DAY+2

DAY 2: DEFINING NATIVISM
====Using a Frayer Model and one primary source students will define Nativism. As an assessment, students will then write a letter, in the form of an email, to the author of the primary source stating if they support or refute his ideas. Lastly, they will revisit their Frayer Model individually and as a class to cement their understanding of Nativism.====

====SWBAT define characteristics of, and the anti-thesis of, Nativism using a Primary Source in a Frayer Model.====
 * ====Content Objectives:====

SWBAT evaluate Mouw's ideas in an e-mail to the author.
====SWBAT Mark-Up one challenging Primary Source using Microsoft Word Comments and Track Changes.==== ====SWBAT write a short, concise and appropriate e-mail to Richard Mouw arguing with or agreeing with his perspective on viewing others.====
 * ====Literacy Objectives:====

A. Frayer Model. Students will download the word document and upload it in the body of Day 1: [[file:Frayer(2).doc]]
==== Students are instructed to read the book definition in the Frayer Model. Teacher discusses that prejudice against immigrants is called Nativism. Teacher states that in this lesson, we will be exploring the idea of Nativism using a primary source. Students will quickly read the definition of a primary source in their wiki. Students will be finding characteristics of Nativism and characteristics of its anti-thesis throughout today's lesson using a primary source as an example of the anti-thesis of Nativism. ====

B. Primary Source: Richard Mouw's Podcast, NPR, 'On Being', October 2010.
__**Pre-Reading**__ Students preview the Transcript of the Podcast. Mark-Up the source line to learn about the document and its author, when they mark-up they will be considering the reliability of the author and they skim the article to get an idea of what's it's about. They read the document questions they are going to have to answer for Task H below. First, in pairs of two, students listen to the radio interview below without writing anything down - they just listen. It's originally from the following website. National Public Radio, On Being. Next, they read the directions for Marking Up a Text that will help students with understanding the main ideas, making comments, connections, questions, predictions and inferences.

media type="file" key="editedcoryne4.mp3" width="240" height="20"

[|Marking Up a Text Directions.pdf]

__**During Reading**__ Next, they open the Transcript of the Podcast below as was directed in the Directions for Marking Up a Text document. They listen to the interview again while marking up the transcript of the Podcast by pausing the audio if they need to every time they mark something up in the transcription. They are instructed on how to and where to save the document and on where to upload it in the wiki. [|Transcript of Podcast.doc]

__**Sharing**__ Students pair up with their peer to share 3 of their most insightful mark-ups using the gmail chat feature on google.com. They do this by inviting their peer to chat with them about the interview. They compose a chat that includes 3 of their most meaningful/insightful mark-ups. They add 3 mark-ups to their document in a different color to show evidence of their sharing. Students listen to the podcast one last time while reading their mark-ups and your peer's mark-ups as they listen. Students will be assessed by the and given feedback on the quality of their mark-ups. Students are instructed to save their Mark Up of the Transcript, and Up Load it into DAY 1 below the original Transcript. The transcript should have their last name after the Transcript in the title (TranscriptDoe.doc).

__**After Reading/Independent Work**__ In student wikis students will copy and paste the following 3 questions into the body of DAY 1 of their wikis below the Transcripts. They will answer the following questions on their own below the questions in their wikis.


 * 1) How is Richard Mouw suggesting people should treat other people that are different than them? Write a bulleted list.
 * 2) According to the definition of nativists provided on the Frayer Model, would Nativists agree or disagree with Richard Mouw's ideas?
 * 3) What specifically would nativists agree or disagree with? Use lines from the interview to support your opinion.

** 2) Processing - Revisit the Frayer Model and in a different color revisit their definitions of nativism to cement their understanding **
Using the same peer as above, students navigate to each others wiki. In the Discussion tab of their peer's wiki they write if they agree/disagree with their peers' answers. Teacher will be monitoring both wiki's to see that they are writing on each others Discussion Tabs. If they have different answers, they need to write what they thought was correct in their peer's wiki. If you changed your mind as a result of their Discussion, students should revise your answers in the DAY 1 page of their wiki in a different color.

Students open the Frayer Model that they uploaded to Day 1 of your wiki. If Nativists would agree with Richard Mouw, those ideas would be Characteristics of Nativism. If Navtists would disagree with his ideas, those ideas would be Anti-thesis of Nativism. They should add the characteristics of Nativism accordingly and then add the opposite characteristics in the box opposite what they recorded. In other words, if they concluded that Mouw expressed anti-immigrant ideas in the Frayer Model in the Characteristis Box you would be describing his anti-immigrant ideas. Therefore, in the Characteristics box, record what they believe to be in the opposite box. Students should re-write the definition of Nativism in their own words at this point. Lastly, students Upload their completed Frayer just as they did their Mark-Ups, and Up Load it into DAY 1 Below their Questions.

3) Processing and Reflection/Homework (e-mail to Richard Mouw)
Students now Reflect on Richard Mouw's ideas by agreeing with how he feels individuals should treat each other that are different than them. Students copy this question to the bottom of their wiki DAY 1 Page and answer it.
 * Do you agree with Mouw or not? Why/Why Not?
 * What are your views on how we should treat immigrant groups, or people that are different from us?

Lastly, students compose an e-mail to Richard Mouw in their g-mail email that incorporates what they have learned about Nativism from Richard Mouw. In their e-mail students should:
 * 1) Reflect on their own views about how to treat people that are different from them, like immigrants or people from other immigrant groups.
 * 2) Reflect on if Mouw added to, or changed, their ideas about how to view and treat immigrants or people that are different than from them.
 * 3) Revisit their initial perspectives on prejudice against Immigrants in the U.S. today, and include in their e-mail if they still believe that there is Nativism in the U.S. today.

The Composition of their e-mail will be graded using the following Open Response Rubric:

Students send the e-mail to me at corynelegare@gmail.com ,and also post the body of the e-mail in the discussion tab of their DAY 1 discussion tab. I will compose an e-mail to Richard Mouw with the top 3 best e-mails with the richest diction, most robust ideas and the most articulate understanding of the key term __Nativism__. I hope to have a variety of ideas presented. Hopefully, he will respond!


 * Assessments: Day 1 and Day 2**
 * Marking-Up the Interview Transcript
 * Frayer Model completion of Characteristics, Definition in their own words
 * Wikispace work - Answer to Document Questions, Discussion tab in a Peer's Wiki,
 * Composition of an e-mail to Richard Mouw


 * Materials: Day 1 and Day 2**
 * Wikis: Students Guide, Student Template Wiki
 * G-mail, G-mail Chat
 * Frayer Model
 * Primary Source: Richard Mouw's Podcast, NPR, 'On Being', October 2010.
 * Transcript of the Interview
 * Technology Know-How Documents: Mark-Up a Text using Word, Create a Wikispace and Customize a Wikispace
 * Rubrics: Marking-Up Rubric, Open Response Rubric