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Elements of a Good Lesson Plan

Essential Element: The World in Spatial Terms


URL link to the lesson plan reviewed is:
http://www.tolerance.org/lesson/recognizing-undocumented
Title: Recognizing the Undocumented
Author: published by Teaching Tolerance
Overview what the lesson is about:
No overview is provided.
(Background information needed by the teacher to learn about the topic):
Grade Level:6-8
Amount of Time needed to teach: None recommended
Materials Needed :
Reading 1: The Blocked Path
Reading 2: Sara
(Key Terms list of vocabulary that the student needs to learn or will learn as
a result of doing this lesson):
Glossary

anchor baby [ank-uhr bay-bee]


(noun) crude term for a child born in the United States to undocumented
parents; some claim the childs role is to make immigration and permanent
residency easier for those parents

asylum [uh-sahy-luhm]
(noun) a temporary refuge that is granted to a political offender; the person
is referred to as an asylee [uh-sahy-lee]

diversity visa [dih-vuhr-si-tee vee-suh]


(noun) a green card lottery that is run by the State Department for people
from underrepresented regions in the United States

employer petition [ehm-ploy-uhr puh-tih-shun]


(noun) a form filed by an employer wishing to hire a foreign national to work
in the United States on a permanent basis

permanent residency [puhr-muh-nent rehz-uh-duhn-see]


(noun) a visa status that allows a person to live indefinitely in the United
States, regardless of his or her citizenship

provision [pruh-vizh-uhn]
(noun) a clause in a legal document

undocumented [uhn-dock-yuh-men-tid]
(adjective) lacking proper immigration or working papers

Standards and Skills addressed:


Standard 6. Understands that culture and experience influence peoples
perceptions of places and regions.

Standard 9. Understands the nature, distribution, and migration of human


populations on Earths surface.

Standard 11. Understands the patterns and networks of economic


interdependence on Earths surface.

Standard 12. Understands the patterns of human settlement and their


causes

Objectives: By the end of this lesson, students should be able to . . .


Identify the industries in their own communities and regions that may hire
undocumented workers
Understand the roles those workers play in the American economy
Comprehend the circumstances under which many of these people work
Separate facts from the myths that cling to the issue of undocumented
workers
Track legislation related to this issue over the past 50 years

Procedures :
Separated into three numbered parts:
Separating Fact From Myth, In Their Own Words,and Past to the Present
Opening the Lesson: As a class create a profile of the economic
engines that drive your region and discuss what role might undocumented
workers play in your communitys economy? Divide a class in groups and
assign each a path to citizenship to research carefully, using reading one and
internet avoiding myths.
A family relationship with a U.S. citizen or legal permanent resident
An employer petition for lawful permanent residency
Refugee or asylee status
A diversity visa, commonly known as The Lottery
Share what you learned create a classroom FAQ, as a class discuss what this
exercise tells you about what can be done about Undocumented workers
status.
Developing the Lesson: Read reading 2:highlight the adjectives as you
read. Discuss what the adjectives tell include questions like: What story do
the words tell? Does that story sound like one that should happen in modern-
day America? Why or why not? Respond to this promot in writing:
You suffer to come. Then once youre here, you suffer some more. On your
own, write a journal entry that reflects on her statement. What is your
reaction to her story? What outcome do you imagine for her? What outcome
would you wish for her? Make use of strong adjectives to convey your
feelings and opinions.
Concluding the Lesson:
Discuss the documentary Harvest of Shame ask the following questions:
When did the program air? Why was that particular day chosen? What
spurred the report? What was the reaction of viewers?Divide class into 5
groups and research the immigration policies of each of these time periods
1960 to 1970
1970 to 1980
1980 to 1990
1990 to 2000
2000 to 2010
Close lesson by discussing the following:
In the past 50 years, has there been progress in bettering the daily lives of
undocumented workers? Has U.S. immigration policy been able to supply the
labor needed by employers? What progress has been made in carving
legitimate paths to citizenship?
Assessment (Summative) how you know that the student has achieved the
objective(s)
None
If Rubric is used to assess the lesson it should be provided.
None
(Extensions modifications for different ability groups and/or grades):
None

Works Cited resources used by author to create the lesson, if not original:
None
Handouts ready to reproduce:
Yes, readings are provided.
Answer Keys:
(Technology Component) :
Computer is needed to conduct research throughout the lesson.
YOUR EVALUATION OF THIS LESSON PLAN: (Evaluate the quality of the lesson idea/lesson plan. Remember
that evaluation involves using criteria on which to base your comments. Indicate how the lesson is connected to the National
Geography Standards. Include modification you might make to teach the lesson or to make it a stronger lesson. Is there a strong
relationship between the objectives, the activities, and the assessment?)

I think this lesson plan touches a subject that the majority of Americans don't
understand but love talking about. There is a lot of rhetoric regarding Illegals and
building walls. There is a lot of talk about immigrants getting in line and waiting
their turn like everyone else. Yet most of the people making these comments know
nothing about the actual laws that involve this issue even if sometimes these people
are the ones in charge of changing and enforcing those laws.
This lesson helps educate a generation so they don't make the mistakes of their
predecessors. We need to fight ignorance with knowledge and this lesson addresses a
pressing issue while still connecting it to geography. This lesson touches all of the
standards that pertain to human systems, but also help use understand how our
geography affects the way we define our regions and see each other. Despite there
being no assessment I believe you can quickly make one up and have students present
their findings, you can also create a town hall have pro cons and lawyers. Or you can
leave it as is with no assessment because the material is so meaningful and so
underbought and surrounded by myths and stereotypes that students will learn and
grow regardless.

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