immigration and citizenship final · topic/subject: immigration and citizenship/social studies...
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ExpertPack:ImmigrationandCitizenshipLexileRange:540-1140
Topic/Subject:ImmigrationandCitizenship/SocialStudies
EssentialQuestion:• HowdowedefinecitizenshipforimmigrantscomingintoAmericatoday?
Texts/ResourcesBook
1. “TheStoryofImmigration”
Articles2. “AFloodofKids,OnTheirOwn,HopetoHopaTraintoaNewLife”3. “PathtoCitizenship”4. “TheCitizen’sAlmanac”(excerpt,pages1–8)
Infographics1. ImmigrationExplorer(InteractiveMap)2. DoyouknowwhatittakestobeanAmericancitizen?(InteractiveQuiz)
RationaleandSuggestedSequenceforReading
Theessentialquestion“HowdowedefinecitizenshipforimmigrantscomingintoAmericatoday?”servestoguidethedevelopmentofthisexpertpack.Studentswilldefineaninitialunderstandingofcitizenship,explorethescopeofimmigrationintheUnitedStates,andexaminecurrentimmigrationthroughtheeyesofchildrenwhoareimmigratingtotheUnitedStates.
First,studentswillreadtheshortbook,“TheStoryofImmigration”togroundtheminwhatthetermimmigrationmeansandabriefhistoryofimmigrationintheUnitedStates.In“PathToCitizenship,”studentslearnaboutwhatanimmigrantneedstodoinordertobecomeanaturalizedcitizenoftheUnitedStates.Further,intheexcerptfrom“TheCitizen’sAlmanac”fromUnitedStatesCitizenshipandImmigrationServices,studentsexploreanddefinecharacteristicsofthetermcitizen.Then,studentsbegintopersonallydefinean“immigrant”andan“Americancitizen”byparticipatinginaninteractivecitizenshiptest(“DoyouknowwhatittakestobeanAmericancitizen?”).Thishelpsbuildsomebackgroundknowledgeforstudentsastheymovethroughtheexpertpack.Withtheinteractivemapexplorationactivity,“ImmigrationExplorer,”studentsareintroducedtoimmigrationandthelargeimpactithasonthepopulationoftheUnitedStates.Studentsareabletoexploreimmigrationdemographicsforaregion,state,andevencounty,
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allowingstudentstopersonalizetheimmigrationimpact.Thefinalarticle,“AFloodofKids,OnTheirOwn,HopetoHopaTraintoaNewLife”allowsstudentstoexplorepersonalaccountsofimmigrationfromotherchildrentheirage.ItshowsstudentshowandwhysomeimmigrantstraveltotheUS.
TheCommonCoreShiftsforELA/Literacy1. Regularpracticewithcomplextextanditsacademiclanguage2. Reading,writingandspeakinggroundedinevidencefromtext,bothliteraryand
informational3. Buildingknowledgethroughcontent-richnonfiction
CollegeandCareerReadinessAnchorStandardsforReadingLiteraryand/orInformationalTexts1. Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferences
fromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.
2. Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.
10. Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.
AnnotatedBibliography
1010L “TheStoryofImmigration”Author:RobertCharlesGenre:InformationalbookLength:886wordsSynopsis:Thedefinition,briefhistory,andexplorationofimmigrationintheUnitedStatesisdiscussed.Citation:"TheStoryofImmigration."Retrievedfromhttps://www.raz-plus.com/books/leveled-books/book/?id=639&lang=EnglishRecommendedStudentActivities:Wonderings
1110L“PathToCitizenship”Author:Kushner,SherrillGenre:InformationaltextLength:609wordsSynopsis:ThepathwayandprocedureforhowimmigrantsbecomenaturalizedcitizensoftheUnitedStatesisdefinedanddiscussed.
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Citation:Kushner,Sherrill."Pathtocitizenship."Cobblestone,May-June2013,p.8+.StudentEdition,
Accessed30Dec.2016.RecommendedStudentActivities:Wonderings
1140L“TheCitizen’sAlmanac”(excerpt,pages1–8)Author:UnitedStatesCitizenshipandImmigrationServiceGenre:InformationalpublicationLength:Excerpt,pages1–8Synopsis:Thedefinitionofwhatitmeanstobeagoodcitizenisexplored,accordingtotheUSCitizenshipandImmigrationService.Theauthorisgivingadvicetonaturalizedcitizensabouthowtobeagoodcitizen.Citation:"TheCitizen'sAlmanac."USCIS.USCitizenshipandImmigrationService,n.d.Web.30Dec.2016.https://www.uscis.gov/sites/default/files/USCIS/Office%20of%20Citizenship/Citizenship%20Resource%20Center%20Site/Publications/M-76.pdfRecommendedStudentActivities:APictureofKnowledge
540L DoyouknowwhatittakestobeanAmericancitizen?Author:UnknownGenre:InformationalLength:274wordsSynopsis:AninteractivecitizenshiptestfromtheAssociatedPress.TestchallengestakerstodiscoveriftheyhavetheknowledgetopassthecitizenshiptesttobeanAmerican.Citation:AssociatedPress.(2014,September22).DoyouknowwhatittakestobeanAmericanCitizen?RetrievedJanuary1,2015,fromhttp://tweentribune.com/article/tween56/do-you-know-what-it-takes-be-american-citizen/RecommendedStudentActivities:Self-directedinteractiveactivity,Wonderings
N/A ImmigrationExplorerAuthor:UnknownGenre:InformationalwebsiteLength:InteractivemapSynopsis:InteractivemapthattracksimmigrantsandhowtheysettledintheStates.Citation:ImmigrationExplorer.(2009,March10).RetrievedJanuary1,2015,from
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http://go.galegroup.com/ps/i.do?p=STOM&sw=w&u=vol_b28hs&v=2.1&id=GALE%7CA335643987&it=r&asid=70df5d7c54ce9103a3bdbbfa7ede672f
http://www.nytimes.com/interactive/2009/03/10/us/20090310-immigration-explorer.htmlRecommendedStudentActivity:QuizMaker
1090L “AFloodofKids,OnTheirOwn,HopetoHopaTraintoaNewLife”Author:Kahn,CarrieGenre:InformationalTextLength:2pagesSynopsis:NPRstoryaboutkidshoppingthetrainfromCentralAmericatoNorthAmericaasillegalimmigrants.Articleincludesaudioversion.Citation:Kahn,C.(2014,June10).Afloodofkids,ontheirown,hopetohopatraintoanewlife.NPR.org.RetrievedJanuary1,2015,fromhttp://www.npr.org/blogs/parallels/2014/06/10/320645461/agfloodgofgkidsgongtheirgownghopegtoghopgagtraingtogagnewglifeRecommendedStudentActivities:APictureofKnowledge
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SupportsforStrugglingStudents
Bydesign,thegradationofcomplexitywithineachExpertPackisatechniquethatprovidesstrugglingreaderstheopportunitytoreadmorecomplextexts.Listedbelowareothermeasuresofsupportthatcanbeusedwhennecessary.
• Provideabriefstudent-friendlyglossaryofsomeoftheacademicvocabulary(tier2)anddomainvocabulary(tier3)essentialtounderstandingthetext
• DownloadtheWordsmythwidgettoclassroomcomputers/tabletsforstudentstoaccessstudent-friendlydefinitionsforunknownwords:http://www.wordsmyth.net/?mode=widget
• Providebriefstudent-friendlyexplanationsofessentialbackgroundknowledgenoteasilylearnedfromthetext
• Includepicturesorvideosrelatedtothetopicwithinandinadditiontothesetofresourcesinthepack
• Selectasmallnumberoftextstoreadaloudwithsomediscussionaboutvocabularyworkandbackgroundknowledge
• Provideaudiorecordingsofthetextsbeingreadbyastrongreader(teacher,parent,etc.)• Chunkthetextandprovidebriefquestionsforeachchunkoftexttobeansweredbefore
studentsgoontothenextchunkoftext• Choosepre-readingactivitiesthatfocusonthestructureandgraphicelementsofthetext• Providevolunteerhelpersfromtheschoolcommunityduringindependentreadingtime• UseExpertPacksastheresourcesforGuidedReadingwithasmallgroupofstudents
Why Text Sets Support English Language Learners
Those acquiring English as a second language have to learn many words in English to catch up with their English-only peers. Vocabulary builds at a much quicker pace when reading a set of connected texts. Text sets are an adaptable resource perfect for building knowledge and vocabulary. Student use of text sets can vary in terms of independence or teacher supports based on the individual needs of the students in the room. Activities found within the text set resources reflect several best practices for English Language Learner instruction including:
● Providing brief, engaging texts that provide a high volume of reading on a topic.● Providing web-based resources and/or videos that are tied to the content of the texts students are reading.● Providing opportunities for students to learn new vocabulary through the use of student-friendly definitions in resource-specific glossaries.● Allowing for options to reinforce newly learned vocabulary and/or content through graphicorganizers.● Providing opportunities for students to reinforce new vocabulary through multi-modal activities including written work, group discussion, viewing visual content, and reading texts that feature the vocabulary.
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Teachers of ELLs may use the protocols on the following pages to provide additional support to students who are struggling to access the content within text sets because they are new to English.
ELL Text Set Protocol Grades 3-12
The goal of text sets is to help students build knowledge through a volume of independent reading,and it is important that educators provide scaffolds to allow English Language Learners to be successfulin engaging meaningfully with the texts, even as students are still developing English language skills.The protocol below can be used for teaching with text set resources as a full class. Students can alsobe trained on the protocol so that they can utilize text sets in small groups or partnerships as aresource for independent or reciprocal reading and study.
Please note that this protocol includes options for teachers. Individual decisions should be madeconsidering the needs of the students and the demands of the content, keeping in mind that the goal ofeach scaffold is to allow students to meaningfully access the text and move toward independent,knowledge-building reading.
Step one: Build knowledge and vocabulary.
Introduce students to the overall topic/content of the text set, including knowledge demands needed toengage in the content, and domain-specific vocabulary necessary for comprehension. This should bedone prior to engaging with the texts themselves; time allotted to this activity should reflect studentneeds (anywhere from 5 minutes prior to reading, to a full day’s lesson is appropriate).
Options for this step include:• Engage students in reading and discussing auxiliary texts (of lesser complexity) and resources
(illustrations, photographs, video clips) on the topic of the text set.• Pre-teach a few key content-specific terms prior to students engaging with a text set. (Ideas for
text-focused vocabulary instruction can be found here.)• Provide the student-friendly glossary included in the text set prior to reading each text.• When possible, allow students to read texts in their home language about the topic under study.
Step two: Read text orally.
Focusing on one resource at a time, allow students to listen to a fluent read of the resource, whilefollowing along with their own copy of the text.
Options for this step include:• Have a fluent reader model the first read of a text or resource.• Have students engage in a buddy/partner read.• Use recordings of the text to provide additional opportunities to hear expert reading.
Step three: Engage in group discussion about the content.
Allow students time in partnerships or small groups to discuss the content of the resource.
Options for this step include:• Allow for discussion/conversation (in the students’ home language if possible) with a small group of
students reading the same text set prior to writing or provide heterogeneous language groupings to talkabout content and discuss what students are learning.
• Have students refer to the student-friendly glossary included with each text set to identify meanings fornew vocabulary necessary for comprehension.
Step four: Write about what was read.
Options for this step include:• Use the “Rolling Knowledge Journal” and/or “Rolling Vocabulary Journal” as a shared writing routine/
graphic organizer to help to scaffold the writing process and capture student knowledge over time.
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• Provide students with several supports to help students engage in writing/drawing about what theyread:
o Use mentor texts about which students can pattern their writing.o Allow them to write collaboratively.o Show students visual resources as prompts, etc.o Provide language supports such as strategically chosen sentence starters.
Repeat steps one through four with each resource in the text set as appropriate.
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TextComplexityGuide
“TheCitizen’sAlmanac,”byUSCitizenshipandImmigrationService
1. QuantitativeMeasureGotohttp://www.lexile.com/andenterthetitleofthetextintheQuickBookSearchintheupperrightofhomepage.MosttextswillhaveaLexilemeasureinthisdatabase.YoucanalsocopyandpasteaselectionoftextusingtheLexileanalyzer.
2-3band 420-820L4-5band 740-1010L6-8band 925-1185L9-10band 1050-1335L
11-CCR 1185-1385
2. QualitativeFeaturesConsiderthefourdimensionsoftextcomplexitybelow.Foreachdimension,notespecificexamplesfromthetextthatmakeitmoreorlesscomplex.
3. ReaderandTaskConsiderationsWhatwillchallengestudentsmostinthistext?Whatsupportscanbeprovided?
Thepurposeofthisarticle,writtenbytheUnitedStatesCitizenshipandImmigrationService,istoadvisenewlynaturalizedcitizenshowtobe“goodcitizens.”AbriefsummationoftheBillofRightsandpracticalsuggestionsforhowtobecomeinvolvedinthedemocraticprocessisdiscussed.
Meaning/Purpose
LanguageTheauthorusescontent-specificvocabulary
frequently(Constitution,unalienablerights,democratic,etc.)addingdifficultytothetext.Therearemanyphrasesaswell(loyaltyandallegiance,rightsandresponsibilities,freedomofspeech).Takingextratimewiththevocabularydemandsinparticularwillbeimportantinthisarticle.
Thearticlehasalotofbulletpoints,picturesandcaptionstobreakupthetext.However,thesentencesarequitelongandtheparagraphsaresomewhatdense,whichwillrequiresometimetodeconstructthemeaning.
Structure
KnowledgeDemands
ThetextcontainsreferencestotheConstitutionandassumesapriorknowledgeabouttheseideas.Usingtheglossaryofwordsprovidedwillhelpwithdeconstructingandunderstandingthistext.
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• Providingaccesstothevideoclipsand/orshowingthempriortoreadingwillsupportaninitialunderstandingofthetext.
• Requiringstudentstoreadthetitleandsubtitlesfirstwillprovideanoverviewofthepiece.
• Askingstudentstolookfor“Struggles”childrenfacedintheirhomecountriesbeforetheirjourneysand“Struggles”theyfaceoncetheyarriveintheU.S.willhelpsupportstudentswithunderstandingthemainideasofthetext.
• Encouragingstudentstomakeconnectionstothe“GoodCitizen”text/activitywillsupportanddeepenunderstanding.
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ExpertPack:ImmigrationandCitizenship
1. RollingKnowledgeJournal• Readeachselectionintheset,oneatatime.• Afteryoureadeachresource,stopandthinkwhatthebiglearningwas.Whatdidyou
learnthatwasnewandimportantaboutthetopicfromthisresource?Writeorlistwhatyoulearnedfromthetextabout(topic).
• Thenwriteorlisthowthisnewresourceaddedtowhatyoulearnedfromthelastresource(s).
SampleStudentResponse
Title WriteorListNewandimportantlearningabout
thetopicHowdoesthisresourceaddto
whatIlearnedalready?1. “TheStoryof
Immigration”ThewordofimmigrationisdefinedandabriefhistoryofimmigrationandimmigrationlawsintheUnitedStatesarediscussed.
2. “PathtoCitizenship”
Theword“citizen”isexploredandthestepsanimmigrantwouldhavetotakeinordertobecomeanaturalizedcitizen.
Thelegaltermforacitizenisdefinedhere.Itmakesthereaderthinkabouthowmuchisrequiredofimmigrantsinordertobecomecitizens.
3. “TheCitizen’sAlmanac”
Thedefinitionofwhatitmeanstobeagoodcitizenisexplored,accordingtotheUSCitizenshipandImmigrationService.Theauthorisgivingadvicetonaturalizedcitizensabouthowtobeagoodcitizen.
ThismakesmethinkthatthereareresponsibilitiesthatcomewithbeinganAmericancitizen.Iwonderhowmanynaturally-borncitizenstotheUSexercisetheserights.
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2. RollingVocabulary:“SensationalSix”• Readeachresourcethendeterminethe6wordsfromeachtextthatmostexemplify
thecentralideaofthetext.• Nextuseyour6wordstowriteaboutthemostimportantideaofthetext.You
shouldhaveasmanysentencesasyoudowords.• ContinuethisactivitywithEACHselectionintheExpertPack.• AfterreadingalltheselectionsintheExpertPack,gobackandreviewyourwords.• Nowselectthe“SensationalSix”wordsfromALLthewordlists.• Usethe“SensationalSix”wordstosummarizethemostimportantlearningfromthis
ExpertPack.
4. “DoyouknowwhatittakestobeanAmericancitizen?”
ShowsthequestionsyoumustbeabletoanswertopasstheU.S.Citizenshiptest.
ThisforcesyoutothinkaboutwhatittakestobeanAmericanCitizenforimmigrantscomingtoourcountryandtowonder,canourU.S.studentspassthistest?
5. “ImmigrationExplorer”
ThisshowsthenumberofimmigrantsenteringtheUnitedStates.Youcanlookupinformationbycity,state,andregion.
ThemapsshowthedifferentethnicitiesandthenumbersofimmigrantscomingtotheU.S.Youbegintounderstandthescopeofimmigration.
6. “AFloodofKids,OnTheirOwn,HopetoHopaTraintoaNewLife”
StoriesofrealkidsabouttheirstrugglesandhardshipstheyfacedwhentravelingtotheUnitedStates.
ProvidesmorespecificexamplesandpersonalstoriesaboutthedangerousjourneytotheU.S.andwhysomanywanttomakethejourney.
Title SixVocabularyWords&Sentences“TheStoryofImmigration”
Words:native,religious,political,toil,persecution,influx1. Thelandthatapersonisborninisconsideredhis/hernativeland.2. Somepeoplefleefromtheircountriesduetoreligioushardships.3. Anotherreasontoleaveisdisagreementwiththepolitical
atmosphereofyournativeland.4. Inlargepart,theUnitedStateswasbuiltonthetoilofimmigrants.5. Inthelate1800stoearly1900s,theUnitedStatessawthebiggest
influxofimmigrants.6. Economicopportunityisonethingthatimmigrantsmaybeseekingin
comingtotheUS.
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“PathtoCitizenship”
Words:citizenship,refugee,asylum,persecution,application,naturalization1. Immigrantsfromacrosstheworldmayseekcitizenshiphereinthe
US.2. Manyimmigrantsarerefugees,orpeopleseekingasafer,protected
placethantheirnativeland.3. Theserefugeesareseekingasylum,orasafeplacetolivewhenthey
cometotheUS.4. OftenpeoplewhocometotheUSforasaferplacetolivewere
experiencingpersecutionintheirnativelandinreligious,political,oreconomicways.
5. WhenimmigrantscometotheUS,theycansubmitanapplicationtobecomeacitizen.
6. ThisprocessofbecomingaUScitizeniscallednaturalization.
“TheCitizen’sAlmanac”
Words:freedoms,privilege,citizenry,democracy,election,jury1. CitizensintheUShavemanyguaranteedfreedomsinthe
Constitution.ThesearecalledtheBillofRights.2. BeingacitizenoftheUnitedStatesisatremendousprivilegethat
noteveryoneisabletoexperience.3. Wehavearesponsibilitytobeapartofthepositiveand
participatorycitizenry.4. Tokeepourdemocracyworkingweneedtomakesureweare
activecitizens.5. Onewaythatwecandothisisthroughvotinginelections.6. Anotherwaymaybeifweareaskedtoserveonajurywhichwe
shoulddothiswillingly.
“AFloodofKids,OnTheirOwn,HopetoHopaTraintoaNewLife”
Words:fleeing,migrants,apprehended,border,detained,USCustoms1. Childrenarefleeingtheircountriesbecauseofpovertyandgang
violence.2. Asmigrants,thesechildrenoftentakedangerousriskssuchas
jumpingontrainsinordertogettotheUnitedStates.3. SomechildrenaremakingthetrektotheU.S.tobereunitedwith
familymembers,butmanyareapprehendedattheU.S.border.4. Morethan45,000childrenhaveattemptedtocrosstheborder
fromMexicointotheUSsofarthisyear.5. Mostofthesechildrenaredetainedattheborderandcanspend
weeksinholdingroomsbeforedecisionsaremaderegardingtheirrelease.
6. USCustomsorfederalimmigrationofficialsreportthatthenumberofchildrenenteringtheUnitedStatescoulddoubleinthenextfewyears.
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SensationalSix Words:native,discrimination,refugee,freedoms,fleeing,border
Manypeopleareleavingtheirnativelandtoescapediscrimination,religiousandpoliticalpersecution,andbecomerefugees,orpeopleseekingasaferplace.WhenimmigrantscometotheUS,manyexperiencefreedomsthattheyhaveneverhadtheprivilegeofexperiencingbefore.Unfortunately,astheyarefleeingtheirterrifyingcountryoforigin,manytimestheyareunabletocomeovertheborderoraredetainedthere.
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StudentCopy1.RollingKnowledgeJournal
• Readeachselectionintheset,oneatatime.• Afteryoureadeachresource,stopandthinkwhatthebiglearningwas.Whatdidyoulearnthat
wasnewandimportantaboutthetopicfromthisresource?Writeorlistwhatyoulearnedfromthetext.
• Thenwriteorlisthowthisnewresourceaddedtowhatyoulearnedfromthelastresource(s).SampleResponse
TitleWriteorList
Newandimportantlearningaboutthetopic
HowdoesthisresourceaddtowhatIlearnedalready?
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2. RollingVocabulary:“SensationalSix”● Readeachresourcethendeterminethe6wordsfromeachtextthatmostexemplifythe
centralideaofthetext.● Nextuseyour6wordstowriteaboutthemostimportantideaofthetext.Youshouldhaveas
manysentencesasyoudowords.● ContinuethisactivitywithEACHselectionintheExpertPack.● AfterreadingalltheselectionsintheExpertPack,gobackandreviewyourwords.● Nowselectthe“SensationalSix”wordsfromALLthewordlists.● Usethe“SensationalSix”wordstosummarizethemostimportantlearningfromthisExpert
Pack.
SampleResponse
Title: SixVocabularyWords&Sentences
SensationalSix Words:
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1. APictureofKnowledge(Recommendedfor“TheCitizen’sAlmanac”and“AFloodofKids,OnTheirOwn,HopetoHopaTraintoaNewLife”)• Takeapieceofpaperandfoldittwotimes:onceacrossandoncetoptobottomso
thatitisdividedinto4quadrants.
• Drawtheseshapesinthecornerofeachquadrant.
1. Square2. Triangle3. Circle4. QuestionMark
• Write!
Square:Whatonethingdidyoureadthatwasinterestingtoyou?Triangle:Whatonethingdidyoureadthattaughtyousomethingnew?Circle:Whatdidyoureadthatmadeyouwanttolearnmore?QuestionMark:Whatisstillconfusingtoyou?Whatdoyoustillwonderabout?
• Findatleastoneclassmatewhohasread[selection]andtalktoeachotherabout
whatyouputineachquadrant.
2. QuizMaker(Recommendedfor“ImmigrationExplorer”)• Makealistof#questionsthatwouldmakesureanotherstudentunderstoodthe
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information.• Yourclassmatesshouldbeabletofindtheanswertothequestionfromtheresource.• Includeanswersforeachquestion.• Includethewhereyoucanfindtheanswerintheresource.
3. Wonderings(Recommendedfor“TheStoryofImmigration,”“PathtoCitizenship,”and“DoyouknowwhatittakestobeanAmericancitizen?”)
Question Answer
1.
2.
3.
I’malittleconfusedabout: Thismademewonder:
Ontheleft,trackthingsyoudon’tunderstandfromthevideoandthearticle.
Iamconfusedaboutordonotunderstand….
Ontherightside,listsomethingsyoustillwonder(orwondernow)aboutthistopic.
Iwonderorwouldliketolearnmoreabout….
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ExpertPack:ImmigrationandCitizenshipExpertPackGlossary
“Immigration”
Word Student-FriendlyDefinition
settle Tooccupyanewarea,land,orcountry
native Beingtheplaceofbirthororigin
colonies Territoriesunderthepoliticalcontrolofastate
religious Havingtodowithreligion(religion–asetofbeliefs,whichusuallyinvolvesworshipofagodorgods,andcertainideasaboutrightandwrong)
willingness Thepowerofthemindtochooseacourseofactionortomakeadecision
influx Tofilloroverwhelmwithtoomuchofsomething
politics Opinionsorideashavingtodowithhowgovernmentoperates
toil Toworkveryhardandincessantly
ethnic Agroupofpeoplewithacommonculturalheritageornationality
persecution Oppressionorharassment
“PathtoCitizenship”
Word Student-FriendlyDefinition
automatically Workingoroperatingbyitself
citizenship Thestateofbeingacitizen
complicated Tomakemoredifficulttodoorunderstand
Argentine ApersonwhowasbornorlivesinArgentina
permanent Lastingormeanttolastforalongtime
resident Apersonwholivesinaparticularplace
sponsors Apersonwhotakesresponsibilityforsomeoneorsomething
unemployment Theconditionofnothavingajob
refugee Apersonforcedtoleavehisorherhometoseeksafetyorprotection
asylee Apersonseekingasylum
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persecution Theactofcontinuallytreatingothersinacruelwaybecauseofrace,religion,politics,orsomeotherdifference
nationality Theconditionofbelongingtoaparticularnationbyhavingbeenbornthereorbybecomingacitizen
membership Thestateofbeingamemberorpartofsomething
political Havingtodowiththestudyorpracticeofpolitics,politicians,orgovernment
status Aperson’spositionorrankcomparedwithothers
asylum Aplacethatofferssafety
lottery Agameofchance
official Oforhavingtodowithanofficeorpositionofresponsibilityorauthority
financialburden Adifficulteconomicsituationtoendure
application Arequest,usuallywritten,foradmission,employment,orthelike
naturalization Theact,onthepartofthegovernment,ofgrantingfullcitizenshiptoaforeign-bornperson
continuous extendingorenduringwithoutpausingorstopping;unceasing;unbroken
goodmoralcharacter Havingthequalitiesofbeingconcernedwithwhat’sright
nationalsecurity Ourcountry’ssafety
candidate Apersonwhoseekstobeelected,appointed,orchosenforacertainposition,office,orsituation
swearing-inceremony TheceremonythatcandidateswhoarebecomingUScitizenstakepartin
certificates Astatementonpaperthatshowsorprovesthatcertainfactsaretrue
USpassport AnofficialdocumentthatshowsthattheholderisacitizenoftheUS.Apassportgivesonetherighttotravelinothercountriesandreturnhome.
“TheCitizen’sAlmanac”
Word Student-FriendlyDefinition
freedoms Specificrights
foundingdocuments Writtenstatementsthathelptocreatesomething.(e.g.,TheDeclarationofIndependenceandtheConstitutionaretwoofourfoundingdocuments.)
DeclarationofIndependence
ThepublicdocumentbywhichthethirteencoloniesdeclaredtheirindependencefromEnglandin1776
Constitution Thesetofbasiclawsbywhichanation,state,orotherorganizationisgoverned
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ideals Abelieforaimconsideredtobeworthyofhonororrespect
prospered Tobesuccessfulorhavegoodluck;thrive
OathofAllegiance Thepromisethatimmigrantsmustsayinordertobecomecitizens
elections Theprocessofchoosingapersonforofficebyvoting.
privilege Arightorbenefitthatisgivenonlytoacertainperson,group,orsocialclass
democraticprocess Thepracticesthatallowdemocracy(rulebythepeople)toexist
peaceablyassemble Calmlyandquietlycometogetherasagroup
redress Toseekcompensationorreparation;amends
grievances Aninjusticeconsideredacauseforcomplaint,orthecomplaintresultingfromsuchaninjustice
nationaldialogue Talkingaboutwhatwebelieveandunderstandtobetrueinourcountry
citizenry Citizenscollectively,consideredasanentityorgroup
obstruct Topreventordelaythepassageorprogressof
worship Loveanddevotionshowntoabeingoranobjectconsideredsacred.
prompt Doneimmediatelyandwithoutpause
systemofjustice Thesystemofpracticesandinstitutionsofgovernmentthatupholdthelaw
unfitpersons Peoplenotsuitableorappropriateforsomepurpose;inpoorphysicalormentalcondition
liberties Freedomfromcontrol;therightorpowertoactandchoosefreely
endeavor Tomakeaneffort;try;strive
native-born Connectedtoaspecifiedplacebybirth
inherent Legallybelongingtosomethingregardlessofexternalcircumstancesorthepassageoftime
objectives Agoalorpurposethatapersonworkstoachieve;aim
pursue Tospendtimedoing;workat;practice
representativedemocracy
Atypeofdemocracy(orrulebythepeople)thatisfoundedontheprincipleofelectedofficialsrepresentingagroupofpeople
principles Abasiclawortruthonwhichactionorbehaviorisbased
continuity Anunbrokenoruninterruptedseriesorwhole
unique Havingnoequal;differentfromeverythingelse
adversaries Aperson,group,orthingthatisagainstanother;opponent;enemy
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responsive Reactingpositivelytoaninfluenceorsuggestion
electedofficials Peopleinapositionofofficeorpowerthathavebeenvotedin
conduct Tobehaveormanage
diversity Thestateorconditionofhavingavariety
tolerance Willingnesstoacceptpeoplewhoserace,religion,opinions,orhabitsaredifferentfromone’sown
volunteerism Thepracticeorprincipleofwillinglyperformingunpaidworkforcausessuchasthosesupportedbycommunityorganizations,schools,andreligiousinstitutions
lessfortunate Thosewhohaven’thadgoodfortunate;aren’tluckyorblessed.
impartial Notfavoringonemorethananother;notprejudiced;fair.
jury Agroupofpeoplecalledtoacourtoflawwholistentothefactsofacaseanddecideitsoutcome.
noncombatant Amemberofamilitaryservicewhosedutiesdonotincludecombat,suchasadoctor;duringwartime,acivilian,especiallyoneinabattlearea.
civilian Apersonwhoisnotservinginthearmedforcesorthepolice.
“AFloodofKids,OnTheirOwn,HopetoHopaTraintoaNewLife”
Word Student-FriendlyDefinition
fleeing Torunawayorescapeasituation.
unaccompanied Withoutacompanionorpartnerortobeonone’sown
migrantsPeoplewhomovefromplacetoplacetofindwork.Sometimesmigrantshavetomovetowheretheycanworkonfarmspickingcropswhentheyareready
apprehended Tobecollectedorcaughtbythepoliceorsomeauthorityfigure/organization
detained Tostopsomeonefromleavingagainsttheirwillornothavingthefreedomtogowherevertheywant
USCustomsAdepartmentofthefederalgovernmentthatmaintainstheborders,makessureitemsbroughtintotheUSarelegal,collectsmoney(tariff)foritemsbeingsenttotheUS,andhelpspeoplewhoarecomingfromanothercountrytosettlehere
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