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Learning Objective: Students will be able to analyze and compare the central ideas and points of view in at least two primary and one secondary source about recent immigration by constructing a written or digital comparative analysis that accurately explains how authors emphasize different details and perspectives (RH2, RH6, RH7; ISTE 1.3.c).

*Measurable Outcome: Students will be able to produce a comparison chart and a 1–2 paragraph response- identifying analyzing at least three similarities/differences in perspective, supported with cited evidence.

Linked Online Resource: FRS-PRINT-2025-FINAL.pdf &  Key findings about U.S. immigrants | Pew Research Center

Activity Description: Jigsaw 4 excerpts (with infographic) - students analyze how the central idea of each excerpt relates to the point of view, then they work together to compare and contrast the similarities and differences in perspectives, ultimately delivering an individual product demonstrating their analysis. 

Learning Objective: Students will be able to evaluate the effectiveness and bias of different community or government responses to recent immigration by creating and utilizing a checklist of distinguishing criteria comparing the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts in order to defend a claim about which response is most effective and equitable using evidence from at least three varied sources (RH6, RH7; ISTE 1.3, 1.6).

*Measurable Outcome: Students will be able to evaluate the point of view of a news source and analyze its effects. 

Linked Online Resource: https://www.npr.org/2025/07/04/nx-s1-5453719/nyc-hotel-that-became-flashpoint-in-public-opinion-on-immigration-closes  & As xenophobic protests rock Staten Island, NYC closes its door to asylum seekers | The Independent & How ICE Crackdowns Set Off a Resistance in American Cities - The New York Times

Activity Description: Students create a checklist of criteria for evaluating point of view, use that to evaluate one news article on community and/or government responses to immigration, and share out their findings. 

Learning Objective: Students will design and produce a multimedia argument that explains what makes the most recent wave of immigration unique by evaluating at least three key characteristics in comparison or contrast to a wave of immigration in the past in order to construct and present an original claim that answers the unit driving question using integrated evidence (RH2, RH7; ISTE 1.3, 1.6).

*Measurable Outcome: Students will be able to integrate and evaluate visual and technical information (e.g. in research data, charts, graphs, photographs, videos, or maps) with other information in print or digital texts) by creating a 3–5 minute multimedia presentation (video, podcast, digital exhibit, or interactive slideshow) that includes:

• A clear thesis,

• At least four integrated sources (textual + visual/technical),

• An explanation of how recent immigration differs from prior waves,

• Evidence of collaboration and digital curation.

Linked Online Resource: Article: Visual Portrayals of Migrants as Threats .. | migrationpolicy.org  & Media's Role in Shaping Immigration Narratives 

Activity Description: Drawing on previous learnings and research, students work to formulate an integrative evaluation of what makes the recent wave of immigration unique in the form of a multimedia presentation of their choosing. While they can collaborate in discussion and synthesizing their research, each deliverable is individual, every student must turn in a project that shows their individual understanding.