ACLT 052 Module Plan: Threads from the Refugee Crisis

Alyssa Simms-Clark (asimmsclark@ccbcmd.edu)

Instructor Notes: This module is four weeks long. The plans in this module are intended for a class that meets twice a week. Instructors with classes

that meet three times a week will need to modify the plans slightly. The Bb Journal assignments are optional. The project is optional. Instructors have the option of using one or two of the Guiding Questions as mini pop quizzes. The following abbreviations are used in this document: Bb = Blackboard, CW = Classwork, L = Lab,

HW = Homework, DB = Discussion Board, WC p. = Works Cited page.

Essential Questions: What’s the difference between immigrants, migrants, refugees, and asylum seekers? What are some of the reasons (push and pull factors) that people leave their home country? What are some of the consequences when people leave their home country?

Common Readings: Threads from the Refugee Crisis by Kate Evans “The History of the Calais 'Jungle' Camp and How It's Changed Since 1999” (Day 1 L)

(http://www.bbc.co.uk/newsbeat/article/37750368/the-history-of-the-calais-jungle-camp-and-how-its-changed-since-1999 )

“Migrants, Asylum Seekers, Refugees and Immigrants: What’s the Difference?” (Day 1 HW) (https://www.rescue.org/article/migrants-asylum-seekers-refugees-and-immigrants-whats-difference )

“Dividing Lines: The Human Face of Global Immigration” (Day 2 HW) (http://ccbcmd.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=134273126&site=eds-live&scope=site )

“Myths and Facts About Immigrants and Immigration” (Day 3 CW) (https://www.adl.org/resources/fact-sheets/myths-and-facts-about-immigrants-and-immigration )

“Ten Myths about Immigration” (Day 3 CW) (https://www.tolerance.org/magazine/spring-2011/ten-myths-about-immigration )

“The Rise of Populism” (DB 2) (https://www.bloomberg.com/quicktake/populism ) “Ways to Welcome” (Day 5 CW)

(https://www.amnesty.org/en/i-welcome-community-2/welcoming-refugees-solutions/ )

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Videos: “Immigration 101: Refugees, Migrants, Asylum Seekers - What's the Difference?”

(https://www.youtube.com/watch?v=CGftwNQ_LXI ) (Day 1 CW) “The History of the Calais 'Jungle' Camp and How It's Changed Since 1999”

(http://www.bbc.co.uk/newsbeat/article/37750368/the-history-of-the-calais-jungle-camp-and-how-its-changed-since-1999 ) (Day 1 L)

“Calais: Life After The ‘Jungle’ (https://www.youtube.com/watch?v=IzFi0SP8tdo ) (Day 2 CW) “What's Causing the Central American Migration Crisis? | History” (Day 2 L)

(https://www.youtube.com/watch?v=Ybs3Zn086a0 ) “How U.S. Involvement In Central America Led To a Border Crisis” (Day 2 L)

(https://www.youtube.com/watch?time_continue=2&v=ueNWlMyUNy4 ) “Why Seeking Asylum in America is so Difficult” (Day 3 L) (https://www.youtube.com/watch?

v=qwqm8T_IFzk ) “What Rights Do Refugees Have?” (https://www.youtube.com/watch?v=wIWAo9tedLY)(Day 3

HW) "Threads: From the Refugee Crisis - Kate Evans" (DB 1) https://www.youtube.com/watch?

v=dcqXdGQmET8 “What's Behind the Global Rise in Populism?” (DB 2) (https://www.youtube.com/watch?v=qPM-

x9DoPVE ) “How to Solve the Refugee Crisis | The Economist” (Day 5 CW)

(https://www.youtube.com/watch?v=EFBBQ4GocfI )

Supplementary Readings: “Seeking Refuge: What's Behind Europe's Immigration Crisis?”

(http://ccbcmd.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsgit&AN=edsgit.A416389809&site=eds-live&scope=site )

“Graphic Novel Terms” (https://quizlet.com/3654972/graphic-novel-terms-flash-cards/ ) “Some Graphic Novel Basics”

(https://www.buffalolib.org/sites/default/files/get-graphic/resources/HowtoReadaGraphicNovel.pdf )

“Not Really out of the Blue: Importance of Colors” (http://graphicnovel.umwblogs.org/2015/10/06/not-really-out-of-the-blue-importance-of-colors/ )

“What Are Push & Pull Factors?” (https://www.worldatlas.com/articles/what-are-push-and-pull-factors.html )

“Overlooked War: Why Central American Refugees are Fleeing to the U.S.” (https://www.emersoncollective.com/articles/2016/06/overlooked-war-why-central-american-refugees-are-fleeing-to-the-u-s/ )

“Universal Declaration of Human Rights” (https://www.amnesty.org.uk/files/udhr_simplified_0.pdf?uY_YJpmR8joOdo98_3qTC_TGuKfOO_kx= )

“The Dublin Regulation” (https://www.unhcr.org/4a9d13d59.pdf ) “5 CAUSES OF FORCED MIGRATION” (https://www.concernusa.org/story/5-causes-forced-

migration/ ) “Causes and Impacts Relating to Forced and Voluntary Migration”

(https://www.bbc.com/bitesize/guides/z8g334j/revision/1 )

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Essay Prompts: Select one of the quotes listed below and use your critical thinking skills to analyze the point of the quote. Then use the evidence from at least three of the common readings to support or refute the quote’s point.

A. “Abject poverty, political instability, torture, and other abuses push thousands across our border. There is not a deterrent imaginable that equals the conditions that force their migration.” (Greg Boyle)

B. “Besides taking jobs from American workers, illegal immigration creates huge economic burdens on our health care system, our education system, our criminal justice system, our environment, our infrastructure and our public safety.” (Jan C. Ting)

Suggested Activities:

Class Lab HomeworkDay1

1. Bb Guided Meditation Journal:-This activity can help students de-stress, clear their mind, & get ready for the day’s learning activities.-If students aren’t in a lab, they can write their thoughts on paper & type them in the Bb Journal for HW.

2. Brief Intro. to Graphic Organizing: They help students organize content & ideas, comprehend, internalize, reinforce info., see connections & relationships (http://www.teachhub.com/teaching-graphic-organizers)

3. Terminology Think-Pair-Share:-The students create a graphic organizer with the word TERMS in the middle & the words MIGRANT, IMMIGRANT, ASYLUM SEEKER, REFUGEE around it. (If students are in a lab, they could create a graphic organizer on Word by clicking Insert & then clicking SmartArt.)-Students spend 5-10 minutes writing down any thoughts and/or feelings they have regarding these 4 terms. (For ex.: What do these words mean? Do these terms evoke positive or negative thoughts &/or feelings? Or are they neutral?)Option: The instructor could have the students use the following icons: https://www.google.com/search?biw=1536&bih=747&tbm=isch&sa=1&ei=_D3bXPKEEvKD_QbGwqKABw&q=positive+negative+neutral+icons&oq=positive+negative+neutral+icons&gs_l=img.3..0.407833.408181..408424...0.0..0.69.282.5......0....1..gws-wiz-img.4dFGKUQKr6Y#imgrc=233roRFGcZ5RBM:

4. Video Viewing & Discussion: “Immigration 101: Refugees, Migrants, Asylum Seekers - What's the Difference?” (https://www.youtube.com/watch?v=CGftwNQ_LXI )

The students watch the video & add info. to their graphic organizer.

5. Critical Thinking Cheatsheet Groupwork: (https://rebellibrarianess.files.wordpress.com/2017/03/critical_thinking_

sheet.pdf) The instructor creates 5-6 columns on the board. Each student group uses the suggestions on the cheatsheet to create 3 questions pertaining to the video info. Each group writes 1 of their questions on the board & then answers another group’s question. Each group then discusses the other group’s answer to their question.

1. Terminology Think-Pair-Share: Students create a graphic organizer with the term PUSH PULL FACTORS in the middle. Students will use the space surrounding the term to brainstorm ideas. (For ex.: What does the term push pull factors mean? How could this relate to the video & discussion from class?)

2. Display/Discussion of “What Are Push & Pull Factors?” https://www.worldatlas.com/articles/what-are-push-and-pull-factors.html )

3. Video & Article: “The History of the Calais 'Jungle' Camp and How It's Changed Since 1999” (http://www.bbc.co.uk/newsbeat/article/37750368/the-history-of-the-calais-jungle-camp-and-how-its-changed-since-1999 )

-The students watch the video as a class & jot down notes. -The students meet in small groups to read/discuss the article & answer the following questions:A. Which push factors motivated these individuals to leave their home countries? B. Which pull factors drew them specifically to Europe? C. What were the effects of their migration?D. What are some solutions to the situation in Calais? What are some solutions to the global migration crisis?

4. Discussion/Sharing as a Class

5. Threads Preview & Predictions: -Front/Back Cover, Inside Flap, Drawing Style, Warm Colors, Cold Colors, Realism, Symbolism, Tone, Feelings, Initial Impressions-The instructor might want to go over how to read a graphic novel & also some terms (https://quizlet.com/3654972/graphic-novel-terms-flash-cards/ ) & (https://www.buffalolib.org/sites/default/files/get-graphic/resources/HowtoReadaGraphicNovel.pdf ).

6. Cause/Effect/Solution Handout

Students will: Complete the Bb Guided

Meditation Journal before class on ____ (Day 2).

Read pp. 7-24 in Threads & complete the Cause/Effect/Solution Handout. Turn this in via Bb before class on ___ (Day 2).

Answer the Guide Questions:

A. In the book, what does the author mean when she talks about threads? How would you explain the way in which she uses this word in the book & in the title? B. How does the author use sharply contrasting images & colors to make certain points about various issues?C. What is one time in the story where you agreed or disagreed with the actions (or comments) of the narrator? Explain.D. What is one picture in the story that gave you more insight into the situation in Calais & in the refugee crisis in general?

Read the article: “Migrants, Asylum Seekers, Refugees and Immigrants: What’s the Difference?” (https://www.rescue.org/article/migrants-asylum-seekers-refugees-and-

immigrants-whats-difference ) & take notes.

Make sure they have the following terms defined in their notes: migrant, legal immigrant, illegal immigrant, asylum seeker, refugee. (On Day 2, there’s an open notebook quiz.)

Complete DB 1 by midnight on _____ (Friday).

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(Did the group answer the question fully? Which info. from the video did they use?)

Day 2

1. Quiz (+ Brief Quiz Discussion)-Define 3 of the terms: legal immigrant, illegal immigrant, migrant, asylum seeker, refugee.-What are 3 challenges faced by the refugees in the book? Why do they think these challenges are worth it?

2. Small Group Meetings:Students discuss the HW reading & Guide Questions + the following questions:A. How did your reading go?-Is reading a graphic novel easier or more challenging than reading a book without pictures? -Did the page layout help or impede your reading comprehension & level of focus? -Did the colors help or impede your reading comprehension & level of focus? - Why does the author add pictures of her cell phone with commentary?B. Do you think the people in the book should be granted asylum and be able to ultimately become legal citizens of European countries? What are the pros & cons of this?

3. Sharing as a Class

4. Graphic Organizer: The students create a graphic organizer with EFFECTS of MIGRATION in the middle (or top). They then work with 1-2 partners to discuss some of the effects specifically mentioned in Threads. Their graphic organizer should include at least 3 effects on the migrant population & at least 3 effects on the European population.

5. Sharing as a Class

6. Video Viewing, Note Taking, & Discussion: “Calais: Life After The ‘Jungle’ (https://www.youtube.com/watch?v=IzFi0SP8tdo )Students jot down effect notes on their graphic organizer as they watch the video.

1. Freewrite: How is the refugee crisis in Europe similar to the refugee crisis in the United States? How is it different?

2. Discussion (in small groups & then as a class)

3. Video Viewing & Notetaking: “What's Causing the Central American Migration Crisis?” (https://www.youtube.com/watch?v=Ybs3Zn086a0 )

OR:“How U.S. Involvement In Central America Led To a Border Crisis” (https://www.youtube.com/watch?time_continue=2&v=ueNWlMyUNy4 )

4. Critical Thinking Cheatsheet Groupwork: The students use the suggestions on the Cheatsheet: (https://rebellibrarianess.files.wordpress.com/2017/03/critical_thinking_sheet.pdf)

to create 3 questions pertaining to the video info.

5. Four Corners Activity:-Each group writes their questions on a large piece of butcher paper & then posts the paper on one of the walls in the classroom (or places it on a table in one of corners of the classroom).-The instructor assigns a student group to each set of questions. -Each group discusses the questions.-Each group then uses the information in their video notes to carefully answer the question. (Note: The students can also refer to the video transcript.)

6. Class Discussion OR Gallery Walk (http://www.theteachertoolkit.com/index.php/tool/gallery-walk )

7. Article Preview: “Dividing Lines: The Human Face of Global Immigration” (http://ccbcmd.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=134273126&site=eds-live&scope=site )

Students will: Read pp. 25-35 in Threads &

complete the Cause/Effect/Solution Handout. Turn this in via Bb before class on ___ (Day 3).

Read “Dividing Lines: The Human Face of Global Immigration” (http://ccbcmd.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=134273126&site=eds-

live&scope=site ) & take notes. Answer the Guide

Questions.A. Was the situation with Violeta Monterroso’s family (in the article) similar or different from the situation of the refugees in Threads? B. In 1967, the U.S. signed the United Nations refugee protocols, & in 1979, Congress passed the Refugee Act. Why don’t these laws help the refugees in the article & book?C. Was the situation with Sami Baladi’s family (in the article) similar or different from the situation of the Syrian kebab restaurant owner (in Threads)? D. According to the article & book, how do American and European politicians & law enforcement officers treat refugees?E. When considering the refugee crisis, why should people keep the aging population & the fertility rate in Europe & the U.S. in mind?

Complete DB 1 by midnight on _____ (Friday).

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Day 3

1. Small Group Meetings:Students discuss the HW reading & Guide Questions + the following questions: A. What are some similarities & differences between the article & book info.? B. Why do you think Kate Evans decided to emphasize certain info.?

2. Think-Pair-Share: -How do stereotypes begin?-Why do people perpetuate myths?-How can myths and stereotypes be broken down?

Option: Before class, the instructor could create a www.polleverywhere.com survey with the myths listed below. Students could do the survey before Four Corners.

3. Four Corners Myth Activity: (https://www.tolerance.org/classroom-resources/tolerance-lessons/immigration-myths ):

Each pair/group gets a myth on a large piece of butcher paper. A. Immigrants are overrunning our country, and most are here illegally.B. Immigrants bring crime and violence to our cities and towns.C. Immigrants hurt our country financially by taking jobs and services without paying taxes.D. Immigrants are coming to the U.S. to obtain welfare and other benefits.E. Immigrants are coming to the U.S. with the express purpose of having babies here.F. Immigrants are bringing diseases into the U.S.G. Terrorists are infiltrating the U.S. by coming across the border with Mexico.H. All undocumented immigrants sneak across the Mexican border.I. We can stop undocumented immigrants coming to the U.S. by building a wall along the border with Mexico.J. It's easy to enter the country legally. My ancestors did; why can’t immigrants today?K. Today's immigrants don't want to learn English.

-Student pairs/groups discuss & then write answers to the following questions: A. Where do you think this myth comes from?B. Who benefits from this myth?C. Why is this myth untrue?

4. Gallery Walk ((http://www.theteachertoolkit.com/index.php/tool/gallery-walk )

Student walk around, discuss, & add info.

5. Article Distribution & Reading: “Myths and Facts About Immigrants and Immigration” (https://www.adl.org/resources/fact-sheets/myths-and-facts-about-immigrants-and-immigration )

1. Jigsaw Activity: Each student pair/group reads about their assigned myth & adds information to the butcher paper.

2. Sharing as a Class

3. Graphic Organizer Creation & Sharing: Students work independently or in a small group to create a graphic organizer & then brainstorm some ways to solve the refugee/migrant crisis or at least improve the situation in some ways.

4.Video Viewing, Note Taking, & Discussion: “Why Seeking Asylum in America is so Difficult” (https://www.youtube.com/watch?v=qwqm8T_IFzk )-What are some of steps in the asylum application process?-What are some of the challenges in this process?-How can the asylum process be improved?

5. HW Discussion

Students will: Read pp. 36-54 in Threads &

complete the Cause/Effect/Solution Handout. Turn this in via Bb before class on ___ (Day 4).

Watch the following video“What Rights Do Refugees Have?” (https://www.youtube.com/watch?v=wIWAo9tedLY)

Answer the Guide Questions.A. According to the video, the United Nations stated that a displaced person facing persecution in what 2 ways is legally allowed to enter a country & ask for asylum (& ultimately refugee status)? B. According to the video, the United Nations also specifies that the host nation respect a refugee’s well-being. What are some of the rights that pertain to well-being? Are these rights being respected in Threads?C. According to the video, the Dublin Regulation complicates the asylum issue. What does the Dublin Regulation say? How does this apply to the migrants in Threads?

Complete DB 2 by midnight on _____ (Friday).

Option: Go to www.flipgrid.com & set up your account. The class flip is ________________. We will do an activity on ______ (Day 4) on flipgrid.com.

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“Ten Myths about Immigration” (https://www.tolerance.org/magazine/spring-2011/ten-myths-about-immigration )

Day 4

1. Bb Guided Meditation Journal:-This activity can help students de-stress, clear their mind, & get ready for the day’s learning activities.-If students aren’t in a lab, they can write their thoughts on paper & type them in the Bb Journal for HW.

2. Critical Thinking Stem Activity:-Distribution of the Critical Thinking Sentence Stems Handout -The instructor has the students get into groups & then assigns 3-5 critical thinking stems to each group.-The students work together to create critical thinking questions that pertain to Threads.-Each group writes their questions on a piece of notebook paper. -Each group gives their notebook paper with questions to the group to the right. -This group will answer 1 of the questions & then give the paper to the group to the right. -Each group answers 1 of the questions & then gives the paper to the group to the right.-The groups rotate the questions until they arrive back at the original group’s table.-When the paper arrives back at the original group’s table, the students discuss the answers & then add their own insights to the paper.

Option: The instructor could have the student groups do the critical thinking stem activity on paper first & then transfer their ideas to www.flipgrid.com & comment on each other’s ideas via this social media site.

3. Each group shares 1 of the Q & A on their paper.

4. Submission of Q & A papers.

1. StoryBoardThat Handout:-The instructor goes over the handout with the students.-The instructor guides students as they set up their account on www.storyboardthat.com .-The students meet in small groups to work on their storyboardthat project.-The instructor walks around the room guiding the students & trouble shooting.

2. Muddiest Point Activity: The instructor has the students reflect on the learning activities they completed in class & lab today. The instructor asks students which learning activity or concept they had difficulty with or did not fully understand. The instructor distributes note cards or small slips of paper & has the students spend 5 minutes writing about their “muddiest point.” (The following link has additional information on this activity: https://www.unl.edu/gradstudies/current/teaching/muddy.) The instructor collects the note cards/papers from students at the end of class.

3. HW Discussion

Students will: Complete the Bb Guided

Meditation Journal before class on ____ (Day 5).

Read pp. 55-72 in Threads & complete the Cause/Effect/Solution Handout. Turn this in via Bb before class on ___ (Day 5).

Work on their StoryBoardThat Project. The presentations will take place on ____ Day 6). (Note: Students will work on this project primarily outside of class.)

Complete DB 2 by midnight on _____ (Friday).

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Day 5

1. Video Viewing, Notetaking, & Discussion: “How to Solve the Refugee Crisis | The Economist” (https://www.youtube.com/watch?v=EFBBQ4GocfI )

2. Groupwork:-The students get into small groups to read/annotate/discuss the following article: “Ways to Welcome” (https://www.amnesty.org/en/i-welcome-community-2/welcoming-refugees-solutions/ ).-The students then discuss/write about ways in which the video, article, & Threads book intersect. For example, A. What solutions are mentioned in the video, article, & book? B. Are the video, article, & book solutions effective? (The instructor might want to have students rate the solutions from most effective to least effective.)C. What are the pros & cons of the video, article, & book solutions?

3. Sharing as a Class

Option: The instructor might want to collect a list of solutions from each group & create a survey on www.polleverywhere.com. The survey would allow students to give feedback on the solutions or rate them. The survey could be given at a later date.

4. Essay Handout Distribution

5. Steps/Requirements Discussion + Q & A

6. Brainstorming

1. Brainstorming (contin.)

2. Outlining

3. Brief StoryBoardThat Project Meetings

4. HW Discussion

Students will: Read pp. 73-87 in Threads &

complete the Cause/Effect/Solution Handout. Turn this in via Bb before class on ___ (Day 6).

Reread the essay handout. Fine-tune their rough

outline & bring it to class on _____ (Day 6).

Finish their StoryBoardThat Project. The presentations will take place on ____ Day 6)

Complete DB 3 by midnight on _____ (Friday).

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Day 6

1. Bb Guided Meditation Journal:-This activity can help students de-stress, clear their mind, & get ready for the day’s learning activities.-If students aren’t in a lab, they can write their thoughts on paper & type them in the Bb Journal for HW.

2. StoryBoardThat Project PresentationsOption: Presentation Evaluation Handout (http://larryferlazzo.edublogs.org/2014/11/20/heres-the-form-i-have-students-complete-when-theyre-listening-to-their-classmates-presentations/ )

1. Structured Peer Review: Students meet in small groups & share their outlines with each other. They should make sure:

The thesis has a clear topic & focus.

Each topic sentence clearly supports the thesis.

Each topic sentence has a logical transition word or phrase.

2. Short Instructor/Student Conferences

3. Review of Requirements on Essay Handout

4. Introduction Paragraph Drafting

5. Body Paragraph A Drafting

6. Muddiest Point Activity: The instructor has the students reflect on the learning activities they completed in class & lab today. The instructor asks students which learning activity or concept they had difficulty with or did not fully understand. The instructor distributes note cards or small slips of paper & has the students spend 5 minutes writing about their “muddiest point.” (The following link has additional information on this activity: https://www.unl.edu/gradstudies/current/teaching/muddy.) The instructor collects the note cards/papers from students at the end of class.

7. HW Discussion

Students will: Complete the Bb Guided

Meditation Journal before class on ____ (Day 7).

Type their rough introduction paragraph by midnight on ____.

Complete DB 3 by midnight on _____ (Friday).

Type all of their rough body paragraphs & start their rough WC p. They should bring this work to class on _____ (Day 7.)

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Day 7

1. Review of Requirements on Essay Handout

2. Q & A

3. Structured Peer Review: Students meet in small groups & share their rough body paragraphs with each other. They should make sure:

Each topic sentence clearly supports the thesis.

Each topic sentence has a logical transition word or phrase.

Each body paragraph has relevant/informative details from the common readings.

1. Conclusion Paragraph Drafting

2. WC p. Drafting

3. Instructor/Student Conferences

4. HW Discussion

Students will: Finish typing their rough

conclusion paragraph & add to their WC p. They should bring this work to class on _____ (Day 8) & be ready to peer edit.

Day 8

1. Bb Guided Meditation Journal:-This activity can help students de-stress, clear their mind, & get ready for the day’s learning activities.-If students aren’t in a lab, they can write their thoughts on paper & type them in the Bb Journal for HW.

2. Structured Peer Review:The students meet in small groups, exchange essay assignments, & use the Peer Editing Handout to give each other feedback on their work.

1. Self-EditingOptions:

Grammar Check on Microsoft Word Grammarly.com

Grammarcheck.net

2. Instructor/Student Conferences

Students will: Complete the Bb Guided

Meditation Journal before class on ____.

Finish the final draft of their outline, essay, & WC p. They should submit this work via Bb by midnight on ______.

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The handouts, Bb Journal assignments, Bb Discussion Board assignments, essay assignment, etc. are on the following pages:

Graphic Organizer (Option A)

Graphic organizers are important and effective pedagogical tools for organizing content and ideas and facilitating learners’ comprehension of newly acquired information. Gardner’s Theory of Multiple Intelligences posits that students are better able to learn and internalize information when more than one learning modality is employed in an instructional strategy. Since graphic organizers present material through the visual and spatial modalities (and reinforce what is taught in the classroom), the use of graphic organizers helps students internalize what they are learning. Creating a strong visual picture, graphic organizers support students by enabling them to literally see connections and relationships between facts, information, and terms. (http://www.teachhub.com/teaching-graphic-organizers )

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Graphic Organizer (Option B)

Graphic organizers are important and effective pedagogical tools for organizing content and ideas and facilitating learners’ comprehension of newly acquired information. Gardner’s Theory of Multiple Intelligences posits that students are better able to learn and internalize information when more than one learning modality is employed in an instructional strategy. Since graphic organizers present material through the visual and spatial modalities (and reinforce what is taught in the classroom), the use of graphic organizers helps students internalize what they are learning. Creating a strong visual picture, graphic organizers support students by enabling them to literally see connections and relationships between facts, information, and terms. (http://www.teachhub.com/teaching-graphic-organizers )

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http://clipartmag.com/question-clipart

Cause/Effect/Solution Handout

Part A: Identify and then analyze three relevant/informative quotes from the reading/video. (Note: Each quote should be 1-3 sentences.)

1. Cause Quote: This should be a quote that pertains to a cause of some people leaving their home country to travel to another country.

2. Effect Quote: This should be a quote that pertains to a result of some people leaving their home country to travel to another country.

3. Solution Quote: This should be a quote that pertains to a possible solution to the migrant/refugee crisis.

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Cause Quote:

Quote Analysis:

EffectQuote:

Quote Analysis:

SolutionQuote:

Quote Analysis:

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Part B: Use the suggestions on the Critical Thinking Cheatsheet (https://rebellibrarianess.files.wordpress.com/2017/03/critical_thinking_sheet.pdf) to create a question and then use supporting evidence from the reading/video to answer it carefully. (Examples: When will students like me know we’ve succeeded in successfully addressing the problem mentioned in the reading/video? How does the issue mentioned in the reading/video affect me and others in the United States? Why is the issue mentioned in the reading/video such a major problem for people in the United States and abroad?)

Your Question:

Your Answer:

Part C: Write a summary of 100-150 words. The first sentence of the summary should identify the reading/video title, author, and the author’s thesis. The author’s major supporting points should be included in the other sentences of the summary.

Requirements Points Possible

Points Earned

The student has carefully written down 3 relevant/informative quotes from the reading/video. (1 cause quote, 1 effect quote, 1 solution quote)

3

The student has analyzed the 3 quotes carefully. 6

The student has used the suggestions on the cheatsheet to create a critical thinking question.

3

The student has answered the critical thinking question carefully and has also provided supporting evidence from the reading/video.

6

The student has completed a 100-150 word summary of the reading/video.The first sentence of the summary should identify the reading/video title, author, and the author’s thesis. The author’s major supporting points should be included in the other sentences of the summary.

6

All of the work has been carefully proofread.(Capitalization, Diction, Punctuation, Sentence Structure/Syntax, Spelling, Verb Usage, Etc.)

3

The student has demonstrated effort, logical reasoning, and critical reading/thinking throughout the assignment.

3

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Grading Rubric

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https://www.google.com/search?hl=en&tbm=isch&source=hp&biw=1280&bih=663&ei=lSDgXObTEOmFggeEsZS4CA&q=critical+thinking&oq=critical+thinking&gs_l=img.3..0l10.3329.12716..13056...4.0..0.79.942.22......0....1..gws-wiz-img.....0.WzpzgCuiplY#imgrc=VvIfa65tkiZ00M:

Critical Thinking Sentence Stems Handout

1. What is another way to look at . . . ?

2. Do you agree or disagree with this statement . . . ? Cite evidence to support your answer.

3. What do you think causes . . . ? Why?

4. Compare . . . and . . . with regard to . . .

5. What is a solution to the problem of . . . ?

6. What is the best . . . and why?

7. What is a counterargument for . . . ?

8. How does . . . apply to everyday life?

9. How are . . . and . . . similar/different?

10. Why is . . . important?

11. What does . . . mean?

12. How does . . . tie in with what we have learned before?

13. How does . . . affect . . . ?

14. What do we already know about . . . ?

15. To what is . . . analogous?

16. What are the implications of . . . ?

17. How could . . . be used to . . . ?

18. What is a new example of . . . ?

19. Why is . . . happening?

20. What is the nature of . . . ?

21. What would happen if . . . ?

22. Explain why/how . . .

23. What is the difference between . . . and . . . ?

24. What are the strengths and weaknesses of . . . ?

25. What does the author mean when he/she says, “. . .”? Cite evidence to support your answer.16

(Image retrieved at http://images.clipartpanda.com/journal-clipart-journal.jpg.)

Bb Guided Meditation Journal

1. Get comfortable.

2. Watch at least five minutes of one of the following videos.

A. “A Meditation for Managing School Stress” (https://www.youtube.com/watch?v=TCY7m10sCF0 )

B. “Guided Meditation to Help Clear the Mind” (https://www.youtube.com/watch?v=moBLrox7bwk )

C. “Guided Meditation for Focus” (https://www.youtube.com/watch?v=CcqZ47d398k )

D. “Mindfulness Meditation” (https://www.youtube.com/watch?v=6p_yaNFSYao)

3. Choose ____ of the following questions. Then write ____ paragraphs in response to the questions you selected. (Reminder: Please identify the video title.)

What were you thinking and feeling before the video? Explain. What were you thinking and feeling during the video? Explain. How did you feel immediately after the video? How do you feel now? Explain. On a scale of 1-10, how effective do you think meditation videos like these are in helping

students clear their mind, achieve focus, and thoughtfully approach academic tasks? Explain. On a scale of 1-10, how effective do you think meditation videos like these are in helping

students deal with academic stress and anxiety? Explain.

4. Post your paragraphs.

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Discussion Board Assignment 1

1. Watch the "Threads: From the Refugee Crisis - Kate Evans" video: https://www.youtube.com/watch?v=dcqXdGQmET8. (Option: Jot down some notes while you watch the video.)

2. Read pages 7-35 in Threads.

3. Choose 3 of the following questions. Then write 3 paragraphs in response to the questions you selected:

In the video, when Kate Evans says Threads is about “vulnerable people,” the video pinpoints pages 28-31 in the book. What’s happening on these pages? How and why are these individuals vulnerable? Explain.

According to the video, what should people be questioning and noticing? Why? Look in Threads and find an example of a page where she is trying to get the reader to question or notice something or some idea.

Why does Kate Evans have a problem with the concept of the worthy refugee? Look in Threads and find an example of a page that you think gets the reader to question the idea of the worthy refugee.

According to the video, why does Kate Evans sometimes deliberately use the same color when she is drawing the clothing of the refugees, volunteers, and other people? Look in Threads and find an example of a page where she uses this technique. Do you think this artistic technique achieves the purpose Evans mentions?

4. Double check that you have answered all the questions carefully.

5. Proofread and double check that you have used academic diction/syntax in all of your paragraphs.

6. Submit your work.

7. After you post your work, go back on the Discussion Board and give polite, thoughtful, and insightful feedback on the work of at least two classmates. Your comments should relate to the classmate's ideas and grammar/writing skills. Please proofread before you post your comments. Here are some sentence starter suggestions:

I thought you made an insightful statement when you said . . . I agreed/disagreed with you when you stated . . . I could relate to what you were writing about when you mentioned . . .

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Discussion Board Assignment 2

1. Read pages 36-72 in Threads.

2. Watch the “What's Behind the Global Rise in Populism?” video: https://www.youtube.com/watch?v=qPM-x9DoPVE . (Option: Jot down some notes while you watch the video.)

3. Read “The Rise of Populism” article: https://www.bloomberg.com/quicktake/populism .

4. Choose 3 of the following questions. Then write 3 paragraphs in response to the questions you selected:

According to the video and article, what are the 3 core requirements needed for politicians to be considered populist?

According to the video and article, what’s the connection between global immigration and the rise of populism? Is populism an effect? A solution? Or something else? Explain.

On pages 10-11 of the Threads book, Kate Evans mentions Marine Le Pen. Who is this person? Why did the author mention her? How did Evans decide to draw her? Why did she decide to depict her in this manner? Explain.

Why did Kate Evans decide to include pictures of cell phones with captions? Whose perspective is represented on the cell phones? A populist perspective, a mainstream perspective, or something else? Choose one of the cell phone pictures (on p. 23, p. 24, p. 27, p. 32, p. 54, p. 72, or any other page). Describe the cell phone page and analyze its purpose.

5. Double check that you have answered all the questions carefully.

6. Proofread and double check that you have used academic diction/syntax in all of your paragraphs.

7. Submit your work.

8. After you post your work, go back on the Discussion Board and give polite, thoughtful, and insightful feedback on the work of at least two classmates. Your comments should relate to the classmate's ideas and grammar/writing skills. Please proofread before you post your comments. Here are some sentence starter suggestions:

I thought you made an insightful statement when you said . . . I agreed/disagreed with you when you stated . . . I could relate to what you were writing about when you mentioned . . .

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Discussion Board Assignment 3

1. Open the document containing the rough essay paragraph(s) that you wrote.

2. Double check that your work meets the requirements on the essay handout.

3. Proofread and double check that you have used academic diction/syntax in your work.

4. Copy and paste your rough introduction paragraph into the Discussion Board. (Option: Students may also add their rough body paragraph A if they would like feedback on that as well.)

5. After you post your work, click the Reply button and write a constructive criticism paragraph pertaining to the work of at least two classmates. Your comments should pertain to the following: Content Strengths Content Weaknesses Writing Strengths Writing Weaknesses

Note: Be polite and specific as you give constructive criticism. This activity is worth 20 points. (10 for the initial post and 5 for each constructive criticism

paragraph)

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StoryBoardThat Project

Directions: 1) Form a group of 2-4 people and create a story pertaining to the migrant/refugee crisis. 2) After your discussion, click on Chrome and then go to http://www.storyboardthat.com/. 3) Click Log On.4) Click I’m a New User. 5) Set up your free account.6) Click Storyboard Layout and choose Title, Cell, and Description.7) Create your storyboard. (The rubric below has the specific requirements.)8) Save as you work.9) Print your storyboard before you present. Give this hard copy to your instructor.

Requirements Points Possible

Points Earned

The students have created a clear and appropriate name for the project. 2

The story has at least three cells with backgrounds, characters, dialogue, etc.Each cell has a title above it.Each cell has a description below it.

10

The story explores one of the causes of the migrant/refugee crisis. 15

The story explores one of the effects of the migrant/refugee crisis. 15

The story explores one of the solutions to the migrant/refugee crisis. 15

All of the images are appropriate and are neatly displayed in an organized fashion. 5

Everything has been carefully proofread. (Diction, Syntax, Sentence Structure, Spelling, Capitalization, Verb Usage, Pronouns, Punctuation, Etc.)

5

There is evidence of effort, logical reasoning, & critical thinking throughout the project. 15

The presenters manage their time wisely. (They arrive on time and are attentive during the other presentations.)

5

The presenters speak in a clear and articulate manner. 5

The presenters maintain eye contact with the class. 5

The students turn in their rubric before they present. The students print out their project before they present.The students turn in a hard copy of their project before they present.

3

100

Extra Credit: For 5 extra credit points, each student can write a paragraph (100 words min.) that answers the 4 self-evaluation questions below. This must be emailed before students present. To earn all 5 points, each student should make sure he/she carefully answers each question and proofreads before submitting the paragraph.

What grade do you think you deserve? Why? Which part of your assignment are you the proudest of? Why was this part so good? How much time did you spend working on this assignment? How did this affect the quality of your

assignment? Explain.

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What was the most useful or beneficial part of this activity? Why? (Be specific!)

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Presentation Evaluation Handout

Names of Presenters: ___________________________________________________________

Do not write your name on this sheet. Please, however, take it seriously even though you will not be graded on what you write. Help your classmates become better presenters, just as they will do the same for you.

Write three things you liked about the presentation. You could mention qualities like voice projection, looking at the audience and not just reading from notes, well-organized, original ideas, an attractive StoryBoard, speakers didn't just repeat what was on the StoryBoard, told good stories and gave good examples, stood straight, didn't chew gum, all presenters paid attention when one spoke, followed instructions for the presentation, kept to the time limit, smiled, took the assignment seriously, and many more...

1.

2.

3.

Write one, two or three things the presenters could have done to make the presentation better. Provide constructive criticism -- be kind.

1.

2.

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3.

https://www.versobooks.com/lists/3873-verso-beach-reads

Essay # _____

Steps:

1. Select one of the quotes listed below:

A. “Abject poverty, political instability, torture, and other abuses push thousands across our border. There is not a deterrent imaginable that equals the conditions that force their migration.” (Greg Boyle)

B. “Besides taking jobs from American workers, illegal immigration creates huge economic burdens on our health care system, our education system, our criminal justice system, our environment, our infrastructure and our public safety.” (Jan C. Ting)

2. Brainstorm. (What is the point of the quote? How does the information in the common readings support or refute this point?)

3. Outline.4. Type a 3-5 page essay. As you type your essay, make sure to use your critical thinking skills

together with the information from Threads and at least two of the other common readings to support or refute the quote’s point. The common readings are listed below:

Common Readings: Threads from the Refugee Crisis by Kate Evans “The History of the Calais 'Jungle' Camp and How It's Changed Since 1999”

(http://www.bbc.co.uk/newsbeat/article/37750368/the-history-of-the-calais-jungle-camp-and-how-its-changed-since-1999 )

“Migrants, Asylum Seekers, Refugees and Immigrants: What’s the Difference?” (https://www.rescue.org/article/migrants-asylum-seekers-refugees-and-immigrants-whats-difference )

“Dividing Lines: The Human Face of Global Immigration” (http://ccbcmd.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=134273126&site=eds-live&scope=site )

“Myths and Facts About Immigrants and Immigration” (https://www.adl.org/resources/fact-sheets/myths-and-facts-about-immigrants-and-immigration )

“Ten Myths about Immigration” (https://www.tolerance.org/magazine/spring-2011/ten-myths-about-immigration )

“The Rise of Populism” (https://www.bloomberg.com/quicktake/populism ) “Ways to Welcome” (https://www.amnesty.org/en/i-welcome-community-2/welcoming-refugees-

solutions/ )

5. Type your Works Cited page.6. Self/Peer Edit throughout the writing process. (Note: Students who visit the Writing Center

and show me proof get two extra days to work on this assignment.)23

Requirements:

The entire assignment must be in MLA format. (MLA pagination, double spacing, MLA heading, centered title, TAB for each paragraph, alphabetized Works Cited page with Threads and at least two of the other common readings as sources)

The essay should consist of an introduction paragraph, at least three body paragraphs, and a conclusion paragraph.

The thesis statement should be the very last sentence of the introduction paragraph.

Each body paragraph should start with a topic sentence.

Each body paragraph should have a relevant/informative quote from Threads and a relevant/informative quote from at least one of the other common readings. Each body paragraph should have in-depth analysis and personal reflection.

Transition words and phrases should be used throughout the essay to add coherence.

The tone and language of this essay should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, or any type of casual language.

The Works Cited page should have Threads and at least two of the other common readings.

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Author of Paper:_________________________ Reviewer:___________________________Directions: Mark all sections as (M)issing, (N)eeds Improvement, (S)atisfactory , or (O)utstanding.

FORMAT:Times New Roman 12 + double spacing

Normal margins + TAB for each paragraph

MLA pagination in top right-hand corner

MLA heading below the pagination and to the far left

Title (proper capitalization, centering, etc.)

Comments:

INTRODUCTION:This paragraph has a general discussion of the topic.

This paragraph ends with a thesis statement (containing a topic & focus)

Comments:

BODY:Each body paragraph has ONE main idea.

Each body paragraph starts with a topic sentence.

Each topic sentence has a transition.

Each body paragraph has at least 1 quote from a common reading

Each body paragraph has in-depth analysis and personal reflection.

Each body paragraph has in-text citations.

Comments:

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CONCLUSION:The conclusion paragraph starts with a transition.

The conclusion paragraph sums up the essay’s main ideas.

Comments:

WORKS CITED:Centered title

Hanging indent used on the three sources

Alphabetized by the first bit of information

Last name comma first name of author

Quotation marks around article title

Italics on source name (container)

Date of posting

Comments:

COHERENCE:The sentences flow smoothly, and ideas are connected with transitions.

Academic diction and syntax are used.

An interesting variety of sentences is evident.

Comments:

GRAMMAR:Capitalization (names of people, organizations, cities, countries, etc.)

Pronouns (no forms of YOU) (pronoun clarity and agreement)

Punctuation (introductory commas, punctuation between complete thoughts)

Spelling (there vs. their, its vs. it is, etc.)

Verbs (verb choice, verb tense, subject verb agreement, etc.)

Comments:

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