Menadier


 * Understanding By Design Lesson Template **
 * ** Title of Lesson ** |||| Migration || ** Grade Level ** |||| 12 ||
 * ** Curriculum Area ** |||| Social Studies – Global Studies || ** Time Frame ** |||| 1 week (Three 80 minute courses) ||
 * ** Developed By ** |||||||||| Mark Menadier ||
 * ** Identify Desired Results (Stage 1) ** ||
 * ** Content Standards ** ||
 * ** 6.1.2 ** Formulate questions and hypotheses from multiple perspectives, using multiple sources.
 * 6.1.5 ** Evaluate current issues, events, or themes and trace their evolution through historical periods.
 * 6.1.7 ** Analyze social, political, and cultural change and evaluate the impact of each on local, state, national, and international issues and events.

|| A majority of immigrants entering the US today come from Latin America, specifically Mexico. The Hispanic population is growing at such a rate that it is estimated they will become the majority in America within approximately 30 years. Immigration, regardless of point of origin, has always encountered opposition through the ages.
 * ** Understandings ** |||||| ** Essential Question(s) ** ||
 * ** Overarching Understanding ** |||| ** Overarching ** || ** Topical ** ||
 * The United States has the largest immigrant population in the world.

|||| 1. How will the nations and individuals involved in mass migration to the US be impacted in the short term and the long term? 2. What will be the short term and long term ramifications of the large quantities of immigrants, legal and illegal, entering the US? 3. Considering we’re a nation founded on immigration, why are immigrants generally viewed in a negative light? 4. What rights, if any, should illegal immigrants be entitled to?

|| Why do people migrate? What obstacles do immigrants face upon entering a new country? How does this change based on the legality of their entry? How did the United States become a diverse country? How do political, social and economic forces impact immigration?

|| Immigrants come here and take jobs which would otherwise be performed by American citizens. English is the official language of the United States.
 * ** Related Misconceptions ** ||
 * Providing rights to illegal immigrants serves no purpose for American citizens.

|| Students will know… |||||| ** Skills ** Students will be able to… || The gender, motivation, and objective of the typical immigrants, past and present. The history of immigration to the United States through three phases: the colonies & slavery, 19th century Europeans (3 phases), Contemporary Asian & Latin American immigration That the “American Dream” is still alive, but exists in several capacities, many of which involve sending capital out of the country for a better life at “home.”
 * ** Knowledge **
 * How to identify and distinguish between push and pull factors.

|||||| Explain the reasons for particular groups of people migrating to the US. Empathize with the plight of immigrants. Analyze the issues facing immigrants and the countries receiving them. Develop and support opinions regarding current and past immigration policies. Create a movie presentation which both identifies the waves of immigration to America and poses questions about the impact of the immigrants for the purpose of class discussion. || Students will choose to answer at least 3 questions and support their opinions with points taken or inferred from the readings, DVD, image galleries, as well as their own critical thinking. Students will also be required to answer one of the overarching questions based on their previous responses. ||
 * ** Assessment Evidence (Stage 2) ** ||
 * ** Performance Task Description ** ||
 * ** Goal ** |||||||||| Identify and evaluate the reasons people migrate. Draw a correlation between culture or class. ||
 * ** Role ** |||||||||| Record you own potential reasons for migrating and then assume the position of a potential immigrant from a third world country (based on “scenario card”) ||
 * ** Audience ** |||||||||| Peers, many of which come from varying backgrounds in terms of ethnicity, religion and socioeconomic status ||
 * ** Situation ** |||||||||| Students will record their own reasons for possible migration, then assume a role based on a scenario card. The scenario cards will highlight push and pull factors and voluntary and forced migration factors. ||
 * ** Product/Performance ** |||||||||| Groups of 4, one scenario card per group. After reading your scenario card, create a narrative based on the factors that would inspire/force you to migrate. Contrast your reasons with the reasons developed through the scenario card. What were the differences? Why did your list not include certain reasons for migration? ||
 * ** Standards ** |||||||||| Identify at least three major differences between your list and the list generated based on the scenario card. Develop a prepared statement for each difference linking the difference to either class or culture. Considering your differences, generate a list of five obstacles that the immigrant on the scenario card could encounter upon migrating. ||
 * ** Performance Task Description ** ||
 * ** Goal ** |||||||||| Through an audio and visual presentation, answer the question: how did the United States become so diverse? ||
 * ** Role ** |||||||||| Assume the role of a teacher trying to intrigue his/her students about the diversity of the US ||
 * ** Audience ** |||||||||| High school students ||
 * ** Situation ** |||||||||| You’re attempting to peak your students interest in the topic of American immigration by using technology, captivating imagery and a modern musical score. Consider your own interest in the Did You Know 3.0 presentation. How was the information presented? What was engaging about the presentation? ||
 * ** Product/Performance ** |||||||||| Students will work in groups of 2 to create movies explaining how the US became so diverse. Each group will be assigned one of the three phases of American immigration. The movies will use statistics, imagery and music to tell the story of immigrants in America. ||
 * ** Standards ** |||||||||| Students will include the following information, based on their assigned phase, in their presentation: Who came during this time? How many? What years? Why did they come to America? What obstacles did they face? What has their legacy been? The presentation must focus on the aesthetics as well as the information. The images should be both literal and symbolic and text should be kept to a minimum. ||
 * ** Performance Task Description ** ||
 * ** Goal ** |||||||||| Defend your opinion regarding several controversial topics on American immigration. ||
 * ** Role ** |||||||||| Assume the role of a either an organizer for immigrants rights, an activist trying to limit immigration or a simply concerned citizen. Two students will also feature as politicians. ||
 * ** Audience ** |||||||||| Politicians attending a town forum prior to voting on the issues presented ||
 * ** Situation ** |||||||||| Your district and state representatives will be voting on several issues regarding the rights of immigrants. Before they cast their votes they want to hear from informed citizens regarding what they feel should be done. In order to convince them you’ll need to develop a logical argument. ||
 * ** Product/Performance ** |||||||||| Working off knowledge acquired through previous activities, as well as personal beliefs about the issues, each student will contribute to the class debate. Topics include: Who should be permitted to enter the country? Who should be permitted to work in the country? How strict should enforcement against illegal immigrants be? Should illegal immigrants be issued driver’s licenses? Should illegal immigrants be allowed to attend public schools? Should illegal immigrants be able to receive medical assistance? Should illegal immigrants be allowed to send money paid out by American employers to their home countries?
 * ** Standards ** |||||||||| Students will select three topics and record their beliefs. Each belief will require two points of support. These points can be derived from the materials presented in class or can be a logical argument they’ve developed on their own. Each student will be required to speak on two of the topics they’ve selected. They will be delivering their information to the teacher and two other students who will pose as politicians and provide feedback and further questions regarding the ideas and opinions presented by the class. All ideas will be recorded on the whiteboard according to the nature of the response (pro or anti). The “politicians” will deliver a summation at the end of the forum regarding how they will vote and which arguments (2 per pol.) compelled them to do so. The creators of these arguments will receive 10 bonus points on the quiz. ||

|| Why do people migrate (Identify at least 5 reasons)? Which reason do you feel occurs most often? Which reason do you feel has the greatest impact in bringing about migration? 2. Quiz pertaining to Chapter 3, Key Issue #2 in the text || I really enjoy this model. I felt like the last portion was a bit repetitive (perhaps I didn't offer the correct input), but overall I believe teaching conceptually is the best method and directing your activities towards addressing overarching questions is an effective means of instilling understanding in students. I feel as though I already implement some of these ideas in my teaching - but I will openly admit that I don't employ nearly as much structure. Furthermore - this model promotes foresight and allows you to link 'big' ideas together. My questions about the model pertain more to the other disciplines than my own. Not being subject to a state exam, social studies is a relatively stress-free subject. Social studies is also extrememly subjective - I often present students with opposing viewpoints of the same topic. Who's to say which is right? This is left to the reader. This allows social studies teachers to work with student opinions and serves to stimulate critical thinking. I asked my brother, who is a physics/chemistry teacher, how he felt about this model and he had mixed reviews. When the topic (or many aspects pertaining to it) are black and white will this be an effective model? Or, would students be better off working to learn the formulas and equations? As one who may have to observe and comment on such lessons as an administrator (due to the small size, administrators at my school cover several disciplines, some of which inevitably fall outside of their area of expertise) I'm skeptical about recommending a methodology that the teachers find difficult to implement.  As a fellow History teacher, I love your essential questions - especially the one asking students why Americans tend to view immigrants in a negative light, despite the fact that we are a nation made up of immigrants. I really think those types of questions make students challenge the stereotypes that have been perpetuated by the media, their friends, and possibly their parents. Thinking more deeply about issues such as immigration may change the minds of some students regarding this topic, which comes up quite frequently in all Social Studies classes, often times because students never really took the time to think about the purpose that immigrants serve in this country. It is clear that immigrants work hard at jobs Americans would deem "undesirable" and many people fail to recognize this. Your "hands-on" classroom activities that allow students to assume the role of an actual immigrant will help them develop empathy for the struggles they face and may increase their level of respect for these people. My only question is, how would you plan to assess the students other than through tests and quizzes? Would students do any sort of self-evaluation? - April Coniglio
 * ** Other Evidence ** ||
 * 1. Take part in developing a class consensus regarding the following questions:
 * ** Learning Plan (Stage 3) ** ||
 * ** Where are your students headed? Where have they been? How will you make sure the students know where they are going? ** |||||||| The unit objectives will be distributed to the students along with copies of the readings. Daily objectives will be placed on the board. Each class will start with a recall activity based on the content covered in the previous class. ||
 * ** How will you hook students at the beginning of the unit? ** |||||||| Students will be introduced to several statistics, including: the number of people that cross the Mexican-American border on a daily basis, the % of Honduras’s GDP which is made up from contributions sent home by illegal workers and the total number foreign born people residing in the US ||
 * ** What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? ** |||||||| Students will be provided with the following materials: 2 articles from the Washington Post highlighting the experience of illegal immigrants coming to work in America, a slide presentation “Life Along La Linea” based on the border towns of Mexico and America, and segments of the film Border War based on the lives of five people impacted by illegal immigration between Mexico and America. ||
 * ** How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? ** |||||||| Students will engage in several class discussions based on the readings. We’ll record pre-conceived notions of immigration and compare those records with opinions after reading/viewing the provided materials to see if opinions changed and how. ||
 * ** How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? ** |||||||| Students will have choice in terms of which open-ended questions they respond to and they will also have autonomy in terms of the symbolism, imagery and music they opt to utilize for the American immigration history activity. Students will be required to comment on the work of their peers as well as their own work. ||
 * ** How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? ** |||||||| Students will be encouraged to inject their opinions into the lessons. Students will have the opportunity to investigate their personal points on interest. Students will also have the opportunity to respond to the overarching question of their choice, as well as responding to the thoughts provided by their peers. ||
 * ** How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? ** |||||||| The material will be presented in a scaffold to ensure understanding amongst the group. Activities will be centered on the students’ interpretations of the material and the opinions they develop as a result of it. Furthermore, activities will build upon previous encountered knowledge. ||

This is excellent! Great EQ and your activities provide a variety of means for students to demonstrate understanding of both content and conceptual knowledge. Well done. In terms of your brother's concerns, when there is only one right answer, such as in a formula or a fact, that is the answer. The UbD piece comes in with what they do with that answer. For example, I can repeat that E=mc squared. However, I do not understand what that means. How would your brother construct an activity that assesess the depth of understanding of a physics formula and how they can then apply it to a problem solving situation? BB

I really enjoyed looking over this unit. I think this unit represents a very appropriate and challenging level of rigor for seniors. I also like the topic; it is current and relevant to their lives. The essential questions are certain to raise a healthy debate in the classroom. I like the activity that encourages students to assume different roles. This allows different perspectives, problem-solving, and is sure to open up their minds. Role playing is an essential tool that can be used across the curriculum. Well done. -Alla