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L. Breeden

Frederick Douglass Academy II

Spanish WebQuest

Introduction:

Immigrants in the United States are facing a huge amount of discrimination in the fields of education, employment, housing, and health care.

The scenario…

You have just been appointed the head of immigration policy in the U.S. You have a big problem on your hands because 1.3 million immigrants just went on strike due to discrimination-related issues they face on a daily basis. This could shut down the economy unless you come up with solutions to the problems they face.

Task:

1.) You and your partner will research the discrimination of immigrants in regards to your field.

2.) Each pair will construct a Power Point Presentation not only addressing the discrimination of immigrants in your specified area, but also offering the best solution to the social problem. Your Power Point presentation will consist of a minimum of 8 slides that include illustrations, graphs, sound, etc. to enhance your work.

3.) The Public Policy Analyst should guide the format of the presentation.

Process:

1.) You will be assigned a partner and one of the following fields to examine: education, employment, housing, or health care. Research this topic (helpful websites are provided) and narrow down the scope by determining the part that is most interesting to you. Make this subtopic the emphasis of your presentation.

2.) You and your partner will determine your roles. In order to ensure that the work is evenly distributed, each student must fulfill their responsibilities.

*Individual Roles and Responsibilities*

Recorders: As you and your partner gather information, you are responsible for documenting your findings and completing the worksheets in the Public Policy Analyst.

Power Point Manager: Create the Power Point Presentation by following the outline to enter the text and by selecting graphics and sounds to enhance your work.

*Common Roles and Responsibilities*

Researcher: You both will research the topic in class. Additionally, you should conduct individual research whenever possible.

Organizer: You both will select the vital information from the recorder’s notes. Afterwards, organize the information in the form of an outline for the Power Point presentation.

Presenter: You both will participate in the class presentation.

3.) You will use the Internet resources provided to complete the 6-Step Public Policy Analyst worksheets:

#1- Defining the Social Problem

What is the problem that you plan on addressing?

#2- Gather evidence of the problem

How do we know that this is a problem?

#3- Identify the causes of the problem

What causes this problem that you plan on addressing?

#4- Identify and evaluate the existing public policies

What policies already exist on your problem?

#5- Developing public policy solutions

What new public policy do you want to create?

#6- Selecting the best policy solution

Decide with your group the best policy to use for the problem.

4.) Create your Power Point presentation.

Resources:

*Employment*

http://www.eeoc.gov/policy/docs/national-origin.html#VA

http://www.eeoc.gov/stats/origin.html

http://www.workplacefairness.org/immigrationstatus

http://www.eeoc.gov/types/epa.html

http://www.eeoc.gov/abouteeo/overview_practices.html

http://www.lexisnexis.com/practiceareas/labor/labor_cases.asp

*Housing*

http://www.lexisnexis.com/practiceareas/labor/pdfs/web542.pdf

http://www.lexisnexis.com/academic/guides/african_american/naacp/naacps5.asp#edit

http://www.hud.gov/offices/fheo/FHLaws/index.cfm

http://www.hud.gov/news/release.cfm?content=pr06-123.cfm

*Education*

http://www.wilderdom.com/personality/intelligenceCulturalBias.html

http://www.prel.org/products/paced/aug02/pc_tests.htm

http://datacenter.spps.org/sites/2259653e-ffb3-45ba-8fd6-04a024ecf7a4/uploads/Test_Bias_Paper.pdf

www.maec.org/ereview1.html

http://gseweb.harvard.edu/hepg/freedle.html

http://caselaw.lp.findlaw.com/scripts/getcase.pl?navby=case&court=us&vol=347&page=483

http://www.fordham.edu/halsall/mod/1954brown.html

http://www.princetonreview.com/college/apply/articles/process/8stepsAA.asp

http://www.yale.edu/ynhti/curriculum/units/1996/1/96.01.12.x.html

*Health Care*

http://www.ailf.org/ipc/infocus/unequal_access.shtml

http://content.nejm.org/cgi/content/full/355/3/229

http://www.nilc.org/immspbs/research/research002.htm

http://www.healthpolicy.ucla.edu/pubs/publication.asp?pubID=173

http://www.nilc.org/immspbs/health/Issue_Briefs/cms_final-guidance_sec1011_051905.pdf

http://www.nilc.org/immspbs/health/Issue_Briefs/comphealthcare_0404.pdf

http://www.nilc.org/immspbs/health/health025.htm

http://www.nilc.org/immspbs/health/health023.htm

http://www.nilc.org/immspbs/health/health024.htm

http://www.nilc.org/immspbs/cdev/congrssdev011.htm

http://www.nilc.org/immspbs/health/health019.htm

http://www.nilc.org/immspbs/health/health011.htm

http://www.nilc.org/immspbs/health/health010.htm

http://www.nilc.org/immspbs/health/index.htm#iru

http://scholar.google.com/url?sa=U&q=http://latino.rcm.upr.edu/statistical.pdf

http://64.233.161.104/search?q=cache:5oVSBd1T6gsJ:www.metrokc.gov/health/reports/discriminationinhealthcare.pdf+discrimination+and+health+care&hl=en&gl=us&ct=clnk&cd=1

http://www.metrokc.gov/health/news/01012401.htm

http://www.nursingworld.org/readroom/position/ethics/etdisrac.htm

*All fields*

http://faculty.ncwc.edu/toconnor/soc/355lect08.htm

www.google.com

Evaluation:

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNACCEPTABLE
Graphics Sources	Graphics are eye catching.	Graphics are accurate and prove the point. Sources are documented in the presentation for all images.	Only a Few graphics are used but they are well chosen.	No graphics are used and the presentation is not accurate or stimulating
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.
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate.	The content is generally accurate, but one piece of information is clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
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.
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.	Most information is organized in a clear, logical way. One card or item of information seems out of place.	Some information is logically sequenced. An occasional card or item of information seems out of place.	There is no clear plan for the organization of information.
Appeal	The entire class was involved and interested. Many questions were asked	Most of the class was interested. The presentation sparked some debate	The presenters were enthusiastic but the class did not appear involved or stimulated	Neither the presenters nor the class appeared to be involved in the presentation
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.
PPA Worksheets	All 6 PPA worksheets are utilized in detail.	5 of the 6 PPA worksheets were utilized in detail	4 worksheets utilized in detail	Worksheets were not used as a guideline for the Power Point

Standards:

*Languages Other Than English Standards*

Standard 1

Students will: be able to use a language other than English for communication.

-Students will understand the main idea and some details of simple informative materials written for native speakers.

Standard 2

Students will: develop cross-cultural skills and understandings.

-Students will exhibit more comprehensive knowledge of cultural traits and patterns.

-Students will recognize that there are linguistic and cultural variations among groups that speak the same target language.

-Students will understand how words, body language, rituals, and social interactions influence communication.

*Social Studies Standards*

Standard 1

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 United States and New York.

-Students will analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed over time and how they unite all Americans.

-Students will investigate key turning points in New York State and United States history and explain why these events or developments are significant.

-Students will examine how the Constitution, United States law, and the rights of citizenship provide a major unifying factor in bringing together Americans from diverse roots and traditions.

Standard 2

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.

-Students will study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes.

Standard 5

Students will: 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.

-Students will analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs.

Conclusion:

¡Bien hecho!

You are quickly earning popularity points and public support with your swift response to the strike. You have identified the issues at hand, evaluated the current policies, and created a new policy for discrimination among immigrants in the United States.