Graphic Organizer/Worksheet


All about The DREAM Act


  • Education > General
  • Social Studies > General

Education Levels:

  • Grade 11
  • Grade 12


Civics Civic Education Media Literacy



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License Deed:

Creative Commons Attribution 3.0
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Curriki Rating
On a scale of 0 to 3
On a scale of 0 to 3

This resource was reviewed using the Curriki Review rubric and received an overall Curriki Review System rating of 2, as of 2011-07-31.

Component Ratings:

Technical Completeness: 3
Content Accuracy: 2
Appropriate Pedagogy: 2

Reviewer Comments:

This resource is a lesson plan that helps students learn how to identify fallacies in the media. The lesson includes direct instruction, research, and application of what was learned. Students are taught a number of different techniques that candidates and media outlets use in delivering fallacies and then they are asked to identify them and create some of their own. Overall, this is an important and valuable experience for students so they will be more informed as they become part of the electorate. It should be noted that the lesson includes a lot of links to online video clips that should be checked prior to use. It is also recommended that it might be helpful to reduce the number of techniques covered and focus on a few that are most often seen in the media and used by candidates.
Joe Dickens
June 18, 2011

Great lesson plan, and as previously mentioned, great quote, TR is the man! This is a great way to start off the day and I think a bell ringer like this is essential to beginning a successful lesson plan. I also really like that the way that you introduce students to the media and how they are able to explore the differing social networks as they learn about current issues. It is a very well constructed and useful way to expose students to media literacy and bias. Also your concluding homework assignment is a very good way to wrap up the lesson and makes the whole lesson more relevant to the students by allowing them to express their opinions. However I too share the concerns of Jill, which is how to deal with those students who would be directly affected by the passage of this act. Maybe you could have them do something a little more personal or even get their families involved. Great work and I really like the lesson.

Dustin Rodgers
June 18, 2011

I know it has been said already but great TR quote! Great quotes like this work on so many levels, not only do they spark a conversation they do it through using very powerful words from important historical figures. I love quotes. I think this would make a great current events lesson plan. If you were teaching about immigration in the early 20th century, this lesson would work well to make the connection between current immigration issues with those of the past. I think that you would definitely have to give some kind of warning before teach a lesson like this because many student are quick to stereotype and make assumptions before reading or knowing any the facts about current immigration issues. This is a very important issue to address in the classroom that seems to be looked over for the most part. Immigration has played and will to continue to play a major role in America. If we are truly supposed to be preparing our students to be informed citizens able to make democratic decisions then we better keep them up to date with the immigration debate in this country.

Jillian Kistler
June 17, 2011

Stellar idea for citizenship!!! I love how narrow you have made your topic, and I know this is something you will be able to teach with your eyes closed. Your lesson has inspired me to take a further look into our citizenship legislation. The only thing I would build upon is the supplemental items of your lesson (i.e. visuals and worksheets). I agree with Stephanie above that this is a versatile lesson and if you were to remove the DREAM Act and insert another piece of American legislation it would flow just as well. I would love to sit in on this lesson. Let me know when you teach it! In closing I do have one question and that is how will you address the sensitivity of the topic, because you may have so students who may be greatly affected by this Act (either their parents came over illegally or a family member has, etc.)?

Stephanie Slota
June 17, 2011

Great TR quote! Love the way you can contextualize this in a history class by making this connection. I like the idea of having groups of students research the Act on different media outlet’s websites. By comparing one topic, students will probably see a multitude of perspectives. Also, this could be a “fill in the blank activity.” It just doesn’t have to be the DREAM Act for this activity, but you could also have students look at other topics (like financial crisis, war in Iraq, Obama, just to name a few) on different news sites to see the differing views. One thing to add, it would be helpful if the students had a worksheet that helped them to record the perspective of each news site so that they could compile it all in one place and have that to take home and help them with the homework assignment. I like the fact that you close with the TR quote, and ask students now to relate it the DREAM Act. Nice lesson and great topic!

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