A PROJECT ADAPT WEB QUEST

Presented by: Dr. C. Caragine

Yonkers Public Schools

Robert C. Dodson Pre-K – 8

Yonkers, NY

''Keep, ancient lands, your storied pomp!'' cries she with silent lips. ''Give me your tired, your poor, your huddled masses yearning to breathe free, the wretched refuse of your teeming shore. Send these, the homeless, tempest-tossed, to me; I lift my lamp beside the golden door.''
Emma Lazarus

"I neither support illegal immigration nor the enactment of fruitless schemes that would penalize churches and hospitals for helping the truly needy . . . We should not unduly punish the overwhelming majority of immigrants who work hard, raise families, pay their taxes, and contribute to their communities."

Hilary Clinton

These two quotes expose a dilemma in America. Emma Lazarus welcomed the “wrenched refuse” of Europe, promising them a better life in 1876 America. Hillary Clinton fears the abuse those who have come to America for the same reasons immigrants came in 2008. The “dilemma” and “social problem” are clearly exposed by both. America has always been the land of promise and hope for those “yearning to breathe free”. However, unlimited immigration has been an enormous burden on American citizens. While immigrants, legal and illegal, have made huge contributions to American social life, they have also created a “serious social problem.”

Look at the many workers holding menial jobs throughout the United States! Watch the illegal immigrants waiting on local corners to be picked up in open pick-up trucks to do gardening. Notice the many immigrants in your local deli behind the counter, serving you, but not quite sure what you are saying in English. Most of them emigrated here to escape persecution, poverty, and sought freedom to worship or follow a better life the same way immigrants came over a century ago.

However, our taxpayers shout out that these same immigrants do not pay taxes but hold the same advantages of United States citizens; medical care, voting, etc. Also, these same immigrants do not speak English nor show a desire to learn English.

On the other hand, these same immigrants have founded our country and rendered a colorful culture to the United States. Even though they live in substandard housing, fear exposure to their illegal status in schools and on their jobs to the immigration authorities, they have become an essential part of our country.

The integration of illegal immigrants into the US workforce has been positive yet at the same time new social problems have emerged. Immigrants freely agree to take jobs that US citizens would reject. This in turn allows the US to become competitive in the world economy and stimulate job creation in run down neighborhoods. These benefits often conceal losses for vulnerable parts of the US population. American companies often prefer to hire a foreigner who works harder for less pay and increase their profits and dividend to investors.

There are concerns that the US is at a dangerous level of immigration at the present time and this could lead to population overload. At current levels immigration is increasing by 1.5 million per year which is more than half of population growth. If things were to continue at this level, the population by 2050 would be 400 million. What is the future? Can Emma Lazarus’ vision, as stated on the Statue of Liberty, become reality? Will Hillary Clinton’s fears be resolved? This will be your daunting task in this web quest!

You have been appointed adviser to the Secretary to the President of Immigration Affairs, a Cabinet Post in the government of the United States. You have the power to create change! You need to consider and solve the serious problem that exists today with the amount of illegal immigrants in our United States. As part of this cabinet, you will need to explore the problems of illegal immigration, create bills to alleviate this problem, and at the same time become sensitive to these people and become aware of their contributions as well as their dilemmas. In essence, you will become a “PUBLIC POLICY ANALYST! GOOD LUCK!

As a Secretary to the President of Immigration Affairs, you will produce several products that address this social problem and that will be presented to the President’s Cabinet:

1) Create a poster that reveals the problems of illegal immigration.

The poster should include: Graphs or charts which explain the problem, illustrations that highlight the problems of illegal

immigration, a brief explanation of the problem secured to the poster board.

Create a table that delineates the pros and the cons of the issue.

The poster broad must include the 6 steps of the PPA.

2) Present oral arguments for and against the policy of illegal immigration.

Create the pros and the cons of the issue using a PQP format (praise, question, and polish).

You will share your pros and cons with a partner, and he/she will PQP your persuasive arguments.

Follow the persuasive plan and the persuasive checklist in your packet to guide you.

3) Participate in a debate presenting your viewpoint on this issue.

The debate will last 15 minutes.

4) Hand in the written representation of the immigration piece. The representation must be typed on MS Word at 12 font.

You will be graded on your cooperation with your partner and your written essay.

In order to present a viable debate, practice with your partner.

5) You will be graded using several rubrics that assess your learning:

These rubrics are shown in the “Evaluation” section of the web quest.

MOST IMPORTANT!-All products must use the SIX-STEP PUBLIC POLICY ANALYST as an outline.

This will be explained in the “process” section of the web quest.

You will divide the class into five groups with four people in each group. The groups will be cooperative with one leader, one recorder, one evaluator, and one coach to keep peace if an argument ensues. The groups will be formed heterogeneously so that one member can assist the other if reading help is needed. Each group will follow the 6 steps of the Public Policy Analyst (PPA): The six public policy steps will form the outline for your debate, essay, and poster. All groups will access the six steps in the Public Policy Analyst by clicking on the web sites below. Read each step. This is the procedure public policy analysts solve social problems. Each web page has a WORKSHEET. All questions on the worksheet must be completed by the group. The Internet sites given in the “RESOURCE” section of the web quest will be used to answer all six worksheets. The worksheets will then be used as resource material in constructing you products. Remember all six steps must be included in all products.

THE PUBLIC POLICY ANALYST

Step 1: Define the Problem

Step 2: Gather the Evidence

Step 3: Identify the Causes

Step 4: Evaluate an Existing Policy

Step 5: Develop Solutions

Step 6: Select the Best Solution (Feasibility vs. Effectiveness)

Remember: All members of the group must work cooperatively

1. www.immigration.com/us_consulates.html
2. www.immigration.com/faq
3. www.immigration.com/faq/fvisa.html
4. www.immigration.com/quiz
5. www.immigration.com/common/bcis.html
6. www.immigration.com/newsletter/updates.html
7. www.immigration.com/newsletter/vbarchive.html
8. www.immigration.com/glossary
9. www.immigration.com/newsletter
10. www.immigration.com/newsletter1/doj_investigation.html
11. illegalimmigration.com/ - 31k - Cached
12. www.whois.ws/whois-us/illegalimmigration.us/ - 15k - Cached - Similar pages
13. www.SanctuaryBusters.org
14. ThakerLaw.com/usimmigrationlawyers
15. www.immigrationdirect.com

General Website:

· Google

· Yahoo

· Ask

· Cuil

MAKING A POSTER RUBRIC

CATEGORY	4	3	2	1
Required Elements	The poster includes all required elements as well as additional information.	All required elements are included on the poster.	All but 1 of the required elements are included on the poster.	Several required elements were missing.
Labels	All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Many items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Labels are too small to view OR no important items were labeled.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation.	All graphics relate to the topic. One or two borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Attractiveness	The poster is exceptionally attractive in terms of design, layout, and neatness.	The poster is attractive in terms of design, layout and neatness.	The poster is acceptably attractive though it may be a bit messy.	The poster is distractingly messy or very poorly designed. It is not attractive.
Grammar	There are no grammatical/mechanical mistakes on the poster.	There are 1-2 grammatical/mechanical mistakes on the poster.	There are 3-4 grammatical/mechanical mistakes on the poster.	There are more than 4 grammatical/mechanical mistakes on the poster.

Presentation Rubric

	Evaluating Student Presentations
Developed by Information Technology Evaluation Services, NC Department of Public Instruction
	1	2	3	4	Total
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around.	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.
Subject Knowledge	Student does not have grasp of information; student cannot answer questions about subject.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease with expected answers to all questions, but fails to elaborate.	Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.
Graphics	Student uses superfluous graphics or no graphics	Student occasionally uses graphics that rarely support text and presentation.	Student's graphics relate to text and presentation.	Student's graphics explain and reinforce screen text and presentation.
Mechanics	Student's presentation has four or more spelling errors and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.
Eye Contact	Student reads all of report with no eye contact.	Student occasionally uses eye contact, but still reads most of report.	Student maintains eye contact most of the time but frequently returns to notes.	Student maintains eye contact with audience, seldom returning to notes.
Elocution	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
				Total Points:

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(Click on the Writing Rubric as a Hyperlink)

Writing Rubric

Criteria	Master	Proficient	Novice	Amateur
Writes small using seed ideas, not watermelon topics	Writing focuses on a “seed idea” and includes many details, vivid description, and appropriate examples	Writing focuses on a seed idea, and includes some details, good description and some examples	Writing focuses on a seed idea, but ahs few details, little description and few examples.	Writing is drawn from a watermelon topic with no details, no description and no examples
Uses “mind” pictures to describe the events or people	Writing uses vivid imagery and the five sense to make words alive	Writing uses good imagery and some of the senses to make words alive	Writing uses little imagery and just a few of the senses to make words alive.	Writing does not use imagery or senses to make words alive.
Writing uses delicious language	Writes with powerful verbs, awesome adjectives, and a little rich language	Writing includes some powerful verbs, some awesome adjectives and a little rich language	Writes with very few powerful verbs, few awesome adjectives and poor use of language	Writing does not include powerful verbs, awesome adjectives or rich language.
Begins with a snappy lead	The beginning of the piece draws your attention	The beginning of the piece is good and makes you want to read more	The beginning of the piece is fair and you are not sure you want to read more	The beginning of the piece is not snappy and you do not want to read further
Good organization; makes sense	The writing flows very smoothly, is fluent, makes good sense and is very organized	The writing flows very smoothly, is fluent, makes good sense and is very organized.	The writing just flows, makes some sense and is somewhat organized	The writing is choppy, doesn’t make sense and is not organized.

Now that you have completed your Web Quest, oral presentation, debate, poster, and essay, you have learned the pros and cons of the Immigration issue and how you may implement public policy regarding illegal immigration. You have also raised public awareness regarding the immigration issues and suggested ways to alleviate the negative situations, as well as improve the plight of these immigrants. You have experienced the role of the “public policy analyst” by following the steps using the PPA. You now should have a clear understanding of the dilemma facing public officials as they search for public policies to solve the enigma of illegal immigration. Thank you for your care and concern vis-à-vis these essential issues. Let’s hope you made a difference in this web quest and will continue to do so in the future and become an active participant in the American democratic process.

Social Studies Standards

Students will:

Standard 1 Key Ideas 1 2 3 4 Alternate Assessment for Students with Severe Disabilities	History of the United States and New York use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Standard 2 Key Ideas 1 2 3 4 Alternate Assessment for Students with Severe Disabilities	World History use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Standard 3 Key Ideas 1 2 Alternate Assessment for Students with Severe Disabilities	Geography use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
Standard 4 Key Ideas 1 2 Alternate Assessment for Student with Severe Disabilities	Economics use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
Standard 5 Key Ideas 1 2 3 4 Alternate Assessment for Students with Severe Disabilities	Civics, Citizenship, and Government use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

English Language Arts Go to Alternate Assessment Standards for Students with Severe Disabilities
STANDARD 1 Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.	STANDARD 2 Students will read, write, listen, and speak for literary response and expression. Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.
STANDARD 3 Students will read, write, listen, and speak for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.	STANDARD 4 Students will read, write, listen, and speak for social interaction. Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.