battery must be replaced. You also need to have a plan to escape if there is a fire.
Learn how to use appliances such as the stove and oven. For example, please do not use the stove for heat; turn it off when you are not cooking to prevent fires. If you have questions, please ask your caseworker.
Lock your door and do not let strangers into your home. You should also keep windows locked. Why is this important?
Call 9-1-1 for life-threatening emergencies. We will learn more about 9-1-1 services later in this session.

Notes: This slide is included in the Housing section of session 1. This is an opportunity to review.

Modifications: Instead of having participants think about the images, you can have them talk with a partner.

CO Topics: Housing

Objective(s)/Indicator(s):

Participants can explain that basic safety considerations and use of appliances/ facilities will promote safety in the home

Participants can list at least two ways to maintain basic fire safety in the home (e.g., check fire alarms, draft a fire escape plan)
Participants can explain one reason why they should keep their doors and windows locked and not to allow strangers into their home (e.g., personal safety, prevent theft)

Participants know how to access emergency services and can demonstrate how to dial 9- 1-1
Participants can demonstrate how to use/maintain fire alarms and how to use fire extinguishers

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Umutekano ku giti cyawe mu nzira

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Kugenda n’amaguru, Gutwara igare, Kugenda muri Bisi

Say: When you are traveling, follow safety procedures and laws. Here are a few. (Point to the appropriate image as you talk.)

When you are walking, walk on the sidewalk. Cross busy streets using the crosswalk. Pay attention to signals and traffic lights when using crosswalks.
On the bus or the subway train, sit when you can or use a hand-hold or pole to keep your balance.
When you are biking, wear a helmet, and pay attention to traffic.

Always pay attention to your surroundings.

Notes: N/A

Modifications: Substitute images on this slide with local images as needed to depict local roads and public transit.

CO Topic: Safety

Objective(s)/Indicator(s):

Participants can explain that it is important to be familiar with safety procedures

Participants can list two general safety procedures to take when walking, biking and/or taking public transit (e.g., crosswalks, wearing a helmet)

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Ibikorwa by’umutekano mu modoka

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Intebe z’imodoka zigenewe abana

Intebe z’imodoka zireba inyuma

Intebe z’imodoka zireba imbere

Intebe z’abana

Umikandara

Intebe z’abana

Intebe z’imodoka zireba imbere

Intebe z’imodoka zireba inyuma

(This is an optional slide to use if you want to share more specific information about car seats. 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: Here is more information about car seats for children. Select a car seat based on your child’s age and size, choose a seat that fits in your vehicle, and use it

every time. Here are some general guidelines. (Point to the appropriate box as you provide information.)

Children under 1 year should always sit in a rear-facing car seat
Children ages 2-3 can stay in the rear-facing seat until they reach the height or weight limit for that seat. Then they move to the forward-facing car seat. The age of the child in the forward-facing car seat can range from, depending on their height and weight. Follow the directions to install the rear-facing and the forward-facing seats properly.
When children outgrow the forward-facing car seat, they move to a booster seat.
When they outgrow the booster seat, they need to stay in the backseat using a seatbelt. Children under the age of 12 should sit in the back seat of a car.

Notes:

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.
Use this slide to share information about car seat laws if appropriate for participants.
Additional information can be found at https://www.nhtsa.gov/sites/nhtsa.gov/files/documents/carseat-recommendations-for-children-by-age-size.pdf

Modifications: N/A

CO Topic: Transportation

Objective(s)/Indicator(s):

Participants can explain that owning or having access to a personal vehicle comes with benefits and responsibilities

Participants can explain at least two safety issues and legal requirements of driving (e.g., use of child seats, hands-free devices)

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Imihindukire y’ikirere

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�Ibihe by’impanuka ku murenge

Gumana ituze
Kurikiza amabwiriza akoreshwa ku murenge
Shaka amakuru ahamye

Say: Emergencies are when your health and safety are at risk. We will talk about what to do in a personal emergency a little later. If there is a neighborhood or community-wide emergency, like a forest fire or a public health emergency, it is important to:

Stay calm
Follow local guidance. An expert in the local government will share information and tell you what you must do
Seek accurate information from the news

It is helpful to talk to your family about what to do in an emergency, for example, whom to call and where to go. Everyone should be able to say their address and telephone number.

Notes: N/A

Modifications: N/A

CO Topic: Safety

Objective(s)/Indicator(s):

Participants can explain that it is important to be prepared for emergencies

Participants ensure that all residents of the household can recite or have access to their address and phone number
Participants have a plan and can explain two steps to take in the event of a man-made disaster or public health emergency (e.g., follow local guidance, don’t panic)

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Staying Safe

Note to Facilitator:

This slide is hidden in Slide Show mode.

Use this slide template to add images and information specific to staying safe 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.

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Kuganira mu matsinda: Urinda umutekano wawe ute?

Say: We have talked about many ways to stay safe. What are some things you already do to stay safe? What do you want to learn more about? With your partner or group, talk about what you do to stay safe. (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.) Let’s hear from a few people. What do you already do? What questions do you have?

(After 5-8 minutes of a group discussion), Thank you for sharing your ideas. We have been talking about things you can do to stay safe. Now we will talk about what to do if something does happen.

Notes: Engaging in a small-group conversation 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.

Recognize 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 the value of the question 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 seem 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 write ideas or questions down. Provide materials for note taking as needed.

CO Topic: Safety

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Hamagara 911 mu bihe by’impanuka

Say: You can do many things to stay safe, and it is helpful to know what to do in an emergency. Emergencies are when your health and safety are at risk, and you cannot make it to an emergency room on your own. When there is an emergency. you should call 911. The 911 emergency phone system is available all day and all night. 911 has 3 services: ambulance, police, fire. We talked about this earlier when we talked about being safe at home. Here is more information.

You should call 911 if:

You are in immediate danger and/or a life-threatening situation
You fear for your personal safety or the safety of others
Someone is injured or experiencing a medical emergency
There is a fire.

�Only call 9-1-1 if it is an emergency. If it’s not an emergency, you may have to pay for the cost of the 911 service.

CO Topic: Safety

Objective(s)/Indicator(s):

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

Participants can explain the concepts of personal and family safety

59 of 80

Kuvugana n’Umukozi wa 911

Say: The 911 operator is the person who answers the phone when you call 911.

Here is some information to tell the 911 operator:

Ask for an interpreter if needed by saying, “___ [name of language] Interpreter”
Provide your address or location
Provide your phone number
Say what kind of emergency (fire, crime, injury)
Answer any questions they may have
Stay on the phone until help arrives. The open telephone line will help the 911 operator know where you are

Make sure everyone in your family can share your address and phone number.

Notes: N/A

Modifications: N/A

CO Topic: Safety

Objective(s)/Indicator(s):

Participants can explain that it is important to be prepared for emergencies

Participants ensure that all residents of the household can recite or have access to their address and phone number

60 of 80

Kumenyesha icyaha

Say: There are different ways to report a crime. You can call 911 for immediate emergencies. In some situations, it may not be safe to call 911 right away. You can call to make a report when you are safe. Many public safety departments have a non-emergency number. This number can be used for any general calls related to the police that don’t pertain to a life-threatening emergency.

Notes: These are general notes. You may want to confirm with local law enforcement about their procedures. As appropriate, share the local police department’s non-emergency phone number or website.

Modifications: N/A.

CO Topic: Safety

Objective(s)/Indicator(s):

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

Participants can demonstrate how to report a crime while maintaining personal and/or family safety

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Akamaro ka Polisi

Say:

The police play many important roles in safety. The police are there to help keep communities safe. They enforce the law, investigate crime, help maintain safety during an accident, and assist people.
You may interact with different police departments; our city (or county) has a police department. The state also has a police department.
The police have uniforms and/or wear badges.
If you need help communicating with a police officer, you can ask for an interpreter.
Police officers have to follow the law too. They have to treat people fairly when they interact with community members. We will talk about ways to interact with the police safely.

Notes:

This may be a sensitive topic for some participants. Be sure to create a safe space for participants to ask questions as needed.
It may be helpful to add a slide with images to show the uniforms and vehicles of local and state police departments.

Modifications: N/A

CO Topic: Safety

Objective(s)/Indicator(s):

Participants can explain that the role of police in the U.S. is to maintain public order and safety, enforce the law, and protect the civil rights of individuals in communities across the country

Participants can list two local law enforcement agencies (e.g., city police, state police) in the U.S. and two examples of their roles and responsibilities (e.g., enforcing the law, investigating crime)
Participants can explain that they may encounter police in a variety of situations in their communities and should be aware of appropriate ways to interact if they encounter police in any setting

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Kuvugana na Polisi muri Leta Zunze Ubumwe z’Amerika

Say: We will watch a short video about ways to interact with the police. Then we will look at some examples.

Notes:

The video linked on this slide is the Kinyarwanda version from CORE’s Settle In website. It is 2:23 minutes long. 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. If you want to show the video in another language, use the links on the next slide to select the video in the appropriate language. The video will open in your browser when you click on the link. Show the video directly from your browser.

Modifications:

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

If resources are available, have multiple laptop stations set up, 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 6 minutes).
Play the video in English with the sound on and captions on. Pause the video after key points to allow for interpretations.

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 key points to allow for interpretations. Using the audio along with the captions may be helpful for the session interpreter(s). You can check in with the interpreter(s) about their preferences.

All videos from CORE's Settle In website have accompanying translated factsheets that serve as scripts for the videos. Access the “Interacting with the Police in the U.S.” fact sheet at this link: https://settleinus.org/topics/how-to-interact-with-the-police-in-the-united-states/. Select the appropriate language. Scroll down to download and print the fact sheet.

CO Topic: Safety

Objective(s)/Indicator(s):

Participants can explain that the role of police in the U.S. is to maintain public order and safety, enforce the law, and protect the civil rights of individuals in communities across the country

Participants can list two local law enforcement agencies (e.g. city police, state police) in the U.S. and two examples of their roles and responsibilities (e.g. enforcing the law, investigating crime)
Participants can explain that they may encounter police in a variety of situations in their communities and should be aware of appropriate ways to interact if they encounter police in any setting.

CO Topic: U.S. Laws

Objective(s)/Indicator(s):

Participants can explain that the U.S. is governed by the rule of law

Participants can state they have accountability under the law and can list at least two possible consequences for breaking the law (e.g., change in immigration status, mandatory community service)
Participants can name three of their legal rights in the U.S. (e.g., legal representation, right to an interpreter)
Participants can name at least one legal right during police encounters (e.g., right to remain silent, right to a government-appointed lawyer)

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Arabic 2:34 minutes
Burmese 3:13 minutes
Dari 3:05 minutes
English 2:19 minutes
Kinyarwanda 2:23 minutes
Nepali 3:03 minutes
Pashto 2:35 minutes
Rohingya: 2:24 minutes
Russian 2:29 minutes
Spanish 2:21 minutes
Swahili 2:40 minutes
Ukrainian 2:20 minutes

Note to Facilitators:

This slide is hidden in Slide Show mode.

These links take you to a video about How to Interact with the Police in the U.S.

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 on the Settle In YouTube Channel.

(This slide is hidden in Slide Show mode. It is not intended for participants.)

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 modifications ideas.

CO Topic: U.S. Laws

Objective(s)/Indicator(s):

Participants can explain that the U.S. is governed by the rule of law

Participants can state they have accountability under the law and can list at least two possible consequences for breaking the law (e.g., change in immigration status, mandatory community service)
Participants can name three of their legal rights in the U.S. (e.g., legal representation, right to an interpreter)
Participants can name at least one legal right during police encounters (e.g., right to remain silent, right to a government-appointed lawyer)

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Ni iki yakora?

Say: Now let’s look at some situations where a newcomer is interacting with the police. I will tell you what happens, and we will talk about what she should do, using what you learned from the video. (Read the story and pause between each sentence.)

Nora is driving home.

She sees a police car behind her.

The red and blue lights turn on.

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

Sample Responses:

RESPONSIBILITIES

Safely pull over and stop the vehicle.
Keep her hands visible and keep her seatbelt fastened.
Don’t run or reach for anything suddenly.
Upon request, show police her driver’s license, registration, and proof of insurance.
Don’t touch the police officer.
Ask if she is free to leave and, if so, depart calmly.
Carry her I.D. and the phone number of someone who can help her if needed.

RIGHTS

If she does not speak English well, she has a right to ask for an interpreter
Nora has the right to be treated fairly by the police officer. She can report can report any bad behavior to the police department.
If she is accused of breaking a law and is arrested, she has the right to remain silent and talk to a lawyer before being questioned.
If she cannot afford a lawyer, the court will pay for one to represent her

Notes: Other scenarios can be found in CORE’s lesson plan on police interactions found at this link, https://coresourceexchange.org/lessonplan/public-safety-and-police-interactions/

Modifications:

Instead of having participants share out loud, you can have participants share ideas with a partner. Then, as you share some sample responses, ask people to think about which ones they also thought of and which ones they want to remember.
There are two versions of this scenario: a lighter-text version and a heavier-text version. Choose the version that best meets the needs of your group, considering the literacy levels and preferences of the participants.
This is lighter-text version. 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 as you tell the story.

CO Topic: Safety

Objective(s)/Indicator(s):

Participants can explain that the role of police in the U.S. is to maintain public order and safety, enforce the law, and protect the civil rights of individuals in communities across the country

Participants can list two local law enforcement agencies (e.g. city police, state police) in the U.S. and two examples of their roles and responsibilities (e.g. enforcing the law, investigating crime)
Participants can explain that they may encounter police in a variety of situations in their communities and should be aware of appropriate ways to interact if they encounter police in any setting.

CO Topic: U.S. Laws

Objective(s)/Indicator(s):

Participants can explain that the U.S. is governed by the rule of law

Participants can state they have accountability under the law and can list at least two possible consequences for breaking the law (e.g., change in immigration status, mandatory community service)
Participants can name at least one legal right during police encounters (e.g., right to remain silent, right to a government-appointed lawyer)

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Nora atwaye imodoka ataha.

Abonye imodoka ya Polisi inyuma ye.

Amatara y’umutuku n’ubururu arikaraga.

Ni iki yakora?

(This slide is hidden when 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: Now let’s look at some situations where a newcomer is interacting with the police. I will tell you what happens, and we will talk about what she should do, using what you learned from the video. (Read the story from the screen. Note that the text of the story is animated. When the slide is in presentation mode, the sentences appear one at a time when you click next or press return. Pause between each sentence.)

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

Sample Responses:

RESPONSIBILITIES

Safely pull over and stop the vehicle.
Keep her hands visible and keep her seatbelt fastened.
Don’t run or reach for anything suddenly.
Upon request, show police her driver’s license, registration, and proof of insurance.
Don’t touch the police officer.
Ask if she is free to leave and, if so, depart calmly.
Carry her I.D. and the phone number of someone who can help her if needed.

RIGHTS

If she does not speak English well, she has a right to ask for an interpreter
Nora has the right to be treated fairly by the police officer. She can report can report any bad behavior to the police department.
If she is accused of breaking a law and is arrested, she has the right to remain silent and talk to a lawyer before being questioned.
If she cannot afford a lawyer, the court will pay for one to represent her

Notes: Note that the text of the story is animated. The sentences appear one at a time when the slide is in presentation mode. This helps participants manage cognitive load, and it creates anticipation. Other scenarios can be found in CORE’s lesson plan on police interactions found at this link, https://coresourceexchange.org/lessonplan/public-safety-and-police-interactions/

Modifications:

Instead of having participants share out loud, you can have participants share ideas with a partner. Then, as you share some sample responses, ask people to think about which ones they also thought of and which ones they want to remember.
There are two versions of this scenario: a lighter-text version and a heavier-text version. Choose the version that best meets the needs of your group, considering the literacy levels and preferences of the participants.
This is heavier-text version. Use the lighter-text version on the previous slide if the text is distracting for participants.

CO Topic: Safety

Objective(s)/Indicator(s):

Participants can explain that the role of police in the U.S. is to maintain public order and safety, enforce the law, and protect the civil rights of individuals in communities across the country

Participants can list two local law enforcement agencies (e.g. city police, state police) in the U.S. and two examples of their roles and responsibilities (e.g. enforcing the law, investigating crime)
Participants can explain that they may encounter police in a variety of situations in their communities and should be aware of appropriate ways to interact if they encounter police in any setting.

CO Topic: U.S. Laws

Objective(s)/Indicator(s):

Participants can explain that the U.S. is governed by the rule of law

Participants can state they have accountability under the law and can list at least two possible consequences for breaking the law (e.g., change in immigration status, mandatory community service)
Participants can name at least one legal right during police encounters (e.g., right to remain silent, right to a government-appointed lawyer)

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Ni iki agomba gukora?

Say: Here is another situation about interacting with the police. I will tell you the story, and then you will talk with a partner about what she should do. (Read the story and pause between each sentence.)

Anita is celebrating her birthday with family and friends.
They are playing loud music and having a good time.
They hear a knock at the door. Two police officers are there.
The police officers say there is a noise complaint.

Talk about this story with a partner. What should Anita 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 groups talking to each other, you can invite group comments.)

What should Anita do? (Acknowledge the participants’ responses. If needed, you can supplement by adding some additional points from the Sample Responses below.)

Sample Responses:

RESPONSIBILITIES:

Be respectful. Don’t argue.
Don’t run or reach for anything suddenly.
Stay in one place and be still.
Remind her about responsibilities around being a good neighbor, which includes keeping noise levels at a minimum, especially at night.
Be aware of local laws. She is responsible for knowing the laws and can be punished for breaking the law, even if she is not aware she has broken the law.

RIGHTS

If she does not speak English well, she has the right ask for an interpreter.
Anita has the right to be treated fairly by the police officers. She can report can report any bad behavior to the police department.
If she is accused of breaking a law and is arrested, she has the right to remain silent and talk to a lawyer before being questioned.
If she cannot afford a lawyer, the court will pay for one to represent her.

Notes: Other scenarios can be found in CORE’s lesson plan on police interactions found at this link, https://coresourceexchange.org/lessonplan/public-safety-and-police-interactions/

Modifications:

Instead of participants talking in partners, you can facilitate a whole-group conversation about this scenario.
There are two versions of this scenario: a lighter-text version and a heavier-text version. Choose the version that best meets the needs of your group, considering the literacy levels and preferences of the participants.
This is lighter-text version of the scenario. 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 as you tell the story.

CO Topic: Safety

Objective(s)/Indicator(s):

Participants can explain that the role of police in the U.S. is to maintain public order and safety, enforce the law, and protect the civil rights of individuals in communities across the country

Participants can list two local law enforcement agencies (e.g. city police, state police) in the U.S. and two examples of their roles and responsibilities (e.g. enforcing the law, investigating crime)
Participants can explain that they may encounter police in a variety of situations in their communities and should be aware of appropriate ways to interact if they encounter police in any setting.

CO Topic: U.S. Laws

Objective(s)/Indicator(s):

Participants can explain that the U.S. is governed by the rule of law

Participants can state they have accountability under the law and can list at least two possible consequences for breaking the law (e.g., change in immigration status, mandatory community service)
Participants can name at least one legal right during police encounters (e.g., right to remain silent, right to a government-appointed lawyer)

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Ni iki agomba gukora?

Anita arimo kwizihiza isabukuru ye hamwe n’umuryango we n’inshuti.

Barimo gucuranga umuziki usakuza, barimo kwidagadura.

Bumvise umuntu akomanga ku muryango. Abapolisi babiri barahahagaze.

Abapolisi bavuze ko hari umuntu winubiye urusaku.

(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 situation about interacting with the police. I will tell you what happens, and you will talk with a partner about what she should do. (Read the story from the screen. Note that the text of the story is animated. When the slide is in Slide Show mode, the sentences appear one at a time when you click next or press return. Pause between each sentence.)

Talk about this story with a partner. What should Anita 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.)

What should Anita do? (Acknowledge the participants’ responses. If needed, you can supplement by adding additional points from the Sample Responses below.)

Sample Responses:

RESPONSIBILITIES:

Be respectful. Don’t argue.
Don’t run or reach for anything suddenly.
Stay in one place and be still.
Remind her about responsibilities around being a good neighbor, which includes keeping noise levels at a minimum, especially at night.
Be aware of local laws. She is responsible for knowing the laws and can be punished for breaking the law, even if she is not aware she has broken the law.

RIGHTS

If she does not speak English well, she has the right ask for an interpreter.
Anita has the right to be treated fairly by the police officers. She can report can report any bad behavior to the police department.
If she is accused of breaking a law and is arrested, she has the right to remain silent and talk to a lawyer before being questioned.
If she cannot afford a lawyer, the court will pay for one to represent her.

Notes: Note that the text of the story is animated. The sentences appear one at a time when the slide is in presentation mode. This helps participants manage cognitive load, and it creates anticipation. Other scenarios can be found in CORE’s lesson plan on police interactions found at this link, https://coresourceexchange.org/lessonplan/public-safety-and-police-interactions/

Modifications:

Instead of participants talking in partners, you can facilitate a whole-group conversation about this scenario.
There are two versions of this scenario: a lighter-text version and a heavier-text version. Choose the version that best meets the needs of your group, considering the literacy levels and preferences of the participants.
This is heavier-text version of the scenario. Use the lighter-text version on the previous slide if the text is distracting for participants.

CO Topic: Safety

Objective(s)/Indicator(s):

Participants can explain that the role of police in the U.S. is to maintain public order and safety, enforce the law, and protect the civil rights of individuals in communities across the country

Participants can list two local law enforcement agencies (e.g. city police, state police) in the U.S. and two examples of their roles and responsibilities (e.g. enforcing the law, investigating crime)
Participants can explain that they may encounter police in a variety of situations in their communities and should be aware of appropriate ways to interact if they encounter police in any setting.

CO Topic: U.S. Laws

Objective(s)/Indicator(s):

Participants can explain that the U.S. is governed by the rule of law

Participants can state they have accountability under the law and can list at least two possible consequences for breaking the law (e.g., change in immigration status, mandatory community service)
Participants can name at least one legal right during police encounters (e.g., right to remain silent, right to a government-appointed lawyer)

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Umutekano

Ibyo tuzi

Iby’ingenzi twakwibuka?

Say: Earlier, we talked about what you already know about safety. Before we move to our next topic, let’s take a moment to reflect. Pick one thing that you think is most important to remember about safety. (Give participants a moment to think.)

Who would like to share? (Ask for a few volunteers to share what they think is most important.)

(After a few minutes of people sharing their thinking) Thank you for sharing your ideas. Safety is important, and I hope that you learned more about ways to keep yourself and your family safe.

Notes: Inviting participants to reflect on their learning serves multiple purposes. It conveys that their thinking is valued. It also allows you to assess. Listen for misconceptions. Jot down questions and comments that you may need to follow up with.

Modifications:

If participants seem reluctant to participate in group conversations, you can provide an option to reflect quietly on important ideas or questions.
If you have participants who can write in their home language, you can invite them to record their thinking. Provide materials for note-taking as needed.
To add some interaction, group people who speak the same home language and have people talk in small groups to share their thinking.

CO Topic: Safety

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Ikiganiro cya 2: Ubuzima n’Umutekano

1. Ubuzima n’Isuku

2. Umutekano

3. Amategeko ya Leta Zunze Ubumwe z’Amerika

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

Health and Hygiene: We will talk about ways to stay healthy and how to take care of yourself when you are sick or injured
Safety: You will learn how to stay safe in the community
Then we will talk about U.S. Laws and the rights and responsibilities of living in the U.S. and this community

(Press Enter or click forward.) Let’s start with our first topic, health and hygiene.

Notes: This slide is animated. When you press enter or click the arrow forward, the circle around Health and Hygiene will appear.

Modifications: If participants can read in their home language, you can also share the Settle In fact sheets about Health and Hygiene in the appropriate language. Copy and paste the links below into your browser. Select the appropriate language. Scroll down to view, download, or print the document.

Health: https://settleinus.org/life-in-the-u-s/health/

Hygiene: https://settleinus.org/topics/hygiene-in-the-u-s/

CO Topic: N/A

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Inzego z’amategeko

Amategko areba igihugu cyose

Amategeko areba Leta runaka

Amategeko y’akarere

Buri wese muri Leta Zunze Ubumwe z’Amerika

Abantu bose batuye muri [Type the name of your State]

Abantu bose batuye muri [Type the name of your City]

What the final slide looks like

Say: There are three types of laws in the United States:

Federal laws, such as the laws against discrimination, apply to every person living in the United States.
State laws vary by state. For example, in some states, you can get a driver’s license at age 16, but in other states, you must be 18.
Local laws apply in a particular city or county. For example, there are local laws about where you can park or laws about littering.

It is your responsibility to know and follow all three types of laws.

As part of the resettlement process, you will learn about some of the laws that affect everyday life. You can also learn more about the law from some state or local agencies that you work with, like the Department of Motor Vehicles (DMV), the school system, health department. Many have websites or information call lines.

Notes: Replace the orange text on the slide with the name of your state and community. Note that the arrows and labels are animated. When the slide is in presentation mode, the arrows appear one at a time when you click next or press return. This helps participants focus on one level of law at a time. You can see an image of what the final slide looks like in the left margin of the slide.

Modifications: N/A

CO Topic: U.S. Laws

Objective(s)/Indicator(s):

Participants can explain their responsibility to know and follow the law in the U.S.

Participants can identify their responsibility to know and obey the laws of the U.S.
Participants can identify at least one digital source of information about laws and regulations that may impact their daily lives (e.g., Fish and Wildlife Services, DMV)

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Amategeko ya Leta Zunze ubumwe z’Amerika: Uburenganzira n’inshingano

Say: Laws in the United States protect the rights of all people. You should have a basic knowledge of your rights and responsibilities under U.S. law. This video provides an overview of some important rights and responsibilities.

Notes:

The video linked on this slide is the Kinyarwanda version from CORE’s Settle In website. If you are using this slidedeck in PowerPoint, click on the image to get the video to open in your browser.
The video is available in multiple languages. If you want to show this video in another language, use the links on the next slide to select the video in the appropriate language. The video will open in your browser when you click on the link. Show the video directly from your browser.

Modifications:

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

If resources are available, have multiple laptop stations set up, 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 6 minutes).
Play the video in English with the sound on and captions on. Pause the video after key points to allow for interpretations.

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 key points to allow for interpretation. Using the audio along with the captions may be helpful for the session interpreter(s). Talk with the interpreter(s) about their preferences.

All videos from CORE's Settle In website have accompanying translated factsheets that serve as scripts for the videos. The fact sheet about “Rights and Responsibilities” can be accessed at this link: https://settleinus.org/life-in-the-u-s/rights-and-responsibilities/. Select the appropriate language. Scroll down to print the document.

CO Topic: U.S. Laws

Objective(s)/Indicator(s):

Participants can explain that the U.S. is governed by the rule of law

Participants can state they have accountability under the law, and can list at least two possible consequences for breaking the law (e.g., change in immigration status, mandatory community service)
Participants can articulate three ways U.S. federal law prohibits discrimination (e.g., race, religion)
Participants can identify sexual harassment and why it is illegal to harass individuals of the opposite sex in the U.S.
Participants can list three relevant laws and norms for behavior in public (e.g., for the use of alcohol, tobacco, drugs, and firearms, disciplining children)

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Arabic 2:48 minutes
Burmese 2:35 minutes
Dari 2:36 minutes
English 2:41 minutes
Kinyarwanda 2:27 minutes
Pashto 2:37 minutes
Rohingya: 2:40
Russian 2:41 minutes
Spanish 2:33 minutes
Swahili 3:17 minutes
Ukrainian 2:41 minutes

Note to Facilitators:

This slide is hidden in Slide Show mode.

These links take you to a video about U.S. Laws, Rights, and Responsibilities

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 on the Settle In YouTube Channel.

(This slide is hidden in Slide Show mode. It is not intended for participants.)

Say: N/A

Notes:

Select the video in the appropriate language. The video will open in your browser when you click on the link. 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 modifications ideas.

CO Topic: U.S. Laws

Objective(s)/Indicator(s):

Participants can explain that the U.S. is governed by the rule of law

Participants can state they have accountability under the law, and can list at least two possible consequences for breaking the law (e.g., change in immigration status, mandatory community service)
Participants can articulate three ways U.S. federal law prohibits discrimination (e.g., race, religion)
Participants can identify sexual harassment and why it is illegal to harass individuals of the opposite sex in the U.S.
Participants can list three relevant laws and norms for behavior in public (e.g., for the use of alcohol, tobacco, drugs, and firearms, disciplining children)

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Gusubiramo

Uburenganzira bw’Abaturage

2. Uburenganzira mu mategeko

3. Amategeko agenga ibyemezo byo gukora imirimo

4. Amategeko arinda guhutazwa no gutotezwa

Say: Let’s review what you learned so far. You will see some images with labels. Each one represents a right or law. As you look at each image, what do you think it shows about U.S. Laws? (Show one image at a time and ask participants to share about what right or responsibility the image suggests if they are comfortable. Offer the explanations below as needed. Press Enter or click forward to get the next image to appear.)

Explanations:

Everyone has civil rights. For example, you have freedom of religion and freedom of speech.
Everyone has legal rights. If you are accused of breaking the law, you have a right to remain silent, a right to an interpreter, a government-assigned lawyer, and a right to a trial.
Licenses are permission granted to do certain things. For example, you need a license to drive a car. You may also need a license to fish or hunt.
It is illegal to harm or injure another person, including someone in your family. Harm can include physical harm. It can include harassment -- unwelcome behaviors that threaten, offend, or intimidate someone. Sexual harassment includes unwelcome advances, gestures, and messages of a sexual nature.

Notes:

All these images appeared in the U.S. Laws videos. This is a chance to elaborate on them.
This slide is animated. When you press Enter or click the arrow forward, the next image will appear.

Modifications: You can have people quickly talk with a partner about what they see in the images before you ask for whole-group comments.

CO Topic: U.S. Laws

Objective(s)/Indicator(s):

Participants can explain that the U.S. is governed by the rule of law

Participants can state they have accountability under the law, and can list at least two possible consequences for breaking the law (e.g., change in immigration status, mandatory community service)
Participants can articulate three ways U.S. federal law prohibits discrimination (e.g., race, religion)
Participants can identify sexual harassment and why it is illegal to harass individuals of the opposite sex in the U.S.
Participants can list three relevant laws and norms for behavior in public (e.g., for the use of alcohol, tobacco, drugs, and firearms, no urinating, disciplining children)

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Imyifatire ahantu hahurira abantu benshi

Nta mbunda, nta byuma, nta bundi bwoko bw’intaro bwemewe

Nta binyobwa bisindisha

Say: Here are some other laws to be aware of. In the community, there are laws about how to behave in public spaces. In many public spaces, like a school, a park, or a library, some items are not allowed. It is common to have laws saying no smoking, no drinking, and no guns. There are expectations that some behaviors are done in private places, like urinating and family arguments.

Some community places, like stores or hospitals, may have similar rules.

Notes: N/A

Modifications: N/A

CO Topic: U.S. Laws

Objective(s)/Indicator(s):

Participants can explain that the U.S. is governed by the rule of law

Participants can state they have accountability under the law, and can list at least two possible consequences for breaking the law (e.g., change in immigration status, mandatory community service)
Participants can list three relevant laws and norms for behavior in public (e.g., for the use of alcohol, tobacco, drugs, and firearms, no urinating, disciplining children)

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Amategeko agenga Imibanire y’Umuryango

Say: There are also laws about behavior in private places, like your home. In the United States, there are legal rights and responsibilities related to family life.

It is illegal to harm or injure another person, including people in your family. When someone hits or hurts a family member, it is called domestic violence. There are laws against that.
When disciplining children, Americans have rules and norms that may be different from those in your home country.
Most Americans believe that it is wrong to discipline children by hitting or hurting them. It is against the law for a parent to injure a child on purpose.
American parents usually use other consequences to teach their children how to behave.

They take away something for a period of time, like a toy or privileges, such as playing with friends or watching television.
They use time-out. This is where a child is removed from where they misbehave for a specific amount of time. For example, if two children are fighting in the living room while playing, the parents would have them stop playing and sit alone for 10 minutes.

In the U.S., there are also rules about supervising children. (Transition to the next slide).

Notes:

Provide information about local laws as appropriate or invite participants to talk to their case managers.
This topic can be sensitive or of high interest to participants. Participants may need a more individualized follow-up session with their case manager, the appropriate RA staff member, or a community organization.
As needed, follow up with participants to share local resources for help with domestic violence or information about the National Domestic Violence Hotline at https://www.thehotline.org/

Modifications: N/A

CO Topic: U.S. Laws

Objective(s)/Indicator(s):

Participants can articulate there are legal rights and responsibilities related to family life in the U.S.

Participants can articulate what domestic violence is and why it is illegal to abuse family members in the U.S.
Participants can list at least two basic laws regarding child supervision, neglect, and abuse (e.g., illegal to hit a child, children can't be left unsupervised), including one acceptable method of disciplining a child (e.g., time outs, taking away toys)
Participants can identify one or more ways in which approaches to childcare and discipline may conflict with U.S. laws

CO Topic: Cultural Adjustment

Objective(s)/Indicators(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 identify at least three parenting practices (e.g., supervision, discipline) that may be unfamiliar or challenging

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Kwita ku bana

Say: In the United States, children need to be supervised by adults at all times until they are considered old enough by law. The age that is considered “old enough” differs in different locations. Not supervising a child properly is considered neglect, and it is illegal. For example, parents are not allowed to leave a young child at home alone while they are going to the store. Parents would need to get someone to watch the child or have the child come to the store with them.

All parents care about taking care of their children, no matter where they live. The approaches and rules that are used in the U.S. may be different than what you experienced. If you need support learning and adjusting to these different approaches, talk with your case manager about resources.

Notes: Provide information about local laws as appropriate or invite participants to talk to their case managers.

Modifications: N/A

CO Topic: U.S. Laws

Objective/Indicator(s):

Participants can articulate there are legal rights and responsibilities related to family life in the U.S.

Participants can list at least two basic laws regarding child supervision, neglect, and abuse (e.g., illegal to hit a child, children can't be left unsupervised), including one acceptable method of disciplining a child (e.g., time outs, taking away toys)
Participants can identify one or more ways in which approaches to childcare and discipline may conflict with U.S. laws

CO Topic: Cultural Adjustment

Objective(s)/Indicators(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 identify at least three parenting practices (e.g., supervision, discipline) that may be unfamiliar or challenging

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Kwita ku bana

Imyaka	Kugenzura
0-	Bagomba kwitabwaho buri gihe mu rugo, mu modoka, mu mbuga, n’ahantuhose hahurirwa na benshi.
	Bashobora kudahozwaho ijisho mu gihe cy’amasaha_______
	Bashobora kudahozwaho ijisho mu gihe cy’amasaha_______
	Bashobora kudahozwaho ijisho mu gihe cy’amasaha_______
	Bashobora kudahozwaho ijisho mu gihe cy’amasaha_______

(This is an optional slide to use if you want to address specific child supervision policies in your community. 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: When deciding whether to leave a child home alone, you will want to consider your child’s physical, mental, and emotional readiness and state laws and policies. Child supervision guidance differs from state to state. Here are the expectations in our community. When you are leaving your child alone, even for a short amount of time, talk to them about ways to stay safe. For example, keeping the doors locked, who to call if they need help, no use or safe use of kitchen appliances like the stove, etc.

Notes: Use this slide as a template to add specific local information about child supervision expectations in your community.

Modifications: N/A

CO Topic: U.S. Laws

Objective(s)/Indicator(s):

Participants can articulate there are legal rights and responsibilities related to family life in the U.S.

Participants can list at least two basic laws regarding child supervision, neglect, and abuse (e.g., illegal to hit a child, children can't be left unsupervised), including one acceptable method of disciplining a child (e.g., time outs, taking away toys)

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Amategeko

Note to Facilitator:

This slide is hidden in Slide Show mode.

Use this slide template to add images and information specific to U.S. Laws. 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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Ikiganiro mu matsinda:

Ni ibiki wasanze bisa? Ni ibiki wasanze bitandukanye?

Say: Let’s take some time to talk about what you heard about U.S. laws. Here are questions to guide your conversation. With your partner or small group, talk about how these U.S. laws may be similar to or different from what you experienced in your home country. (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.) Let’s hear from a few people. What U.S. Laws are similar to what you experienced? What might be different?

(After 5-8 minutes of a whole-group discussion), Thank you for sharing your ideas. It’s good to recognize similarities. When there are differences, it takes time and effort to adjust.

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.

Recognize 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 caseworker 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 seem reluctant to participate in group conversations, you can provide an option to reflect quietly on similarities and differences for a few minutes.
If participants can write in their home language or English, you can invite them to write ideas or questions down. Provide materials for note taking as needed.

CO Topic: Cultural Adjustment

Objective/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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Imibereho myiza yawe