ࡱ> bdaq`  "bjbjqPqP 8J:: dT ''''L'LAD( ) ) )8)***@@@@@@@$ BhqDd@O4**O4O4@ )8)@o6o6o6O4" )8)@o6O4@o6o6V=@> )8( I'q4F> @ @0A&>xD4D>>D?*2I-Ho6/e1***@@e6 ***AO4O4O4O4\&D\&D4,` Thomas E. Van Meter Mishawaka,IN Penn High School Social Studies Immigration Lesson Plan Summer 2007 Objective: To examine the social and economic and security impact that immigration has had since World War II in the United States and France and Great Britain. Background Information: We know that in the United States there has been an on going debate on how to handle this problem. Our history has shown that we do not have a consistent policy and any present solution is tied down in our political system. In Europe the present movement of people within the European Union is new. England and France have had people immigrate to their countries from former colonies, now people are coming from other places such as Eastern Europe and Africa. No one country has a single solution to the dilemma they face. The attached powerpoint and this lesson are to be used as a basis for lessons on immigration. Standards: US History Standard 7.6 Analyze and explain the impact on American society and culture of the new immigration policies after 1965 that led to a new wave of immigration US History Standard 8.1 Identify and explain the importance of key events and people associated with domestic problems and policies from 1980 to 2001 World History 10.11 Describe ethnic or nationalistic conflicts and violence in various parts of the world, including Southeastern Europe, Southwest and Central Asia, and Central Africa Activities: Describe the social and economic make-up of people who live in the United States, France, and Great Britain? Use the list below as some possible comparisons: Background of country Economic overview Median Age Population growth Life expectancy Ethnic group Religions Literacy rate Per capita income Unemployment rate Population below poverty line Who is an immigrant? Define the term using a dictionary or a history book Alternative discussion: discuss what a citizen is. 3) Why do people immigrate? (Your answers should include some of the following) Join Family Escape famine Political persecution Religious persecution Work opportunities War For further discussion have the class investigate and find examples of the above list since World War II: Holocaust Famine in Africa War in Bosnia Where do they come from? Using your list from above, include the country people left and countries they moved to. Read a website such as Wikipedia or BBC Social History, and have the class read and report on immigration patterns to the United States, France, and Great Britain. 5) Describe how to legally immigrate to the each of the countries below using the suggested websites United States - U.S. Citizenship and Immigration Service Great Britain Home Office Border and Immigration Agency France- Embassy of France in the United States European Union European Commission Justice and Home Affairs 6) What positive and negative impacts do immigrants have on western society? Divide class into small groups have them brainstorm their thoughts. Use as the guidelines culture, security, economy, and social services. Positive: Serve in the military Pay into the tax system/ Social Security Work in low paying jobs Can be found legally tracked down May possess a special trade, make up for a shortage specialized labor Can speak the language Understands the American culture They bring their culture to enrich the America and Europe Can read and write English or French Negative: Take away jobs Do not pay taxes Drain on the health and education system Cannot read nor write English or French Do not speak English or French Higher crime rate Do not understand the culture Sends money out of country Bring more people over 7) Where do we go from here? Racial problems in the United Kingdom, European soccer, France, United States Assimilation of Immigrants into Europe & United States Religious toleration between Christians, Muslims, Hindus Border Issues in United States and European Union Employment/Minimum Wage (Europe & US) Government attempts to regulate Immigration Laws & Restrictions European Union and United States Office of National Identity France Terrorism and immigrants 8) Resources Some of the places you can refer to for additional information: Magazines Newsweek, Time, US News & World Report Radio/Television NBC, ABC, CNN, BBC, CBS, NPR Newspapers Chicago Tribune, New York Times, Wall Street Journal, Washington Post, USA Today Daily Mirror, London Times, Daily Telegraph, Guardian The Paris News, International Herald Tribune, Le Monde Textbooks Current Issues developed by Rebekah Hoffauir Close Up Foundation 2006 The Americans Reconstruction to the 21st Century Mc Dougal Littell.Inc. 2003 Web Brookings Institute  HYPERLINK "http://www.brookings.edu" www.brookings.edu Center for Latin American Studies  HYPERLINK "http://socrates.berkeley.edu.7001/" http://socrates.berkeley.edu.7001/ Center for US Mexican Studies  HYPERLINK "http://usmex.ucsd.edu/" http://usmex.ucsd.edu/ Consular Information Sheet (U.S Department of State)  HYPERLINK "http://www.state.gov" www.state.gov CIA World Fact Book  HYPERLINK "http://www.cia.gov" www.cia.gov European Union online  HYPERLINK "http://europa.eu/" http://europa.eu/ France 24 International News Channel  HYPERLINK "http://www.france24.com" www.france24.com National Council of La Raza  HYPERLINK "http://www.nclr.org" www.nclr.org Organization for Economic Co-Operation and Development  HYPERLINK "http://www.oecd.org/home/" http://www.oecd.org/home/ Pew Hispanic Center  HYPERLINK "http://pewhispanic.org" http://pewhispanic.org World Bank International Migration and Development  HYPERLINK "http://www.worldbank.org/migration" http://econ..worldbank.org/programs/migration World Bank Migration and Development  HYPERLINK "http://www.worldbank.org/migration" www.worldbank.org/migration Yahoo Pictures 9) Classroom Activities Brainstorming Creation of newspaper, magazine, power point, newscast, political cartoons Role Playing immigrant, government official, police officer, employer Essay for or against immigration Research on immigration patterns Posters Survey on attitudes, job opportunities Interview or an oral history of an immigrant. !Bhs $ ( s | } / 0 3 4 +2<GHI߹ڟh<h3M5hnh(Wht' h{85 h3M5 h(5 h(h( h(h} < h} <5h6h65 hX5hXh h<5h<h(h'Wh h65h6hjhbe8!2ABZfgh $ 0 3 I J gdbe^gd< `^``gd6gd6$a$gd6$a$gdbe " IJat'\ ^`gd<gd3M ^`gd3M & Fgd6p^pgd6 & Fgd<IJKL`abc'(.6[\ 3>?^_wþ˔˜˜ˌ㐈ːˌˈhjhIf h2lh<hveL5hveLh(Qh(Q5 h(Q5h(Qh2lh(Q5 h<5 hbe5h2lh3M5h<h6 h6h6 h65h3Mh*[ h3Mh3Mht' h3Mh{8 h3Mh63 %?V^_stp^pgds;p^pgdo>S^gdo) & Fgdo)p^pgdjp^pgdIf gd3M p^p`gd<456=rs+,-/0osѽֲڲֲֲ⩤h'.ho)hh/ZGh/ZG5 hV5 h/ZG5hjh hh hIf 5 ho>S5 h*[5 ho)5 h5hZ#1hIf h2lh/ZGh*[ho>S ho>Sho>S h,!!5 h2l58-noSTa{8Sx p@ _gdj p_^gd'. p_gd/ZG^gdjgdo>S^gd"RST  78gpxJcmn"#%&,-6LV\sK^jküʼüüüõîʮhrWht' hrWhrW hrWh#Bn#tHk Tp@ _gd#IJKL '(,-5L\fgl13^`fgkÿû÷ګڳ⳧hpCh}0Jjh}Uh}jh}UhR~hkh"5h"5H*hQshqh`|h*[hO h8%hPi hC,hC,hh"5hs;h#*B*ph J z z z z -c!2ABZfgh  $03IJIJat'\ %?V^_   s t    - n o  S T a { 8 S x Bn#tHkLMZ (-gh=^_`g8PT/gFYZ^x%Jo|  0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*0*!2ABZfgh  $03IJIJat'\ %?V^_   s t    - n o  S T a { 8 S x Bn#tHkLMZ (-gh=^_`g8PT/gFYZ^x%Jo|  000000000000000000000000 00000000000000 00000000000000000000 000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000gFY K00 I0 I0 K00K00K00I00I00I00 00@[I ! 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