Unfair /
Unequal Treatment of Immigrants in New York
by
Rosie Tutt
PEARLS –Fourth Grade
“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-tost to me.
I lift my lamp beside the golden door!”
To one
that says: “No vacancy”
TASK
Those Pesky Immigrants
Give me
your tired....
The task for you to undertake is to examine the
political and social problems these immigrants are facing. You will examine the
policies toward these immigrants and find some solutions. You will create a poster to demonstrate
your findings, using a tree as a model and prepare a three minute oral presentation. In your presentation you will include your
solution for improving the problem.
PROCESS
When you examine
the task. You will be developing a growth tree.
Your poster should include pictures, writing in detailed paragraphs,
using correct grammar, spelling,
You will be using
the six steps of the PPA process. This process is design to help you solve the
social problem you found and guide you through the steps to solve the
problem. As you access each page there
will be a worksheet for you to use. Remember you must access and use all six
steps in your presentation.
Step One : Define
the problem
Step Two: Gather
the Evidence
Step Three: Identify
the Causes
Step Four: Evaluate
an Existing Policy
Step Five: Develop
Solutions
Step Six: Select
the Best Solution [Feasibility vs. Effectiveness]
Remember that the
above worksheets will be your model to create the tree poster. Do not forget to
include images. The final product will be your tree.
RESOURCE GUIDES
www.historychannel.com/ellisisland
http://www.whitehouse.gov/infocus/immigration/
http://www.encyclopedia.com/topic/immigration.aspx
EVALUATION
These are the
Rubrics that you will be scored on. Pay attention to the categories and focus
on your goal. As always your best work is expected.
|
|
CATEGORY
|
4 |
3 |
2 |
1 |
|
Enthusiasm |
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 |
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. |
|
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. |
|
Speaks Clearly |
Speaks clearly and distinctly all (100-95%) the time, and
mispronounces no words. |
Speaks clearly and distinctly all (100-95%) the time, but
mispronounces one word. |
Speaks clearly and distinctly most ( 94-85%) of the time.
Mispronounces no more than one word. |
Often mumbles or can not be understood OR mispronounces more
than one word. |
|
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. |
|
Props |
Student uses several props (could include costume) that show
considerable work/creativity and which make the presentation better. |
Student uses 1 prop that shows considerable work/creativity and
which make the presentation better. |
Student uses 1 prop which makes the presentation better. |
The student uses no props OR the props chosen detract from the
presentation. |
|
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. |
|
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. |
|
|
CATEGORY
|
4 |
3 |
2 |
1 |
|
Graphics -Clarity |
Graphics are all in focus and the content easily viewed and identified
from 6 ft. away. |
Most graphics are in focus and the content easily viewed and
identified from 6 ft. away. |
Most graphics are in focus and the content is easily viewed and
identified from 4 ft. away. |
Many graphics are not clear or are too small. |
|
Graphics - Originality |
Several of the graphics used on the poster reflect a exceptional
degree of student creativity in their creation and/or display. |
One or two of the graphics used on the poster 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. |
|
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. |
|
Mechanics |
Capitalization and punctuation are correct throughout the
poster. |
There is 1 error in capitalization or punctuation. |
There are 2 errors in capitalization or punctuation. |
There are more than 2 errors in capitalization or punctuation. |
|
Knowledge Gained |
Student can accurately answer all questions related to facts in
the poster and processes used to create the poster. |
Student can accurately answer most questions related to facts in
the poster and processes used to create the poster. |
Student can accurately answer about 75% of questions related to
facts in the poster and processes used to create the poster. |
Student appears to have insufficient knowledge about the facts
or processes used in the poster. |
|
Content - Accuracy |
At least 7 accurate facts are displayed on the poster. |
5-6 accurate facts are displayed on the poster. |
3-4 accurate facts are displayed on the poster. |
Less than 3 accurate facts are displayed on the poster. |
|
Grammar |
There are no grammatical mistakes on the poster. |
There is 1 grammatical mistake on the poster. |
There are 2 grammatical mistakes on the poster. |
There are more than 2 grammatical mistakes on the poster. |
|
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. |
|
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. |
Several 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.
|
CONCLUSION
You are now active
members in your community by participating and completing this Web quest. You have increased your knowledge on the
immigration policies in our country. You found a problem and worked hard to
find a solution that would help to solve this problem.
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 non-market 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.
Standards
Addressed---
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.
