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? |
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.