immigration: whose call is it? - indiana university...

© 2014 Center on Congress 1

Overview Students will receive an in-depth, interactive learning experience as

they explore governmental polices on immigration. Students will learn

about the history of immigration in the United States, Federal and State

immigration policies, and examine modern day immigration patterns.

The “Immigration: Whose Call Is It?” unit uses a variety of primary

sources, including videos, government documents, political cartoons,

and photographs. The final project will showcase student

understanding of immigration in the United States.

Concepts & Key Terms

• Dream Act of 2001

• Federal Policies

• Federalism

• Immigration and

Nationality Acts

• State Policies

• Manifest Destiny

Big Ideas Explore how America

reacted to a changing

society by examining

restrictions on immigration

and nationalization

Immigration: Whose Call Is It?

Target Audience Grades 9-12

U.S. History / Government

Instructional Time 3-4 Class Periods

Authors Michelle Miller

Corydon Central High School

Susan Zipperle

Washington High School

Shannon Goings

Arlington High School

Sarah Wilson

West Noble High School


Rationale

The United States has a long history of immigration, beginning with the

first European settlers. Waves of refugees have come to the United

States seeking a new life. As population increased, questions began to

arise about ways to keep the population growth in check.

Many laws were created to help control the constant flow of immigrants

into the country. It is important that students understand the issues of

immigration throughout United States history in order to understand and

form educated opinions regarding current issues and legislation.

Guiding Question

How has the changing definition of immigration affected governmental

policies and societal values?

Objectives

• Define and identify changes in the following terms: immigrant,

immigration, federalism, government policy, refugee, and quota

• Analyze the continuity and change associated with federal

immigration policies and perspectives

• Compare and contrast federal and state immigration policies

Assessments

Students will be assessed on their written responses to primary sources

discussed in class, class participation in discussion, and on their thought

processes seen in lesson reflection paragraphs.

As a final product, students will take a position from the following list

of questions and write about it in essay format:

1. How has the definition of immigration changed over time in the

United States?

2. How has immigration affected societal , economic and political

values ?

3. In regards to immigration, how should power be allocated and why?

Unit Overview

Materials • Large Paper • Graphic Organizer • Worksheets • Arizona SB 1070

Infographic • Associated Press Article • U.S. Constitution • Optional: Computer • Optional: Projector

Big Ideas Identify patterns of

historical succession and

duration in which historical

events have unfolded and

apply them to explain

continuity and change

Activities • Class Web • Graphic Organizer • Videos • Jigsaw Activity • Cartoon Analysis • Create a pocket sized

US Constitution booklet • Position Writing Piece

Lesson Key: Bold and Underlined Text Material location and links can be found in the margin.


Day 1: Exploring Vocabulary

Materials • Large Paper for Web • Graphic Organizers

Included pgs. 14-19 • Computers • Optional: Projector

I. Class Web

On a large piece of paper, create a class web with the central question:

“What is an immigrant?”. Allow students to come up to the board and

write words or phrases that come to mind when they read the central

question. After writing the words, allow students to draw lines,

connecting ideas that are related. When the web looks finished, open up

discussion about what they think an immigrant is using the words from

the web.

II. Define Key Terminology

Pass out the Graphic Organizers in the back of this lesson. Allow

students to work individually or as a group to create a definition for each

key term.

Extension Activity

If time permits, have students find their own primary source images for

each word.

III. Conclusion

Students should provide an exit slip with definitions and at least one

primary source image that helps illustrate a definition.

Big Ideas • Determine the meaning of

vocabulary describing

political, social, or

economic aspects of

immigration

• Identify and use key

words relating to

government and

immigration

• Use technology,

including the Internet, to

find primary and

secondary sources in

order to enhance

vocabulary acquisition


I. Student Web

Revisit the question “What is an immigrant?” and discuss as a class.

Have students begin research on countries of origin of immigrants.

Students may present their data using a map, pie charts, graphs or other

statistical visuals. This project may take time and can be finished as

homework.

Technology Extension: Ease.ly

Ease.ly is an easy to use web-based, infographic creator. It does not

require a login until the creator needs to save. Infographics can be created

easily within minutes and turned into images using the Microsoft

Snipping Tool or the MAC Grab Tool.

II. Video

Have students watch the Robert Lee Interview. Discuss some examples

of how immigrants have shaped or changed the United States

Constitution.

III. Jigsaw Activity

On the board, create a square with four quadrants. Each quadrant will

have a specific law. Divide the class into four groups; pass out the

Jigsaw Activity Sheet. Each group will be responsible for finding the

year and description of each of the laws . Students should focus on the

significance of the law. If time permits, allow students to share their

findings with the class.

IV. Conclusion

Students should turn in notes that summarize each law in ten words or

less.

Day 2: Examining Federal Immigration Policies

Materials • Access to computer • Robert Lee Interview http://tinyurl.com/tpsIM • Jigsaw Activity Sheet Included pg. 23 • Optional: Projector

Big Ideas • Identify and explain

developments associated

with industrialization and

immigration; such as, the

Chinese Exclusion Act

• Identify key events and

individuals connected to

federal immigration

policies, such as, the

Immigration and

Nationalization Act

• Locate and analyze

primary sources and

secondary sources related

to immigration acts

throughout history

Immigration Act of 1882 “Chinese Exclusion Act”

Immigration Act of 1921

Immigration Act of 1965 Dream Act

http://www.choices.edu/resources/scholarsonline/lee/lee13.php�









http://tinyurl.com/tpsIM�


Day 3: Examining State Immigration Policies

Materials • Arizona SB 1070

Infographic http://tinyurl.com/tpsIM1

• Associated Press article http://tinyurl.com/tpsIM2 Included pgs. 25-27 • Associated Press Article

Worksheet Included on pg. 28

I. Class Poll

Poll students to find out what they know about Arizona SB 1070.

You can poll students with a raise of hands or write questions on the

board and allow students put sticky notes with their responses under

each question.

II. Infographic

Go over Arizona SB 1070 Infographic. The Arizona SB 1070 is

also known as the Support Our Law Enforcement and Safe

Neighborhoods Act. Lead a class discussion about the Arizona

immigration law and the five copycat laws.

III. Article

Distribute copies of the Associated Press Article “Supreme Court

Rejects Part of Arizona Immigration Law.” Discuss how it allowed

the “show me your papers” provision and struck down three other

provisions. Have students fill out the Associated Press Article

Worksheet as they read the article.

III. Conclusion

Ask students to volunteer their answers to the article questions. Turn

in responses.

Big Ideas • Identify and analyze

decisions by the United

States Supreme Court

about the constitutional

principles of

immigration laws

• Identify and describe

provisions of the United

States Constitution that

define and distribute

powers and authority of

the federal or state

government

http://tinyurl.com/tpsIM1�



I. Political Cartoon Analysis

Display the Political Cartoon. Allow students to quietly examine the

image. Ask pairs of students to analyze the political cartoon using the

Library of Congress Cartoon Analysis Tool and discuss who has the

power to enact immigration laws, Federal or State Government. Ask

student pairs to volunteer their answers.

II. U.S. Constitution and Federalism

Provide students with copies of the United States Constitution pocket

guide or textbook. Students can also make their own United States

Constitution Booklet . Using the United States Constitution and

Federalism Study Guide Notes in the back of the lesson, allow

students time to read each article. Have the students turn to a partner

and share points of interest or connections they made.

Articles to be read by each student:

• Article I, The Legislative Branch, Section 8, Powers of Congress.

• Article I, Section 8, Clause 18, The Necessary and Proper Clause.

• Article VI, Clause II, The Supremacy Clause.

III. Conclusion

Bring the class back together to discuss articles. Compare and contrast

the Federal and State immigration policies. Be sure to connect back to

the guiding question; ask why it is important for them to read and

understand these articles.

Day 4: Compare and Contrast Federal and State Immigration Policies

Materials • Political Cartoon http://tinyurl.com/tpsIM3 Included pg. 29 • Library of Congress

Political Cartoon Analysis Tool Included pg. 30 • United States Constitution Booklet http://constitutionbooklet.com/ • United States Constitution

and Federalism Study Guide Notes

Included pg. 31

Big Ideas • Investigate and interpret

multiple causation in

historical actions and

analyze cause-and-effect

relationships • Compare and contrast the

ideas of the Federalists

and the Anti-Federalists

regarding the respective

roles of state and national

government • Analyze the United States

Constitution and

determine if state policies

conflict with or adhere to

the founding principles


http://constitutionbooklet.com/�


Final Assessment

I. Think-Pair-Share/Snowball

Divide the room in half. Ask half of the pairs of students to make a list

of reasons why the federal government should control immigration and

the other half of the pairs of students to make a list of reasons why the

state governments should control immigration. Snowball the groups on

each side of the room until there are only two groups remaining. Ask

for a volunteer from each side to present their findings to the class.

Discuss the positions.

II. Final Product

Students will create a position writing in essay format. Have students

pick one of the following questions.

1. How has the definition of immigration changed over time in the

United States?

2. How has immigration affected societal, economic, and political

values?

3. How should power to legislate immigration be allocated and why?

(Federal vs. State)

Big Ideas • Describe social,

economic and political

issues and how they

impact individuals and

organizations

• Explain issues and

problems of immigration

by analyzing the interests

and viewpoints of those

involved

• Identify and describe

provisions of the United

States Constitution and

State Constitutions that

define and distribute

powers and authority of

the federal or state

government •

Produce clear and

coherent writing in which

the development,

organization, and style

are appropriate to task,

purpose, and audience


Standards

The Library of Congress The mission of the Library of Congress Teaching

with Primary Sources (TPS) program is to: build

awareness of the Library’s educational initiatives;

provide content that promotes the effective

educational use of the Library’s resources; and

offer access to and promote sustained use of the

Library’s educational resources. The Library

achieves this mission through collaborations

between the Library and the K-12 educational

community across the United States. The program

contributes to the quality of education by helping

teachers use the Library’s digitized primary

sources to engage students, develop their critical

thinking skills and construct knowledge. Learn

more about the Library’s TPS program and other

resources available to teachers at:

www.loc.gov/teachers

Teaching with Primary Sources

Vivian Awumey, Program Manager

The Library of Congress

101 Independence Ave., S.E.

Washington, DC 20540-1320

http://www.loc.gov/teachers/tps/

202.707.8740; [email protected]


Charlene Volk, Teaching with Primary

Sources Implementation Manager

Indiana University

1315 E. Tenth Street, Suite 320

Bloomington, IN 47405-1701


Indiana Standards SS.USH.4.3 2007 SS.USH.9.1 2007

Common Core RH.9-10.4 RH.11-12.4 WHST.11-12.6

Indiana Standards SS.USH.6.1 2007 SS.USH.9.2 2007 SS.USH.9.1 2007 SS.USH.4.3 2007

Common Core RH.9-10.3 RH.9-10.2 RH.11-12.2 WHST.9-10.7

Indiana Standards SS.USH.9.1 2007 SS.USH.4.3 2007 SS.USG.3.18 2007


Indiana Standards SS.USH.9.1 2007 SS.USH.4.3 2007 SS.USG.2.4 2007 SS.USG.3.1 2007


Indiana Standards SS.USH.8.5 2007 SS.USH.9.1 2007 SS.USH.4.3 2007 SS.USG.3.3 2007

Common Core WHST.9-10.4 WHST.9-10.9 WHST.11-12.1.A WHST.9-10.1.A

C3 Framework: D2.His.9.9-12

C3 Framework: D2.Civ.3.9-12



C3 Framework: D3.4.9-12

Day 1: Exploring Vocabulary

Day 2: Examining Federal Immigration Policies

Day 3: Examining State Immigration Policies

Day 4: Compare and Contrast Federal and State Immigration Policies

Final Assessment

http://www.loc.gov/teachers�

http://www.corestandards.org/ELA-Literacy/RH/9-10/4/�


http://www.corestandards.org/ELA-Literacy/WHST/11-12/6/�




http://www.corestandards.org/ELA-Literacy/WHST/9-10/4/�

© 2014 Center on Congress

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First Observations: ________________________ First Observations: _________________________ ________________________________________ ________________________________________ ________________________________________ _________________________________________ ________________________________________ _________________________________________ ________________________________________ _________________________________________ ________________________________________ _________________________________________ Inferences Based on Observation: ____________ Inferences Based on Observation: _____________ ________________________________________ _________________________________________ ________________________________________ _________________________________________ ________________________________________ _________________________________________ ________________________________________ _________________________________________ ________________________________________ _________________________________________ Questions- What don’t you know? ____________ Questions- What don’t you know? _____________ ________________________________________ _________________________________________ ________________________________________ _________________________________________ ________________________________________ _________________________________________ ________________________________________ _________________________________________ ________________________________________ _________________________________________ Final Definition of Term: _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Name: _____________________________________________ Date:________________________

IMMIGRANT



Name: _____________________________________________ Date:________________________

IMMIGRATION



Name: _____________________________________________ Date:________________________

FEDERALISM



Name: _____________________________________________ Date:________________________

GOVERNMENT POLICY



Name: _____________________________________________ Date:________________________

REFUGEE



Name: _____________________________________________ Date:________________________

QUOTA


Word Image One Image Two Definition

immigrant

A person who perma-nently moves to a coun-try that is not their country of origin.

immigration

The act of permanently moving to a new coun-try (not your country of origin).

federalism

Florida Governor Bob Martinez shak-ing hands with President Reagan (c. 1987-1991)

Federalism Chart

A system of government in which power is divided between a central authori-ty and constituent political units

Teacher Reference: Vocabulary Image Table


government policy

A plan or course of ac-tion intended to influ-ence and determine decisions, actions, and other matters. Some-times called public poli-cy.

refugee

A person who has been forced to leave their country in order to escape war, perse-cution, or natural dis-aster.

quota

Map of the national origins immigra-tion quotas based on 2% of the 1890 census under the Immigration Act of 1924.

A limited or fixed number or amount of people or things, in particular.

Teacher Reference: Vocabulary Image Table


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Supreme Court Rejects Part Of Arizona Immigration Law By Associated Press June 25, 2012

Page 1 of 3

WASHINGTON (Associated Press) — The Supreme Court threw out key provisions of Arizona's crackdown on illegal immigrants Monday but said a much-debated portion could go forward on checking the status of suspects who might appear to be in the U.S. illegally.

The court upheld the "show me your papers" requirement that police check suspects' immigration status. Even there, though, the justices said the provision could be subject to additional legal challenges, and they removed some teeth by prohibiting officers from arresting people on immigration charges.

The Obama administration had assailed the Arizona law as an unconstitutional intrusion into an area under Washington's control, and the court struck down provisions that would have made state crimes out of federal immigration violations.

But several lawmakers and civil rights groups said the part of the law left in place by the high court was an invitation to racial profiling.

The court announced that Thursday would be the last day of rulings this term, which means the decision on President Barack Obama's landmark health care overhaul probably will come that day.

The Arizona decision landed in the middle of a presidential campaign in which Obama has been heavily courting Latino voters and Republican challenger Mitt Romney has been struggling to win Latino support. During a drawn-out primary campaign, Romney and the other GOP candidates mostly embraced a hard line on illegal immigrants, though Romney has lately taken a softer tone.

Romney did not immediately comment on the court decision Monday, but he said, "I believe that each state has the duty — and the right — to secure our borders and preserve the rule of law, particularly when the federal government has failed to meet its responsibilities."

In Monday's decision, the court was unanimous on allowing the immigration status check to go forward. The justices were divided on striking down the other portions.

Justice Anthony Kennedy said the law could — and suggested it should — be read to avoid concerns that status checks could lead to prolonged detention.

The court struck down these three major provisions: requiring all immigrants to obtain or carry immigration registration papers, making it a state criminal offense for an illegal immigrant to seek work or hold a job and allowing police to arrest suspected illegal immigrants without warrants.


Arizona Gov. Jan Brewer said the ruling marked a victory for people who believe in the responsibility of states to defend their residents. The case, she said, "has always been about our support for the rule of law. That means every law, including those against both illegal immigration and racial profiling. Law enforcement will be held accountable should this statute be misused in a fashion that violates an individual's civil rights."

Civil rights groups that separately challenged the law over concerns that it would lead to rights abuses said their lawsuit would go on.

Even with the limitations the high court put on Arizona, the immigration status check still is "an invitation to racial profiling," said American Civil Liberties Union lawyer Omar Jadwat.

The Senate's top Democrat says the Supreme Court's decision opens the way to racial profiling by police.

Nevada Sen. Harry Reid said after Monday's decision that the high court was right to strike down most of Arizona's immigration law, which President Barack Obama and many Democrats say is unconstitutional.

But Reid said he is concerned that the high court upheld one provision that requires police to check immigration papers of people they stop for other violations. That, Reid said predicted, "will lead to a system of racial profiling."

An immigrant rights group says the ruling invites the kind of legal challenges that it was planning to bring.

Linton Joaquin at the National Immigration Law Center says that while Monday's decision was disappointing, his group planned to go back to federal court to prevent the surviving "show me your papers" provision.

The Obama administration sued to block the Arizona law soon after its enactment two years ago. Federal courts had refused to let the four key provisions take effect.

Five states — Alabama, Georgia, Indiana, South Carolina and Utah — have adopted variations on Arizona's law. Parts of those laws also are on hold pending the outcome of the Supreme Court case.

Chief Justice John Roberts and Justices Stephen Breyer, Ruth Bader Ginsburg and Sonia Sotomayor joined all of Kennedy's opinion. Justice Elena Kagan sat out the case because of her work in the Obama administration.

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Justices Antonin Scalia and Clarence Thomas would have allowed all the challenged provisions to take effect. Justice Samuel Alito would have allowed police to arrest undocumented immigrants who seek work, and also make arrests without warrants.

Scalia, in comments from the bench, caustically described Obama's recently announced plans to ease deportation rules for some children of illegal immigrants.

"The president said at a news conference that the new program is 'the right thing to do' in light of Congress' failure to pass the administration's proposed revision of the Immigration Act. Perhaps it is, though Arizona may not think so. But to say, as the court does, that Arizona contradicts federal law by enforcing applications of the Immigration Act that the president declines to enforce boggles the mind," Scalia said.

The Arizona case focused on whether states can adopt their own measures to deal with an estimated 11 million illegal immigrants in the face of federal inaction on comprehensive reform, or whether the federal government has almost exclusive authority in that area.

Kennedy wrote obliquely about the impasse at the national level.

"Arizona may have understandable frustrations with the problems caused by illegal immigration while that process continues, but the state may not pursue policies that undermine federal law," Kennedy said.

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Name:___________________________________________ Date:________________________

Associated Press Article “Supreme Court Rejects Part of Arizona Immigration Law.”

Directions: Answer the questions as you read the article. Remember to use complete sentences.

1. Which portion of Arizona SB 1070 did the U.S. Supreme Court uphold?

2. What was controversial about the other portions of Arizona SB 1070?

3. What did lawmakers and civil rights group fear might happen because of the Supreme Court’s

ruling?

4. Does the federal or state government have the power to pass immigration laws?


♦ Article I, The Legislative Branch, Section 8, Powers of Congress.

“To establish an uniform Rule of Naturalization . . .”

Notes:

A. The U.S. Constitution never uses the word immigration.

B. The Supreme Court has ruled that the Congressional power to regulate naturalization, from Article

1, Section 8, includes the power to regulate immigration.

Connection:

Hines v. Davidowitz 1941

“[T]he supremacy of the national power in the general field of foreign affairs, including power over

immigration, naturalization and deportation, is made clear by the Constitution . . .”

♦ Article I, Section 8, Clause 18, The Necessary and Proper Clause.

“The Congress shall have Power - To make all Laws which shall be necessary and proper for

carrying into Execution the foregoing Powers, and all other Powers vested by this Constitution in the

Government of the United States, or in any Department or Officer thereof.”

Notes:

Connection:

♦ Article VI, Clause II, The Supremacy Clause.

“This Constitution, and the Laws of the United States which shall be made in pursuance thereof;

and all treaties made, or which shall be made, under the authority of the United States, shall be the

supreme law of the land; and the judges in every state shall be bound thereby, anything in the

constitution or laws of any state to the contrary notwithstanding.”

Notes:

Connection:

United States Constitution and Federalism Study Guide Notes

immigration: whose call is it? - indiana university...

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