② Deep · Connect & organize

Phase 2 — Connect & organize

Now students take the facts from Phase 1 and relate them: mapping causes, questioning real sources, and building an argument from evidence. Deep learning is where knowledge becomes usable — the bridge to the problem.

🎯 By the end of Phase 2 students can organize immigration causes and effects, read a primary source for its point of view, and defend a claim with evidence — the exact moves the problem will demand.

Concept mapping · d 0.64§113.16(c)(12)(C), (c)(23)(C)

1 · Push–pull factor concept map

Build a class concept map with “The choice to immigrate” in the center. On the left, cluster push factors; on the right, pull factors. Then add a third ring: effects — what happened because millions made this choice (growing cities, factory labor, new neighborhoods and cultures, the economy).

Push (leave)	Pull (come)	Effects on the U.S.
poor harvests, hunger	factory jobs, wages	rapid industrial growth
few jobs, crowded land	land & opportunity	fast-growing cities (urbanization)
unfair treatment / danger	family already there	new foods, languages, customs

Talk move: draw an arrow from any push/pull to an effect and say the cause-and-effect sentence aloud. This rehearses §113.16(c)(12)(C).

Elaboration & organization · d 0.72§113.16(c)(23)(A,B,E)

2 · Primary-source analysis — read for point of view

Give pairs one or two real (district-approved) primary sources — for example a ship passenger manifest, a Lewis Hine photograph of new arrivals or child laborers, or a short quoted letter home. Use a four-question source routine:

Source: Who made this, when, and why?
Observe: What do you actually see or read? (facts only)
Point of view: Whose story does it tell — and whose is missing?
Question: What does it make you want to find out?

Credibility check (c)(23)(B): is this a first-hand record or someone's later opinion? How do we know?

📚 Primary sources & analysis tools: LoC · Getting Started with Primary Sources ↗ · LoC · Analyzing Photographs & Prints (PDF) ↗ · LoC · Lewis Hine / Ellis Island photos ↗ · DocsTeach · Immigration documents ↗ · Statue of Liberty–Ellis Island · Passenger & ship records ↗

Argumentation · d 0.86§113.16(c)(23)(G,H), (c)(25)(E)

3 · Structured argument — a warm-up claim

A low-stakes rehearsal of the reasoning the problem needs. Pose a focused question and have students take a side with evidence, using a claim–evidence–reasoning frame. Then have them state the other side's strongest point (civil discourse).

Warm-up question: Should a country welcome newcomers who arrive with very little? Give your claim, one piece of evidence from Phase 1 or the sources, and your reasoning.

Sentence stems (ELPS support): “My claim is ______.” · “My evidence is ______.” · “This matters because ______.” · “Someone who disagrees might say ______, but ______.”

Note: keep this a practice argument about the general idea. The specific Baldoni decision belongs in Phase 3, where students hold stakeholder roles.

✅ Deep check before the problem: can students name a cause and an effect of immigration, read one source for its point of view, and state a claim with evidence? Those three abilities are exactly what Phase 3 will ask them to transfer.

‹ Phase 1 — Surface Phase 3 — Transfer ›

Aligned to (not reproduced from) 19 TAC Ch.113 §113.16; effect sizes from Visible Learning MetaX.