A PROJECT SAVE WEB QUEST

 

Human Smuggling into the United States

 

Patria Mirabal Middle School

 

Mr. Amador

Mr.Amador.ESL@gmail.com

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Introduction

 

In the summer of 1993 a ship loaded with 300 illegal Chinese immigrants capsized off the Rockaways in Queens, just outside New York City. Ten people were confirmed dead that night as a result of the accident, while another six disappeared. About 220 of the survivors are believed to still live in America. The snakehead, or human smuggler running the operation, charged as much as $30, 0000 a ticket aboard the steamer. Since then the price to smuggle someone into the United States from China has risen to $80,000. The danger of getting caught or dying in the process of gaining entry into the United States is only the beginning for these immigrants. Once in the United States, they spend years in virtual slave labor in order to pay back the cost of being brought here. Some of these immigrants are as young as 14 years old.

 

The Task

Why are families in China willing to get deeply in debt to send loved ones far away to the United States? Why are these immigrants allowed to live and work in the United States in conditions close to slavery? What should the government do? What should YOU do?

¥ Your group will write a 5 paragraph report explaining the problem, the policy of the United States regarding this issue, and your recommendations.

¥¥ Your group will give a short oral presentation explaining the issue to you classmates.

¥¥¥ Your group will present to the class a poster summarizing your paper. This poster will be shown to the class during your oral presentation. You will be provided with a poster template to use as a guide.

Your group will use the PUBLIC POLICY ANALYST as a guide for your written and oral reports, as well as your poster.

 

The Process

Your work will be divided into two stages: A) research and B) analysis. Each of these steps should be done collectively to insure that the group will agree to the same answers and conclusions. To guide you in these tasks you will go through the following and fill-in the worksheets provided in the links of the Public Policy Analyst. This process will guide you in analyzing social problems and finding solutions. In this case, you will analyze the social problem of human smuggling.

 

THE PUBIC POLCIY ANALYST WORKSHEETS

RESEARCH

Step 1. Define the Problem; Worksheet #1

Step 2. Gather Evidence; Worksheet #2

Step 3. Identify Causes; Worksheet #3

 

Analysis

Step 4. Evaluate a Policy; Worksheet #4

Step 5. Develop Solutions; Worksheet #5

Step 6. Select Best Solutions; Worksheet #6

 

The Paper

Use the information gathered during the research and analysis process to write your paper. It should be organized around the PPA steps and should also include          

 a) An introduction to the report and providing 2 reasons why Chinese

                  immigrants want to come to the United States.

            b) The steps the immigrants have to take to physically come to the   

                United States, like who to pay and where to go.        

            c) How they get work in the United States and how they pay back their     

                 debts.           

            d) The governmentÕs position and policy regarding illegal immigrants  

                 being used as virtual slaves.          

            e) A conclusion and your recommendations as to what to do to resolve

                this issue.

The Presentation

Using the research youÕve done, you will give a short (up to 5 minutes) oral overview of your research. Be sure to follow the sequence of your poster and illustrate briefly the meaning and importance of the graphics in your poster. To ensure whole group participation, assign specific parts of the presentation to specific group members. DonÕt forget to practice your presentation beforehand.

The Poster

Your poster board will reproduce the information on your paper, but in a very simplified format so that you can use it to explain this issue to your class. Be sure to organize the sections as they appear below and use a single page for every section. Use a large, clear font and size big enough to make your poster easy to read.

Sample Poster Board

 

 

THE PROBLEM

 

Identify the issue or problem you are studying

 

 

 

PROJECT TITLE

 

 

 

RESULTS

 

What did you learn from your research?

 

What did you learn from your analysis?

 

 

 

CAUSE OF THE PROBLEM

 

What reasons lead to this problem?

 

 

 

DATE AND GRAPHICS

 

Display your data and pictures in this area.

 

Graphics are very useful for explaining results.

 

 

 

 

 

 

 

 

RECOMMENDATIONS

 

What is the current policy of the United States regarding this issue?

 

 

 

REFERENCES

 

Display your references in this space.

 

 

 

GROUP MEMBERS

 

 

 

RECOMMENDATIONS

 

What solution(s) to this solution do you think is best?

 

 

 

 

Resources

These are some websites you can use to complete your task.

http://www.crf-usa.org/immigration/immigration_illegal.htm

http://usinfo.state.gov/eap/east_asia_pacific/chinese_human_smuggling.html

http://www.nysun.com/article/31718

http://www.npr.org/templates/story/story.php?storyId=16422719

http://usinfo.state.gov/eap/Archive_Index/The_Social_Organization_of_Chinese_Human_Smuggling.html

http://www.taipeitimes.com/News/world/archives/2004/05/20/2003156234

 

Evaluation

Your work will be graded according to a rubric. Be sure to monitor your work and check if it meets the requirements outlined in that rubric.

 

Evaluation Rubric

 

Performance

Excellent

4

Very Good

3

Fair

2

Poor

1

Worksheets

All worksheets are thoroughly completed with an excellent understanding of the social problem, its causes and the public policy that arose

Most worksheets (4+) are completed with a good understanding of the social problem, its causes and the policy that arose.

Some worksheets (3+) are completed with a fair understanding of the social problem, its causes, and the policy that arose.

Few worksheets (less than 3) are completed with a poor understanding of the social problem, its causes, and the policy that arose.

Visual Presentation

PowerPoint presentation

reflects a thorough understanding of the social problem, public policy, and information.

PowerPoint presentation

reflects a good understanding of the social problem, public policy, and information.

PowerPoint presentation reflects a fair understanding of the social problem, public policy, and information.

PowerPoint presentation reflects a poor understanding of the social problem, public policy, and information.

Oral Presentation

Speaks very clearly, while involving all group members and maintaining audience attention.

Speaks very clearly, while involving all group members and maintaining audience attention.

Speaks somewhat clearly, while involving all group members and maintaining some audience interest.

Does not speak clearly, nor does it involve all group members.  Does a poor job of maintaining interest of audience.

Organization

Information, group work and oral presentation are extremely well integrated.

Information, group work, and oral presentation are well integrated.

Information, group work, and oral presentation are somewhat  integrated.

Information, group work and oral presentation are poorly integrated.  Final product lacks clarity.

 

 

Conclusion

 

You should have learned from this web this web quest

A)   The problems posed by illegal immigration and enforced labor in the United States.

B)   The laws and policies covering the rights of immigrants in the United States

C)   How to use internet resources to make an effective presentation.

     D} The importance of using the Public Policy Analyst in solving social problems.

 

Thank you for your participation.

 

 

STANDARDS ADRESSED

 

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.

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 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.