Grade 11, 12 Immigration

West Haven Public Schools

Unit Planning Organizer

Subject  Issues in Government                               

Grade:  11 & 12

Unit     Immigration                                                   

Pacing: 3rd MP (3 weeks)

Essential Question(s):

1.     How has the presence of immigrants had an impact on the US?

2.     Why do so many people want to live in the US?

3.     How does government restrict rights of immigrants?

4.     What common experiences do immigrants face while living in the United States?

Big Idea(s):

1.     Immigrants have an impact on our:

a.      Economy

b.     Culture

c.     Education

d.     Laws/policies (ex. ID card)

 

2. People come the United States for opportunity to escape hardship in their country of origin.

3. Government creates policies to protect citizens by regulating immigration.

4.  Immigrants share many common experiences including discrimination, poverty, isolation and language barriers.

 CT State Standards (includes West Haven’s “Priority” GLES’s in BOLD and “Supporting” Standards)

1.1.9 Assess the significance of the evolving heterogeneity of American Society.

1.6.4 Analyze man made factors that cause human movement.

1.6.1 Explain environmental factors that cause human movement

1.9.2 Analyze the tension between the need for national security and protecting individual rights.

2.1.1  Find relevant information to answer a history/social studies question

2.2.1  use relevant evidence to justify using a source to answer a history/social studies question

3.1.3  Use evidence to assess the role of tradition and custom on an individual’s or groups choices

3.3.1  Evaluate a proposed solution to a contemporary political, economic, environmental or social problem.

 

“Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts (Need to Know)

Skills (Able to Do)

BL

 

·        Heterogeneous

·        Homogenous

·        Citizen

·        Melting pot v. salad bowl

·        immigrant

·        laws

·        census

·        isolation

·        discrimination

 

 

·        Push/pull factors

·        Refugee

·        Alien ( illegal and legal)

·        War

·        Discrimination

·        Fourteenth Amendment (birthright citizenship& equal protection of the law)

·        Push/pull factors

·        Drought

·        Famine

·        Disease

·        Climate

·        Agriculture

·        Migrant (farmers)

 

 

 

 

·        Patriot Act

·        Borders

·        National security

·        Homeland security

·        NSA

·        Passport

·        Work visa, student visa

·        Citizens rights

·        ID system

·        Driver’s licenses

·        Education

·        US/Mexico wall

·        National ID system

 

 

·         Asses the impact of the movement of people of many different cultures to the United States today.

 

 

·        Define key terms and ideas

 

 

·        Analyze global issues, including economic, safety, educational and legal factors, that influence immigration to the United States.

 

 

 

 

 

 

 

 

  

·        Explain roles that geography and nature play in the rising immigration rate to the US.

 

 

 

 

 

 

 

 

·        Analyze measures taken by US government to protect citizens and regulate immigration.

 

 

 

 

4 

 

 

 

1

 

 

4

 

 

 

 

 

 

 

 

 

 

 

2

 

 

 

 

 

 

 

 

 

4

 

 

Assessments

Common Formative Pre- Assessment (Followed by Data Team Analysis):

* see attached

“Dipsticks” (Informal Progress Monitoring Checks):

Common Formative Post- Assessment (Followed by Data Team Analysis):

 

Instructional Planning

Suggested Resources/Materials:

·        Ellis Island & Statue of Liberty fieldtrip

·        Lecture notes with Q & A

·        Movie “In America”

·        News articles on CT immigration issues

·        http://abc.go.com/primetime/homelandsecurity/

·        www.pbs.org/frontlineworld/stories/mexico

·        Article “ Are illegal immigrants good for the economy?”

·        Article

  

Suggested Research-based Effective Instructional Strategies:

·        “My culture” (flag, food, artifacts) activity

·        (international) guest speakers

·        Research in computer lab on immigration trends – maps and wheels

·        Interview a foreign born citizen, and/or visitor and share interview in small groups.

·        Ellis Island & Statue of Liberty fieldtrip

·        Classroom Debate Ideas: Should the United States restrict immigration to America?  Are illegal immigrants in America a burden or a blessing?

·        Essay: Should our government do more to stop the flow of illegal immigrants to the US?

·        Legislators in action: Create new national policy that deal with the issue of illegal immigration.  Discuss and debate to follow. 

Vocabulary/Word Wall

Enrichment/Extension

Interdisciplinary Connections

·        Heterogeneous

·        Homogenous

·        Citizen

·        Fourteenth Amendment

·        birthright citizenship

   (equal protection of the    law)

·         

·        Melting pot v. salad bowl

·        immigrant

·        laws

·        census

·        isolation

·        discrimination

·        Push/pull factors

·        Refugee

·        Alien (illegal and legal)

·        War

·        Discrimination

·        Push/pull factors

·        Drought

·        Famine

·        Disease

·        Climate

·        Agriculture

·        Migrant (farmers)

·        Patriot Act

·        Borders

·        National security

·        Homeland security

·        NSA

·        Passport

·        Work visa, student visa

·        Citizens rights

·        ID system

·        Driver’s licenses

·        US/Mexico wall

·        National ID system

 

 

Interview ELL students.