This lesson belongs near the beginning of a unit or mini-unit on America's immigration history. Explain to the class that groups will be creating diagrams to learn 34 terms used in American immigration, then they will see how well they know and understand the terms, with the most successful group(s) getting a prize or a point or two of extra credit (if you desire). Groups of three or four get markers, a big sheet of paper (could be 8.5x11, but 11x17 is nice) and the vocabulary sheet of 34 immigration terms, including Visa, Amnesty, Quotas, Deportation and Push Factors. Have them write one four key terms from American immigration thought in the four corners of the paper: Golden Door, Nativism, Cultural Pluralism and Assimilation. Define the terms for them now, or in a brief introductory lecture before they get the materials.
Their task, as quickly as they can, is to place the other 30 terms from the vocab sheet onto their big paper, with each term clustered close to the one or two of the four corner key terms that it relates to the most. For instance, ICE, the Immigration Control and Enforcement arm of the U.S. government would go close to the Nativism corner because it keeps illegal immigrants out, but a group could choose to put it between Nativism and Golden Door because ICE encourages immigrants to come legally and live the American Dream. There are no single right answers here: the goal is to get kids reading the terms and applying them meaningfully. If groups have multiple colored markers, they can choose to use different colors in whatever scheme they like.
When a group finishes their diagram, ask them who in the group helped the least as they were creating the diagram. Hand that person one copy of the "Immigration Terms Questions" and explain how to use it (you will do this individually for each group as they finish). They will read each question aloud to their teammates, who must have their term sheets face down (do that now), although they can look at the group diagram. The same person who reads the question will write down the answer as soon as they are convinced that they have heard a good one from their team. The goal is to be fast and accurate, reviewing the terms as they go. The reader/writer IS allowed to look at their own terms sheet, even though everyone else in the group has theirs face down. This encourages the weak participant to be a leader and a knowledge source during this half of the activity.
Groups turn in their diagram and their Questions sheet when they finish or when the period ends. I correct them over night and give the group(s) with the most correct answers a smidgen of extra credit, as promised at the beginning.