This lesson plan focuses on teaching students about immigration laws and border protection. It includes standards from social studies on citizenship and immigration. The learning objective is for students to describe how immigration laws can balance the need for reform with border protection. Key vocabulary includes terms like citizenship, immigration, and border protection. Resources include a reading on current immigration laws and policies. The lesson involves a discussion on balancing immigration reform and border security, as well as group activities where students propose changes to existing laws. Formative assessments include exit tickets and discussions, while summative assessments involve students writing a letter to Congress outlining proposed changes. Differentiation is provided for English learners and gifted students.

1. HM501
Unit 2 Discussion Question
Topic 1: Immigration and Border Protection
When it comes to immigration laws, how should we balance the
need to reform with border protection? Specifically, if you were
POTUS, what changes to existing immigration laws would you
recommend to Congress?
Topic 1: Student Response #1 (Respond helpfully to Paul’s
post)
Student #1: Paul Olmos
Class,
Boarder protection should be top priority for DHS and
our federal government, to preserve sovereignty and to protect
the American people. If you want my personal opinion, I am
more worried about the dangers of extremist getting through our
southern and northern boarders, rather than the healthcare costs
for the immigrants who come to the U.S. illegally. It is the
attacks carried out by illegal extremist immigrants over the
recent past that makes immigration laws and boarder security a
top priority. Those same incidents also cause knee jerk
reactions, such as “extreme fixes” that would do more harm
than good (Brown, 2016).
The immigration process needs to be revamped to
streamline the process of working visas, for those honest
immigrants who actually contribute to our economy and more.
In some cases it has taken 5-20 years to get a fully processed
green card or working visa, these same individuals risking it all
to avoid their deadly situations in their lawless countries leaves
them with little options. This process and reform will take more

2. resources and manpower to effectively process. If I were
POTUS, I would do everything to pass President Biden’s bill
U.S. Citizen Act of 2021. This bill would provide a streamlined
pathway to citizenship for those hardworking immigrants who
would truly enrich our communities and society
(whitehouse.gov, 2021). Most Americans would rather collect
unemployment, rather than work those hard-labor jobs in the
fields that puts food on shelves and tables for Americans across
the U.S.
We continuously throw money at manpower and
physical barriers, but we also have learned that the drug
trafficking criminals and possible foreign extremist, have found
many ways to get past our borders, such as underground tunnels,
or simple cargo through land and sea boarders and ports.
v/r,
Paul O.
References
Bullock J. A., Haddow G. D., & Coppola D. P.
(2017). Homeland Security. [VitalSource Bookshelf]. Retrieved
from https://bookshelf.vitalsource.com/#/books/9780128045107
/
Brown, T. C. (n.d.). Balancing Immigration, National Security,
and Public Safety: Bipartisan Policy Center. Balancing
Immigration, National Security, and Public Safety | Bipartisan
Policy Center. https://bipartisanpolicy.org/report/balancing-
priorities-immigration-national-security-public-safety/
House, W. (2021, January 25). Fact Sheet: President Biden
Sends Immigration Bill to Congress as Part of His Commitment
to Modernize our Immigration System. The White
House. https://www.whitehouse.gov/briefing-room/statements-
releases/2021/01/20/fact-sheet-president-biden-sends-
immigration-bill-to-congress-as-part-of-his-commitment-to-
modernize-our-immigration-system/
Topic 1: Student Response #2 (Respond helpfully to Ryan’s

3. post)
Student #2: Ryan Davidson
Border Security
Immigration reform and border protection need to be addressed
simultaneously. According to Budiman (2020), America has
more immigrants that any other country in the world estimated
at 40 million; moreover, only 77% are here legally (paras. 1-4).
That equates to a lot of immigrants in our country, as well as
illegal immigrants. The reasoning varies, but in recent history
with the political debates, there are a lot of immigrants that are
seeking asylum, and in fiscal year 2021, President Biden up the
amount to 62,500 and 125,000 in 2022 (Monin et al., 2021,
paras. 1-2). All asylum cases need to have their day in court or
hearing prior to release into the population, as the individual
may never actually show up to the court date, and with no home
of record or location, how would the court attempt to contact
them. It is difficult to assess the cost/benefit to illegal
immigration, as I have been unable to find any consistency in
the statistics.
Since I have a few friends and family members that immigrated
legally to the United States, I feel that just letting immigrants in
at the southern border or any border without having to go
through the naturalization process is unfair to all the those who
are immigrating to the country legally under the current
naturalization process. There needs to be one standard for all
immigration, no exceptions, even for education and work visas
for when those visas expire. Lastly, if I were the President, I
would ensure that the laws that Congress passes are enforced, as
the people elect the law makers.
References:
Budiman, A. (2020). Key findings about U.S. immigrants. Pew
Research Center. Retrieved from
https://www.pewresearch.org/fact-tank/2020/08/20/key-
findings-about-u-s-immigrants/
Monin, K., Jeanne, B., Lai, T. (2021). Refugees and Asylees in
the United States. Migration Policy Institute. Retrieved from

4. https://www.migrationpolicy.org/article/refugees-and-asylees-
united-states-2021
Topic 2: Integration of Agencies
If you were advising the President of the United States
(POTUS), what recommendations would you make to POTUS to
better integrate the different intelligence and homeland security
agencies that work in the cyber and critical infrastructure
arenas?
Topic 2: Student Response #1 (Respond helpfully to Keith’s
post)
Student #1: Keith Hamilton
Good afternoon class,
“The scope of out vulnerability results from the fact that so
much of what we do is supported at some point by the entry,
storage, and retrieval of data and information on an
interconnected network of hard drives and data servers, whether
locally or remotely hosted” (Bullock et al, 2018, p 189). There
is so much information being stored digitally and so many
different organizations that are responsible for the security of
this information. The recommendation that I would make to the
POTUS is to improve the relationships between the DHS and all
the other federal agencies and private sectors to share the
information more freely. Also provide more securities to these
organizations to make them more protected and provide
insurances. There should be a clear understanding of the
relationships and responsibilities of all parties. By working
together this could improve the cybersecurity and make it less
vulnerable to attacks across all of the agencies.
Reference
Bullock, J.A., Haddow, G.D., Coppola, D.P. (2018). Homeland
security: The essentials (2nd ed.). Butterworth-Heinemann.
-Hamsta

5. Topic 2: Student Response # (Respond helpfully to Ryan’s post)
Student #2: Ryan Davidson
Improving Critical Cyber Defenses
There is no question that cyberterrorism and cybercrime
will happen in the future, so it is important that governments,
businesses, organizations, and individuals take the appropriate
steps to ensure that they are protected from becoming a victim
of a cyber-attack. Cyber is very difficult to address, according
to Bullock (2018), the vulnerabilities are on the interconnected
network and data servers which can be accessed locally or even
remotely (p. 189). An attack can occur from thousands of miles
away, so it is important to ensure that when one links
infrastructure to a web-based sever, that appropriate defense
measures are taken; moreover, this cost should be spread to all
governments, business, organizations and individuals. The
government should not be the sole bill payer for cyber defense;
however, the federal government should be utilizing counter
measures to cybercrime and cyberterrorism. If I were advising
POTUS, I would say a significant number of resources would be
needed, not only building the defense against cyber, but
simultaneously working on the offense capabilities as well. An
in order to do so, the government may need to hire/recruit
hackers to assist. As far as integrating multiple agencies to
work together, I would encourage POTUS to tie funding and
capabilities to their effort by setting requirements, objectives,
and quarterly reports on the progress.
References:
Bullock, J. A., Haddow, G. D., & Coppola, D. P.
(2018). Homeland security: The essentials. (2nd ed.). Elsevier.

6. GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central
focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and
environment) and student factors (IEPs, 504s, ELLs, students
with behavior concerns, gifted learners), and the effect of those
factors on planning, teaching, and assessing students to
facilitate learning for all students. This should be limited to 2-3
sentences and the information should inform the differentiation
components of the lesson.

7. National/State Learning Standards:
Review national and state standards to become familiar with the
standards you will be working with in the classroom
environment.
Your goal in this section is to identify the standards that are the
focus of the lesson being presented. Standards must address
learning initiatives from one or more content areas, as well as
align with the lesson’s learning targets/objectives and
assessments.
Include the standards with the performance indicators and the
standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher
intends to measure in learning. These must be aligned with the
standards. When creating objectives, a learner must consider the
following:
· Who is the audience
· What action verb will be measured during
instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the
objective created. This should not be a summary of the lesson,
but a measurable statement demonstrating what the student will
be assessed on at the completion of the lesson. For instance,
“understand” is not measureable, but “describe” and “identify”
are.
For example:
Given an unlabeled map outlining the 50 states, students will

8. accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic
vocabulary and content-specific vocabulary you need to teach.
In a few sentences, describe how you will teach students those
terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and
the students will use during the lesson. As required by your
instructor, add or attach copies of ALL printed and online
materials at the end of this template. Include links needed for
online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating
students’ prior knowledge, linking previous learning with what

9. they will be learning in this lesson and gaining student interest
for the lesson. Consider various learning preferences
(movement, music, visuals) as a tool to engage interest and
motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will
use to open the lesson. Bold any materials you will need to
prepare for the lesson.
For example:
· I will use a visual of the planet Earth and ask students to
describe what Earth looks like.
· I will record their ideas on the white board and ask more
questions about the amount of water they think is on planet
Earth and where the water is located.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently.
Your goal in this section is to explain how you would present
content in various ways to meet the needs of different learners.
For example, you may present the material using guided notes,
graphic organizers, video or other visual media, annotation
tools, anchor charts, hands-on manipulatives, adaptive
technologies, etc.
In a bulleted list, describe the materials you will use to
differentiate instruction and how you will use these materials
throughout the lesson to support learning. Bold any materials
you will need to prepare for the lesson.
For example:
· I will use a Venn diagram graphic organizer to teach students
how to compare and contrast the two main characters in the
read-aloud story.
· I will model one example on the white board before allowing
students to work on the Venn diagram graphic organizer with
their elbow partner.

10. Explain how you will differentiate materials for each of the
following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need
additional resources/support):
Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage
students in interacting with the content and academic language.

11. How will students explore, practice, and apply the content? For
example, you may engage students through collaborative group
work, Kagan cooperative learning structures, hands-on
activities, structured discussions, reading and writing activities,
experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage
students in to allow them to explore, practice, and apply the
content and academic language. Bold any activities you will use
in the lesson. Also, include formative questioning strategies and
higher order thinking questions you might pose.
For example:
· I will use a matching card activity where students will need to
find a partner with a card that has an answer that matches their
number sentence.
· I will model one example of solving a number sentence on the
white board before having students search for the matching
card.
· I will then have the partner who has the number sentence
explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the
following groups:
· English language learners (ELL):
· Students with special needs:

12. · Students with gifted abilities:
· Early finishers (those students who finish early and may need
additional resources/support):
Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning
environment and express what they know. Your goal in this
section is to explain the various ways in which your students
will demonstrate what they have learned. Explain how you will
provide alternative means for response, selection, and
composition to accommodate all learners. Will you tier any of
these products? Will you offer students choices to demonstrate
mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your
students to express their knowledge about the topic. For
example, students may demonstrate their knowledge in more
summative ways through a short answer or multiple-choice test,
multimedia presentation, video, speech to text, website, written
sentence, paragraph, essay, poster, portfolio, hands-on project,
experiment, reflection, blog post, or skit. Bold the names of any
summative assessments.
Students may also demonstrate their knowledge in ways that are
more formative. For example, students may take part in thumbs
up-thumbs middle-thumbs down, a short essay or drawing, an
entrance slip or exit ticket, mini-whiteboard answers, fist to
five, electronic quiz games, running records, four corners, or
hand raising.Underline the names of any formative assessments.

13. For example:
Students will complete a one-paragraph reflection on the in-
class simulation they experienced. They will be expected to
write the reflection using complete sentences, proper
capitalization and punctuation, and utilize an example from the
simulation to demonstrate their understanding. Students will
also take part in formative assessments throughout the lesson,
such as thumbs up-thumbs middle-thumbs down and pair-share
discussions, where you will determine if you need to re-teach or
re-direct learning.
Explain how you will differentiate assessments for each of the
following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need
additional resources/support):

14. Time Needed
Extension Activity and/or Homework
Identify and describe any extension activities or homework
tasks as appropriate. Explain how the extension activity or
homework assignment supports the learning targets/objectives.
As required by your instructor, attach any copies of homework
at the end of this template.
Time Needed
© 2019. Grand Canyon University. All Rights Reserved.
Section 1: Classroom and Student Factors/Grouping
5.0
Classroom and student factors and their effect on planning,
teaching, and assessing students are meaningful for the
development of the lesson and skillfully described.
Section 1: Standards and Learning Targets/Objectives
5.0
The objective is performance-driven, measurable,
developmentally-appropriate, and directly aligned with the state
ELA standard.
Section 1: Academic Language
5.0

15. An ideal list of academic terms is included along with
innovative and engaging strategies for teaching the new terms.
Section 1: Resources, Materials, Equipment, and Technology
10.0
Resources, materials, equipment, and technology are innovative
and enhance the lesson and creatively support developmentally
appropriate, engaging instruction.
Section 2: Anticipatory Set
10.0
Anticipatory set is designed to creatively engage students and
meaningfully activate prior knowledge and includes an
innovative pre-reading activity.
Section 2: Multiple Means of Representation
10.0
The means of representation creatively presents content using a
variety of developmentally-appropriate reading methods or
tools. Thoughtfully addresses the needs of diverse learners
outlined on the template.
Section 2: Multiple Means of Engagement
10.0
The means of engagement innovatively allow students to
explore, practice, and apply the reading content and academic
language. Post-reading strategies and activities are professional.
Meaningfully addresses the needs of diverse learners outlined
on the template.
Section 2: Multiple Means of Expression
10.0
Planned are well-aligned to the stated learning objectives and
standards, and effectively and creatively engage students and
provide meaningful feedback.
Reflection
15.0
Reflection expertly justifies instructional choices, and
professionally addresses how findings will be used in future
professional practice.
Mechanics of Writing (includes spelling, punctuation, grammar,

16. language use)
10.0
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language.
Organization
10.0
The content is well-organized and logical. There is a sequential
progression of ideas that relate to each other. The content is
presented as a cohesive unit and provides the audience with a
clear sense of the main idea.
Total Percentage 100
Unit 2 Assignment
Effectiveness of Policies to Deter Terrorism
Write a 3–4-page analytical paper that evaluates the
effectiveness of policies designed to deter
terrorism.
In this paper, address the following:
1. Use the following five measures used to evaluate the
effectiveness of anti-terrorism policies:

17. ystems more efficient?
NOTE: Strategic systems are developed in response to critical
issues that need to be addressed, such
as anti-terrorism policies.
2. Apply those measures to specific policies (e.g., Patriot Act).
Provide examples and details.
3. Analyze and then evaluate the effectiveness of those policies.
Are they working, based on the
measures you used? If not, why not?
4. Answer the following questions based on your analysis and
evaluation:
rorism?
the Office of the Director of
National Intelligence (DNI) to deter terrorism?
terrorism deterrence polices?
This paper may be included as part of the Term Paper for this
course.
Directions
In addition to fulfilling the specifics of the assignment, a
successful paper must also meet the following
criteria:

18. o Include a cover page and references page in 10-12 point font
(Arial, Courier, and Times
New Roman are acceptable)
o Viewpoint and purpose should be clearly established and
sustained
o Assignment should follow the conventions of Standard
American English (correct
grammar, punctuation, etc.)
o Writing should be well ordered, logical, and unified, as well
as original and insightful
o Your work should display superior content, organization,
style, and mechanics
o Appropriate citation style should be followed.
You should also make sure to:
o Include a title page with full name, class name, section
number, and date
o Include an introductory and concluding paragraph and
demonstrate college-level
communication through the composition of original materials in
Standard American
English
o Use examples to support your discussion
o Cite all sources on a separate reference page at the end of
your paper and cited within
the body of your paper using APA format

19. Lastly, please label your projects: username-project-unit#.doc.
For example, a student named Tina Allen
would name her file TAllen-Anatomical Terminology-Unit
2.doc. Submit your assignment by selecting
the Unit 2: Assignment in the Dropbox by the end of Unit 2.
Checklist for the Unit 2 Assignment
Criteria: Ask yourself the following questions. Not Yet Yes
Content
Did you identify five measures used to evaluate the
effectiveness of anti-
terrorism policies?
Did you apply those measures to specific policies and provide
examples and
details?
Did you analyze and then evaluate the effectiveness of those
policies?
Did you answer the questions listed in the assignment?
Research
Is your research current?
Did you discuss all the required areas in a substantive manner?

20. Did you use appropriate reference material to support major
statements?
Quality
Is your content complete enough to address the topic and
questions?
Is there a logical flow to your ideas?
Did you present the material in a clear and concise manner to
provide easy
readability?
Format
Did you prepare your project as a Microsoft Word document?
Did you label your file correctly?
Did you use APA format to cite your sources?
Did you check your document for grammar and spelling?
Did your paper meet the length requirements?
CJ509
Unit2 Discussion Question

21. Topic 1: Legal Tradition
Pick one country from the list below and critically discuss with
your classmates how a country's legal tradition impacts the
development of the legal system. Be sure to specify the
differences between legal traditions and legal systems and the
cultural component of each.
Country list: Australia, Norway, Iran, or Russia
Topic 1: Student Response #1 (Respond helpfully to Kristin
post)
Student #1: Kristin Stiverson
“Prior to the 1979 Revolution, the Iranian legal system was a
mixed jurisdiction: its private law merged ideas from the 1804
French Civil Code with Islamic law, while its criminal law
largely abandoned Shariʿa in favor of institutional and
procedural designs of civil law jurisdictions” (Banakar & Ziaee,
2018, para. 8). Iran has a supreme leader who appoints the
heads of the judiciary system and makes political decisions.
The court system is general and specific as it operates under the
constitution. “Crucially, as Article 4 of the constitution
stipulates, Iranian law is based on “Islamic criteria,” with
Shariʿa as its primary source” (Banakar & Ziaee, 2018, para.
8). There are fundamentals and traditions that are followed by
the judiciary system. There is coded law and rules that guide
judicial authorities. “Courts are to adjudicate cases on the basis
of the codified law, unless such law is absent, in which case the
judge may decide cases on the basis of authoritative Islamic
sources” (Banakar & Ziaee, 2018, para. 9).
Banakar, R. & Ziaee, K. (2018). The life of the law in the
islamic republic of iran. Taylor & Francis Online.
https://www.tandfonline.com/doi/full/10.1080/00210862.2018.1
467266
Topic 1:Student Response #2 (Respond helpfully to Monica’s
post)

22. Student #2: Monica Mcalister
Norwegian Legal Tradition
Legal Traditions: Norway
“A legal tradition puts the legal system into a cultural
perspective. It refers to deeply rooted and historically
conditioned attitudes about things such as the nature of law, the
role of law in society,” (Reichel, 2018, p. 76). Legal traditions
play a role in impacting legal systems as they develop because
they are the cultural norms for with the systems have grown
from; thus, each country has a different history and culture that
played a role in the way in which the citizens and government
viewed the roll in which the legal system played within their
society. When categorizing these similarities, Reichel (2018)
notes, that there are four major legal traditions, or famili es, that
the legal systems of today call into that include civil, common,
religious/philosophical, and then a hybrid tradition that
encompasses similarities from more than one of the previous
three traditions. (pp. 76-78).
In Norway the legal system is one that most closely resembles
the civil law tradition; additionally, though it has integrated
some aspects of Anglo-Saxon common law (Lappi-Seppala &
Tonry, 2011, p. 3). According to the United States Department
of Justice (1980), the “Norwegian system is characterized by
broad police and prosecutorial discretionary powers, centralized
bureaucracy, and a comprehensive network of institutions.” This
system, along with the other Scandinavian counties (Sweden,
Finland, Denmark, and Iceland) which have inherentl y similar
systems due to the cultural similarities, tend to have low
imprisonment rates for developed counties (Lappi-Seppala &
Tonry, 2011, p.1).
The Norwegian criminal justice system has been impacted by
legal traditions, like the Chinese system with Li and Fa, in that
there is a moralistic component to them. Such as, juvenile
offenders are relegated to mitigated punishments rather than
decades or lifelong sentences, which are also not allowed even
for adult offenders (Lappi-Seppala & Tonry, 2011, p. 2;

23. Reichel, 2018, p. 94). The general idea is that people are
inherently good and though some may make a bad decision it
should be a learning experience and rehabilitation and growth
are preferred methods over long-term sentences.
References
Lappi-Seppala, T., & Tonry, M. (2011). Crime, criminal justice,
and criminology in the Nordic countries. Crime and Justice:
Review of Research, 40, 1-32.
Reichel, P. L. (2018). Comparative criminal justice systems: a
topical approach. Pearson.
United States Department of Justice. (1980). Criminal justice
system – Norway. Office of Justice Programs. Retrieved from
https://www.ojp.gov/ncjrs/virtual-library/abstracts/criminal-
justice-system-norway
CJ509
Unit 2 Assignment
How Culture Influences Legal Traditions
Select a country from the list below and describe in a 1,000–
1,250-word paper how the culture influenced the legal traditions
that were formed within that country. Your paper should:
· Compare and contrast your chosen country’s legal system with
two other legal systems.
· Include a Venn diagram illustrating the differences and
similarities between the systems.
· Discuss multiculturalism within your chosen country.
· Address how culture has impacted the development of the
tradition.
· Discuss how tradition has impacted the development of the
legal system.
· Consider if there have been any cultural or political changes in
the last 10 years that have affected the criminal justice system
of the country.
· Address whether modifications should be made within the
criminal justice system to address differences among the

24. various cultures including any modification that have already
been made, if any. Be sure to discuss actual culture
considerations and not just historical events.
Country list: Any country that is part of the United Kingdom,
Iraq, China, Hong Kong, or Botswana
Visit Microsoft support for assistance with creating a Venn
diagram.
Reference
Create a Venn diagram. Microsoft Support.
https://support.microsoft.com/en-us/office/create-a-venn-
diagram-d746a2ce-ed61-47a7-93fe-7c101940839d
Directions
In addition to fulfilling the specifics of the assignment, a
successful paper must also meet the following criteria:
· Include a cover page and references page in 10–12 point font
(Arial, Courier, and Times New Roman are acceptable)
· Viewpoint and purpose should be clearly established and
sustained
· Assignment should follow the conventions of Standard English
(correct grammar, punctuation, etc.)
· Writing should be well ordered, logical, and unified, as well
as original and insightful
· Your work should display superior content, organization,
style, and mechanics
· Appropriate citation style should be followed
You should also make sure to:
· Include a title page with full name, class name, section
number, and date
· Include an introductory and concluding paragraph and
demonstrate college-level communication through the
composition of original materials in Standard English
· Use examples to support your discussion
· Cite all sources on a separate reference page at the end of your
paper and cite within the body of your paper using APA format
and citation style. For more information on APA guidelines,
visit Academic Tools.

25. Directions for Submitting Your Assignment
Compose your assignment and save it in the following format:
Course#_LastnameFirstname Unit # Assignment (example:
CJ509_SmithJohn Unit 2 Assignment). Submit your assignment
to the appropriate Dropbox by the end of the unit.