|
| Core Learning Goal: 1 |
|
The student will demonstrate an understanding of the historical development and current status of principles, institutions, and processes of political systems.
|
| Expectation: 2 |
|
The student will evaluate how the United States government has maintained a balance between protecting rights and maintaining order.
|
| Indicator: 1.2.2 |
|
The student will analyze legislation designed to protect the rights of individuals and groups and to promote equity in American society.
Assessment Limits:
- Legislation which addresses minority rights, such as civil rights acts, affirmative action legislation, Indian reservation policies, and immigration policies.
- Legislation will focus on the twentieth century.
|
|
In this lesson students will analyze legislation on immigration policies. Teachers should utilize texts or internet websites to locate the necessary information, and may substitute other laws for those included on the Student Handout. |
|
 |
|
Students will examine United States immigration policies. |
| |
Students will assess the impact of immigration legislation on United States citizens and on immigrants. |
|
 |
|
Student Handout: Immigration Legislation |
|
Teacher Resource: Immigration Legislation |
|
Useful websites:
|
|
 |
|
- Ask students which of these statements they agree with:
"Today's complicated immigration laws betray the American tradition of being a land of opportunity for new immigrants."
OR
"Today's immigration laws protect the economic opportunity and high quality of life Americans work hard to maintain."
Discuss how people traditionally felt about immigration. Point out that most students have ancestors who at one time traveled to this country.
- Inform students about the history of immigration quotas. Then use the information below to explain the importance of immigration today:
Both Al Gore and George Bush made immigration policy a campaign issue. Bush campaigned saying he would speed up the naturalization process and proposed splitting the Immigration and Naturalization Service (INS) into two agencies. Al Gore favored reforming the INS as well, and pledged to help migrants who had lived in the United States since 1986 to become citizens.
- Tell students they will now be examining immigration laws to determine whose rights are being protected, and if they promote equity. Distribute the handout Immigration Legislation. Instruct pairs or small groups to analyze the legislation and complete the chart. Use the Teacher Resource information to monitor student progress.
- Debrief the activity by comparing each groups' findings. Ask students to explain whom a particular piece of legislation affects with specific examples from the legislation. Have students reexamine their responses to the opening statements, asking what have they have learned that might change or support their original opinion.
|
|
 |
|
Have students answer this Brief Constructed Response item:
- What rights and protections are given to immigrants to promote equity in United States society?
- Does granting these rights and protections to immigrants result in United States citizens having to give up some of their rights and protections? Explain.
- Include details and examples to support your answer.
Use the Social Studies Rubric to score student responses. |
|
 Print Version: Government Lesson Plan (Acrobat 21k)
|
