Welcome Grab your binder and something to write with Open to your - - PowerPoint PPT Presentation

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
• r 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 / Push and Pull factors Chart demonstrates thoughtful analysis of the text and directly cites multiple examples Chart reveals adequate textual analysis and shows some examples Chart reveals little understanding of the text and no key examples Predictive Inferences Answers all 4 questions including pros and cons for each, considers moral and social implications Answers most of the questions with examples of pros and cons Answers few of the questions Written Justification Includes all three items as well as a detailed justification that clearly outlines the groups thought process and makes connections to the text Includes all three items and outlines basic thought process Includes some of key items

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