Ms. N. Harrington
Amnesty for Illegal
Immigrants in the
Pros, Cons and
Political Positions
Introduction:
It is believed that
there are about seven million illegal immigrants living
in the
Task:
You will be part of a public advocacy
group. You are to determine the pros and
cons of giving illegal immigrants amnesty. You will be presenting your findings to a
Senate subcommittee currently working on President Bush’s immigration reform. Your group must choose a position for or
against amnesty based on your research. Your
research should include current immigration policy, proposed reform, a profile
of the current illegal immigrant population and the effects that illegal aliens
have on education, unemployment, crime and infrastructure. Your findings will be presented in a power
point presentation giving suggestions on how to improve the existing public
policies and support your stance on amnesty.
Process:
You will be
divided to work in a group of four people.
You will work
cooperatively on assigned tasks.
Your group will
gather evidence for or against amnesty by researching laws, reviewing current
cases and assessing statistics.
You and your group will be required to
present your Power Point presentation to the class. Groups are encouraged to
use graphs to illustrate statistics such as the current profile of our illegal immigrant
population.
To accomplish your goal, you will have to
use the six-step public policy approach to give your report.
1.
Identify and
define the societal effects of immigration :
http://www.maxwell.syr.edu/plegal/TIPS/worksheet1.html
2.
Gather evidence
of societal effects of immigration and complete worksheet:
http://www.maxwell.syr.edu/plegal/TIPS/worksheet2.html
Using websites from the resource section below
and other relevant ones, you will retrieve information for the problem.
3.
Identify the
causes for or against
immigration reform using
worksheet:
http://www.maxwell.syr.edu/plegal/TIPS/worksheet3.html
4.
Describe and
evaluate existing immigration policies using worksheet:
http://www.maxwell.syr.edu/plegal/TIPS/worksheet4.html
5.
Develop
solutions/policies to correct the problem using worksheet:
http://www.maxwell.syr.edu/plegal/TIPS/solutions.html
6.
Select the best
policy for correcting the problem:
http://www.maxwell.syr.edu/plegal/TIPS/worksheet6.html
From the alternative policies you
created using worksheet six, rate them according to
feasibility and effectiveness.
Then choose the best one.
Resources:
Immigration
Policy
http://www.closeup.org/immigrat.htm
NCPA
http://www.ncpa.org/pd/immigrat/effectsb.html
American
Civil Liberties
Immigrants Support Network
FAIR
Project
DiscoverySchool.com
The Evaluation
The evaluation of your project will be
done in two parts; the first part will be on your oral presentation. You and your group will present your project
to the rest of the class and your instructor will submit a rubric based on your
group’s presentation. The second part of
your evaluation will be your Power Point representations. The instructor will
submit a rubric based on the representations also. These two rubrics will be combined to determine your
final score.
Oral Presentation
|
|
4 |
3 |
2 |
1 |
|
Content |
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. |
|
Stays on
Topic |
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. |
|
Preparedness |
Student
is completely prepared and has obviously rehearsed. |
Student
seems pretty prepared but might have needed a couple more rehearsals. |
The
student is somewhat prepared, but it is clear that rehearsal was lacking. |
Student
does not seem at all prepared to present. |
|
Comprehension |
Student
is able to accurately answer almost all questions posed by classmates about
the topic. |
Student
is able to accurately answer most questions posed by classmates about the
topic. |
Student
is able to accurately answer a few questions posed by classmates about the
topic. |
Student
is unable to accurately answer questions posed by classmates about the topic. |
|
Vocabulary |
Uses
vocabulary appropriate for the audience. Extends audience vocabulary by
defining words that might be new to most of the audience. |
Uses vocabulary
appropriate for the audience. Includes 1-2 words that might be new to most of
the audience, but does not define them. |
Uses
vocabulary appropriate for the audience. Does not include any vocabulary that
might be new to the audience. |
Uses
several (5 or more) words or phrases that are not understood by the audience. |
Power
Point
|
Power Point |
4 |
3 |
2 |
1 |
|
Buttons and |
All buttons and links work
correctly. |
Most (99-90%) buttons and links
work correctly. |
Many (89-75%) buttons and links work
correctly. |
Fewer than 75% of the buttons work
correctly. |
|
Background |
Background does not detract from
text or other graphics. Choice of background is consistent from card to card
and is appropriate for the topic. |
Background does not detract from
text or other graphics. Choice of background is consistent from card to card. |
Background does not detract from
text or other graphics. |
Background makes it difficult to
see text or competes with other graphics on the page. |
|
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 rehash of other
people's ideas and/or graphics and shows very little attempt at original
thought. |
|
Content - |
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 error. |
|
Sequencing of |
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 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. |
|
Use of |
All graphics are attractive (size
and colors) and support the theme/content of the presentation. |
A few graphics are not attractive
but all support the theme/content of the presentation. |
All graphics are attractive but a
few do not seem to support the theme/content of the presentation. |
Several graphics are unattractive
AND detract from the content of the presentation. |
|
Effectiveness |
Project includes all material
needed to gain a comfortable understanding of the topic. I |
Project includes most material
needed to gain a comfortable understanding of the material but is lacking one
or two key elements. |
Project is missing more than two
key elements. |
Project is lacking several key
elements and has inaccuracies. |
Conclusion
Based upon the research related to amnesty, students
will utilize TIPS Public Analyst Policy to analyze causes for the problem of
illegal immigration and be able to come up with a policy that might alleviate
the issues. In addition, students will
have met the following:
Performance Standards:
English
Standard I: Language for Information and Understanding
Social
Studies
Standard I: History of the
Standard IV: Economics
Standard
V: Civics, Citizenship, and Government
Mathematics
Standard VII: Math
Communication
Standard VIII: Applying
Mathematics