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Pages:
4 pages/≈1100 words
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1 Source
Style:
APA
Subject:
Social Sciences
Type:
Essay
Language:
English (U.S.)
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Topic:

Immigration paper

Essay Instructions:
Choose an ethnic or racial group that immigrated to the U.S. and in a 3 to 5 page paper describe the conditions that they left behind as well as the conditions they faced upon entering the US. Make sure the following is included within your paper: Document the ethnic group you chose and their country of origin, include when they left (you do not have to be too specific, a range of decades will suffice example: from 1870 – 1900). Explain why the group left and what conditions they left behind in their country of origin. Describe the process the immigrant group adhered to in order to enter the country. Compare your experience while taking the “Citizenship Quiz” to the process the immigrant group you chose utilized in order to enter the United States. Include your results to the “Citizenship Quiz” within your comparison. Analyze the general attitude of the US population at the time your group immigrated and choose what theory you would use to explain those attitudes. Compare and contrast the values and beliefs of the ethnic minority or racial group you chose with the majority group in the United States. Describe similarities and differences in the interaction/communication styles of the immigration group you chose and the US population at the time of your group’s arrival. Describe the current conditions within their country of origin. In your opinion was the journey worth it, would you have made the same decision they did? You are required to use at least three outside sources. Wikipedia is not an acceptable reference and should not be cited. All assignments are required to use APA style, be error-free (grammar and spelling count), have one-inch margins, and include a cover page and reference page. Additionally, an introduction, body, and conclusion are also required. Attachment: Week 2 Immigration PaperDownload Week 2 Immigration Paper Rubric SOC 304 Week 2 Immigration Paper Rubric SOC 304 Week 2 Immigration Paper Rubric Criteria Ratings Pts This criterion is linked to a Learning Outcome1. Documenting the ethnic or racial group and their country of origin that immigrated to the United States, describing the conditions they faced upon entering the United States. 10 pts EXEMPLARY (A- TO A): Thorough documentation of the ethnic or racial group that immigrated to the United States, detailed description of the conditions they faced upon entering the United States. 9.1 pts Good (B- to B+) 8.2 pts SATISFACTORY (C- TO C+): Sufficient documentation of the ethnic or racial group that immigrated to the United States, satisfactory description of the conditions they faced upon entering the United States. 7.3 pts Marginal (D- to D+) 6.4 pts UNSATISFACTORY (F): Insufficient documentation of the ethnic or racial group that immigrated to the United States, incomplete description of the conditions they faced upon entering the United States. 10 pts This criterion is linked to a Learning Outcome2. Documenting when the ethnic or racial group left. Explaining why the group left and what conditions did they leave behind in their country of origin. 10 pts Comprehensive description of why the group left and what conditions they left behind in their country of origin. Explanation of when the ethnic or racial group left. 9.1 pts Good (B- to B+) 8.2 pts Satisfactory description of why the group left and what conditions they left behind in their country of origin. Explanation of when the ethnic or racial group left. 7.3 pts Marginal (D- to D+) 6.4 pts Incomplete description of why the group left and what conditions they left behind in their country of origin. Explanation of when the ethnic or racial group left. 10 pts This criterion is linked to a Learning Outcome3. Describing the process the ethnic or racial group adhered to in order to enter the country. Comparing and contrasting the values and beliefs of the immigration group you chose with the majority group. Documenting the similarities and differences in the interaction/communication styles of the immigration group and the US population at the time of your group’s arrival. 10 pts Complete description of the process the ethnic or racial group adhered to in order to enter the country. Complete comparison and contrast of the values and beliefs of the ethnic minority or racial group you chose with the majority group. Detailed description of the similarities and differences in the interaction/ communication styles of the immigration group and the US population at the time of your group’s arrival. 9.1 pts Good (B- to B+) 8.2 pts Satisfactory description of the process the ethnic or racial group adhered to in order to enter the country. Satisfactory comparison and contrast of the values and beliefs of the ethnic minority or racial group you chose with the majority group. Adequate description of the similarities and differences in the interaction/communication styles of the immigration group and the US population at the time of your group’s arrival. 7.3 pts Marginal (D- to D+) 6.4 pts Minimal description of the process the ethnic or racial group adhered to in order to enter the country. Unsatisfactory comparison and contrast of the values and beliefs of the ethnic minority or racial group you chose with the majority group. Vague description of the similarities and differences in the interaction/communication styles of the immigration group and the US population at the time of your group’s arrival. 10 pts This criterion is linked to a Learning OutcomeNo Description 10 pts Descriptive analysis of the general attitude of the US population at the time your group immigrated and choosing what theory you would use to explain those attitudes. 8.2 pts Sufficient analysis of the general attitude of the US population at the time your group immigrated and choosing what theory you would use to explain those attitudes. 6.4 pts Insufficient analysis of the general attitude of the US population at the time your group immigrated and choosing what theory you would use to explain those attitudes. 10 pts This criterion is linked to a Learning Outcome5. Describing the current conditions within the country of origin of the group, you chose. Including your opinion of whether or not you think the journey was worth it and if you would have made the same decision as the immigration group you chose. 10 pts Comprehensive description of the current conditions within the country of origin of the group you chose. Thorough explanation of your opinion of whether or not you think the journey was worth it and if you would have made the same decision as the immigration group you chose. 9.1 pts Good (B- to B+) 8.2 pts Adequate description of the current conditions within the country of origin of the group you chose. Satisfactory explanation of your opinion of whether or not you think the journey was worth it and if you would have made the same decision as the immigration group you chose. 7.3 pts Marginal (D- to D+) 6.4 pts Minimal description of the current conditions within the country of origin of the group you chose. Incomplete explanation of your opinion of whether or not you think the journey was worth it and if you would have made the same decision as the immigration group you chose. 10 pts This criterion is linked to a Learning Outcome6. Comparing your experience while taking the “Citizenship Quiz” to the process the immigrant group you chose utilized in order to enter the United States. Including your results (actual score) to the “Citizenship Quiz” within your comparison. 10 pts Explicit comparison of your experience while taking the “Citizenship Quiz” to the process the Immigrant group you chose utilized in order to enter the United States. Detailed inclusion of your “Citizenship Quiz” results (actual score) within your comparison. 9.1 pts Good (B- to B+) 8.2 pts Sufficient comparison of your experience while taking the “Citizenship Quiz” to the process the Immigrant group you chose utilized in order to enter the United States. Vague inclusion of your “Citizenship Quiz” results (actual score) within your comparison. 7.3 pts Marginal (D- to D+) 6.4 pts Limited comparison of your experience while taking the “Citizenship Quiz” to the process the Immigrant group you chose utilized in order to enter the United States. Did not include your “Citizenship Quiz” results (actual score) within your comparison. 10 pts This criterion is linked to a Learning Outcome7. Grammar 10 pts No grammatical errors 9.1 pts Good (B- to B+) 8.2 pts Several grammatical errors (3-4) (fragmented sentences, run on or confusing sentences, subject-verb disagreement, ill-formed verbs, pronoun errors, possessive errors, extra, wrong or missing word) 7.3 pts Marginal (D- to D+) 6.4 pts There were significant grammar (more than 8) mistakes (fragmented sentences, run on or confusing sentences, subject-verb disagreement, ill-formed verbs, pronoun errors, possessive errors, extra, wrong or missing word). 10 pts This criterion is linked to a Learning Outcome8. Writing Style and Word Usage 10 pts The writing was clear, coherent, and concise. The writing was clearly organized, and easy to read. Provided opinion only when appropriate. The thoughts were organized and developed in a logical sequence. There were no mistakes in writing style and word usage (repetition of words, inappropriate words/phrases, too many short sentences, imprecise vocabulary, non-professional vocabulary, missing introduction, missing conclusion). 9.1 pts Good (B- to B+) 8.2 pts The writing was vague and not clearly organized. The thoughts were not developed in a logical sequence. Provided opinion in multiple areas of the paper. There were several (3-4) mistakes in writing style and word usage (repetition of words, inappropriate words/phrases, too many short sentences, imprecise vocabulary, non-professional vocabulary, missing introduction, missing conclusion). 7.3 pts Marginal (D- to D+) 6.4 pts The writing was unclear, incoherent, and not concise. The writing was unorganized, and difficult to read. Provided opinion throughout the paper. The thoughts were disorganized and not developed in a logical sequence. There were significant (more than 8) mistakes in writing style and word usage (repetition of words, inappropriate words/phrases, too many short sentences, imprecise vocabulary, non-professional vocabulary, missing introduction, missing conclusion). 10 pts This criterion is linked to a Learning Outcome9. Mechanics 10 pts No mechanics errors 9.1 pts Good (B- to B+) 8.2 pts Several mechanics errors (3-4) (spelling, capitalization, punctuation, fused words, compound words, duplicates, abbreviations). 7.3 pts Marginal (D- to D+) 6.4 pts There were significant mechanics (more than 8) mistakes (spelling, capitalization, punctuation, fused words, compound words, duplicates, abbreviations). 10 pts This criterion is linked to a Learning Outcome10. APA Format 10 pts APA formatting (font style, font size, appropriate margins, the first sentence of a paragraph indented, double spacing, etc...) was used correctly. 9.1 pts Good (B- to B+) 8.2 pts There were no more than 3 errors in APA formatting (font style, font size, appropriate margins, the first sentence of a paragraph indented, double spacing, etc...). 7.3 pts Marginal (D- to D+) 6.4 pts There were 4 or more errors in APA formatting (font style, font size, appropriate margins, the first sentence of a paragraph indented, double spacing, etc...). 10 pts Total Points: 100
Essay Sample Content Preview:
Indian Immigration to the United States: A Path to Struggle and Hope Student Name Institution Professor name Course Date Indian Immigration to the United States: A Path to Struggle and Hope Indian immigration to the United States has always been a perennial process characterized by social, political, and economic factors. Furthermore, this research goes into the setting from which Indian immigrants left their homeland and the challenges they faced during settlement in America. It shall also address the particulars of their immigration process and compare this with what is presented in today’s naturalization procedure. Indian Immigration: Background and Departure Indian emigration to the United States began in the mid-twentieth century but increased substantially during the 1960s and 1970s. The numerous reasons to leave India during this period were increased economic betterment, desire for superior learning, and trepidation of political disturbance (Kurien, 2001). As the technology and health industries rose in America, many Indians hoped to achieve better opportunities economically. India's population rose then, with limited job opportunities and economic worries. The political atmosphere, with the echo of British colonialism and the partition of India in 1947, added fuel to the push forces (Kurien, 2001). Yearning for a safer and more prosperous life made many Indians look for opportunities overseas. Immigration Process In the mid-twentieth century, Indian immigrants had to overcome a labyrinth of intricate visa regulations, particularly considering getting employment-based visas such as the H-1B visa, crafted for talented professionals. Many went for further studies in the United States by using student visas as a stepping stone to other future career opportunities (Kurien, 2001). This process was lengthy and involved a lot of money and reams of paperwork, emphasizing the hardships that Indian immigrants go through in their pursuit of a more prosperous life in the US. The encounter with the “Citizenship Quiz” showed a modern, orderly naturalization process focused on civic knowledge and English proficiency. The contrast reveals how US immigration rules have evolved, with the more modern approach focusing on efficiency and making it homogeneous (Kurien, 2001). The contrast serves not only as the changing configuration of the bureaucratic environment but also as constant attempts to balance national security issues with the inclusivity and accessibility values within the immigration policy. Attitudes of the U.S. Population It was during the mid-twentieth century that an intricate mix informed the views of the American public toward Indian immigrants of circumstances. Though there was an increasing demand for talented workers in various fields such as technology and healthcare, the society environment was schizophrenically marked by xenophobia and cultural prejudices (Misra et al., 2000). There was a formation of the “model minority” image of Indians as people who were performing better in education and technology, contributing to the workforce and academic sphere. However, this caricature hid the varied realities of Indian immigrants and reinforced stereotypes. Bigotry and bias were prevalent at the same time, ma...
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