14 minute read
How can knowing our neighbors help promote social cohesion?” by Ronald Bravo
C3 Framework Indicators
Staging the Compelling Question
Supporting Question 1
D2.Civ.2.9-12., D2.Civ.5.9-12., D2.Civ.7.9-12., D2.Civ.10.9-12., D2.Civ.14.9-12., D2.Geo.4.9-12., D2.Geo.6.9-12., D3.1.9-12., D4.6.9-12., D4.7.9-12., D4.8.9-12.
In this inquiry students will explore immigration, citizenship, and cohabitation by comparing Germany and the United States. Both countries offer pull factors to refugees and worldwide immigrants. Germany and the United States take different approaches in preparing their immigrants and refugees for success.
Supporting Question 2 Supporting Question 3
Why do people migrate?
Formative Performance Task
For the warm-up, students will be instructed to take out their Chromebook and go to the „If It Were My Home“ website. Once students are there, they will be tasked with comparing the United States to a country that starts with the same letter as the first letter in their first name. Students will watch a short video on push and pull factors.
Featured Sources
Source A: Why do People Migrate? Poster Rubric (Handout 1)
Source B: “Germany and Immigration: The Changing Face of the Country”(Bartsch, M. Et al.)
Source C: “Germany: 20.8 Million People with Immigrant Background” (Deutsche Welle)
Source D: “If It Were My Home“
Source E: “Key Facts about Refugees to the U.S.” (Krogstad, J.)
Source F: “Statistics – Germany“ (Asylum Information Database)
Source G: Why Do People Migrate (YouTube)
Summative Performance Task
Taking Informed Action Why is citizenship important and how does one become a citizen?
Formative Performance Task
Students will be asked to take a part of the US Citizenship and Naturalization Test and will review the answers and have a brief classroom discussion. Students will go back to the country they selected for the “If it Were My Home” activity and take notes on various ways one could become a citizen. They will use Lucidpress and create a brochure on the country they chose, identifying steps one needs to take to obtain citizenship.
Featured Sources
Source A: How Does One Obtain Citizenship Rubric (Handout 2)
Source B: “100 Civics Questions and Answers with MP3 Audio“ (USCIS)
Source C: Becoming a U.S. citizen: What you need to know (YouTube)
Source D: “If It Were My Home“
Source E: Lucid Press
Source F: The Hardest Countries to Gain Citizenship (YouTube) How can we incorporate and/or assimilate different cultures into society to get along?
Formative Performance Task
Students will be grouped in random groups of 6. Students will be given directions to create an organization/event that exposes others to another culture.
Students will participate in a gallery walk.
Students will display their public awareness campaign posters.
Featured Sources
Source A: Public Awareness Campaign Rubric (Handout 3)
Source B: Camden Market London (YouTube)
Source C: Smorgasburg LA: The Best Food Market in Los Angeles (YouTube)
Source D: “Über den Tellerrand“ (Webpage)
Source E: 5 years and counting to make #theworldabetterplate (YouTube)
Argument: Students can create a presentation using Google Slides, answering the compelling question.
Extension: Students will make contact with one or more individuals in their community by interviewing an immigrant/refugee or conducting a small survey of their “neighbors.”
Understand: Understand different cultures that live in your community.
Assess: Assess how your community feels about immigrants and refugees.
Act: Use what you have learned and take action.
COMPELLING QUESTION
How can knowing our neighbors help promote social cohesion?
INQUIRY OVERVIEW
In this lesson, students will engage in reading, writing, and discussion to answer the compelling question. This lesson is a three-day lesson and will make students rethink who populates society, citizenship, migration, and cohabitating in a multicultural society.
TEACHER BACKGROUND
In this lesson, students will explore immigration, citizenship, and cohabitation by comparing Germany and the United States. Both countries offer pull factors to refugees and worldwide immigrants. Germany and the United States take different approaches in preparing their immigrants and refugees for success. This lesson will compare and contrast the road to citizenship and lead students to create action plans to assimilate different cultures into society.
SUGGESTED TIME FRAME: one 35-minute block, three 90-minute blocks
INSTRUCTIONAL RESOURCES
Why do people migrate? Poster Rubric (Handout 1) How Does One Obtain Citizenship? Rubric (Handout 2) Public Awareness Campaign Rubric (Handout 3) Student Chromebooks Internet Projector Laptop Speakers Large Poster Paper Makers/Poster Markers Reading Materials (articles)
All handouts can be found here
https://tinyurl.com/y23bl2gy
INTRODUCTORY ACTIVITY
First, students will participate in a silent walk collaboration activity. A large poster board will be posted in the middle of the classroom with two questions: 1) Who makes up the nation? 2) What is a citizen? The poster will be divided in two to prevent confusion. Students will answer each question, observe, and respond to another student or write their answer to the question. This introductory activity will take 15 minutes.
Next, we will review the poster and have a classroom discussion on what was written on the posters. This will take 5-10 minutes.
Finally, students will be asked to take out a sheet of paper and fold it into three. In the first column, they will write any statements from the poster related to immigration. In the second column they will write whether they agree or disagree with the statement. This is a short survey before the unit starts. The final column will be left blank until the end of the unit.
SUPPORTING QUESTION #1
Why do people migrate?
Formative Performance Task #1:
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6. Anticipatory Set: For the warm-up, students will be instructed to take out their Chromebooks and go to the “If It Were My Home” website. Once students are there, they will be tasked with comparing the United States to a country that starts with the same letter as the first letter in their first name. Students will be given about 5-10 minutes to analyze the information they gathered and share it with an elbow partner. Debrief: The teacher will prepare discussion questions for the students to answer related to their “If it were my home” research. They will participate in a write/pair/share activity with a different elbow partner. Students will be called on randomly to share what they learned and their answer to the question. This should take about 5 minutes. Video on Push v. Pull Factors: Students will watch a short video on push and pull factors, Why Do People Migrate, on YouTube. This video will provide them with basic information on migration. Individual Reading Activity: Students will read one article each and take notes in a graphic organizer about why people migrate. Each student will be given article A or article B. Students will be given 10-15 minutes to read, annotate, and summarize their assigned article. • Article A: “Germany and Immigration: The Changing Face of the Country” • Article B: “Germany: 20.8 Million People with Immigrant Background” Collaborative Work: Students will be grouped with an elbow partner. One student will share with their partner the findings from their assigned article and the other student will write the information in their graphic organizer. Once one person shares, the other will follow and exchange information. Both students should have the graphic organizer filled out. This should take (5-10 minutes) Performance Task: Students will be tasked with creating a poster on push and pull factors. The poster and markers will be provided to students. Students must go into detail and research potential push or pull factors that fit into each category using the articles listed in the featured sources below. The class will be divided into 8 groups of 4. Each group will be assigned a push and pull factor. Students will also have to cite which credit website they used to create their poster. This should take about 25-30 minutes. Here are the 8 potential groups:
Push Factors Pull Factors
Economic Economic
Social Social
Political Political
Environment Environment
7. Exit Ticket: Each student will answer the supporting question: “Why do people migrate?” on an index card and submit it on their way out the door. This should take 2-3 minutes.
The “Why do people migrate? Poster Rubric” (Handout 1) will be used to assess this performance task.
➤ Featured Sources #1: • Why do People Migrate? Poster Rubric (Handout 1) • Bartsch, Matthias, Annette Bruhns, Anna Clau, Lukas Eberle, Katrin Elger, Laffert, Cordula Meyer, and
Katja Thimm. “Germany and Immigration: The Changing Face of the Country - SPIEGEL ONLINE - International.”
SPIEGEL ONLINE, 19 Apr. 2018, Date of access Oct. 1, 2019, https://www.spiegel.de/international/germany/ germany-and-immigration-the-changing-face-of-the-country-a-1203143.html.
Deutsche Welle. “Germany: 20.8 Million People with Immigrant Background.” W.COM, August 21, 2018, https://www.dw.com/en/germany-208-million-people-with-immigrant-background/a-50108141.
Krogstad, Jens Manuel. “Key Facts about Refugees to the U.S.” Pew Research Center, October 7, 2019, https://www.pewresearch.org/fact-tank/2019/09/27/key-facts-about-refugees-to-the-u-s/.
Lintner, Andy and Annette Calabrese. “If It Were My Home.” Ifitweremyhome.com, 2020, https://www.ifitweremyhome.com/.
Mr. Sinn. “Why Do People Migrate,” YouTube, August 26 2019, https://youtube/4QrUegs-kUs.
“Statistics.” Statistics - Germany | Asylum Information Database, https://www.asylumineurope.org/ reports/country/germany/statistics.
SUPPORTING QUESTION #2
Formative Performance Task #2: 1. Anticipatory Set: Students will be asked to take a part of the US Citizenship and Naturalization Test (listed as the second source in the Featured Source below). Students will be given 10 random questions to answer and they will be given 10 minutes for this practice quiz. Once they take the quiz, we will review the answers and have a brief classroom discussion led by discussion questions. This will take an additional 5-10 minutes. 2. Instruction: Students will be instructed to watch two videos on YouTube: (a) The Hardest Countries to Gain Citizenship and, (b) Becoming a U.S. citizen: What you need to know. 3. Individual Activity: Students will go back to the country they selected for the “If it Were My Home” activity in Performance Task 1, and research how one becomes a citizen in that country. Students will take notes on various ways one could become a citizen in that country (minimum 3). This part of the lesson will take about 30 minutes. 4. Performance Task: Students will use their Chromebooks to complete the performance task. They will use Lucidpress, which is free through their Google accounts, to create a brochure on the country they chose and identify steps one needs to take to obtain citizenship. This brochure will have three different methods one could use to obtain citizenship in that country, images, and a cover page. Students will be given a rubric to provide clarity and expectations for the brochure. Students will also attach a QR code linking the brochure to the document they used to obtain their research. This will take about 25 minutes. 5. Closure: Students will participate in a gallery walk. Students will display their brochure on their desk and walk around the classroom and view other brochures. As an exit ticket, they will write one way a person can obtain citizenship in a country different from the one they researched, the US, and Germany.
The “How Does One Obtain Citizenship Rubric” (Handout 2) will be used to assess this performance task.
➤ Featured Sources #2: • How Does One Obtain Citizenship Rubric (Handout 2) • “100 Civics Questions and Answers with MP3 Audio (English version).” USCIS, Sept. 29, 2019, (Citizen/Naturalization test), https://www.uscis.gov/citizenship/learners/study-test/study-materials-civics-tes t/100-civics-questions-and-answers-mp3-audio-english-version.
Lintner, Andy and Annette Calabrese. “If It Were My Home.” Ifitweremyhome.com, 2020, https://www.ifitweremyhome.com/.
Lucid Press. (n.d.). Lucid Press Homepage. https://www.lucidpress.com/.
NowThis World. “The Hardest Countries to Gain Citizenship.” YouTube, October 1, 2016, https://www.youtube.com/watch?v=yPW9Kg4TVeU.
USAgov/archive. “Becoming a U.S. citizen: What you need to know.” YouTube, February 15, 2015, https://www.youtube.com/watch?v=MTyOtN66xfY.
SUPPORTING QUESTION #3
How can we incorporate/assimilate different cultures into society and get along?
Formative Performance Task #3: Students will be grouped in random groups of 6. Students will be given directions to create an organization/event that exposes others to another culture. 1. Anticipatory Set: Students will answer the following question: If we had a potluck, which cultural dish would you bring? Why? Students will be given 3-5 minutes to answer this question. Next, we will form a large community circle and share the dishes we would bring to the potluck. 2. Instruction: Students will not take notes during instruction. They will view clips from three different YouTube videos showing how food and large markets are used for cultural diffusion, to spread awareness, and to bring communities together: (a) Über den Tellerrand e.V (based in Berlin), (b) Camden Market (in London), and (c) Smorgasburg (in Los Angeles & New York). 3. Performance Task: Students will be grouped in random groups of 6. Students will be given directions to create an organization/event that exposes others to another culture. Students will have about 60-70 minutes to create this project. Students will then create a “Public Awareness Campaign” poster to “advertise” their organization/event. 4. Gallery Walk: Students will participate in a gallery walk. Students will display their public awareness campaign posters.
The “Public Awareness Campaign Rubric” (Handout 3) will be used to assess this performance task.
➤ Featured Sources #3: • Public Awareness Campaign Rubric (Handout 3) • Yellow Productions. “Camden Market London Travel Guide.” YouTube, June 22, 2018, https://www.youtube.com/watch?v=efHdgV1slqU.
Über den Tellerrand (Webpage): https://ueberdentellerrand.org/start-englisch/.
Über den Tellerrand. “5 years and counting to #maketheworldabetterplate.” YouTube, June 11, 2019, https://www.youtube.com/watch?v=HnoAbSWj0ag
Yellow Productions. “Smorgasburg LA: The Best Food Market in Los Angeles.” YouTube, February 1, 2019, https://www.youtube.com/watch?v=fJQ2x6Pvs6I
SUMMATIVE PERFORMANCE TASK
Students can create a presentation answering the compelling question: „How can knowing our neighbors help promote social cohesion?“ This presentation will be created using Google Slides.
EXTENSION (OPTIONAL) TASK
As a summative performance task, students will have the option of how they want to address and answer the compelling question. The compelling question is - How can knowing our neighbors help promote social cohesion? This question requires students observe and analyze their community to see what type of cultures live in it. They will also have options on how they would like to share the information they learned. This performance task will require them to make contact with one or more individuals in their community by interviewing an immigrant/refugee or conducting a small survey of their “neighbors.”
Option 1: Students conducting the interview must prepare 10 questions to discuss. These are questions that should guide the discussion. In addition, they will type a one-page report sharing what they learned about the person they interviewed. The other option is to write a short biography on this individual’s life.
Option 2: Students conducting the survey must obtain information from members in their community. The survey must be at least 10 questions and must be completed by a minimum of 25 people. Students will use survey results to create a graph, collage, or illustration reflecting the information they gathered about their community.
TAKING INFORMED ACTION
Students will apply what they learned about push/pull factors, the road to citizenship, and cultural exposure to educate their community.
UNDERSTAND Understand different cultures that live in your community. • Are there people constantly migrating to your community? • Are any of these migrants also refugees? If so, from where? What journey did they embark on to get here? • Do they have access to any resources or agencies willing to help? • Are they constantly living in fear of being deported?
ASSESS Assess how your community feels about immigrants and refugees. What are the pros and cons of refugees or immigrants entering your community? Is there a rise in xenophobia or does the community embrace and offer support? What have refugees and immigrants gone through? Interview an immigrant/refugee and learn their story.
ACT Use what you have learned and take action. • You can help organize an event where locals come together and help provide resources for the immigrant/ refugee families. • You can reach out to organizations that educate immigrants/refugees on rights they have and the road to citizenship. • You can contact organizations and create a fair that educates the population and offers resources. • Start a fundraiser to help those in need. • Start and promote an event that allows those immigrants/refugees to share their culture.
MODIFICATIONS FOR DIFFERENTIATION
Student Grouping: Students can be placed in mixed ability groups for reading and discussing activities.
Summative Performance Task: The performance task is differentiated for students from different levels and skills. They can answer the compelling questions in various ways, based on their academic strengths.
MODIFICATIONS FOR ONLINE LEARNING
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3. 4. Peardeck: This can be used when delivering instructions, videos, transitioning from one activity to the next, and checking for understanding. This is a way to make presentations more interactive. Padlet: Padlet can be used for anticipatory sets and exit tickets. This allows students to answer prompts/questions and keeps a record of it. Students can also respond to each other and it keeps a record of those who participated. Student Randomizer: A tool used to hold students accountable for participation and be equitable. Edpuzzle: This tool can be used to make YouTube videos interactive and questions can be inserted to check for understanding.
Ronald Bravo is a social studies teacher at Leuzinger High School in Lawndale, CA, USA.
