{"results":"
\n\n
\n
\n
\n
\n\n12\nItems in Topic\n\n
\n
\n
\n\"Energy\n\n
\n
\n
\n
\nLesson Planet Curated\n
\n

\nEnergy of a Nation: Immigrants in America\n

\n
\n\nFor Students\n\n8th - Higher Ed\n\nStandards\n
\n
\n
\nImmigration and immigration reform are hot button topics, now more than they have been. The Energy of a Nation curriculum is designed to dispel myths about immigrants, build empathy, and provide up-to-date facts. The 13 lessons in the...\n
\n
\n
\n\nGet Free Access\n
\n
\n
\n
\n\n
\n\n
\n\n
\n
\n
\n
\n\n12\nItems in Unit\n\n
\n
\n
\n\"Investigating\n\n
\n
\n
\n
\nLesson Planet Curated\n
\n

\nInvestigating Immigration Issues\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nThe issues surrounding U.S. immigration, both authorized and unauthorized, are many and complex. The 11 resources in this collection provide high schoolers with an opportunity to investigate various point of view concerning the...\n
\n
\n
\n\nGet Free Access\n
\n
\n
\n
\n\n
\n\n
\n\n
\n
\n
\n
\n\n26\nItems in Unit\n\n
\n
\n
\n\"Becoming\n\n
\n
\n
\n
\nLesson Planet Curated\n
\n

\nBecoming Us: Policy\n

\n
\n\nFor Teachers\n\n8th - 11th\n\nStandards\n
\n
\n
\nStudying the laws and policies enacted to restrict or reform immigration, including or excluding certain groups of people, is essential to understanding the complicated history of immigration in our nation's democracy. Three case studies...\n
\n
\n
\n\nGet Free Access\n
\n
\n
\n
\n\n
\n\n
\n\n
\n
\n
\n
\n\n5\nItems in Curriculum Set\n\n
\n
\n
\n\"Becoming\n\n
\n
\n
\n
\nLesson Planet Curated\n
\n
\n\n
\n

\nBecoming Us\n

\n
\n\nFor Teachers\n\n8th - 11th\n\nStandards\n
\n
\n
\nThe mission statement of the National Museum of American History’s Becoming US: Teaching Immigration and Migration History in the 21st Century series is to provide “educational resources for high school teachers and students to learn...\n
\n
\n
\n\nGet Free Access\n
\n
\n
\n
\n\n
\n\n
\n\n
\n
\n
\n
\n\n35\nItems in Topic\n\n
\n
\n
\n\"Crash\n\n
\n
\n
\n
\nLesson Planet Curated\n
\n

\nCrash Course: Economics\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nNudge Theory, Game Theory, and Oligopoly? A 35-part video Crash Course goes beyond supply and demand and provides young economists with everything they need to know about economics. Based on the 2015 AP Economics guidelines, the...\n
\n
\n
\n\nGet Free Access\n
\n
\n
\n
\n\n
\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Plyler\n\n
\n
\n
\n
\nConstitutional Rights Foundation\n
\n

\nPlyler v. Doe: Can States Deny Public Benefits to Illegal Immigrants?\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nIllegal immigration is an ever-changing source of consistent controversy. A reading passage about the rights of undocumented workers and illegal immigrants—and the lack thereof—guides high schoolers into a mock trial activity. Three...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Handout
\n
\n
\n
\n\"Illegal\n\n
\n
\n
\n
\nProCon\n
\n

\nIllegal Immigration\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nShould immigrants who illegally reside in the United States be eligible for citizenship? With information about undocumented immigrant population estimates, sanctuary cities, and unaccompanied immigrant children, pupils consider the pros...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Immigration\n\n
\n
\n
\n
\nCurated OER\n
\n

\nImmigration in Spain \n

\n
\n\nFor Teachers\n\n11th - 12th\n
\n
\n
\nHow many people immigrate to Spain illegally each year? Both the United States and Spain see a lot of illegal immigration. Advanced learners will read various articles, compare and contrast the situation in both countries, and discuss...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Mock\n\n
\n
\n
\n
\nAdvocates for Human Rights\n
\n

\nMock Immigration Court\n

\n
\n\nFor Students\n\n8th - Higher Ed\n\nStandards\n
\n
\n
\nAs part of a unit study of immigration, class members participate in a mock Immigration Court activity in which they argue four cases before an immigration judge.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video11:21
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCrash Course\n
\n

\nThe Economics of Immigration\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nImmigration is a topic that likely affects every member of your class, no matter how many generations of their families have been born in the United States. Learn about the reasons economists argue that immigration is...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Issues\n\n
\n
\n
\n
\nConstitutional Rights Foundation\n
\n

\nIssues of Unauthorized Immigration\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nUnauthorized immigration is a complex and hotly debated topic. Class members read an article that examines the issues that motivate unauthorized immigration. Teams then assume the role of special interest groups and present their...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Unauthorized\n\n
\n
\n
\n
\nConstitutional Rights Foundation\n
\n

\nUnauthorized Immigration and the US Economy\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nAs part of a study of immigration and the U.S. economy, class members assume the role of newspaper editors to determine which submitted letters to print on their paper's editorial page to present a balanced view of the debate.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"History\n\n
\n
\n
\n
\nConstitutional Rights Foundation\n
\n

\nHistory of Immigration From the 1850s to the Present\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nThe Statue of Liberty may embrace the huddled masses of the world, but has American society always joined in? After young historians read a passage about the history of American immigration in the 19th and 20th centuries, focusing on...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Immigration\n\n
\n
\n
\n
\nConstitutional Rights Foundation\n
\n

\nImmigration Enforcement Raids\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nClass groups take on the role of advisors to the Assistant Secretary of the Office of Policy & Planning of ICE. Their charge is to prepare a report for the secretary on the effectiveness of enforcement actions of the ICE in...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Immigration\n\n
\n
\n
\n
\nCurated OER\n
\n

\nImmigration Illumination Project Curriculum Materials\n

\n
\n\nFor Teachers\n\n11th - Higher Ed\n\nStandards\n
\n
\n
\nGain an understanding of the complex topic of immigration with a collection of resources. Class members engage in a series of activities designed to give them insight into the factors that influence immigration policies and the effects...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Unit Plan
\n
\n
\n
\n\"Immigration:\n\n
\n
\n
\n
\nCurated OER\n
\n

\nImmigration: Stories, Struggles and Debates\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nConsidering including Tatyana Kleyn's Immigration: The Ultimate Teen Guide as part of your course? Check out this curriculum guide designed for use with her book. The activities help learners understand the complexity of the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Undocumented\n\n
\n
\n
\n
\nAdvocates for Human Rights\n
\n

\nUndocumented Immigrants\n

\n
\n\nFor Students\n\n8th - Higher Ed\n\nStandards\n
\n
\n
\nStay or go? As part of a study of immigration and human rights, class members listen to the stories of several immigrants and must decide if the story was their own if they would stay in the United States as an undocumented...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Driver’s\n\n
\n
\n
\n
\nConstitutional Rights Foundation\n
\n

\nDriver’s Licenses And Unauthorized Immigrants\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nShould driver's licenses be granted to unauthorized immigrants? That is the question class members grapple with in a lesson that asks them to first read a fact sheet that details the arguments for and against licensing unauthorized...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"“Every\n\n
\n
\n
\n
\nNational Endowment for the Humanities\n
\n

\n“Every Day We Get More Illegal” by Juan Felipe Herrera\n

\n
\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
\n
\n
\nA study of Jan Felipe Herrera's poem \"Every Day We Get More Illegal\" opens the door for a discussion on immigration. To begin, class members examine the photograph \"Desert Survival,\" record their observations of the image, and then...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Is\n\n
\n
\n
\n
\nNPR\n
\n

\nIs There Really an Immigration Line?\n

\n
\n\nFor Students\n\n8th - 12th\n\nStandards\n
\n
\n
\nIf you've ever looked at the US immigration system, you know that it is complex and a source of controversy. An insightful lesson plan encourages learners to conduct their own analyses of the US immigration system by asking them to...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Immigration\n\n
\n
\n
\n
\nCurated OER\n
\n

\nImmigration Debate\n

\n
\n\nFor Teachers\n\n7th - 12th\n
\n
\n
\nStudents investigate the law recently passed in Arizona, \"Support our Law Enforcement and Safe Neighborhoods Act.\"  In this history lesson, students watch a video on immigration then work in small groups to prepare a debate on the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Current\n\n
\n
\n
\n
\nCurated OER\n
\n

\nCurrent Issues Lesson 3: Immigration Enforcement Raids\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nYoung scholars explore the purpose of immigration enforcement raids. In this current events lesson, students read \"Immigration Enforcement Raids\" and participate in an activity that requires them to deem the ICE practices as effective or...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"“They\n\n
\n
\n
\n
\nAnti-Defamation League\n
\n

\n“They Don’t Know Me”: Exposing the Myths and Establishing the Facts about Immigration\n

\n
\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
\n
\n
\nMiddle schoolers engage in a lesson that teaches them to distinguish myths from facts about United States immigration. Class members take an immigration quiz, watch a \"What Would You do\" video, and discuss how they could be an ally to...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Examine\n\n
\n
\n
\n
\nCurated OER\n
\n

\nExamine the History of U.S. Immigration\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nStudents investigate the history of immigration in the U.S. and the current debate over illegal immigration. In small groups, they conduct Internet research on an assigned time period, analyze political cartoons, and discuss themes in...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}