UNLV/Department of Teaching & Learning

Secondary Lesson Plan Template

UNLV
Student:
Course &
Grade:
Date:

Bethanie Perrin

PSMT Name:

Mrs. Wagner

U.S. Government

Lesson Topic:

Immigration Debate

Estimated
Time:

1 class period

State Standard(s): H1.[9-12].4 Define nativism and explain the political and social
responses to immigration into the United States.
H4.[9-12].7 Describe the United States policy concerning strategic, political, and
economic interests on the Middle East, Latin
1. Teaching Model(s):
2. Objective(s): SWBAT describe the history of immigration in the United States,
understand the reasons for the Arizona immigration law that was passed and evaluate
the merits and legality of the law.
3. Materials and Resources: Prezi, Immigration Debate video, Internet Access, Case Study
graphic organizers
http://www.pbs.org/newshour/spc/thenews/thegov/story.php?
id=16274&package_id=634
4. Instructional Procedures:
a. Introduction: Have written on the board when the students walk in, What do you
know about our current immigration policy in the United States? Do you know
anything about the Arizona immigration law that was passed in 2010? If so what are
your thoughts on it? Give students first 5 minutes to answer this question.
Discuss it after and then tell students that they are going to start by learning about
the background of immigration in the United States and this court case, then go on
to do a mock case study surrounding it. (10 minutes)
b. Activities or Learning Experiences: Have the students get into groups of 3 before
watching the video and give them the questions1. Describe how the new immigration law in Arizona is different from the federal law
that governs immigration.
2. Carla Urquidi just graduated high school, explain her fears about the new Arizona
immigration law.
3. Do you think the new Arizona Immigration law in Arizona is an example of good
government? Support your answer.
(video is almost 7 minutes, then give them 8 additional minutes to answer
questions together. 15 minutes)
Turn in answers, ask students the questionsWhat do the two sides of the Arizona immigration law seem to agree on?
What problems in Arizona promoted the writing and passage of the Support our
Law Enforcement and Safe Neighborhood Act? (5 minutes)
Have students get into groups of 7, tell the students that they will be preparing a
case study on the Arizona immigration law.
Within each group there will be 3 Justices of the Court, 2 plaintiffs and 2 defendants.
Give each group the copy of their graphic organizer as well as directions to prepare
for the case. (5 minutes)

Take students to computer lab and give them the rest of the class to work with their
groups to research the law and build their case.
c. Closure: Bring students back to class and tell them that they will be conducting the
case study next class so that they will need to be prepared and bring their graphic
organizers with them.
Ask the students, From your research, despite your assigned position in the case
study do you think this is a good law? Why or why not?
d. Extension and Contingency Plans: Give students more time in lab to develop case.
5. Accommodations and Modifications: More time, larger groups.
6. Assessment and Evaluation of Learning: Formative assessment is questions that they
turn in after video, questioning during class, do now.
Summative assessment will take place with the case study and reflection they do after
the case-study next class.
7. Homework Assignment: Have students develop their case.
8. Reflection: