Strand

Advanced Spanish Class

Activity

Students will prepare and conduct a debate in Spanish that addresses whether or not undocumented immigrants should be granted amnesty.

Objectives

• To gain a greater appreciation and understanding for the different points of view regarding immigration policy for Hispanics in the United States.
• To practice discussing issues that require the use of the subjunctive and conditional tenses in Spanish (i.e., hypothetical or “if” clauses).
• To practice speaking Spanish with precision and clarity.

Cultural Perspective

The 1990s were touted as the decade of Latino empowerment, a period of crossover music, the rise of generation Ñ, the coming of age for second- and third-generation Latinos, and the rise of immigration flows that competed with the earlier massive immigration to the United States at the turn of the (past) century. While the 1990s did not prove to be the decade of Latino advancement envisioned by many, it became the period of Latino insertion into the U.S. landscape, allowing for the steady growth and presence of Latinos to be felt. Surpassing the black or African-origin population group in the population in 2000, persons of Hispanic or Latino origin are currently the largest minority group in the United States. As reported by the U.S. Census, by 2005 Latinos constituted 14.4 percent of the total population, and ethnic and racial minority groups as a whole comprised 34.2 percent. These figures represent an increase of 5.4 percentage points in the Hispanic share of the total population in a decade and an 8.7 percent increase for racial and ethnic minorities as a whole. Considering the impact of these demographic changes on the country, it is understandable that the expansion of the Latino population, and particularly of undocumented immigrants, has become one of the most controversial political issues over the last decade.

Pacing

Two class periods

Materials

• Student Activities Sheets 1 and 2
• Two-Column Graphic Organizer
• General Performance Rubric

Expository Writing

Following the class debate, students will research various points of view on immigration and write a short personal and informed argument in Spanish (see Extension below).

Latino American Experience Research

Student will research two sides of the immigration debate. They will formulate their arguments IN SPANISH, based primarily on English documents in the database. Students are encouraged to use some suggested links to Spanish-content sites for further preparation. Encourage them to use the suggested graphic organizer to list the arguments for the two sides of the debate issue.

Mexican immigrants and other new American Citizens, Los Angeles Sports Arena, March 2003.

Document-based Questions

To start students thinking about the immigration issue, have them examine the photograph. Key questions students should answer are:

• What does the picture suggest about immigration in the United States?
• Should citizenship be granted to working immigrants in this country?
• How might this photo reflect the intentions of some Hispanics in the country?

Language Review

• Vocabulary: Students will need to formulate their ideas (found in the English resources) in Spanish. Dictionaries may be used as needed. There will be a wealth of new vocabulary found in each student’s research. New Spanish words can be shared with the class as a way to review.
• Grammar: Students will review the use of the present and imperfect subjunctive. They will then have the opportunity to form sentences using these forms. The student activity sheets will provide suggestions for practice in using the subjunctive tense.

Directions

• Distribute Student Activity Sheets. After completing the language review, have students refer to the Student Activity Sheet for practice. Tell students to read all the directions carefully.
• Tell students to investigate both sides of the immigration issue. Their ideas can be organized in the graphic organizer.
• Divide the class into two teams of equal size. Assign each team a point of view.
• Tell students to prepare several concise and clear arguments to use in the debate in support of their team’s position. Remind students that they should work individually as well as on a team. Students should incorporate the use of the subjunctive form in forming their arguments.
• Explain to students that their evaluation for this activity will be based on the strength of their point of view for the debate and the assessment of the following areas: knowledge of the position being defended, clarity of expression in Spanish, the correct and consistent use of the subjunctive forms of the verbs they use to express themselves, and use of “if clauses” when appropriate.

Assessment

In addition to the language assessment mentioned above, refer to the General Performance Rubrics.

Extension

Have students use The Latino American Experience to research and read other articles on the issue of immigration. Ask students to write a short Spanish essay that explains several points of view on the issue of immigration for Hispanics in the United States.

(May be copied for classroom use.)