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Secondary Inclusive Practices Exemplar Instructional Plan: MigrationTEKSGrade/CoursePossible content TEKSPossible Skills TEKSGrade 61A, 13C, 13D, 15A, 15D21A-E, 22Grade 77E20A-F, 22A-C, 23Grade 812B, 23A29A-E, 30A, 30C, 31World Geography7B21D-E, 22C, 23CWorld History7C28E, 30A, 30C, 31U.S. History13B28A-B, E, 29B, 31MaterialsInteractive NotebookVideo “Coming to America”Coming to America: (This web site has removed the ads.)Original site: Your Senses handoutLyrics to “Coming to America” accessed from a website such as What to Say When We Disagree anchor chartMigration Discussion Cards: Engage-printed and cut into cards, one set per group of four studentsMigration Research NotesMigration Reading-a copy of one of the four topics for each student, distributed evenly for the classAccess to research materialsMigration for Research handout (hard copy and/or digital)Small sticky-notesScales Visual-one per student pairMigration Elaborate Options-printed out and cut into cards, several sets for the class to shareMigration AssessmentAdvanced PreparationCheck all resources for research and provide equipment needed for audio and video access.Links, videos, and text options for each topic. Include maps and data. There are readings and a list of possible websites in this lesson.Text-to-speech options Technology applications for changing font size and colorLesson StepsAnticipated Barrier/AdaptationEngage Instruct students to prepare to view a music video.Instruct students to use sensory perceptions to process the video. Use Sensory Sheet with icons as visual cues.Optional: Arrange students into partners. Instruct one of the partners to concentrate on what they see, and other partner will concentrate on what they hear. Optional: Instruct some students to imagine what they might smell, taste, and feel if they were in the scenes they see in the video.Provide the printed lyrics to the song so students can refer to the words during and after the video showing.Show the following music video:Coming to America: (This web site has removed the ads.)Original site: : This video was created by high school students, probably for an AP US History course. See the credits.Instruct students to share their responses with their partner. Conduct a whole-class discussion by calling on a few students to share one thing they either saw or heard.Ask students to think about what they did not see that might be part of the experience of immigrating to America in the early 1900s. Possible answers include: discrimination, disease, poverty, loss of national or ethnic identity, loneliness, and violence.Distribute the Discussion Cards to groups of four. Instruct students to do the following:The student holding the card with the number 1 starts the discussion process. Read the question, answer it, and invite others to respond.The student holding the card with the number 2 continues the discussion. Follow the same process until all four questions are answered.Optional structure: Call time for each question or the entire discussion to move it along and ensure everyone gets a chance to speak.AttentionA variety of activities included such as partner activitiesUse of multisensory presentations such as video clips and music. Active student involvement in activities Encouragement of the use of mental imagesUse of cooperative learning activity that assign each student in a pair to a specific piece of information Use of multiple modes of instructionFine MotorProvide paired-working arrangementProvide opportunity for students to respond orallyAccept key word responses instead of complete sentencesOral communicationProvide visual cue sheetAllow for written response instead of oral responseProvide pictorial/icon organizerUtilize multisensory activityReinforce listening skillsMemoryUse of graphic organizerUse of musicInvolve emotions in learning through the use of storiesOrganizational Understanding sequence of storyMinimized clutter on handoutUse of graphic organizer to demonstrate and practice organization of informationAuditoryVisual aid providedVisualSimplified worksheetLimited amount of information contained on the worksheetReasoningSolicit feedback from students to check for understandingRelate information to the student’s experiential baseReduce the number of concepts presented at one timeRequire verbal responses from the student to monitor/demonstrate comprehension Use real-life questions Draw attention to examples of cause and effect, actions, and consequences in current eventsExploreInform students that they will study four examples of people who migrated from one place to another. Post the following questions as an anchor chart throughout the lesson. The purpose of this examination is to develop answers to the following questions:Why do people immigrate?What challenges do they face?What are the rewards?How do immigrants impact the places where they settle?Teach and add “migrate” and “immigrate” to the vocabulary word wall/journals. Discuss the difference/similarities to migrants/migration. Migration usually indicates someone who moves on a regular basis, such as a migrant worker. Immigration implies a more permanent settlement.Place students in groups of three. Assign each group one of the following topics:Europeans coming to America in the 1600s and 1700sAfricans coming to America in the 1600s and 1700sPeople from Central and South America coming to America in the 20th and 21st centuriesCurrent migrants traveling north to Europe in 2015Distribute the Migration Reproducible Master, copies or links to the recommended websitesInstruct students to do the following:Find information to answer each of the questions in the column for your assigned topic.Record the information you gather on the Migration Reproducible Master.You may divide the research among your group members and then share or work on each part as a group.Each group member will need all the information gathered. You will be sharing your information to a different group without your current partners.Record your citations on a document.As you conduct your research, make a list of words that confuse you or that you want to know more about.Choose from a variety of print, digital, audio, and visual materials. Access the materials using any format, including text-to-speech applications and closed captioning.Monitor students to ensure accurate and complete information is gathered and recorded.AttentionUse of cooperative learning activity that assign each student in a group to a specific piece of information Use of multiple modes of instructionFine MotorAccept key word responses instead of complete sentencesWritten Language DifficultiesProvide appropriate technology such as text-to-speech output systemsEncourage use of assistive technologyOral communicationAllow for written responses instead of oral onesProvide advanced organizerFamiliarize students with new vocabulary prior to beginning the activityUtilize multisensory activities whenever possible MemoryUse of graphic organizerOrganizational Use of graphic organizer to demonstrate and practice organization of informationAuditoryPre-teach when starting a new activity (discuss vocabulary)Provide visual aids such as a word wall VisualSimplify worksheets ReasoningReasoningProvide concrete examples of concepts before teaching the abstract (vocabulary word wall)ExplainStudent explanation:Place students in new groups so that each group has at least one person who studied one of the four topics.Instruct students to do the following:Take turns orally sharing their findings with their new group members. Record information shared about the three topics they have not yet studied. Model how to write quick notes, just bullet list or phrases, not every word, as needed.Encourage students to ask questions about these four groups of immigrants or migrants.Monitor students to ensure accurate and complete information is gathered and recorded.Teacher explanation:Question, review and add information as needed.Teach and add “diffusion” to vocabulary word wall.Instruct students to review their word lists with their group members.Instruct students to come to a consensus and choose one or two words from their lists. These words can be added to the vocabulary word wall.Conduct the Scales Visual analytical thinking activity.Place students in pairs.Distribute the Scales Visual.Instruct students to consider the benefits and challenges of migration and immigration.Instruct students to record each individual benefit and challenge on separate small sticky-notes.Instruct students to place the sticky-notes on either side of the Scales Visual.Optional: Use class display and conduct this activity as a whole-class.Optional: Instruct students to record each benefit and challenge on a sheet of paper in large letters. Instruct students to stand on one side of the room if they have a benefit and the other side if they have a challenge. Briefly discuss the results of the activity.Ask students to answer this question orally or in writing: Do you think the challenges outweighed the benefits or vice versa? Justify your choice with evidence from the research.AttentionVariety of activities providedActive involvement of studentsUse of cooperative learning activities that assign each child in a group a specific piece of information that must be shared with the group Interact frequently with the students to ask questionsWritten Language DifficultiesSimplify language of writing promptsOral communicationAllow for written responsesReinforce listening skillsMemoryUse of graphic organizer Have students paraphrase information orallyInvolve emotion in learningOrganizational Use graphic organizer to organize information ReasoningSolicit feedback from student to check for understandingDemonstrate how new information relates to previously learned informationRequire verbal responses from students to monitor/demonstrate comprehension Use of real-life questions and problemsUse direct instruction to teaching thinking and questioning skillsHave the student design questions to ask othersDraw attention to examples of cause and effect, actions, and consequences in current eventsHave the student apply new skills in different situationsElaborateDistribute the Migration Elaborate Option cards.Instruct students to choose one of the options on the Migration Elaborate Options. Alternative options can be proposed for teacher review.Fine Motor Allow students to use word processorsProvide assistive technology devices Written Language Alternative tasks to writingAllow use of audiotape recordersProvide an electronic dictionary, spell checker, and special softwareAllow use of computer world processor to eliminate handwriting problems and to simplify the organization and editing processProvide appropriate technology such as world processor, speech to text, text to speechOral Communication Allow for written response instead of oral responsesChoices among multiple tasksOrganizationalDirections provided with a minimum of wordsAuditory processingProvide oral and written directionsVisual processingAllow students to use oral reporting instead of written assignmentsReasoningInformation related to students experiential baseStudents design questions to ask othersStudents apply new skills indifferent situationsEvaluateInstruct students to complete the Migration Assessment handout.Answers:ADBN/AExit Ticket:Instruct students to respond to these prompts:This lesson helped me learn more about immigration and migration by – It would have helped me learn more if I had been able to – (or if the teacher had –)The most important thing I learned about immigration and migration was –Attention Actively involve students in the questioningFine Motor Provide opportunity to respond orally Accept key word responses instead of complete sentencesOral Communication Allow for written responses instead of oral responsesModel appropriate speech with the use of the sentence stemsEmphasize important informationReasoningInformation related to students experiential baseRequire verbal responses from students to monitor/demonstrate comprehensionProvide opportunity for students to explain answers and to share thought processing Use Your Senses!SeeHearSmellTasteFeel5213170-78327100What to Say When We Disagree“I understand what you mean, but I see it another way.”“I respect your opinion, but I respectfully disagree.”“That’s an interesting viewpoint; let me explain my take on it.”“What I hear you saying is ___; did I understand you correctly?”“We agree on ___; we disagree on __.”“Has everyone had a chance to say what they think?”“What facts support your opinion?”“Let’s look at some information that may clarify our thoughts.”3035935-40005000Discussion Question 1: What did you not experience that you imagine would be a part of what was portrayed?2887980-39941500Discussion Question 2: How would you describe what you experienced in this video and with this song?3037205-86296500Discussion Question 3: Why do you think these people came to America?3049905-9334500Discussion Question 4: Have you known anyone who came to America from another country? If so, what do you know about their stories?Data/StoriesExample A-Grade 8Example B-World HistoryExample C-Grade 7, USHExample D-Grade 6, WGWhere and Who?Locate a map.Europeans to AmericaAfricans to AmericaPeople from Mexico to AmericaSouthwest Asians and Africans to EuropeWhen?1600s-1700s1600s-1700sLate 20th and 21st centuries2015What?What are the details about the migration?Why?Why is this migration taking place at this time? What are the push and pull factors?How?How are the people moving from their home to the new location? What modes of transportation are being used?Challenges?What problems do the migrants face in their new environment?Rewards?How do the migrants benefit from this new location?Impact on New Location? What effect do the migrants have on the new location? How do they affect the place socially, politically, and/or economically?Record words that confuse you or that you want to know more about in the space below.As European explorers sailed around the world in the 1500s, they brought back stories and treasures to their homelands. People were excited and many wanted to go to the new lands themselves. Some wanted to migrate and settle in the unknown places.During the 1600s, a large number of Europeans migrated to the Americas. Many settled in what became the original 13 English colonies. The colony of Jamestown, Virginia was founded in 1607 as a joint stock venture, which consisted of investors who purchased stock in the new colony. They hoped their investment would result in wealth as the colony became successful. The settlers who went to Jamestown were mainly interested in finding gold and were unsuccessful. However, the colony eventually turned a profit once cash crops like tobacco were developed.A ship named the Mayflower brought a group of settlers to Massachusetts in 1620. Most of these migrants were searching for religious freedom. They had left England because they wanted to “separate” from the Church of England, and they were known as Separatists. They had not been allowed to practice their religion the way they wanted without being persecuted.Both colonies and other settlements faced many difficulties. The land was not developed, so they had to cultivate their food and build their homes from scratch. They didn’t have advanced tools at this time, so everything was done by hand. Some died from diseases and starvation, especially in the early years of settlement. They had to deal with American Indians who had occupied the land before they arrived and were often not happy to see the new residents.For those who survived the hard times, there were many benefits. Many English settlers came from a country where they could never hope to own property. But in America they earned their own land, sometimes large estates. Merchants earned a good living trading the raw materials from America to the Europeans. Many religious sects who were persecuted in England enjoyed greater freedom in their religious practices. The settlers had an enormous impact on their new homeland. Their homes and farms changed the American landscape. Towns sprung up, and roads were built. As the population grew, the primitive land became more developed. American Indians were displaced as their land was gobbled up by the European settlers.Link to maps: The Atlantic slave trade spanned more than 350 years At least twelve million people were forcibly moved from their African homelands to the Americas. The slave trade and the resulting enslavement of Africans was brutal and cruel. People were treated like animals. Between 1492 and 1776, an estimated 6.5 million people migrated to and settled in the Western Hemisphere. More than five out of six were Africans. African slaves benefitted American farming, because they provided a cheap labor source. The transatlantic slave trade laid the foundation for modern capitalism, generating great wealth for businesses in America and Europe. The Triangular Trade system and other trade routes supplied European industries with raw materials and markets for manufactured goods.Africans were captured in Africa and moved to the west coast for sale. They were transported to America on slaving ships. For one to three months, the captured souls were kept on a ships in extremely close quarters. They wore chains and faced abuse and humiliation. Somewhere around 20% died on the journey due to malnutrition or maltreatment.Once they had arrived in America, the slaves were sold in auctions. They were examined as if they were horses, and many times families were separated among various owners. They were put to work in fields, planting and harvesting crops, or work as house servants, tending to household chores and sometimes the children.There were few benefits to the African slaves in their new homes. They were often beaten, women were raped, and those who tried unsuccessfully to escape were whipped and sometime killed. There were no laws to protect them. The slaves were considered the property of their masters, who could do whatever they wanted with them. Racial prejudice and discrimination was rampant, even against those Africans who had managed to become free. But the enslaved Africans had an enormous impact on America. They saved settlements from extinction since they were forced to work hard in the fields. They brought African cultures in America that still influence Americans today. Slavery itself affected America as well. It was a major cause of the Civil War in 1861-65, and the inequities that were imposed on former slaves after the war continued for many decades. The Civil Rights movement was successful in the 1960s and 1970s in legal changes that help protect everyone’s rights. But the racial tension is as high as ever in America.Source: The Transatlantic Slave Trade: Large-scale Mexican migration to the United States began in the early 20th century. Many people came due to labor demands in the United States and political unrest in Mexico. Throughout the 20th century, major reforms to the U.S. immigration system played a role in shaping the size and character of Mexican immigration flows. Since 1980, Mexicans have been the largest immigrant group in the United States. As of 2013, approximately 11.6 million Mexican immigrants resided in the United States—up from 2.2 million in 1980. Mexicans accounted for 28 percent of the country’s 41.3 million foreign born.Immigration from Mexico to the United States has gone through four main periods. The first wave, occurring prior to World War II, consisted of agricultural workers recruited by private labor contractors. From 1942 to 1964, the second wave consisted mostly of agricultural guest workers entering under the Bracero program. This program involved exchanges between the U.S. and Mexico.The third, largely unauthorized wave began after 1964. Changes to U.S. immigration law ended national-origin quotas. The first numerical limits on Mexico and other Latin American countries were imposed. The majority of Mexican immigrants in this third wave were male, seasonal farm laborers who migrated back and forth across the border. The fourth wave was initiated after the passage of the Immigration Reform and Control Act of 1986 (IRCA). Additional investments in border security were a turning point. IRCA legalized close to 3 million unauthorized migrants. In return tougher border enforcement and penalties for American employers who hired unauthorized workers were implemented. Crossing the border became more difficult, and economic changes in the United States opened additional jobs to low-skilled foreign workers. So immigrants began to settle permanently. They brought their families to live in the United States. Between 1990 and 2010 more than 7.5 million Mexican immigrants—many of whom were unauthorized—arrived.Some Mexican-Americas came to America legally by going through the correct procedures. They traveled to America via car, plane, or train. However, there are a large number of immigrants who did not come through legal means. Many of these people undergo great hardships to get America. They may cross the border at night, dig a tunnel under the border, or hid in a vehicle that is going into America. Some use coyotes to get across. A coyote (coyotaje) gets Mexicans to go to America with promises of great things. But they are just looking for cheap labor, and the trip to America is often very dangerous. Problems for those Mexicans who settle in America include facing charges for crossing the border illegally. Once here, the immigrants face prejudice, economic hardship, and loss of their culture. Those who are here illegally face prosecution and deportation. The promise of great wealth and comfort entices many to come, and some find them. The living conditions and economic opportunities are great for many immigrants. Some are reunited with family members who came to America before them.Mexican culture has had an enormous impact on America. Food, architecture, clothing, and words have become part of America through Mexican immigrants. The percentages of Mexicans in the America population has grown, changing the demographics of America. These changes affect American institutions such as education and medicine. The United Nations forecasts that 3,000 migrants a day will pour into the Balkans, trying to reach Western Europe in September and the following months. So far, the burden to absorb them has been unevenly distributed.Source: Mexican Immigrants in the United States: Conflicts in Syria and Afghanistan and abuses in Eritrea have caused a large number of migrants from Africa and Southwest Asia to relocate. The largest migrant group by nationality in 2015 is Syrians, as people flee the country's brutal civil war. Afghans and Eritreans come next. They are often also fleeing poverty and human rights abuses. People from Nigeria and Kosovo also make up large groups. Poor, marginalized Roma account for many of the migrants from Kosovo. Germany, which receives by far the most asylum applications in the EU, is expecting 800,000 refugees to arrive this year.Some of the worse tragedies in 2015 include:Two boats carrying about 500 migrants sinking after leaving Zuwara in Libya on 27 AugustBodies of 71 people, believed to be Syrian migrants, discovered in an abandoned lorry in Austria on 27 AugustShipwreck off Italy's Lampedusa Island on 19 April took an estimated 800 livesAt least 300 migrants feared to have drowned after attempting to cross the Mediterranean in rough seas in early FebruarySurvivors often report violence and abuse by people traffickers. Many migrants pay thousands of dollars each to the traffickers.Chaos in Libya has given traffickers freedom to exploit migrants.There are three major routes migrants take to Europe: Central Mediterranean, Eastern Mediterranean, and Western Balkan. The voyage from Libya to Italy is longer and more hazardous. However, the Balkan route replaced the Mediterranean as the favored passage in the summer of 2015. Hungary has built a controversial 110-mile razor-wire fence to keep migrants out. It plans to fortify it over the coming weeks. It has also urged EU partners not to send back migrants who have travelled on from Hungary.Once in Europe, migrants live in refugee campus. Conditions in these camps vary greatly. Under EU rules, an asylum seeker has the right to food, first aid and shelter in a reception center. They should get an individual assessment of their needs. They may be granted asylum by the authorities at "first instance". If unsuccessful, they can appeal against the decision in court, and may win. Asylum seekers in the EU are supposed to be granted the right to work within nine months of arrival. However, the current migrants’ futures are uncertain as they wait to see if they can return to their homelands someday or must find a new permanent home in Europe. However, many areas do not welcome them with open arms. Attacks on shelters for migrants in Germany have reached over 200. Roman residents protested the “invasion” of foreigners and participated in violent actions. Budapest officials refused the migrants access to trains, forcing them to walk over 100 miles to another location, seeking refuge.Source: Why is the EU struggling with migrants and asylum? Example A: Europeans to America, 1600s-1700s (see this web page for map) Jamestown: Example B: Africans to America, 1600s-1700s (see this web page for map) Video Example C: People from Mexico to America, late 20th and 21st centuries (see this web page for map) (see this web page for map) (see this web page for map) Central America through Mexico: Example D: Southwest Asians and Africans to Europe, 2015 (see this web page for map) (see this web page for map) Video with Closed CaptionsAudioExample A Europeans to America, 1600s-1700sSteven Colbert’s German immigrant ancestors come to PennsylvaniaPart 1: 2: Part 3: Governor of Massachusetts Bay Colony sermon: City Upon a HillText: file: Example B Africans to America, 1600s-1700s Audio and transcriptExample C People from Mexico to America, late 20th and 21st centuries Transcript: (Scroll down to Act 2, varies slightly from audio.)Example D Southwest Asians and Africans to Europe, 2015 Several short videos on this websiteAudio: Transcript: Text-to-Speech OptionsUse your digital device’s text-to-speech function, usually in the settings under accessibility.Chrome extensions you can add to the search engine browser bar:Read AloudSpeakIt!SkimzeeJust ReadGoogle TranslateMicrosoft programs: Speak function on Microsoft programs () 6696075449580Newsela, news articles that can be read at various lexile levels: Create a “Survival Guide for Immigrants.” Your survival guide can be created with paper or with technology and must include the following:Considerations about why they are migratingChallenges they may face in their new environment and how to handle themRewards they may experience in their new locationInformation about how they may impact their new locationPretend you are an immigrant. Write four diary entries about your journey from your home country to your new home. Choose your starting and ending locations and the time period your journey took place. Your entries must include:One entry before you leave reflecting on your current conditions and why you are leavingOne entry about the trip itself from your home to the new countryOne entry about what you experience as you settle into your new homeOne entry at any of the points of your journey (your choice)Create an interview with an immigrant from one of the examples used in the lesson. Your interview can be conducted orally with another student or the teacher. Design the questions and answers that will be used in the interview.Create a box that includes the things an immigrant might take with him/her from the homeland to the new location to which he/she is immigrating. Write the list and an explanation beside each item as to why it is being included in the box.1The migration into America from countries to the south benefits immigrants mostly by – Aproviding economic prospects Baffording political powerCeliminating prejudice Dprotecting civil rights 2During 2015, large numbers of people have been migrating to Europe from Southwestern Asia (the Middle East) and Afghanistan mainly due to – Aracial discriminationBemployment opportunitiesCnatural disasterDpolitical unrestcenter6808301304014593033The image above would most likely be associated with – ASouth African apartheidBthe Atlantic slave tradeCthe Starving TimeDAfrican migration to Europe ................
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