Introduction
In this unit students will be investigating negative attitudes and connotations about “criminals” and “immigrants” by examining and comparing the development of both mass incarceration and current immigration issues. Through that lens and a look at relevant Supreme Court cases they will examine how government institutions protect the rights of immigrants. Students will then be asked to think about solutions. How would my students change and improve the current situation and how can they meaningfully communicate their ideas?
Students will practice critical thinking skills such as primary source analysis, selection and use of evidence, identifying historical significance and making connections. These critical thinking skills are necessary for students in my classroom and beyond and the relevant subject matter will keep them engaged throughout.
I currently teach at Herbert Hoover Middle School in San Jose, California. Students from the downtown area make up a diverse student body of approximately 1,100. 67% of our students are from low-income families and ~30% are identified as English Language Learners. The majority of my students are non-white. Hispanic students make up roughly 80% of the total number of students, ~10% are other students of color. The current California Dashboard notes Hispanic students behind other groups in several academic categories so creating a unit that speaks to and engages this group is essential.
How to best to reach students with a strong immigrant experience that need to learn about their rights, the importance of those rights, and develop critical thinking skills? This unit is designed to speak to all of those needs while discussing the intersection of immigration and crime that directly affects the Latino community.
Comments: