HW #25 Current Events

Final current event summary.

HW #24 Arizona Imigration Law

A number of states, concerned with the lack of a comprehensive Federal immigration reform, have developed their own laws to combat illegal immigration.  Read the two articles about the Arizona immigration law and in 150 words (or more) explore both the pros and cons of the legislation.  The point of this exercise is for you to begin forming a better understanding of what's happening on both sides of the argument.    

http://www.nytimes.com/2010/04/24/us/politics/24immig.html 

http://www.nytimes.com/2012/02/27/us/politics/across-arizona-illegal-immigration-is-on-back-burner.html

HW #23 Special Order 40

Read and answer the discussion questions on pp. 5.

HW #22 Tech Recruiting Clashes With Immigration Rules

While a lot of attention is paid to unskilled, undocumented immigrants, a great number of those who immigrate to the US are skilled tech engineers who are the lifeblood of companies such as Google, Microsoft, and Apple.  As the economic picture in the US has worsened, many Americans are criticizing companies that lay off American-born workers and "retain engineers living here on visas."  What do you think?

Read the article below, then respond to the following in a short paragraph:

Describe the difficulties faced by tech companies in their quest to hire foreign-born workers.

Your response should be typed and a minimum of 150 words.

http://www.nytimes.com/2009/04/12/business/12immig.html?_r=1

HW #21 Final Projects

Continue to work on your projects.  If you are doing an interview, you should complete that this weekend! 

HW #20 Refugees in America

Read the two article below and respond to the following:

Describe some of the struggles faced by Somali and Bosnian refugees as they adjust to life in the United States.  How is their experience different from that of other immigrants. 

Your response should be a minimum of three paragraphs (about 300 words) and typed!

http://www.nytimes.com/2007/04/29/us/29youth.html?pagewanted=all
http://www.nytimes.com/2009/03/29/health/29immig.html?pagewanted=all

HW #19 Freedom From Fear

Freedom From Fear: Refugees in the US

Read the attached and answer the following in 3-4 complete sentences.

1. According to US law, what is the difference between a refugee and an asylum-seeker?
2. What is TPS?
3. Explain the difference between refugees and economic migrants.
4. Under the US Illegal Immigration Reform and Immigration Responsibility Act on 1996, what were immigrants required to do?

HW #18 Cold War & Immigration Reform

Answer each of the following questions in 50 (or more) words.  Your answers should be typed. 

1.    Explain how the Cold War affected immigration to the United States.

2.    Why did the first wave of Cubans come to the US after the Cuban Revolution, adapt to life in the US better than some other immigrant groups?

3.    Why were the Hmong targeted by the communist government of Laos?  How did the Hmong adjust to life in the US?

4.    Explain the relationship between the Civil Rights Act of 1964 and the Immigration Act of 1965.

HW #17 Final Project Storyboard

Create a draft storyboard for your final project.

Your storyboard should describe:

• What will appear on the screen (photo, clip, graphic, title, or other kind of visual)
• What listeners will hear (music, narrative, sounds) 

Media List:

Here you list the specifics of each piece of media you will need; this will help you gather materials before beginning story construction; it also serves as a "works cited list" for copyright purposes...

• Music, songs, voice recordings, sounds
• Pictures, graphics, diagrams
• Video clip
• Text, title, transitions

HW# 16 Immigration Act of 1965 and Final Projects

• Read and Notate the attached.

Continue working on your projects.  By Monday you should have completed the following:

• Set up a time to meet with you interviewee
• Completed the first draft of your interview questions and narration
• Started compiling images (photos, letters, etc) -- you will probably need about 20-25 total

For people who are doing interviews, you should do some research on the country of origin of your interviewee to establish some background on their immigration experience -- this history will be included in your film.  

HW #15 Jewish Immigration to the United States

Immigration by Country of Origin

HW #14: Time of Fear

After the December 7, 1941 Japanese attack on Pearl Harbor, President Franklin D. Roosevelt issued Executive Order 9066. This act, based on ethnicity, permitted the military to bypass the constitutional safeguards of American citizens in the name of national defense. The order excluded persons of Japanese ancestry then living on the West Coast from residing and working in certain locations, and culminated in the incarceration of more than 100,000 Japanese Americans, most of whom were U.S. citizens or legal permanent resident aliens. They were detained for up to 4 years, without due process of law or any factual basis. They were forced to live in remote camps behind barbed wire and under the surveillance of armed guards. Japanese American internment raised questions about the rights of American citizens as embodied in the first ten amendments to the Constitution.

Source: 42explore.com

Write a 250 word response to one of the questions below. 

• Do you think that the United States government was justified in incarcerating Japanese Americans following the attacks? Why or why not? 

• Imagine you were a young person who was sent to the camps with your family, would you be angry about your experience or would you understand the fear that people felt following the attack on Pearl Harbor? 

• What lasting effect, if any, do you think the internment might have had on the people who lived in the camps?

• Do you see any similarities between the detention of and discrimination against Japanese Americans following the attack on Pearl Harbor and the detention of and discrimination against Muslims following the 9/11 attacks?  Explain. 

HW# 13 Italian and Japanese Immigration

Read and answer the questions.

Due: Monday, March 19

Final Project Guidelines and Proposal

Project Guidelines

https://docs.google.com/document/d/1GcpjRwhKWkwwDzYSAApOoYzKkJTL9_Yv6NJJSqdGHRU/edit

Proposal Application

https://docs.google.com/document/d/12OHrbV6mQXzi9xrTmL9T1J_hMScXrfAa2Qlw15kG1AE/edit

Homework #12 Angel Island

Angel Island

Watch the films Angel Island and Paper Sons (the links are on the blog role on the right).  Write two paragraphs in which you compare the experience of immigrants who came through Ellis Island to the experience of immigrants who passed through Angel Island.  Your assignment should be typed and a minimum of 200 words.

Paper Sons

http://www.youtube.com/watch?v=Hhc-om3SXKw&feature=related

Angle Island Immigration Center

http://www.youtube.com/watch?v=ZnpgiUY5ip4

Angel Island History

http://www.angel-island.com/history.html

You also might want to review the Ellis Island film for this assignment: 

Island of Hope, Island of Tears

http://www.youtube.com/watch?v=u4wzVuXPznk

Immigration 1880-1910

Homework #11 Era of Restriction

Complete the reading and questions for Era of Restriction

Homework #10 Era of Restriction

Read pp 1-7 of Era of Restriction and answer questions 1-5.

Homework #9 Early Immigration Laws

• Naturalization Act of 1795
• Treaty of Guadalupe Hidalgo
• Homestead Act of 1862
• Anti-Coolie Act
• Chinese Exclusion Act
• Naturalization Act of 1870
• Alien Contract Labor Law

Homework #8

Study for Quiz #1
Current Event Summary/Presentation #1
Current Event Guidelines:

https://docs.google.com/document/d/1k6OJ1zm4sBI9o980KdLWaQtpUFjl0Mbg1e42LuEEQRY/edit

Homework #7: Ellis Island

Read the history of Ellis Island and watch the film Island of Hope, Island of Tears (the link is located on the blog).  In two – three paragraphs (250-300 words, typed) describe what the experience was like for the immigrants who passed through the island. 

Homework #6: Irish Potato Famine

Read and notate.

Homework #5: Era of Open Borders

Complete the reading and answer the attached questions. 

Homework #4: Slaves and Indentured Sevants

Essay.  Using your readings and the film, write a five-paragraph essay in which you compare the experiences of European indentured servants and enslaved Africans.     

Homework #3: Slaves and Indentured Servants

Read the testimonies from Gottlieb Mittleberger and Olaudah Equiano.  Create a VENN diagram in which you compare the experience of the two in the New World (DUE 3/2)

Homework #2: Colonization of America

Read and answer the attached questions in 2-3 sentences (DUE 3/1)

HW #1 Read and Notate pp. 1-8 in Chapter 4

Read and highlight the important themes from the chapter.

Assignment #1: Immigrant, Emigrant, Migrant: Vocabulary of Human Migration

We hear many of the following terms all the time, but what do they really mean?   In order to understand the “whats” and “whys” of United States immigration history, it is important to have a common language.  Using a dictionary and internet resources, define the following terms.  Don’t just copy (cut and paste) answers from your sources!  Read and then complete your answers using language and terms that you understand.  Type your work and include a list of the sources you used for your research (ex. Webster’s Dictionary, WIKIPEDIA, etc).  

1.     Ancestry

2.     Assimilation

3.     Brain drain

4.     Chain migration

5.     Citizen

6.     Culture

7.     Emigration

8.     Ethnicity

9.     Ethnocentric

10.  Expatriate

11.  Green Card

12.  Immigration

13.  Migration

14.  Nationality

15.  Naturalization

16.  Political Asylum

17.  Refugee

18.  Resident Alien

19.  Visa

20.  Xenophobia

Добро пожаловать. Bienvenidos. Welcome. Welkom. 歡迎. υποδοχή.

"Once I thought to write a history of the immigrants in America.  Then I discovered that the immigrants were American history."    --Oscar Handlin, Introduction to The Uprooted, 1951

Description: Unless you are one of the United States' roughly two million Native Americans, your ancestors were immigrants.  You may be able to trace your roots to the explorers who came to stake early claims on the territory.  Perhaps your ancestors were enslaved and came here in the cargo hold of a ship or to work off a debt as an indentured servant.  Your ancestors may have come to work in the factories during the peak of the industrial revolution or to farm lands seized by the United States government as the country expanded westward.  It’s also possible that they arrived during the 1970s and 80s when violent political unrest in Africa, Asia and Latin America prompted many to flee their countries of origin.  Perhaps you are an immigrant.  Whatever the case may be, as former president Bill Clinton voiced during a graduation speech at Portland State University in 1998, "the United States has always been energized by its immigrant populations.  America has constantly drawn strength and spirit from wave after wave of immigrants...They have proved to be the most restless, the most adventurous, the most innovative, the most industrious of people.”

This class is an introduction to United States immigration history.  In addition to the actual historical nitty-gritty of who, what, and when, we’ll also look at the factors that brought and continue to bring people here, their experiences once they arrive, and their contributions to American society.

  The goal of this class is to help you: 

·       Develop an understanding of the centrality of immigration to the history of the United States;

·       Deepen your understanding of the origins of immigrants to the U.S. and of the diverse experiences they encountered when they arrived; 

·       Explore “nativist” movements and their effect on immigrants and immigration policy.

Your grade will be based on the following:

20%        Participation      Class participation will be measured by your preparation for and active participation in the class.  It includes arriving to class on time, having class materials, and asking questions when you don’t understand. 

25%        Homework           Homework will be assigned nightly and should be typed.  If for some reason you do not have access to a computer, you need to talk to me before the assignment is due in order to work out a plan. 

15%        Quizzes

20%        Final Exam            There will be weekly quizzes and a final exam.  The quizzes will generally focus on vocabulary and specific issues raised during the week. 

20%        Final Project         Using Windows Movie Maker, iMovie or a similar program, your final project for this class will be to produce a short documentary  (3-5 minutes long) that explores some aspect of immigration to the United States.   

 

Materials: You will need a three-ring binder or a separate section in an existing binder to keep readings and other materials in order.  You will receive a homework folder with an assignment log attached to the cover.  We will update the assignment log daily (at the beginning and end of class); you should keep all completed assignments inside the folder.