My Life As an Undocumented Immigrant

Immigration: An Ethical Dilemma A 9th Grade Model Unit - Curriculum, Instruction, Assessment Driven by the ELA Common Core State Standards

Published by Chicago Teachers Union Quest Center 222 Merchandise Mart Plaza, Suite 400 Chicago, IL 60654

All Rights Reserved. This book may be reproduced and shared for educational purposes only with credit given to the Chicago Teachers Union Quest Center and the American Federation of Teachers Innovation Fund.

Printed in the United States of America

Editing and Design: Michael P. Moriarty

www.sharemylesson.com/ctu Chicago Teachers Union

Officers

Karen GJ Lewis, NBCT President

Jesse Sharkey Vice President

Michael E. Brunson Recording Secretary

Kristine Mayle Financial Secretary

Quest Center Staff

Lynn Cherkasky-Davis, Director of Professional Learning Michael P. Moriarty, NBCT, Special Projects Facilitator - CCSS Carol Caref, NBCT, Director of Research Jennifer Johnson, Special Projects Facilitator - Teacher Evaluation Walter Taylor, NBCT, Professional Development Facilitator Sarah Hainds, Researcher Pavlyn Jankov, Researcher Deborah Pazera, Support Staff Trisha Raymond, Support Staff Jackson Potter, Staff Coordinator

“Designing Curriculum, Instruction, and Assessment from Common Core Standards – Prototype Teaching Units” is a project supported by the American Federation of Teachers Innovation Fund. Published by the Chicago Teachers Union Quest Center. Produced by 45 Chicago Public School teachers.

www.sharemylesson.com/ctu Immigration: An Ethical Dilemma Table of Contents

The Chicago Teachers Union Quest Center model instructional unit, “Immigration: An Ethical Dilemma,” is designed specifically for the ease of use by a classroom teacher. This document can be printed for teacher and student copies of all assignments and activities. The electronic version is embedded with links for a teacher to quickly locate and access the desired lesson and resource. This complete unit can be found exclusively at www.sharemylesson.com/ctu. The field test video displaying samples for the unit can be viewed at the CTU Quest Center You Tube Channel or directly at http://youtu.be/Z862K81lSO8

Contents

Foreword by Timothy Shanahan...... 2

Contributors...... 5

Unit Overview...... 6

Lesson 1: Introduction to Immigration...... 11  “A Nation Built For Immigrants”  Immigration Map  Immigration Tracking Organizer

Lesson 2: Annotation as a Skill...... 40  “Immigrants in Our Own Land” by Jimmy Santiago Baca  “Mexicans Begin Jogging” by Gary Soto  “Let America Be America Again” by Langston Hughes  “Salvador Late or Early” by Sandra Cisneros  “The New Colossus” by Emma Lazarus  “What Annotation Looks Like”

Lesson 3: My Life as an Undocumented Immigrant...... 63  “My Life as an Undocumented Immigrant” by Jose Antonio Vargas (abridged)  Graphic organizer

Lesson 4: Paranoia: Close Reading of a Short Story...... 88  “Paranoia” by Said Sayrafiezadeh

Lesson 5: Culminating Task: Immigration on Trial...... 125  Jury note sheet  Jury verdict assignment/rubric  Participant assignment/rubric

Endangered: A Study about Animal Population Change 4th Grade

www.sharemylesson.com/ctu Table of Contents - 1 1 Foreword English Language Arts

Timothy Shanahan Distinguished Professor Emeritus of Urban Education University of Illinois at Chicago

Chicago is the third largest urban district in the United States, and it has an incredibly diverse and much challenged population of students. Large percentages of Chicago kids are growing up in poverty and many hear little English at home. That means, Chicago students have been less likely to meet past educational standards—and if these new standards are so much higher, that could mean even fewer Chicago Public School students would succeed.

That’s a logical conclusion, but not necessarily a correct one. Albert Shanker, former president of the American Federation of Teachers, used to tell the possibly apocryphal story about New York City schools raising graduation requirements, and, consequently, increasing graduation rates. True or not, it makes sense that higher goals could lead teachers and student to up their games, which could result in better outcomes.

But such outcomes will never be attained just throwing our educational hats over higher fences. We are going to have to climb those fences.

That’s where the Chicago Teachers Union Quest Center comes in. Who can best prepare and lead what is sure to be a daunting and dizzying climb? The Quest Center’s answer was: teachers. Teachers could, working in concert, take on the demands of these new goals. They could learn the nuances of the new requirements and they could translate those hard won insights into instructional units that would support learning in inner city classrooms.

The idea never was to develop an entire English Language Arts curriculum for the Chicago Public Schools, but to create a collection of exemplary instructional units aimed at casting a light for other teachers to follow. All three units are groups of plans that include a culminating task, resources, EL adaptations, assessments, instructional choices and suggestions, learning progressions, videos, an examination of how each lesson addresses the CCSS, anticipated student/teacher responses, and activities for classroom use.

As is usually the case in the best curriculum development projects, there are two outcomes vying for pre-eminence. On the one hand, this project created a wonderful set of instructional plans ready for use in classrooms across the city (and country).

On the other, the teachers who wrote these lessons by engaging in the Quest Center processes, extended and deepened their understanding of the new standards and of what it will take to reach them. The units will be valuable, of course, but my bet is on the teachers who created them; they are now among the most knowledgeable teachers in the system when it comes to these new standards.

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2 Foreword English Language Arts

I was fortunate to play a small role in this action. I provided some professional development for the teachers who took part (which made sense given that I helped author the CCSS standards and had extensive experience in Chicago schools), and I had the opportunity to provide feedback along the way, as the teacher writing teams created their lessons. The CCSS changes are so extensive that the drafts often missed the mark—remember these teachers were trying to master the nuances of the standards while designing lessons to reach them. My straightforward criticism must have been dispiriting at times. But, of course, that is one of the great benefits of teachers working collectively; when someone gets discouraged, there are others to cheer them on—when one teacher isn’t sure what to do next, another one fills the gap because he/she has managed to figure it out.

The higher CCSS goals will compel many changes in Chicago classrooms and, I suspect, many others across the country as well: (1) teachers are to assign more difficult or challenging texts in Grades 2-12; (2) students are to spend more time reading informational, as opposed to literary, texts than in the past; (3) students are to become close readers, capable of identifying what texts say while analyzing craft and structure and connecting the text with other texts—multiple text reading is a big thing in Common Core; (4) teachers are to teach the specialized reading and writing skills of history, social studies, science, literature, and technical subjects; and (5) students are to write less about themselves and their personal experiences and to engage more in public writing about what they read (summarizing, analyzing, synthesizing information from texts).

The participating teachers developed three instructional units driven by the English Language Arts (ELA) standards. Although the lessons are assigned to three grade levels (Grades 1, 4, 9), don’t take these designations too literally; the lessons could, with some minor adjustment, be easily adapted to the needs of other grade levels and in other teaching contexts. For instance, teachers could use the Grade 4 unit with third- or fifth-graders. This is important given the diversity of Chicago schools.

Although the lessons are aimed at the ELA standards, they also each have a pronounced content focus so the units are interdisciplinary; that is one of the changes being encouraged by the new standards. Through these lessons, students will develop their language and literacy skills, but they will also gain purchase on a deep knowledge of what they are reading, speaking, and writing about. Specifically, the grade 1 unit introduces the ideas of species and involves students in exploring frogs and toads; the grade 4 unit emphasizes ecology and endangered species; and, the grade 9 unit engages students in the study of immigration. These lessons go further than just exposing students to information on these topics, too. In grade 4, for example, students learn not just about why the existence of some species is threatened, but they learn how to be environmental activists while learning the ELA skills of research. Similarly, the grade 9 unit requires students to use the immigration information they are learning to

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3 Foreword English Language Arts wrestle with an ethical dilemma while mastering the Common Core ELA standards of argumentation.

The units differ from one another, as one would expect given the age-differences at which they are aimed, and, yet, there is much unit-to-unit consistency as well. Students at all grades are asked to read complex texts—texts that match well with the impending demands of the new state accountability measures. There is a mix of literary text (stories and poems) and informational text (the secondary students are even being asked to write primary historical documents). Each unit involves students in reading several topically related texts, and they are asked to do is a lot of discussion and writing about the content of these materials. The lessons require close reading—and there is sufficient and appropriate scaffolding throughout to enable the students to make sense not just of what the texts say, but also of how the texts communicate information. Text analysis use of text evidence, annotation, and rereading are evident in all three of these units.

These units provide noteworthy examples of how teachers might successfully accomplish the various new requirements. Whether you adopt them directly for use with your students, adapt them to different grade levels or school contexts, make special education accommodations and/or modifications, or use them as models for your own curriculum development efforts, I believe you will find them to be a thoughtful and useful contribution.

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4 Immigration: An Ethical Dilemma Contributors

The 9th grade model instructional unit, “Immigration: An Ethical Dilemma,” consisting of 5 lessons to be taught over a 5 week time period was created by a team of classroom teachers, comprised of authors and field test teachers, over the course of two years.

Authors – After the unit was designed and field tested, the authors met with the field test teachers to identify how each lesson and culminating task could be improved from the draft version to ensure all students master the standards. They achieved this goal by reviewing observational data, student artifacts, and the results from the units culminating task and assessment. The authors then redesigned particular lessons, sequences, and/or activities per the identified gaps of instruction from the field test.

Authors for the “Immigration: An Ethical Dilemma” unit:

 John Boggs, NBCT  Allison Dodson, NBCT  Lisa Roule, NBCT  Daniel Washco, NBCT

Field Test Teachers - From classrooms throughout Chicago, the field test teachers implemented the original draft of the unit to collect information on the students’ success in mastering the standard(s) by teaching the model instructional unit. The field test teachers reflected during and after every lesson and analyzed data they gathered on the strengths and challenges of the resources and activities developed, and how the students interacted with them as described in the detailed lesson plan. The field test teachers met with the authors to collaborate on what changes need to be addressed for the unit to meet the needs of all our students.

Field Test Teachers for the “Immigration: An Ethical Dilemma” unit:

 Allison Dodson, NBCT  Paul Mirek, NBCT  Shakura Weathers

CTU Quest Center Unit Development Team: English Learner Adaptations Team:  Project Manager: Michael P. Moriarty, NBCT  Gloria Henllan-Jones, NBCT Special Projects Facilitator  Theresa Insalaco-DeCicco, NBCT  Coordinated by Lynn Cherkasky-Davis,  Yoni Vallecillo, NBCT Director for Professional Learning  Xiaodong Zhang, NBCT

Immigration: An Ethical Dilemma – 9th Grade

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5 Immigration: An Ethical Dilemma Unit Overview

Rationale This ninth grade English Language Arts unit integrates Social Studies in five multi-day lessons spanning approximately a four week period. The unit can be taught at any part of the year after students have become comfortable working in groups. In the culminating task students put an ethical dilemma concerning immigration on trial. By the end of the unit, one of the enduring understandings students will master is that supporting evidence is important when arguing an issue. The unit’s authors chose Common Core State Standards for English Language Arts from the reading, literacy, speaking and listening and writing categories. The idea of argument is important to this unit. The authors designed the lesson sequence to enable students to understand the process of constructing and supporting an argument. In Appendix A, the writers of the Common Core State Standards state that “Theorist and critic Neil Postman (1997) calls argument the soul of an education because argument forces a writer to evaluate the strengths and weaknesses of multiple perspectives. When teachers ask students to consider two or more perspectives on a topic or issue, something far beyond surface knowledge is required: students must think critically and deeply, assess the validity of their own thinking, and anticipate counterclaims in opposition to their own assertions.” This idea of looking at something from multiple perspectives is one of the reasons why this unit’s authors have students look at immigration from affirmative and negative sides, examining multiple “pros and cons” of the various dilemmas this topic can address. The authors designed the instruction so that students would be able to look at issues from a variety of perspectives in a safe environment.

The actual idea of using Immigration as the overarching theme in an ELA unit is one of countless topics that engender ethical dilemmas around which teachers can develop curriculum to teach students to master the process of constructing an argument and meeting the Common Core State Standards delineated in this unit.

Overview of Unit Skills/Content This unit requires students to look closely at the cultural and political implications of immigration by conducting close reading of a variety of texts of varying levels of complexity, responding to text-dependent questions, making inferences, both implicit and explicit, and using evidence from the text to support their answers. Annotation of a text, a foundational skill that is developed throughout the unit, empowers students to make sense of information in a complex text and use it to support their interpretations of the author’s claims and message. In addition to gaining practice in summarizing central ideas in the texts, students also analyze the development of ideas from the perspective of each author’s choices related to the craft and structure of his/her piece. The culminating activity for this unit also addresses speaking and listening standards by holding students accountable for how they synthesize information from all of the unit texts in order to craft and defend—both verbally and in writing—one side of the immigration debate.

Immigration: An Ethical Dilemma – 9th Grade

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Immigration: An Ethical Dilemma Unit Overview

Assessment The unit’s authors designed a rubric to assess the students’ mastery level of the standards demonstrated in their culminating task. The unit also provides for formative assessment of learning objectives throughout the lessons.

Common Core State Standards for ninth grade English Language Arts addressed in this unit: This unit was designed through careful examination of the Common Core State Standards, its appendices, and various curriculum resources such as Jim Burke's, “The Common Core Companion: The Standards Decoded” and the “Opposing Viewpoints” series from Greenhaven Press. This unit is driven by nine ELA anchor standards. Students interact with many different texts: literary information (My Life as an Immigrant), short story (Paranoia), expository (a variety of articles), and poetry (a variety of poems). They also have an opportunity to practice speaking and listening. At the end of the unit, when students put issues of immigration on trial, they have learned to present opening and closing statements to an audience. Students learn to ‘close read’ a text when they read Paranoia, a short story by Said Sayrafiezadeh. And, of course, they write throughout the entire unit. The following 9-10th grade ELA Common Core State Standards are addressed in “Immigration: An Ethical Dilemma.”

 RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.  RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.  RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).  RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.  RL.9-10.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.  RL.9-10.3 Key Ideas and Details: Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop.  RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it, (e.g. parallel plots), and manipulate time (e.g. pacing, flashbacks) create such effects as mystery, tension, or surprise.  RL.9-10.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.  SL.9-10.1a Comprehension and Collaboration: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by

Immigration: An Ethical Dilemma – 9th Grade

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Immigration: An Ethical Dilemma Unit Overview

referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.  SL.9-10.1c Comprehension and Collaboration: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.  SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.  SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.  W.9-10.1a Text Types and Purposes: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.  W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Key Terms in Unit Plan CCSS addressed – The unit’s authors focused on the ninth grade English Language Arts standards. Each lesson highlights the specific standards of focus, although there may be other standards that could apply to each lesson beyond those that are listed.

Lesson Summary – Each lesson includes an overview of the lesson and a description of how student learning will develop from beginning to end.

Lesson Objectives – These are the key ideas that students learn and the instructional outcomes they master by the end of the lesson.

Lesson Plan – The individual lesson plans which make up the unit serve as a roadmap for developing student understanding. The unit’s lesson design is different in layout than what has typically been used by teachers. It uses a two column format which flows from Steps and Learning Activities to Anticipated Student Responses and Teacher Support.

Steps and Learning Activities – This section details the central learning activities and transitions of the unit. While suggested questions and texts are common throughout the unit, there is room for teacher autonomy in instructional delivery, based on the needs of student populations, and school contexts.

Anticipated Student Responses and Teacher Support – This section offers ideas for additional supports for teachers to provide in order to maximize student engagement

Immigration: An Ethical Dilemma – 9th Grade

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Immigration: An Ethical Dilemma Unit Overview

throughout the unit and address possible student questions/concerns that may need further teacher support.

Adaptations for ELs – Instructional adaptations for learners of English are also provided, including content-related word banks and suggested instructional strategies based on student needs.

Analysis of CCSS Implementation – This section provides discussion of how the Steps and Learning Activities connect to and address the stated lesson objectives and CCSS for English Language Arts.

Learning Progressions – This section describes how the students’ previous knowledge, current knowledge, and future knowledge are aligned to the CCSS.

Central Skill: Close Reading What is close reading, and how do we equip students to do it successfully? Close reading is defined as careful and purposeful reading used to uncover layers of meaning that lead to deep comprehension. It enables a give-and-take relationship between text and reader that goes beyond surface level questions to engage the reader in a deeper exploration of meaning.

Close reading standards require that students read and re-read a text thoroughly in order to develop this deeper understanding of the text. Students develop and master annotation skills as a means of processing and comprehending a text, and are then able to respond to text- dependent questions by effectively identifying and citing evidence within that text.

Immigration: An Ethical Dilemma – 9th Grade

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Immigration: An Ethical Dilemma Unit Overview

Central Texts used in this unit: Non-fiction Barone, Michael. “A Nation Built for Immigrants.” The Wall Street Journal. Sept. 2013.

Vargas, Jose Antonio. “My Life as an Undocumented Immigrant.” The New York Times. June 2011.

Poetry Baca, Jimmy Santiago. “Immigrants in Our Own Land.” Immigrants in Our Own Land: Poems. Baton Rouge: Louisiana State UP, 1979.

Cisneros, Sandra. “Salvador Late or Early.” Woman Hollering Creek and Other Stories. New York: Vintage, 1992.

Hughes, Langston. “Let America Be America Again.” Let America Be America Again and Other Poems. New York: Vintage, 2004.

Lazarus, Emma, and John Hollander. “The New Colossus.” Selected Poems. New York: Library of America, 2005.

Soto, Gary. “Mexicans Begin Jogging.” Gary Soto: New Selected Poems. S.l.: Chronicle, 1995.

Fiction (Short Story) Sayrafiezadeh, Sa d. “Paranoia.” Brief Encounters with the Enemy: Fiction. The New Yorker, 2011.

Immigration: An Ethical Dilemma – 9th Grade

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Immigration: An Ethical Dilemma Lesson 1

Introduction to Immigration

Lesson Summary This lesson requires students to look closely at the cultural and political implications of immigration by responding to text-dependent questions. Students will also be making inferences, both implicit and explicit, using evidence from the text to support their answers.

Lesson Objectives Students will be able to: ● Use evidence from the text to analyze the text’s literal and implicit meaning1

Common Core State Standards: College and Career Readiness Anchor Standards:

RI.9-10.1 Cite strong and thorough textual evidence to CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine support analysis of what the text says explicitly as well what the text says explicitly and to make logical as inferences drawn from the text.2 inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.3

Time Allotment - 4 sessions, 55 minutes each K-12.R.R.10 Range of Reading and Level of Text Complexity: Read and comprehend complex literary and informational texts independently and proficiently.

Lesson Breakdown: Lesson Resources:  EL Objectives and Vocabulary As an introduction to the unit, students will read an  Analysis of CCSS Implementation overview article concerning the history of immigration.  Learning Progressions Students will read the text collectively and use a graphic  Materials and Attachments List organizer to track textual evidence and reflect upon the impact of immigration on American culture.

1 Teachers of ELs need to evaluate ELs’ vocabulary to ensure their students can identify literal and implicit meanings of texts. Teachers may have to scaffold understanding with additional vocabulary resources or with additional targeted teaching beyond that given to native English speakers. 2 Teachers of ELs need to identify which ELs have had previous experience with citation of textual evidence and learned the skills of identifying ‘what the text says explicitly’ and what can be inferred in the home language (the language other than English). Some cultures do not value student inference. 3 Teachers of ELs need to ensure that ELs understand the concept of citation and strategies of finding and using textual evidence vs. simply copying, which would possibly subject them to being told they are plagiarizing. Immigration: An Ethical Dilemma – 9th Grade

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11 Immigration: An Ethical Dilemma Lesson 1

Introduction to Immigration Anticipated Student Responses Steps and Learning Activities and Teacher Support Day 1: Begin with nothing but the attached map on the Students say that they don’t know what to do. board. Tell students, “Look at the above graphic and write a brief response to this question: What does this picture Ask students, “What do the arrows show you?” mean to you as someone living in the United States?” Ask students, ”What does the thickness of the arrows mean Allow students time to write a response. to you?” Ask students, ”What do you think the lines represent?” Ask students, “What is the direction the arrows are going, and why are none of them coming out of the United States Take time to analyze who is in your audience. Have a brief to other places?” conversation about the fact that as the teacher, you do not have an opinion that you will express at any time during If students are still struggling, encourage them to turn this lesson. The students will simply be focusing on the around and complete a pair/share before they share out to idea of selecting textual evidence to support an opinion the classroom. about a potentially controversial issue. Depending on the makeup of your student population, you may need to have a conversation about sensitivity regarding this topic. Some students may know someone who is undocumented (or have that status themselves). It is important that students feel safe to explore issues surrounding this ethical dilemma.

Pass out the article “A Nation Built for Immigrants” to the students and ask them to take out a pen or pencil so they can follow along and answer the questions next to the article as we read the article out loud.4

First ask students what the title “A Nation Built for Immigrants” might mean. Have students share out their responses.

Inform students that the definitions of bolded/highlighted If students are struggling, ask them “what does it mean for vocabulary within the text is available on the Vocabulary something to be built? Does it mean that this nation was Bank handout. Students should place this Vocabulary literally built as a home for immigrants?” Bank on the desk next to article for easy reference.5

Since this is the beginning of the entire unit, this particular lesson focuses on a shared reading in which the whole class reads together.

4 Consider having ELs annotate text to identify words they don’t understand, text that is confusing, and questions they have so that the teacher will know where they need help. 5 Inform ELs of extra Vocabulary Bank for them Immigration: An Ethical Dilemma – 9th Grade

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12 Immigration: An Ethical Dilemma Lesson 1

Introduction to Immigration Anticipated Student Responses Steps and Learning Activities and Teacher Support If you, as the teacher of your class, feel that this lesson If students do not respond to this question or have no would be better suited for independent reading or group answer to your question, model for the students how to reading, then change the context of this lesson to either locate evidence in the text. You might want to have a independent or group work. Begin to read the article to document camera up and physically show with your the class. After the paragraph that begins with “In a single fingers where the answer to this question is, and say generation,” ask the question: “How would you describe something like: So this passage tells me that a lot of the population trend of children being born to immigrant children are being born who are American but Mexican parents in the United States over the past 50 years? Use descent. I know this because of the statement that says: evidence from the text to support your answer.” Take time “That is exponentially larger than in 1970, when there to have the students locate this answer and report back were less than one million Mexican-born people in the out loud. Monitor all students to make sure they are filling country, or 1980, when there were two million. The out the dialogue box on the text. Mexican migration, and the similarly large migration of others from the rest of Latin America, has in just one generation reshaped the nation.”

After this paragraph is read….explain to students that If students are reluctant to turn and share, encourage children born in the United States to undocumented them by asking them questions such as, “Do you think immigrants are recognized as full American citizens. other generations or ethnic groups have struggled with some of the same issues as Mexicans? What does this tell Continue to read the article. Stop after the paragraph that you about the idea of immigration? begins, “Needless to say, this transformation hasn't gone unnoticed in our politics” and ask the question: “Why might many Americans still worry that the U.S. is ‘well on its way to falling apart’? How might our own history respond to that question or concern?” Have students turn to an elbow partner in the class to answer this question together.6 Have them discuss it, write down their responses, and then If students cannot find details, think aloud: “When I read share out the answer to the class. this passage, I notice that the author makes reference to Take time in class to discuss what it means to have the founding fathers and how they wanted limited “American culture.” Some things that you can discuss government, civic equality, and tolerance of religious and might include ideas about how “American” culture is cultural diversity. This makes me think that one detail of unique because it is made up of many other cultures. how America recovers from its change in population is in the way the founding fathers created America.” Continue to read the article and, after the paragraph that begins “None of this should come as a surprise to a student of American history,” say: “Reread the paragraph that says ‘None of this should come as a surprise to a student of American history. . .’ What details does the author give to show that America will recover from the

6 Depending on English level of EL, have ELs who speak the same language other than English work together. Immigration: An Ethical Dilemma – 9th Grade

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13 Immigration: An Ethical Dilemma Lesson 1

Introduction to Immigration Anticipated Student Responses Steps and Learning Activities and Teacher Support change in its population?” Ask the students to take time on their own to answer this question and then share out with the class.

Day 2: Review with the class what they read the day If students are unable to respond to the question, ask before. Ask students to explain what was the largest group them “What is the economy? What does the economy deal of people that have recently immigrated to the United with?” Then, ask them to think about what the word States. Do they know of any other groups that have incentive might mean. Where might they have seen the immigrated in history? word incentive before? Are there incentives at school? Does the word incentive have a positive or negative Continue to read the article, and in the same paragraph connotation? If students are still struggling, explain that an that begins “None of this should come as a surprise to a incentive motivates an individual to action. Then ask, what student of American history,” say: “Reread the section of sort of economic incentives might be in place to encourage the text that begins with ‘America was peopled in very people to migrate to the United States? large part by surges of migration…’ and concludes with If no one can find this detail, physically point to it either ‘which they can put their stamp.’” Then ask, What does the using a document camera, projector, or highlighting it. Tell phrase “economic incentives” mean? How might economic students: “It says right here: ‘These were fighting peoples, incentives be connected to immigrant migration surges? moving from one violent fringe of the British Empire to another, seeking places where they could live in liberty, at Ask the students to take time on their own to answer this peace with their neighbors if possible, but always ready to question and then share out with the class. fight fiercely if attacked.” This tells me that they came here looking for peace. Sometimes an answer to a question is Continue to read the article and, after the paragraph that physically right there in the text, you can point at it.” begins “This was apparent in the surge of migration,” ask the question: “Why did the Scots-Irish migrate to the US?” Have students answer the question out loud. Monitor the class and make sure they are writing down the answer in their dialogue boxes. If students are unable to respond, model your thinking aloud. Remind students that during this period (1840s- 1890s) there was a large influx of Europeans arriving in the United States whose language, culture, and religion may have seemed to be unfamiliar or foreign. Most of the original settlers to the United States were from a After reading the paragraph that begins with, “In the early Protestant background, and up until this time it was the republic, there were few immigrants…,” you may want to dominant religion. Explain to students that these may be briefly explain the Irish Great Potato famine if students are reasons that “traditional” American culture may have unfamiliar with this event and its implications for Irish seemed threatened. migration to the United States. “In Ireland, the Great Famine was a period of mass starvation, disease and emigration between 1845 and 1852 It is sometimes referred to, mostly outside Ireland, as the Irish Potato Famine because one-third of the population was then solely reliant on this cheap crop for a number of historical

Immigration: An Ethical Dilemma – 9th Grade

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Immigration: An Ethical Dilemma Lesson 1

Introduction to Immigration Anticipated Student Responses Steps and Learning Activities and Teacher Support reasons.” (wikipedia.com) If students are unsure how to respond, show them the passage that reads: “So the Framers of the Constitution Continue reading the article with the class; when you finish provided that the U.S., unlike Britain, would have no reading the paragraph that begins “The presence of so religious test for federal office. And the drafters of the First many Irish Catholics and Germans, Catholic and Amendment provided that the federal government could Protestant…,” ask ‘Why might the author introduce the make no law regarding an establishment of religion.”7 Ask idea of threatening American culture in this section of the students: “What does this show about our forefathers?” text? Remind them that a similar point was made already in the text about our forefathers and how they prepared for immigrants.

Day 3: Continue reading the article with the class; when If students have a hard time finding details to answer this you finish reading the paragraph that begins “Pennsylvania question, help them find the initial paragraph that and Dutch Reform New York,” ask the following question explains: “They came from polities where representative of the class: “Why was the US especially adept at government, civic participation and guaranteed liberties accommodating and assimilating outsiders during the were weakly (or not at all) rooted. They spoke languages immigration surges of the 19th century? Use evidence from that were further from English than German or the the text to support your response.” Remind students that Scandinavian tongues.”8 Explain to the class that this textual evidence is actual text from the article that they passage illustrates some of the problems newly-arrived can find to answer the question. Have students spend time people were having assimilating to America. Afterwards, on their own to answer the question and then share with point to the next paragraph that reads: “Americanization. the class. Public schools taught American values and made sure that immigrants' children could read and write English. Henry Ford ran citizenship classes of the immigrant masses who Continue to read the article out loud to the class. When worked in his giant factories.” Explain to the class that you have finished the paragraph that begins with “The people were actually taught American ideas and values. elites of 100 years ago responded…,” pause and ask the question: “What factors or patterns necessitated Americanization programs and what did they look like? “ Ask the class to answer this question out loud as a class. Monitor that the class is writing down the response in their dialogue boxes.

If students have a hard time finding the answer to this question, show them the paragraph that reads: “But what really assimilated foreign-born Americans and reunited the American North and South was World War II. It was an annealing event, soldering together different American

7 This explanatory passage is more densely packed with vocabulary than the passage focused on in the first column. It will be necessary to ensure ELs understand these terms as well as their historical context. 8 ELs and all students may need scaffolding to understand that the roots of English are in German and Scandinavian languages. They may need scaffolding through actual examples of the languages to understand how Polish, Czechoslovakian, Serbian, Hungarian, etc., are ‘further away from English than German…” Immigration: An Ethical Dilemma – 9th Grade

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15 Immigration: An Ethical Dilemma Lesson 1

Introduction to Immigration Anticipated Student Responses Steps and Learning Activities and Teacher Support Continue to read the article as a class. When you have ores, in a way that nothing short of total war can do. Some finished reading the paragraph that begins “But what 16 million Americans served in the military (the really assimilated foreign-born…,” pause and ask the proportionate number today would be 38 million). question: “What event of the 20th century served to cement Servicemen and defense workers were sent all over the and unite the American people more than any other? nation.” Think out loud: So this tells me that war has the Why?” Have students answer this question on their own ability to unite people. and share out answers as a class.

Finish reading the article as a class. When you have finished reading the paragraph that begins with “The Framers' formula…,” pause and ask the question: “Using evidence from the text, from the past 4 paragraphs, explain the latest trends in immigration in the US.” Remind students that textual evidence can be taken word for word from the text. Ask students to turn to a partner, share the answer they came up with, and then share out If students have a hard time finding evidence, direct them to the class. to a couple of paragraphs above the question, where the text reads: “The most recent data show that, for the first time since the Chinese immigration to Gold Rush California, more immigrants are coming to the U.S. from Asia than Latin America.” Think out loud: So this tells me Ask students the purpose for reading this article. What did that one of the recent trends in immigration is an increase they learn? How could this be considered both an in Asians, and I know this because the text says, “for the important and controversial issue to Americans or first time since the Chinese immigration to Gold Rush immigrants? California. . . “ This is where you may want to ask your class what an ethical dillemma is.

Day 4: Provide students with a copy of the Immigration Students are not able to answer one or more of the Tracking Organizer. Students should then provide textual questions. evidence related to each of the selected group’s You may need to guide students towards different sections migrations (including possible causes); remind students of the text discussing the selected groups in question. The that they should provide at least 2-3 pieces of textual goal is to support students in answering the questions evidence in order to support an idea, so each row should without giving them answers. have at least 2-3 details.9

You can have students self-select their groups, or select for Students may not understand what it means to ‘threaten’ them. American culture.

9 Consider pairing ELs or an EL with a native English speaker to do this tracking, depending on the vocabulary and reading level of the EL. Immigration: An Ethical Dilemma – 9th Grade

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16 Immigration: An Ethical Dilemma Lesson 1

Introduction to Immigration Anticipated Student Responses Steps and Learning Activities and Teacher Support

Next, students should complete the second section of the Immigration Tracking Organizer, in which they respond to the prompt: “How does/did this group ‘threaten’ American culture?”

Once students complete the Immigration Tracking Tool, Remind students that the culture and values of newly students can work with a partner/small group to share and arrived immigrants can be seen as a challenge to the compare responses to the questions on the Tool. Ask dominant culture and the status quo.10 students if they see any similarities and/or differences among their responses.

Resources for English Learners English Language Objective(s): ● Process: ELs will learn the process of location and citation of textual evidence to support an answer ● Language: ELs will learn academic terms, place names, and historical contexts they might have missed if they have not studied US history

English Learners Unit Vocabulary: Every Day Terms/ Phrases (Tier 1) General Academic Terms (Tier 2) Content Specific Terms (Tier 3) perspective subject to needless to say recollect coercion hasn’t gone unnoticed knack indentured iffy prospects venture “minutemen” none of this should come as a surprise to flee acquisition more than that taper off pent up America was peopled… robust alliance large numbers of people tilt abolition uproot themselves… to grapple with issue there is always something else at work collapse confiscate put their stamp (put your stamp screening on something) Gaelic ousted the ______from political machine ______(ousted the Creek heavily Democratic Indians from what is now Alabama and target group Georgia) inbuilt capacity to play a role accommodate and they spawned a series of assimilate reform movements suppressed to split a party (the issue of slavery in immigration station the territories split the Whig and amid Democratic parties)

10 If you use this phrase (status quo), make sure ELLs understand it. This is the first time it appears. Immigration: An Ethical Dilemma – 9th Grade

www.sharemylesson.com/ctu Lesson 1 - 7

17 Immigration: An Ethical Dilemma Lesson 1

Introduction to Immigration pre-existing only a trickle of Southerners empire migrated north polities make [your] way (upward) quota dotted as in “orchestral societies census dotted this part of America” hailed (as in “newspapers hailed the pose a problem North as a promised land) solder together segregation raise an argument legal segregation to trigger ______(The war foreclosure triggered a great surge of migration) zone of autonomy The Yankee diaspora developed a revolutionary (approach) vigorous evangelical Christianity that civic disability stressed good works and economic migration vs. immigration prosperity. on the horizon

Notes for EL Instruction: It is necessary to know the language levels of the ELs in the classroom as well as the number of years they have been in the US. In addition, for this article it would help significantly to know if they have studied any US history. This knowledge will enable the teacher to make appropriate decisions about concepts and vocabulary which need to be pre-taught, or which need to be explained individually.

ELs may not have had experience with citation or strategies of finding and using textual evidence; while there are excellent examples here, ELs may need many more such encounters before they fully understand these concepts. Most ELs do not know where individual states or cities are in relation to others. Labeled maps will scaffold understanding of the movement of migrants and immigrants.

Even with the attached Word Bank, ELs may have trouble with fitting words to their context, for example, grandees, which is connected to Spanish and Portuguese noblemen; teachers would have to make the connection to Southerners explicit.

Teaching strategies could include: (all depend on teacher knowledge of ELs English level and ELs’ prior experience with the topic and skills): ● Scaffolded reading – does the text need to be simplified or adapted in other ways? ● Differentiate the amount of vocabulary that is pre-taught according to the identified level of the EL students. ● Use sketches, digital images, maps, and other visual scaffolds. (For example, the painting at http://teachingamericanhistory.org/convention/Christy/) ● If necessary, for early and developing ELs who have been inappropriately placed in the class, provide the story in the native language when possible or pair with a student who speaks the same language to ensure understanding of ideas and concepts. ● When assessing, look for language learning and appropriate use of language as well as factual and conceptual learning.

Use of all of the above strategies and adaptations will help to ensure ELs in general education develop the skills to read English independently.

Immigration: An Ethical Dilemma – 9th Grade

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18 Immigration: An Ethical Dilemma Lesson 1

Introduction to Immigration Analysis of CCSS Implementation ● Anchor Standard 1: The Common Core State Standards emphasize that students should find as much information as possible within the text. This map is a visual text/graphic representation, and students are encouraged to make their own inferences. ● Students will read the text together, using reader response questions in order to extract as much meaning as possible from the text. ● Provided definitions for challenging terminology will aid students in comprehending the text at a more proficient level. ● Response questions direct students to incorporate textual details into their responses. ● Students will use textual evidence to support inferences made from the text. ● In later parts of the lesson, the teacher directs students back to the text to find evidence to support their interpretations, which supports their development toward Standard 1.

Learning Progressions Previous Grade CC.8.RI.1 Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

By the end of 8th grade, students are expected to be able to use context to figure out both literal and non-literal meanings of words in a text, and analyze their impact on the meaning and tone of the portion of the text where those words appear; doing this with analogies, and with places in the text where the author makes references to other texts, is a new skill developed in 8th grade.

Current Grade CC.9-10.RI.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

By the end of 10th grade, students are expected to build on their ability to identify the evidence that most strongly supports a conclusion about the text, developing the ability to provide a thorough text-supported analysis of the text’s explicit and implicit meaning.

Next Grade CC.11-12.RI.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain

By the end of 12th grade, students are expected to refine their ability to thoroughly support their conclusions about the text’s explicit and implicit meaning by developing the ability to determine where the author has not provided the reader with clear evidence to support interpretation of the text.

Materials and Attachments:  “A Nation Built for Immigrants” with embedded questions  Vocabulary Bank Handout  Immigration Map  Immigration Tracking Organizer

Immigration: An Ethical Dilemma – 9th Grade

www.sharemylesson.com/ctu Lesson 1 - 9

Look at the above graphic and write a brief response to this question: What does this picture mean to you as someone living in the United States?

BY: MICHAEL BARONE THE SATURDAY ESSAY September 20, 2013, 7:51 p.m. ET A Nation Built for Immigrants Will the recent surge of newcomers tear the U.S. apart? Not if history is any guide: From the beginning, America was made to unite citizens, even those with deep differences.

How would you describe the trend of children born to immigrant parents in the United States over the past 50 years? Use evidence from the text to support your answer. ______Lewis W. Hine/George Eastman House/Getty Images ______An Armenian Jewish immigrant at Ellis Island circa 1926. ______In a single generation, between 1980 and 2007, more than 10 ______million people migrated, legally or illegally, from Mexico to the ______U.S. Today there are more than 12 million Mexican-born people ______in the U.S. and millions of American children who are their ______offspring—amounting to almost 10% of the nation's population. ______That is exponentially larger than in 1970, when there were less ______than one million Mexican-born people in the country, or 1980, ______when there were two million. The Mexican migration, and the ______similarly large migration of others from the rest of Latin ______America, has in just one generation reshaped the nation. ______

21 Hispanics have replaced blacks as the largest officially recognized minority group.

Why might many Americans still worry that the U.S. is “well on its way to falling apart”? How might out own history respond to that question or

Picture Collection, The New York Public Library, Astor, Lenox and Tilden Foundations concern? The U.S. has an inbuilt capacity to accommodate and assimilate outsiders. An ______Italian immigrant at Ellis Island, circa 1910. ______Needless to say, this transformation hasn't gone unnoticed in ______our politics, especially in the border states most affected by the ______influx. Groups like the "minutemen," self-appointed guardians ______of the U.S. border, may no longer hold the spotlight, but the ______issue remains tense, as suggested by the iffy prospects on ______Capitol Hill of the latest attempt at "comprehensive ______immigration reform." Many Americans still worry that, with the ______profound shift in the country's ethnic composition over the past ______several decades, the U.S. is well on its way to falling apart. ______None of this should come as a surprise to a student of American ______history. But for perspective, it is helpful to recollect that the ______conflicts produced by previous surges of migration resulted in

much worse strains. More than that, in the process of dealing with these strains, Americans have developed a capacity and a habit of accommodating and uniting citizens with very serious

22 Reread the paragraph that says “None of this should and deep differences. Going back to the Founding Fathers— come as a surprise to with their formula of limited government, civic equality and a student of tolerance of religious and cultural diversity—each new surge of American history. . .” What details does arrivals has been greeted as a crisis without precedent, only to the author give to disappear with unexpected speed as the nation faced new show that America challenges. will recover from the change in its population? ______What does the ______phrase “economic ______incentives” mean? ______How might ______economic ______incentives be ______connected to ______immigrant ______migration surges? ______Getty Images ______A naturalized U.S. citizen from Mexico, 2006. ______America was peopled in very large part by surges of migration, ______immigrant and internal, which lasted only one or two ______generations and whose beginning and endings were mostly ______unpredicted. Some of these movements were prompted by ______economic incentives. But when large numbers of people uproot ______themselves, there is almost always something else at work. ______They are migrating to pursue dreams or to escape nightmares, ______to build new communities on which they can put their stamp. ______This was apparent in the surge of migration of the Scots-Irish ______from Northern Ireland and the Scottish Lowlands to the largely unsettled lands along the Appalachian chain in the dozen years

23 Why did the Scots- Irish migrate from before the American Revolution. Unlike the first settlers of the the US? ______seaboard colonies, the Scots-Irish weren't motivated by some ______mixture of religious and political beliefs, nor did they arrive ______subject to varying degrees of coercion, like black slaves and ______white indentured servants. These were fighting peoples, ______moving from one violent fringe of the British Empire to another, ______seeking places where they could live in liberty, at peace with ______their neighbors if possible, but always ready to fight fiercely if ______attacked. ______For two generations in the early republic, the Scots-Irish fought ______to expand their zone of liberty to the southwest. Their ______archetypal leader was Andrew Jackson. Born in the Carolinas ______two years after his parents sailed from Northern Ireland, he ______settled in Tennessee, was elected to the House at age 29 and the Senate a year later. As a general, he ousted the Creek Indians from what is now Alabama and south Georgia and led Americans to victory over the British at New Orleans. He played a role in the U.S. acquisition of Florida and Texas and, through his support of his protégé James K. Polk in the 1844 election, opened the way for the Mexican War and the acquisition of California.

Meanwhile, New England Yankees, pent up in their homogeneous colonies for nearly 200 years by French-speaking Quebec and the British-Iroquois alliance in New York, suddenly surged westward over two generations, creating replicas of New England in upstate New York, northeast Ohio and southern Michigan; they also founded Chicago. The Yankee diaspora developed a vigorous evangelical Christianity that stressed good works and economic prosperity. And they spawned a series of reform movements—women's rights, prohibition of alcohol, abolition of slavery.

Reuters A crowd waves U.S. flags during a naturalization ceremony in Los Angeles in February.

Southern planter grandees also were moving westward, transporting their slaves in chains from the Atlantic seaboard to the Mississippi Valley, building what historian Robert Fogel tells us was a hyperefficient and wealthy Cotton Kingdom. Both the Yankees and the planters coveted territory farther west, and the issue of slavery in the territories split the Whig and Democratic parties and led to the formation of the Republicans as a purely Northern party. A map of the counties carried by its 1856 nominee, John C. Fremont, almost exactly tracks the New England diaspora. To that Abraham Lincoln added votes from Germans and others and carried every nonslave state but one and was elected president. The result was the Civil War.

What followed was proof that migrations aren't just responses to economic incentives. The Northern victory resulted in confiscation of the wealth of the slave-owners and a Southern economy in which wages were less than half of those in the industrializing North. Yet, in the three generations from the Civil War to World War II, only a trickle of Southerners migrated north. There was no ocean to cross, no health screening to pass, yet in the years when more than 30 million Europeans

25 migrated to the U.S., only about one million black and one million white Southerners migrated to the North.

In the early republic, there were few immigrants from overseas. Any screening was done by state governments, and the federal government didn't start counting newcomers until 1820. Thus it was a considerable surprise when large numbers of Irish Catholics began arriving. Fleeing the potato famine, they came in huge numbers—1.5 million between 1845 and 1860—to a nation with just 20 million inhabitants (at the beginning of this period) and a deep suspicion of Catholics. This was the first great surge of migration into America's large cities, especially Boston, New York and Philadelphia; few Irish wanted to go back to farming. Most had few skills, and many in the first years spoke only Gaelic. They tended to work as laborers and had high rates of crime and violence.

Lewis W.Hine/Library of Congress An Irish teenager in Massachusetts, 1916.

The Irish also had a knack for politics. They made their way upward in the nascent urban political machines, just as their more verbally skilled men and women made their way upward through the hierarchy of the Catholic Church. The Irish migration continued for two generations, and Irish-Americans put their stamp not only on popular politics but on popular

26 culture. As the late Daniel Patrick Moynihan pointed out, American popular music and comedy a century ago had a distinctive Irish cast to it. It was George M. Cohan, son of Irish immigrant vaudevillians, who wrote "Yankee Doodle Dandy" and "You're a Grand Old Flag."

From the 1840s to the 1890s, there was another surge of migration, this time from Germany. Some Germans stayed in New York and Philadelphia, but most ventured west, to big German communities in the inland cities of Cincinnati, Louisville, St. Louis and Chicago. As time went on, more went to the Old Northwest—Wisconsin, Iowa, Minnesota, the Dakotas. German language newspapers and German singing and orchestral societies dotted this part of America. German education models—kindergarten, the research university— were widely adopted, as well as the German Christmas tree. German culture was nastily suppressed during World War I. But Why might the Germano-Scandinavian America has remained, as it was then, author introduce the idea of threatening the most pacifist, isolationist and dovish part of the U.S. American culture in this section of the The presence of so many Irish Catholics and Germans, Catholic text?______and Protestant, seemed to threaten American culture. Heavily ______Democratic, Irish Catholics became a majority in the Yankee ______citadel of Boston; in response, the Massachusetts legislature ______decreed that the city's police chief would be appointed by the ______(usually) Yankee Protestant Republican governor. In Cincinnati, ______St. Louis and Milwaukee it sometimes seemed that politics was ______conducted as much in German as in English, and German voters ______were a target group. One reason the Republicans nominated ______Abraham Lincoln in 1860 was that he rejected nativist and ______prohibitionist policies favored by some in his party. ______But the U.S. had an inbuilt capacity to accommodate and ______assimilate outsiders. The Founding Fathers knew they were ______creating what many now call a multicultural nation. They knew ______that the 13 colonies had diverse religious and ethnic origins— ______Puritan New England and Anglican Virginia, Quaker ______

27 Why was the US especially adept at accommodating and assimilating Pennsylvania and Dutch Reform New York. So the Framers of outsiders during the Constitution provided that the U.S., unlike Britain, would the immigration have no religious test for federal office. And the drafters of the surges of the 19th century? Use First Amendment provided that the federal government could evidence from the make no law regarding an establishment of religion—which text to support meant leaving alone established churches in the states your response. (Massachusetts' lasted until 1833). The work of assimilation ______was left to the states as well, and it is significant that the states ______with the largest immigrant inflow—Massachusetts and New ______York—were among the first to pioneer universal public schools, ______where children were encouraged to understand and respect a ______common civic culture. ______

______

Time & Life Pictures/Getty Images An African-American mother and son in Chicago, 1943.

The project of assimilation found new challenges after the immigration station on Ellis Island opened in New York Harbor in 1892. At just that moment, amid economic distress, the flow of immigration shifted. A new surge began, from eastern and southern Europe. These were people who, in some sense, were second-class citizens in their home countries—Poles, Jews, Czechs, Slovaks, Slovenes and Serbs from the multiethnic Austro-Hungarian, Russian and German empires, as well as southern Italians from an Italy dominated by quite different northerners.

28 What factors or As a percentage of the pre-existing population, this surge of patterns necessitated migration was among the largest in U.S. history. And these Americanization immigrants posed special problems. They came from polities programs and what did where representative government, civic participation and they look like? ______guaranteed liberties were weakly (or not at all) rooted. They ______spoke languages that were further from English than German or ______the Scandinavian tongues. ______The elites of 100 years ago responded with aggressive ______programs of, in Theodore Roosevelt's word, Americanization. ______Public schools taught American values and made sure that ______immigrants' children could read and write English. Henry Ford ______What event of the ______20th century served ran citizenship classes of the immigrant masses who worked in ______to cement and unite his giant factories. ______the American ______people more than The Ellis Island immigration ended suddenly, with the outbreak ______any other? Why? of World War I in 1914. It resumed after the war but was cut off ______by the immigration act of 1924, which assigned country quotas ______reflecting the ancestral origins of the Americans in the pre-Ellis ______Island 1890 Census. In any case, immigration (except for ______political refugees) would have tapered off in the Depression ______decade of the 1930s. ______But what really assimilated foreign-born Americans and ______reunited the American North and South was World War II. It ______was an annealing event, soldering together different American ______ores, in a way that nothing short of total war can do. Some 16 ______million Americans served in the military (the proportionate ______number today would be 38 million). Servicemen and defense ______workers were sent all over the nation. The military remained ______racially segregated, but the war experience raised the ______argument that people who risked their lives for the nation ______should be treated equally when they came home, an argument ______that persuaded Presidents Truman and Eisenhower to integrate ______the military, now the most racially equal part of society. ______

29 The war triggered a great surge of migration, with one-third of American blacks moving from the rural South to the urban North in the single generation between 1940 and 1965. Widely circulated black newspapers hailed the North as a promised land, where blacks would be free to pursue dreams and escape a nightmare. But in the middle 1960s, with the end of legal segregation (and the widespread adoption of air conditioning), the South was suddenly less of a nightmare and, with urban riots and continued residential segregation, the North less of a dream. The northward black migration suddenly ended— another phenomenon almost no one predicted.

Denver Post/Getty Images A woman from Kazakhstan at a U.S. naturalization ceremony in Denver, 2007.

What lies ahead for our migrant nation? The housing collapse seems to have had a disproportionate effect on Hispanics, especially those of Mexican origin. Examination of the county foreclosure rates in the 2007-10 period suggests that one-third of those who lost their houses were Hispanics. And with Mexico's economy now growing faster than ours, America looks less inviting and Mexico less forbidding. As Mitt Romney awkwardly noted during the recent campaign, many

30 Mexicans who had come to the U.S. have chosen to "self- deport." Robust economic growth in other Latin American countries—Colombia, Peru, Guatemala, Dominican Republic— could also lower Latin immigration, and new arrivals from these countries are likely to have higher skill and education levels than previous waves from south of the border. Assimilation seems to be proceeding, but less vigorously than in the first half of the 20th century, and there is no event on the horizon with the annealing capacity of World War II.

The most recent data show that, for the first time since the Chinese immigration to Gold Rush California, more immigrants are coming to the U.S. from Asia than Latin America. Asian immigrants on average have been more upscale than Latin immigrants. Thus the prospect is for more high-skill immigration, especially if Congress has the wisdom to tilt immigration law more in that direction, as Canada and Australia have done. But prediction is risky about a subject that, as history shows, has featured one unpredicted episode after another. The next great surge of American migration will likely be a surprise.

The post-1970 surges of migration, like surges of migration in the past, have led many to question whether and how Americans with diverse cultural, religious and political beliefs can live together. This is a question that Americans have always grappled with, not one posed by the sudden transformation of a long-homogeneous country into one with cultural and racial diversity.

The Framers of the Constitution and the Bill of Rights were well aware of the different religious and cultural backgrounds of the different states. They were determined to create a strong federal government but one whose powers would be limited in order to reduce cultural conflict and preserve zones of autonomy. This was a revolutionary approach to constitution- making, adopted when England still required public officials to

31 Using evidence from the text, explain the latest trends in be members of the established Church of England and when, in immigration in the US. all European nations, Jews were subject to civic disabilities, ______including prohibitions on holding public office. ______The Framers' formula—limited government and individual ______rights—hasn't always been applied faithfully in American ______history, and it wasn't enough to prevent the outbreak of a civil ______war. But it has provided a ready and useful template for the ______accommodation of diverse peoples, even as the nation has ______been peopled by successive and culturally diverse surges of ______migration. ______Mr. Barone is senior political analyst for the Washington ______Examiner and resident fellow at the American Enterprise ______Institute. This essay is adapted from his new book, "Shaping Our ______Nation: How Surges of Migration Transformed America and Its ______Politics," to be published Oct. 1 by Crown Forum. ______A version of this article appeared September 21, 2013, on page C1 in the U.S. ______edition of The Wall Street Journal, with the headline: A Nation Built for ______Immigrants. ______

______

32 VOCABULARY BANK

Influx: (n) an arrival or entry of large numbers of people or things.

Surge: (n) a sudden powerful forward or upward movement, esp. by a crowd or by a natural force such as the waves or tide.

Archetypal: (adj) very typical of a certain kind of person or thing.

Protégé: (n) a person who is guided and supported by an older and more experienced or influential person

Homogeneous: (adj) of the same kind; alike.

Vigorous: (adj) strong, healthy, and full of energy.

Evangelical: (adj) of or according to the teaching of the gospel or the Christian religion.

Grandees: (n) a Spanish or Portuguese nobleman of the highest ran

Hyperefficient: (adj) excessively or extremely capable of producing desired results without wasting materials, time, or energy

Coveted: (v) to desire wrongfully, inordinately, or without due regard for the rights of others

Suspicion: (n) a feeling or thought that something is possible, likely, or true.

Nascent: (adj) (esp. of a process or organization) just coming into existence and beginning to display signs of future potential.

Hierarchy: (n) a system or organization in which people or groups are ranked one above the other according to status or authority.

Vaudevillians: (n) a person who practices a type of entertainment popular chiefly in the US in the early 20th century, featuring a mixture of specialty acts such as burlesque comedy and song and dance.

Pacifist: (n) a person who believes that war and violence are unjustifiable.

Isolationist: (n) a person who believes in a policy of remaining apart from the affairs or interests of other groups, esp. the political affairs of other countries

Dovish: (adj) opposed to war

Assimilate: (v) take in (information, ideas, or culture) and understand fully.

Annealing: (v) To strengthen or harden.

Disproportionate: (adj) too large or too small in comparison with something else.

33 For EL students who have not had US history in elementary or high school, there might be a need for background information regarding the following, as well as the places and people listed below the vocabulary. These people, places, concepts, words and phrases can impede the fluency of reading and impact comprehension of the article.

Ellis Island (in the 1st photo caption – An Armenian Jewish immigrant at Ellis Island circa 1926 – and near the end of the article). “Everyday” words Academic Vocabulary Metaphorical or Idiomatic Terms and Phrases

perspective subject to needless to say recollect coercion hasn’t gone unnoticed knack indentured iffy prospects venture “minutemen” none of this should come as a surprise to flee acquisition more than that taper off pent up America was peopled… robust alliance large numbers of people uproot themselves… tilt abolition there is always something else at work to grapple with issue put their stamp (put your stamp on something) collapse confiscate ousted the ______from ______(ousted the Creek Indians from screening what is now Alabama and Georgia) Gaelic to play a role political machine and they spawned a series of reform movements heavily Democratic to split a party (the issue of slavery in the territories split the Whig and target group Democratic parties) inbuilt capacity only a trickle of Southerners migrated north accommodate make [your] way (upward) assimilate dotted as in “orchestral societies dotted this part of America” suppressed pose a problem immigration station solder together amid raise an argument pre-existing to trigger ______(The war triggered a great surge of migration) empire The Yankee diaspora developed a vigorous evangelical Christianity that stressed good polities works and economic prosperity. quota on the horizon census hailed (as in “newspapers hailed

34 the North as a promised land) segregation legal segregation foreclosure zone of autonomy revolutionary (approach) civic disability migration vs. immigration

Founding Fathers

“Old Northwest” vs. “New Northwest”

German Christmas tree

Puritan New England Anglican Virginia, Quaker Pennsylvania Dutch Reform New York

Framers of the Constitution drafters of the First Amendment established churches

35 Places – A simple map of the US showing the states, cities, and People – Names are often difficult for ELLs. They often do not areas named would be an excellent interdisciplinary scaffold recognize common names and may confuse a name of a person with a place. An anchor chart could scaffold the names for all students.

Appalachian chain Andrew Jackson Atlantic seaboard James K. Polk Tennessee John C. Fremont Alabama Abraham Lincoln Georgia Catholics New Orleans Henry Ford Florida Daniel Patrick Monyihan Texas George M. Cohan Ohio Mitt Romney Mississippi Boston, Philadelphia, New York, Chicago Cotton Kingdom Wisconsin, Iowa, Minnesota, the Dakotas

A world map would scaffold understanding of the location of Groups of people – ELLs often do not know the English names of these places, if needed. ethnic groups derived from countries

Northern Ireland Creek Scottish Lowlands Iroquois Latin American countries New England Yankee Mexico, Colombia, Peru, Guatemala, Dominican Republic Southern planter (grandees) the multiethnic Austro-Hungarian, Russian and Germano-Scandinavian German empires Poles, Jews, Czechs, Slovaks, Slovenes and Serbs Italy southern Italians from an Italy dominated by quite different northerners

36 Name ______

IMMIGRATION TRACKING ORGANIZER In the spaces below, give textual evidence about the selected group’s migration to the United States; include the causes of their migration.

Scots-Irish

Yankee

Southern Planter Grandees

Irish Catholic

German

Mexican

In the spaces below, explain why/how did/does this group “threaten” American culture.

Scots-Irish

Yankee

Southern Planter Grandees

Irish Catholic

German

Mexican

39 Immigration: An Ethical Dilemma Lesson 2 Annotation as a Skill

Lesson Summary In this lesson, the students are learning an important skill--annotation. Annotation during a close reading is a complicated skill; students are not expected to master this skill after this initial lesson. Instead, this lesson serves as an introduction to the idea of reading with pencil in hand, and marking things that they think might be important, confusing, or surprising in the text. This is aligned with the CCSS, for there is an emphasis on close reading.

Lesson Objectives Students will be able to: ● Understand how to annotate a text.

Common Core State Standards: College and Career Readiness Anchor Standards:

CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Time Allotment - 2 55-minute sessions Lesson Breakdown: Lesson Resources: Students will read poems such as “Immigrants in Our Own  EL Objectives and Vocabulary Land” by Jimmy Santiago Baca. Students will practice  Analysis of CCSS Implementation annotating this poem using guidelines from a handout on  Learning Progressions annotation.  Materials and Attachments List

1 Teachers of ELs need to identify which ELs have had previous experience with citation of textual evidence and learned the skills of identifying ‘what the text says explicitly’ and what can be inferred in the home language (the language other than English). Some cultures do not value student inference.

Immigration: An Ethical Dilemma – 9th Grade

www.sharemylesson.com/ctu Lesson 2 - 1

40 Immigration: An Ethical Dilemma Lesson 2

Annotation as a Skill Anticipated Student Responses Steps and Learning Activities and Teacher Support

Show the examples of what annotation looks like. Tell students that annotation is merely our interactions with text, or leaving breadcrumbs of our thinking so that we can go back and remember our thoughts about the text. Make sure that students understand that there is no right answer for annotation. Just cause one person underlined, circled, or marked something important, doesn’t mean you Afterwards, pass out the annotation handouts. Go over it should have also. Also, make sure they understand that with the class, emphasizing to them the different types of annotation is not highlighting the entire passage. things one might annotate: making connections, definitions, paraphrasing, etc.

At this point, you might want to do some modeling here. Choose one poem and show how as you read aloud, you mark up the text. Be very explicit in what you are marking.

Once this is finished, pass out copies of the various poems/passages that deal, in one way or another, with immigration. The passages should be passed out to students based on text difficulty. It will be up to you to decide who should get what passage and why. Ask the class to read the poems or passages silently while annotating. While this is happening, circulate around the room helping students as they read these texts. Also, while students are When students have finished reading/annotating their annotating, put the enlarged versions of each passage passage, tell them to go to the area where their passage is somewhere in the room. hanging. When students have gone to their areas, explain that they are now going to read the passage once more as a group, stopping wherever one of the group’s members placed an annotation, whether that annotation is a comment, underline, circle, symbol or anything else. As the group shares the different reasons for what and why they annotated, someone should place the group’s annotations on the enlarged versions of the passage.

Allow 20-25 minutes for groups to go over their passages and annotations.

Immigration: An Ethical Dilemma – 9th Grade

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Immigration: An Ethical Dilemma Lesson 2 Annotation as a Skill Anticipated Student Responses Steps and Learning Activities and Teacher Support

When each group is finished reading their passage and While the groups are working, the teacher should be marking up the annotations, have each group report out moving around the room helping various groups. on their passage. They need not read each annotation, but instead read the entire passage and then explain what conclusions they came to as a group.

Resources for English Learners English Language Objective(s):  Process goals – ELs will learn and use annotation skills, such as underlining and question marks, to signify important ideas and confusions in a text.

Notes for ELL Instruction: ● Scaffolded reading – since the focus is on annotation, consider if ELs should be given an easier text (depending, of course, on level of knowledge of English) or if the text needs to be simplified or adapted in other ways. ● Differentiate amount of vocabulary that is pre-taught or explained according to the identified level of the EL students. ● Use several examples to explain how annotation differs from reader to reader ● For early and developing ELs who have been placed in your class, think about recording the text so ELs can listen to the text as they read. It may be necessary to scaffold understanding in this way because it gives ELs two ways to access text (listening and reading). ● When available, provide the text in the native language, which is appropriate for ELs with very little English, who may be improperly placed in your class for example, because of programming. ● Reduce the workload for early and developing ELs: identify sections of the text where you expect students to find evidence and highlight them; provide examples in the text students are supposed to annotate to scaffold annotation, for example underlining important ideas, using question marks for confusing ideas, circling words that are not understood. ● Address visual/reading as well as aural/listening skills – when you tell the class what to underline/circle, etc., make sure ELs have this in two modalities, i.e. asking what did you underline after reading this section? Why? What did you circle? Why? – and show the section with underlining and circling on ELMO or through projector so ELs see it in written form as well as by listening to the teacher. ● Assessment – when assessing, look for language learning and appropriate application as well as factual and conceptual learning.

Immigration: An Ethical Dilemma – 9th Grade

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42 Immigration: An Ethical Dilemma Lesson 2 Annotation as a Skill

Analysis of CCSS Implementation  These examples of what annotation looks like are beneficial because they show the student that annotation can appear in a variety of ways.

 Essentially, annotation is a skill required for all the Common Core State standards whether you are focusing on reading for information or fiction. Annotation also helps with craft and structure, for it provides a way to trace the author’s argument.

Learning Progressions Previous Grade RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. By the end of 8th grade, students are expected to be able to use context to figure out both literal and non-literal meanings of words in a text, and analyze their impact on the meaning and tone of the portion of the text where those words appear; doing this with analogies, and with places in the text where the author makes references to other texts, is a new skill developed in 8th grade.

Current Grade RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Analysis: By the end of 10th grade, students are expected to build on their ability to identify the evidence that most strongly supports a conclusion about the text, developing the ability to provide a thorough text-supported analysis of the text’s explicit and implicit meaning.

Next Grade RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Analysis: By the end of 12th grade, students are expected to be able to fully give evidence as to what the text says and also analyze what the text is not saying. In addition, students should be able to make inferences about what the text says.

Materials and Attachments: ● “Let America Be America Again” by Langston 5-6 copies of the following poems as well as one enlarged Hughes version for the whole group to annotate: ● “Salvador Late or Early” by Sandra Cisneros ● “Immigrants in Our Own Land” by Jimmy Santiago ● “The New Colossus” by Emma Lazarus Baca ● Copies of the handout on how to annotate ● “Mexicans Begin Jogging” by Gary Soto ● Annotation Handouts

Immigration: An Ethical Dilemma – 9th Grade

www.sharemylesson.com/ctu Lesson 2 - 4

43 “Salvador Late or Early” By: Sandra Cisneros

Salvador with eyes the color of caterpillar, Salvador of the crooked hair and crooked teeth, Salvador whose name the teacher cannot remember, is a boy who is no one’s friend, runs along somewhere in that vague direction where homes are the color of bad weather, lives behind a raw wood doorway, shakes the sleepy brothers awake, ties their shoes, combs their hair with water, feeds them milk and corn flakes from a tin cup in the dim dark of the morning. Salvador, late or early, sooner or later arrives with the string of younger brothers ready. Helps his mama, who is busy with the business of the baby. Tugs the arms of Cecilio, Arturito, makes them hurry, because today, like yesterday, Arturito has dropped the cigar box of crayons, has let go the hundred little fingers of red, green, yellow, blue, and nub of black sticks that tumble and spill over and beyond the asphalt puddles until the crossing-guard lady holds back the blur of traffic for Salvador to collect them again. Salvador inside that wrinkled shirt, inside the throat that must clear itself and apologize each time that it speaks, inside the forty-pound body of boy with its geography of scars, its history of hurt, limbs stuffed with feathers and rags, in what part of the eyes, in what part of the heart, in that cage of the chest where something throbs with both fists and knows only what Salvador knows. Inside that body too small to contain the hundred balloons of happiness, the single guitar of grief, is a boy like any other disappearing out the door, beside the schoolyard gate, where he has told his brothers they must wait. Collects Cecilio and Arturito, scuttles off dodging the many schoolyard colors, the elbows and wrists criss-crossing, the several shoes running. Grows smaller and smaller to the eye, dissolves into the bright horizon, flutters in the air before disappearing like a memory of kites.

Immigrant Fleur Adcock (Immigrated to London from New Zealand)

November ’63: eight months in London. I pause on the low bridge to watch the pelicans; they float swanlike, arching their white necks over only slightly ruffled bundles of wings, burying awkward beaks in the lake’s water.

I clench cold fists in my Marks and Spencer’s jacket and secretly test my accent once again: St Jame’s Park; St Jame’s Park; St Jame’s Park.

45 POEMS BY MOHJA KAHF (SYRIAN-AMERICAN) Published in E-Mails from Scheherazad

Hijab Scene #3

“Would you like to join the PTA?” she asked, tapping her clipboard with her pen. “I would,” I said, but it was no good, she wasn’t seeing me. “Would you like to join the PTA?” she repeated. “I would,” I said, but I could’ve been antimatter. A regular American mother next to me Shrugged and shook her head. “I would, I would,” I sent up flares, beat on drums, waved navy flags, tried smoke signals, American Sign Language, Morse code, Western Union, telex, fax, Lt. Uhura tried hailing her for me on another frequency. “Dammit, Jim, I’m a Muslim woman, not a Klingon!” –but the positronic force field of hijab jammed all her cosmic coordinates. Can we save the ship we’re both on, can we save the dilithium crystals?

1993

Hijab Scene #7

No, I’m not bald under the scarf No, I’m not from that country where women can’t drive cars No, I would not like to defect I’m already American But thank you for offering What else do you need to know relevant to my buying insurance, opening a bank account, reserving a seat on a flight? Yes, I speak English Yes, I carry explosives They’re called words And if you don’t get up Off your assumptions, They’re going to blow you away

1995

46 PROSPECTIVE IMMIGRANTS PLEASE NOTE Adrienne Riche

Either you will go through this door or you will not. If you go through there is always the risk of remembering your name. Things look at you doubly and you must look back and let them happen. If you do not go through it is possible to live worthily To maintain your attitudes to hold your position to die bravely But much will blind you, much will evade you, at what cost, who knows? The door itself makes no promises. It is only a door.

47 Gary Soto 1981 Mexicans Begin Jogging At the factory I worked

In the fleck of rubber, under the press

Of an oven yellow with flame,

Until the border patrol opened

Their vans and my boss waved for us to run. 5

"Over the fence, Soto," he shouted,

And I shouted that I was an American.

"No time for lies," he said, and passes

A dollar in my palm, hurrying me

Through the back door. 10

Since I was on his time, I ran

And became the wag to a short tail of Mexicans--

Ran past the amazed crowds that lined

The street and blurred like photographs, in rain.

I ran from that industrial road to the soft 15

Houses where people paled at the turn of an autumn sky.

What could I do but yell vivas

To baseball, milkshakes, and those sociologists

Who would clock me

As I jog into the next century

On the power of a great, silly grin. 20

48 The New Colossus

by Emma Lazarus

Not like the brazen giant of Greek fame, With conquering limbs astride from land to land; Here at our sea-washed, sunset gates shall stand A mighty woman with a torch, whose flame Is the imprisoned lightning, and her name Mother of Exiles. From her beacon-hand Glows world-wide welcome; her mild eyes command The air-bridged harbor that twin cities frame. "Keep, ancient lands, your storied pomp!" cries she With silent lips. "Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!

49 Immigrants in Our Own Land BY JIMMY SANTIAGO BACA We are born with dreams in our hearts, looking for better days ahead. At the gates we are given new papers, our old clothes are taken and we are given overalls like mechanics wear. We are given shots and doctors ask questions. Then we gather in another room where counselors orient us to the new land we will now live in. We take tests. Some of us were craftsmen in the old world, good with our hands and proud of our work. Others were good with their heads. They used common sense like scholars use glasses and books to reach the world. But most of us didn’t finish high school.

The old men who have lived here stare at us, from deep disturbed eyes, sulking, retreated. We pass them as they stand around idle, leaning on shovels and rakes or against walls. Our expectations are high: in the old world, they talked about rehabilitation, about being able to finish school, and learning an extra good trade. But right away we are sent to work as dishwashers, to work in fields for three cents an hour. The administration says this is temporary So we go about our business, blacks with blacks, poor whites with poor whites, chicanos and indians by themselves. The administration says this is right, no mixing of cultures, let them stay apart, like in the old neighborhoods we came from.

We came here to get away from false promises, from dictators in our neighborhoods, who wore blue suits and broke our doors down when they wanted, arrested us when they felt like, swinging clubs and shooting guns as they pleased. But it’s no different here. It’s all concentrated. The doctors don’t care, our bodies decay, our minds deteriorate, we learn nothing of value. Our lives don’t get better, we go down quick.

My cell is crisscrossed with laundry lines, my T-shirts, boxer shorts, socks and pants are drying. Just like it used to be in my neighborhood: from all the tenements laundry hung window to window. Across the way Joey is sticking his hands through the bars to hand Felipé a cigarette, men are hollering back and forth cell to cell, saying their sinks don’t work, or somebody downstairs hollers angrily about a toilet overflowing, or that the heaters don’t work.

I ask Coyote next door to shoot me over a little more soap to finish my laundry. I look down and see new immigrants coming in, mattresses rolled up and on their shoulders, new haircuts and brogan boots, looking around, each with a dream in their heart, thinking they’ll get a chance to change their lives.

But in the end, some will just sit around talking about how good the old world was. Some of the younger ones will become gangsters. Some will die and others will go on living

51 without a soul, a future, or a reason to live. Some will make it out of here with hate in their eyes, but so very few make it out of here as human as they came in, they leave wondering what good they are now as they look at their hands so long away from their tools, as they look at themselves, so long gone from their families, so long gone from life itself, so many things have changed.'

"Immigrants in Our Own Land" by Jimmy Santiago Baca, from Immigrants in Our Own Land. Copyright © 1977, 1979, 1981, 1982, 1990 by Jimmy Santiago Baca. Used by permission of New Directions Publishing Corp.,

Let America Be America Again Langston Hughes, 1902 – 1967

Let America be America again. Let it be the dream it used to be. Let it be the pioneer on the plain Seeking a home where he himself is free.

(America never was America to me.)

Let America be the dream the dreamers dreamed— Let it be that great strong land of love Where never kings connive nor tyrants scheme That any man be crushed by one above.

(It never was America to me.)

O, let my land be a land where Liberty Is crowned with no false patriotic wreath, But opportunity is real, and life is free, Equality is in the air we breathe.

(There’s never been equality for me, Nor freedom in this “homeland of the free.”)

Say, who are you that mumbles in the dark? And who are you that draws your veil across the stars?

I am the poor white, fooled and pushed apart, I am the Negro bearing slavery’s scars.

53 I am the red man driven from the land, I am the immigrant clutching the hope I seek— And finding only the same old stupid plan Of dog eat dog, of mighty crush the weak.

I am the young man, full of strength and hope, Tangled in that ancient endless chain Of profit, power, gain, of grab the land! Of grab the gold! Of grab the ways of satisfying need! Of work the men! Of take the pay! Of owning everything for one’s own greed!

I am the farmer, bondsman to the soil. I am the worker sold to the machine. I am the Negro, servant to you all. I am the people, humble, hungry, mean— Hungry yet today despite the dream. Beaten yet today—O, Pioneers! I am the man who never got ahead, The poorest worker bartered through the years.

Yet I’m the one who dreamt our basic dream In the Old World while still a serf of kings, Who dreamt a dream so strong, so brave, so true, That even yet its mighty daring sings In every brick and stone, in every furrow turned That’s made America the land it has become. O, I’m the man who sailed those early seas In search of what I meant to be my home— For I’m the one who left dark Ireland’s shore, And Poland’s plain, and England’s grassy lea, And torn from Black Africa’s strand I came To build a “homeland of the free.”

The free?

Who said the free? Not me? Surely not me? The millions on relief today? The millions shot down when we strike? The millions who have nothing for our pay? For all the dreams we’ve dreamed And all the songs we’ve sung And all the hopes we’ve held And all the flags we’ve hung, The millions who have nothing for our pay— Except the dream that’s almost dead today.

O, let America be America again— The land that never has been yet— And yet must be—the land where every man is free. The land that’s mine—the poor man’s, Indian’s, Negro’s, ME— Who made America, Whose sweat and blood, whose faith and pain, Whose hand at the foundry, whose plow in the rain, Must bring back our mighty dream again.

Sure, call me any ugly name you choose— The steel of freedom does not stain. From those who live like leeches on the people’s lives, We must take back our land again, America!

O, yes, I say it plain, America never was America to me,

55 And yet I swear this oath— America will be!

Out of the rack and ruin of our gangster death, The rape and rot of graft, and stealth, and lies, We, the people, must redeem The land, the mines, the plants, the rivers. The mountains and the endless plain— All, all the stretch of these great green states— And make America again!

62 Immigration: An Ethical Dilemma Lesson 3 My Life as an Undocumented Immigrant

Lesson Summary In this lesson, the initial reading of the text is done independently in order for students to gain as much meaning from the text as possible before receiving any teacher or peer support. The annotation of text, a skill that is developed in this lesson, is an important skill for students to possess to help them make sense of information in the text and use it to support their interpretations of the author’s claims and message. In addition to summarizing the central ideas in the text, students will analyze the development of those ideas from the perspective of the author’s choices related to the craft and structure of the piece.

Lesson Objectives Students will be able to: ● Orally summarize a text. ● Identify a central idea of a text and identify details from the beginning, middle, and end of the text that contribute to the development of the central idea. ● Analyze how a particular paragraph supports the development of the author’s claims.

Common Core State Standards: College and Career Readiness Anchor Standards:

RI.9-10.1 Cite strong and thorough textual evidence to CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine support analysis of what the text says explicitly as well as what the text says explicitly and to make logical inferences inferences drawn from the text. from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or provide an objective summary of the text. themes of a text and analyze their development; summarize the key supporting details and ideas. RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, paragraphs, or larger portions of a text (e.g., a section or including how specific sentences, paragraphs, and larger chapter). portions of the text (e.g., a section, chapter, scene, or RI.9-10.10 By the end of grade 9, read and comprehend stanza) relate to each other and the whole. literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of K-12.R.R.10 Range of Reading and Level of Text the range. Complexity: Read and comprehend complex literary and informational texts independently and proficiently. Lesson Resources:  EL Objectives and Vocabulary  Analysis of CCSS Implementation Time Allotment - 3 55-minute sessions  Learning Progressions  Materials and Attachments List

Immigration: An Ethical Dilemma – 9th Grade

www.sharemylesson.com/ctu Lesson 3 - 1

63 Immigration: An Ethical Dilemma Lesson 3 My Life as an Undocumented Immigrant Lesson Breakdown: Students will first independently read the text. They will be asked to annotate as they read in order to gain a better understanding of the text and remember any important thoughts or questions they had while reading. In a whole group discussion, students will summarize the text and identify its central ideas. They will then use a graphic organizer, working in pairs to record details from the beginning, middle, and end of the text that contribute to the development of one central idea. Finally, they will identify how a specific passage from the text supports the development of one of the author’s ideas.

Anticipated Student Responses Steps and Learning Activities and Teacher Support Day One: Begin the class by talking about possible meanings of the Students may ask why they need to read this. title. (Ask students “what do you think it means to be You may respond that we will be locating the central idea ‘undocumented,’ and what problems might that present to of the text in order to understand why the author chose to individuals trying to live and work in the U.S.?” write this memoir.

Tell students that annotation is a great way for focusing on Students may ask, “How do I recognize a central idea?” how an author develops an argument. Tell students that Tell students to look at the first and last sentences of each we are going to continue using our skill of annotation. paragraph. Also tell students that they should also look for ideas or vocabulary that is repeated in the article. Depending on where this unit lands in the curriculum course map, teachers might have to do more front-loading of instruction related to the skill of annotation. (Or, they might simply have to remind students of what they have already learned/practiced in other contexts, and that they should apply that skill knowledge to this text.)

Give each student a copy of the piece: “My Life as an Undocumented Immigrant” by Jose Antonio Vargas1. Tell Students underline details that aren’t central to the students that they will spend the entire class period meaning of the text. reading the text and practicing the annotation skill we Ask students questions to help them determine which learned previously. information is critical for understanding the text, and After the students have read the first paragraph, have which isn’t. For example: If they underlined “One August them tell you what they underlined as the most important morning nearly two decades ago...” ask, “Would it change ideas and ask them to explain why. Facilitate discussion the meaning of the text if the story happened in about what makes the underlined ideas important. This September? In January? In the evening rather than in the discussion will serve as a model for the annotation morning?” Encourage students to look for details that are students will complete as they read. 2 most critical to the meaning of the text.

1 Consider giving the text to ELs the night before. The text is too long for most ELs, even advanced ELs, to read in a class period. 2 Also consider pulling and working with a group of ELs (depending on their level) who don’t have enough language to be able to identify central ideas. Provide exemplars; perhaps mark the text for them yourself, underlining the beginning of central ideas and having them complete the underline. Immigration: An Ethical Dilemma – 9th Grade

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64 Immigration: An Ethical Dilemma Lesson 3

My Life as an Undocumented Immigrant Anticipated Student Responses Steps and Learning Activities and Teacher Support Students don’t seem to be “getting” the main point of the article. Ask class questions to clarify/assess understanding as they read. Questions could include: “What is the ‘different kind of reality’ the speaker describes in the life of an undocumented immigrant?” or “Describe the speaker’s early job history and the factors that played a role in his selection of those jobs…” or any other teacher-created questions that could help students demonstrate understanding of key concepts and ideas in the article.

Further, the teacher may need to provide background information on the Spanish colonial history of the Philippines in order to more fully comprehend the significance of many of the names in the article. Day Two: Begin class by giving students a quiz over yesterday’s reading of the article to measure comprehension, or teacher may choose another strategy to assess student understanding.

Facilitate a discussion with the students in order to have Students say, “I don’t remember” when asked to recall them present a summary of what they read the day what happened in a specific portion of the text. before. Direct students’ attention to that portion of the text and give them a moment to re-read it silently, and then ask for Ideas for facilitation: volunteers to answer the question. Have a list of pre-generated questions and do cold calling of students for responses. Students state that they don’t understand what happened Ask students to summarize what happened after each in a specific portion of the text. section of text. If students must make inferences in order to understand Ask students to give examples of how Vargas’ life was the text’s meaning, ask follow-up questions to help them more difficult than a legal citizen’s life. infer without giving away answers. For example, if Ask students to write down the 7 main events that students do not understand why the author couldn’t obtain occurred within the text, and then share with the class. an American passport, ask, “What else does the text tell us about the author’s legal documents? Would obtaining a passport be more like applying for a job, or getting a driver’s license?” These questions should help students differentiate between situations where documents are likely to be checked carefully vs. glanced at. You will then ask the students to determine the central Students ask, what is a central idea? ideas of the text. Ask questions in order to facilitate Ask them to think about what they know about the discussion, such as: meaning of the word “central.” Based on that knowledge, Take a look at the text features (headings, sub-headings, what would a central idea be? If students are still unsure, italic and bold-type words, pictures, diagrams, labels, have them read one paragraph from the text and identify

Immigration: An Ethical Dilemma – 9th Grade

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Immigration: An Ethical Dilemma Lesson 3 My Life as an Undocumented Immigrant Anticipated Student Responses Steps and Learning Activities and Teacher Support captions, etc). 3 What hints do they give about the text’s the central idea of the paragraph. Remind them that the central ideas? central ideas of the text as a whole will be the ones that are emphasized across the text. Remind students, too, that Determine the purpose of the text (entertain, persuade, sometimes there are clues to the central idea such as titles, inform, show cause/effect, compare/contrast, express an short descriptions underneath the title, etc. opinion, etc.)4 Often you can find this by looking at how the author tells his/her story. What ideas in the text are most closely related to its purpose? Take a look at the organization (structure) of the text. Is it written in chronological order (time), order of importance, problem/solution, or by description?5 Which ideas are emphasized most?

Record the central ideas the students identify on a whiteboard or large Post-It chart paper. Students should have access to this information for the next part of the lesson.

Day Three: Tell students to pair up or pair students up6 and pass out the central idea graphic organizer tool to each pair. Have Students identify multiple pieces of evidence from each students pick ONE central idea from the several listed section of the text that support the development of their during the class discussion yesterday. Explain to students central idea. that they are to go back to the text to find textual evidence (actual words from the text) that supports the central idea. If the additional pieces of evidence students identify are They are to find one example of evidence that supports relevant to the development of the central idea, encourage the central idea they chose from the beginning, middle, them to add these to their notes if they choose (on another and end of the text. They should put this information in sheet of paper if necessary), and include these in their each box labeled “textual evidence.” For example, if a analysis. central idea is that immigrants strive to feel like “real” Americans, one piece of evidence from the beginning of the text that supports this would be when the author writes, “Though I learned English in the Philippines, I wanted to lose my accent.”

Once they have selected the text evidence, they will analyze how each piece of evidence supports the central Students have a hard time or express frustration with idea. They will do this on the lines that are underneath connecting how the evidence they chose supports the each box. Refer to the example above and ask students development of their central idea.

3 Ensure ELs understand text features; depending on the length of time they have been in the US, they may or may not understand that there is a difference between a heading and a sub-heading, etc. 4 Ensure ELs understand these text structures. 5 Again, ensure ELs understand these text structures. 6 Purposefully pair ELs yourself, deciding on pairs according to ELs’ levels and needs. Immigration: An Ethical Dilemma – 9th Grade

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66 Immigration: An Ethical Dilemma Lesson 3 My Life as an Undocumented Immigrant Anticipated Student Responses Steps and Learning Activities and Teacher Support questions such as, “What would it be like to try to change Model the thought process for students again, using a your accent? What might motivate a person to do central idea they did not choose. This may be a frustrating something like this?” Use student suggestions to model moment for students because they will have to struggle, writing several sentences that analyze how this example of and you may want to tell them that struggling is ok and textual evidence supports this central idea. even expected when reading challenging texts.

Inform students that they cannot use these as examples in their own text.

Once students have finished analyzing their three pieces of textual evidence, they will then respond to the prompt on Students are unsure of how to begin their analysis, or do the central idea tool: “Now, choose one of these pieces of not focus their analysis on the author’s choices. evidence, and on a separate sheet of paper, explain how the details the author chose to support his central idea Encourage students to use a known strategy to help actually help the reader relate to his experience as an structure their paragraph, such as MEL-Con. (If students undocumented immigrant. In a well-developed paragraph are unfamiliar with this type of organizational strategy, explain your rationale.” Again, use the example above to you may choose to teach it in conjunction with this text as model for students how they might begin their analysis. an extension to this lesson. A web site with information on Explain that rather than simply focusing on the ideas in the teaching MEL-Con paragraphs is included below.) Remind text, they will now be thinking about the choices the students that for each piece of evidence they include, they author made when writing the text. Ask, “Why might the should be analyzing why the author chose to include that author have chosen to tell us (the audience) about the detail to support his claim or idea (as opposed to what the experience of trying to lose his accent? How do the details detail shows in relation to the central idea). he includes help us to understand this aspect of his experience?”7 Use students’ responses to write one or two sentences of analysis of how/why the author used this evidence to support the idea that immigrants strive to be like “real” Americans.

7 Be aware that in some cultures students do not question author choices at all. Immigration: An Ethical Dilemma – 9th Grade

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67 Immigration: An Ethical Dilemma Lesson 3 My Life as an Undocumented Immigrant Resources for English Learners English Language Objective(s): ● Process goals – ELs will learn and use annotation skills, especially underlining, to signify an important idea.8 ELLs will understand that a text can have more than one central idea.9 ● Language goal – ELs will learn and understand academic vocabulary and idiomatic and metaphoric language used in the text. (Vocabulary list is attached.) ELs will use new academic vocabulary in their summaries of text and in their writing about the text.

English Learners Unit Vocabulary: Every Day Terms/ Phrases (Tier 1) slang flipped nervous Tough freckled pedaled figured drive-by shooting financial spelling bee whispered sliver (of tape) district memorizing separation front desk tricky slang reruns Claiming three-point turns figured out anxieties declaring pay stub managed school-board all-expenses-paid afford stewardess a sin

General Academic Terms (Tier 2) indefatigable derailing considered intimidated residency withdrew daunting veteran naturalized American obtain consulted navigate citizens assumed high-potential paranoid inability adorned scholarship debates reluctantly fraudulent fund paralyzing decade incident recipients terrified permanent residency menial tuition scrutiny courage eventually lodging distract inspired deceit embarked distorts enunciated impostor lack apprehensive journalism befriend recruiter broadcast validated superintendent panicked displacement debates oracle devastating concocted intensified co-editor pursue reprieve re-elected expressed interest sponsored misleading prohibited mentors ban humiliation accessing surrogate compartmentalize liberation

8 It is possible that ELs have never been exposed to the concept of annotation and may not have been allowed to write on any text. Since there is no explicit teaching of annotation in this lesson, consider giving ELs exemplars of marked-up text and a full explanation of what annotation is and why and how it is useful to a reader. 9 Depending on the level of the EL, to say something is ‘central’ may suggest that it alone is the ‘center.’ The concept of there being more than one central idea in a given text may have to be explicitly explained to ELs. Immigration: An Ethical Dilemma – 9th Grade

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68 Immigration: An Ethical Dilemma Lesson 3 My Life as an Undocumented Immigrant encounter choir acknowledging disclosure sentiments hesitated obstacle consequences stereotypes toured accompanied half-siblings. assimilate turmoil determined emigrated eventually pursue province reconciled ambitions petitioned invalid the petition expire thus exhilarating

Content Specific Terms (Tier 3) “What’s up?” offered me a spot a drain on society in tow cutting coupons support network didn’t care for my second home wandering eye higher-ups The “uncle” who brought making matters more provide for us steer clear me here turned out to be a difficult freelance built a career invite unwanted scrutiny coyote I landed at (to get a job at) On the surface, maintaining a deception scraped together enough pass muster fear of being found out sense of self “Valid for work only with DREAM Act — underground railroad found the law I.N.S. authorization.” Development, Relief and to lobby for unconstitutional At a glance Education for Alien Minors at the risk of in part doctored card left me crushed speaking out landed Put this problem on a shelf convinced myself unpaid internship covering (a news story)

TV Shows/Films ELs may not English structures ELs may not know know “Frasier,” Passive Voice “Home Improvement” ● There are believed to be “The Golden Girls” ● I was elected “Goodfellas” ● was found “Anne of Green Gables” Adjective structures ● The more I did it, the more I felt ● just as much as Names (People/Things) Places

Tagalog Philippines Kathy Dewar Ninoy Aquino International VHS Airport Gov. Pete Wilson Mountain View, Calif. Proposition 187 Filipino- San Francisco Bay Area

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69 Immigration: An Ethical Dilemma Lesson 3 My Life as an Undocumented Immigrant American Rich Fischer D.M.V. The Oracle Zambales Pat Hyland Kinko’s Jill Denny Y.M.C.A., Harvey Milk The Mountain View Voice Matthew Shepard Mountain View High School Catholic Wyoming Pat San Francisco State University. Rich The San Francisco Chronicle 76ers The Seattle Times Allen Iverson Illinois Pat Foote Utah Jim Strand The Wall Street Journal venture capitalist The Boston Globe Senator Orrin Hatch The Chicago Tribune, The Senator Dick Durbin Washington Post Mary Moore Portland Peter Perl Lafayette Square Don Graham the White House Leonard Downie Jr Univision Hillary Clinton Senator Mel Virginia Tech Martinez John McCain The Huffington Post Pulitzer Prize Washington Press Club Ariana Huffington Foundation Mark Zuckerberg Tribeca Film Festival The New Yorker federal I-9 employment eligibility forms college acceptance letters

Adaptations for English Learners It is vital to know the language levels of the ELs in the classroom as well as the number of years they have been in the United States. With this knowledge, the teacher will be able to make appropriate decisions about vocabulary which needs to be pre-taught, or which needs to be explained individually as the close read continues. If there is general knowledge of the academic vocabulary, of course it doesn’t have to be pre-taught. If there isn’t, these words will impede understanding of the very central ideas that the student is supposed to be identifying.

Consider identifying vocabulary (attached) necessary for understanding and listing it using the Three Tier System: Everyday Terms (for [low transitional ELs] General Academic Terms, and Content-Specific Terms. ● Ensure that ENL students understand the nuances of word meanings so they will be able to recognize tone. ● Ensure ELs understand the context so they can use it to determine the effect of author’s language and ideas. Ensure they know how to choose the appropriate meaning from those available in dictionaries and other resources. Use all above to ensure ELs are able to: appropriately orally summarize and write about text.

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70 Immigration: An Ethical Dilemma Lesson 3 My Life as an Undocumented Immigrant

Teaching strategies (in addition to those in footnotes) could include: (all depend on teacher knowledge of ESL level and students’ prior experience with concepts) ● Differentiate amount of vocabulary that is pre-taught or explained according to the identified level of the EL students. ● Use drawings and sketches to explain metaphorical words and phrases (i.e. ‘cutting coupons,’ ‘scraped together enough,’ etc.) ● For early and developing ELs who have been placed in your class, think about recording the text so ELs can listen to the text as they read. Although this is not close read “best practice,” it may scaffold understanding because it gives ELs two ways to access text (listening and reading). ● When available, provide the article in the native language, which is appropriate for students with very little English, who may be improperly placed in your class, for example, because of programming. ● Reduce the workload for early and developing ELs misplaced in your class: identify larger sections of the text where you expect students to find evidence for the central idea and highlight them – they will still have to decide on the sentence; provide sentence stems and graphic organizers to scaffold writing, for example a graphic organizer that helps ELs give details for their rationale. ● Address visual/reading as well as aural/listening skills – when you tell the class what to think/ask, make sure ELs have this in two modalities [What did you think about after reading this section? What was new to you? What surprised you? Do you agree with …? in written form on the board as well as by listening to the teacher] ● Concepts: Ensure that they understand ‘doctored’ identification; a ‘coyote’; journalism; unpaid internships, etc. ● Assessment – when assessing, look for language learning and appropriate application of the language learned as well as factual and conceptual learning.

Analysis of CCSS Implementation Students are asked to do the initial reading of the text independently in order to allow them to gain as much information from the text as they can on their own before receiving teacher scaffolding and support. Annotation as a tool for identifying and remembering the important ideas in the text is a skill that is developed across this unit. The initial reading of the text, and the discussion that follows, is centered on identifying the explicit and implicit meaning of the text, which is the focus of Standard 1.

The discussion section of the lesson should focus solely on the ideas that are explicitly and implicitly stated in the text. Students must have a clear and thorough understanding of what the text says before they can engage in deeper analysis of the text.

Also, this portion of the lesson provides a foundation for students to analyze the development of the central ideas in the text. Before they can analyze the central ideas, they must first identify them.

In this portion of the lesson (using the central idea organizer) students begin to analyze how one central idea is developed across the text. Having them first identify and analyze one piece of evidence from the beginning, middle, and end of the text provides scaffolding to help students successfully analyze the development of the central idea as a whole.

Some students may be capable of writing a more detailed or deeper analysis of the development of their central idea. If this is the case, they should be encouraged to do so.

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71 Immigration: An Ethical Dilemma Lesson 3 My Life as an Undocumented Immigrant

The questions in this portion of the lesson direct students to think about the relationship between the details that are included in the text, and the central ideas that are developed across the text. Using questioning at this point in the lesson, rather than “thinking aloud,” provides a model for how students can question themselves in order to determine how their textual evidence is related to their central idea.

As the lesson closes, the discussion turns toward the choices the author makes in creating the text. On the surface, standards 2 and 5 appear to be very similar; however, standard 2 is a “Key Ideas and Details” standard (helping to answer the question, “What does the text say?”) whereas standard 5 is a “Craft and Structure” standard (helping to answer the question, “How does the text work?”). Students’ analysis in this final section of the lesson should be focused on the choices the author made, why the students think he made them, and how those choices impact the ideas that are communicated in the text.

RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. By the end of 8th grade, students are expected to be able to determine a central idea in a text, and analyze how the supporting details contribute to the development of the central idea. Making the connection between supporting details, and the development of a central idea, is a new skill in 8th grade. Students are also expected to be able to objectively summarize a text, which is also addressed in the 7th grade standard.

RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. By the end of 8th grade, students are expected to be able to analyze how particular sentences within a paragraph of the text help to develop and refine key concepts. Analyzing the structure of individual paragraphs builds upon students’ learning in 7th grade, when they were expected to be able to analyze how major sections of a text contribute to the development of ideas in that text.

RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently. Standard 10 specifies the context in which the other nine standards are developed. It is addressed through the careful selection, over the course of the year, of a range of appropriately complex texts, and through the planning of reading activities that increase students’ ability to read those texts proficiently and independently.

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72 Immigration: An Ethical Dilemma Lesson 3 My Life as an Undocumented Immigrant Learning Progressions Current Grade RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. By the end of 10th grade, students are expected to build on their ability to identify the evidence that most strongly supports a conclusion about the text, developing the ability to provide a thorough text-supported analysis of the text’s explicit and implicit meaning.

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. By the end of 10th grade, students are expected to deepen their analyses of the relationships between central ideas and supporting details, explaining how particular details contribute to a central idea as it develops across a text. Students are also expected to be able to objectively summarize a text, which is also addressed in the 7th and 8th grade standards.

RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). By the end of 10th grade, students are expected to be able to build upon their ability to analyze the relationships between particular sentences and the development of paragraphs in the text (addressed in the 8th grade standard), by analyzing the relationships between sentences, paragraphs, or larger portions of a text, and the development of the author’s ideas or claims across the text as a whole.

RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently. By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.

Next Grade RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. By the end of 12th grade, students are expected to refine their ability to thoroughly support their conclusions about the text’s explicit and implicit meaning by learning to determine where the author has not provided the reader with clear evidence to support interpretation of the text.

RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. By the end of 12th grade, students are expected to further deepen their analyses of the relationships between central ideas and supporting details, analyzing the interactions of details that contribute to the development of the text’s central ideas. Students are also expected to be able to objectively summarize a text, which is also addressed in the 7th and 8th grade standards.

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73 Immigration: An Ethical Dilemma Lesson 3 My Life as an Undocumented Immigrant Learning Progressions RI.11-12.5 analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. By the end of 12th grade, students are expected to be able to provide a comprehensive analysis and evaluation of the effectiveness of the structure used by an author to convey exposition or argument. This builds upon students’ work in previous grades, during which they analyzed the interactions of portions of the text with the development of the author’s ideas or claims.

RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently. Standard 10 specifies the context in which the other nine standards are developed. It is addressed through the careful selection, over the course of the year, of a range of appropriately complex texts, and through the planning of reading activities that increase students’ ability to read those texts proficiently and independently.

Materials and Attachments: ● Copies of abridged version of “My Life as an Undocumented Immigrant” by Jose Antonio Vargas ● Central Idea Graphic Organizer

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74 Immigration: An Ethical Dilemma Lesson 3

My Life as an Undocumented Immigrant

Lesson Artifacts:

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Immigration: An Ethical Dilemma Lesson 3

My Life as an Undocumented Immigrant

Immigration: An Ethical Dilemma – 9th Grade

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June 22, 2011 My Life as an Undocumented Immigrant By JOSE ANTONIO VARGAS One August morning nearly two decades ago, my mother woke me and put me in a cab. She handed me a jacket. “Baka malamig doon” were among the few words she said. (“It might be cold there.”) When I arrived at the Philippines’ Ninoy Aquino International Airport with her, my aunt and a family friend, I was introduced to a man I’d never seen. They told me he was my uncle. He held my hand as I boarded an airplane for the first time. It was 1993, and I was 12.

My mother wanted to give me a better life, so she sent me thousands of miles away to live with her parents in America — my grandfather (Lolo in Tagalog) and grandmother (Lola). After I arrived in Mountain View, Calif., in the San Francisco Bay Area, I entered sixth grade and quickly grew to love my new home, family and culture. I discovered a passion for language, though it was hard to learn the difference between formal English and American slang. One of my early memories is of a freckled kid in middle school asking me, “What’s up?” I replied, “The sky,” and he and a couple of other kids laughed. I won the eighth-grade spelling bee by memorizing words I couldn’t properly pronounce. (The winning word was “indefatigable.”)

One day when I was 16, I rode my bike to the nearby D.M.V. office to get my driver’s permit. Some of my friends already had their licenses, so I figured it was time. But when I handed the clerk my green card as proof of U.S. residency, she flipped it around, examining it. “This is fake,” she whispered. “Don’t come back here again.”

Confused and scared, I pedaled home and confronted Lolo. I remember him sitting in the garage, cutting coupons. I dropped my bike and ran over to him, showing him the green card. “Peke ba ito?” I asked in Tagalog. (“Is this fake?”) My grandparents were naturalized American citizens — he worked as a security guard, she as a food server — and they had begun supporting my mother and me financially when I was 3, after my father’s wandering eye and inability to properly provide for us led to my parents’ separation. Lolo was a proud man, and I saw the shame on his face as he told me he purchased the card, along with other fake documents, for me. “Don’t show it to other people,” he warned.

I decided then that I could never give anyone reason to doubt I was an American. I convinced myself that if I worked enough, if I achieved enough, I would be rewarded with citizenship. I felt I

77 could earn it.

I’ve tried. Over the past 14 years, I’ve graduated from high school and college and built a career as a journalist, interviewing some of the most famous people in the country. On the surface, I’ve created a good life. I’ve lived the American dream.

But I am still an undocumented immigrant. And that means living a different kind of reality. It means going about my day in fear of being found out. It means rarely trusting people, even those closest to me, with who I really am. It means keeping my family photos in a shoebox rather than displaying them on shelves in my home, so friends don’t ask about them. It means reluctantly, even painfully, doing things I know are wrong and unlawful. And it has meant relying on a sort of 21st- century underground railroad of supporters, people who took an interest in my future and took risks for me.

Last year I read about four students who walked from Miami to Washington to lobby for the Dream Act, a nearly decade-old immigration bill that would provide a path to legal permanent residency for young people who have been educated in this country. At the risk of deportation — the Obama administration has deported almost 800,000 people in the last two years — they are speaking out. Their courage has inspired me.

There are believed to be 11 million undocumented immigrants in the United States. We’re not always who you think we are. Some pick your strawberries or care for your children. Some are in high school or college. And some, it turns out, write news articles you might read. I grew up here. This is my home. Yet even though I think of myself as an American and consider America my country, my country doesn’t think of me as one of its own.

My first challenge was the language. Though I learned English in the Philippines, I wanted to lose my accent. During high school, I spent hours at a time watching television (especially “Frasier,” “Home Improvement” and reruns of “The Golden Girls”) and movies (from “Goodfellas” to “Anne of Green Gables”), pausing the VHS to try to copy how various characters enunciated their words. At the local library, I read magazines, books and newspapers — anything to learn how to write better. Kathy Dewar, my high-school English teacher, introduced me to journalism. From the moment I wrote my first article for the student paper, I convinced myself that having my name in print — writing in English, interviewing Americans — validated my presence here.

The debates over “illegal aliens” intensified my anxieties. In 1994, only a year after my flight from the Philippines, Gov. Pete Wilson was re-elected in part because of his support for Proposition 187, which prohibited undocumented immigrants from attending public school and accessing other

78 services. (A federal court later found the law unconstitutional.) After my encounter at the D.M.V. in 1997, I grew more aware of anti-immigrant sentiments and stereotypes: they don’t want to assimilate, they are a drain on society. They’re not talking about me, I would tell myself. I have something to contribute.

To do that, I had to work — and for that, I needed a Social Security number. Fortunately, my grandfather had already managed to get one for me. Lolo had always taken care of everyone in the family. He and my grandmother emigrated legally in 1984 from Zambales, a province in the Philippines of rice fields and bamboo houses, following Lolo’s sister, who married a Filipino- American serving in the American military. She petitioned for her brother and his wife to join her. When they got here, Lolo petitioned for his two children — my mother and her younger brother — to follow them. But instead of mentioning that my mother was a married woman, he listed her as single. Legal residents can’t petition for their married children. Besides, Lolo didn’t care for my father. He didn’t want him coming here too.

But soon Lolo grew nervous that the immigration authorities reviewing the petition would discover my mother was married, thus derailing not only her chances of coming here but those of my uncle as well. So he withdrew her petition. After my uncle came to America legally in 1991, Lolo tried to get my mother here through a tourist visa, but she wasn’t able to obtain one. That’s when she decided to send me. My mother told me later that she figured she would follow me soon. She never did.

The “uncle” who brought me here turned out to be a coyote, not a relative, my grandfather later explained. Lolo scraped together enough money — I eventually learned it was $4,500, a huge sum for him — to pay him to smuggle me here under a fake name and fake passport. (I never saw the passport again after the flight and have always assumed that the coyote kept it.) After I arrived in America, Lolo obtained a new fake Filipino passport, in my real name this time, adorned with a fake student visa, in addition to the fraudulent green card.

Using the fake passport, we went to the local Social Security Administration office and applied for a Social Security number and card. It was, I remember, a quick visit. When the card came in the mail, it had my full, real name, but it also clearly stated: “Valid for work only with I.N.S. authorization.”

When I began looking for work, a short time after the D.M.V. incident, my grandfather and I took the Social Security card to Kinko’s, where he covered the “I.N.S. authorization” text with a sliver of white tape. We then made photocopies of the card. At a glance, at least, the copies would look like copies of a regular, unrestricted Social Security card.

Lolo always imagined I would work the kind of low-paying jobs that undocumented people often

79 take. (Once I married an American, he said, I would get my real papers, and everything would be fine.) But even menial jobs require documents, so he and I hoped the doctored card would work for now. The more documents I had, he said, the better.

While in high school, I worked part time at Subway, then at the front desk of the local Y.M.C.A., then at a tennis club, until I landed an unpaid internship at The Mountain View Voice, my hometown newspaper. First I brought coffee and helped around the office; eventually I began covering city-hall meetings and other assignments for pay.

For more than a decade of getting part-time and full-time jobs, employers have rarely asked to check my original Social Security card. When they did, I showed the photocopied version, which they accepted. Over time, I also began checking the citizenship box on my federal I-9 employment eligibility forms. (Claiming full citizenship was actually easier than declaring permanent resident “green card” status, which would have required me to provide an alien registration number.)

This deceit never got easier. The more I did it, the more I felt like an impostor, the more guilt I carried — and the more I worried that I would get caught. But I kept doing it. I needed to live and survive on my own, and I decided this was the way.

Mountain View High School became my second home. I was elected to represent my school at school-board meetings, which gave me the chance to meet and befriend Rich Fischer, the superintendent for our school district. I joined the speech and debate team, acted in school plays and eventually became co-editor of The Oracle, the student newspaper. That drew the attention of my principal, Pat Hyland. “You’re at school just as much as I am,” she told me. Pat and Rich would soon become mentors, and over time, almost surrogate parents for me.

After a choir rehearsal during my junior year, Jill Denny, the choir director, told me she was considering a Japan trip for our singing group. I told her I couldn’t afford it, but she said we’d figure out a way. I hesitated, and then decided to tell her the truth. “It’s not really the money,” I remember saying. “I don’t have the right passport.” When she assured me we’d get the proper documents, I finally told her. “I can’t get the right passport,” I said. “I’m not supposed to be here.”

She understood. So the choir toured Hawaii instead, with me in tow. (Mrs. Denny and I spoke a couple of months ago, and she told me she hadn’t wanted to leave any student behind.)

Later that school year, my history class watched a documentary on Harvey Milk, the openly gay San Francisco city official who was assassinated. This was 1999, just six months after Matthew Shepard’s body was found tied to a fence in Wyoming. During the discussion, I raised my hand and said something like: “I’m sorry Harvey Milk got killed for being gay. . . . I’ve been meaning to say this. . . . I’m gay.”

80 I hadn’t planned on coming out that morning, though I had known that I was gay for several years. With that announcement, I became the only openly gay student at school, and it caused turmoil with my grandparents. Lolo kicked me out of the house for a few weeks. Though we eventually reconciled, I had disappointed him on two fronts. First, as a Catholic, he considered homosexuality a sin and was embarrassed about having “ang apo na bakla” (“a grandson who is gay”). Even worse, I was making matters more difficult for myself, he said. I needed to marry an American woman in order to gain a green card.

Tough as it was, coming out about being gay seemed less daunting than coming out about my legal status. I kept my other secret mostly hidden.

While my classmates awaited their college acceptance letters, I hoped to get a full-time job at The Mountain View Voice after graduation. It’s not that I didn’t want to go to college, but I couldn’t apply for state and federal financial aid. Without that, my family couldn’t afford to send me.

But when I finally told Pat and Rich about my immigration “problem” — as we called it from then on — they helped me look for a solution. At first, they even wondered if one of them could adopt me and fix the situation that way, but a lawyer Rich consulted told him it wouldn’t change my legal status because I was too old. Eventually they connected me to a new scholarship fund for high- potential students who were usually the first in their families to attend college. Most important, the fund was not concerned with immigration status. I was among the first recipients, with the scholarship covering tuition, lodging, books and other expenses for my studies at San Francisco State University.

As a college freshman, I found a job working part time at The San Francisco Chronicle, where I sorted mail and wrote some freelance articles. My ambition was to get a reporting job, so I embarked on a series of internships. First I landed at The Philadelphia Daily News, in the summer of 2001, where I covered a drive-by shooting and the wedding of the 76ers star Allen Iverson. Using those articles, I applied to The Seattle Times and got an internship for the following summer.

But then my lack of proper documents became a problem again. The Times’s recruiter, Pat Foote, asked all incoming interns to bring certain paperwork on their first day: a birth certificate, or a passport, or a driver’s license plus an original Social Security card. I panicked, thinking my documents wouldn’t pass muster. So before starting the job, I called Pat and told her about my legal status. After consulting with management, she called me back with the answer I feared: I couldn’t do the internship.

This was devastating. What good was college if I couldn’t then pursue the career I wanted? I

81 decided then that if I was to succeed in a profession that is all about truth-telling, I couldn’t tell the truth about myself.

After this episode, Jim Strand, the venture capitalist who sponsored my scholarship, offered to pay for an immigration lawyer. Rich and I went to meet her in San Francisco’s financial district.

I was hopeful. This was in early 2002, shortly after Senators Orrin Hatch, the Utah Republican, and Dick Durbin, the Illinois Democrat, introduced the Dream Act — Development, Relief and Education for Alien Minors. It seemed like the legislative version of what I’d told myself: If I work hard and contribute, things will work out.

But the meeting left me crushed. My only solution, the lawyer said, was to go back to the Philippines and accept a 10-year ban before I could apply to return legally.

If Rich was discouraged, he hid it well. “Put this problem on a shelf,” he told me. “Compartmentalize it. Keep going.”

And I did. For the summer of 2003, I applied for internships across the country. Several newspapers, including The Wall Street Journal, The Boston Globe and The Chicago Tribune, expressed interest. But when The Washington Post offered me a spot, I knew where I would go. And this time, I had no intention of acknowledging my “problem.”

The Post internship posed a tricky obstacle: It required a driver’s license. (After my close call at the California D.M.V., I’d never gotten one.) So I spent an afternoon at The Mountain View Public Library, studying various states’ requirements. Oregon was among the most welcoming — and it was just a few hours’ drive north.

Again, my support network came through. A friend’s father lived in Portland, and he allowed me to use his address as proof of residency. Pat, Rich and Rich’s longtime assistant, Mary Moore, sent letters to me at that address. Rich taught me how to do three-point turns in a parking lot, and a friend accompanied me to Portland.

The license meant everything to me — it would let me drive, fly and work. But my grandparents worried about the Portland trip and the Washington internship. While Lola offered daily prayers so that I would not get caught, Lolo told me that I was dreaming too big, risking too much.

I was determined to pursue my ambitions. I was 22, I told them, responsible for my own actions. But this was different from Lolo’s driving a confused teenager to Kinko’s. I knew what I was doing now, and I knew it wasn’t right. But what was I supposed to do?

I was paying state and federal taxes, but I was using an invalid Social Security card and writing

82 false information on my employment forms. But that seemed better than depending on my grandparents or on Pat, Rich and Jim — or returning to a country I barely remembered. I convinced myself all would be O.K. if I lived up to the qualities of a “citizen”: hard work, self- reliance, love of my country.

At the D.M.V. in Portland, I arrived with my photocopied Social Security card, my college I.D., a pay stub from The San Francisco Chronicle and my proof of state residence — the letters to the Portland address that my support network had sent. It worked. My license, issued in 2003, was set to expire eight years later, on my 30th birthday, on Feb. 3, 2011. I had eight years to succeed professionally, and to hope that some sort of immigration reform would pass in the meantime and allow me to stay.

It seemed like all the time in the world.

My summer in Washington was exhilarating. I was intimidated to be in a major newsroom but was assigned a mentor — Peter Perl, a veteran magazine writer — to help me navigate it. A few weeks into the internship, he printed out one of my articles, about a guy who recovered a long-lost wallet, circled the first two paragraphs and left it on my desk. “Great eye for details — awesome!” he wrote. Though I didn’t know it then, Peter would become one more member of my network.

At the end of the summer, I returned to The San Francisco Chronicle. My plan was to finish school — I was now a senior — while I worked for The Chronicle as a reporter for the city desk. But when The Post beckoned again, offering me a full-time, two-year paid internship that I could start when I graduated in June 2004, it was too tempting to pass up. I moved back to Washington.

About four months into my job as a reporter for The Post, I began feeling increasingly paranoid, as if I had “illegal immigrant” tattooed on my forehead — and in Washington, of all places, where the debates over immigration seemed never-ending. I was so eager to prove myself that I feared I was annoying some colleagues and editors — and worried that any one of these professional journalists could discover my secret. The anxiety was nearly paralyzing. I decided I had to tell one of the higher-ups about my situation. I turned to Peter.

By this time, Peter, who still works at The Post, had become part of management as the paper’s director of newsroom training and professional development. One afternoon in late October, we walked a couple of blocks to Lafayette Square, across from the White House. Over some 20 minutes, sitting on a bench, I told him everything: the Social Security card, the driver’s license, Pat and Rich, my family.

83 Peter was shocked. “I understand you 100 times better now,” he said. He told me that I had done the right thing by telling him, and that it was now our shared problem. He said he didn’t want to do anything about it just yet. I had just been hired, he said, and I needed to prove myself. “When you’ve done enough,” he said, “we’ll tell Don and Len together.” (Don Graham is the chairman of The Washington Post Company; Leonard Downie Jr. was then the paper’s executive editor.) A month later, I spent my first Thanksgiving in Washington with Peter and his family.

In the five years that followed, I did my best to “do enough.” I was promoted to staff writer, reported on video-game culture, wrote a series on Washington’s H.I.V./AIDS epidemic and covered the role of technology and social media in the 2008 presidential race. I visited the White House, where I interviewed senior aides and covered a state dinner — and gave the Secret Service the Social Security number I obtained with false documents.

I did my best to steer clear of reporting on immigration policy but couldn’t always avoid it. On two occasions, I wrote about Hillary Clinton’s position on driver’s licenses for undocumented immigrants. I also wrote an article about Senator Mel Martinez of Florida, then the chairman of the Republican National Committee, who was defending his party’s stance toward Latinos after only one Republican presidential candidate — John McCain, the co-author of a failed immigration bill — agreed to participate in a debate sponsored by Univision, the Spanish-language network.

It was an odd sort of dance: I was trying to stand out in a highly competitive newsroom, yet I was terrified that if I stood out too much, I’d invite unwanted scrutiny. I tried to compartmentalize my fears, distract myself by reporting on the lives of other people, but there was no escaping the central conflict in my life. Maintaining a deception for so long distorts your sense of self. You start wondering who you’ve become, and why.

In April 2008, I was part of a Post team that won a Pulitzer Prize for the paper’s coverage of the Virginia Tech shootings a year earlier. Lolo died a year earlier, so it was Lola who called me the day of the announcement. The first thing she said was, “Anong mangyayari kung malaman ng mga tao?”

What will happen if people find out?

I couldn’t say anything. After we got off the phone, I rushed to the bathroom on the fourth floor of the newsroom, sat down on the toilet and cried.

In the summer of 2009, without ever having had that follow-up talk with top Post management, I left the paper and moved to New York to join The Huffington Post. I met Arianna Huffington at a

84 Washington Press Club Foundation dinner I was covering for The Post two years earlier, and she later recruited me to join her news site. I wanted to learn more about Web publishing, and I thought the new job would provide a useful education.

Still, I was apprehensive about the move: many companies were already using E-Verify, a program set up by the Department of Homeland Security that checks if prospective employees are eligible to work, and I didn’t know if my new employer was among them. But I’d been able to get jobs in other newsrooms, I figured, so I filled out the paperwork as usual and succeeded in landing on the payroll.

While I worked at The Huffington Post, other opportunities emerged. My H.I.V./AIDS series became a documentary film called “The Other City,” which opened at the Tribeca Film Festival last year and was broadcast on Showtime. I began writing for magazines and landed a dream assignment: profiling Facebook’s Mark Zuckerberg for The New Yorker.

The more I achieved, the more scared and depressed I became. I was proud of my work, but there was always a cloud hanging over it, over me. My old eight-year deadline — the expiration of my Oregon driver’s license — was approaching.

After slightly less than a year, I decided to leave The Huffington Post. In part, this was because I wanted to promote the documentary and write a book about online culture — or so I told my friends. But the real reason was, after so many years of trying to be a part of the system, of focusing all my energy on my professional life, I learned that no amount of professional success would solve my problem or ease the sense of loss and displacement I felt. I lied to a friend about why I couldn’t take a weekend trip to Mexico. Another time I concocted an excuse for why I couldn’t go on an all- expenses-paid trip to Switzerland. I have been unwilling, for years, to be in a long-term relationship because I never wanted anyone to get too close and ask too many questions. All the while, Lola’s question was stuck in my head: What will happen if people find out?

Early this year, just two weeks before my 30th birthday, I won a small reprieve: I obtained a driver’s license in the state of Washington. The license is valid until 2016. This offered me five more years of acceptable identification — but also five more years of fear, of lying to people I respect and institutions that trusted me, of running away from who I am.

I’m done running. I’m exhausted. I don’t want that life anymore.

So I’ve decided to come forward, own up to what I’ve done, and tell my story to the best of my recollection. I’ve reached out to former bosses and employers and apologized for misleading them — a mix of humiliation and liberation coming with each disclosure. All the people mentioned in this article gave me permission to use their names. I’ve also talked to family and friends about my

85 situation and am working with legal counsel to review my options. I don’t know what the consequences will be of telling my story.

I do know that I am grateful to my grandparents, my Lolo and Lola, for giving me the chance for a better life. I’m also grateful to my other family — the support network I found here in America — for encouraging me to pursue my dreams.

It’s been almost 18 years since I’ve seen my mother. Early on, I was mad at her for putting me in this position, and then mad at myself for being angry and ungrateful. By the time I got to college, we rarely spoke by phone. It became too painful; after a while it was easier to just send money to help support her and my two half-siblings. My sister, almost 2 years old when I left, is almost 20 now. I’ve never met my 14-year-old brother. I would love to see them.

Not long ago, I called my mother. I wanted to fill the gaps in my memory about that August morning so many years ago. We had never discussed it. Part of me wanted to shove the memory aside, but to write this article and face the facts of my life, I needed more details. Did I cry? Did she? Did we kiss goodbye?

My mother told me I was excited about meeting a stewardess, about getting on a plane. She also reminded me of the one piece of advice she gave me for blending in: If anyone asked why I was coming to America, I should say I was going to Disneyland.

Jose Antonio Vargas ([email protected]) is a former reporter for The Washington Post and shared a Pulitzer Prize for coverage of the Virginia Tech shootings. He founded Define American, which seeks to change the conversation on immigration reform. Editor: Chris Suellentrop (C.Suellentrop- [email protected])

86 Name Date Central Idea/Text Evidence Graphic Organizer

Central Idea: ______

Directions: Find one piece of evidence each from the beginning, middle, and end of the text that supports the central idea you recorded above. Record them in the boxes below.

Textual evidence from the beginning of Textual evidence from the middle of the Textual evidence from the ending of the the story story story

How does each piece of evidence you wrote about above support the central idea you chose?

Now, choose one of these pieces of evidence, and on a separate sheet of paper, explain how the details the author chose to support his central idea actually help the reader relate to his experience as an undocumented immigrant. In a well-developed paragraph explain your rationale.

87 Immigration: An Ethical Dilemma Lesson 4

Paranoia: Close Reading of a Short Story

Lesson Summary This lesson engages students in repeated close readings of a complex text, with each reading focused on developing a deeper understanding of various aspects of the text. While this story is slightly above the Lexile range for 9th grade, this text is appropriate for this unit as it provides students with an opportunity to examine many of the issues related to immigration within the context of a short story that humanizes those issues. Students will have already spent several weeks analyzing various aspect of the immigration debate through a range of different types of texts of varying levels of complexity. This lesson includes appropriate teacher scaffolding to support students in reading and comprehending this text. Please read the special note to the teacher regarding the text.

Lesson Objectives Students will be able to: ● Respond to questions that require them to look at the key ideas and details and the craft of structure of the short story “Paranoia.” ● Connect and analyze the themes of immigration through the lens of two fictional characters with two varying perspectives.

Common Core State Standards: College and Career Readiness Anchor Standards:

RL.9-10.1 Key Ideas and Details: Cite strong and thorough CCRA.R.1 Read closely to determine what the text says textual evidence to support analysis of what the text says explicitly and to make logical inferences from it; cite explicitly as well as inferences drawn from text. specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.9-10.3 Key Ideas and Details: Analyze how complex characters (e.g. those with multiple or conflicting CCRA.R.3 Analyze how and why individuals, events, and motivations) develop over the course of a text, interact ideas develop and interact over the course of a text. with other characters, and advance the plot or develop. CCRA.R.5 Analyze the structure of texts, including how RL.9-10.5 Analyze how an author’s choices concerning specific sentences, paragraphs, and larger portions of the how to structure a text, order events within it, (e.g. text (e.g., a section, chapter, scene, or stanza) relate to parallel plots), and manipulate time (e.g. pacing, each other and the whole. flashbacks) create such effects as mystery, tension, or surprise. CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. RL.9-10.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the Lesson Resources: high end of the grades 9–10 text complexity band  EL Objectives and Vocabulary independently and proficiently.  Analysis of CCSS Implementation  Learning Progressions Time Allotment - 5 55-minute sessions  Materials and Attachments List  Lesson Artifacts

Immigration: An Ethical Dilemma – 9th Grade

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88 Immigration: An Ethical Dilemma Lesson 4

Paranoia: Close Reading of a Short Story

Lesson Breakdown: In this lesson students will closely read the short story “Paranoia” by Said Sayrafiezadeh. Students will first read the story on their own and then answer questions about the explicit and implicit meaning of the text. Next, they will divide into groups where they will then re-read and examine a section of the story more closely by answering text-dependent questions; they will discuss their answers to these questions with the whole class. On the third day of the lesson, students will re-read portions of the text in order to analyze the development and interaction of the story’s two main characters over the course of the text. On the fourth day, students will again re-read portions of the text, this time to analyze the impact of the author’s choices on the story. Finally, students will complete a writing assignment that requires them to draw upon the previous four days’ analysis of the text in order to examine the development of one of the story’s major themes.

Anticipated Student Responses Steps and Learning Activities and Teacher Support Day 1

Tell students that we are going to continue exploring the Students annotate excessive amounts of text. topic of immigration, but this time through a fictional Make sure you have annotated a copy of the story in story. Pass out copies of the short story1 “Paranoia”2 and advance. Use a document camera to model your thinking ask the class to read it one time on their own. As they process, “thinking aloud” about both what you did read, they should annotate3 anything that shows the annotate, and what you didn’t. personality of the two main characters. Ask students to defend their reasoning for highlighting certain passages of the text. Be sure to ask about both relevant passages, and irrelevant ones to avoid “cluing” students to the “right” answers.

Students annotate few or no passages in the text.

Have students search through the text for the characters’ names. Ask them to look around the names for specific details about the characters - how they look, how they act, how they interact, etc. Have students annotate these details.

1 ELs may need extended time to read the story; consider giving them the story ahead of time. 2 Ensure ELs understand what the word ‘paranoia’ means. 3 For ELs who have not had experience with annotation, consider assessing to see if how to annotate. If the teacher gives the texts to ELs prior to giving it to the rest of the class (Footnote 1, above) annotation can be done outside of class. Consider directing the annotation by tellings and perhaps modeling with details that show the personality of one of the main characters to support identifying correct answers to what is required by the rest of the sentence. Immigration: An Ethical Dilemma – 9th Grade

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89 Immigration: An Ethical Dilemma Lesson 4

Paranoia: Close Reading of a Short Story Anticipated Student Responses Steps and Learning Activities and Teacher Support Day 2

After students have done one reading of the text Students say that they are unable to answer one of the independently, divide the class into three groups.4 Each questions for their section. group will be closely reading one section of the text. Direct students to analyze exactly what the question is Students must be able to delineate their annotations from asking. Have them look for clues in the question that Day 1 and Day 2. This delineation could be as simple as indicate what kind of information they’re being asked for. underlining on Day 1 and circling on day 2. For example, if students are struggling to answer “How do You could also provide students with a different colored the author’s descriptions of Dean’s ride on the bus convey writing utensil or have them provide their own. what he is feeling during this experience?” they should be able to recognize that the question asks about the part of Tell students that their task will be to re-read their section the story where Dean is on the bus. Ask a volunteer to of the story closely and answer questions that focus on the read that part of the story aloud while the rest of the group meaning of the text. Give each group a copy of the listens for information that may help them answer the questions for that group’s section (I, II, or III). Give them question. Have them underline, circle, highlight, etc. this 25-30 minutes to get this task done. Each group should information, making sure they annotate it differently from designate a recorder to write down the group’s responses the to their questions. information about the characters (which they marked the previous day). Once students have located information As students read and discuss, circulate among groups and relevant to their question, they may be able to proceed on facilitate their work when needed. As much as possible, their own. If not, ask further questions to prompt their encourage students to use the text to find or figure out the thinking without giving away the answer. answers to their questions; do not answer questions for them if they say they are stuck or can’t answer a question. Encourage dialogue among group members as a way for students to make sense of what the text says.

Have students stay in their groups but take some time to “debrief” their responses. It’s not necessary to go over each response closely; instead, ask each group to share the answers to one or two of their questions with the class. Be sure to prompt students to point to evidence in the text that supports their answers if they do not volunteer it. If students in other groups want to comment on the answers

4 When grouping, put ELs with less English in a group with higher-level students who speak the name home language when possible. Monitor such grouping so the higher-level student is not just giving answers or ‘doing all the work’. Immigration: An Ethical Dilemma – 9th Grade

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90 Immigration: An Ethical Dilemma Lesson 4

Paranoia: Close Reading of a Short Story Anticipated Student Responses Steps and Learning Activities and Teacher Support that are shared, allow time for discussion5. At the end of the “debrief” session all students should have a solid understanding of what the text says.

Day 3 Tell the class that they are now going to dig even deeper and answer some questions as a whole class. These questions are focused on the development of the main characters and their interactions with one another, and require analysis of all the parts of the story.

On chart paper, create two columns (Dean & Roberto) to record the key ideas that develop from this discussion.

Use the following questions to prompt discussion among students as they analyze the development of the story’s main characters. Again, prompt students to refer to specific evidence from the story to support their answers if they do not offer it.

● “His nose was just another symptom of his Students do not respond to a question, or say they can’t vulnerability and his desperation.” What does this answer it. mean? ● Compare and contrast the characters of Roberto Use follow-up questions to provide scaffolding to help and Dean, using evidence from the story. students analyze the text in order to figure out an answer ● What does the discussion about jobs in the same to the original question. For example, if students struggle section show about each of the characters? to answer the first question, you might ask: ● Describe the interaction between Dean and the other characters near the beginning of the story. ● What are some things that happened as a direct How do Quincy and Troy respond differently to result of Roberto’s injury? Dean than the man he doesn’t know? ● What does the text tell us about Roberto’s ● What are some examples in the story of Dean’s experiences in the hospital? Which of his feeling like the “odd man out”? What do these experiences are directly related to the fact that he scenes show about his character? is an illegal immigrant? ● What is the significance of Roberto’s comments ● If Dean had been the one to get his nose broken, during the parade? how might his experiences have been different?

5 Create and post this as an anchor chart, or consider making smaller copies to give to ELs who need such scaffolding for the final activity. Immigration: An Ethical Dilemma – 9th Grade

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91 Immigration: An Ethical Dilemma Lesson 4

Paranoia: Close Reading of a Short Story Anticipated Student Responses Steps and Learning Activities and Teacher Support ● How does Dean feel toward Roberto and other ● What does the word “vulnerability” mean? What characters at different points in the story? How does “desperation” mean? In what ways do does this illustrate Dean’s feelings about himself as Roberto’s experiences with his broken nose show a white man? About Roberto as an immigrant? vulnerability and desperation? ● What internal conflicts does Dean experience throughout the story? How does he change from the beginning of the story to the end?

At the end of this discussion, remind the students to remember their groups, and tell them that they will continue looking at how the characters develop tomorrow.6

Day 4 Begin the class today by reviewing with students what they have done in the past three days:

First, you read the short story “Paranoia” once on your own. Then, you closely read a section of the short story in small groups. Those first readings of the text helped you to understand exactly what happened in the story. Then, you went back to the text and looked at it to discover something different - how the characters developed from the beginning to the end of the story. Today, we’re going to re-read parts of this text again to analyze the choices the author made when writing the story, how those choices impact us as readers, and how these choices relate to the overall perspectives that we have discussed previously.

6 Teachers need to be aware that ELs’ experience with fiction in their own cultures may never have included stories that are not grounded in a particular time and space. Therefore, this concept may be difficult to grasp, and its impact on the structure of a story will be difficult to understand as well. Immigration: An Ethical Dilemma – 9th Grade

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92 Immigration: An Ethical Dilemma Lesson 4

Paranoia: Close Reading of a Short Story Anticipated Student Responses Steps and Learning Activities and Teacher Support Pose the following question:

There is no major city in the U.S. with a neighborhood The goal of this day’s lesson is to have a class discussion called Maple Tree Heights. Why does the author use a about the craft and structure of the story as a whole, with fictional setting to tell this story? a focus on literary analysis.

Give students a few minutes to refer back to the story to The questions in the first column are guides to scaffold look for information that will help them answer this discussion rather than restricting scope of where students question. Facilitate a class discussion in which students would take the discussion based on their understanding share their answers. Use follow-up questions to help and experiences. If your students take the discussion in a students think about possible answers, supported by different direction, allow them to go there, as long as the evidence from the text. For example: skills focus is consistent.

Students might respond that the author used a fictional city because he did not want anyone to have negative feelings about coming from a neighborhood that he characterizes as “bad” or troubled.

Ask questions to help students think more deeply about why the author chose to fictionalize the setting of the story:

Is there anything else in the story that seems like it might be fictional? (the war, the city)

What details from the story help to establish a general time period as its setting? (dvd player, cell phones suggest a contemporary setting) Is there a war in recent history that matches the descriptions of the war in the story? (the wars in the Middle East did not begin in the ways described in the story)

Is there any information in the story that points to a specific time period? Anything that suggests a specific part of the country? (all details about time and place are generalized)

What is the reason why the author might have chosen to

Immigration: An Ethical Dilemma – 9th Grade

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Immigration: An Ethical Dilemma Lesson 4

Paranoia: Close Reading of a Short Story Anticipated Student Responses Steps and Learning Activities and Teacher Support use a fictional war, a fictional place, and a non-descript time period for this story? What does it mean that all of these details are left uncertain?

Use questions such as these to guide students toward an understanding of how the use of a fictionalized setting allows the author to focus the reader’s attention on the relationship between the characters, use events in the story as devices to advance the plot, and make the story more universal than if it had taken place in a specific time or place.

Use the questions below to guide discussion about other choices the author made in crafting this story. For starred questions (ones that may be more challenging for students to answer without explicit teacher scaffolding), use whole class discussion as described above. For the remainder of the questions, give students time to discuss possible answers in their small groups, reminding them to find evidence in the text that supports their answers. Debrief after students answer each question in their groups if you feel it’s necessary.

*Why does the author begin and end with trains?

How does the author’s descriptions of Dean’s experiences on the bus convey what he is feeling during this experience?

Why does the author choose to have Dean continually wonder what it’s like to be a soldier?

There are several motifs in this story: flags, weather, war. Choose one and show how it develops across the story and contributes to the plot.

*Re-read the description of “the man he doesn’t know” on p. 66. Why does the author describe him this way?

Immigration: An Ethical Dilemma – 9th Grade

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Immigration: An Ethical Dilemma Lesson 4

Paranoia: Close Reading of a Short Story Anticipated Student Responses Steps and Learning Activities and Teacher Support

Why is this story called “Paranoia”?

*What do you think the author is trying to convey by having Dean be without a car at the beginning and end of the story?

As you end this day, ask students to complete an exit slip in which they answer this question: How did reading the story multiple times help you understand it on different levels?

Day 5 Begin the day by passing out the prompt “America Note to teacher: The intention of this assignment is for Through The Lens of Paranoia” and asking students to read students to answer the prompt on their own. They should it silently on their own. Tell them to also read the rubric. be able to use information from the text along with their Address any questions students have about the analysis of the text over the previous four days to help assignment. them generate a well-developed response to this prompt, The rest of Day Five should be spent having students write supported by textual evidence. If students say that they a response to the prompt.7 are stuck or don’t know how to answer the question, direct them to the scaffolded questions under the prompt, Note to teacher: Remind students that this is not a MEL- but do not provide them with ideas or information. Con paragraph; instead it is an extended response that should be constructed based on what the question asks and what is expected based on the rubric. This prompt is not intended to elicit a response that is a “5 paragraph essay.” Students’ responses will be scored on analysis grounded in evidence, not on elements of writing, since these were not the focus of the instruction in this lesson. Note to teacher: If you think your students would benefit from discussion about the differences between informational and fictional literary text, you may wish to spend a few minutes at the end of this lesson discussing why this text does not include information that can be used as evidence for arguments on either side of the immigration debate.

7 ELs may have difficulty completing the response in a single class period. Be prepared to extend time, but consider carefully if they should take the assignment home if they are to complete the assignment independently. Immigration: An Ethical Dilemma – 9th Grade

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95 Immigration: An Ethical Dilemma Lesson 4

Paranoia: Close Reading of a Short Story

Resources for English Learners English Language Objective(s): ● Language objectives: o ELs will learn, understand, and identify the descriptive adjectives and phrases the author uses to create the reader’s concepts of the main characters in “Paranoia”. ● Process objectives: o ELs will use their knowledge of the English process of location and citation of textual evidence as they use details to support their oral and written conclusions about characters. o ELs will learn how the author’s choice of descriptive language affects the reader’s understanding of the characters.

English Learners Unit Vocabulary: Every Day Terms/ Phrases (Tier 1) breeze marvel bleary turnout fan dab cellar extraordinary flopping over puke trunk fistful shrugged guffaw aluminum siding parade-goers hill freak fume rag-tag wobble bales of hay Dr. Scholl’s bellow fizzle out cobbler sniveling faggots grudgingly to be broke flak jacket hissed draft shifted twang depot flutter night-vision goggles surfer cold snap browse grate

General Academic Terms (Tier 2) irrevocable vantage point sentiment strategy feinted torso poignant deft pantomime amputate Styrofoam misdirection gauge proportions (n.) opulent summit hyperbole cardio indigent resistance rivulets condescension transfixed futile adhered relatively spectacle protruded retrieved sedentary asphalt aggrieved abysmal reenact emanate boldness urban occasional altercation exhale vulnerability unfortunate jeer wheeze indignant orient amble tubular haughty agony glint surge ascent awning haughty genteel undiluted forbidden disdain flex conspiratorial mercilessly fatigue preen imply hoodlum befuddlement nauseating

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Paranoia: Close Reading of a Short Story Resources for English Learners nostalgia shriek scrutinize tenderness subtle plummet twinge rationalize gesture afar dew

Metaphorical or idiomatic terms and phrases (Tier 3) call-ups he’d say … in a clipped and coursed through me fumed freight trains lumbering by formal way fizzle Styrofoam peanuts cracked Roberto right in a hill with a sharp ascent industrial revolution gesture was surprisingly the nose a surge of nostalgia … going full blast touching subject to hyperbole the band struck up sure do/sure enough breaking news peeled away from the draped with medals proportions bordered on high alert plastic mustered the energy the freakish dewy-eyed the other passengers were decked out cut him a break on the brink old hands hunched ….shoulders pitch-perfect-detail bridge [of the nose] generate any current eye me mercilessly popped in look close to tears urban planning rounded up drawing nearer mutually agreed-upon

Notes for EL Instruction: It is necessary to know the language levels of the ELs in the classroom as well as the number of years they have been in the United States. With this knowledge, the teacher will be able to make appropriate decisions about concepts and vocabulary which needs to be pre-taught, or which needs to be explained individually as the close read continues. This knowledge will also tell the teacher whether or not the ELs have experience with terms such as character, theme, motif, etc. If there is knowledge, of course they don’t have to be pre-taught. If there isn’t, these words will impede understanding of the general concepts behind the story.

Teaching strategies could include: (all depend on teacher knowledge of ESL level and students’ prior experience with concepts) ● Scaffolded reading – does the text need to be simplified or adapted in other ways?

● Differentiate amount of vocabulary that is pre-taught or explained according to the identified level of the EL students.

● Use sketches, digital images, and acting to explain metaphorical words and phrases (i.e. Styrofoam peanuts, sniveling, etc.)

● For early and developing ELs who have been placed in your class, think about recording the text so ELs can listen to the text as they read. It may be necessary to scaffold understanding in this way because it gives ELs two ways to access text (listening and reading).

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Paranoia: Close Reading of a Short Story Resources for English Learners

● When available, provide the story in the native language, which is appropriate for ELs with very little English, who may be improperly placed in your class for example, because of programming. ● Reduce the workload for early and developing ELs: identify sections of the text where you expect students to find evidence and highlight them; provide sentence stems and graphic organizers to scaffold writing, for example a graphic organizer that helps ELs identify and separate details that describe Roberto and those that describe Dean. ● Address visual/reading as well as aural/listening skills – when you tell the class what to think/ask, make sure ELs have this in two modalities [What did you think about after reading this section? What surprised you? What do you think about Dean now?] In written form as well as by listening to the teacher. ● Assessment – when assessing, look for language learning and appropriate application as well as factual and conceptual learning.

For ELs, depending on the level and whether or not they are mis-placed in this class, materials might include vocabulary with explanations of individual words and phrases and/or idiomatic and metaphoric usage. Consider translating critical passages, or pairing an EL with little English with a student who speaks the same home language.

Analysis of CCSS Implementation As in previous lessons, students are directed to annotate the text. These annotations will provide a basis for later writing in response to the text. In each lesson in this unit students are asked to annotate with a different focus in order to help them incorporate annotation as a text analysis tool into their repertoire of comprehension skills.

Suggesting that students search for character names during Day 1’s reading provides them with a way to figure out what to annotate, rather than telling them what to annotate. This builds students’ thinking skills and supports them in reading and interpreting complex text.

After doing an initial independent reading of the text on Day 2, students work in small groups to read closely and clarify the meaning of one section of the story. This will provide the foundation for subsequent, deeper analyses of the text; before students can analyze the choices the author made when writing the story, the use of symbols and motifs, etc. they must first have a strong understanding of what the text says.

Breaking the text up into sections allows for students to read much more closely than would be possible if they were attempting to do this level of analysis with the text as a whole. At the end of this day’s activities, students will be able to hear each other’s analysis of each section of the text, and will be able to think about these ideas in light of their initial reading of the text as a whole.

It is important that the teacher not give students answers when they say they are confused or stuck. Rather, the suggestion in column 2 demonstrates how the teacher can prompt students to analyze what the question is asking, where they can find information that will help them to answer it, and how they can connect that information to the question. This provides a model of a thinking process students can apply on their own when struggling to make sense of what the text says, and reinforces the idea that the primary responsibility for making sense of the text rests with the students.

Immigration: An Ethical Dilemma – 9th Grade

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Paranoia: Close Reading of a Short Story Analysis of CCSS Implementation Day 3’s section of the lesson includes scaffolded questions to help students analyze the development of each of the story’s main characters.

During Day 3’s lesson, students go back to the text and re-read portions in order to gain a deeper understanding of the development of the characters. This is possible because students have had two days to establish what the text says. The idea behind close reading is that with subsequent readings of a text, new understandings and insights are developed. Each reading of the text has a different purpose, which builds on the work done before.

Day 4’s initial discussion is to make the process and purpose of repeated close readings transparent to students. The ultimate goal is for students to be able to engage in close reading on their own; this is only possible when students understand what close reading is, why readers do it, and how it is done.

The purpose of Day 4’s activity is to support students in analyzing the author’s choices. Students will use much of the same textual information they referred to in previous days’ readings, but will be looking at that information through a different lens.

Day 4’s exit slip is designed to emphasize the purpose and benefit of repeated close readings, again with the ultimate goal of empowering students to read closely on their own.

The culminating activity for this lesson provides students with an opportunity to write in response to a complex text; the prompt is designed to elicit responses that are firmly grounded in the text while also helping students connect the ideas in the text to the unit’s larger theme.

Learning Progressions Previous Grade RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. By the end of 8th grade, students are expected to be able to use context to figure out both literal and non-literal meanings of words in a text, and analyze their impact on the meaning and tone of the portion of the text where those words appear; doing this with analogies, and with places in the text where the author makes references to other texts, is a new skill developed in 8th grade.

RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. By the end of 8th grade, students are expected to be able to analyze how particular sentences within a paragraph of the text help to develop and refine key concepts. Analyzing the structure of individual paragraphs builds upon students’ learning in 7th grade, when they were expected to be able to analyze how major sections of a text contribute to the development of ideas in that text.

RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

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Paranoia: Close Reading of a Short Story Learning Progressions Standard 10 specifies the context in which the other nine standards are developed. It is addressed through the careful selection, over the course of the year, of a range of appropriately complex texts, and through the planning of reading activities that increase students’ ability to read those texts proficiently and independently.

Current Grade CC.9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. By the end of 10th grade, students are expected to build on their ability to identify the evidence that most strongly supports a conclusion about the text, developing the ability to provide a thorough text-supported analysis of the text’s explicit and implicit meaning. RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. By the end of 10th grade, students are expected to be able to build upon their ability to analyze the relationships between particular sentences and the development of paragraphs in the text (addressed in the 8th grade standard), by analyzing the relationships between sentences, paragraphs, or larger portions of a text, and the development of the author’s ideas or claims across the text as a whole.

RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. Standard 10 specifies the context in which the other nine standards are developed. It is addressed through the careful selection, over the course of the year, of a range of appropriately complex texts, and through the planning of reading activities that increase students’ ability to read those texts proficiently and independently.

Next Grade RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. By the end of 12th grade, students are expected to refine their ability to thoroughly support their conclusions about the text’s explicit and implicit meaning by developing the ability to determine where the author has not provided the reader with clear evidence to support interpretation of the text.

RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently. Standard 10 specifies the context in which the other nine standards are developed. It is addressed through the careful selection, over the course of the year, of a range of appropriately complex texts, and through the planning of reading activities that increase students’ ability to read those texts proficiently and independently.

Immigration: An Ethical Dilemma – 9th Grade

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Materials and Attachments: ● Copies of the short story “Paranoia” by Said Sayrafiezadeh - Section I - Section II - Section III ● Paranoia Questions ● America through the Lens of Paranoia Prompt ● Extended Response Rubric

Note to Teacher: The short story “Paranoia” has been edited slightly due to some instances of extreme obscene language in the text. The story does contain some less extreme profanity as well as racial- and sexual orientation- related slurs.

Teachers should be aware that ELLs may react to this text with discomfort due to little experience with explicit language, even after the edits. The discomfort may be expressed through not responding to questions or resistance to developing deeper understanding. Discomfort may also occur if students themselves are illegal immigrants.

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“Paranoia” by Said Sayrafiezadeh Section I When April arrived, it started to get warm and everyone said that the war was definitely going to happen soon and there was nothing anybody could do to stop it. The diplomats were flying home, the flags were coming out, and the call-ups were about to begin. Walking across the bridge, I would sometimes see freight trains lumbering by, loaded with tanks or jeeps, once even the wings of airplanes, heading out West or down South. Some line had been crossed, something said or done, something irrevocable on our side or on the enemy’s from which there was no longer any possibility of turning back. I hadn’t been following matters that closely, so I had missed exactly when things had taken a turn. Nevertheless, everyone was saying that the war was going to happen soon and there was nothing anybody could do about it, and so I said it, too. Then May came and it got hot and Roberto broke his nose and asked me if I would visit him in the hospital. “I’m here all by myself,” he told me over the phone. Apparently, he had been lifting weights at the gym when one of his buddies, in order to emphasize some conversational point, feinted like a boxer and swung at his face. The guy had meant merely to pantomime the punch, but having just bench-pressed hundreds of pounds he had lost the ability to gauge distance, strength, or speed, and he cracked Roberto right in the nose. I wanted to question the details of this story, because Roberto was subject to hyperbole, and also because I was selfish and didn’t want to make the trip all the way across town, but I was the closet thing to family that Roberto had, and he sounded as if he had socks stuffed down his throat and up his nose. To make matters worse, my car happened to be in the shop and according to the bus map I had to catch three busses I’d never heard of. So what should have taken me twenty minutes was going to take an hour and a half. Sitting in the back of the J-23B with the air- conditioning barely working, I started out the window as we crawled through residential neighborhoods whose houses were all flying flags. There was no breeze, and the flags hung limply. Once in a while, there’d be a sign stuck in a window that said “Peace” or “No War,” or something to that effect, but for the most part everyone one was on the same page. Ten minutes into the ride, I was sweating heavily; rivulets ran from my armpits down my sides and collected in the elastic of my underwear. This is what it must feel like for soldiers sitting on the transport, heading to battle, I thought. I was wearing shorts, and my thighs adhered to the bus seat, so that whenever I shifted my skin peeled away from the plastic. The other passengers were old hands and had come equipped with things to fan themselves with, like newspapers and magazines and even a flattened cereal box. I retrieved a discarded supermarket circular from under the seat in front of me and tried to use it, but the paper was too thin and kept flopping over, so I wasn’t able to generate any current. I folded it four times, and then four more times, and then gave up and tossed it back under the seat where I’d found it. A woman looked at me with accusation. She was waving a library book in front of her face. “It was already there,” I said I smiled. “What’d you say?” she said. I explained myself. She shrugged. She didn’t care. At every corner, the bus hit a red light, and we’d have to sit idling for sixty seconds, and then once the light turned green and the bus made it through the intersection it would stop again to let passengers on and off, elderly people who took forever, a man in a wheelchair who took five minutes, and by the time we arrived at the end of the next block the light would be turning red again and we’d have to stop and idle and do the whole thing all over. It was abysmal

108 urban planning, humiliating and crushing. I kept urging the bus on by tensing and twisting and leaning forward like a bowler who imagines that his body language can influence the trajectory of the ball once it’s left his hand. I blamed everyone: the bus, the driver, the passengers. I blamed Roberto for breaking his nose. Then I blamed myself for blaming Roberto. It wasn’t his fault. Nothing was his fault. His nose was just another symptom of his vulnerability and his desperation, a strange man in a strange land, alone and illegal, hoping one day to transform magically into an American and have a real life. “I’m already an American,” he’d say indignantly, haughtily, in a clipped and formal way that was supposed to emphasize the fact that he had, through extreme effort, lost all traces of an accent. “I’m an American just like you!” But he wasn’t just like me. I was blond and white, and he was dark—dark skinned, dark-haired from some village in Chile that nobody’d ever heard of and which he’d left twelve years earlier when his father was awarded a scholarship to study architecture at our university. I had discovered him in the park one afternoon about two weeks after he arrived, thirteen years old, skinny and solitary, unable to speak of word of English, tossing a baseball up in the air. “¿Te gusta jugar al béisbol?” I’d said, because I’d been taking Spanish for two years, though the teacher, despite providing us with an extensive vocabulary, and showing us how to conjugate every verb backward and forward, had neglected to teach us how to construct a complete sentence save one: “Do you like to play baseball?” Roberto had gazed at me in confusion, almost terror, until finally he had responded, “Si, me gusta jugar al béisbol.” Four years later, his father graduated with honors and the family’s visa expired, effective immediately. It was time to go back. But Roberto had no interest in going back. So they went without him, leaving him with eight months of high school to go, in an apartment that had been emptied of almost everything, including the furniture. I was there the day after. He still had his bed and his clothes, but that was about it. Standing in the void of a three-bedroom apartment that he couldn’t pay for, he tried to act chipper about his prospects at age seventeen. In his newfound independence, he had taken the opportunity to cut out pictures of Arnold Schwarzenegger at various stages of his career and plaster them on the wall like wallpaper. A few blocks from the infamous Maple Tree Heights, I had to transfer from bus one to bus two. As luck would have it, bus two was just pulling away when I arrived. Some elderly black women passed me pushing shopping carts, and one said, “That’s a shame, honey,” and another said, “That’s how they do you up here.” At the end of the street was a hill with a sharp ascent, and a billboard that read, “Welcome to Maple Tree Heights.” The billboard looked brand-new except for the fact that someone had crawled up and spray painted “Don’t come on in here.” Every week, there was a report on the news of some unfortunate event, many of them involving white people who had lost their way and wound up wandering through Maple Tree Heights, where they were set upon and beaten for sport. Most recently, a mathematics professor had been whipped with a snakeskin belt. It was ten o’clock in the morning, and it was already muggy. “Hitting ninety today, folks,” the weatherman had said. Everyone was saying if it was ninety in May what was it going to be in August. The sky was cloudless, and I could feel the undiluted sun beating straight down on the top of my head. There were various empty building s surrounding me, and I had the sensation that I was being watched by someone somewhere. I felt exposed in my shorts, as if my whiteness were made manifest by the paleness of my legs. Directly across the street was an Arby’s restaurant with an American flag draped across its giant cowboy hat. I should go inside to wait for the bus, I thought. I’ll be safe there. But, as soon as I thought this, three black guys about my age came out of the restaurant with their roast-beef sandwich bags and big boots and baseball caps, and stood underneath the hat, smoking and staring at me. I put my hands in my pockets casually and looked up the street as if I were fixated on what was coming. The empty

109 air wobbled in the heat. When I glanced back, the guys were saying things to one another, conspiratorial things. I thought about running, but running implied fright. For a moment, I had a clear picture of myself disoriented, panting, turning in error up into Maple Tree Heights. Then I heard my name being called. “Dean!” I heard. “God damn, Dean!” When I looked back at the three guys, I saw that they were smiling and that I knew them, two of them, that we had played together on the football team in high school. And here they came from underneath the Arby’s hat, laughing, yelling, their bags of roast-beef sandwiches in one hand, their cigarettes in the other. There was some initial awkwardness as we tried to coordinate the hand slapping and the hugging and the sandwiches and the cigarettes, but eventually we managed to greet one another properly. I introduced myself to the third one. “What’s up, my man?” he said. He looked skeptical. “We thought you were the police,” Quincy said. This made everyone laugh. The man I didn’t know laughed bitterly, and I laughed out of relief at this fortunate turn of events. Troy blew smoke out of his nose, and Quincy blew it out of his mouth, and I wanted to ask them for a cigarette, because I was eager to fortify our bond and because I only smoke when I can smoke for free. The man I didn’t know removed a handkerchief and wiped his forehead. Then he took out his sandwich and bit into it, and I could smell the roast beef. “What are you doing all the way out here, Dean?” Quincy said. “This here is no man’s land.” “I’m on my way to see Robbie.” “Robbie?” “Robbie Diaz?” “Spanish Robbie?” “God damn, man!” “How’s Robbie?” “He broke his nose.” “That ain’t cool.” “Tell him I said What’s up.” “Hey, Troy,” I said. “How about letting me have one of those cigarettes?” Troy aimed his pack in my direction and out popped a cigarette halfway. A surge of nostalgia and tenderness coursed through me for the old football games. I put the cigarette to my lips with anticipation, but Troy’s matches were moist or stale, and each time I struck one it would flare up for a second and then fizzle out. After the third miss, I asked the man I didn’t know if I could use his lighter. He handed it to me grudgingly. It had a picture of an American flag on it. When I flicked the lighter, the flag fluttered as if waving in the wind. “Let me see that,” Quincy said, and we passed the lighter around, flicking it on and off, marveling at the trick, until the man I didn’t know said not to waste any more fluid. “I was just thinking about getting me a tattoo like that,” Troy announced. “Right here.” He pulled up his shirt to reveal a saggy and swollen stomach. “Here to here.” He outlined the image like a teacher at a chalkboard. “Here’s where the flagpole goes.” He indicated his belly button. “That would look good,” I said. But I was dismayed by what had happened to his body. He appeared inflated, as if he had inhaled helium and was going to float away. So did Quincy. The man I didn’t know was the opposite, tall and stringy, with ropy muscles and long fingers and protruding knuckles. He was thin but was sweating the worst. Sweat streamed down from under his baseball cap, and he dabbed at it with his handkerchief. He was oddly genteel about

110 this. Then he cracked his knuckles loudly, aggressively. Troy pulled his shirt back down, and I had a vivid recollection of him standing in front of the locker-room mirror after one of our games, completely naked except for his cleats, flexing and preening. At fifteen, he already had a man’s body—shoulders and chest. He’d scored three touchdowns that game, and knocked one of the other team’s linebackers unconscious. Coach Slippo had given him the game ball. “I’ve got some cuts in here for you,” Troy had told the equipment manager, running his fingers through the deep creases of his stomach muscles and down to the very edge of his pelvis. Everyone had laughed. The equipment manager had blushed. Troy thought he was going to make the N.F.L. They didn’t even make college. I sucked the smoke in and blew it out. I felt light-headed , and the smell of the roast beef was nauseating. I feared I might puke on the sidewalk. “You O.K., Dean?” I heard Troy say. “You good?” His voice was far away. I wasn’t sure if he was asking whether my life in general was good. “It’s hot out here,” I said. It was all I could do to maintain my balance. “This ain’t hot,” the man I didn’t know said. “If you think this is hot, wait till August.” I stammered, “It’s going to be a hundred degrees in August.” “A hundred degrees?” He was incredulous. He was outraged. “If it’s ninety degrees in May, how’s it going to be a hundred degrees in August? I’m telling you, my man, it’s going to be a hundred and twenty-five degrees in August.” He stated it as if it were fact. “Hey, Dean,” Quincy said suddenly, “you looking for a job?” Troy said, “Dean don’t need no job.” “They’re hiring,” Quincy said. He nodded at an abandoned building with broken windows and a sign that read Textiles Something-or-Other, Inc. The words had eroded. “Who’s hiring?” I said. “Mainframes, man,” Quincy said. “Chemicals and whatnot,” Troy said. “I don’t ask no questions about what they make,” the man said. “You watch,” Quincy said. “Once the war starts, they’ll be opening factories all up and down this street. There’s going to be an industrial revolution right here in the ghetto.” This broke them up. They slapped one another’s hands, stinging slaps. I smiled, but I didn’t slap. “Where you working at now, Dean?” Troy said. I told him. “Damn.” “That’s the kind of gig I want.” “That’s what I’m going to get me,” the man I didn’t know said. He said this more to himself. Then he said to the rest of us, “I’m going to get me one of those essential jobs, so that when the draft comes they pass me up.” “There’s not going to be any draft,” I said. It was my turn to state something as fact. The man looked at me in astonishment. Then he guffawed and wiped his handkerchief over his entire face in one swift motion. “How you figure that one out, my man?” I’d heard it somewhere. “It’s going to be a quick war,” I said. “Marines are going to take the peninsula first thing.” I drew in the air as if I were standing in front of a map. “Here’s the bay…here’s the peninsula…you’ll see.” The guys got quiet as they considered this. “Anyway,” I said cheerfully, “even if it’s a long war there’ll still be plenty of people willing to join up.” “Plenty of people?” the man I didn’t know snorted. “This here’s the guy”—he turned to Troy and Quincy—“who thinks it’s only going to be a hundred degrees in August.”

111 “Paranoia” by Said Sayrafiezadeh Section II At the hospital, the air conditioning was going full blast, and the sweat froze on my skin. People with all sorts of ailments came and went, and I thought about how this must be what it’s like for soldiers when they get back from battle. I wasn’t sure if Roberto had checked in under a false name, since he was nervous about being illegal. He had no driver’s license, no bank account, no phone, and his mailbox still had the name of the previous tenant, Cynthia Abernathy, on it even though she hadn’t lived there for two years. Every so often he’d get a package for her, and he’d tell the delivery guy some elaborate story about how Cynthia was his wife but she was out of town because her mother was dying and he didn’t know when she’d be back but he’d let her know that a package had come for her when he talked to her next. It was always the same story. He was positive that the I.N.S. was tracking him and the delivery guy was an agent. “Don’t you think they’re going to start wondering why your mother-in-law never dies?” I’d ask. He didn’t like this. “You’re going to be sorry one day,” he said. “You’re going to be sorry when they come for me. They’re going to lock me up somewhere like they did those apple pickers, and you’re never going to hear from me again.” “I’m looking for Roberto Diaz,” I told the receptionist. She checked the computer. No, she said, there was no Roberto Diaz listed. “Then I’m looking for Rob Days,” I said. No, sorry. “How about Bob Hayes?” I was trying to recall all his permutations. No. “I’m looking for Tyler McCoy,” I said, because this was the name of the main character in his favorite gangster film. The receptionist punched in Tyler McCoy, and I could tell by the way she struck the keys that she was getting suspicious or impatient. “You sure do have a lot of friends,” she said. “I sure do,” I said, and, sure enough, Tyler McCoy was in Room 831. He was asleep when I got there, lying on his back with his mouth wide open, like a drowning man trying to suck oxygen. He had bandages running ear to ear, and his nose, already prominent, seemed gigantic, as if he had an anvil for a nose. I pulled up a chair next to his bed and took a seat. He didn’t wake up. From my vantage point, he looked to be all torso, as if he were lying in bed after having had his legs amputated. This was a result of his having spent ten years lifting weights constantly and incorrectly. His chest was colossal and so were his shoulders and his arms, and he had a thick blue vein in his neck that was permanently engorged as it piped gallons of blood back and forth. But his legs were thin, the legs of a teen-age girl or an insect, and they looked now to be nonexistent beneath the pale-blue hospital gown. “Why don’t you try doing some cardio every once in a while?” I’d counsel. He either didn’t care or didn’t notice that his proportions bordered on the freakish. His physique had provided him with access to those coveted manual-labor jobs which pay under the table—mover, deliverer, unloader—and that was how he had survived all those years without any aid, except what he got from me. He’d carried bricks, drywall, bales of hay. “I’ve got a special job for Robbie,” my mother had once said. He’d come over for dinner and wound up spending half an hour lugging a tree trunk from our back yard to the curb. She’d given him ten bucks. I’d yelled at her later for what I saw as an example of her condescension, but my father had intervened, saying, “Every man has to find how to make his own way in this world.”

112

The way Roberto was making his own way in the world now, however, was through relatively sedentary employment as an assistant to a cobbler who also happened to be his landlord and who cut him a break on the rent as well as giving him shoes if they were left in the shop past sixty days. He’d be turning twenty-five soon and needed to “start thinking seriously about my future and what my future holds for me.” To this end, he’d come up with a fairly reasonable plan that involved learning a trade, saving money, going to college, opening a business, starting a family. The cobbler paid him in cash twice a month, and so twice a month he had an enormous roll of money that he liked to show me. The roll was generally in ones and fives and added up to no more than a couple of hundred dollars, but it make him look and feel rich. “Like Tyler McCoy,” he’d say, and he’d reenact in pitch-perfect detail the scene where Tyler McCoy is trying to get one guy to go in with another guy on the heist that turns out to be a double cross. “Me. You. Now. Together.” Then we would walk to the post office, where he would buy all the money orders he needed to pay all the bills that were under the names of others. We’d wait in a long line of illegal immigrants and the occasional unfortunate American citizen who had just popped in to buy a book of stamps. When we finally emerged, an hour later, he’d be broke. The mass of flesh suddenly shifted like an animal beneath forest leaves, and his eyes opened. They were bloodshot and bleary, and it took a moment for him to orient himself. “Oh, shit,” he said when he finally understood who I was and where we were. “You came. My man.” His voice was thick and stuffy, like air in a cellar, and I was surprised to hear the trace of an accent. It could have been an earlier version of him rising from the dead. Oh, shee. You came. My main. “Of course I came,” I said, wounded, as if I had never contemplated otherwise. And, because I knew it would endear me to him, I added, “Tyler.” He grinned, and the bandages pulled tight across his face, and the grin evaporated as he cried out in agony. I stood in alarm, but the pain seemed to subside quickly. He struggled out of bed, bringing both feet to the floor and forcing himself upright so that he could face me. “This is the best guy,” he said with the utmost sincerity, as if he were introducing me to an audience. “This is the greatest guy in the whole world.” His trunklike arms came around my shoulders and squeezed me hard, until I felt like a child, even though I was taller. I feared he was going to lift me off the ground and swing me. Instead, he laid his head against my chest, so that now he was the one who seemed transformed into a boy, hugging his father the day before he left for good.

In June, the Marines were put on high alert, and the temperature reached a hundred degrees and the bill from the hospital arrived. It was three thousand dollars. I loaned Roberto two hundred to cover the minimum, which was a bad idea, because a few days later he called me from the cobbler’s phone to invite me over to see his “surprise.” “What surprise is that?” I asked, but he refused to tell me, and besides he had to get back to work. So we made a plan for the following Saturday, which turned out to be the hottest day of the year so far. It was early evening when I pulled up at his building, but it seemed to be getting hotter, as if the setting sun were drawing nearer. Roberto lived in one of those neighborhoods which were either up-and-coming or on the way out, an equal mix of college students and aluminum siding and small shops—one of which was the cobbler’s, whose awning I now stood beneath, waiting desperately for Roberto to come downstairs and let me in. His doorbell never

113 worked, and the cobbler never fixed it, but I had been forbidden to yell up at the window. Instead, I had to arrive at a mutually agreed-upon time and stand on the sidewalk patiently and quietly until Roberto opened the door. If I showed up early, I’d have to wait; if I showed up late, Roberto would have to wait. Today I showed up right on time, but there was no Roberto. Every few minutes, the cobbler would rise from behind his shoe machine and eye me mercilessly, as if he’d never seen me before. He hated me, and I hated him. He was fat and smoked constantly, and he had a thick head of black hair that I had a theory he colored with shoe polish. He was either Italian or Greek or Armenian—we could never figure out which—and he had been in America for fifty years but still could hardly speak English. I’d got off to a bad start with him the first time I visited Roberto and screamed up at his window at eleven o’clock in the morning, “Robbie!” “You no come here act like hoodlum,” he demanded. “Like nigger.” “Hey! That word’s not called for!” “I call police!” “Fix the doorbell!” “I fix you!” “F*#% off!” “That word not called for!” “He’s my window of opportunity,” Roberto had shrieked when I told him what happened. So I went back downstairs and apologized. “My customers good customers” was all he said. Fifteen minutes after I’d arrived, Roberto still hadn’t come down to open the door. This wasn’t like him at all, and a subtle unease began to creep over me. I recalled the story of the apple pickers who had been rounded up by the I.N.S. in the middle of the night, and I was just on the verge of panicking when Roberto suddenly appeared from around the corner carrying a big blue box that said, “DVD Player.” He was grinning freely, despite his nose still being covered with bandages that made it look as if he had a small pillow in the middle of his face. “What’s in the box?” I said, even though it was obvious what was in the box. “Robbie!” the cobbler said, waving. “You buy me a DVD player?” Roberto laughed, and so did the cobbler, and the cobbler’s laugh was intended to make me the odd man out. In his apartment Roberto sat cross-legged on the floor, tearing open the box as if it were Christmas Day. Styrofoam peanuts were everywhere, and when he removed the thin silver DVD player it gleamed sharply. He smiled at it lovingly as I sat on the sofa and fumed, dripping with sweat. His apartment was even hotter than outside. It was one square room with a kitchenette, a saggy sofa bed, and three folding chairs—the bathroom was down the hall, and shared with six other tenants. All Roberto’s furniture belonged to the cobbler, and so did the television and the dishes. “Can’t you open a window or something?” I asked. With one gigantic arm, he swung open the window and then got back to fitting wires into inputs. Immediately, a fly came in through the window, but no breeze. I watched it settle on a plate and crawl around. Then a second fly came in. Roberto turned on the television to a game show that was nearing its climax. A woman had to pick the right color if she wanted to win fifty thousand dollars. The audience was screaming at her, and she was flustered. “What will you do with all that money?” the host asked. “I-I-I-I don’t know.” “Pay back the greatest guy,” I answered for her. “What?” Roberto said. His nose swung in my direction.

114 “Pay back the greatest guy in the whole world,” I said. He stood up straight. In his small apartment, his size was immense, his camel legs notwithstanding, and as he loomed over me on the couch I felt a twinge of vulnerability. “I told you I’m going to pay you back every penny!” he said. His face twitched and the pillow-bandage bobbed, and from his pocket he withdrew a slip of paper on which was printed the company logo of Dr. Scholl’s. Beneath this he had written in very precise script “I O Dean $200.00.” He had dated it June 14th and added his initials, as if it were an official document he was endorsing. The gesture was surprisingly touching, and I felt remorseful, even guilty, as if I were the one who owed money. Out loud I said, “What the hell am I supposed to do with this? Get it notarized?” “Motorized?” he said. “Notorized!” He shrugged. He folded the paper and put it in his pocket and got back to work on the DVD player. The sniveling woman was just about to pick the color yellow when the game show was interrupted by breaking news; every branch of the military had been ordered to join the Marines on high alert—the Navy, the Army, the Air Force, the Coast Guard, and branches I’d never heard of. There were maps with arrows, and the peninsula was highlighted. Plus, there was a sexy reporter interviewing soldiers at their base. “We could be attacked without warning,” she said, dewy-eyed, thick-lipped. “Right here and now.” She wore a flak jacket, and her brown hair flowed from underneath a helmet. “Do you miss your family?” she asked one of the soldiers. “Yes, Ma’am,” the soldier said. Roberto came and sat down beside me on the sofa. The soldier looked like me: blond hair, blue eyes, an upturned nose. If he hadn’t had a twang, he could have been a surfer from Malibu. Night-vision goggles were propped on his forehead. “Are you afraid of dying?” “No, Ma’am.” “We’re on the brink,” the reporter said to us. “We’re on the brink,” Roberto said to me. The sentiment seemed poignant. I draped my arm around his enormous shoulders. I was suddenly in a forgiving mood. “Let’s go get a DVD,” I said. Outside, the cobbler was closing up for the night. He was trying to pull the grate down over the shopwindow, but he was having trouble because he was old and fat. Roberto ran to his aid as if he were rescuing a child from the water’s edge. He reached up with wide forearms, and in an instant the gate came crashing down onto the boiling sidewalk. “Ah, you good man,” the cobbler said. At the video store we browsed the titles. We agreed, finally, on one of those funny buddy road movies. Then Roberto picked a porno that he said he was going to watch later. And then he picked his favorite gangster movie, with Tyler McCoy. I paid for all three. Back at the apartment, there were about forty flies walking over everything, including the dishes. “Maybe you should close the window now,” I suggested. He complied, trapping the flies and trapping the heat. Then he went to the refrigerator and took out some bread and cheese and tuna fish, and put them on the counter where the flies were. He took out a jar of mayonnaise, and while his back was turned the flies landed on the bread and cheese and tuna fish. When he was done making the sandwiches, he put one on a plate where the flies had been and handed it to me. He sat down on the sofa bed and pressed

115 Play. The trailers ran and the sofa sagged. Then the movie with Tyler McCoy began. I pressed Pause. “I thought we were going to watch the other one,” I said. “The buddy one.” “Let’s watch this one first.” “I’ve seen it three times,” I said. “So what,” he said. “I’ve seen it three hundred times.” He pressed Play, and so began Tyler McCoy’s rags-to-riches story through violent and immoral means. When the characters spoke, Roberto spoke, every word, soundlessly mouthing in perfect unison. He pressed Pause. “Why aren’t you eating?” he asked. “I saw a fly land on it,” I admitted. “You are opulent,” and he took and sandwich from me and bit into it, a huge, obvious bite, so that I could see the food in his mouth. “And I am indigent.” Which was true. I’d had a DVD player for ten years.

116 “Paranoia” by Said Sayrafiezadeh Section III

On the Fourth of July, Roberto and I drove downtown to see the parade. The turnout was extraordinary. The largest ever, people were saying. Others said that each year should be the largest ever and people shouldn’t have to wait for a war to become patriots. “I keep my flag aht year-round,” one man said. “And yunz can come by my haas to see if ahm telling the truth.” The fountain was going even though we were supposed to be conserving water, and the parks people had somehow managed to get it to rise and fall in alternating colors of red, white, and blue. Roberto and I stood shoulder to shoulder, transfixed by the spectacle. Children played along the edge, and their parents screamed at them not to drink the water because it was poisonous. The sun was straight overhead, but the heat felt as if it were coming from down below, from the asphalt, emanating upward through my shoes and legs and out through my scalp. I had brought along sunblock, S.P.F. 45, which I kept applying to my face and neck. Roberto looked on in fascination and amusement. His nose was almost healed except for a small red mark that ran along the bridge and which he kept pressing because he was self-conscious. “Does my nose look big?” he asked. “No,” I lied. “Ladies and gentlemen,” the m.c. said, and a band started up, all trumpets and drums and tubas, playing “My Country, ‘Tis of Thee.” Roberto used this as an opportunity to make his first payment. “To the best friend,” he said, holding a pile of crumpled bills. “To the greatest friend in the whole world.” Then he handed over the fistful of dollars as if he were pouring gold coins into my hands. “Count,” he said. “I trust you,” I said. “Count!” I counted twenty dollars. He displayed the sheet of paper with the Dr. Scholl’s logo and his now updated balance sheet. He had crossed out “I O Dean $200.00” and replaced it with “I O Dean $180.00, RD,” dated July 4th. I used the money to treat us to two foot-longs, and I was about to treat us to two more when an altercation broke out near the fountain. People pushed to get to the action, and Roberto and I pushed, too, and the m.c. said not to push. When the wall of people opened, I could see parade-goers shouting and pointing their fingers at a small ragtag group of protesters holding signs that said “War Is Not the Answer” and things of that nature. We jeered at them, and they jeered back. “You’re all fools,” they screamed. “It’s the Fourth of July, for crying out loud,” a woman next to me yelled back. Her face was pink, possibly burning, and she looked close to tears. “Isn’t anything sacred to you people?” Roberto cupped his hands around his mouth and bellowed, “Faggots!” People laughed. “Hey,” I hissed. “That word’s not called for!” Soon the police arrived to escort the protesters to a special section at the other end of the park. Then the band struck up the national anthem. We put our hands over our hearts as veterans from previous wars began marching past, starting with the Second World War. There were only a few of these, and they ambled by slowly, looking confused and displaced, their uniforms baggy like diapers and draped with medals that glinted in the sun. “Thank you,” Roberto called. “Thank you for all you’ve done!” As the wars progressed, the soldiers got younger, until we arrived at the youngest, the new

117 recruits. By the time they appeared, I was exhausted from the heat and from the clapping. I felt as if I were being submerged in boiling water, and I was sure that I had a terrible burn on the back of my neck. Still, I mustered the energy and pounded my hands. This was bon voyage for the soldiers—they were marching from the parade straight to the train depot. “Last stop, the peninsula!” the m.c. said. The crowd went wild as they came past in lines of twenty. Line after line. Ten minutes of lines. A mass of bodies larger than the crowd that watched. They were decked out in the latest gear, everything streamlined and advanced—goggles and helmets, tool belts and boots, lights and antennas. They resembled astronauts. Astronauts with automatic weapons. “To the moon!” I yelled. It had a nice ring to it. “To the moon!” Roberto yelled. And then I saw a familiar face. I couldn’t place the face, but I knew that I knew it. I knew it vaguely. The man was tall and frail, and the helmet looked too large for his head, more like a bonnet than a helmet, and with each step it bobbled and appeared in danger of slipping off. He fumbled with the strap, trying to tighten it and keep pace at the same time. He seemed on the verge of collapse. “I know that man,” I said. The man reached into one of the many pockets on his jacket and withdrew a handkerchief. In one clean motion, he brought the handkerchief down across his dripping face. Then he turned and looked at me. The man I didn’t know. “Hey,” I yelled. I smiled and waved. He squinted. He seemed to be looking at me and then beyond me. The attitude of haughty disdain that he had had that day at the bus stop was now replaced with a look of fatigue and befuddlement. I wondered if Quincy and Troy were with him and I scrutinized the lines of marching soldiers. An instant later, the man I didn’t know had passed, and all I could see was his back, with his enormous backpack. I called after him, “I told you there wasn’t going to be a draft!”

In August, something strange happened: it got cold. In one day, it plummeted from a record high of a hundred and seven to ninety-five degrees. This felt like relief. But after that it dropped an average of three degrees each day, until by the middle of the month it was fifty-three. In the beginning of the cold snap, everyone was happy, and then everyone was scared. Everyone was saying that if it was fifty degrees in August what was it going to be in December. Things got busy at work, and I didn’t see Roberto for a while. We made plans and then I cancelled them, and then we made plans again. He said that he really wanted to watch that funny buddy road movie we never got to watch. He said he had my money. All of it. Or almost all of it. I wanted to tell him not to worry about it, that it didn’t matter, but it did matter, and I rationalized that paying me back would help teach him something about responsible American citizenship. We finally arranged to meet on Saturday morning at ten o’clock. The night before, I was lying in bed, watching the news about some bad things that had happened in Maple Tree Heights, when it was interrupted by a special report: the war had begun. The invasion was being broadcast live, lots of lights and flashes and little bursts of smoke from afar. Rat-a- tat-tat. Instead of troops landing on the peninsula, as we had been led to believe, they were coming down over the mountains. The peninsula strategy had all been a deft misdirection to fool the enemy. Ten thousand feet high, the mountains were. Up one side and down the other, a hundred thousand troops on the move. It was going to take them a week to make the crossing. What was it like, I wondered, to reach the summit? I stayed up late, flipping back and forth between channels. The channels all showed the same footage, and all the experts agreed: “Resistance was futile.”

118 “Ladies and gentlemen,” the newscaster said, “blink and you might miss this war.” In the morning, my car wouldn’t start and I had to walk. It was freezing. It might as well have been winter. The sun was hidden, and the wind blew hard, whipping the flags around. People drove past and honked their horns in unity. When I got to Roberto’s apartment, I was numb. My nose was running. The gate to the cobbler’s was up, but it looked as if the shop was unattended. I pounded my hands together, and stomped my feet to get the blood going. Five minutes into waiting, I began to suspect that Roberto was about to come around the corner and “surprise” me with another box of electronics. Five minutes after that, I had to pee, and pee badly. At ten-twenty, I took my chances and shouted up to the window. “Robbie!” Immediately, the cobbler came out. He looked at me and sucked in the sides of his cheeks. “The doorbell doesn’t seem to be working,” I said sarcastically. He shook his head. “No talk here,” he said. His face was tense and swollen, and he puffed hard on his cigarette. Beneath his apron, his stomach protruded, firm and round. “Come in store,” he said. “No good talk here.” I followed him inside. He put his cigarette in the ashtray and sat down at his machine as if he were about to get back to work. I leaned on the counter like a customer. “Yesterday,” he said, as he rubbed his dirty hands over his face. “Yesterday they come.” He wasn’t looking at me as he spoke. Somehow his dirty hands hadn’t made his face dirty. “Who come?” I demanded. He looked at me with horror. Slowly, stumblingly, full of error, he told me that yesterday they come for Roberto, yesterday, middle of day, four car, four car, no warning, all pull up same time, right outside, happen fast, take him way, take him. What I can do? I can do no thing. I am one man. They have law. “Hurt me as much as hurt him.” He hunched his shoulders and he looked aggrieved. He was sorry, he said. Damn sorry. “I pray for him now.” I believed him. “He was nice boy,” he said. “Hard worker. Hurt me, too. Oh, boy.” He ran his dirty fingers through his thick hair. Then some people came in with their shoes, and he stood up to help them. His pack of cigarettes was on the counter, and I took one and stuck it in my mouth and lit it. He didn’t notice. He didn’t care. My boldness surprised me. I took the long way home. I walked fast and hard. I smoked the cigarette, and the second I exhaled the cold wind took the smoke. Down the hill and over the bridge I went. At the train tracks, I stopped and tried to get my breath. I was wheezing. A small dot appeared way down the line. After a while, it became a train. When it drew closer, I could see that it was loaded with long tubular objects, missiles no doubt, twenty feet long, thirty feet, covered with canvas and strapped down with canvas belts. As the train approached, I saw the engineer hanging his head and arm out the window and I motioned for him to pull the horn as I would have done way back when I was a kid. A moment later, I heard the blast, braaaaaammmmm; it was louder than I had remembered, longer, too, and then the train passed under the bridge as it headed out West or down South.

119 Section I Questions for “Paranoia”

1. How did Roberto’s nose get broken? 2. How did Roberto become an illegal immigrant? 3. Describe Dean’s experience on the bus. 4. What is life in the U.S. like for Roberto? 5. There is no city in the U.S. with a neighborhood called Maple Tree Heights, and no actual war that matches the descriptions used in this story. Why does the author use a fictional setting to tell this story? 6. What is the significant about the fact that Dean, the narrator, says that his Spanish teacher, “despite providing us with an extensive vocabulary, and showing us how to conjugate every verb backward and forward, had neglected to teach us how to construct a complete sentence save one: “Do you like to play baseball?”

120 Section II Questions for “Paranoia”

1. Why is the author fuming? 2. Describe the cobbler, and Dean’s first interaction with the cobbler. 3. In what ways do Roberto and the cobbler rely on each other? How does this relationship help each of them? 4. In this section, the author gives several examples of what life is like for an illegal immigrant. Find some of those examples, and describe them. 5. What is significant about the scene between Dean and Robbie and the sandwich? 6. Why is Roberto so drawn to the Tyler McCoy movie? Use information from the text to support your answer.

121 Section III Questions for “Paranoia”

1. How does Dean behave during the parade? How does Roberto behave? What do these actions show about each character? 2. How does Roberto feel about paying Dean back? Use evidence from the story to support your answer. 3. How does the author describe “the man he doesn’t know”? 4. What does Dean learn when he goes to meet Roberto? 5. How does the cobbler behave when speaking to Dean? What information from the story helps to explain his behavior? 6. How does Dean feel about what happened to Roberto? How does the cobbler feel? Use evidence from the story to support your answers.

122 America Through the Lens of “Paranoia” After reading the short story “Paranoia” by Said Sayrafiezadeh, write a response to this prompt:

What does this story say about what it means to be an “American” (U.S. citizen)? Use characters, events, and ideas from “Paranoia” to support your argument.

To help you write a response that addresses this prompt, think about the following questions. Do not answer each of these questions individually in your writing; use these questions to help you think about ideas you can include in your response.

• What do you already know about the citizenship status of each of the main characters?

• What do you already know about how each main character feels about this country?

• Besides legal citizenship, what does the term “American” mean to each of these characters?

123 Teacher Assessment 4: Expert 3: Proficient 2: Developing 1: Emerging

Content & The student composes a The student composes The student The student Question highly developed answer to a developed answer to composes a composes an Answered the question: considers the the question : partially developed undeveloped answer question from at least three considers the question answer to the to the question: of the four perspectives from two perspectives question: considers considers one represented in the text represented in the one perspective perspective (natural-born citizen/white text uses relevant thoroughly; OR minimally; OR, man, natural-born references to the text considers multiple mentions more than citizen/African-American, to support all but a perspectives one perspective but illegal immigrant/Latino, few claims; OR, uses partially does not connect all naturalized citizen) uses references to the text uses references to to the prompt many relevant references to to support all claims, the text to support uses few references the text to support the but a few references some claims, but to the text to answer; all claims are are vague or irrelevant not all references support claims; supported by textual are relevant; OR, some references are evidence uses references to vague or irrelevant the text to support most claims, but many are vague or irrelevant Comments:

124 Immigration: An Ethical Dilemma Culminating Task

An Ethical Dilemma on Trial

Lesson Summary This lesson engages students in close reading of complex texts in order to utilize textual evidence to support an opinion. While some of these non-fiction articles are slightly above and below the Lexile level for ninth grade, they are appropriate for this unit because it is multi-sided within the context of the immigration debate.

Students will have already spent several weeks analyzing various aspects of the immigration debate through a range of different types of texts of varying levels of complexity. This lesson includes appropriate teacher scaffolding to support students in reading and comprehending the text. This lesson also addresses speaking and listening standards by holding students accountable for how they debate as well as what they have heard during a debate to defend a side of the issue in writing.

Lesson Objectives Students will be able to: ● Refer to relevant evidence from their research in order to contribute to productive small group discussion. ● Generate questions and responses that relate a particular argument to a larger theme. ● Analyze an oral presentation and assess the effectiveness of argumentation and evidence. ● Deliver an oral presentation in a clear and logical manner using evidence to support their claims. ● Compose introductory and concluding statements that clearly define a claim and use evidence from their research to form and support it.

Common Core State Standards: College and Career Readiness Anchor Standards:

SL.9-10.1a Comprehension and Collaboration: Come to Literacy.CCRA.SL.1 Prepare for and participate effectively discussions prepared, having read and researched material in a range of conversations and collaborations with diverse under study; explicitly draw on that preparation by partners, building on others’ ideas and expressing their referring to evidence from texts and other research on the own clearly and persuasively. topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Literacy.CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.9-10.1c Comprehension and Collaboration: Propel conversations by posing and responding to questions Literacy.CCRA.SL.4 Present information, findings, and that relate the current discussion to broader themes or supporting evidence such that listeners can follow the line larger ideas; actively incorporate others into the of reasoning and the organization, development, and style discussion; and clarify, verify, or challenge ideas and are appropriate to task, purpose, and audience. conclusions. SL.9-10.3 Evaluate a speaker’s point of view, reasoning, Literacy.CCRA.W.1 Write arguments to support claims in and use of evidence and rhetoric, identifying any an analysis of substantive topics or texts using valid fallacious reasoning or exaggerated or distorted reasoning and relevant and sufficient evidence. evidence. Literacy.CCRA.W.10 Write routinely over extended time SL.9-10.4 Present information, findings, and supporting frames (time for research, reflection, and revision) and evidence clearly, concisely, and logically shorter time frames (a single sitting or a day or two) for a

Immigration: An Ethical Dilemma – 9th Grade

www.sharemylesson.com/ctu Culminating Task - 1

125 Immigration: An Ethical Dilemma Culminating Task

An Ethical Dilemma on Trial such that listeners can follow the line of reasoning and the range of tasks, purposes, and audiences. organization, development, substance, and style are appropriate to purpose, audience, and task.

W.9-10.1a Text Types and Purposes: Introduce precise Time Allotment - 7 sessions, 55 minutes each claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that Lesson Resources: establishes clear relationships among claim(s),  EL Objectives and Vocabulary counterclaims, reasons, and evidence.  Learning Progressions  Materials and Attachments List W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Lesson Breakdown: Students will begin this lesson by dividing up into their trial teams. They will then learn how to write an opening and closing statement. Students will write questions to ask the opposing side of their argument and they will write answers to the questions that they are being asked by the opposing side. These questions will appear in the trial. During the trial, students will rotate groups and participate as a jury member as well as a trial member. Each student will take notes during the trial in order to create a verdict. The students will be expected to write a reflection at the end of this unit about the ideas that were presented to them in the trial.

Immigration: An Ethical Dilemma – 9th Grade

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126 Immigration: An Ethical Dilemma Culminating Task

An Ethical Dilemma on Trial Anticipated Student Responses Steps and Learning Activities and Teacher Support

DAY 1: If students do not have any background information on Begin this day by asking students if they have any what a trial is, ask them if they have seen any TV shows in background information about what it means to put which a trial takes place. You could mention shows like something on trial or what occurs in a trial. “Law and Order” and discuss what takes place when they go to trial.

If students still are lost as to what a trial or a mock trial is You may also want to talk to students about what it means you can refer them to watch the following video. This is a to out the rights of immigrants on trial. You will want to 6th grade class putting a fairytale on trial. explain to students that they are not necessary against immigration but more so the idea of what rights should https://www.youtube.com/watch?v=a4UxC4uYfeY and should not be given to the illegal immigrants. Depending on your classroom make-up, you may want to discuss the idea that this is an assignment in which they are actually showing their ability to closely read an article and compile textual evidence to support an issue.

Begin the lesson by showing videos on various aspects of trial procedure to the class one at a time (links below). Tell students, “We will watch an example of an opening statement. Here are the questions that we will discuss at the end of the video, so you may want to take notes.” Based on what you just saw, what is an opening statement? What are the characteristics of an opening statement? What arguments1 were presented in this opening If students only respond with surface level responses such statement? as “She looked nice, I like the way she sounded,” etc., ask How were these arguments developed/supported? follow-up questions such as: What kind of verbal and body language did the lawyer ● What did you like about the way she sounded? use? ● What did you notice about the types of words that she used? Video link:2 ● How did she present a story to the audience? http://www.youtube.com/watch?v=Lyk_43p71xs ● What can you tell about how the trial will be laid (If you are not able to show a video, use the notes about out based on what she said? opening/closing statements provided in the attachments

1 Make sure that ELs understand this use of the word ‘argument’. 2 Teachers need to be aware that ELs may have no familiarity with legal procedures, or may have familiarity with very different procedures in their home culture. Immigration: An Ethical Dilemma – 9th Grade

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127 Immigration: An Ethical Dilemma Culminating Task

An Ethical Dilemma on Trial Anticipated Student Responses Steps and Learning Activities and Teacher Support and spend time making sure students have a clear understanding of what elements need to be present in an opening statement.)

After viewing the video, conduct a class discussion about what students saw in the opening statement using the questions listed above.

Students should respond that an opening statement is an introduction. It is where the lawyer has an opportunity to present the case and the argument. They might also mention that lawyers use an opening statement to tell a story. Furthermore, students should respond that the characteristics of an opening statement are that the lawyer is telling a story, placing the juror in the moment. Finally, students should respond that the lawyer used modulation and a good tone of voice. She was well paced. Her words matched the structure of her hands. Be sure to point out the arguments that the jury will be listening to. Note how the lawyer said, “You will hear about...” Repeat the same process with the closing statement video. Inform students that they will answer questions at the end of the video, so they should take notes. What are the differences and similarities between an opening and closing statement? What were the similarities/differences in the arguments presented in the opening and closing statements? What kinds of verbal language and body language were used?3 The students should respond that both the opening and closing statements are a chance for the lawyers to introduce or review his argument. In the opening statement, the lawyer is going to introduce himself/herself and the team, share their side of the story with examples, and introduce the most relevant points. In the closing statement, the lawyers should review the statements made in the opening statement, discuss points that were asked and answered, and tell the jury what side they should vote for and why.

3 Depending on the length of time they have been in the US, ELs may or may not understand the gestures that are being used in the videos. They also may have difficulty with eye contact and modulation of voice; the difficulty may be in recognizing how they are used, but also in using eye contact and appropriate tone when they (the ELs) present. Immigration: An Ethical Dilemma – 9th Grade

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128 Immigration: An Ethical Dilemma Culminating Task

An Ethical Dilemma on Trial Anticipated Student Responses Steps and Learning Activities and Teacher Support Video link: https://www.youtube.com/watch?v=t0wep__Sz3Q (This is the closing argument from To Kill A Mockingbird ) Recommend showing this one first, then the second video. http://www.youtube.com/watch?v=JuViiwSa600

(Again, see attachment below if you cannot show the video)

Refer back to the questions listed above to facilitate your class discussion.

Split the class into 2 groups. One group will be anti-illegal immigrant rights and one side will be for illegal immigrants rights.

Randomly divide these two groups in into four groups, with each group focusing on a specific immigration-related issue. Make groups as evenly proportionate as possible. 4

If you want to group students via ability level you could group them according to this list (highest achieving group is number 1 and so on..) 1. Borders 2. Legal Status Students may claim they do not agree with their assigned 3. Deportation perspective. Inform students that this activity is not about 4. Crime Rates arguing their personal opinions. This lesson is designed to In order to gain a deeper understanding of their issue, help students construct effective arguments using textual students will read a set of “Opposing Viewpoints” articles evidence to support the point of view they are assigned. (see links below).

If you want to challenge students, have students spend time researching these topics on their own. You may choose to give them the articles from “Opposing Viewpoints” as well as finding some on their own to incorporate into the debate.

Students will then read and annotate5 an article that is Some examples of questions that students might write are: written from the perspective they are assigned to. Remind

4 Consider ensuring that ELs are in groups with at least one other student who speaks the home language. Also, ensure that the lowest level ELs are in groups which receive the shorter articles to read. Immigration: An Ethical Dilemma – 9th Grade

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129 Immigration: An Ethical Dilemma Culminating Task

An Ethical Dilemma on Trial Anticipated Student Responses Steps and Learning Activities and Teacher Support students that they have read a variety of texts related to (mention something about the fact that there are two the larger issue of immigration, and that their opposing viewpoints) understanding of those texts was supported and developed through a variety of both teacher- and student- 1. Why might immigration be unfair? (against led discussions and activities. They should use the immigration) strategies they have learned (and that work best for their own needs) to guide them through the reading of this article. They will read with the intent of defending the 2. How can immigration be seen as a benefit to the nation assigned side of the issue. instead of an economic or political burden? (in favor of immigration) You may want students to write down the main idea of the article as they read as well as have them make a list as to 2. Who can find work when many illegal immigrants are which ideas (from previous articles) connect to the topic or main idea of the article they are reading so that they can taking the jobs that Americans deserve? incorporate it into their debates.

DAYS 2 and 3:6 Students will work together to create an opening statement and closing statement as well as write three to five questions that will be answered by the opposing side.

Students will need to write questions in order to investigate the arguments made by the opposing side of the issue. The questions can be written to get a better understanding of the issue, or to help analyze how the other side’s arguments have been formulated. Give the question matrix to each group and explain that it provides Remind students that they can pull questions from other stems that will help create effective questions. For example if you look into the section labeled II ... students texts they have read throughout the unit. could ask a question starting with the stem “ How can...” to create a more complex question. For instance, a student might think about the story “Paranoia” and ask, “Why is it fair to deny someone Give students time to create questions that they could ask healthcare simply because he/she is not a citizen?” if they the other side of the issue to illustrate error in the logic of were on the illegal immigrant’s side, or in Vargas’ piece their argument. The teacher will then ask groups to share a “My Life as an Undocumented Immigrant,” a student who few of their questions with the class. Facilitate a discussion based on whether each question is written in a way that is on the side of being against illegal immigration might will illustrate an error in the logic of the argument. ask, “Why is it ok for someone to falsify his or her documents or even to use another person’s documents For example the group reading the article entitled “Illegal and/or identity in order to avoid deportation?”

5 Ensure ELs know the skill of annotation. 6 Consider giving time for discussion before writing to ensure that ELs have understood what they have read and can articulate the position. Immigration: An Ethical Dilemma – 9th Grade

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130 Immigration: An Ethical Dilemma Culminating Task

An Ethical Dilemma on Trial Anticipated Student Responses Steps and Learning Activities and Teacher Support Immigrants Should Not Be Granted Legal Status” would write a question such as…. How does amnesty “open” the flood gates? This would be a good question to ask the opposition because it would force them to address an issue that they essentially agree with but through answering the question would show the flaws in their own argument.

The other side could ask….according to the article , “Illegal Immigrants Should Be Granted Legal Status” My text says that as workers become legal they do more at work and produce more product….why is this such a bad thing?

Allow the students to work on writing the opening/closing statements and the questions.

Use the attachments below to help students write the opening and closing statement. Remind students that they MUST use ideas, facts, quotes from the readings they had done in previous lessons to create these documents.

Inform students that they should anticipate the opposing side’s arguments, using what they have learned through all of their reading in this unit, and provide counter arguments in their opening and closing statements.

When students have finished writing, facilitate a question trade with the opposition. Students will then write answers to the questions that the opposition wrote.

Remind students that anything they write MUST relate back to the larger issue they are attempting to support, and that they must draw upon evidence from the texts they have read in this unit.

At this point in the lesson, roles for the trial presentation will be assigned. You can do this by allowing students to choose roles themselves, assign roles, or have students choose roles out of a hat.7

7 Consider predetermining roles of ELs with very limited English; if a student with limited English is the presenter, the pace of the group presentations could be compromised. Immigration: An Ethical Dilemma – 9th Grade

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131 Immigration: An Ethical Dilemma Culminating Task

An Ethical Dilemma on Trial Anticipated Student Responses Steps and Learning Activities and Teacher Support One student will deliver the opening statement Three students will ask and answer the questions from the As a modification, you may allow students a short period opposition. (5 questions per side) of time (3-5 minutes) to ask impromptu cross examination One student will deliver the closing statement.8 questions, after the scripted questions have been After the students have been assigned roles, explain to the answered. students how the trial will run the following day. For each of the four issues, students will speak in the following order: Side supporting the rights of illegal immigrants opening statement Side against the rights of illegal immigrants opening statement Rights of illegal immigrants questions Against illegal immigrants responses Against illegal immigrants questions Rights of illegal immigrants response Against illegal immigrants closing statement Rights of illegal immigrants closing statement

You may also want to have a time where students create impromptu questions based on what they have heard in the trial. If this is included in the trial, one could reduce the number of formal or prepared questions that are asked. You may also want to only have students create impromptu questions and not use any prepared questions at all.

Students who are not presenting will function as jury members. Distribute the “Jury Member Note Sheet” to these students. Jury members will complete this form as the trial progresses. After each trial concludes, members of the jury will write their verdict in the case using the “Written Response: Trial Verdict and Rubric.”

Some students may need more information on how to take notes while listening. The teacher may need to teach students shorthand. This all depends on the composition of the classroom as well as when this unit is taught.

8 Although Footnote 7 suggests taking care with which students speak, it is necessary for ELs to have the chance to do so, at least by asking and answering the questions, if not by giving the opening or closing statements. Immigration: An Ethical Dilemma – 9th Grade

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132 Immigration: An Ethical Dilemma Culminating Task

An Ethical Dilemma on Trial Anticipated Student Responses Steps and Learning Activities and Teacher Support DAY 4-7: It is now trial time. Give the students 5 minutes to get Students will present their opening statements. The ready to participate in their role for this round. Have the supporting viewpoint will present first followed by the room set up with desks in front of the room for the opposing viewpoint. supporting and opposition side to sit. These desks should face the jury members’ desks, which should be placed in the back of the room allowing for space in between the lawyers (presenters) and the jury. Be sure to pass out the “Jury Member Note Sheet” to the jury members.

From this point on, the students should be able to take The jury will take notes. If students do not understand control of the trial. You may have to facilitate when the what direct evidence is, it’s the information that each side lawyers are done speaking or when it is time to ask presents--their reasons for why they feel the way they do questions. You will also need to make sure there is time for about a certain issue. the jurors to take notes after the opening/closing statements as well as the questions.

When each trial is completed there should be about 15 minutes of class left, during which each student will have time to begin their reflection papers.

Tell the presenting students that while the rest of the class is beginning their verdict paragraphs, they will rate their group members’ participation and performance over the course of this lesson. They will do this using the “Group Member Rating” sheet.

Day 8 To close the unit, students will respond to the following If students say they don’t remember which texts or reflective prompts: 1) How did the earlier activities in this activities helped them form their opinions for the trial unit prepare you for this culminating trial activity? 2) How piece, direct them to the textual details they used to has your thinking about immigration been support their arguments. Then they can be redirected to changed/solidified by this unit? the texts that originally presented those ideas. As students respond to these prompts, they should include specific details that illustrate how their thinking/learning We are leaving the reflection prompt a bit more has been supported by the activities and texts of this unit. unstructured to allow teachers to refine it for the needs of their students (in terms of length, etc.)

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Immigration: An Ethical Dilemma Culminating Task

An Ethical Dilemma on Trial

Resources for English Learners English Language Objective(s):  Language o ELs will be able to listen to an oral presentation with understanding of academic language used in the presentation. o ELs will be able to deliver an oral presentation of a coherent argument using learned academic language, in a manner that will be understood by listeners and will follow logical order.  Process o ELs will be able to analyze an oral presentation and, using learned academic English, assess the effectiveness of an argument and evidence. o ELs will be able to use academic English to compose introductory and concluding statements that clearly define a claim and use evidence from their reading and research to support the claim.

General Adaptations for ELs to ensure ELs in general education classes have developed the skills to read and use English independently.

● In the introduction to the lesson, consider identifying vocabulary in the articles necessary for understanding and listing the vocabulary using the Three Tier System: Everyday Terms (especially for low transitional ELLs), General Academic Terms and Content-Specific Terms, and Idiomatic and Metaphoric Terms

Teaching strategies could include (all depend on teacher knowledge of students’ English language level and students’ prior experience with concepts):

● Scaffolded reading – does the text need to be simplified or adapted in other ways? ● Differentiate amount of vocabulary that is pre-taught or explained according to the identified level of the EL students. ● Use sketches, digital images, and acting to explain metaphorical words and phrases ● For early and developing ELs who have been placed in your class, think about recording the text so ELs can listen to the text as they read. It may be necessary to scaffold understanding in this way because it gives ELs two ways to access text (listening and reading). ● When available, provide the text in the native language, which is appropriate for ELs with very little English who may be improperly placed in your class for example, because of programming. ● Reduce the workload for early and developing ELs: o identify sections of the text where you expect students to find evidence and highlight them; o provide sentence stems and graphic organizers to scaffold writing, for example a graphic organizer that helps ELs create opening and/or closing statements or organize an argument ● Address visual/reading as well as aural/listening skills – when you tell the class what to think/ask, make sure ELs have this in two modalities [What did you think about after reading this section? What details can you use in an opening statement?] in written form as well as by listening to the teacher or other students. ● Assessment – when assessing, look for language learning and appropriate application of academic language learned as well as factual and conceptual learning.

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134 Immigration: An Ethical Dilemma Culminating Task

An Ethical Dilemma on Trial

Learning Progressions Previous Grade CC.8.SL.1.a Comprehension and Collaboration: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. By the end of 8th grade, students are expected to be ready to participate in conversations based on materials they have previously read. They will be expected to use the evidence they have gathered to support the conversation.

CC.8.SL.1.c Comprehension and Collaboration: Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. By the end of 8th grade, students will be able to contribute to the discussion asking and answering questions based on evidence.

CC.8.W.1.a Text Types and Purposes: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. By the end of 8th grade, students will be able to establish a claim that is equivalent to their own claim versus opposite their claim.

CC.8.SL.3 Comprehension and Collaboration: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. By the end of 8th grade, students will be able to analyze which evidence supports or refutes the argument.

CC.8.SL.4 Presentation of Knowledge and Ideas: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. By the end of 8th grade, students will be able to present research that is valid and supportive of their argument and thinking.

Current Grade CC.9-10.SL.1.a Comprehension and Collaboration: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. By the end of 10th grade, students will be ready to participate in conversations based on materials they have researched. They will be expected to use this research to deliberately contribute to the conversation.

CC.9-10.SL.1.c Comprehension and Collaboration: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. By the end of 10th grade, students will be able to contribute to discussions by making larger connections to other ideas related to the conversations, as well as include others opinions into the conversations.

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135 Immigration: An Ethical Dilemma Culminating Task

An Ethical Dilemma on Trial Learning Progressions CC.9-10.W.1.a Text Types and Purposes: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. By the end of 10th grade, students will be able to organize their thoughts in a manner that presents valid relationships between accurate arguments and counterarguments.

CC.9-10.SL.3 Comprehension and Collaboration: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. By the end of 10th grade, students will be able to evaluate the speaker’s construction of their argument.

CC.9-10.SL.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. By the end of 10th grade, students will be able to present their claims in a manner that lends to the audience’s understanding of the argument.

Next Grade CC.11-12.SL.1.c Comprehension and Collaboration: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. By the end of 12th grade, students will be able to contribute to discussions by encouraging multiple perspectives of an issue to be entered into the discussion.

CC.11-12.W.1.a Text Types and Purposes: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. By the end of 12th grade, students will be able to organize their thoughts in a chronological manner that presents valid relationships between researched arguments and counterarguments as well as to extend their thought process to include their own perspective of the claim.

CC.11-12.SL.3 Comprehension and Collaboration: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. By the end of 12th grade, students will be able to evaluate the speaker’s construction of their argument, the connections to other ideas, and the presentation of the argument.

CC.11-12.SL.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. By the end of 12th grade, students will be able to present their claims which display their own reasoning along with possible counter arguments in a manner that will lend to the audience’s understanding of the argument, whether formally or informally.

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An Ethical Dilemma on Trial Materials and Attachments:

● Instructions On Writing an Opening and Closing Statement ● Opening and Closing Statement Worksheets ● Jury Members Note Sheet ● Written Response: Verdict Assignment Sheet ● Written Response: Verdict Rubric ● Individual / Group Participation Evaluation

Issue Number 1: Deportation http://thenewamerican.com/culture/history/item/4779-deporting-illegal-immigrants (Deporting All Illegal Immigrants in the United States is Possible) (Conservative) http://www.americanprogress.org/wp-content/uploads/issues/2010/03/pdf/cost_of_deportation.pdf (Deporting All Illegal Immigrants in the United States is Unrealistic p4-18) (Liberal)

Issue Number 2: Strengthening the US-Mexico Border http://www.americanthinker.com/2010/06/just_finish_the_dang_fence.html (Strengthening the US-Mexico Border is Essential to Stopping Illegal Immigration)(Conservative) http://www.washingtonpost.com/wp-dyn/content/article/2010/07/16/AR2010071602720.html (Strengthening the US-Mexico Border Will Not Stop Illegal Immigration)(Liberal)

Issue Number 3: Crime Rates http://www.chroniclesmagazine.org/2010/07/12/double-down-illegal-aliens-and-crime/ (Illegal Immigration is Increasing Crime Rates)(Conservative) http://www.worldhunger.org/articles/08/editorials/barry2.htm (Illegal Immigration is Not Increasing Crime Rates)(Liberal)

Issue Number 4: Legal Status http://www.americanprogress.org/wp-content/uploads/2012/09/immigrationeconreport3.pdf (Pg 7-9) (Illegal Immigrants Should Be Granted Legal Status) (Liberal) http://www.theamericanconservative.com/articles/lets-not-go-dutch/ (Illegal Immigrants Should Not Be Granted Legal Status)(Conservative

Question Matrix: http://aaboori.mshdiau.ac.ir/FavouriteSubjects/QuestionMatrix.pdf

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Instructions On How to Write An Opening Statement: http://www.ehow.com/how_8372070_write-opening-argument-mock-trial.html

1. Introduce yourself and the members of your team. Address the judge and jury using appropriate courtroom language, such as "Your honor, members of the jury, I am [name] and I represent [name of party]. To my [left, right] are my colleagues [name other members.]"

2. Tell the nature of the case. Write a brief sentence or two regarding the reason for the trial. For example, in a trial for murder, you can state: "My client, [name of client], has been charged with first degree murder in the death of [victim] on [date]. We will present evidence to you that [name of client] could not have committed this crime."

3. Introduce the argument by outlining the most relevant points of your case. Try to limit your case to three or four points. State your argument firmly by writing: "We will show that the defendant is not guilty of murder because he has an alibi for the night of the murder; our experts will further prove that the defendant's DNA was not found at the scene of the crime; and we will show that the police investigation and subsequent evidence gathering was poorly carried out."

4. Give details as you argue your points. The details should include the witnesses (expert and lay witnesses) that you will call to the stand and what they will say, as well as the type of evidence that you will offer.

5. End your argument by thanking the members of the jury and the judge. Restate your main points in a short sentence or two; then thank everyone for their attention.

138 Instructions: How To Write A Closing Argument http://www.ehow.com/how_8146296_write-good-closing-argument.html

1. Reread the introduction or opening statement in order to get a sense of the overall argument. Introductions and conclusions share similarities as paragraphs. Both need to make general statements about the subject and provide the thesis statement.

2. Read the body paragraphs and note the main supporting ideas for your opinion. Clarity about your entire argument becomes essential when writing the closing. Summarize the important ideas that support your thesis the closing.

3. Write a short closing with one question in mind: what do I want my readers or listeners to believe about the issue, subject or controversy? Closings should be brief and focused. Sometimes writers get nervous about leaving their conclusion too short and damage it by adding extraneous details, irrelevant to the argument. A sound conclusion should be short; it restates the thesis and summarizes the main supporting reasons with power and passion.

4. Find a profound or lyrical quote that complements your argument, or use an anecdote that illustrates your thesis. Make sure that the quote or anecdote perfectly matches your argument. Cite your sources.

139 How to write an opening statement

1. Members of the jury, I am ______and I represent ______. My team consists of ______, ______, ______.

2. Introduce your side of the story. Use examples to show your story (use examples from what you have read in the past lessons. (about 3-5 sentences)

______

3. Introduce the argument by outlining the most relevant points of your case. Pick 3 strong examples from what you have read to prove why your side is ethically correct. Make sure you transition from step 2 into step 3. (you could say something like “here I will present 3 reasons why our side is ethically correct”)

1. ______2. ______3. ______

4.End your argument by thanking the members of the jury. Restate your main points in a short sentence or two; then thank everyone for their attention.

140 How To Write A Closing Argument

1. Review the statements made in the opening statement….basically restate what was said by the opening statement (about 2-3 sentences)

______

2. Discuss points that were brought up by questions that were asked and answered (you will be able to do this because you already know what they are ahead of time). Review about 3-4 of the points made. ______

3. Tell the jury what side they should vote for and why…be sure to transition into this piece from number 2. ______

141 Jury Members Notes Sheet: Make sure when you are taking notes that you use quotes (things your classmates said) because you will need to use what they said when you write your verdict (reflection sheet). Supporting Side Opposing Side

Opening Statement

Question 1 Q: A:

A: Q:

Question 2 Q: A:

A: Q:

Question 3 Q: A:

A: Q:

Question 4 Q: A: (Or impromptu questions) A: Q:

Question 5 Q: A: (Or impromptu questions) A: Q:

Closing Statement

142 Written Response: Trial Verdict

Directions: You will compose a MEL-Con paragraph that discusses which argument you found the most compelling for each of the trials you observed as a jury member. You will have to choose which side of the argument you felt was the most persuasive and what evidence you found to be the most convincing. Use the MEL-Con format to illustrate your point of view on the dilemma in question. Format: Your response should have a proper heading and be typed in Arial, Calibri, or Times New Roman 12 point font. Your response should also be double spaced. Evaluation: See attached rubric.

143 Written Response: Trial Verdict Rubric CC.9-10.W.1.a Text Types and Purposes: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Teacher Assessment1

Mastery Proficient Developing Emerging

Main Idea All requirements for Most of the Some of the Few or none of main idea are met. mastery requirements for the The main idea is the requirements main idea are requirements first sentence in the for main idea met. for main idea paragraph. The first are met. are met. sentence directly responds to prompt and states a clear position. First sentence does not begin with “Yes,” “No,” “I think,” “I feel,” or “I believe.”

Evidence All requirements for Most of the Some of the Few or none of evidence are met. mastery mastery the mastery Evidence used in requirements requirements for requirements paper is clear, for evidence are evidence are met. for evidence are accurate, and directly met. met. relates to the main idea. Evidence clearly supports argumentation. Evidence used in paper comes exclusively from the classroom trial presentations.

Linking All requirements for Most of the Some of the Few or none of linking are met. mastery mastery the mastery Linking sentence(s) requirements requirements for requirements offer a clear and for linking are linking are met. for linking are detailed explanation met. met. of exactly how evidence supports

1 Make sure to assess EL learning of academic language and use of that language in their writing.

144 author’s argument. Linking sentence(s) explain why this evidence is significant and was chosen to substantiate argument.

Transitions All requirements for Most of the Some of the Few or none of transitions are met. mastery mastery the mastery Transitions are varied requirements requirements for requirements and serve to logically for transitions transitions are for transitions connect different are met. met. are met. pieces of evidence and argumentation. Transitions enhance readability of paper.

Concluding All requirements for Most of the Some of the Few or none of Statement concluding statement mastery mastery the mastery are met. Concluding requirements requirements for requirements statement(s) for the the concluding for the summarize answer concluding statement are concluding and evidence. statement are met. statement are Concluding met. met. statement(s) restate main idea in a new way.

Mechanics Paper is free of Paper is mostly Paper contains Paper contains spelling and free of spelling some spelling and frequent grammatical errors. and grammatical spelling and grammatical errors. grammatical errors. errors.

Formatting All formatting Most of the Some of the Few or none of requirements are formatting formatting the formatting met. Response has requirements requirements are requirements proper heading. are met. met. are met. Response is typed in 12 point Times New Roman, Calibri, or Arial font and is double spaced.

145 Name: ______

Student Reflection 1. The best part of my written response is:

2. One thing I could improve about my written response is:

3. One skill I improved from working on this project is:

Teacher Comments

SCORE: ______

*Rubric adapted using http://www.achievementstrategies.org/MELcon.html and http://www.google.com/url?sa=t&rct=j&q=melcon%20rubric&source=web&cd=2&cad=rja&ved=0CDsQFjAB&url=ht tp%3A%2F%2F memorialweb.madison.k12.wi.us%2Ffiles%2Fmemorial%2FSampleMEL- ConRubricUSHistoryAssignment.doc&ei=z9p3Ucf- NOrC4AOR3YG4Ag&usg=AFQjCNHbLXjLoHfPD7F9W1N0V8M90uUTcw&sig2=H4U5m_FyAJqigvdKeicY2g&bvm=bv.45 580626,d.dmg

146 Acknowledgements

Amy Andrews, NBCT Tanya Mead, NBCT John T. Baldwin Keshanna Milsap, NBCT Ava Patricia Belisle-Chatterjee Paul Mirek, NBCT John Boggs, NBCT Leslie Monk, NBCT Genevieve Boyle Georgia Anne Moore, NBCT Renee Butala, NBCT Michael P. Moriarty, NBCT Brenda Cerda, NBCT Michelle Nash, NBCT Allison Dodson, NBCT Sharon Newman, NBCT Elizabeth Eberle Chris Nho Sari Freiel Erin O'Brien, NBCT Katie Friedl, NBCT Sarah O'Brien Andrew Friesema Freeda Pirillis, NBCT Daniel Greenfield, NBCT Vlada Polin Yezenia Guzman Shirley Roberson, NBCT Ned Harkness Humberto Rodriguez Bonita Harris Lisa Roule, NBCT Gloria Henllan-Jones, NBCT Kelly Rueda, NBCT Julie Hines-Lyman, NBCT Suzanne Schaefer, NBCT Theresa Insalaco-DeCicco, NBCT Timothy Shanahan Cheryl Janusz Yoni Vallecillo, NBCT Earl Johnson, NBCT Daniel Washco, NBCT Meghan Landers, NBCT Shakura Weathers Joshua Lerner, NBCT Lori Zaimi, NBCT Kelly McCann, NBCT Xiaodong Zhang, NBCT