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Energy of a Nation: Immigrants in America Is Designed to Be Used with Eighth Grade Students Through Adult Audiences

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Energy of a Nation: Immigrants in America Is Designed to Be Used with Eighth Grade Students Through Adult Audiences How to Use this Teaching Guide ISBN #: 0-929293 58-4 Energy of a Nation: Immigrants in America is designed to be used with eighth grade students through adult audiences. Each of the lessons can be taught independently or woven into existing subject areas. This teaching guide begins with a general table of contents that outlines each of the eleven lessons. A unit outline follows, which summarizes student learning goals for each of the units. Each lesson begins with a quotation, goals and learning objectives. The introduction to each lesson includes a text box, which outlines suggested time frame, materials, necessary vocabulary, subject area relevance, and connection to the Minnesota State High School Standards. Below are additional suggestions for effective use of the teaching guide. 1. Journal Writing: Journal writing is an effective assessment tool and is suggested at the end of every lesson. Students will better retain the information learned if they engage in written reflection for five minutes at the end of each class period. Journal writing promotes critical thinking skills, while allowing students to debrief emotionally to material that connects to their personal lives. It gives students a safe zone for expression. Journal writing is also an excellent assessment tool. You may wish to review the journals periodically to offer feedback and encouragement to the class. As a precursor to each lesson, the students should define the vocabulary words as homework. If student journals are incorporated, we suggest having students organize their journals into multiple sections, such as: Vocabulary, Lesson Assignments, Post-lesson Reflections, and Follow-up Questions. 2. Using Small Groups It may be helpful to have students formulate small groups in advance of the lesson to save time and to prevent exclusion. One suggestion is to make laminated cards that illustrate various countries, regions, immigrant groups, or other classification. Assign the cards to various areas of the classroom. Students can help in the creation of these “sorting cards,” to facilitate further learning on the topic. 3. Incorporating Creativity Throughout this teaching guide we have added suggested strategies for teaching creatively. Much of the subject matter in Energy of a Nation is complex and thought provoking. By using creative methods such as art, poetry, and role-play, students may be better equipped to sort through their reactions to the material. Creative teaching also results in a more engaging learning experience for both the student and the educator. THE ADVOCATES FOR HUMAN RIGHTS 650 THIRD AVENUE SOUTH SUITE 550 MINNEAPOLIS, MN 55402-1940 USA TEL: (612) 341-3302 FAX: (612) 341-2971 WWW.THEADVOCATESFORHUMANRIGHTS.ORG EMAIL: [email protected] “ENERGY OF A NATION: IMMIGRANTS IN AMERICA” CURRICULUM UPDATED NOVEMBER 2004 4. Research Tips Assigning students to find relevant articles and statistics about immigration will enrich their learning, as well as teaching good general research skills. We have cited relevant websites throughout the lessons, which students and teachers can access to augment the curriculum material. It may be helpful for the teacher to view websites prior to teaching the lessons in order to become familiar with the content and make it easier for the students to navigate. 5. How to Use the Appendix The appendix of this teaching guide includes general resources about immigration such as a glossary, bibliography, a website list, a film list, as well as classroom teaching strategies. The second part of the Appendix, most helpful for Minnesota educators, lists local legal and community resources, Minnesota organizations that educate about refugee and immigrant issues, and demographic information. Lastly, we encourage teachers and students to fill out the evaluation forms at the end of the teaching guide. The forms can be returned to the address at the bottom of the page. Your feedback is important to us. We hope that you enjoy this teaching guide. Good luck! THE ADVOCATES FOR HUMAN RIGHTS 650 THIRD AVENUE SOUTH SUITE 550 MINNEAPOLIS, MN 55402-1940 USA TEL: (612) 341-3302 FAX: (612) 341-2971 WWW.THEADVOCATESFORHUMANRIGHTS.ORG EMAIL: [email protected] “ENERGY OF A NATION: IMMIGRANTS IN AMERICA” CURRICULUM UPDATED NOVEMBER 2004 Facts about The Advocates for Human Rights The mission of The Advocates for Human Rights is to implement international human rights standards in order to promote civil society and reinforce the rule of law. By involving volunteers in research, education, and advocacy, we build broad constituencies in the United States and selected global communities. The Advocates was founded in 1983 by a group of Minnesota lawyers who recognized the community’s unique spirit of social justice as an opportunity to promote and protect human rights in the United States and worldwide. The Advocates is a non-profit, volunteer-based organization that investigates and exposes human rights violations; represents immigrants and refugees in our community who are human rights victims; trains and assists groups that protect human rights; and works through education and advocacy in to engage the public, policy makers and children about human rights and cultural understanding. The Advocates has produced more than 50 reports documenting human rights practices in more than 25 countries, and holds Special Consultative Status with the United Nations. Hundreds of The Advocates’ volunteer lawyers assist more than 800 refugees every year as they seek asylum from violence and oppression in their home countries. Founded in 1994, the B.I.A.S. Project (Building Immigrant Awareness and Support) is an educational campaign to address anti-immigrant sentiment. The Project works in schools and communities through youth and adult education, written and video curriculum materials, and training to provide accurate information on immigrant and refugee issues. The B.I.A.S. Project offers: Written and Video Curriculum Materials: The Energy of a Nation: Immigrants in America video and curriculum guide - highlights the personal testimony of immigrants and, through role play and research, explores immigration from historical, policy, economic, and demographic perspectives. Myth/fact sheets on immigration – outlines the impact of immigrants on the labor market, the economy, and the welfare system. Includes information about new challenges facing immigrants since September 11, 2001. Law summaries - describes recent legislation affecting immigrants and refugees. Workshops and Speakers: Speakers bureau - experts discuss immigration law and policy, artists create dialogue about immigration through art, and immigrants share their stories. Teacher training - strategies for teaching about immigration and creating a more welcoming learning environment for refugee and immigrant students. Staff development for service providers - continuing education sessions for service providers, attorneys, and others wanting to learn more about immigration. Student workshops - interactive sessions that address past and current immigration and highlight personal stories of immigrants. Workshops on immigration law - informational programs for immigrants and non- immigrants. Consulting - conducting focus groups, developing strategies, and training. THE ADVOCATES FOR HUMAN RIGHTS 650 THIRD AVENUE SOUTH SUITE 550 MINNEAPOLIS, MN 55402-1940 USA TEL: (612) 341-3302 FAX: (612) 341-2971 WWW.THEADVOCATESFORHUMANRIGHTS.ORG EMAIL: [email protected] “ENERGY OF A NATION: IMMIGRANTS IN AMERICA” CURRICULUM UPDATED NOVEMBER 2004 Acknowledgements The Advocates for Human Rights would like to thank the many people who contributed to this video and teaching guide. 2004 Second Edition: Authors: Megan Powers and Kathy Seipp Other contributing staff of The Advocates for Human Rights: Brenda Anfinson, Colleen Beebe, Amy Beier, Min Chong, Manpreet Dhanjal, Michele Garnett McKenzie, Emily Good, Robin Phillips, Jennifer Prestholdt and Christine Tefft Graphic design: Dave Walker of DW Media (www.dwmedia.com) Volunteer interns: Margaret Carlson, Samantha Carolus, Nick Dobbins, Tovah Flygare, Sarah Solz, Megan Swan, and Melissa Toft Additional editors: Zafar Siddiqui and the Islamic Resource Group, Donna Sherlock 1997 First Edition: Media Productions, Inc. originally produced the video. Dorothy D. Hoffman and Kathy Chesney conceptualized and developed initial drafts of the curriculum. Rob Panning-Miller, Katayoun Mohammad-Zadeh and Brien Getten reviewed early drafts and provided valuable advice. Karla Stone and Johanna Olson provided editing and layout assistance. Lesley Guyton, Laura Melnick and Kathleen Moccio provided legal expertise. Lorrie Oswald devoted countless volunteer hours to word processing, layout and production. Therese Gales, former B.I.A.S. Project Coordinator of The Advocates for Human Rights, assisted in all the phases of the project including conceptualization, volunteer coordination, drafting, editing, logistics and production. The Otto Bremer Foundation provided original funding for the teaching guide. The Beverly Foundation, American Express Foundation, and Irwin Andrew Porter Foundation provided financial support to make the 2004 edition possible. The Advocates for Human Rights is grateful to the following entities for permission to reprint or use their materials: Alexis de Tocqueville Institute; American Immigration Lawyers Association; Amnesty International; Catholic Consortium on Refugee Awareness Education; Cato Institute; Center for Equal Opportunity; Center for Immigration
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