Deportation
By Angela Soto
5th Grade (PS/MS 46)
Introduction:
The United States is one of the most culturally diverse countries in the world. Many of our customs and traditions have been influenced by other cultures due to immigration since the 1800s. However, under our current government administration, obtaining citizenship has become an ongoing problem for many families. Without U.S. citizenship, one can be deported back to the country of birth. It does not matter how long they lived in this country, if they have families, or if they were an upstanding member of society.
Throughout the country, groups of people (U.S. citizens and immigrants) are letting their voices and opinions be heard over this problem: Forced deportation has increased in the United States.
Task:
You have been selected to take a closer look at the current policies for deportation, and then take a journey into the life of an immigrant. Using the American History Public Policy Analysis (AHPPA) as a guide, you and your partner will write a two – three paragraph short essay:
1) describing the struggles an immigrant faces in your chosen scenario,
2) how the current policies affect their lives, and
3) offering your best solution using one of the policies examined.
Process and Resources:
You will be working in partnerships to gather information about the issues immigrants face regarding deportation. You will use the provided resources below and the worksheets to organize your findings. (You will research together; however, each of you will be responsible for writing your own essay.)
1. Define the Problem
– Use Worksheet 1 to record information about the problem.
Problem- “Forced deportation has increased in the United States.”
- What is immigration?
- What is deportation?
- What are some undesirable conditions (effects) that resulted from this problem (cause)?
Resources:
Background Information for
Immigration
2. Gathering Evidence of the Problem - Use Worksheet 2 to record evidence
(Be as specific as possible and cite at least 3 examples from the
resources.) - What
is happening throughout the United States because of the problem? -Select an immigrant’s story to follow
and share how the problem affected his or her life. Resources: 3
Stories of Deportation under Current Policies 3. Determine the Causes - Use Worksheet 3 to record your causes and evidence - What are the factors that contribute to the problem? - Why are certain immigrants being forced into deportation? Perspectives
of Agents in Immigration and Customs Enforcement (ICE) What
does it Take to Become a U.S Citizen? One
Woman’s Journey to Citizenship 4. Evaluating Policies -Use Worksheet 4 to record your information - Examine and explain at least three policies developed for
deportation. - What are the advantages? - What are the disadvantages? - Are these policies effective or ineffective? Explain. - Should a different policy be implemented? Resources: Deportation
Policies in the United States Deportation
Policies Explained 5. After completing the worksheets, you will each work on your short
essay that includes the following: 1) describing the struggles an immigrant
faces in your chosen scenario, 2) how the current policies affect their
lives, and 3) offering your best solution using one
of the policies examined. Evaluation: Your essay will be evaluated using the following rubric. 4 3 2 1 Organization The essay responds to the prompt in a
meaningful The essay responds to the prompt in a
way that makes sense. The essay is organized with a clear introduction,
paragraphs that generally support central ideas, and a conclusion. Most
transitions and sentences show how the ideas are connected. The essay may not be clear because the
ideas are not organized. The essay has a weak introduction and some
paragraphs to support the central ideas. The writing loses focus, and
sometimes the ideas are confusing or are repeated. The reader can follow some
parts of the essay. The essay does not have an
introduction that sets the reader up with central ideas, or the central idea Development
of Ideas The writer uses specific details and
examples to support the main ideas. The essay is thoughtful and holds the
reader’s interest. The writer uses facts and evidence from the texts to
connect the ideas. The writer mostly uses specific
details and examples to support the main ideas. The essay shows some
thoughtfulness, and some facts and evidence from the texts to connect ideas. The writer uses few details and
examples to support the main ideas. The essay shows minimal thoughtfulness
and uses very few facts and evidence from the texts to connect ideas. The writer uses no details or examples
to support main ideas. The essay is confusing, and the ideas are not
supported by facts and evidence from the text. Conventions The writer expresses exactly what
he/she means. All sentences have a purpose, and the writer uses different
types of sentences. The writer has excellent spelling, capitalization,
punctuation, and grammar. The writer mostly expresses his/her ideas
in a clear The writer expresses The writer has difficulty expressing
ideas in the essay. Sentences are simple or awkward and do not connect to
other the ideas in the essay. The writer has little to no control of sentence
types, spelling, capitalization, punctuation, and grammar. Errors seriously
interfere the ideas are connected. The reader can follow most of the essay. Conclusion: By the time you complete this WebQuest, you will be more familiar with
the issue of deportation that many families are currently facing. You will be
able to share with others the policies that are in place and discuss how effective
they are in certain situations. Standards: R.5.1: Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text. R.5.7: Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably. SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher- led) with diverse partners on Grade 5 topics and texts,
building on others’ ideas and expressing their own clearly. SL.5.5: Include multimedia components (e.g., graphics, sound) and visual
displays in presentations when appropriate to enhance the development of main
ideas or themes. W.5.9:
Draw evidence from informational texts
to support analysis, reflection, and research.
way. The essay is organized with a strong introduction, paragraphs that
support the central ideas, and a meaningful conclusion. Transitions and
sentences connect the ideas and details. The reader can easily follow the
writer’s thinking.
The reader can follow most of the essay.
is confusing. Paragraphs are weak and have minimal focus. The writer’s ideas
are not connected. The reader cannot follow the essay.
way. The writer uses some sentence variety and has good control of spelling,
capitalization, punctuation, and grammar. Errors are minor and do not affect
the meaning of the essay.
some ideas in a clear way. But some sentences are awkward, and the writer has
little sentence variety. There are issues with spelling, capitalization,
punctuation, and grammar. Some errors affect the meaning of the essay.
W.5.2: Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.