Lesson Plan: Tough Decisions

Rationale: To build skills for developing a hypothesis using a decision-making framework within a cooperative, team-oriented process; for another approach, see lesson plan Put It In Print. Students groups will be presented with a complex question, required to develop a plan for research and to interpret research results, and then to present a "decision" based on their work.

Materials: Pencil, paper, library and/or online resources of background research, teams/groups of students

Timeframe: Four hours (maximum) for research and discussion.

Methods: Your team will be proposing new federal legislation that will potentially affect thousands of would-be citizens to the United States. Select one of the questions below to research, then use a follow the steps listed below to develop a comprehensive anser. Be prepared to "render your decision" for class discussion.

Choose a Question
Question One: Should the United States of America grant or refuse refugee status and/or citizenship to people who have been identified as 'political or religious dissidents' in own their homeland?

Question Two: Should the United States of America grant or refuse immigration status or citizenship to people with potentially terminal illnesses or communicable diseases, such as cancer, tuberculosis or AIDS?

Render your Decision
Step 1: Develop a Focus
Begin by discussing your own questions about these issues within the group. Use this discussion as a way to focus your research - what are the different possibilities you have to consider? Make a list of the specific ideas you are going to research, then find out where to look for some answers.
Sample focus questions:

(Question 1) -What's the definition of a political or religious dissident, and who decides this? -What is the difference between a political dissident and a political prisoner? -From what countries has the US accepted political refugees in the past decade? I In the past century? -What is our trade relationship with those countries? -What does your representative to congress or the senate have to say about these issues?

(Question 2) -What have been the changing health issues for immigrant populations during the past century? -What laws are now in place restricting immigration according to physical or mental health issues? Have these changed during the past century? If so, why? -What do health professionals have to say about these issues?

Step 2: Make Sense of Your Reseach
How do you "interpret" or analyze the information you've gathered? One way is to look for links or relationships among sets of ideas. For example: Is there a link between the positive or negative economic status of a potential immigrant and their level of education? Between economic growth in this country and reasons for accepting or rejecting applications for citizenship? Between the country of origin and how a definition of "political prisoner" or "political dissident" is applied?

Step 3: Identify the Options
Create a "framework" for your decision by identifying all the factors you need to consider . You might want to develop a chart like this one, modeled on the "credit" system used by Department of Immigration officials to determine eligibility.

CRITERIA FOR CITIZENSHIP APPLICATIONS
(Reasons to Accept or Reject Applications)
  • Health
  • Age
  • Country of Origin
  • How viewed by Country of Origin - as a dissident? rebel? good citizen?
  • Indiana-based references or sponsors
  • Religion
  • Job Skills
  • Current Economy in Indiana
  • Language
  • Mental Competency

4. Put Your Plan Into Action
Write a group statement answering the question you've researched. If members of your group disagree, include their "dissenting" perspective. Make sure that you've ANSWERED THE QUESTION. Be prepared to explain your decisions objectively and clearly. Share these statements with your teacher and other students for further discussion.

5. Final Thoughts
If you and your family were evaluated according to your group's criteria, would you be eligible for citizenship?