Immigration Argumentative Essay on - Dave’s Links

[Pages:20]Argumentative Essay on Immigration

Argumentative Essay on Immigration

by Dave A. Forrest, Lizzie E. Clark, Alida Lombardi, and Michael B. Isenberg

As the 19th century progressed and through the first two decades of the 20th century, America was becoming more of an "immigrant nation". In large part, immigrants coming to America were motivated by hopes of a better life in a land of opportunity. For some, what they experienced often differed from their expectations. They faced challenges in many areas including

limited economic opportunities

difficult living conditions in the cities

legal and social discrimination.

In this module students will analyze primary source documents and graphs to write an argumentative essay on immigration. Students will analyze to what extent was the United States a land of opportunities for immigrants.

Lessons

1. Introduction to Immigration Quick Write 2. Immigration PPT 3. Immigrant Group Poster Presentations 4. Ellis Island Interactive Tour 5. Analyzing Political Cartoons 6. Chinese Exclusion Act Writing Activity 7. Ellis Island vs. Angel Island Writing Activity 8. Document Analysis Worksheet (essay prep) 9. Prior Knowledge Activity (essay prep) 10. Argumentative Essay on Immigration 11. Student Work Samples

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Argumentative Essay on Immigration

GRADES

11

DISCIPLINE

Social Studies

COURSE

US History

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Argumentative Essay on Immigration

Section 1: What Task?

Teaching Task

Task Template 2 - Argumentation To what extent was the US a land of opportunity for immigrants? After reading six primary sources and graphs on immigration, write an essay in which you address the question and argue to what extent the US was a land of opportunity for immigrants.. Support your position with evidence from the text(s).

Standards CCSS

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

RH.11-12.1

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

RH.11-12.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

RH.11-12.4

Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

RH.11-12.10

By the end of grade 12, read and comprehend history/social studies texts in the grades 11--CCR text complexity band independently and proficiently.

WHST.11-12.1

Write arguments focused on discipline-specific content.

WHST.11-12.1.a

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 the claim(s), counterclaims, reasons, and evidence.

WHST.11-12.1.b

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Argumentative Essay on Immigration

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

WHST.11-12.1.c

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

WHST.11-12.1.d

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

WHST.11-12.1.e

Provide a concluding statement or section that follows from or supports the argument presented.

WHST.11-12.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.11-12.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

WHST.11-12.9

Draw evidence from informational texts to support analysis, reflection, and research.

WHST.11-12.10

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

California

History-Social Science Content Standards for California Public Schools, Kindergarten Through

Grade Twelve

-

Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

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Argumentative Essay on Immigration

Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair's The Jungle.

-

Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.

-

Trace the effect of the Americanization movement.

-

Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers.

-

Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.

-

Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.

-

Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).

-

Examine the effect of political programs and activities of Populists.

-

Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children's Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).

Texts

Immigration and Business Graph

Immigration Line Graph

Immigration Essay Prompt and Documents Documents

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LDC Student Work Rubric - Argumentation

Not Yet

1

Attempts to address prompt, but lacks focus or is off-task. Focus

Approaches Expectations

2

Addresses prompt appropriately and establishes a position, but focus is uneven. D. Addresses additional demands superficially.

Meets Expectations

Advanced

3

4

Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position. D: Addresses additional demands sufficiently

Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position. D: Addresses additional demands with thoroughness and makes a connection to claim.

Attempts to establish a claim, Establishes a claim. Controlling Idea but lacks a clear purpose.

Establishes a credible claim.

Establishes and maintains a substantive and credible claim or proposal.

Reading/Research

Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt.

Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim.

Accurately and effectively presents important details from reading materials to develop argument or claim.

Development

Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt.

Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations.

Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim.

Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim.

Attempts to organize ideas, but lacks control of structure. Organization

Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence.

Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument.

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument.

Conventions

Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors.

Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format.

Content Understanding

Attempts to include disciplinary content in argument, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.

Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.

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Background for Students

Not provided

Extension

Not provided

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Argumentative Essay on Immigration

Section 2: What Skills?

Preparing for the Task

BRIDGING CONVERSATION > TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. TASK AND RUBRIC ANALYSIS > TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.

Reading Process

PRE-READING > TEXT SELECTION: Ability to identify appropriate texts. ACTIVE READING > ESSENTIAL VOCABULARY: Ability to identify and master terms essential to understanding a text. ACTIVE READING > NOTE-TAKING: Ability to select important facts and passages for use in one's own writing. POST-READING > ENHANCING COMPREHENSION: Ability to identify the central point and main supporting elements of a text. POST-READING > ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.

Transition to Writing

BRIDGING CONVERSATION > IDENTIFYING SIGNIFICANT ELEMENTS: Ability to begin linking reading results to writing task.

Writing Process

PLANNING > PLANNING THE WRITING: Ability to develop a line of thought and text structure appropriate to an argumentation task. DEVELOPMENT > INTRODUCTORY PARAGRAPH: Ability to establish a claim and consolidate information relevant to task. DEVELOPMENT > BODY PARAGRAPHS: Ability to construct an initial draft with an emerging line of thought and structure. REVISION, EDITING, AND COMPLETION > REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. REVISION, EDITING, AND COMPLETION > EDITING: Ability to proofread and format a piece to make it more effective. REVISION, EDITING, AND COMPLETION > FINAL DRAFT: Ability to submit final piece that meets expectations.

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