Welcome Grab your binder and something to write with Open to your SEL Section
Opening Activity Turn to your SEL section
How will we respond to the immigrant caravan?
Students will be able to… • Analyze texts to identify the push and pull factors of the immigrant caravan approaching the US and cite key examples • Make predictive inferences about the pros and cons of granting or not granting asylum to immigrants • Decide with their teammates how much of the state’s capital they are willing to spend on the caravan and justify that position
TN Standards • GC.64 Working with other students, identify a significant public policy issue in your community, gather information about that issue, fairly evaluate the various points of view of competing interests, examine ways of participating in the decision making process about the issue, and write a position paper or make a presentation on how the issue should be resolved. (C, P, TN) • RH.9-12.1: Draw generalizations, make predictions, or reach conclusions; cite relevant evidence to support inferences. • RH 12.2: Identify and analyze the main idea of a text (whole or part); locate and interpret relevant supporting details.
Task • You and the members of your CIVTEAM have a crucial decision to make regarding the caravan of Honduran immigrants approaching your civilization’s border. • You will work together to gather information and identify the push and pull factors impacting the immigrants • Then, as a group you will make predictive inferences about the pros and cons of granting asylum to lots of immigrants seeking new lives and fresh starts
Task • After identifying all the push and pull factors and making predictive inferences about the pros and cons of accepting and denying immigrants, you must decide how much of your state’s capital you are willing to spend on the caravan • Describe your thought process • Identify the % of immigrants that will be granted asylum by their State; • Identify the total # of CP's that will be spent to provide for the refugees; • Calculate the % of the total CP budget that is being spent on these refugees
Process • Step 1 — Together, read the following articles to identify push and pull factors, making note of them on the handout • https://www.nytimes.com/2018/10/18/world/americas/honduras-migrant-caravan- voices.html • https://www.nbcnews.com/news/latino/five-myths-about-honduran-caravan-debunked- n922806 • https://www.usatoday.com/story/news/2018/10/23/migrant-caravan-honduras-president- trump-organizers/1740109002/ • Step 2 — Discuss with your teammates to make predictive inferences. • Engage in meaningful dialogue with one another as you wrestle with the concept of closing the borders (this will help you gather data as well) • Do you agree with them? Disagree? Why? • How will our response to this crisis effect our state? How does a “successful” state deal with immigrants and refugees? • Step 3 — Write a position statement that justifies your group’s decision (see handout)
Evaluation • Formative - Checkpoint 1 - show me graphic organizer after reading article 1 • Summative - Review of completed handout. Each student must complete the sheet. I will choose 1 students for the group grade
Evaluation 5 Exemplary 3 Developing 1 Beginning Score Document Analysis / Chart demonstrates Chart reveals Chart reveals little Push and Pull thoughtful analysis of adequate textual understanding of the factors the text and directly analysis and shows text and no key cites multiple some examples examples examples Predictive Inferences Answers all 4 Answers most of the Answers few of the questions including questions with questions pros and cons for examples of pros and each, considers moral cons and social implications Written Justification Includes all three Includes all three Includes some of key items as well as a items and outlines items detailed justification basic thought process that clearly outlines the groups thought process and makes connections to the text
Conclusion • After completing this WebQuest, you will have successfully worked with other students, gathered information about a key contemporary issue, fairly evaluate the various points of view, and wrote a justification statement on how you have chosen to respond. You have also drawn generalizations, made predictions and reached conclusions, citing relevant evidence throughout. • You are now better equipped to think critically and respond rationally to various reports you hear in the news about the immigrant caravan issue.
Credits • Articles • https://www.nytimes.com/2018/10/18/world/americas/honduras-migrant- caravan-voices.html • https://www.nbcnews.com/news/latino/five-myths-about-honduran- caravan-debunked-n922806 • https://www.usatoday.com/story/news/2018/10/23/migrant-caravan- honduras-president-trump-organizers/1740109002/
Teacher Page • This WebQuest is designed to help students learn to read and analyze documents available on the internet. Also, this WebQuest helps students engage with their classmates to make predictive inferences about a topic, then summarize their findings in a final justification statement. • Learners — This WebQuest is intended for High School students ranging from grades 10-12 who are enrolled in a World History or Contemporary Issues class. • Teacher Process — Students will need access to at least one iPad for the PowerPoint presentation found on the class website, as well as electronic devices for each student for this WebQuest. • Resources — Each student must have a copy of the Immigration Caravan handout to complete during the WebQuest
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