Immigration
Webquest by: Ms. Scott
American
History 8
WHAT IS
GOING ON IN THE
Introduction
Many of these immigrants face a
grave social problem. They are being exploited by employers, have little or no
health care and live in substandard housing. Taxpayers are angry that they have
to pay for services for these immigrants and feel that these new arrivals
should go back to their country of origin. Yet many play an important role in
bettering our society. This is a dilemma. You must examine the social problem
and find solutions! You will evaluate existing public policies towards
immigrants and find solutions to the many problems citizens of
Task
You have been asked by the
Westchester County Department of Social Services to create new legislation that
would bar persons from receiving any form of Public Assistance who cannot prove
that they are in the
Your bill will be completed in the form of a research
paper. The paper should be typed using MS Word 12 font. You will use all
the steps of the Public Policy Analyst in your paper.
PPA
Worksheets: The
worksheets must be completed filled out.
They must outline and detail your process, and the steps that you took
to come up with your new legislation.
PowerPoint: The PowerPoint must be no less that six
slides. Each page should have picture.
Slides should be free of grammatical error (there has to be at least on
slide per step).
The Process
Your group must complete each of
the 6 worksheets in the Public Policy Analyst (PPA) below. These
worksheets will be used as resource material in completing your product. All
six steps MUST be included in your final product!
Step
1:
Defining the problem---As a group you will describe how illegal
immigrants are draining the Public Assistance programs in
Step
2:
Gathering the Evidence of the Problem---There is helpful information in
the Resource Section that you can use to create your bill. Each person in the group needs to browse the
websites and then complete the worksheet.
Step
3:
Identifying the Causes of the Problem---Use the information that you
gathered in worksheet #2 to list several factors that are causing the problem.
Step
4:
Evaluating Existing Public Policies---List one public policy that is
already in place in
Step
5:
Developing Public Policy Solutions---Create three public policy
alternatives.
Step
6:
Selecting the Best Public Policy Solution---Create the best public
policy for presentation to the Legislator.
Roles:
Director: Organize your group in such a way that your
bill will be complete and able to be presented to the Legislator.
IT Supervisor: Create
a PowerPoint of bill to be used supplementary to the bill presentation.
Researcher: Make sure all of the research is accurate and
included in the bill (for the PowerPoint & presentation).
Oral Speaker/Presenter: You will
be the person who presents the bill to the NYS Legislator.
Resources
Use these
websites to help you research your problem and complete worksheets number two
and three.
Specific
Resources
General
Resources
http://www.uscis.gov/portal/site/uscis
http://www.whitehouse.gov/infocus/immigration/
Evaluation
|
|
4-Excellent |
3-Very
Good |
2-Satisfactory |
1-Poor |
|
Use
of PPA |
Complete with
superior use of the resources. Uses
correct and conventional English.
Makes excellent suggestion on new legislative policy to be created. |
Complete with
acceptable usage of he conventions of standard written English. Somewhat informative and makes good
suggestions for new policy. |
Complete- weak
usage of the conventions of standard written English. Has very little information and makes very
little suggestions for new policy. |
Incomplete -
does not use the conventions of standard written English. Only have a few facts and a few suggestions
for new policy. |
|
PowerPoint
Presentation |
Excellent
resources used to support a new policy. |
Many resources
used that support a new policy |
Enough
information to support a new policy |
Not relevant to
support a new policy |
|
NYS
Legislation/Bill |
Defines the
problem. Comes up with a proposal that will cut back on county spending.
Explain new law &how it will solve the problems of immigrants. |
Defines the
problem. Proposal does not necessarily
show how you will cut back on spending.
Does create new legislation and public policy |
Loosely defines
the problem. Does not come up with a proposal that will cut back on
spending. No new legislation is
created to be presented to the NYS Legislature. |
Does not define
the problem. Clear information on the
new legislation is not easily accessible or learned. |
|
Effectiveness |
Project includes all material needed to gain a comfortable
understanding of the topic. It is a highly effective study guide. |
Project includes most material needed to gain a comfortable
understanding of the material but is lacking one or two key elements. It is
an adequate study guide. |
Project is missing more than two key elements. It would make an
incomplete study guide. |
Project is lacking several key elements and has inaccuracies that make
it a poor study guide. |
|
Spelling and
Grammar |
Presentation has no misspellings or grammatical errors. |
Presentation has 1-2 misspellings, but no grammatical errors. |
Presentation has 1-2 grammatical errors but no misspellings. |
Presentation has more than 2 grammatical and/or spelling errors. |
|
Originality |
Presentation shows considerable originality and inventiveness. The
content and ideas are presented in a unique and interesting way. |
Presentation shows some originality and inventiveness. The content and
ideas are presented in an interesting way. |
Presentation shows an attempt at originality and inventiveness on 1-2
cards. |
Presentation is a rehash of other people's ideas and/or graphics and
shows very little attempt at original thought. |
|
Cooperation |
Group delegates tasks and shares responsibility effectively all of the
time. |
Group delegates tasks and shares responsibility effectively most of
the time. |
Group delegates tasks and shares responsibility effectively some of
the time. |
Group often is not effective in delegating tasks and/or sharing
responsibility. |
Standards
Addressed---
#1 US/NY
History
Students will use a variety of intellectual skills to
demonstrate their understanding of major ideas, eras, themes, developments, and
turning points in the history of the
#2 World
History
Students will 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.
#3 Geography
Students will 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.
#4 Economics
Students will 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 United States and
other national economies, and how an economy solves the scarcity problem
through market and nonmarket mechanisms.
#5 Civic/Citizenship
Students will use a variety of intellectual skills
to demonstrate their understanding of the necessity for establishing
governments; the governmental system of the United States and other nations;
the United States Constitution; the basic civic values of American
constitutional democracy; and the roles, rights, and responsibilities of
citizenship, including avenues of participation.
Conclusion
By completing
the Public Policy Web Quest you, now, better understand the daily struggle that
many immigrants to the
STANDARDS ADDRESSED
English
Language Arts
Standard 1:
Language for Information and Understanding
Students
will listen, speak, read, and write 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 that follows the accepted conventions of the
English language to acquire, interpret, apply, and transmit information.
Standard 2:
Language for Literary Response and Expression
Students
will read and listen to oral, written, and electronically produced texts and
performances from American and world literature; 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 that follows
the accepted conventions of the English language for self-expression and
artistic creation.
Standard 3:
Language for Critical Analysis and Evaluation
Students
will listen, speak, read, and write 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 use oral and written language that follows the
accepted conventions of the English language to present, from a variety of
perspectives, their opinions and judgments on experiences, ideas, information
and issues.
Standard 4:
Language for Social Interaction
Students
will listen, speak, read, and write for social interaction. Students will use
oral and written language that follows the accepted conventions of the English
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.
Social Studies
Standard 4: Economics
Students will
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 United States and other national economies, and how an economy
solves the scarcity problem through market and nonmarket mechanisms.
Standard 5: Civics,
Citizenship, and Government
Students will
use a variety of intellectual skills to demonstrate their understanding of the
necessity for establishing governments; the governmental system of the