|
Coming to America: Culture Assimilation in the United States |
|
By Jenna Hurley George Westinghouse High School |
|
Introducción
In recent reports, Congress is preparing to debate whether to legalize 11 million illegal immigrants and give them a path to citizenship. Looking at the situation from a social perspective, analysts are cautioning lawmakers to focus on the other part of immigration: assimilating them fully into America.
They found that immigrants that have even earned U.S. citizenship have far less attachment to their new home than native-born Americans. “Among the findings are that native-born citizens are more likely to view the U.S. as “better” than other countries, more likely to see English as central to the American experience, and more likely to see the U.S. Constitution as a higher legal authority than international law.” (Washington Times 4/8/2013)
Objetivo
You and your classmates will create & Present a PowerPoint analyzing the process of Assimilation Among immigrants in the United States.
More specifically, you and your group members will create and produce a report that can result in immigrants having a more seamless transition assimilating to their new life in the United States. Using the PPA process you will be able to develop potential solutions to argue the use of specific policies.
El Proceso
1. You will work in groups of 5 with specific tasks assigned to each member by Ms. Hurley (see below).
2. You will receive one grade for the completion of your own task and a group grade for the final PowerPoint/oral presentation. All group members are therefore expected to work together in a collaborative and cooperative manner.
3. You
will use the “Public Policy Analyst” format. 
4. Your group must pick ONE specific social problem to research.
5. Each group will complete a PowerPoint. The PowerPoint will contain graphics, pictures, graphs, charts and reports that illustrate/display all 6 steps of the Public Policy Analyst format.
6. Your PowerPoint must be completed using in a formal format and style. Therefore, it must be attractive, capture the attention of the viewer and be informative. A minimum of 8 slides are necessary.
7. Oral Presentation: Your group will give an oral presentation to the class in which you act as advocates for your researched group. The PowerPoint will be used in this presentation. The presentation must be a minimum of 8 minutes and must capture the attention of the audience.
8. REMEMBER! Both your Power point and oral presentation must include all steps of the Public Policy Analyst. Complete all 6 worksheets in your groups as the first phase. Then use this information to construct your products.
STUDENT RESPONSIBILITIES
Estudiante # 1: Recorder- This student will take notes on information gathered by group members and write an outline for each PowerPoint slide. These notes will also be used by each member to complete the PowerPoint & oral report. This student will be responsible for completing the Public Policy Analyst Worksheets.
Estudiante # 2: Researcher-This student will do the research, with help of other members. He/she will search the Internet and gather information that will be used to complete the PPA worksheets and to guide other group members to websites for their own research.
Estudiante # 3: Organizer- Will the group on track. He/she will assist in the research, lead & coordinate group meetings and be aware of teacher made deadlines and schedules. This student is also responsible for turning in and justifying the group’s work at the end of each class.
Estudiante # 4: Presenter- This student will be responsible to convey the group findings to the class. He/she will be the main speaker in the Oral Presentation and create note cards, if necessary. Student #4 will assign others their subordinate roles for the oral presentation. The PowerPoint must be part of this presentation. The presenter will coordinate the oral report but all members will take part in some form.
Estudiante # 5: PowerPoint- This student will be responsible for creating the PowerPoint. He/she will get input and research from all group members.
**You and your group members must do individual research whenever possible. As a group, you will complete the worksheets (steps) in the Public Policy Analyst.**
THE PPA
PROCESS 
Use the 6-step Public Policy Format. In your groups complete the handouts to collect information to each step.
1) What is the problem? Define The Social Problem.worksheet1.doc
2) Where is the evidence? Gather The Evidence.worksheet2.doc
3) What are the causes? Identify Causes.worksheet3.doc
4) What is the existing policy? Evaluate The Policy.worksheet4.doc
5) What policies can you create to correct this problem? Develop Solutions.worksheet5.doc
6) What is the best policy to correct this problem? Best Solution.worksheet6.doc
http://news.minnesota.publicradio.org/features/200202/04_williamsb_africans/assimilation.shtml
[Problems of Assimilation: One man’s story]
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/
[Interviews with Immigrants to the United States]
http://www.theatlantic.com/magazine/archive/2013/11/assimilation-nation/309518/
[Why the U.S. Is So Good at Turning Immigrants Into Americans]
[How new citizens view American differently]
http://www.pbs.org/independentlens/newamericans/index.html
[Immigrants from all over the world share their immigration stories]
Evaluation
ORAL PRESENTATION & PowerPoint RUBRIC
|
CATEGORY |
40 POINTS |
30 POINTS |
20 POINTS |
10 POINTS |
|
Graphics - Originality (POWERPOINT) |
Several of the graphics used on the PP reflect a exceptional degree of student creativity in their creation and/or display. |
One or two of the graphics used on the PP reflect student creativity in their creation and/or display. |
The graphics are made by the student, but are based on the designs or ideas of others. |
No graphics made by the student are included. |
|
Graphics - Relevance (POWERPOINT) |
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. All borrowed graphics have a source citation. |
All graphics relate to the topic. Most borrowed graphics have a source citation. |
Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. |
|
Public Policy Analysis (POWERPOINT) |
The PowerPoint includes all 6 required elements as well as additional information. |
All 6 required elements are included on the PowerPoint. |
All but 1 of the required elements are included on the PowerPoint. |
Several required elements were missing. |
|
Q&A (POWERPOINT) |
Student can accurately answer all questions related to facts in the PowerPoint and research. |
Student can accurately answer most questions related to facts in the PowerPoint. |
Student can accurately answer about 75% of questions related to facts in the PowerPoint. |
Student appears to have insufficient knowledge about the facts or processes used for create PowerPoint. |
|
Content - Accuracy (POWERPOINT) |
At least 10 accurate and current facts are displayed in the PP. |
8-9 accurate and current facts are displayed in the PP. |
6-7 accurate and current facts are displayed in the PP. |
Less than 5 accurate and current facts are displayed in the PP. |
|
Attractiveness/Length (POWERPOINT) |
The PP is exceptionally attractive in terms of design, layout, and neatness AND it contains 8 slides |
The PP is attractive in terms of design, layout and neatness AND it contains at least 7 slides. |
The PP is acceptably attractive though it may be a bit messy AND it contains at least 6 slides. |
The PP is distractingly messy or very poorly designed. It is not attractive OR it contains less than 6 slides. |
|
Enthusiasm (ORAL) |
Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. |
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. |
Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. |
Very little use of facial expressions or body language. Did not generate much interest in topic being presented. |
|
Preparedness (ORAL) |
Group is completely prepared and has obviously rehearsed. |
Group seems pretty prepared but might have needed a couple more rehearsals. |
Group is somewhat prepared, but it is clear that rehearsal was lacking. |
Group does not seem at all prepared to present. |
|
Stays on Topic (ORAL) |
Stays on topic all (100%) of the time. |
Stays on topic most (99-90%) of the time. |
Stays on topic some (89%-75%) of the time. |
It was hard to tell what the topic was. |
|
Content (ORAL) |
Shows a full understanding of the topic. |
Shows a good understanding of the topic. |
Shows a good understanding of parts of the topic. |
Does not seem to understand the topic very well. |
Total: 400 Points
Grading scale
360-400 = A
320-350 = B
280-310 = C
260-270 = D
250 & lower = F
|
|
|
|
|
|
Conclusión
By the end of this project, you and your group-mates should gain a greater understanding of the process of assimilation. In doing this, you will be able to draw parallels between what you’ve learned about the process of immigrants adapting to their new lives in the United States in comparison to the ways of life immigrants may hold onto from their home country. In the end, you will be able to present a public policy that, if adopted, could help new immigrants make an easier transition to the American culture.
Estándares
· CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
· CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
· CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
· CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
· CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
