Often inquiry into a topic or issue generates more questions than it answers, which may lead to a heightened curiosity of that issue. From the class’s experience with this topic, what questions remain? List them. What are the areas about which students would like to know more? List them.

The final assignment for this study is for students, individually or in a small group, to design an immigrant project in which students choose an immigration topic and study it in-depth. In looking at students’ lists of “remaining questions” possible project topics may emerge.

Discuss possible projects and list them as a class. Have the class read through Handout 10.1: Immigration Projects: Connecting to the Community.

Let the students know how much importance you are giving this project—number of points, percentage of their grade, due dates, other expectations, etc. Include your expectations for students to share their projects not only with classmates, but with parents, family, or larger community as well.

Involve students in generating the component parts of the project and the criteria for evaluation of each, including: how many points the ‘project plan’ is worth; how to execute the plan; what criteria to use to evaluate its success; who will evaluate the plan; how projects will be shared with others; etc. Once the class decides on the details of the project plan, construct a ‘planning format’ that mirrors the discussion and decisions. Set a due date for submission of the Immigration Project Plan.

Have students begin to think about options for project sharing. For example: an evening where parents are invited, student ‘exhibits’, performance of projects (skits, songs, poetry, or oratory); showing a summary video on what a student did for their project outside the class or school, a mixed media collage of their work, a photo essay etc.

Invite local immigrants and refugees to share their personal stories with the class (perhaps parents or grandparents who are immigrants or refugees).

Conduct evaluations and provide a sharing forum to process the success of the projects.

Optional Extensions:

• Using Handout 10.2: What Can YOU Do to Make A Difference, Brainstorm ideas of what students could do to advocate on immigration issues. Emphasize each student’s individual responsibility to positively impact the classroom, the school environment, his/her own family and community, etc. through their choices. • Using Handout 10.3: Immigrants in the News, have students choose immigrants about whom to conduct research. Host a “Celebration of Immigrants;” for which students create visual displays profiling each immigrant’s life and contributions. Alternatively, students can dress up and role play prominent immigrants from history, sharing the quotes, literature, music, etc. of the chosen immigrants. • Incorporate learned knowledge and immigration-related current events into class on a regular basis. • Write advocacy letters to local representatives