Global Immigration Unit
Student(s): Taylor Sandweg, Mary Burson, Mike Bischoff, Jack Stearns
Mentor Teacher: Mrs. Yakel District: Walled Lake Consolidated School District
Grade Level: 9-12 Subjects: Civics
MSU Instructor: Kim Keglovitz Email: firstname.lastname@example.org
Type of Service
Point of Entry
Community identified need
The purpose of this service-learning project is to get students invested in the community, learn something about the process of immigration while being able to help immigrants at the same time. Students will hear presentations from professionals in the community who work with immigrants and can talk about their various needs. Students will then meet with lawyers specializing in immigration issues and train on how to complete documentation. Then there will be a day when immigrants from the community can come and get help/advice from the students and the lawyers.
Rationale & Goal
The purpose of this service learning project is to get students invested in the community, while learning something about the process of immigration and helping immigrants at the same time.
Effective Practice: MEANINGFUL SERVICE
Service learning actively engages participants in meaningful and personally relevant service activities.
What community need will you address and how did you determine the need?
The community need that we will address is the difficulties that immigrants face when coming to American and try to gain citizenship and get acclimated.
What service will you provide to address the need?
To address this need, we will provide the community immigrants with professional aid and advice when filling out forms and documentation.
Effective Practice: LINK TO CURRICULUM
Service learning is intentionally used as an instructional strategy to meet learning goals and/or content standards.
How is this project related to your curriculum?
This project is related to secondary education social studies in several ways. First, it teaches about global movement, and its implications for the rest of the world. Second, it gets students thinking about where their own family came from, and how/why patterns of movement emerge as they do. Third, a very strong Civics focus comes to play as they learn the process of becoming an American.
What are the educational goals?
The educational goals are to learn about immigration and immigrations’ social and global implications.
Curriculum Crafter Connections www.curriculumcrafter.com
Strand: AG: (Civics)
TLW: Investigate the meaning of citizenship in the United States of America. (Gist: Meaning of Citizenship)
TLW: Investigate dynamics of mainstream culture and subcultures as related to communication, expectation and change. (Gist: Dynamics of Culture)
Strand: USHG: (History)
TLW: Explain the impact of globalization on the United States’ Economy, politics, society and role in the world. (Gist: Impact of Globalization on the US)
Strand: AG: (Civics)
TLW: Identify, describe, and explain the scope of and limits to the rights of citizenship in the United States. (Gist: Rights of Citizenship)
Additional State Standards and Benchmarks
List standards and benchmarks met by this project.
Strand: 09-10, 11-12 ELA: (Writing)
TLW: Participate in shared research to build and present knowledge. (Gist: Research to Build and Present Knowledge)
Effective Practice: REFLECTION
Service learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society.
What form(s) of reflection will you use with the students to help them identify what they have learned and accomplished?
Reflection will take place in the form of pictures taken throughout the project for visual reflection of the process. They will also be instructed to write down thoughts and ideas almost every day in their journals. This can also be used as a tool for self-reflection. By having a final reflection project such as a poster or PowerPoint, the students would be actively looking back at their experiences from the service project, and reflecting on the important fact that they experienced in this project. Hopefully, through these reflections the students will learn and understand the importance of immigration, and the struggles that the immigrants have faced when trying to get into the United States
Effective Practice: DIVERSITY
Service learning promotes understanding of diversity and mutual respect among all participants.
What types of diverse perspectives and experiences will be explored as part of your project?
(i.e.: cultural, generational, abilities/disabilities, learning styles, etc)
Diverse perspectives and experiences will be heard from immigrants, professionals in the field of immigration, and different student backgrounds. Different learning styles will be incorporated through the options of posters, videos, power points, lectures, personal writing, and hands-on service.
Effective Practice: YOUTH VOICE
Service learning provides youth with a strong voice in planning, implementing, and evaluating service learning experiences with guidance from adults.
How will students gain ownership of the project?
Students will gain ownership of this project when they are physically helping the community with the issues they have identified. Afterwards, they will reflect, and share what they found most meaningful with their peers.
Effective Practice: RECIPROCAL PARTNERSHIPS
Service learning partnerships are collaborative, mutually beneficial, and address community needs.
Who will you partner with for this project?
We will partner with immigrants in the community, immigration professionals, and the school administrators
How will students benefit from this partnership?
Students will benefit from these partnerships because they will learn how to reach our and make meaningful connections that will help them reach their goals.
How will the partner benefit from this collaboration?
The community will benefit from this collaboration because the students are helping to alleviate one of the most challenging obstacles in the immigration process.
Effective Practice: PROGRESS MONITORING
Service learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability.
How will you assess the student learning goals?
We will assess the students’ learning goals by reviewing their journals in which they will write throughout the entire process, as well as by assessing the final presentations.
How will you assess your service goals?
We will assess the service goal by evaluating how effectively the project meets the needs of the immigrant population.
Effective Practice: DURATION AND INTENSITY
Service learning has sufficient duration and intensity to address community needs and meet specified outcomes.
How will you prepare students for this experience?
We will prepare the students for this experience by having guest speakers speak of the issues in the immigration population, and also by having anticipatory sets that have students reflect on the work that they have been doing throughout the process.
What are some sample possible activities students might do as part of this project?
Students might interview grand or great-grandparents that emigrated from another country, and ask them questions about where they came from, why, and what the process was like for them. Students could also engage the immigrants at the even in conversation about what the process has been like for them, and compare and contrast how it used to be with how it is now. These are all things that students could eventually present in their final project to the class.
The three arms of sustainability are environmental stewardship, economic growth, and social progress. Think planet, profit, and people.
Describe how your project addresses the issue of sustainability?
Our project addresses the issue of sustainability by giving the immigrant population of the community the tools they need to gain citizenship and therefore have all the benefits that we enjoy as citizens of this country.