Understanding Asylum and Immigration in the U.S.
Created byMatthew Malizia
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Understanding Asylum and Immigration in the U.S.

Grade 10Social StudiesHistory4 days
This project engages 10th-grade students in exploring the complexities of immigration and asylum in the U.S. through historical, social, and legal lenses. Students will research the impact of immigration policies, engage in role-playing debates, and develop community action plans, thus enhancing their empathy and understanding of immigration issues. By analyzing legislation and participating in civic action, students will critically examine the balance between individual rights and national security, fostering a sense of civic responsibility and empathy toward immigrant populations.
ImmigrationAsylumEmpathyLegislationCommunityActionNationalSecurityCivicEngagement
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as students, understand and engage with the complex issues surrounding immigration and asylum in the United States, considering historical contexts, legal challenges, and the balance between individual rights and national security, while also fostering empathy and empowerment within our communities?

Essential Questions

Supporting questions that break down major concepts.
  • What are the historical reasons behind migration and immigration in the United States?
  • How does immigration impact demographic and social structures in modern-day America?
  • What are the legal processes and challenges faced by asylum seekers in the United States?
  • In what ways do governmental policies balance individual rights with national security concerns?
  • How can collective community actions contribute to the protection and empowerment of immigrants and asylum seekers?
  • What role does empathy play in understanding and supporting immigrant and asylum-seeking populations?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand the historical and contemporary reasons behind migration and immigration in the United States.
  • Students will analyze the impact of current immigration policies on demographic and social structures in the United States.
  • Students will identify and explain the legal processes and challenges faced by asylum seekers in the United States.
  • Students will assess how governmental policies balance individual rights with national security concerns.
  • Students will explore the role of empathy in fostering understanding of and support for immigrant and asylum-seeking populations.
  • Students will engage in effective civic discussions and debates regarding immigration and asylum policies.

New Jersey Student Learning Standards for Social Studies

6.1.12.A.14.c
Primary
Assess the merit and effectiveness of recent legislation in addressing the health, welfare, and citizenship status of individuals and groups.Reason: The project engages students in analyzing legislation concerning immigration, which directly pertains to assessing its effectiveness on health, welfare, and citizenship status.
6.1.12.A.14.h
Primary
Assess the effectiveness of government policies in balancing the rights of the individual against the need for national security.Reason: Students will explore how immigration policies affect individual rights and national security, aligning with this standard's focus on policy assessment.
6.1.12.B.14.a
Primary
Determine the impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues.Reason: The project investigates the impacts of immigration on various societal aspects, directly aligning with this standard.
6.3.12.A.1
Secondary
Develop a plan for public accountability and transparency in government related to a particular issue(s) and share the plan with appropriate government officials.Reason: Through the project, students create and potentially share plans to address immigration issues, promoting public transparency and engagement.
6.3.12.D.1
Primary
Analyze the impact of current governmental practices and laws affecting national security and/or individual civil rights/privacy.Reason: Students will analyze current laws and practices affecting immigration and asylum, specifically focusing on civil rights and national security.

Entry Events

Events that will be used to introduce the project to students

Video Diary: My Immigration Story

Kick off the project by inviting students to share or create video diaries of real or fictional immigration stories, exploring the reasons and emotions involved in leaving one's home country. This personal approach connects students to the lived experiences of immigrants and asylum seekers, nurturing empathy and deeper understanding.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Legislation Analysis Workshop

Students will analyze recent immigration legislation to assess its merit and effectiveness. This activity encourages critical thinking and understanding of how laws impact individual rights and societal welfare.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Provide background information on recent immigration legislation.
2. Divide students into small groups to research specific laws, focusing on their purpose, implementation, and impact.
3. Ask each group to create a presentation or report analyzing the assigned legislation, evaluating it against health, welfare, and citizenship standards.
4. Facilitate a classroom debate or discussion where groups defend or critique the legislation based on their findings.

Final Product

What students will submit as the final product of the activityGroup presentations or reports that critically assess specific immigration laws.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 6.1.12.A.14.c and 6.1.12.A.14.h by evaluating the effectiveness of laws regarding health, welfare, and rights versus security.
Activity 2

Asylum Seekers Role-Play Debate

Engage students in a role-play debate to explore the legal processes and challenges asylum seekers face. This activity develops argumentation skills and a deep understanding of legal and human rights issues.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Assign roles to students, such as asylum seekers, immigration lawyers, government officials, and human rights activists.
2. Provide case studies or scenarios that represent typical challenges faced by asylum seekers.
3. Instruct students to prepare their arguments and positions based on real data and legal practices.
4. Conduct a role-play debate in class, encouraging students to present arguments, respond to questions, and adapt to counter-arguments.

Final Product

What students will submit as the final product of the activityAn interactive debate session where students articulate and defend perspectives of different stakeholders in the asylum process.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 6.1.12.D.1 by analyzing laws affecting asylum seekers from multiple perspectives.
Activity 3

Community Action Plan Project

Students will develop a community action plan to raise awareness or support local immigration issues. This project fosters civic engagement and practical application of knowledge learned during the course.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Begin with brainstorming sessions to identify prevalent immigration issues in the local community.
2. Guide students to research these issues and any current initiatives addressing them.
3. Facilitate group collaborations to propose feasible and impactful community action plans.
4. Support students in crafting written proposals or digital presentations of their plans.
5. Arrange for students to present their action plans to classmates or community stakeholders, such as local government officials or advocacy groups.

Final Product

What students will submit as the final product of the activityA detailed community action plan proposal aimed at addressing immigration-related challenges.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 6.3.12.A.1 by promoting public accountability and engaging with government officials.
Activity 4

Video Diary: My Immigration Story

Kick off the project by inviting students to share or create video diaries of real or fictional immigration stories, exploring the reasons and emotions involved in leaving one's home country. This personal approach connects students to the lived experiences of immigrants and asylum seekers, nurturing empathy and deeper understanding.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the concept of migration and its historical and contemporary significance in class discussions.
2. Ask students to think about or research an immigration story, either from their own family history or a fictional/real one they wish to explore.
3. Guide students in planning their video diary, focusing on key topics such as reasons for migration, emotions involved, challenges faced, and personal reflections.
4. Have students create their video diaries, utilizing digital tools to record and edit their projects.
5. Facilitate a class sharing session where students present their video diaries and reflect on the stories shared.

Final Product

What students will submit as the final product of the activityA personal or fictional video diary that captures an immigration story with reflections and insights.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 6.1.12.B.14.a as students explore demographic, social, political issues with empathy.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Understanding Immigration Issues Rubric

Category 1

Research and Analysis

Evaluates the depth of research and critical analysis applied in understanding immigration legislation and issues.
Criterion 1

Legislation Analysis

Assesses the ability to research and critically analyze immigration laws, considering their impact on health, welfare, and rights versus national security.

Exemplary
4 Points

Demonstrates sophisticated analysis and comprehensive understanding of legislation, with clear evaluative judgments and excellent depth.

Proficient
3 Points

Shows thorough analysis and understanding, with well-supported evaluations and considerable depth.

Developing
2 Points

Reveals basic analysis and some understanding of legislation, with partial evaluations and limited depth.

Beginning
1 Points

Attention to legislation is minimal, with simplistic evaluations and minimal understanding and depth.

Criterion 2

Empathy and Perspective

Evaluates the ability to consider multiple perspectives and understand the human impact of immigration and asylum policies.

Exemplary
4 Points

Exhibits deep empathy and comprehensive consideration of diverse perspectives, presenting well-rounded arguments and reflections.

Proficient
3 Points

Shows considerable empathy and multiple perspectives, presenting balanced and insightful viewpoints.

Developing
2 Points

Demonstrates emerging empathy with some perspectives considered, though lacking depth.

Beginning
1 Points

Limited empathy or consideration of perspectives, with simplistic or narrow viewpoints presented.

Category 2

Civic Engagement and Action Planning

Assesses the application of knowledge in planning and engaging with community and government initiatives related to immigration.
Criterion 1

Community Action Initiative

Evaluates the ability to develop, propose, and present a comprehensive action plan addressing immigration-related issues.

Exemplary
4 Points

Develops innovative and effective community action plans with detailed analysis and community engagement strategies.

Proficient
3 Points

Proposes solid and feasible action plans with clear analysis and strategies for community engagement.

Developing
2 Points

Suggests basic action plans with limited analysis and engagement strategies.

Beginning
1 Points

Develops unclear or vague action plans with minimal engagement or analysis.

Category 3

Communication and Presentation

Evaluates the ability to present, argue, and reflect through various formats such as debates, video diaries, and reports.
Criterion 1

Presentation Skills

Assesses clarity, organization, and effectiveness in presenting immigration analysis through various media.

Exemplary
4 Points

Presents content with exceptional clarity, organization, and engagement, using media effectively.

Proficient
3 Points

Presents content clearly and effectively, with good organization and media use.

Developing
2 Points

Presents content with basic structure and organization, requiring enhancement in engagement and clarity.

Beginning
1 Points

Presents content unclearly with minimal organization, engagement, or effective media use.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on how your views about immigration and asylum have changed since the start of this course. What specific lessons or experiences contributed most to this change?

Text
Required
Question 2

On a scale from 1 to 5, how would you rate your understanding of the intersection between individual rights and national security in the context of immigration, both before and after this course?

Scale
Required
Question 3

What is one action you plan to take in your community or personal life to support immigrants and asylum seekers, drawing on what you learned in this course?

Text
Optional
Question 4

Which activity or project (e.g., Legislation Analysis Workshop, Asylum Seekers Role-Play Debate) had the most impact on your learning experience during this course? Why?

Multiple choice
Required
Options
Legislation Analysis Workshop
Asylum Seekers Role-Play Debate
Community Action Plan Project
Video Diary: My Immigration Story
Question 5

Reflect on any biases you identified and addressed about asylum seekers and immigrants. How has this course helped you recognize and begin to challenge these biases?

Text
Required