Institute of Texan Cultures
Why We Came: Part 3
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Introduction
Updated June 5, 2015
Dear Educator,
Immigration is a major topic today in politics, the news, and the TEKS. This guide
explores the subject of immigration through lessons, resources and strategies to help
students grasp these difficult concepts. The resources, strategies and activities in this
guide are inspired by the exhibit Why We Came: The Immigration Experience, and can
be used independently in the classroom. The contents of this guide are based on Social
Studies and English Language Arts TEKS for grades 6 through 12, but some activities
may be modified for lower grades.
For additional resources and information on ITC exhibits and tours, please visit
http://www.texancultures.com/resources/
If you have any questions or would like more information on materials, resources and
services for students and educators, please do not hesitate to contact us.
Respectfully,
The Institute of Texan Cultures
Education and Interpretation
210.458.2281
[email protected]
Included in these
documents:
 TEKS and standards
based lessons and
activities
 Teaching strategies
 Reproducible
handouts
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Table of Contents
Introduction ......................................................................................................................................................................... 2
Using Debate to Explore Immigration .................................................................................................................................. 4
Using a Four Corners * or Agree or Disagree? Activity to Introduce Debate Immigration ............................................. 5
The Four Corners Activity Handout.................................................................................................................................. 6
Agree or Disagree? Handout ............................................................................................................................................ 7
Debating the Issues .......................................................................................................................................................... 9
Further Questions for Debate ........................................................................................................................................ 10
Articles on Current Immigration Issues.......................................................................................................................... 10
Classroom Debate Process ............................................................................................................................................. 11
Debate Rubric............................................................................................................................................................. 13
Debate Ballot.............................................................................................................................................................. 14
Using an Advocate/Decision Making Activity to Discuss and Debate Immigration ....................................................... 15
Advocate Handout ..................................................................................................................................................... 17
Decision Maker Handout ........................................................................................................................................... 18
Decision Maker T-Chart Handout .............................................................................................................................. 19
Writing Prompts to Explore Immigration....................................................................................................................... 20
STAAR Persuasive Writing Handout ........................................................................................................................... 21
Additional Resources ......................................................................................................................................................... 22
References ......................................................................................................................................................................... 22
Texas Essential Knowledge and Skills (TEKS) ..................................................................................................................... 23
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Using Debate to Explore Immigration
This unit is part three of Why We Came: The Immigration Experience Educator Guide, feel free to use only this section or
to incorporate the entire series into your lesson plans. This guide provides students with the opportunity to research the
pros and cons of immigration and choose a stance in the debate. Students may show an understanding of immigration at
the end of the debate activity through their writing.
Using Debates in the Classroom
A debate is a great way to have students analyze both sides of a topic. You will find three parts in this unit: the
introductory activities, supporting text, and classroom activities. Below is a list of activities included in this guide. Some
activities may not be appropriate for all grade levels.
Introductory Activity
Four Corners Activity – This introductory activity allows students to take independent stances on issues and then
incorporates movement, discussion, and elements of a debate.
Agree or Disagree? – This introductory activity that allows students to agree or disagree with various opinions on
immigration through short answers.
Supporting Text
Debating the Issues – A teacher resource that explains the importance of debate and poses questions for students to
consider.
Further Questions for Debate –Additional questions for teachers to choose from for the debate activity.
Articles on Current Immigration Issues – A small list of links to articles for students to use when researching their debate
topic. Please review websites to determine grade level appropriateness.
Classroom Activities
Classroom Debate Process –This debate method allows students to argue their sides and have work time to come up
with rebuttals before presenting again. The teacher can choose the appropriate model for the classroom. (Includes a
Debate Rubric & Debate Ballot)
Advocate/ Decision Making Debate Model – With this debate model, each student plays a role as either an advocate or a
decision maker. The advocates will research and argue their opposing point of views and the decision maker will
determine which advocate presented the best argument. The teacher can choose the appropriate model for the
classroom. (Includes an Advocate Handout, Decision Maker Handout & Decision Maker T-Chart Handout)
Writing Prompts to Explore Immigration – Students may choose one of the writing prompts to craft a persuasive letter
incorporating their research on immigration from the debate activity. (Includes a STAAR Persuasive Writing Handout)
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Using a Four Corners * or Agree or Disagree? Activity to
Introduce Debate Immigration
Procedures for Four Corners:
1. Using the Four Corners Statement Handout, students will engage in the Four Corners Activity (adapted from The
New Americans PBS Web Site). Students will fill out the Four Corners Activity Sheet independently.
2. Each of the four corners of the room should be designated as Strongly Agree, Agree, Disagree, and Strongly
Disagree. Instruct students to move to the corner of the room that defines their position on each statement
read aloud. Read each statement aloud.
3. The class should discuss. If students want to switch sides after hearing an opposing point of view, they can.
4. Repeat the Four Corners Activity.
5. Students will discuss views that had changed based on the discussion.
6. Based on the discussion and positions taken, students can choose, or be assigned, to a debate team and topic
for the debate activity. (Optional – you will find additional debate topics in the Debating the Issues section of
this packet.)
Procedure for Agree or Disagree? :
1. Have students independently complete the Agree or Disagree? handout.
2. Students can get into small groups to discuss their answers. If they had any issues explaining why they chose
their answers, have them discuss it with the group in order the complete that section of the handout.
3. The class should discuss their answers.
4. Students will discuss views that had changed based on the discussion.
5. Based on the discussion and positions taken, students can choose, or be assigned, to a debate team and topic
for the debate activity. (Optional – you will find additional debate topics in the Debating the Issues section of
this packet.)
*Adapted from American Immigration Law Foundation, Immigration Curriculum Center Lesson Plan, Issues in Immigration – Debate
http://www.ailf.org/teach/lessonplans/m4_issuesinimmigration.pdf and from The New Americans PBS Web Site
http://www.pbs.orglindependentiens/newamericans/foreducatorslessonplan02.html
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Name: _________________________________________________________________
Date: ________________________
The Four Corners Activity Handout
Directions: Use this sheet to record where you will stand when each statement is read aloud.
Strongly
Agree
STATEMENTS
Agree
Disagree
Strongly
Disagree
1. There are too many immigrants in the United
States.
2. Restricting immigration will make Americans
safer.
3. Immigrants take away jobs from U.S. citizens.
4. U.S. immigration policy has been fair to all
groups entering the U.S.
5. If a country is having economic problems, the
U.S. should allow its residents to come here for
a better life.
6. Immigration has helped the United States.
7. Immigration is a drain on the economy.
8. Most immigrants come to the U.S. just to get
on welfare.
9. Everyone who comes to the U.S. should be
required to learn English.
10. The United States should admit more
refugees suffering human rights abuses.
Adapted from American Immigration Law Foundation, Immigration Curriculum Center Lesson Plan, Issues in Immigration – Debate
http://www.ailf.org/teach/lessonplans/m4_issuesinimmigration.pdf and from The New Americans PBS Web Site
http://www.pbs.orglindependentiens/newamericans/foreducatorslessonplan02.html
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Name: _________________________________________________________________
Date: ________________________
Agree or Disagree? Handout
Directions: The following statements reflect various opinions and viewpoints about immigration. Read each statement
carefully. State whether you agree or disagree then explain why.
1. There are too many immigrants in the United States. _____________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
2. Restricting immigration will make Americans safer. ______________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
3. Immigrants take away jobs from U.S. citizens. __________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
4. U.S. immigration policy has been fair to all groups entering the U.S. _________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
5. If a country is having economic or political problems, the U.S. should allow its residents to come here for a better life.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
6. Immigration has helped the United States. _____________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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7. Immigration is a drain on the American economy. _______________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
8. Everyone who comes to the U.S. should be required to learn English. ________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
9. The United States should admit more refugees suffering human rights abuses. ________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
10. The United States should allow anyone to immigrate. ___________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
11. The United States should put a quota, or limit, on how many people come here from other countries, or the
United States should not allow anyone from another country to live here permanently.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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Debating the Issues
The process of debate allows students to analyze the similarities and differences between differing viewpoints, better
understand the reasons and impact of these viewpoints, and discover the pros and cons of an issue. Furthermore,
debate helps students develop and apply critical thinking skills, learn to work as a group, and refine written and verbal
communication skills. Debate is also an excellent way to model the analytical and communicative processes that
students are learning whenever they examine course material through oral or written work.
Strategy:


Consider the issues of immigration such as government responsibility, reasons for opposition to immigration,
and arguments to support immigrant rights.
Students analyze oral and written material and use critical-thinking skills to distinguish fact from opinion,
identify bias, and evaluate the validity of a statement and/or source.
Platform:
Our country is divided in its opinion about the issues of immigration. People have very different views on whether U.S.
immigration policy is fair to all groups entering the U.S. and whether the impact immigration has is considered good or
bad. These varying positions are illustrated in the following pages in the forms of statements, questions and lists of pros
and cons.
Questions for Students to Consider When Taking a Position on Immigration:
Why have people come to the United States in the past?
Why do people come to the United States today?
What are the benefits for immigrants who come to the United States?
What are the benefits for the United States when people from other countries settle here?
What challenges or complications do immigrants face?
What challenges or complications does the United States government face when people from other countries settle
here?
What does the U.S. owe to its citizens?
What responsibility, if any, does the government have to other citizens of the world?
The questions and opinions listed in the following pages are generalizations that encompass a variety of data as well as common
opinions and viewpoints. The aim is to provide a catalyst for students to evaluate and analyze, and to determine the validity of a
statement by determining bias and using critical thinking skills to argue and defend a point. Students should always be prepared to
ask, and answer, the question “What makes you say that?” in response to generalized statements. Formal and informal research
projects are recommended for students to determine the validity of statements that are not explicitly supported with concrete
evidence or sufficient data.
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Further Questions for Debate











Should the government take measures to discover illegal immigrants and have them deported, or should the
government take measures to ease the process and encourage them to become citizens?
Every year thousands of immigrants move to Texas. Many do not speak English. Should immigrants be required by
law to learn English?
Should immigrants still be welcome in the U.S. even though we do not have land for them to settle like in the
1800’s?
Should immigration to the U.S. be a right or a privilege?
Should the U.S. admit more refugees suffering human rights violations, or are there too many immigrants here
already?
Will more restrictions on immigration make the U.S. safer, or will more restrictions not impact terrorist threats to
the U.S.?
Do immigrants hurt our native workforce by taking or “stealing” jobs from unemployed citizens, or do immigrants
contribute to the U.S. by filling essential jobs that are not being filled by native citizens?
Is immigration a drain on the economy, or do immigrants contribute more to the economy than they take?
Do immigrants tend to be loyal contributing members of this nation, or are immigrants prone to remain loyal to
their old countries?
Should children born in this country to illegal immigrants be regarded as natural born citizens and, therefore,
granted the rights of citizens, or should children born in this country to illegal immigrants not be granted any rights
and not regarded as citizens?
Should immigrants be forced to assimilate in order to preserve “American” culture, or does diversity contribute to
and help define American culture?
Articles on Current Immigration Issues
Articles are provided as additional tools for the classroom. They explore some of the questions that can be discussed
during the debate activities.
The Pros and Cons of Illegal Immigrants
B. Masters. March 29, 2006. NPR News. http://www.npr.org/templates/story/story.php?storyId=5309849
Should America Maintain/Increase the Level of Legal Immigration?
From “In a Nutshell” from “Should America Maintain/Increase the Level of Legal Immigration?”
Joe Messerli. BalancedPolitics.org. Last updated January 7, 2012. http://www.balancedpolitics.org/immigration.htm
10 Myths about Immigration
Overview: Debunk the misinformation students bring to school—and help them think for themselves
Teaching Tolerance, Number 39: Spring 2011.
http://www.tolerance.org/magazine/number-39-spring-2011/feature/10-myths-about-immigration
*Please note that all statements contained in these articles, unless otherwise cited, are those of the authors and do not represent
the opinions or position of UTSA or the Institute of Texan Cultures.
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Classroom Debate Process
Adapted by a debate process developed by David M. Leuser, Ph.D. Plymouth State College of the University System of
New Hampshire, 1999. http://oz.plymouth.edu/~davidl/bu342/Debates.DOC.
Introduction
Classroom debates strengthen student skills in the areas of leadership, teambuilding, group problem solving, critical
thinking, and oral presentation. Groups or individuals may sign up or be assigned based on the position desired. All
group members and individuals should be expected to participate in the research, development, and presentation of the
debate position.
Debate Format
6 minute Position Presentation – Pro / Team or Advocate A / For
6 minute Position Presentation – Con / Team or Advocate B / Against
5 minute Work Period
4 minute Rebuttal – Pro / Team or Advocate A / For
4 minute Rebuttal – Con / Team or Advocate B / Against
3 minute Work Period
2 minute Response – Pro / Team or Advocate A / For
2 minute Response – Con / Team or Advocate B / Against
1 minute Work Period
2 minute Position Summary – Pro / Team or Advocate A / For
2 minute Position Summary – Con / Team or Advocate B / Against
Tallying of Ballots / Decision Maker Work Time
Announcement of Winner
Debate Procedure
Debates take the form of timed individual or group presentations and responses separated by timed work periods. The
rules applied may deviate from the formal rules of debating and may be modified at the teacher’s discretion.
Teachers may choose to have students speak from their desks or from a podium. Audiovisuals may also be
incorporated, including, but not limited to, handouts, flipcharts, transparencies, slides, audio and videotapes, etc.
Speakers are not required to use all of the time allocated. However, speakers must stop immediately when the allocated
time runs out. Opponents are prohibited from speaking to the audience or opposing team/debater except at the times
specifically allocated to them. Also, no new information is typically allowed during the summary presentation times at
the end.
Challenges, if any protocols are broken, may be presented to the teacher or decision maker with a request for a ruling.
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Selection of Winner
Winners of a classroom debate may be decided by a decision maker, or judge, which may be the teacher, an appointed
student, or a group.
In the event that there is a decision maker, the winner is announced by the decision maker. The decision maker’s ruling
is final. It is very important that a decision maker base his/her decision on the presentations as given. The winner should
be the individual or group that gave the best presentation and the most persuasive argument, not who held the
preferred position.
Winners may also be determined by vote of the audience, or class. In this case, a ballot or point system would need to
be established. One example follows.
Class members vote by secret ballot for a debate winner
Votes are to be based upon presentation quality only and not upon personal agreement or disagreement with the
position held. At the conclusion of each component of the debate, class members will be asked to assign a point rating
along with explanatory comments to each team or individual for their performance during that component. When the
debate is over, the point ratings will be summed.
Whichever debater has the higher sum will be the winner. The teacher will also evaluate according to the above
procedures and criteria, and select his/her choice for the winner. In the event of a tie, the instructor’s vote will decide
the winner.
In the event that the class is debating in teams, the total number of points from each team member will count toward
the team total. Whichever team has the most points will be the winner.
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Debate Rubric
Advanced
Proficient
Basic
Below Basic
Constructive
Arguments are well
organized and clear
with many relevant
supporting
examples and facts.
Arguments are
organized and clear
with relevant
supporting
examples and facts.
Arguments are
somewhat
organized and clear
with supporting
examples and facts.
Arguments are
unclear with few
supporting
examples and facts.
Questions
Questions clarified
and weakened the
other debater's
points.
Questions
weakened the
other debater's
points.
Questions sought
to clarify the other
debater's points.
Questions neither
clarified nor
weakened the
other debater's
points.
Answers to
Questions
Answers clarified
Answers neither
Answers expanded Answers somewhat
and expanded upon
clarified nor
upon the
clarified the
the constructive
expanded upon the
constructive points. constructive points.
points.
constructive points.
Rebuttal
Rebuttal is effective
and specific to
arguments made in
the opposing
team's constructive
points.
Rebuttal is specific
to arguments made
in the opposing
team's constructive
points.
Rebuttal is
somewhat specific
to arguments made
in the opposing
team's constructive
points.
Rebuttal is not
specific to
arguments made in
the opposing
team's constructive
points.
Presentation
Style
Style features (tone
of voice, use of
gestures, and level
of enthusiasm) are
used forcefully to
the audience.
Most style features
are used forcefully
to the audience.
Few style features
are used forcefully
to the audience.
No style features
are used forcefully
to the audience.
Adapted from American Immigration Law Foundation, Immigration Curriculum Center Lesson Plan, Issues in Immigration – Debate
http://www.ailf.org/teach/lessonplans/m4_issuesinimmigration.pdf
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Debate Ballot
Debate _______________________________________________ Class __________________
Name of Evaluator ______________________________________ Date __________________
1
Poor
2
Fair
3
Average
4
Good
PRO
5
Excellent
CON
6 Minute Position Presentation
Rating:
Rating:
***5 Minute Work Period***
4 Minute Rebuttal
Rating:
Rating:
***3 Minute Work Period***
2 Minute Response
Rating:
Rating:
***1 Minute Work Period***
2 Minute Position Summary
Rating:
Rating:
Total Points:
Total Points:
Circle Winner Below:
PRO
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CON
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Using an Advocate/Decision Making Activity* to Discuss and Debate
Immigration
This activity allows students to argue one side of a real immigration issue and may be used with any of the supporting
materials included in this packet.
Immigration Advocate/Decision Making Activity*
Advocate/decision-making activities allow for complete class involvement. In this activity each student plays a role as
either a debater (advocate) or a judge (decision maker). The exercise sets up clear points of disagreement and the
competition to persuade the decision maker.
This activity revolves around contemporary immigration issues presented to the students in the form of a “should”
question or statement, allowing participants to examine reasons for support or opposition of the issue under discussion.
This activity may be done over the course of 1-3 class periods.
Supplies for this activity:
• Advocate Handout
• Decision Maker Handout
• Copies of “should” questions or statements
Conducting the activity:
There are five steps in this activity, and an optional sixth step for extension or assessment. It is also possible to do the
assessment activity—writing a persuasive essay—without doing the advocate/decision-making activity.
Begin by selecting the question(s) or statements your class will debate.
Step 1: Class preparation:
Divide the students into three groups and assign each group one of the following roles: advocates in favor, advocates in
opposition, and decision-makers. The groups should be equal in size. (Have extra students join the decision makers if the
class is not divisible by three.)
Step 2: Individual preparation:
Students read their background documentation. Each student should complete the first section of the appropriate
handout. Advocates prepare their arguments by finding relevant evidence in the text that supports their position while
decision makers prepare questions to ask the advocates and consider what the main arguments on each side are likely
to be. Alternately, you may choose to assign roles to students after they have done the reading and note-taking,
requiring all students to examine all sides of the issue and prepare an argument for both sides.
Step 3: Group preparation:
Students work in their respective groups. In each group, students share the information gathered during individual
preparation, and the arguments they have prepared. The advocates should decide the best arguments for their
perspective, while decision makers analyze both perspectives, deciding the best questions to ask.
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Step 4: Debating Process:
Re-group your students into small groups of 3, consisting of one advocate from each side and a decision-maker. (If your
class is not divisible by 3, there will be one or two groups with an extra decision-maker.) When the groups are ready,
facilitate the following debate format:
5 Minutes. Advocate 1 is allowed to present his/her argument to the decision-maker, who may ask questions. During
this period, the advocates in opposition (Advocate 2) may only listen and take notes.
5 Minutes. Advocate 2 in opposition has his/her chance to present his/her argument to the decision maker, who may
ask questions, while their opponent (Advocate 1) may only listen and take notes.
3 Minutes. Advocate 1 may present a rebuttal. During this period, the advocates in opposition (Advocate 2) may only
listen and take notes.
3 Minutes. Advocate 2 may present a rebuttal. During this period, the opponent (Advocate 1) may only listen and take
notes.
2 Minutes. Advocate 1 may present closing remarks. During this period, the advocates in opposition (Advocate 2) may
only listen and take notes.
2 Minutes. Advocate 2 may present closing remarks. During this period, the opponent (Advocate 1) may only listen and
take notes.
5 Minutes. The decision maker may ask further questions to both advocates during this time. At the end of this period,
the decision maker should complete his or her handout, revealing their decision and the reasons for it.
Step 5: Debriefing:
Individual decision makers should stand before the class and summarize the debate process for their group, discussing
which arguments were most persuasive and most supportable. They should end by announcing their decision and the
reasons for it.
Step 6: Extension and Assessment:
Arguments and decisions may also be reviewed in terms of values. A homework assignment, for all participants, could
include an essay examining values: What values are expressed in the positions and statements? Where did the values
conflict? What values did the decision makers demonstrate?
A persuasive essay may also be assigned.
*This activity was adapted from an activity produced by Hemispheres, the University of Texas at Austin, and may be accessed at
http://www.utexas.edu/cola/orgs/hemispheres. The original activity was developed by John Rossi of the School of Education,
Virginia Commonwealth University and later adapted by Hemispheres, the University of Texas at Austin, based on a revised version
used by the Education Program of the United States Institution of Peace.
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Name: ________________________________________________________
Group: _____________
Date: _______________
Advocate Handout
Adapted from an activity by Hemispheres, the University of Texas at Austin.
My position on the issue is that
One reason to support the position is
One piece of evidence that backs up this reason is
A second reason to support the position is
One piece of evidence that backs up this reason is
A third reason to support the position is
One piece of evidence that backs up this reason is
The opponents of this position might say
I would reply to their reason by saying
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Name: _____________________________________________________ Group: ___________
Date: _____________
Decision Maker Handout
Adapted from an activity by Hemispheres, the University of Texas at Austin.
I. List the questions you will ask the advocates when they try to persuade you. Ask challenging questions that show
what you already know about the issue. Make sure your set of questions is balanced and does not show favoritism for
one side.
1.
2.
3.
4.
5.
II. On the Decision Maker T-Chart, list the reasons given by each advocate when they attempt to persuade you.
Divide the reasons into two columns, as shown here:
REASONS FOR
REASONS AGAINST
III. Before making a decision, think about these questions:
1. Is the reason relevant?
2. Is the reason supported by evidence?
3. What reasons presented by one advocate went unchallenged by the other advocate?
4. What contrary evidence was presented?
5. How unbiased are the sources?
IV. After evaluating the reasons and evidence presented by both advocates, I have decided that:
V. The reasons and/or evidence that most influenced my decision, in order of importance, are:
1.
2.
3.
4.
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Name: ________________________________________________________
Group: _____________
Date: _______________
Decision Maker T-Chart Handout
Adapted from an activity by Hemispheres, the University of Texas at Austin
REASONS FOR
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REASONS AGAINST
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Writing Prompts to Explore Immigration
Writing prompts are provided below to write a persuasive essay. However, any of the supporting materials provided in
this packet may be used for persuasive writing. An essay exercise can also be done as an assessment piece for the
Advocate/Decision-Making Activity* or as an extension of any of the debate activities.
Prompt 1
Situation: Our country is divided in its opinion about the issue of illegal immigrants and whether they should be made to
go back to their countries or become US citizens.
Directions: Think about your opinion about the issue of illegal immigrants.
Prompt: Write a letter to your legislature expressing your opinion and encouraging him/her to accept your opinion.
Prompt 2
Situation: Every year thousands of immigrants move to Texas. Many do not speak English.
Directions: Think about whether or not immigrants should be required by law to learn English.
Prompt: Write a letter to convince the Governor that immigrants should or should not be required by law to learn the
English language.
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STAAR Persuasive Writing Handout
Adapted from Priceless Literacy, 2012
A good persuasive essay argues one side of a very narrow topic. You should understand both sides of the issue in order
to promote your viewpoint effectively.
The Prompt for a Persuasive Essay
In choosing your position for the persuasive essay, select one side of an argument about which you feel strongly;
however, be sure that you are able to provide solid evidence to support your position. Develop your argument using a
variety of support: facts, logical reasoning, relevant examples, and quotations from believable experts.
One Prewriting Technique
The T-chart is helpful in deciding which side of an issue
you have the most solid evidence for and will help you
gather your facts and examples in an organized way.
From that list you may choose the most effective pieces
of evidence to support your paper.
ESSAY:
Introduction
Opening Statement
Your introduction should “hook” your reader and provide background information on your topic or controversy. This
paragraph will include a clear thesis (statement of what you intent to prove). Avoid “I’m going to tell you about…”
Body
Evidence & Witnesses
Think of the ideas and support in the body of the essay as pointing towards your conclusion. Each sentence should be
closely related to your topic and to the sentence that precedes it.
 Your evidence must be specific, strong and relevant. Avoid using broad generalizations and personal opinions.
Use examples,
 Word choice is extremely important. Avoid words like: all (as in all people), every, always, and never.
 Help your reader see the logical progression of your argument by concluding each paragraph with a transitional
sentence that leads to your next point.
 Your points and supporting evidence should be on topic and focused towards the conclusion
Conclusion
Closing Argument
Restate creatively your main idea and most powerful evidence or support. The conclusion is your last chance to remind
your readers of your position and persuade them to accept your point of view.
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Additional Resources
More pros/cons and viewpoints on immigration issues at ProCon.org, http://immigration.procon.org
References
Hemispheres, the International Outreach Consortium at the University of Texas at Austin. “Understanding Migration:
Curriculum Resources for the Classroom.” Revised Edition. December 2011.
http://www.utexas.edu/cola/orgs/hemispheres/curriculum/migration.php.
Immigration Policy Center. “How the United States Immigration System Works: A Fact Sheet.” Last modified November
4, 2012. http://www.immigrationpolicy.org/just-facts/how-united-states-immigration-system-works-fact-sheet.
Leuser, David M., Ph.D. “Debate Process.” Plymouth State College of the University System of New Hampshire. 1999.
http://oz.plymouth.edu/~davidl/bu342/Debates.DOC.
Knott, Kim. “Moving People Changing Places.” Copyright 2011. MovingPeopleChangingPlaces.org.
http://www.movingpeoplechangingplaces.org.
PBS. The New Americans. “Immigration Debate.” Accessed March 4, 2013.
http://www.pbs.org/independentlens/newamericans/foreducators_lesson_plan_02.html.
Priceless Literacy. “Writing Document Page.” Last modified March 14, 2013.
http://pricelessliteracy.homestead.com/Writing.html.
ProCon.org. “Illegal Immigration.” Last modified March 5. http://immigration.procon.org.
The UN Refugee Agency’s United Nations High Commissioner for Refugees. uncr.org. “Why do people move to another
country?” Last modified March 9, 2007. http://www.unhcr.org/45efe7852.html.
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Texas Essential Knowledge and Skills (TEKS)
§113.18. Social Studies, Grade 6, Beginning with School Year 2011-2012.
(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established
research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (D) identify
different points of view about an issue or current topic; (E) identify the elements of frame of reference that influenced participants
in an event;
(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social
studies terminology correctly; (B) incorporate main and supporting ideas in verbal and written communication based on research;
(C) express ideas orally based on research and experiences; (E) use standard grammar, spelling, sentence structure, and punctuation;
and (F) use proper citations to avoid plagiarism.
§113.19. Social Studies, Grade 7, Beginning with School Year 2011-2012.
(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established
research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (B) analyze
information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations and predictions, and drawing inferences and conclusions; (E) support a point of view on a
social studies issue or event; (F) identify bias in written, oral, and visual material; (G) evaluate the validity of a source based on
language, corroboration with other sources, and information about the author;
(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social
studies terminology correctly; (B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources;
(D) create written, oral, and visual presentations of social studies information.
§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.
29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established
research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (B) analyze
information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations and predictions, and drawing inferences and conclusions; (E) support a point of view on a
social studies issue or event; (F) identify bias in written, oral, and visual material; (G) evaluate the validity of a source based on
language, corroboration with other sources, and information about the author;
(30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social
studies terminology correctly; (B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources;
(D) create written, oral, and visual presentations of social studies information.
§113.43. World Geography Studies, Beginning with School Year 2011-2012.
(15) Citizenship. The student understands how different points of view influence the development of public policies and decisionmaking processes on local, state, national, and international levels. The student is expected to: (A) identify and give examples of
different points of view that influence the development of public policies and decision-making processes on local, state, national,
and international levels; and (B) explain how citizenship practices, public policies, and decision making may be influenced by cultural
beliefs, including nationalism and patriotism.
§113.42. World History Studies, Beginning with School Year 2011-2012.
(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid
sources, including electronic technology. The student is expected to: (D) evaluate the validity of a source based on language,
corroboration with other sources, and information about the author; (E) identify bias in written, oral, and visual material;
(30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social
studies terminology correctly; (B) use standard grammar, spelling, sentence structure, and punctuation; (C) interpret and create
written, oral, and visual presentations of social studies information;
§113.41. United States History Studies Since 1877, Beginning with School Year 2011-2012.
(26) Culture. The student understands how people from various groups contribute to our national identity. The student is expected
to: (A) explain actions taken by people to expand economic opportunities and political rights, including those for racial, ethnic, and
religious minorities as well as women, in American society; (B) discuss the Americanization movement to assimilate immigrants and
American Indians into American culture; (C) explain how the contributions of people of various racial, ethnic, gender, and religious
groups shape American culture
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§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012.
(20) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid
sources, including electronic technology. The student is expected to: (A) analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and
predictions, and drawing inferences and conclusions; (B) create a product on a contemporary government issue or topic using
critical methods of inquiry; (C) analyze and defend a point of view on a current political issue; (D) analyze and evaluate the validity
of information, arguments, and counterarguments from primary and secondary sources for bias, propaganda, point of view, and
frame of reference;
(21) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social
studies terminology correctly; (B) use standard grammar, spelling, sentence structure, and punctuation; (D) create written, oral, and
visual presentations of social studies information.
§110.18. English Language Arts and Reading, Grade 6, Beginning with School Year 2009-2010.
(9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions
about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their
understanding. Students are expected to compare and contrast the stated or implied purposes of different authors writing on the
same topic.
(11) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about
persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) compare and contrast the
structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence;
and (B) identify simply faulty reasoning used in persuasive texts.
(18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific
issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound
reasoning, detailed and relevant evidence, and consideration of alternatives.
(27) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will
continue to apply earlier standards with greater complexity. Students are expected to give an organized presentation with a specific
point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to
communicate ideas effectively.
(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier
standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering
suggestions from other group members and by identifying points of agreement and disagreement.
§110.19. English Language Arts and Reading, Grade 7, Beginning with School Year 2009-2010.
(18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific
issues. Students are expected to write a persuasive essay to the appropriate audience that: (A) establishes a clear thesis or position;
(B) considers and responds to the views of others and anticipates and answers reader concerns and counter-arguments; and (C)
includes evidence that is logically organized to support the author's viewpoint and that differentiates between fact and opinion.
(27) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will
continue to apply earlier standards with greater complexity. Students are expected to present a critique of a literary work, film, or
dramatic production, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of
language to communicate ideas effectively.
(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier
standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals
and deadlines, set time limits for speakers, take notes, and vote on key issues.
§110.20. English Language Arts and Reading, Grade 8, Beginning with School Year 2009-2010.
(9) Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the
author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their
understanding. Students are expected to analyze works written on the same topic and compare how the authors achieved similar or
different purposes.
(11) Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about
persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) compare and contrast
persuasive texts that reached different conclusions about the same issue and explain how the authors reached their conclusions
through analyzing the evidence each presents; and (B) analyze the use of such rhetorical and logical fallacies as loaded terms,
caricatures, leading questions, false assumptions, and incorrect premises in persuasive texts.
(18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific
issues. Students are expected to write a persuasive essay to the appropriate audience that: (A) establishes a clear thesis or position;
(B) considers and responds to the views of others and anticipates and answers reader concerns and counter-arguments; and (C)
includes evidence that is logically organized to support the author's viewpoint and that differentiates between fact and opinion.
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24
(27) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will
continue to apply earlier standards with greater complexity. Students are expected to advocate a position using anecdotes,
analogies, and/or illustrations, and use eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and
conventions of language to communicate ideas effectively.
(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier
standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals
and deadlines, set time limits for speakers, take notes, and vote on key issues.
§110.31. English Language Arts and Reading, English I, Beginning with School Year 2009-2010.
(10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about
persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) analyze the relevance,
quality, and credibility of evidence given to support or oppose an argument for a specific audience;
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific
issues. Students are expected to write an argumentative essay to the appropriate audience that includes: (A) a clear thesis or
position based on logical reasons supported by precise and relevant evidence; (B) consideration of the whole range of information
and views on the topic and accurate and honest representation of these views; (C) counter-arguments based on evidence to
anticipate and address objections; (D) an organizing structure appropriate to the purpose, audience, and context; and (E) an
analysis of the relative value of specific data, facts, and ideas.
(25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will
continue to apply earlier standards with greater complexity. Students are expected to give presentations using informal, formal, and
technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g.,
pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
(26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier
standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others,
contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.
§110.32. English Language Arts and Reading, English II, Beginning with School Year 2009-2010.
(10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions
about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) explain shifts in
perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints
within those arguments; and (B) analyze contemporary political debates for such rhetorical and logical fallacies as appeals to
commonly held opinions, false dilemmas, appeals to pity, and personal attacks.
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific
issues. Students are expected to write an argumentative essay to the appropriate audience that includes: (A) a clear thesis or
position based on logical reasons supported by precise and relevant evidence; (B) consideration of the whole range of information
and views on the topic and accurate and honest representation of these views (i.e., in the author's own words and not out of
context); (C) counter-arguments based on evidence to anticipate and address objections; (D) an organizing structure appropriate to
the purpose, audience, and context; (E) an analysis of the relative value of specific data, facts, and ideas; and (F) a range of
appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations).
(25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will
continue to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that
incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking
rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas
effectively.
(26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier
standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others,
contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.
§110.33. English Language Arts and Reading, English III, Beginning with School Year 2009-2010.
(10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions
about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) evaluate how the
author's purpose and stated or perceived audience affect the tone of persuasive texts; and (B) analyze historical and contemporary
political debates for such logical fallacies as non-sequiturs, circular logic, and hasty generalizations.
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific
issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that
includes: (A) a clear thesis or position based on logical reasons supported by precise and relevant evidence, including facts, expert
Institute of Texan Cultures
Why We Came: Part 3
25
opinions, quotations, and/or expressions of commonly accepted beliefs; (B) accurate and honest representation of divergent views
(i.e., in the author's own words and not out of context); (C) an organizing structure appropriate to the purpose, audience, and
context; (D) information on the complete range of relevant perspectives; (E) demonstrated consideration of the validity and
reliability of all primary and secondary sources used; and (F) language attentively crafted to move a disinterested or opposed
audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs).
(25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will
continue to apply earlier standards with greater complexity. Students are expected to give a formal presentation that exhibits a
logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices, and that employs eye contact,
speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas
effectively.
(26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier
standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are
purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity
in decision-making, and evaluating the work of the group based on agreed-upon criteria.
§110.34. English Language Arts and Reading, English IV, Beginning with School Year 2009-2010.
(10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about
persuasive text & provide evidence from text to support their analysis. Students are expected to: (A) evaluate the merits of an
argument, action, or policy by analyzing the relationships (e.g., implication, necessity, sufficiency) among evidence, inferences,
assumptions, and claims in text; and (B) draw conclusions about the credibility of persuasive text by examining its implicit and
stated assumptions about an issue as conveyed by the specific use of language.
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific
issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that
includes: (A) a clear thesis or position based on logical reasons with various forms of support (e.g., hard evidence, reason, common
sense, cultural assumptions); (B) accurate and honest representation of divergent views (i.e., in the author's own words and not out
of context); (C) an organizing structure appropriate to the purpose, audience, and context; (D) information on the complete range
of relevant perspectives; (E) demonstrated consideration of the validity and reliability of all primary and secondary sources used;
(F) language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions
(e.g., appeals to logic, emotions, ethical beliefs); and (G) an awareness and anticipation of audience response that is reflected in
different levels of formality, style, and tone.
(25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will
continue to apply earlier standards with greater complexity. Students are expected to formulate sound arguments by using elements
of classical speeches (e.g., introduction, first and second transitions, body, and conclusion), the art of persuasion, rhetorical devices,
eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to
communicate ideas effectively.
(26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier
standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are
purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity
in decision-making, and evaluating the work of the group based on agreed-upon criteria.
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