Title of lesson: Students Living Undocumented

Grade(s): 6-12th
Duration: 40 minutes
Learning Objective: Develop an understanding of the realities of undocumented youth.
There will be a focus on the social, emotional and economic issues this population faces.
ASCA/NYSSCA National Standards and Competencies
Academic Development
Standard A
Students will acquire the attitudes, knowledge, and skills that contribute to
effective learning in school and across the life span.
A:C1.4 demonstrate an understanding of the value of lifelong
learning as essential to seeking, obtaining, and maintaining life
goals
A:C1.6 understand how school success and academic achievement
enhance future career and vocational opportunities
Standard B
Students will complete school with the academic preparation essential to
choose from a wide range of substantial postsecondary options, including
college.
A:B1.4 seek information and support from faculty, staff, family
and peers
Career Development
Standard B
Students will employ strategies to achieve future career goals with success
and satisfaction
C:B1.5 use research and information resources to obtain career
information
Common Core Standards
Health, Physical Education, and Family and Consumer Science
Standard 3: Resource Management
Students will understand and be able to manage their personal and community
resources.

NOSCA Component:
1, 4, 6, 7
Materials:
Living Undocumented video

 SMART Board
Traffic Signs
Anticipatory guide & resource documents for students
Introduction (5-10 minutes):

Pass the students the handouts of the photos of two typical traffic signs

Show traffic sign A.2 and explain that it is typically seen in states such as
California, Arizona, New Mexico, and Texas.

Ask students how they feel about this sign.

Explain that traffic sign A.3 is used in US-Mexico Border States to make drivers
aware of immigrants crossing the border by foot. It has become a well- recognized
symbol both for and against immigrants crossing to the U.S. from Mexico.

Have students discuss in pairs what they already know about undocumented
immigrants.

Procedure (20 minutes):

The school counselor will pass out the out the anticipatory guide and review the
directions.
Prepare the students to watch Living Undocumented. Explain that as they watch
the video they should gather evidence on the post-video section of the
anticipatory guide that supports or refutes the statements in the guide.
Instruct students to revisit the post-video section of the anticipatory guide.
Debrief the different statements and ask them how they feel about misconceptions
from the film or anything else they would like to share.
Closure/Evaluation (10 minutes):
Provide students with the resources brochure so they are aware of where to seek
out support if they are undocumented or how to advocate for immigrants rights
regardless of their status. Discuss key people in the school to speak with such as
guidance counselors or teachers.
Encourage students to come to counseling office if they still have questions.

Reference

http://livingundocumented.com/wp-content/uploads/2013/09/Living-UndocumentedLesson-Resource-Guide.pdf