Students will be able to determine and evaluate bias in sources
Students will be able to analyze the effect that immigration has on their local community
Students will be to analyze the economic and social impacts (positive and negative) that immigration has on a local community
How do demographics change a community over time?
What does it mean to have your own cultural perception?
How does unintentional bias happen?
Prior to watching video with students, have every student choose a role. The teacher could do this randomly as students enter the room or it could be pre arranged. All roles are people who are interviewed in the video. They include: John Karsten, Craig Rich, Angelina Ann Halina, Gonazles, Ignacio, Ralla, Student, Gail Harrison, and Hao Huynh
Students will get their handout (can be printed or shared electronically) and take notes about their individual person while they watch
After viewing the video and sharing out with their group, students will write a reflection about what that person’s experiences are like. “A day in the life of…”
Students should be grouped and there should be a different person represented in each group.
Students should participate in a discussion about what a day in the life of their person would be like.
Guiding questions for discussion:
What cultural perceptions and unintentional bias might every person have?
What are the advantages and disadvantages of putting limitations on immigration numbers?
Annotate a few articles (2-3) on the advantages and disadvantages of limiting immigration numbers
Use discussion and sentence starters to help students
Have students refer back to individuals from video
This will help to keep personal emotions out of the discussion
This will promote students using references and evidence to support their thinking
Using Flipgrid, respond to your thoughts on the Socratic. Summarize 2 advantages and 2 disadvantages to limiting immigration numbers.
Choose a community close to you and research the following questions: