Immigration+in+the+21st+Century

Lesson Title: **Immigration in the 21st Century**
 * Daily Lesson GAME Plan **

Grade Level: 11-12 Grade

Subject: History By Dean Phillips

**GOALS**
 * Montana Content Standards: **
 * ** Content Standard 1 ** —Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations.
 * ** Content Standard 2 ** —Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility.
 * ** Content Standard 3 ** —Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions).
 * ** Content Standard 4 ** —Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.

**ISTE NETS-S**
 * 1) Creativity and innovation
 * 2) Communication and collaboration
 * 3) Research and information fluency
 * 4) Critical thinking, problem solving, and decision making
 * 5) Digital citizenship
 * 6) Technology operations and concepts

Students will create a Google presentation illustrating their research and findings that supports their proposed immigration policy. Students will be expected to use current immigration topics, immigration trends, and primary source documents to support their proposed policy.
 * Objectives: **

**ACTION** minutes || Discuss how and when a Non US Resident can become a citizen of the United States using the US Citizen and Immigration Services website. || [] || [|http://www.unc.edu/~perreira/198timeline.html] [] [] || [|http://docs.google.com] ||
 * Before Class ** : Students will have read assigned excerpts of John F. Kennedy’s book, “A Nation of Immigrants. This should enlighten students of the controversial nature of this topic.
 * During Class: **
 * **// Time //** || **// Instructional Activities //** || **// Materials and Resources //** ||
 * 10-20
 * 45-60 minutes || Guide students research, if needed, to begin to identify a pattern in immigration in America. What is the pattern and why? || [] ||
 * 60-120 minutes || Break students into groups (3 or 4 students). Each team must identify at least one period of increased immigration and identify the historical issue associated with each trend. || []
 * 60 minutes || Groups will use this time to study current news and events dealing with immigration today. What are the similarities and differences in today’s news and the information you found previously? || [] ||
 * 60 minutes || Groups will begin to develop their collaborative Google presentation. Groups must use at least 2 current news results and primary source documents to support their position on immigration policy. The presentation should defend their new and improved American Immigration Policy. || All of the above resources
 * 5-10 minutes || Groups will present and discuss their findings using Google presentations. || Projector/laptop ||
 * 20 minutes || Students will work independently to reflect and write a reflective essay on how to solve the long going issue of immigration into America. Students should be able to reference their own research as well as that presented by other groups. || Pencil/paper ||

** MONITOR ** Ongoing assessment(s): The teacher(s) will monitor progress through informal observations. Students will also do a self-assessment, where they will have the opportunity to rate themselves along with their group members on participation and level of contribution to the group efforts.

Accommodations: Students will be grouped in homogeneous groups. Groups that may struggle will be given extra support in class or as needed by the teacher(s).

Back-up Plan: The text book and assigned reading will serve as a backup to the research activities.

** EVALUATION ** Evaluation: The presentation will be assessed using a rubric. Students will be evaluated on their ability to effectively use research information to support their stated immigration policy. The Reflective Essay will also be scored using a rubric that targets a students ability to demonstrate cause and effect relationships from historical events and information.