5 Days of Lesson plans
Overview: |
This series of Economics lessons is designed to work in concert with classes in Spanish I and 10th grade U.S. History, to provide students with a opportunity to apply an Economics perspective to the issues of immigration in the United States.
Central Focus: The economic effects of immigration Content Standards (Economics): 12.4.2. Describe the current economy and labor market, including the types of goods and services produced, the types of skills workers need, the effects of rapid technological change, and the impact of international competition. 12.4.4. Explain the effects of international mobility of capital and labor on the U.S. economy. 12.6.3. Understand the changing role of international political borders and territorial sovereignty in a global economy. ELA Standards (11th-12th Grade): B. Interpretive 6. Reading/viewing closely. a. Explain ideas, phenomena, processes, and relationships within and across texts . . based on close reading of a variety of grade-level texts, presented in various print and multimedia formats, using a variety of detailed sentences and precise general academic and domain-specific words. C. Productive. 9. Presenting. Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that express complex and abstract ideas, well supported by evidence and reasoning, and are delivered by using an appropriate level of formality and understanding of register. C. Productive. 10. Writing. a. Write longer and more detailed literary and informational texts (e.g., an argument about free speech) collaboratively (e.g., with peers) and independently by using appropriate text organization and register. |
Day 1 |
Essential Question: Who lives in the U.S. and where did they come from?
Content Standard(s): 12.4.2. Describe the current economy and labor market, including the types of goods and services produced, the types of skills workers need, the effects of rapid technological change, and the impact of international competition. ELA Standard(s): B. Interpretive 6. Reading/viewing closely. a. Explain ideas, phenomena, processes, and relationships within and across texts . . . based on close reading of a variety of grade-level texts, presented in various print and multimedia formats, using a variety of detailed sentences and precise general academic and domain-specific words. C. Productive. 9. Presenting. Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that express complex and abstract ideas, well supported by evidence and reasoning, and are delivered by using an appropriate level of formality and understanding of register. Objectives: Content: After researching statistics on immigration in the U.S., SWBAT demonstrate one aspect of immigration BY making a chart or graph illustrating that aspect and present it to the class. ELA: After researching statistics on immigration in the U.S., SWBAT interpret one portion of the statistics BY making a chart or graph and presenting it to the class. Materials: Computers Poster Paper Markers Assessments: Chart or graph Presentation to class Anticipatory Set: Students take on-line quiz on PBS website about immigration in the U.S. http://www.pbs.org/independentlens/newamericans/quiz.html (15 min.) Student Activities: Student pairs research and make a chart or graph explaining one aspect of immigration in U.S. (e.g.: number of immigrants currently living in U.S. and countries of origin, or categories of jobs held by immigrants in U.S., etc.) and present their information to the class. (35 min.) Closing: Class discussion on misperceptions about immigrants in U.S. (10 min.) |
Day 2 |
Essential Question: How do foreign workers fit into the U.S. labor market?
Content Standard(s): 12.4.2. Describe the current economy and labor market, including the types of goods and services produced, the types of skills workers need, the effects of rapid technological change, and the impact of international competition. 12.4.4. Explain the effects of international mobility of capital and labor on the U.S. economy. ELA Standard(s): C. Productive. 9. Presenting. Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that express complex and abstract ideas, well supported by evidence and reasoning, and are delivered by using an appropriate level of formality and understanding of register. Objectives: Content: After participating in an activity on the labor market, SWBAT analyze the effects of foreign workers on the U.S. labor market BY engaging in a class discussion on the topic. ELA: After participating in an activity on the labor market, SWBAT demonstrate their ability to present complex and abstract ideas using an appropriate level of formality and understanding of register BY participating in a class discussion on foreign workers in the U.S. labor market. Materials: PowerPoint on labor markets Job Jungle instructions from www.fte.org Colored index cards Colored Pens Assessments: Class Discussion Anticipatory Set: Photos of workers Student Activities: Students play “Job Jungle” game in which they simulate the roles of employers and workers in the labor market and negotiate to set wages for high-skilled and low-skilled workers. (30 min.) Debriefing Questions (10 min.):
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DAY 4
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Essential Question: What are the effects of immigration on the U.S. economy?
Content Standard(s): 12.4.4. Explain the effects of international mobility of capital and labor on the U.S. economy. 12.6.3. Understand the changing role of international political borders and territorial sovereignty in a global economy. ELA Standard(s): B. Interpretive 6. Reading/viewing closely. a. Explain ideas, phenomena, processes, and relationships within and across texts . . based on close reading of a variety of grade-level texts, presented in various print and multimedia formats, using a variety of detailed sentences and precise general academic and domain-specific words. C. Productive. 10. Writing. a. Write longer and more detailed literary and informational texts (e.g., an argument about free speech) collaboratively (e.g., with peers) and independently by using appropriate text organization and register. Objectives: Content: After reading documents with opposing viewpoints about the effects of immigration on the US, SWBAT draw conclusions about immigration BY writing a paragraph on the topic. ELA: After engaging in close reading of documents, SWBAT to explain the ideas and relationships between the text BY writing a paragraph synthesizing the documents. Materials: Economics of Immigration DBQ with excerpts from articles on the effects of immigration on the U.S. economy by Donald Trump’s campaign, Time Magazine, and the Federal Reserve Bank of St. Louis Rubric for grading DBQ Response Assessments: DBQ Responses Anticipatory Set: Photos of contrasting posters on immigration in current political campaigns (5 min.) Student Activities: 1. Read closely and annotate the excerpts on the effects of immigration on the U.S. economy. (20 min.) 2. Write a one-paragraph response on the prompt: What is the effect of immigration on the U.S. Labor Market? (20 min.) 3. Self-assess paragraph against rubric. (5 min.) 4. In pairs, do a peer assessment of another student’s paragraph pursuant to rubric. (5 min.) Closing: Class discussion on the effect of immigration on the U.S. labor market. (5 min.) |
DAY 5
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Essential Question: What is the Overall Effect of Immigration on the U.S.?
Content Standard(s): 11.11.1. Discuss the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society. 11.11.7. Explain how the federal, state, and local governments have responded to demographic and social changes such as . . . international migration. ELA Standard(s): C. Productive. 9. Presenting. Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that express complex and abstract ideas, well supported by evidence and reasoning, and are delivered by using an appropriate level of formality and understanding of register. Objectives: Content: After participating in a series of classes on the history of immigration in the U.S., SWBAT synthesize the material they have learned BY participating in a Socratic Seminar on the topic. ELA: After participating in a series of classes on immigration, SWBAT orally present their evaluation of various immigration topics, expressing complex and abstract ideas well-supported by evidence and reasoning and delivered using an appropriate level of formality and understanding of register BY participating in a Socratic Seminar on the topic. Materials: PowerPoint with rules and expectations for Socratic Seminars Name Cards with student names printed on them Socratic Seminar Rubric Sentence Starter placemats Assessments: Participation in Socratic Seminar, pursuant to Rubric Anticipatory Set: Review rules and expectations of Socratic Seminars (5) Student Activities:
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