Learning_Experiences

=May-June Project: LEARNING EXPERIENCES=

**Essential Question:** **//How can communities build solidarity and ensure equality as the population changes?//**
==This is an outline of the experiences we have planned so that students can achieve the goals we have developed for them and successfully complete evidence of understanding.==

Learning Activities:

 * ** Before project begins: **
 * Teach-in: creates context with a personal, relevant experience and generates interest in the topic of immigration with a fun, informative event
 * Series of events leading to M/JP: movie afternoons, guest speakers, field experiences that will build awareness of the issue and background knowledge
 * Week 1: Building common awareness and knowledge**
 * **DAY 1: Tuesday, May 27. Overview of 5 topics. Background knowledge: Why do people migrate? What happens to them when they do?**
 * 8:30-9:00 Introduction to project: essential question, importance, culminating event (cafeteria)
 * 9:05-11:40 Mini-workshops: groups of 15-20 students rotate between rooms to gather information on the different topics about immigration (the topics that they will be studying in their groups). Presenters give overview of the issues using a brief reading, an activity, a discussion, or another method. Presenters must have already met to determine method and topics. As students rotate among rooms, they will take notes on each set of issues. These notes will help them to determine their groups.
 * 9:05-9:30 Rm. 3-4: criminalization of immigrants (led by Rick and Sixto)
 * 9:35-10:00 Rm 19: unity among immigrant groups (led by Miguel and Erica)
 * 10:05-10:30 Rm. 20-21: media coverage of immigrants (led by Anton and Joy)
 * 10:35-11:00 Rm. 22-23: Legalization, deportation, separation of families (led by Woody and Elyse)
 * 11:05-11:30 Basement: The border (led by Alex and JP)
 * 11:30-11:40 (in last group): use survey to mark top three choices for groups
 * 11:40-12:15 lunch (student choices are tallied; final student groups are posted)
 * 12:15-1:00 Meet in groups
 * teambuilding activities
 * overview of rest of day’s work
 * Brainstorm: why do people migrate? What happens to immigrants when they arrive in their new countries?
 * 1:00-1:30 Jigsaw immigration packet. Hand out complete packet to every student. This packet answers the questions that students brainstormed earlier. Students form “expert groups” (with representatives from each topic group) that meet to study contents of packet that they will teach to their larger groups.
 * working definition of immigration/migration
 * economic reasons behind immigration
 * examples of migration patterns over time, in various places
 * patterns in US policy
 * timelines, maps
 * problems immigrants encounter (racism, oppression, conditions)
 * 1:35-2:10 Students return to groups to teach each other the information they learned in their expert groups.
 * 2:15-2:30 Objective quiz on immigration basics (???)—would have to be something students could take in 15-30 mins)
 * 2:30-2:45 Debrief: what did we learn today? Where are we going tomorrow?
 * Group recorders write log on RLLA wiki (what we learned today)
 * Group participation peer evaluations


 * **DAY 2: Thursday, May 29. Personal perspective: Why do people migrate? What happens to them when they do? How do they build unity and fight for equality?**
 * 8:30-8:50: meet in groups; set purpose for day. Each group should have a set of questions to ask the participants. Students should know note-taking strategies.
 * 9:00-9:30: travel to church
 * 9:30-1:00: Panel discussion at church. Panelists provide personal insight into reasons for immigration, issues they have faced, and actions they are taking to fight for their rights. Students and panelists will eat lunch together informally, giving the students an opportunity for dialogue.
 * 1:00-1:30 travel to school
 * 1:30-2:30 Meet in groups to brainstorm ideas for group project. Present essential question (How can communities build solidarity and ensure equality as the population changes?) and break it down with students into mini-questions. (What else do we need to know about our topic in order to answer this question?) Plan for tomorrow’s activities.
 * 2:30-2:45 Debrief. What did we learn today? Group recorders (new—not the same as yesterday) write log entry for group on RLLA wiki. Complete peer evaluations.


 * **DAY 3: Friday, May 30**
 * Teambuilding activities in groups
 * Gathering information (may include field trip)
 * Project planning
 * Log entry on RLLA wiki


 * Week 2: Project Planning/ Project Creation**
 * **DAY 4: Monday, June 2**
 * Teambuilding within groups
 * Gathering information/ drafting


 * **DAY 5: Tuesday, June 3**
 * Continuing project


 * **DAY 6: Thursday, June 5**
 * Continuing projec
 * Revision
 * Rotate among groups to present ideas and receive feedback for revision


 * **DAY 7: Friday, June 6**
 * Finalize project for symposium


 * Week 3: Symposium and Press Conference**
 * **DAY 8: Monday, June 9**
 * Finishing touches
 * Dry run of presentations


 * **DAY 9: Tuesday, June 10**
 * Symposium (times?)
 * Lunch
 * Student presentations
 * Press Conference
 * Speakers


 * **DAY 10: Thursday, June 12**
 * Reflection
 * Awards and celebrations