Weight Loss for People Who Feel Too Much by Colette Baron-Reid - Excerpt
According to the excerpt, who is in support of current immigration levels? Who is opposed?
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Transcript of According to the excerpt, who is in support of current immigration levels? Who is opposed?
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Bellringer
• According to the excerpt, who is in support of current immigration levels? Who is opposed?
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Citizenship—American Government
Unit—1 Part—1Pgs.— 1-12
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Class Weekly Jobs• Each Social Studies class will have a specific job for
the day. Make sure you do the correct job for your class and for your group.
• Class A, B, and C- Group Jobs• Class - THIVS• Class - Lesson Outline
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Before—Guess the Lesson
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Guess the Lesson—Possible Answers• Immigration• Citizenship• Border Patrol• Poverty
• Government• Police• Slavery• Freedom
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Learning Goals
• ALCOS #11: Compare changes in social and economic conditions in the United States during the twentieth and twenty-first centuries.
• Goal: Tell me about early immigration to the United States and Citizenship today.
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Read—Pgs. 4-6 • Read from “A Diverse Population” to “Ongoing
Transformation” then STOP.
• 2’s: Key Term Keeper (Make sure you have every key term defined.)
• 1’s : Key Fact Keeper (Find at least 3 key facts for each part of our lesson.)
• 3’s: Summarizer (Summarize each part of our lesson, 3 sentences for each summary.)
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Read—Pgs. 4-6
• Read from “A Diverse Population” to “Ongoing Transformation” then STOP.
• T—Title (1)• H—Headings/Subheadings (2)• I—Introduction (1)• V—Vocab/Key Terms defined (0)• S—Summary of the lesson at the end. (1)
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Read—Pgs. 4-6 • Read from “A Diverse Population” to “Ongoing Transformation” then
STOP.
• Lesson Outline: Reading the pages listed above, create a lesson outline using the following template.
I. Heading for lesson goes here.A. Important information regarding the lesson goes here.
1. Key Facts and Vocabulary goes here.2. “ “ “ “ “ “
- Other/smaller information goes here.B. Important information regarding the lesson goes here.
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I. Being an American Pgs. 4-6 • About 13 percent of Americans were born in
another country (immigrants) and about 98 percent come from families who were immigrants at one time.
• Native Americans, the first residents of what is now the United States, included many separate groups with distinct cultures.
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• In the 1500s, settlers first came to North America from Spain and settled in what is now Florida and the Southwest.
• In the 1600s, settlers from France and England began coming to North America. The English settled mainly along the east coast, where they formed the thirteen colonies.
• In the late 1600s and the 1700s, immigrants began arriving from Germany, Ireland, Scotland, the Netherlands, and Sweden.
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QARs• Who were the first residents of what is now the
United States?
• Settlers from what country came to America in the 1500s?
• What two countries settled in America in the 1600s?
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Read—Pgs. 7-10 • Read from “Ongoing Transformation” through “Government
Institutions” then STOP.
• 3’s: Key Term Keeper (Make sure you have every key term defined.)
• 2’s: Key Fact Keeper (Find at least 3 key facts for each part of our lesson.)
• 1’s: Summarizer (Summarize each part of our lesson, 3 sentences for each summary.)
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Read—Pgs. 7-10
• Read from “Ongoing Transformation” through “Government Institutions” then STOP.
• T—Title (1)• H—Headings/Subheadings (2)• I—Introduction (1)• V—Vocab/Key Terms defined (0)• S—Summary of the lesson at the end. (1)
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Read—Pgs. 7-10 • Read from “Ongoing Transformation” through “Government
Institutions” then STOP.
• Lesson Outline: Reading the pages listed above, create a lesson outline using the following template.
I. Heading for lesson goes here.A. Important information regarding the lesson goes here.
1. Key Facts and Vocabulary goes here.2. “ “ “ “ “ “
- Other/smaller information goes here.B. Important information regarding the lesson goes here.
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II. Being American (Cont.) Pgs. 7-10
• Through the years, about 500,000 Africans were forcibly brought to the United States as slaves. Congress made this illegal in 1807.
• In the mid-1800s, immigrants arrived from Ireland, Germany, and China. After 1890, immigrants began arriving from Italy, Greece, Poland, and Russia. In the 1900s most immigrants came from Asia and Latin America.
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• Today, there is ethnic and religious diversity in the United States. Shared U.S. values include freedom, equality, opportunity, justice, democracy, unity, respect, and tolerance.
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QARs• What did Congress make illegal in 1807?
• Where do most immigrants come to the US from now?
• What type of diversity is prominent today?
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Read—Pgs. 11-12 • Read from “What is Civics” through “Roots of citizenship” then
STOP.
• 1’s: Key Term Keeper (Make sure you have every key term defined.)
• 2’s: Key Fact Keeper (Find at least 3 key facts for each part of our lesson.)
• 3’s: Summarizer (Summarize each part of our lesson, 3 sentences for each summary.)
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Read—Pgs. 11-12
• Read from “What is Civics” through “Roots of citizenship” then STOP.
• T—Title (1)• H—Headings/Subheadings (2)• I—Introduction (1)• V—Vocab/Key Terms defined (0)• S—Summary of the lesson at the end. (1)
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Read—Pgs. 11-12 • Read from “What is Civics” through “Roots of citizenship” then STOP.
• Lesson Outline: Reading the pages listed above, create a lesson outline using the following template.
I. Heading for lesson goes here.A. Important information regarding the lesson goes here.
1. Key Facts and Vocabulary goes here.2. “ “ “ “ “ “
- Other/smaller information goes here.B. Important information regarding the lesson goes here.
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III. Becoming a Citizen Pgs. 11-12
• Civics is the study of the rights and duties of citizens.
• Citizens are members of the community who owe loyalty to a government and receive protection from it.
• Women, African Americans, and Native Americans were not considered citizens in the early years of the United States.
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• Citizens by birth include people born in the United States or in an American territory; people born on U.S. soil to non-U.S. citizens; and people born to parents who are U.S. citizens.
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QARs• What is the study of the rights and duties of
citizens?
• What individuals were not considered citizens in the early years of the United States?
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QAR Answers• Native Americans• Spain• England and France• Forcibly bringing slaves to America• Latin America and Asia• Ethnic and Religious• Civics• Women, African Americans, and Native Americans
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After—Opinion• Do you believe our current immigration plan is good
or bad for the country? Would you change anything? If so, what?
• You must write a full response.