DOCSLIB.ORG

Immigration Beyond Ellis Island

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Immigration Beyond Ellis Island Promising Practices Immigration beyond Ellis Island Suggestions for Teaching about Immigration in the Now Kazi I. Hossain Introduction from observing student teachers teaching discussions of immigration from present “immigration” units in fifth and sixth day perspectives. “American is a land of immigrants” is grade classrooms. All of these observations probably the most common line in many of involve student teachers teaching “immi- our social studies textbooks. Immigrants Why Go beyond Ellis Island? gration” from what I see as the Ellis Island are part and parcel of American society. perspective. If one seeks to make a list of famous They are the fabric that creates the “quilt Most of these units I have observed landmarks in the U.S., Ellis Island will of the American population.” Our history have these common elements: where our probably be among the first ten. It is indeed books are abundant with stories of immi- forefathers came from; asking children in one of the most recognized landmarks in grants who contributed to the development the classroom to interview their parents or the world. It goes hand in hand with the of this country. In terms of social studies grandparents to find authentic information famous statement “America is a land of im- curriculum, all states require schools to about the their country of origin; watching migrants.” Ellis Island cannot be excluded teach about immigration. However, the a video on Ellis Island; taking a virtual when discussing the topic of immigration, question is how to teach this topic in a tour of Ellis Island called “An Interac- whether in classrooms, in social settings, manner that will give our students—el- tive Tour of Ellis Island: An Immigration or in the political arenas. ementary through high school—a better Activity” published by Scholastic; and However, the discussions that revolve understanding of this important topic. role playing the experiences the students’ around the historical role of Ellis Island For example, the presidential election parents or grandparents may have had at seldom bears any relationship to present of 2012 was significant in many ways. Ellis Island. day immigrants’ experiences. In order to Obama was the first Black president seek- These units also include books about highlight the current immigration process ing a second term. His opponent was the Ellis Island and the life of immigrants and experiences of the newly arrived im- first Mormon presidential candiate. Both here in the United States. Plans for these migrants one must go beyond the Ellis candidates need to respond to a financial units have the approval of the cooperating Island perspectives. meltdown, high unemployment, and other teachers, likely because they probably have Holistic understanding of comtempo- societal crises. Yet another significant topic taught the unit in the same manner. rary immigration issues in the U.S. must that took center stage in the presidential One thing that is glaringly missing involve discussion of current government debate was the issue of comprehensive from the above mentioned scenario is any procedures and political debates. To do immigration reform. discusssion on current immigration issues. otherwise will create misconceptions and This discussion became more heated Observing the student teachers teaching misunderstandings. If the current im- with the passage of Arizona’s controver- these units on immigration creates the migration process and experiences are sial immigration law S. B 1070 in 2010. impression that “immigration” happened not addressed, students at all levels will America’s concern about immigration goes only in the past and thus is considered an continues to maintain “Myths About Im- in cycles, gaining momenturm mostly in historical event. migration” (Costello, 2011). election years, as was the case in 2012. To verify if this teaching senario is Some of the most prevalent myths My expertize on this topic comes in only taking place in fifth and sixth grade identified by Costello include: part from my own experiences as an im- classrooms, I asked my student in a migrant who came to the United States Most immigrants are here illegally. multicultiral education course at a state as a graduate student some 24 years ago. university campus about their experiences Today’s immigrants don’t want to blend My understanding of how this topic is be- in and become Americanized. in learning about immigration. In every ing taught in our school classrooms comes semester for the last 12 years, nine out of Immigrants take good jobs from Ameri- ten students indicated that they learned cans. Kazi I. Hossain is an assistant professor about immigration—both at the middle Undocumented immigrants don’t pay and coordinator for the post-baccalaureate and high school levels—through the Ellis taxes but still get benefits. and M.Ed. programs in elementary education Island perspectives without any discussion of current events related to immigration. Anyone who enters the country illegally in the Department of Early, Middle, is a criminal. and Exceptional Education Very few of my college students indi- at Millersville University of Pennsylvania, cated that their teachers at the middle and It is the responsibilty of the teachers to Millersville, Pennsylvania. high school levels has ever entertained any debunk these myths in order to allow our MULTICULTURAL EDUCATION 56 Promising Practices students to have a better understanding of However, the present day immigration urging Congress to increase the number of current immigrants and the contemporary processes are much more complex, time H1-B visas, particularly to meet the need immigration process. Teachers need to consuming, and costly. The complexity of in the field of science and technology. To compare the past immigrants’ experiences this process is rightly stated by Vargas this effect, MicroSoft’s Bill Gates in 2008 through Ellis Island with the immigrants’ (2012): “The road to citizenship can go on urged Congress to do just that in testimony experiences of today. months—or decades.” The following section to the House Committee on Science and However, before this comparison can offers background on current immigration Technology (New York Times, 2008). take place in a classroom, teachers must and citizenship processes. Immigrants under this category can have some solid knowledge about current later apply for “Green Card” or “Permanent immigration processes. The intent of this Pathways to Legal Immigration Resident” status, which could then lead article is to provide background informa- them to citizenship in a manner similar tion and resources for teachers to teach Teachers addressing immigration in to the people who arrive through “Fam- about immigration through current per- today’s middle and high school classrooms ily Sponsorship.” However, to apply for a spectives. need to understand and teach about the “Green Card” from an H1-B visa an ap- structure and procedures of the curent plicant must pay fees of $1650 or more. Legal vs Illegal Immigrants system. Following are some basics for It is important to note that foreign stu- beginning that conversation. dents who earn either an undergraduate or We are all familiar with the term “Il- Today, legal immigrants can come to a graduate degree from U.S. universities or legal Immigrants” due, at least in part, the United States in many different ways colleges are also required to apply for an to the last presidential election. These and can enter the country through any H1-B visa if they choose to work while in immigrants are defined as the individu- major city by air travel as well as by land— America. Hiring organizations must apply als who came to the U.S. without proper crossing the U.S.-Mexico or U.S.-Canadian for an H1-B visa on behalf of the student. documentation and the majority of them borders. The four major legal approaches to In addition, the hiring organization must came through the southern boder from immigration are: family sponsorship, em- prove to the USCIS that the candidates Mexico in the middle of the night to avoid ployer request, refugee and asylum status, they select were the best qualified indi- U.S. Custom and Immigration Service and DV lottery ( Gollnick & Chinn, 2013). viduals among all the applicants—both (USCIS) officials. U.S. citizens and non-citizens. These illegal immigrants are in our Family Sponsorship conversations through news reports, Any U.S. citizen can sponsor their Refugees & Asylum articles, talk radio shows, and even from immediate family members from their the chambers of the U.S. Congress. Unfor- In various parts of the world people country of orgin. To complete this process get displaced due to civil war or war with tunately, most of these conversations are can take anywhere between three months negative, including such phrases as: another country. These displaced people to about ten years. This type of immigrant typically take shelter at refugee camps. they are taking our jobs, comes to the U.S. as a “Permanent Resi- Examples of conflicts from which refugees dent” or “Green Card” holder. The applicant . .they drive our labor wages low since have fled include Afganistan, Iraq, Syria, must pay $420 for each person being spon- the Bulkan War in the 1990s, and civil they are willing to work less than the sored (USCIS, 2013). They are eligible to minimum wage, wars in Liberia and Somalia. According to apply for U.S. citizenship after completing USCIS (2013) these refugess and asylees . they come to use our welfare system, five years as a “Permanent Resident.” are defined as, “… people who have been get free education for their children, persecuted or fear they will be persecuted . their presence has increased the crime Employer Request on account of race, religion, nationality, rate, etc. U.S. companies and various other and/or membership in a particular social The list goes on.
Load more

Recommended publications
  • Fall 2005 $2.50
    American Jewish Historical Society Fall 2005 $2.50 PRESIDENTIAL DINNER 'CRADLED IN JUDEA' EXHIBITION CHANUKAH AMERICAN STYLE BOSTON OPENS 350TH ANNIVERSARY EXHIBIT FROM THE ARCHIVES: NEW YORK SECTION, NCJW NEW JEWISH BASEBALL DISCOVERIES TO OUR DONORS The American Jewish Historical Society gratefully STEVEN PLOTNICK HENRY FRIESS JACK OLSHANSKY ARNOLD J. RABINOR KARL FRISCH KATHE OPPENHEIMER acknowledges the generosity of our members and TOBY & JEROME RAPPOPORT ROBERTA FRISSELL JOAN & STEVE ORNSTEIN donors. Our mission to collect, preserve and disseminate JEFF ROBINS PHILLIP FYMAN REYNOLD PARIS ROBERT N. ROSEN DR. MICHAEL GILLMAN MITCHELL PEARL the record of the American Jewish experience would LIEF ROSENBLATT RABBI STEVEN GLAZER MICHAEL PERETZ be impossible without your commitment and support. DORIS ROSENTHAL MILTON GLICKSMAN HAROLD PERLMUTTER WALTER ROTH GARY GLUCKOW PHILLIP ZINMAN FOUNDATION ELLEN R. SARNOFF MARC GOLD EVY PICKER $100,000+ FARLA & HARVEY CHET JOAN & STUART SCHAPIRO SHEILA GOLDBERG BETSY & KEN PLEVAN RUTH & SIDNEY LAPIDUS KRENTZMAN THE SCHWARTZ FAMILY JEROME D. GOLDFISHER JACK PREISS SANDRA C. & KENNETH D. LAPIDUS FAMILY FUND FOUNDATION ANDREA GOLDKLANG ELLIOTT PRESS MALAMED NORMAN LISS EVAN SEGAL JOHN GOLDKRAND JAMES N. PRITZKER JOSEPH S. & DIANE H. ARTHUR OBERMAYER SUSAN & BENJAMIN SHAPELL HOWARD K. GOLDSTEIN EDWARD H RABIN STEINBERG ZITA ROSENTHAL DOUGLAS SHIFFMAN JILL GOODMAN ARTHUR RADACK CHARITABLE TRUST H. A. SCHUPF LEONARD SIMON DAVID GORDIS NANCY GALE RAPHAEL $50,000+ ARTHUR SEGEL HENRY SMITH LINDA GORENS-LEVEY LAUREN RAPPORT JOAN & TED CUTLER ROSALIE & JIM SHANE TAWANI FOUNDATION GOTTESTEIN FAMILY FOUNDATION JULIE RATNER THE TRUSTEES VALYA & ROBERT SHAPIRO MEL TEITELBAUM LEONARD GREENBERG ALAN REDNER UNDER THE WILL OF STANLEY & MARY ANN SNIDER MARC A.
    [Show full text]
  • Stories in Mexico and the United States About the Border
    STORIES IN MEXICO AND THE UNITED STATES ABOUT THE BORDER: THE RHETORIC AND THE REALITIES GLORIA VALENCIA-WEBER & ANTOINETTE SEDILLO LOPEZ* I. Introduction Immigration was a hot topic before the failure of the June 2007 United States (U.S.) President's Immigration Reform Bill1 and remains so today. 2 President Obama has promised to work on comprehensive immigration reform.3 This initiative will, of course, involve popular discourse and press coverage. During the time in which the 2007 Immigration Reform Bill was being considered, the media on both sides of the Mexico-U.S. border published numerous * Gloria Valencia-Weber, J.D. Harvard, founding Director of the Indian Law Certificate Program and Professor of Law, University of New Mexico; Antoinette Sedillo Lopez, J.D. UCLA, Professor of Law, University of New Mexico. The authors presented an early draft of this paper at the conference, Once Upon a Legal Time: Developing the Skills of Story Telling in Law, The City Law School, Inns of Court, London, July 19, 2007. The authors also appreciate the feedback from their colleagues at the University of New Mexico at a faculty colloquium. Special thanks to Norman Bay, Sherri Thomas, Ernesto Longa, Joey Montano, J.D. UNM 2008 and Honor Keeler, J.D. UNM J.D. expected 2010. 1 Comprehensive Immigration Reform Act, 5. 1348, 110th Cong. (2007); see, e.g., Stephen Dinan, Immigration Bill Quashed, Senators Swayed by Pressure From Public, WASH. TIMES, June 29, 2007, availableat WL 12315089. 2 See, e.g., Julia Preston, White House Plan on Immigration Includes Legal Status, N.Y.
    [Show full text]
  • Ellis Island—The “Golden Door” to America
    Lesson 3: Ellis Island—The “Golden Door” to America OBJECTIVES OVERVIEW Students will be able to: This lesson tells the history of Ellis Island, how and why it was • Identify the peak period of developed, and the experiences of those immigrants who passed immigration through Ellis through it. In the activity, students write the story of an immi- Island. grant passing through Ellis Island in 1907 or of an immigration • Explain what countries sent inspector working on the island. most of the immigrants in this period. • Describe the experience of an immigrant or immigration inspector by writing a fiction- NOTES al story. When students complete the activity, ask volunteers to read their stories. Consider posting the best stories on the bulletin board. STANDARDS ADDRESSED National U.S. History Standard 17: Understands massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity. (1) Understands challenges immigrants faced in society . (e.g., experiences of new immigrants . .) California History-Social Science Standard 11.2: Students analyze the . massive immigration from Southern and Eastern Europe. 1 The Immigration Debate: Historical and Current Issues of Immigration © 2003, Constitutional Rights Foundation Ellis Island—The “Golden Door” to America Give me your tired, your poor, Your huddled masses yearning to breathe free . I lift my lamp beside the golden door! — Poem by Emma Lazarus engraved on the Statue of Liberty near Ellis Island hey came from many different foreign at New York Harbor, it was decided that a new ports: Liverpool, Bristol, Dublin, federal immigration station would be built on TBremen, Hamburg, Antwerp, Ellis Island.
    [Show full text]
  • Punctuation and Sentence Structure
    PUNCTUATION AND SENTENCE STRUCTURE Insert commas in the paragraphs below wherever they are needed, and eliminate any misused or needless commas. Ellis Island New York has reopened for business but now the customers are tourists not immigrants. This spot which lies in New York Harbor was the first American soil seen, or touched by many of the nation’s immigrants. Though other places also served as ports of entry for foreigners none has the symbolic power or Ellis Island. Between its opening in 1892 and its closing in 1954, over 20 million people about two thirds of all immigrants were detained there before taking up their new lives in the United States. Ellis Island processed over 2000 newcomers a day when immigration was at its peak between 1900 and 1920. As the end of a long voyage and the introduction to the New World Ellis Island must have left something to be desired. The “huddled masses” as the Statue of Liberty calls them indeed were huddled. New arrivals were herded about kept standing in lines for hours or days yelled at and abused. Assigned numbers they submitted their bodies to the poking and prodding of the silent slightest sign of sickness, disability or insanity. That test having been passed the immigrants faced interrogation by an official through an interpreter. Those with names deemed inconveniently long or difficult to pronounce, often found themselves permanently labeled with abbreviations of their names, or with the examination humiliation and confusion, to take the last short boat ride to New York City. For many of them and especially for their descendants Ellis Island eventually became not a nightmare but the place where life began.
    [Show full text]
  • What It Means for Immigrants, Their Communities and the US
    Norteamérica. Revista Académica del CISAN- UNAM ISSN: 1870-3550 [email protected] Centro de Investigaciones sobre América del Norte México O'CONNOR, ELIZABETH E-Verify vs. Real Reform: What It Means for Immigrants, Their Communities and the U.S. Economy Norteamérica. Revista Académica del CISAN-UNAM, vol. 6, 2011, pp. 231-247 Centro de Investigaciones sobre América del Norte Distrito Federal, México Available in: http://www.redalyc.org/articulo.oa?id=193722593008 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative NORTEAMÉRICA . Year 6, Special Issue, 2011 E-Verify vs. Real Reform: What It Means for Immigrants, Their Communities and the U.S. Economy ELIZABETH O’C ONNOR * There is widespread consensus across the United States that the nation’s imm igration system is broken. However, a divisive and angry debate rages as to what to do. Some call for closed borders, building massive walls, and deportation of “those people” who come to take away jobs from Americans. Others call for humane reform, including total amnesty and the recognition of mobility as a human right. Most Americans find them - selves somewhere in the middle –descendents of immigrants (this author has ancestors from Ireland and Poland), sympathetic to those striving for a better life for their families, interested in new cultures, but fearful of the imp act on overburdened local schools, hospitals, social services, and jobs. The result is that no one is happy with the current system, including em- ploy ers, state officials, anti-immigrant forces, immigrant rights advocates , and immigrants themselves (Sherer, 2010).
    [Show full text]
  • LOWER MANHATTAN COASTAL RESILIENCY PROJECT – BATTERY Introductory Community Presentation
    Thank you for being here! We’re looking forward to hearing from you. Tonight’s meeting will be Zoom tips: divided into two parts: 1. Click on the “Participants” button, hover PART 1 – Project presentation over your name and click on the “Rename” button to add your full name and a picture by design team of yourself. PART 2 – Questions moderated 2. Connect your audio (you will be muted by EDC during the presentation but will have the opportunity to unmute if you have a question). 3. Ask a question! Raise your hand or type into the comment box at any time. 1 LOWER MANHATTAN COASTAL RESILIENCY PROJECT – BATTERY Introductory Community Presentation March 24, 2021 Stantec team Greg Sprich April Schneider Amy Seek PE, ENV SP PE, LEED®AP ND, ECODISTRICTS AP, ENV SP RLA, WEDG PROJECT MANAGER / CIVIL ENGINEER CIVIL ENGINEERING LEAD LANDSCAPE ARCHITECTURE LEAD 3 Lower Manhattan Coastal Resiliency projects N 4 Project location PROJ ECT BOUNDARY N 5 Wharf History Timeline 1855-1890 Castle Clinton used as the 1811 federal immigration center; 1940-1952 The earliest known Southwest Battery Fort (now processed approximately Battery Park closed to build 2019 inhabitants in the area known as Castle Clinton) eight million immigrants Brooklyn-Battery Tunnel and LMCR Study were the Lenape erected 200ft offshore during this time Battery Park Underpass 1600 2000 1900 2100 1700 1800 1626 1853-1872 1890-1941 1974 2012 Fort Amsterdam Period of waterfront filling to create developable Castle Clinton acquired 1.2 million cubic yards Hurricane Sandy constructed by
    [Show full text]
  • Ellis Island Background Information
    Ellis Island Background Information 1) Overview and Preface a) Why were people coming to America? i) There were economic and political crises, mainly in Europe, that forced people to leave their native lands. Crop failures and subsequent famines, economic collapses, religious persecution, political upheaval and revolutions were just some of the reasons that people fled from their homes. Many simply left to live in a society where upward mobility was possible. b) Who were these immigrants? Where were they coming from? i) Prior to Ellis Island, Irish people arrived in the mid-19th century during the time of the potato famines. Then, the Germans came in waves from the 1860s to the 1880s. From 1892 to 1924, however, Eastern and Southern Europeans arrived in huge numbers. During the height of immigration, 1892 to 1924, there were close to a million people coming to America every year. Immigration was not only from Europe; many people came from Africa, the Caribbean, Mexico and Central America. 1 2 3 c) Why was Ellis Island created? i) Prior to 1892, all immigration was handled independently by each state. There was no national immigration service nor any national immigration laws to regulate the process of immigration. Castle Garden at the Battery was the first New York State immigration facility. ii) In 1892, the US government took over immigration and created the Immigration Service. Ellis Island was chosen as the new immigration facility. d) Why are there hospitals at Ellis Island? i) When an immigration facility admits close to a million people a year, there are going to be many people who are ill and require medical care.
    [Show full text]
  • Places to Visit Empire State Building
    Places to visit Empire State Building – 103 story landmark with observation Statue of Liberty – American iconic in New York Harbour Central Park – Children’s attractions in the park Metropolitan Museum of Art – World class art collection Museum of Modern Art – World class sculpture, art & design Rockefeller Center – Iconic Midtown business complex National September 11 Memorial & Museum Grand Central Terminal – Architectural landmark & transit hub High Line – Park built into old elevated rail line Solomon R. Guggenheim Museum – Modern art museum with notable design Ellis Island – Museum, history, monument Chinatown – Dim sun food, walking, shopping, history, culture Radio City Music Hall – Legendary theatre, hone of the Rockettes Brooklyn Bridge – Landmark 19th century bridge Coney Island – Amusement park, beach Madison Square Garden – Iconic venue for sports, concerts & more Intrepid Sea, Air & Space Museum – Flight museum on an aircraft carrier The Cloisters – Medieval air in the a rebuilt monastery New York Harbour – Harbour, sailing, oysters, rivers & whales Little Italy – Walking, history, art Lincoln Center for the Performing arts – Premier New York City arts complex Time Square – Bright lights & Broadway shows Bryant Park – 4 acre urban oasis Staten Island Ferry – Beer, history, rivers, harbours & walking Yankee Stadium – Newest home of the baseball’s Yankees St Patrick’s Cathedral – Iconic church with storied history Whitney Museum of American Art – Museum with 20th & 21st century art Carnegie Hall – World-renowned classical music
    [Show full text]
  • Statue of Liberty National Monument and Ellis Island New Jersey and New York
    NATIONAL PARK SERVICE • U.S. DEPARTMENT OF THE INTERIOR Foundation Document Overview Statue of Liberty National Monument and Ellis Island New Jersey and New York Contact Information For more information about the Statue of Liberty National Monument and Ellis Island Foundation Document, contact: [email protected] or (212) 363-3200 or write to: Superintendent, Statue of Liberty National Monument and Ellis Island, Liberty Island, New York, NY 10004 Purpose Significance Significance statements express why Statue of Liberty National Monument and Ellis Island resources and values are important enough to merit national park unit designation. Statements of significance describe why an area is important within a global, national, regional, and systemwide context. These statements are linked to the purpose of the park unit, and are supported by data, research, and consensus. Significance statements describe the distinctive nature of the park and inform management decisions, focusing efforts on preserving and protecting the most important resources and values of the park unit. • The statue “Liberty Enlightening the World” is one of the world’s most recognized icons. She endures as a highly potent symbol inspiring contemplation of such ideas as liberty, freedom for all people, human rights, democracy, and opportunity. As a gift from the people of France to the people of the United States, the Statue commemorates friendship, democratic government, and the abolition of slavery. Her design, an important technological achievement of its time, continues to represent a bridge between art and engineering. • Ellis Island is the preeminent example of a government immigration and public health operation, the busiest and largest of its time.
    [Show full text]
  • Castle Clinton Foundation Document
    NATIONAL PARK SERVICE • U.S. DEPARTMENT OF THE INTERIOR Foundation Document Castle Clinton National Monument New York September 2018 Foundation Document Robert F Whitehall St Wagner Jr Beaver St Battery P t Park l S am illi Castle Clinton S W National Monument Stone St Bridge St Pearl St State St Water St Broad St Battery Upper Bay South St §¨¦478 Battery Whitehall Maritime Terminal Building Manhattan North 0 250 500 Á Feet Castle Clinton National Monument Contents Mission of the National Park Service 1 Introduction 2 Part 1: Core Components 3 Brief Description of the Park 3 Park Purpose 4 Park Significance 5 Fundamental Resources and Values 6 Related Resources 7 Interpretive Themes 8 Part 2: Dynamic Components 9 Special Mandates and Administrative Commitments 9 Assessment of Planning and Data Needs 9 Analysis of Fundamental Resources and Values 9 Identification of Key Issues and Associated Planning and Data Needs 15 Planning and Data Needs 16 Part 3: Contributors 19 Castle Clinton National Monument 19 NPS Northeast Region 19 Other NPS Staff 19 Partners 19 Appendixes 20 Appendix A: Enabling Legislation and Legislative Acts for Castle Clinton National Monument 20 Appendix B: Inventory of Administrative Commitments 22 Foundation Document Castle Clinton National Monument Mission of the National Park Service The National Park Service (NPS) preserves unimpaired the natural and cultural resources and values of the national park system for the enjoyment, education, and inspiration of this and future generations. The National Park Service cooperates with partners to extend the benefits of natural and cultural resource conservation and outdoor recreation throughout this country and the world.
    [Show full text]
  • 1882 Chinese Exclusion
    SOURCE A SOURCE B The Chinese Exclusion Act, 1882 SOURCE A political cartoon entitled “The Chinamen’s Idea of It,” published in The Judge in 1882 BACKGROUND In 1882 Congress passed the Chinese Exclusion Act, the first time it placed a restriction on immigration based on nationality. Chinese laborers had worked on the railroads, and a wave of nativist sentiment, particularly in California, pressured government to restrict Chinese immigration. The ban on Chinese immigration was in effect until 1943. However, the quota for the number of Chinese immigrants who could enter was still very low. It wouldn’t be until 1965, when a new immigration law influenced by the Civil Rights movement passed, that Chinese immigrants could come in significant numbers. GUIDING QUESTIONS As you read the source consider how it informs these questions: • What is the difference between the representatives of other immigrant groups and the Chinese immigrant? • What is the point of view of the artist with regard to the Chinese Exclusion Act? Does he believe it is unfair? IF so, do you think he recommends banning the other immigrant groups in or letting in the Chinese as well? • The Chinese Exclusion Act was passed a year before Emma wrote the New Colossus. Thus she understood that not everyone in the country welcomed all immigrants. Still, she wrote the poem anyway. Do you think people who supported the Chinese Exclusion Act would have liked the New Colossus poem? Why or why not? HISTORICAL NOTES Definitions of terms used in the source. The Judge: A weekly satirical paper which ran from 1881-1947 Castle Garden: From 1855-1890, this was the immigration reception center for New York City.
    [Show full text]
  • Principal Characteristics and Components
    National Park Service U.S. Department of the Interior Natural Resource Stewardship and Science Development of the Geomorphological Map for Governors Island, Ellis Island, and Liberty Island, Upper New York Bay Principal Characteristics and Components Natural Resource Report NPS/NRSS/GRD/NRR—2016/1346 ON THE COVER Aerial imagery of (clockwise from left) Liberty Island, Ellis Island, and Governors Island, all managed by the National Park Service as part of the National Parks of New York Harbor. USDA Farm Service Agency imagery, obtained 15 July 2006 (pre- Sandy), extracted from Google Earth Pro on 21 April 2015. Development of the Geomorphological Map for Governors Island, Ellis Island, and Liberty Island, Upper New York Bay Principal Characteristics and Components Natural Resource Report NPS/NRSS/GRD/NRR—2016/1346 Norbert P. Psuty, William Hudacek, William Schmelz, and Andrea Spahn Sandy Hook Cooperative Research Programs New Jersey Agricultural Experiment Station Rutgers University 74 Magruder Road Highlands, New Jersey 07732 December 2016 U.S. Department of the Interior National Park Service Natural Resource Stewardship and Science Fort Collins, Colorado The National Park Service, Natural Resource Stewardship and Science office in Fort Collins, Colorado, publishes a range of reports that address natural resource topics. These reports are of interest and applicability to a broad audience in the National Park Service and others in natural resource management, including scientists, conservation and environmental constituencies, and the public. The Natural Resource Report Series is used to disseminate comprehensive information and analysis about natural resources and related topics concerning lands managed by the National Park Service. The series supports the advancement of science, informed decision-making, and the achievement of the National Park Service mission.
    [Show full text]