Connections 7.2Immigration and Human Rights- Spanish Speaking

Countries

Essential Questions

Why do people emigrate and does this affect the people who are emigrating?

What happens to a person’s culture when they become immigrants into another culture?

What are the ways culture is transmitted to school-aged children?

Focus

Think about the words emigration/immigration. What is your understanding of these two words? What is the root of these two words?

For a better understanding…http://www.educationbug.org/a/immigratio

n-vs-emigration.html

Activating

In groups of 3-4, brainstorm the reasons people chose to emigrate. List as many as possible.

Activating

Rank top 4, with reason on back of the poster.

Post on wall and compare/contrast similarities and differences.

Connecting

Reasons for Immigration and Emigration Activity

Read the article Libyan Immigrants Becoming Italian Immigrants

http://www.nytimes.com/2011/05/14/world/europe/14refugees.html?_r=2&

Once finished with this article, read the introductory 3 paragraphs about Google founder Serbey Brin

http://en.wikipedia.org/wiki/Sergey_Brin

Connecting

What do both of these stories have in common?

What were the reasons of emigration?What benefits/negatives are there to the

country they are moving into and the benefits/negatives to the immigrants?

What do you think the purpose of this activity was?

We are America Activity: Part 1

Go to the We are America websitehttp://weareamericastories.org/about/Watch, listen, or read some of the storiesVideo segmentshttp://weareamericastories.org/stories/video/Audio storieshttp://www.weareamericastories.org/stories/a

udio-stories/Written storieshttp://weareamericastories.org/stories/

written/

We are America Activity: Part 1

Choose one the stories of an individual or a family. Make sure to understand every aspect of the story!! Very important. Also understand such factors as cultural dimensions in the story you choose.

Each person must have a different story!!Write a summary of your storyDivide the class in half

We are America Activity: Part 1

There is a new country called “Sweetlands”. This is the place that people want to immigrate to. However, there is a limit. Only 3 people in each group are allowed to immigrate. The rest will have to stay.

It is your jobs to argue in your group why you deserve to be one of the three by using the story that you have chosen. You cannot make significant changes to the story.

Each person gets two minutes to argue their case. There will be time permitted for group members to ask questions regarding the story to clarify the reasons why they should be one of the three.

We are America Activity: Part 1

Did you come to a conclusion easily or not?

We are America Part 2

Political/Economic/Personal EnrichmentBased on your story, which category

would your person/ family fit?PoliticalEconomicPersonal EnrichmentAre these reasons similar to the posters???

Different Sides of the Story / DEBATE

Group 1 = ½ class (Dream Act)Group 2 = ½ class (the 14th Amendment)Group 1 A = Argue for passage of Dream ActDream Act Advocate Turns Failure into Hope  http://www.nytimes.com/2011/02/21/educati

on/21winerip.htmlGroup 1 B = Argue against Dream ActDream Act Opponents Close to Reaching Peti

tion Signature Goal 

http://potomac.patch.com/groups/politics-and-elections/p/dream-act-opponents-close-to-reaching-petition-signature-goal-2

Different sides of the story/debate

Group 2 A = Argue for the continuation of the 14th Amendment

http://www.law.cornell.edu/constitution/amendmentxivRepealing the 14th Amendment Would Not Fix Our

Immigration Systemhttp://www.usnews.com/opinion/articles/2010/08/30/repealing-the-14th-amendment-would-not-fix-our-immigration-system Group 2 B = Argue to repeal the 14th Amendmenthttp://www.law.cornell.edu/constitution/amendmentxiv Illegal Immigrant Births - At Your Expensehttp://www.cbsnews.com/stories/2008/04/07/eveningnews/main4000401.shtml

PresentationsPrepare an outline of your presentation to be turned in.

You must argue for the case of the article you have been assigned even though you may personally believe the opposite

If time allows, do independent research on your topic to reinforce your viewpoints.

Group One will go first. Group Two will be thinking about the following questions:

What were the arguments in favor of passage of the Dream Act? What rationale was given?

What were the arguments against the Dream Act? What rationale was given?

Rules

Cannot speak unless you have eraserEach side must take turns / allow for

point/counter point.Each side will get a chance for opening

argument and closing argumentNo time limit.

Group 2 questions

What were the arguments in favor of passage of the Dream Act? What rationale was given?

What were the arguments against the Dream Act? What rationale was given?

Immediately following the debate:

Group Two will write the answer/comments to the questions they were asked to think about.

Group One will write a reflection on the debate including thoughts and feelings.

Group Two report to the class your answers to the questions and give your decision as to which side of the debate was presented better.  Group One will respond based on your reflections of their performance

I will Give Group Two a couple of minutes to refer to their article and notes to prepare for their debate. Group Two will debate with Group One observing and answering the following questions:

What were the arguments for illegal immigrants automatically gaining U.S. citizenship? What rationale was given?

What were the arguments against illegal immigrants automatically gaining U.S. citizenship? What rationale was given?

Questions for group 1

What were the arguments for illegal immigrants automatically gaining U.S. citizenship? What rationale was given?

What were the arguments against illegal immigrants automatically gaining U.S. citizenship? What rationale was given?

Immediately following the debate: Group One will write the answer/comments to the

questions they were asked to think about. Group Two will write a reflection on the debate

including thoughts and feelings.

Cultural Transmission and Integration: 50 minutes

◦Think about culture in terms of immigration. Consider these points:

Do people keep their culture once they move to a new country, or do they take on the culture of that country?

Do parents share their home culture with their children? How?

◦ I will review with students the power point slides titled Developing an Understanding of Cultural Terms in Relation to Multicultural Societies. The PowerPoint will explain:

The types of transfer of culture from immigrants to their children using the terms post-figurative transmission, co-figurative transmission and pre-figurative transmission

What happens to cultural identity when people immigrate using the terms biculturalism, acculturation an assimilation?

Each slide has a definition and example.

◦ Showing slide 2, “What levels of transfer of the parents’ culture to the children could happen?”

◦ Discuss answers and then proceed through the first part of the PowerPoint to the slide with the pair-share activity, “Can you name something that you do that is passed from your parents.”  Discuss answers.

◦ Next, proceed to the next slide, “What happens to cultural identity when people immigrate?”  Discuss ideas in pairs.

◦ Share thoughts.◦ Proceed with the PowerPoint. After the final set of

definitions, there are three questions. Be sure to fully understanding of each term in the slides.

◦ Respond to each question on a separate sheet of paper to be handed in for assessment.

After Power Point

Questions:Some have used the term “melting pot” to describe people living together from many cultures in one place (such as the U.S.).◦Do you think this is describing biculturalism,

acculturation, or assimilation.◦Do you think this is a good term to use? Why or

why not?◦Do you think another metaphor would be better

such as a stew, or a salad to describe the U.S. population? Explain why.

Answers to the questions and other debriefing notes: Question 1: This is describing assimilation as they have melted the

cultures together.Question 2: This is phrased asking for an opinion so this needs to be treated as such. Guidance should be given to direct students to think it is not a good term as everyone is different and it is important for people to keep their cultures as this adds to a rich pluralistic society. In the “melting pot” metaphor you would not really see someone as different than someone else – practicing different festivals or with perhaps a different cultural point of view.Question 3: In a “stew” metaphor people have some similarities but you can see the lumps of meat, potatoes, etc. being other cultural parts that are not fully mixed. Thus, you can see that there are different cultures mixed up into one pot. The salad is where you can see each vegetable as separate, not mixed but in one bowl. The stew could be somewhat similar to acculturation and the salad again somewhat similar to biculturalism

Latinos in the US: 40 Minutes

Read the article below:At the Crossroads: Latinos in the New Millenniu

mhttp://www.pbs.org/americanfamily/latino1.html

Discuss as a class the following questions:◦ Describe the author’s dilemma about explaining he is

Latino◦ What does the author mean about the confusion of

culture with class◦ What does the author think that Latino-Americans

should do in the years to come?

Summary

In your journal, answer the following questions:◦Have your views about immigration changed during

the study of this lesson?  Explain how they have changed and why.  If they have not, explain why you think they have not changed.

◦ In the debate activity, which side of the debate do you support and why?

◦Do you view the immigration of Spanish-speaking populations into the U.S. as a benefit to the country or as an adverse influence?  Explain your reasons.