Immigration and Naturalization
“There are few things that are more important to us as a society then who gets to come here and call our country home. Who gets the privilege of becoming a citizen of the United States of America? That’s a big deal.” –President Barack Obama
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“The American dream comes from opportunity. The opportunity comes from our founding principles, our core values that’s held together and protected by the Constitution. Those ideas are neither Republican, Democrat, conservative, liberal, white, or black. Those are American ideologies.”
—Ted Yoho, United States Representative |
"Give me your tired, your poor,
Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tossed to me, I lift my lamp beside the golden door!" - Emma Lazarus |
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Learning Goals:
*Students will understand the legal means of becoming a citizen, and the obligations and responsibilities of citizenship. Students will be able to explain the term "civics" and understand the meaning of citizenship. |
Benchmark:
SS.7.C.2.1: Content Complexity: Level 1/Recall and Reproduction Define the term "citizen," and identify legal means of becoming a United States citizen. CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. DOK Level 3 |
Unit Preview Part 1: Museum Exhibit
At your tables you’ll find a series of primary sources. Begin to look through them with your group and consider the following questions that you will write your responses to:
1. What do all of the primary sources have in common? (what could they be used to teach us about? What could be a title for this if it was in a museum exhibit?)
2. PICK AT LEAST 5 primary sources and come up with a caption that describes the significance of each in the museum exhibit. (Examples of captions from images we've already looked at in class are below)
1. What do all of the primary sources have in common? (what could they be used to teach us about? What could be a title for this if it was in a museum exhibit?)
2. PICK AT LEAST 5 primary sources and come up with a caption that describes the significance of each in the museum exhibit. (Examples of captions from images we've already looked at in class are below)
An example caption for an image like this that describes its significance could be:
"Civil Rights protesters were often attacked by racist police forces in the south, which was a violation of their 1st amendment right to assemble and protest peacefully." |
An example caption for an image like this that describes its significance could be:
"Today, groups like black lives matter continue to exercise their right to peacefully protest for civil rights." |
3. What questions do you still have about this topic? What other primary sources/information might you add to this exhibit?
Unit Preview Part 2: Immigration and American Identity
STEP 1: As you watch both speeches from former U.S. Presidents, read through the statements below. Label each statement with an "O" if you think it best fits with President Obama's speech, or an "R" if you think it best matches with President Reagan's speech, and or a "B" if you think the statement fits with both speeches.
- This presidential speech talks about an “Us versus them” mentality that can arise when people get passionate about who gets to come to this country.
- This presidential speech discusses what it means to be an American and about an "American identity."
- This presidential speech discusses the sacrifices of veterans to spread the values of patriotism.
- This presidential speech states that all immigrants faced issues like racism and discrimination when coming to America.
- This presidential speech states that American values of freedom used to be shared through movies, television, school, the community, and at home, but is now on the decline.
- This presidential speech states that all Americans come from a history of immigration from many other countries and that immigrants shaped American into what it is today.
- This presidential speech states that America’s shared history binds us together.
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President Reagan (Republican, 1981-1989)
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President Obama (Democrat, 2009-2017)
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Class discussion prompt:"Which parts of the presidential speeches do you identify/agree with more and why?"
STEP 2:
- What are some reasons why immigrants would emigrate (leave to) America? (remember our introduction bellwork)
- CLICK HERE to look at some sources about refugees. (immigrants seeking safety, or asylum, from another country.)
- What are the two different values that you see in these sources about immigration? (check the questions in the documents to help guide you)
After watching the videos:
1. What reasons are mentioned (and not mentioned) to deny REFUGEES (immigrants seeking asylum) from entering the US and other European countries? What are your opinions on this situation?
1. What reasons are mentioned (and not mentioned) to deny REFUGEES (immigrants seeking asylum) from entering the US and other European countries? What are your opinions on this situation?
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Task 1: Immigration Stations
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You will read through scenarios (attached below: titled "Immigration Station Scenarios") about immigrants in the United States. For each immigrant you read about, you and your shoulder partner will answer the questions in the file below.
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Immigrants being sworn in as naturalized U.S. citizens in 1929. (Bettmann/Getty Images)
Arnold Schwarzenegger holds his naturalization certificate on the day he received it in Los Angeles, 1983.
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Foreign nationals waiting in the Los Angeles Convention Center for their naturalization ceremony to begin in 1995. (Gilles Mingasson/Liaison)
A resident weeps during the citizenship ceremony at the Convention Center September 13, 1995 in Los Angeles, CA. During the naturalization ceremonies, the US District Court administers the Oath of Allegiance to qualified applicants for US citizenship, which allows them to participate in the elections. (Photo by Gilles Mingasson/Liaison)
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Task 2: Letter to an Immigrant
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Pick one of the following scenarios from the “Immigration Station” activity: (Massimo, Melanie, Bethany, or Omar) Be a good citizen and help one of them out by writing a letter to that immigrant in which you address the following:
•A greeting. •What requirements for citizenship have they already met? (found in "Immigration Reading," "Immigration Station Scenarios," and Study Guide pg. 1) •What do they still have to do to become a citizen? (include the 4 steps AFTER the requirements are met as well) (found in "Immigration Reading," "Immigration Station Scenarios," and Study Guide pg. 1) •What general advice can you offer them? •A closing farewell. |
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Task 3: Citizenship and Running for Office PREVIEW
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California Senator Kamala has been named as Democratic Presidential Candidate Joe Biden's Vice President, or running mate, in the next Presidential Election in November 2020.
Answer the following question: Is she eligible for the office of the President? Explain WHY or WHY NOT with evidence. Take a look at the requirements from the Constitution after reading the linked article below. ONE OF THE THREE requirements fits with something you JUST learned about in this unit. Take a look at her birth certificate to clarify... Headline: "Trump falsely claims Harris might not be a US Citizen." |
Task 4: Naturalization Self-Test
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If you were born in the Unites States, then you may take your citizenship for granted. By now you should know the steps that immigrants must take to become U.S. Citizens.
Step 1: Could you pass a test with the same kind of questions that immigrants have to answer in order to become a citizen? Click here to FIND OUT! Step 2: Watch the videos to the right. Then answer the following questions: 1. What was your score on the quiz and were you surprised by your score or not? Briefly explain why. 2. What are your thoughts/feelings/opinions about the knowledge that everyday Americans have relating to citizenship? (don't answer "I don't have any opinions") |
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Task 5: Birthright Citizenship around the World
STEP 1: CLICK HERE to read "What do other countries' say about birthright citizenship?"
For more info on the topic, click HERE or HERE!!
Choose one of the following assessments to show your understanding:
1. Write a 2 paragraph response using evidence to address the following prompt: "What are your thoughts on birthright citizenship? Do you believe the laws need to be revised or are they good as is?"
2. Create a political cartoon that incorporates evidence and expresses your opinion on birthright citizenship in America or around the world.
3. Create a poem/rap that incorporates evidence and expresses your opinion on birthright citizenship in America or around the world.
4. Create a pros and cons T-chart that lists the benefits of birthright citizenship in the U.S.
5. Create a Venn diagram that compares and contrasts birthright citizenship in the U.S. with citizenship around the world.
For more info on the topic, click HERE or HERE!!
Choose one of the following assessments to show your understanding:
1. Write a 2 paragraph response using evidence to address the following prompt: "What are your thoughts on birthright citizenship? Do you believe the laws need to be revised or are they good as is?"
2. Create a political cartoon that incorporates evidence and expresses your opinion on birthright citizenship in America or around the world.
3. Create a poem/rap that incorporates evidence and expresses your opinion on birthright citizenship in America or around the world.
4. Create a pros and cons T-chart that lists the benefits of birthright citizenship in the U.S.
5. Create a Venn diagram that compares and contrasts birthright citizenship in the U.S. with citizenship around the world.
STEP 2: Click HERE to read about the debate on Birthright citizenship in the U.S.
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Create Your Own Task!
Directions:
- Find a resource (or create a resource) that can be used to learn about our current unit of study that connects to the learning goal. It can be historical (from the past) or in current events (the present). Examples include a news/feature article, video, political cartoon, primary source images/photos, etc…
- Create directions for an activity that will prove your understanding of this source and how it connects to the learning goal.
- Check with me to approve your activity, and then complete it.
iCivics Practice
Previewing Rights and Responsibilities of Citizenship:
What can I do about Immigration issues that I care about???
What can you do if you care about a topic, but you can't vote until you're 18??
- Contact representatives in political office (Like your U.S. House Representative or U.S. Senator about national issues, or your State Legislature or County Commissioners for local issues)
- sign a petition (online or on paper...petitions lead to pressure for NEW LAWS and actual change)
- volunteer your time (community service) or your money (donate) through international organizations or other community outreach that can help with the issue (Save the Children is an example of an organization below)
- share information about community outreach online (Save the Children is an example of an organization below)
WASHINGTON — The Trump administration is moving to dismantle decades-old protections for immigrant youth, rolling out new regulations that would give the government the ability to indefinitely detain minors and families with children.
President Trump and his aides have long railed against the so-called Flores agreement , a 1997 court settlement that said the government must provide a minimum standard of care for migrant children in U.S. custody. In 2015, as the Obama administration struggled to respond to an influx of unaccompanied minors at the southern border, the agreement was strengthened . Generally, the government must release children as quickly as possible and cannot detain them longer than 20 days, whether they have traveled to the U.S. alone or with family members.
The new regulations, expected to be formally published Friday, will take effect in 60 days, absent legal challenges. Acting Homeland Security Secretary Kevin McAleenan said at a news conference Wednesday that the Flores settlement is the primary driver for Central American families coming to the U.S. border, and that once it is ended, numbers will drop dramatically.
The regulations escalate a heated fight over not only the Trump administration’s ability to hold migrant families, but also its willingness to do so humanely. As Trump has largely failed to deter near-record migration to the southern border, made up of mostly Central American families seeking asylum, a large number of immigrant children and adults have died in U.S. custody, and immigration authorities have repeatedly been found to be providing sub-standard care for detained migrants.
President Trump and his aides have long railed against the so-called Flores agreement , a 1997 court settlement that said the government must provide a minimum standard of care for migrant children in U.S. custody. In 2015, as the Obama administration struggled to respond to an influx of unaccompanied minors at the southern border, the agreement was strengthened . Generally, the government must release children as quickly as possible and cannot detain them longer than 20 days, whether they have traveled to the U.S. alone or with family members.
The new regulations, expected to be formally published Friday, will take effect in 60 days, absent legal challenges. Acting Homeland Security Secretary Kevin McAleenan said at a news conference Wednesday that the Flores settlement is the primary driver for Central American families coming to the U.S. border, and that once it is ended, numbers will drop dramatically.
The regulations escalate a heated fight over not only the Trump administration’s ability to hold migrant families, but also its willingness to do so humanely. As Trump has largely failed to deter near-record migration to the southern border, made up of mostly Central American families seeking asylum, a large number of immigrant children and adults have died in U.S. custody, and immigration authorities have repeatedly been found to be providing sub-standard care for detained migrants.
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“Prolonging the detention of young children and ignoring their legal rights is not a constructive deterrent for combatting the migrant crisis at our border, and is not a solution befitting our great nation,” said Mark Shriver, Senior Vice President of U.S. Programs & Advocacy. “Children are innocent victims at the border and our government has a responsibility to treat them humanely and with dignity.”
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