TITLE: FREIGHTENED TO DEATH OF THE NATURALIZATION PROCESS
AUTHOR: KIMBERLY J. WHITFIELD
SCHOOL: FULLER MIDDLE
SUBJECT: STRATEGIES FOR SUCCESS
GRADE LEVEL: 6TH
FRAMEWORKS:
4.1.26
APPLY BRAINSTORMING TECHNIQUES, DATA ANALYSIS, SIMULATIONS
AND/OR SCENARIO WRITING TO EXPLORE CONTROVERSIES RELATED TO
SCARCITY.
6.1.25
PRACTICE FORMS OF CIVIC PARTICIPATION CONSISTENT WITH THE
IDEALS OF CITIZENS IN A DEMOCRATIC REPUBLIC.
BENCHMARKS: AMERICA IS A REFUGEE FOR THE OPPRESSED PEOPLE OF
THE WORLD.
NATURALIZED CITIZENS HAVE THE SAME RIGHTS AS ALL AMERICANS
OBJECTIVES: STUDENTS WILL BE ABLE TO EXPLAIN FACTORS OR
REASONS WHY LARGE GROUPS OF PEOPLE SUCH AS MEXICANS MIGRATE
TO THE UNITED STATES. FROM THE REASONS, STUDENTS WILL BE ABLE
TO CATEGORIZE THESE FACTORS. STUDENTS WILL BE ABLE TO MAKE A
COMPARISON OF PRESENT DAY MIGRATION PATTERNS TO THOSE OF 18TH,
19TH AND 20TH CENTURY EUROPEAN MIGRATION. STUDENTS WILL GAIN A
SENSE OF CULTURAL AWARENESS OF WHAT NON-ENGLISH SPEAKING
MIGRANTS GO THROUGH IN ORDER TO GAIN CITIZENSHIP IN THE UNITED
STATES.
SKILLS:
1.GATHERING, SORTING AND ANALYZING WRITTEN AND ORAL
HISTORICAL ACCOUNTS
2. RESEARCH SKILLS
3. WRITTEN EXPRESSION
4. COMMUNICATION SKILLS
MATERIALS NEEDED:
1. VOCABULARY LIST:
A. ALIEN
B. ILLEGAL ALIEN
2.
3.
4.
5.
6.
7.
C. LEGAL ALIEN
D. NATURALIZATION
E. NATURALIZATION PROCESS
F. MIGRATE
G. IMMIGRATION
H. OATH OF ALLEGIANCE
I. CULTURAL AWARENESS
SELECTED READINGS OF IMMIGRATION STORIES (EARLY AND
PRESENT) (http://www.otan.us/webfarm/emailproject/ignacio.htm)
RESEARCH U.S. IMMIGRATION POLICY (EARLY AND PRESENT DAY)
COPIES OF NATURALIZATION APPLICATION AND TEST, OATH OF
ALLEGIANCE.(http://www.hooyou.com/naturalization /faq.html)
REQUIREMENTS OF THE NATURALIZATION PROCESS ALONG WITH
COST ASSOCIATED WITH IT. .(http://www.hooyou.com/naturalization
/faq.html)
NATURALIZED MEXICAN GUEST SPEAKER WHO CAN DESCRIBE
THEIR NATURALIZATION EXPERIENCE IN THE U.S.
STUDENT JOURNALS
TIME ALLOTTED: ONE WEEK OF 5O MINUTE INSTRUCTION
PROCEDURES:
1. HAVE STUDENTS READ STATEMENTS WHY GROUPS OF PEOPLE
MOVE TO THE U.S. PULL READINGS FROM ECONOMIC, POLITICAL,
AND RELIGIOUS REASONS.
2. LIST THE REASONS ON THE BOARD.
3. ASK STUDENTS WHY WOULD THEY OR THEIR FAMILIES LEAVE
ARKANSAS? COMPARE THEIR REASONS TO HISPANICS MIGRATION.
4. HAVE STUDENTS INVESTIGATE IMMIGRATION POLICIES OF THE
UNITED STATES FOR HOMEWORK. STUDENTS MAY USE THE
INTERNET, TEXTBOOKS, ETC.
5. THE NEXT CLASS DAY, HAVE STUDENTS TO REPORT FINDINGS
NOTING MAJOR CHANGES IN POLICY SUCH AS ENCOURAGEMENT OF
IMMIGRATION VERSUS KEEP OUT.
6. HAVE STUDENTS TO BRAINSTORM REASONS WHY THE U.S. WOULD
MAKE MAJOR CHANGES IN ITS POLICY? QUESTION: WHAT MAJOR
EVENTS WERE TAKING PLACE IN THE U.S. AT THIS TIME IN
RELATIONSHIP TO ECONOMICS, POLITICS, ETC.? LIST RESPONSES ON
THE BOARD.
7. ON THE THIRD DAY, SET THE CLASSROOM ROOM UP LIKE AN INS
OFFICE WITH ALL THE SIGNS IN SPANISH. HAVE STUDENTS READ
AND FILL OUT NATURALIZATION APPLICATION. NOTE: MAKE SURE
THE APPLICATION IS IN SPANISH.
8. HAVE STUDENTS TO DO A “MOCK INTERVIEW”OF THE
NATURALIZATION REQUIREMENTS WITH THE SPANISH TEACHER.
9. AT THE END OF CLASS HAVE STUDENTS RELECT ON THEIR
EXPERIENCE FOR THE DAY AND RECORD THEIR EXPERIENCE IN
THEIR JOURNALS.
10. ON THE FOURTH DAY, HAVE STUDENTS SHARE THEIR RELECTIONS
OF THE EXPERIENCE.
11. GIVE THE STUDENTS THE “ENGLISH VERSION” OF THE APPLICATION.
12. HAVE STUDENTS FILL OUT THE ENGLISH VERSION AND GO OVER
THE REQUIREMENT PROCESS.
13. HAVE STUDENTS TAKE THE TEST AND OATH OF ALLEGIANCE.
ASSIGNMENT:
HAVE STUDENTS TO DISCUSS HOW THEY FELT ABOUT TAKING THE
TEST, THE OATH OF ALLEGIANCE AND WHETHER OR NOT THE PROCESS
IS FAIR OF THE NATURALIZATION PROCESS.
EVALUATION:
STUDENT REFLECTIONS ON THE NATURALIZATION PROCESS,
REQUIREMENTS, COST, TEST, ETC. IN THEIR JOURNALS. STUDENTS ARE
TO WRITE ON EACH ITEM.
TITLE: ART: A FORM OF EXPRESSION OR A FORM OF PROTEST?
YOU BE THE JUDGE
AUTHOR: KIMBERLY J. WHITFIELD
SCHOOL: FULLER MIDDLE
SUBJECT: STRATEGIES FOR SUCCESS
GRADE LEVEL: 6TH
FRAMEWORKS:
6.1.29
ANALYZE THE ROLE OF DISSENT AND RELATED FORMS OF CITIZEN
ACTIONS AS EFFORTS TO INFLUENCE AND CHANGE PUBLIC POLICY
5.1.18
EXPLAIN CONDITIONS AND MOTIVATIONS THAT CONTRIBUTE TO
CONFLICT AND COOPERATION WITHIN AND AMONG NATIONS
5.1.20
EXAMINE AND ANALYZE, USING ROLE PLAYING, SIMULATIONS,
INTERACTIVE TECHNOLOGY, LITERATURE AND THE ARTS, THE
METHODS USED BY INDIVIDUALS TO RESOLVE CONFLICTS.
6.1.26
EXPLAIN THE ORIGINS AND CONTINUING INFLUENCE OF KEY IDEALS
OF THE DEMOCRATIC REPUBLICAN FORM OF GOVERNMENT,
INCLUDING POWER, LIBERTY, JUSTICE, EQUALITY, THE RIGHTS OF THE
MINORITY, THE RULE OF LAW AND INDIVIDUAL HUMAN DIGNITY.
5.1.17
IDENTIFY AND ANALYZE EXAMPLES OF TENSIONS BETWEEN
EXPRESSIONS OF INDIVIDUALITY AND PROMOTION OF SOCIAL
CONFORMITY BY GROUPS AND INSTITUTIONS.
OBJECTIVES: STUDENTS WILL BE ABLE TO EXPLAIN THE DIFFERENT
ROLE(S) ART MAY BE USED AS, FOR INSTANCE, TELLING THE HISTORY
OF A COUNTRY AND/OR EXPRESSING THE POLITICAL AND SOCIAL ILLS
OF A GOVERNMENT. STUDENTS WILL BE ABLE TO ANALYZE PRIMARY
DOCUMENTS IN HISTORY IN ORDER TO GAIN A FULLER
UNDERSTANDING OF THE SOURCE.
SKILLS:
1. EVUALATION AND ANALYSIS OF SOURCES
2. INTERPRETING A PICTURE HISTORICALLY
3. CRITICAL THINKING SKILLS
MATERIALS NEEDED:
1. VOCABULARY LIST
A. MURALS
B. EXPRESSION
C. HISTORY
D. NEO-CLASSICAL ART
E. DIEGO RIVERA
F. REVOLUTIONARY ART
G. PUBLIC ART
H. SOCIAL REVOLUTION
I. EQUALITY
J. THE RANCH
K. MOTHER EARTH
L. NATIONAL PALACE OF GOVERNMENT
M. JOSE OROZCO
N. THE DOME
O. HERNANDO CORTEZ
2. PHOTOS, TRANSPARENCIES OR WEB PICTURES OF THE RANCH,
MOTHER EARTH AND THE DOME.
3. APPARTS REPRODUCIBLE WORKSHEET FROM THE AP VERTICAL
TEAMS GUIDE FOR SOCIAL STUDIES LOCATED ON PAGES 17AND 41.
4. BUTCHER PAPER AND MARKERS
PROCEDURES:
1. SHOW STUDENTS PICTURES OF THE RANCH AND MOTHER EARTH
BY RIVERA. (http://www.2.kenyon.edu/depts/mll/spanish/projects/trejozacarias/english.htm)
2. PASS OUT APPARTS IN REPRODUCIBLE WORKSHEET
3. GO OVER THE ACRONYM AND WHAT EACH LETTER STAND FOR
4. HAVE STUDENTS TO BRAINSTORM ANSWERS TO EACH PART.
a. –A STANDS FOR AUTHOR
b. –P STANDS FOR PLACE AND TIME
c. –P STANDS FOR PRIOR KNOWLEDGE
d. –A STANDS FOR AUDIENCE
e. –R STANDS FOR REASON
f. –T STANDS FOR THE MAIN IDEA
g. –STANDS FOR SIGNIFICANCE
5. HAVE STUDENTS TO SHARE THEIR ANSWERS
6. SHOW STUDENTS PICTURES OF THE DOME BY OROZCO.
(http://www.destinationunknown.net/GetPhoto.asp?Q=SELECT+DISTINCT
ROW+Photos….)
7. HAVE THEM TO ALSO ANALYZE THE DOME BY USING APPARTS.
8. HAVE STUDENTS TO COMPARE RIVERA AND OROZCO’S ART
WORK.
9. HAVE STUDENTS TO NOTE DIFFERENCES AND SIMILARITIES
USING VENN DIAGRAM USING BUTCHER PAPER.
10. RELATE THIS TO OTHER FORM OF PROTEST USED SUCH AS
LITERATURE.
11. CITE PRESENT DAY FORM OF PROTEST AND THE TOOL OR
MEDIUM USED FOR EXPRESSION.
ASSIGNMENT: ANALYZE PRIMARY SOURCES USING APPARTS
WORKSHEET.
EVALUATION: APPARTS WORKSHEET AND CLASS DISCUSSION