fourth a comparison with a timeline of actual policy. 45 minutes Organize students into groups of 3-4 students. Students form groups of 3-4. Students analyze Pass out document packets. Each packet should each of the 15 documents. They will write include one set of laminated documents. Pass thoughts and ideas directly on each laminated out an overhead marker to each student. Ask document as they discuss as a group. students to work together analyzing and annotating directly on each document. Move around the room facilitating discussion and analysis. 15-20 Instruct students to work together to create Students will discuss and write down policy minutes policy recommendations for each of the two recommendations (claims) supported by essential questions asked on their handout. They evidence for both essential questions on the will cite evidence to support their decisions. handout. Move around the room to help students. 30-40 Instruct students to form one circle with Students will discuss policy recommendations minutes their desks. Acting as facilitate a and provide evidence to support their “President,” discussion of policy recommendations. Transition suggestions. While participating, students will students into a discussion requiring them to take notes on alternative or additional come to consensus about recommendations. suggestions and the evidence given in support. Appoint one student to act as scribe on the Students will come to consensus and a scribe will board. write down the agreed upon recommendations. Then all students will write down the agreed upon recommendations on their own worksheet. 15 minutes Post a timeline of immigration policy from 1880 Students will be prompted to discuss similarities – 1924. As you move thorough the timeline and differences with the recommendations they chronologically with students, ask them to make proposed. They will likely notice many comparisons with their own recommendations. similarities and concerns that they addressed. Description of Lesson Assessment: Students will be assessed informally throughout the lesson as the teacher monitors and facilitates document analysis and completion of the policy debate preparation worksheet. Formal assessment will when the teacher records student participation and arguments during the debate, reviews preparation worksheet and note taker. How will students reflect on the process and their learning? Students will reflect on the content of the lesson as they write evaluate their recommendations when compared to the timeline of actual immigration policies. They will also reflect on their position during the socratic seminar as they listen to alternative perspetives from their peers.
fourth a comparison with a timeline of actual policy. 45 minutes Organize students into groups of 3-4 students. Pass out document packets. Each packet should include one set of laminated documents. Pass out an overhead marker to each student. Ask students to work together analyzing and annotating directly on each document. Move around the room facilitating discussion and analysis. Students form groups of 3-4. Students analyze each of the 15 documents. They will write thoughts and ideas directly on each laminated document as they discuss as a group. 15-20 minutes Instruct students to work together to create policy recommendations for each of the two essential questions asked on their handout. They will cite evidence to support their decisions. Move around the room to help students. Students will discuss and write down policy recommendations (claims) supported by evidence for both essential questions on the handout. 30-40 minutes Instruct students to form one circle with their desks. Acting as “President,” facilitate a discussion of policy recommendations. Transition students into a discussion requiring them to come to consensus about recommendations. Appoint one student to act as scribe on the board. Students will discuss policy recommendations and provide evidence to support their suggestions. While participating, students will take notes on alternative or additional suggestions and the evidence given in support. Students will come to consensus and a scribe will write down the agreed upon recommendations. Then all students will write down the agreed upon recommendations on their own worksheet. 15 minutes Post a timeline of immigration policy from 1880 – 1924. As you move thorough the timeline chronologically with students, ask them to make comparisons with their own recommendations. Students will be prompted to discuss similarities and differences with the recommendations they proposed. They will likely notice many similarities and concerns that they addressed. Description of Lesson Assessment: Students will be assessed informally throughout the lesson as the teacher monitors and facilitates document analysis and completion of the policy debate preparation worksheet. Formal assessment will when the teacher records student participation and arguments during the debate, reviews preparation worksheet and note taker. How will students reflect on the process and their learning? Students will reflect on the content of the lesson as they write evaluate their recommendations when compared to the timeline of actual immigration policies. They will also reflect on their position during the socratic seminar as they listen to alternative perspetives from their peers.