This document outlines a senior project for students to create an advocacy campaign for immigrants' rights. Students will research immigrants in a selected state and craft a proposed pathway to citizenship to present to legislators. The goal is to influence public policy and protect immigrants' civil liberties. Students will take on roles like demographer or lawyer to understand different perspectives. Assessments include drafts of a public service announcement and campaign, as well as a group presentation and individual reflections. The project addresses AP standards on public policy, civil rights, and interest groups over 4 weeks.

1. TaskOne-Pager
The Advocacy-policy project
Senior AP Project
Description of Unit/Design of Activities:Civil Rights and Civil Liberties/Public Policy
Task:
You have been chosen by legislators in your state as people who have the intelligence and mindset to
create change.
Your goal is to create an advocacy campaign for immigrants geared towards various audiences. After
researching the demographics and laws of immigrants living within a specific state, your group will craft
a proposed pathway to citizenship for legislators to reveal the plight of the immigrants and why their
liberties must be protected.
Purpose/Enduring Understanding:
To show how individuals, interest groups, and mass media can influence public policy
To understand the rights immigrants hope to gain by moving to the United States
To internalize the methods used to influence public policy in a democratic system
Driving Question(s)/Essential Question(s):
Why should illegal immigrants be given civil rights in the United States? How can grassroots
organizations influence public policy in the democratic system?
Content:Units over Public Policy, the Branches of Government, Mass Media and Interest Groups
AP Standards Addressed:
Public Policy (5–15%)
Civil Rights and Civil Liberties: (5-15%)
Political Parties, Interest Groups, and Mass Media (10–20%)
Performance Outcomes:
Purpose (K/W Chart), Argument (Plan of Action), Perspectives (Roles), Evidence (PSA), Implications
(Reflection Questions)
Major Experiences:
Clips from the Dream Act, Egypt, Civil Rights Movement, Hotel Rwanda, A Day Without Mexicans,
Discussion of Project; Know, Need to Know + step by step process to achieve goals; Research days in the
computer lab; Jigsaw sharing of roles; Learn about Public Service Announcement and Create PSA, Create
Advocacy Campaign, Presentation Day, Reflection Questions
Assessment: formative and summative:
Formative: Know/Need to know charts about Immigration in Various States; Individual Notes from
Demographer, Social Scientist, Immigration Lawyer, Lobbyist, and Immigrants; FRQ over Policy Making
Process; Draft of Public Service Announcement and Advocacy Campaign
Summative: Group-presentation of proposed pathway to citizenship; Individual-Reflection Questions
Time Frame:last 4 weeks of school (April 28th-May 25th)