ExpertPack:ImmigrationandCitizenshipLexileRange:540-1140

Topic/Subject:ImmigrationandCitizenship/SocialStudies

EssentialQuestion:• HowdowedefinecitizenshipforimmigrantscomingintoAmericatoday?

Texts/ResourcesBook

1. “TheStoryofImmigration”

Articles2. “AFloodofKids,OnTheirOwn,HopetoHopaTraintoaNewLife”3. “PathtoCitizenship”4. “TheCitizen’sAlmanac”(excerpt,pages1–8)

Infographics1. ImmigrationExplorer(InteractiveMap)2. DoyouknowwhatittakestobeanAmericancitizen?(InteractiveQuiz)

RationaleandSuggestedSequenceforReading

Theessentialquestion“HowdowedefinecitizenshipforimmigrantscomingintoAmericatoday?”servestoguidethedevelopmentofthisexpertpack.Studentswilldefineaninitialunderstandingofcitizenship,explorethescopeofimmigrationintheUnitedStates,andexaminecurrentimmigrationthroughtheeyesofchildrenwhoareimmigratingtotheUnitedStates.

First,studentswillreadtheshortbook,“TheStoryofImmigration”togroundtheminwhatthetermimmigrationmeansandabriefhistoryofimmigrationintheUnitedStates.In“PathToCitizenship,”studentslearnaboutwhatanimmigrantneedstodoinordertobecomeanaturalizedcitizenoftheUnitedStates.Further,intheexcerptfrom“TheCitizen’sAlmanac”fromUnitedStatesCitizenshipandImmigrationServices,studentsexploreanddefinecharacteristicsofthetermcitizen.Then,studentsbegintopersonallydefinean“immigrant”andan“Americancitizen”byparticipatinginaninteractivecitizenshiptest(“DoyouknowwhatittakestobeanAmericancitizen?”).Thishelpsbuildsomebackgroundknowledgeforstudentsastheymovethroughtheexpertpack.Withtheinteractivemapexplorationactivity,“ImmigrationExplorer,”studentsareintroducedtoimmigrationandthelargeimpactithasonthepopulationoftheUnitedStates.Studentsareabletoexploreimmigrationdemographicsforaregion,state,andevencounty,

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allowingstudentstopersonalizetheimmigrationimpact.Thefinalarticle,“AFloodofKids,OnTheirOwn,HopetoHopaTraintoaNewLife”allowsstudentstoexplorepersonalaccountsofimmigrationfromotherchildrentheirage.ItshowsstudentshowandwhysomeimmigrantstraveltotheUS.

TheCommonCoreShiftsforELA/Literacy1. Regularpracticewithcomplextextanditsacademiclanguage2. Reading,writingandspeakinggroundedinevidencefromtext,bothliteraryand

informational3. Buildingknowledgethroughcontent-richnonfiction

CollegeandCareerReadinessAnchorStandardsforReadingLiteraryand/orInformationalTexts1. Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferences

fromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.

2. Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.

10. Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.

AnnotatedBibliography

1010L “TheStoryofImmigration”Author:RobertCharlesGenre:InformationalbookLength:886wordsSynopsis:Thedefinition,briefhistory,andexplorationofimmigrationintheUnitedStatesisdiscussed.Citation:"TheStoryofImmigration."Retrievedfromhttps://www.raz-plus.com/books/leveled-books/book/?id=639&lang=EnglishRecommendedStudentActivities:Wonderings

1110L“PathToCitizenship”Author:Kushner,SherrillGenre:InformationaltextLength:609wordsSynopsis:ThepathwayandprocedureforhowimmigrantsbecomenaturalizedcitizensoftheUnitedStatesisdefinedanddiscussed.

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Citation:Kushner,Sherrill."Pathtocitizenship."Cobblestone,May-June2013,p.8+.StudentEdition,

Accessed30Dec.2016.RecommendedStudentActivities:Wonderings

1140L“TheCitizen’sAlmanac”(excerpt,pages1–8)Author:UnitedStatesCitizenshipandImmigrationServiceGenre:InformationalpublicationLength:Excerpt,pages1–8Synopsis:Thedefinitionofwhatitmeanstobeagoodcitizenisexplored,accordingtotheUSCitizenshipandImmigrationService.Theauthorisgivingadvicetonaturalizedcitizensabouthowtobeagoodcitizen.Citation:"TheCitizen'sAlmanac."USCIS.USCitizenshipandImmigrationService,n.d.Web.30Dec.2016.https://www.uscis.gov/sites/default/files/USCIS/Office%20of%20Citizenship/Citizenship%20Resource%20Center%20Site/Publications/M-76.pdfRecommendedStudentActivities:APictureofKnowledge

540L DoyouknowwhatittakestobeanAmericancitizen?Author:UnknownGenre:InformationalLength:274wordsSynopsis:AninteractivecitizenshiptestfromtheAssociatedPress.TestchallengestakerstodiscoveriftheyhavetheknowledgetopassthecitizenshiptesttobeanAmerican.Citation:AssociatedPress.(2014,September22).DoyouknowwhatittakestobeanAmericanCitizen?RetrievedJanuary1,2015,fromhttp://tweentribune.com/article/tween56/do-you-know-what-it-takes-be-american-citizen/RecommendedStudentActivities:Self-directedinteractiveactivity,Wonderings

N/A ImmigrationExplorerAuthor:UnknownGenre:InformationalwebsiteLength:InteractivemapSynopsis:InteractivemapthattracksimmigrantsandhowtheysettledintheStates.Citation:ImmigrationExplorer.(2009,March10).RetrievedJanuary1,2015,from

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http://go.galegroup.com/ps/i.do?p=STOM&sw=w&u=vol_b28hs&v=2.1&id=GALE%7CA335643987&it=r&asid=70df5d7c54ce9103a3bdbbfa7ede672f

http://www.nytimes.com/interactive/2009/03/10/us/20090310-immigration-explorer.htmlRecommendedStudentActivity:QuizMaker

1090L “AFloodofKids,OnTheirOwn,HopetoHopaTraintoaNewLife”Author:Kahn,CarrieGenre:InformationalTextLength:2pagesSynopsis:NPRstoryaboutkidshoppingthetrainfromCentralAmericatoNorthAmericaasillegalimmigrants.Articleincludesaudioversion.Citation:Kahn,C.(2014,June10).Afloodofkids,ontheirown,hopetohopatraintoanewlife.NPR.org.RetrievedJanuary1,2015,fromhttp://www.npr.org/blogs/parallels/2014/06/10/320645461/agfloodgofgkidsgongtheirgownghopegtoghopgagtraingtogagnewglifeRecommendedStudentActivities:APictureofKnowledge

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SupportsforStrugglingStudents

Bydesign,thegradationofcomplexitywithineachExpertPackisatechniquethatprovidesstrugglingreaderstheopportunitytoreadmorecomplextexts.Listedbelowareothermeasuresofsupportthatcanbeusedwhennecessary.

• Provideabriefstudent-friendlyglossaryofsomeoftheacademicvocabulary(tier2)anddomainvocabulary(tier3)essentialtounderstandingthetext

• DownloadtheWordsmythwidgettoclassroomcomputers/tabletsforstudentstoaccessstudent-friendlydefinitionsforunknownwords:http://www.wordsmyth.net/?mode=widget

• Providebriefstudent-friendlyexplanationsofessentialbackgroundknowledgenoteasilylearnedfromthetext

• Includepicturesorvideosrelatedtothetopicwithinandinadditiontothesetofresourcesinthepack

• Selectasmallnumberoftextstoreadaloudwithsomediscussionaboutvocabularyworkandbackgroundknowledge

• Provideaudiorecordingsofthetextsbeingreadbyastrongreader(teacher,parent,etc.)• Chunkthetextandprovidebriefquestionsforeachchunkoftexttobeansweredbefore

studentsgoontothenextchunkoftext• Choosepre-readingactivitiesthatfocusonthestructureandgraphicelementsofthetext• Providevolunteerhelpersfromtheschoolcommunityduringindependentreadingtime• UseExpertPacksastheresourcesforGuidedReadingwithasmallgroupofstudents

Why Text Sets Support English Language Learners

Those acquiring English as a second language have to learn many words in English to catch up with their English-only peers. Vocabulary builds at a much quicker pace when reading a set of connected texts. Text sets are an adaptable resource perfect for building knowledge and vocabulary. Student use of text sets can vary in terms of independence or teacher supports based on the individual needs of the students in the room. Activities found within the text set resources reflect several best practices for English Language Learner instruction including:

● Providing brief, engaging texts that provide a high volume of reading on a topic.● Providing web-based resources and/or videos that are tied to the content of the texts students are reading.● Providing opportunities for students to learn new vocabulary through the use of student-friendly definitions in resource-specific glossaries.● Allowing for options to reinforce newly learned vocabulary and/or content through graphicorganizers.● Providing opportunities for students to reinforce new vocabulary through multi-modal activities including written work, group discussion, viewing visual content, and reading texts that feature the vocabulary.

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Teachers of ELLs may use the protocols on the following pages to provide additional support to students who are struggling to access the content within text sets because they are new to English.

ELL Text Set Protocol Grades 3-12

The goal of text sets is to help students build knowledge through a volume of independent reading,and it is important that educators provide scaffolds to allow English Language Learners to be successfulin engaging meaningfully with the texts, even as students are still developing English language skills.The protocol below can be used for teaching with text set resources as a full class. Students can alsobe trained on the protocol so that they can utilize text sets in small groups or partnerships as aresource for independent or reciprocal reading and study.

Please note that this protocol includes options for teachers. Individual decisions should be madeconsidering the needs of the students and the demands of the content, keeping in mind that the goal ofeach scaffold is to allow students to meaningfully access the text and move toward independent,knowledge-building reading.

Step one: Build knowledge and vocabulary.

Introduce students to the overall topic/content of the text set, including knowledge demands needed toengage in the content, and domain-specific vocabulary necessary for comprehension. This should bedone prior to engaging with the texts themselves; time allotted to this activity should reflect studentneeds (anywhere from 5 minutes prior to reading, to a full day’s lesson is appropriate).

Options for this step include:• Engage students in reading and discussing auxiliary texts (of lesser complexity) and resources

(illustrations, photographs, video clips) on the topic of the text set.• Pre-teach a few key content-specific terms prior to students engaging with a text set. (Ideas for

text-focused vocabulary instruction can be found here.)• Provide the student-friendly glossary included in the text set prior to reading each text.• When possible, allow students to read texts in their home language about the topic under study.

Step two: Read text orally.

Focusing on one resource at a time, allow students to listen to a fluent read of the resource, whilefollowing along with their own copy of the text.

Options for this step include:• Have a fluent reader model the first read of a text or resource.• Have students engage in a buddy/partner read.• Use recordings of the text to provide additional opportunities to hear expert reading.

Step three: Engage in group discussion about the content.

Allow students time in partnerships or small groups to discuss the content of the resource.

Options for this step include:• Allow for discussion/conversation (in the students’ home language if possible) with a small group of

students reading the same text set prior to writing or provide heterogeneous language groupings to talkabout content and discuss what students are learning.

• Have students refer to the student-friendly glossary included with each text set to identify meanings fornew vocabulary necessary for comprehension.

Step four: Write about what was read.

Options for this step include:• Use the “Rolling Knowledge Journal” and/or “Rolling Vocabulary Journal” as a shared writing routine/

graphic organizer to help to scaffold the writing process and capture student knowledge over time.

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• Provide students with several supports to help students engage in writing/drawing about what theyread:

o Use mentor texts about which students can pattern their writing.o Allow them to write collaboratively.o Show students visual resources as prompts, etc.o Provide language supports such as strategically chosen sentence starters.

Repeat steps one through four with each resource in the text set as appropriate.

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TextComplexityGuide

“TheCitizen’sAlmanac,”byUSCitizenshipandImmigrationService

1. QuantitativeMeasureGotohttp://www.lexile.com/andenterthetitleofthetextintheQuickBookSearchintheupperrightofhomepage.MosttextswillhaveaLexilemeasureinthisdatabase.YoucanalsocopyandpasteaselectionoftextusingtheLexileanalyzer.

2-3band 420-820L4-5band 740-1010L6-8band 925-1185L9-10band 1050-1335L

11-CCR 1185-1385

2. QualitativeFeaturesConsiderthefourdimensionsoftextcomplexitybelow.Foreachdimension,notespecificexamplesfromthetextthatmakeitmoreorlesscomplex.

3. ReaderandTaskConsiderationsWhatwillchallengestudentsmostinthistext?Whatsupportscanbeprovided?

Thepurposeofthisarticle,writtenbytheUnitedStatesCitizenshipandImmigrationService,istoadvisenewlynaturalizedcitizenshowtobe“goodcitizens.”AbriefsummationoftheBillofRightsandpracticalsuggestionsforhowtobecomeinvolvedinthedemocraticprocessisdiscussed.

Meaning/Purpose

LanguageTheauthorusescontent-specificvocabulary

frequently(Constitution,unalienablerights,democratic,etc.)addingdifficultytothetext.Therearemanyphrasesaswell(loyaltyandallegiance,rightsandresponsibilities,freedomofspeech).Takingextratimewiththevocabularydemandsinparticularwillbeimportantinthisarticle.

Thearticlehasalotofbulletpoints,picturesandcaptionstobreakupthetext.However,thesentencesarequitelongandtheparagraphsaresomewhatdense,whichwillrequiresometimetodeconstructthemeaning.

Structure

KnowledgeDemands

ThetextcontainsreferencestotheConstitutionandassumesapriorknowledgeabouttheseideas.Usingtheglossaryofwordsprovidedwillhelpwithdeconstructingandunderstandingthistext.

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• Providingaccesstothevideoclipsand/orshowingthempriortoreadingwillsupportaninitialunderstandingofthetext.

• Requiringstudentstoreadthetitleandsubtitlesfirstwillprovideanoverviewofthepiece.

• Askingstudentstolookfor“Struggles”childrenfacedintheirhomecountriesbeforetheirjourneysand“Struggles”theyfaceoncetheyarriveintheU.S.willhelpsupportstudentswithunderstandingthemainideasofthetext.

• Encouragingstudentstomakeconnectionstothe“GoodCitizen”text/activitywillsupportanddeepenunderstanding.

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ExpertPack:ImmigrationandCitizenship

1. RollingKnowledgeJournal• Readeachselectionintheset,oneatatime.• Afteryoureadeachresource,stopandthinkwhatthebiglearningwas.Whatdidyou

learnthatwasnewandimportantaboutthetopicfromthisresource?Writeorlistwhatyoulearnedfromthetextabout(topic).

• Thenwriteorlisthowthisnewresourceaddedtowhatyoulearnedfromthelastresource(s).

SampleStudentResponse

Title WriteorListNewandimportantlearningabout

thetopicHowdoesthisresourceaddto

whatIlearnedalready?1. “TheStoryof

Immigration”ThewordofimmigrationisdefinedandabriefhistoryofimmigrationandimmigrationlawsintheUnitedStatesarediscussed.

2. “PathtoCitizenship”

Theword“citizen”isexploredandthestepsanimmigrantwouldhavetotakeinordertobecomeanaturalizedcitizen.

Thelegaltermforacitizenisdefinedhere.Itmakesthereaderthinkabouthowmuchisrequiredofimmigrantsinordertobecomecitizens.

3. “TheCitizen’sAlmanac”

Thedefinitionofwhatitmeanstobeagoodcitizenisexplored,accordingtotheUSCitizenshipandImmigrationService.Theauthorisgivingadvicetonaturalizedcitizensabouthowtobeagoodcitizen.

ThismakesmethinkthatthereareresponsibilitiesthatcomewithbeinganAmericancitizen.Iwonderhowmanynaturally-borncitizenstotheUSexercisetheserights.

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2. RollingVocabulary:“SensationalSix”• Readeachresourcethendeterminethe6wordsfromeachtextthatmostexemplify

thecentralideaofthetext.• Nextuseyour6wordstowriteaboutthemostimportantideaofthetext.You

shouldhaveasmanysentencesasyoudowords.• ContinuethisactivitywithEACHselectionintheExpertPack.• AfterreadingalltheselectionsintheExpertPack,gobackandreviewyourwords.• Nowselectthe“SensationalSix”wordsfromALLthewordlists.• Usethe“SensationalSix”wordstosummarizethemostimportantlearningfromthis

ExpertPack.

4. “DoyouknowwhatittakestobeanAmericancitizen?”

ShowsthequestionsyoumustbeabletoanswertopasstheU.S.Citizenshiptest.

ThisforcesyoutothinkaboutwhatittakestobeanAmericanCitizenforimmigrantscomingtoourcountryandtowonder,canourU.S.studentspassthistest?

5. “ImmigrationExplorer”

ThisshowsthenumberofimmigrantsenteringtheUnitedStates.Youcanlookupinformationbycity,state,andregion.

ThemapsshowthedifferentethnicitiesandthenumbersofimmigrantscomingtotheU.S.Youbegintounderstandthescopeofimmigration.

6. “AFloodofKids,OnTheirOwn,HopetoHopaTraintoaNewLife”

StoriesofrealkidsabouttheirstrugglesandhardshipstheyfacedwhentravelingtotheUnitedStates.

ProvidesmorespecificexamplesandpersonalstoriesaboutthedangerousjourneytotheU.S.andwhysomanywanttomakethejourney.

Title SixVocabularyWords&Sentences“TheStoryofImmigration”

Words:native,religious,political,toil,persecution,influx1. Thelandthatapersonisborninisconsideredhis/hernativeland.2. Somepeoplefleefromtheircountriesduetoreligioushardships.3. Anotherreasontoleaveisdisagreementwiththepolitical

atmosphereofyournativeland.4. Inlargepart,theUnitedStateswasbuiltonthetoilofimmigrants.5. Inthelate1800stoearly1900s,theUnitedStatessawthebiggest

influxofimmigrants.6. Economicopportunityisonethingthatimmigrantsmaybeseekingin

comingtotheUS.

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“PathtoCitizenship”

Words:citizenship,refugee,asylum,persecution,application,naturalization1. Immigrantsfromacrosstheworldmayseekcitizenshiphereinthe

US.2. Manyimmigrantsarerefugees,orpeopleseekingasafer,protected

placethantheirnativeland.3. Theserefugeesareseekingasylum,orasafeplacetolivewhenthey

cometotheUS.4. OftenpeoplewhocometotheUSforasaferplacetolivewere

experiencingpersecutionintheirnativelandinreligious,political,oreconomicways.

5. WhenimmigrantscometotheUS,theycansubmitanapplicationtobecomeacitizen.

6. ThisprocessofbecomingaUScitizeniscallednaturalization.

“TheCitizen’sAlmanac”

Words:freedoms,privilege,citizenry,democracy,election,jury1. CitizensintheUShavemanyguaranteedfreedomsinthe

Constitution.ThesearecalledtheBillofRights.2. BeingacitizenoftheUnitedStatesisatremendousprivilegethat

noteveryoneisabletoexperience.3. Wehavearesponsibilitytobeapartofthepositiveand

participatorycitizenry.4. Tokeepourdemocracyworkingweneedtomakesureweare

activecitizens.5. Onewaythatwecandothisisthroughvotinginelections.6. Anotherwaymaybeifweareaskedtoserveonajurywhichwe

shoulddothiswillingly.

“AFloodofKids,OnTheirOwn,HopetoHopaTraintoaNewLife”

Words:fleeing,migrants,apprehended,border,detained,USCustoms1. Childrenarefleeingtheircountriesbecauseofpovertyandgang

violence.2. Asmigrants,thesechildrenoftentakedangerousriskssuchas

jumpingontrainsinordertogettotheUnitedStates.3. SomechildrenaremakingthetrektotheU.S.tobereunitedwith

familymembers,butmanyareapprehendedattheU.S.border.4. Morethan45,000childrenhaveattemptedtocrosstheborder

fromMexicointotheUSsofarthisyear.5. Mostofthesechildrenaredetainedattheborderandcanspend

weeksinholdingroomsbeforedecisionsaremaderegardingtheirrelease.

6. USCustomsorfederalimmigrationofficialsreportthatthenumberofchildrenenteringtheUnitedStatescoulddoubleinthenextfewyears.

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SensationalSix Words:native,discrimination,refugee,freedoms,fleeing,border

Manypeopleareleavingtheirnativelandtoescapediscrimination,religiousandpoliticalpersecution,andbecomerefugees,orpeopleseekingasaferplace.WhenimmigrantscometotheUS,manyexperiencefreedomsthattheyhaveneverhadtheprivilegeofexperiencingbefore.Unfortunately,astheyarefleeingtheirterrifyingcountryoforigin,manytimestheyareunabletocomeovertheborderoraredetainedthere.

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StudentCopy1.RollingKnowledgeJournal

• Readeachselectionintheset,oneatatime.• Afteryoureadeachresource,stopandthinkwhatthebiglearningwas.Whatdidyoulearnthat

wasnewandimportantaboutthetopicfromthisresource?Writeorlistwhatyoulearnedfromthetext.

• Thenwriteorlisthowthisnewresourceaddedtowhatyoulearnedfromthelastresource(s).SampleResponse

TitleWriteorList

Newandimportantlearningaboutthetopic

HowdoesthisresourceaddtowhatIlearnedalready?

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2. RollingVocabulary:“SensationalSix”● Readeachresourcethendeterminethe6wordsfromeachtextthatmostexemplifythe

centralideaofthetext.● Nextuseyour6wordstowriteaboutthemostimportantideaofthetext.Youshouldhaveas

manysentencesasyoudowords.● ContinuethisactivitywithEACHselectionintheExpertPack.● AfterreadingalltheselectionsintheExpertPack,gobackandreviewyourwords.● Nowselectthe“SensationalSix”wordsfromALLthewordlists.● Usethe“SensationalSix”wordstosummarizethemostimportantlearningfromthisExpert

Pack.

SampleResponse

Title: SixVocabularyWords&Sentences

SensationalSix Words:

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1. APictureofKnowledge(Recommendedfor“TheCitizen’sAlmanac”and“AFloodofKids,OnTheirOwn,HopetoHopaTraintoaNewLife”)• Takeapieceofpaperandfoldittwotimes:onceacrossandoncetoptobottomso

thatitisdividedinto4quadrants.

• Drawtheseshapesinthecornerofeachquadrant.

1. Square2. Triangle3. Circle4. QuestionMark

• Write!

Square:Whatonethingdidyoureadthatwasinterestingtoyou?Triangle:Whatonethingdidyoureadthattaughtyousomethingnew?Circle:Whatdidyoureadthatmadeyouwanttolearnmore?QuestionMark:Whatisstillconfusingtoyou?Whatdoyoustillwonderabout?

• Findatleastoneclassmatewhohasread[selection]andtalktoeachotherabout

whatyouputineachquadrant.

2. QuizMaker(Recommendedfor“ImmigrationExplorer”)• Makealistof#questionsthatwouldmakesureanotherstudentunderstoodthe

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information.• Yourclassmatesshouldbeabletofindtheanswertothequestionfromtheresource.• Includeanswersforeachquestion.• Includethewhereyoucanfindtheanswerintheresource.

3. Wonderings(Recommendedfor“TheStoryofImmigration,”“PathtoCitizenship,”and“DoyouknowwhatittakestobeanAmericancitizen?”)

Question Answer

1.

2.

3.

I’malittleconfusedabout: Thismademewonder:

Ontheleft,trackthingsyoudon’tunderstandfromthevideoandthearticle.

Iamconfusedaboutordonotunderstand….

Ontherightside,listsomethingsyoustillwonder(orwondernow)aboutthistopic.

Iwonderorwouldliketolearnmoreabout….

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ExpertPack:ImmigrationandCitizenshipExpertPackGlossary

“Immigration”

Word Student-FriendlyDefinition

settle Tooccupyanewarea,land,orcountry

native Beingtheplaceofbirthororigin

colonies Territoriesunderthepoliticalcontrolofastate

religious Havingtodowithreligion(religion–asetofbeliefs,whichusuallyinvolvesworshipofagodorgods,andcertainideasaboutrightandwrong)

willingness Thepowerofthemindtochooseacourseofactionortomakeadecision

influx Tofilloroverwhelmwithtoomuchofsomething

politics Opinionsorideashavingtodowithhowgovernmentoperates

toil Toworkveryhardandincessantly

ethnic Agroupofpeoplewithacommonculturalheritageornationality

persecution Oppressionorharassment

“PathtoCitizenship”

Word Student-FriendlyDefinition

automatically Workingoroperatingbyitself

citizenship Thestateofbeingacitizen

complicated Tomakemoredifficulttodoorunderstand

Argentine ApersonwhowasbornorlivesinArgentina

permanent Lastingormeanttolastforalongtime

resident Apersonwholivesinaparticularplace

sponsors Apersonwhotakesresponsibilityforsomeoneorsomething

unemployment Theconditionofnothavingajob

refugee Apersonforcedtoleavehisorherhometoseeksafetyorprotection

asylee Apersonseekingasylum

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persecution Theactofcontinuallytreatingothersinacruelwaybecauseofrace,religion,politics,orsomeotherdifference

nationality Theconditionofbelongingtoaparticularnationbyhavingbeenbornthereorbybecomingacitizen

membership Thestateofbeingamemberorpartofsomething

political Havingtodowiththestudyorpracticeofpolitics,politicians,orgovernment

status Aperson’spositionorrankcomparedwithothers

asylum Aplacethatofferssafety

lottery Agameofchance

official Oforhavingtodowithanofficeorpositionofresponsibilityorauthority

financialburden Adifficulteconomicsituationtoendure

application Arequest,usuallywritten,foradmission,employment,orthelike

naturalization Theact,onthepartofthegovernment,ofgrantingfullcitizenshiptoaforeign-bornperson

continuous extendingorenduringwithoutpausingorstopping;unceasing;unbroken

goodmoralcharacter Havingthequalitiesofbeingconcernedwithwhat’sright

nationalsecurity Ourcountry’ssafety

candidate Apersonwhoseekstobeelected,appointed,orchosenforacertainposition,office,orsituation

swearing-inceremony TheceremonythatcandidateswhoarebecomingUScitizenstakepartin

certificates Astatementonpaperthatshowsorprovesthatcertainfactsaretrue

USpassport AnofficialdocumentthatshowsthattheholderisacitizenoftheUS.Apassportgivesonetherighttotravelinothercountriesandreturnhome.

“TheCitizen’sAlmanac”

Word Student-FriendlyDefinition

freedoms Specificrights

foundingdocuments Writtenstatementsthathelptocreatesomething.(e.g.,TheDeclarationofIndependenceandtheConstitutionaretwoofourfoundingdocuments.)

DeclarationofIndependence

ThepublicdocumentbywhichthethirteencoloniesdeclaredtheirindependencefromEnglandin1776

Constitution Thesetofbasiclawsbywhichanation,state,orotherorganizationisgoverned

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ideals Abelieforaimconsideredtobeworthyofhonororrespect

prospered Tobesuccessfulorhavegoodluck;thrive

OathofAllegiance Thepromisethatimmigrantsmustsayinordertobecomecitizens

elections Theprocessofchoosingapersonforofficebyvoting.

privilege Arightorbenefitthatisgivenonlytoacertainperson,group,orsocialclass

democraticprocess Thepracticesthatallowdemocracy(rulebythepeople)toexist

peaceablyassemble Calmlyandquietlycometogetherasagroup

redress Toseekcompensationorreparation;amends

grievances Aninjusticeconsideredacauseforcomplaint,orthecomplaintresultingfromsuchaninjustice

nationaldialogue Talkingaboutwhatwebelieveandunderstandtobetrueinourcountry

citizenry Citizenscollectively,consideredasanentityorgroup

obstruct Topreventordelaythepassageorprogressof

worship Loveanddevotionshowntoabeingoranobjectconsideredsacred.

prompt Doneimmediatelyandwithoutpause

systemofjustice Thesystemofpracticesandinstitutionsofgovernmentthatupholdthelaw

unfitpersons Peoplenotsuitableorappropriateforsomepurpose;inpoorphysicalormentalcondition

liberties Freedomfromcontrol;therightorpowertoactandchoosefreely

endeavor Tomakeaneffort;try;strive

native-born Connectedtoaspecifiedplacebybirth

inherent Legallybelongingtosomethingregardlessofexternalcircumstancesorthepassageoftime

objectives Agoalorpurposethatapersonworkstoachieve;aim

pursue Tospendtimedoing;workat;practice

representativedemocracy

Atypeofdemocracy(orrulebythepeople)thatisfoundedontheprincipleofelectedofficialsrepresentingagroupofpeople

principles Abasiclawortruthonwhichactionorbehaviorisbased

continuity Anunbrokenoruninterruptedseriesorwhole

unique Havingnoequal;differentfromeverythingelse

adversaries Aperson,group,orthingthatisagainstanother;opponent;enemy

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responsive Reactingpositivelytoaninfluenceorsuggestion

electedofficials Peopleinapositionofofficeorpowerthathavebeenvotedin

conduct Tobehaveormanage

diversity Thestateorconditionofhavingavariety

tolerance Willingnesstoacceptpeoplewhoserace,religion,opinions,orhabitsaredifferentfromone’sown

volunteerism Thepracticeorprincipleofwillinglyperformingunpaidworkforcausessuchasthosesupportedbycommunityorganizations,schools,andreligiousinstitutions

lessfortunate Thosewhohaven’thadgoodfortunate;aren’tluckyorblessed.

impartial Notfavoringonemorethananother;notprejudiced;fair.

jury Agroupofpeoplecalledtoacourtoflawwholistentothefactsofacaseanddecideitsoutcome.

noncombatant Amemberofamilitaryservicewhosedutiesdonotincludecombat,suchasadoctor;duringwartime,acivilian,especiallyoneinabattlearea.

civilian Apersonwhoisnotservinginthearmedforcesorthepolice.

“AFloodofKids,OnTheirOwn,HopetoHopaTraintoaNewLife”

Word Student-FriendlyDefinition

fleeing Torunawayorescapeasituation.

unaccompanied Withoutacompanionorpartnerortobeonone’sown

migrantsPeoplewhomovefromplacetoplacetofindwork.Sometimesmigrantshavetomovetowheretheycanworkonfarmspickingcropswhentheyareready

apprehended Tobecollectedorcaughtbythepoliceorsomeauthorityfigure/organization

detained Tostopsomeonefromleavingagainsttheirwillornothavingthefreedomtogowherevertheywant

USCustomsAdepartmentofthefederalgovernmentthatmaintainstheborders,makessureitemsbroughtintotheUSarelegal,collectsmoney(tariff)foritemsbeingsenttotheUS,andhelpspeoplewhoarecomingfromanothercountrytosettlehere

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