Connections 7.2

1. Connections 7.2 Immigration and Human Rights- Spanish Speaking Countries

2. 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? Essential Questions

3. 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/immigration-vs-emigration.html Focus

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

5. Rank top 4, with reason on back of the poster. • Post on wall and compare/contrast similarities and differences. Activating

6. 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 SerbeyBrin • http://en.wikipedia.org/wiki/Sergey_Brin Connecting

7. 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? Connecting

8. Go to the We are America website • http://weareamericastories.org/about/ • Watch, listen, or read some of the stories • Video segments • http://weareamericastories.org/stories/video/ • Audio stories • http://www.weareamericastories.org/stories/audio-stories/ • Written stories • http://weareamericastories.org/stories/written/ We are America Activity: Part 1

9. 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 story • Divide the class in half We are America Activity: Part 1

10. 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

11. Did you come to a conclusion easily or not? We are America Activity: Part 1

12. Political/Economic/Personal Enrichment • Based on your story, which category would your person/ family fit? • Political • Economic • Personal Enrichment Are these reasons similar to the posters??? We are America Part 2

13. Group 1 = ½ class (Dream Act) • Group 2 = ½ class (the 14th Amendment) • Group 1 A = Argue for passage of Dream Act • Dream Act Advocate Turns Failure into Hope • http://www.nytimes.com/2011/02/21/education/21winerip.html • Group 1 B = Argue against Dream Act • Dream Act Opponents Close to Reaching Petition 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

14. Group 2 A = Argue for the continuation of the 14th Amendment http://www.law.cornell.edu/constitution/amendmentxiv Repealing the 14th Amendment Would Not Fix Our Immigration System http://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 Amendment http://www.law.cornell.edu/constitution/amendmentxiv Illegal Immigrant Births - At Your Expense http://www.cbsnews.com/stories/2008/04/07/eveningnews/main4000401.shtml Different sides of the story/debate

15. Presentations • Prepare an outline of yourpresentation to be turned in. Youmust argue for the case of the article youhave been assigned even though youmay personally believe the opposite • If time allows, do independent research on yourtopic to reinforce yourviewpoints. • Group One willgo 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?

16. Rules Cannot speak unless you have eraser Each side must take turns / allow for point/counter point. Each side will get a chance for opening argument and closing argument No time limit.

17. 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?

18. 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.

19. Group Two report to the class youranswers to the questions and give yourdecision as to which side of the debate was presented better.  Group One will respond based on yourreflections 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?

20. 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?

21. 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.

22. 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?

23. I will review with students the power point slides titledDeveloping 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.

24. 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.

25. 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.

26. 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

27. Latinos in the US: 40 Minutes • Read the article below: • At the Crossroads: Latinos in the New Millenniumhttp://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?

28. 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.