Name: Michelle Caplan Date: August 4, 2008 EEDUC 5136

OVERVIEW OF UNIT

My Social Studies Unit focuses on Immigration. Immigration is a topic that is essential for exploration in the Elementary School curriculum. Beginning in the second grade, the MA. Standards state that the students learn “more about who Americans are and where they came from. …Students understand that American citizenship embraces all kinds of people, regardless of race, ethnicity, gender, religion, and national origin. American students come from all countries and continents in the world” (p. 17).

I also decided to explore this topic because I come from a family of immigrants. Both my grandfathers emigrated from Russia to America and my maternal grandmother left Paris in her early 20s to marry my Russian grandfather and settle in . I have always been intrigued and interested in their stories. I ask them often how it felt to leave their native countries to set up home in this new and exciting land called America. In this unit, students will study a ship’s manifest and be introduced to the diversity of immigrants. They will discuss genealogy and create their own family trees, using Kidspiration software. They will learn from where their fellow classmates’ families have immigrated and will learn about their own family’s history of immigration. They will be exposed to the history of Ellis Island when we read the book Ellis Island Doorway to Freedom. The students will have the opportunity to interview an immigrant. They will also have practice creating Venn diagrams, circle and bar graphs and horizontal picture bat graphs. Name: Michelle Caplan Date: August 4, 2008 EEDUC 5136 INITIATING LESSON PLAN

Lesson Topic: Immigration, focusing on Ellis Island. Brief Description of Group to be taught: A 4th Grade class. Massachusetts State Social Studies Framework Strand(s) and/or NCSS Strands: 4.15 Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of: C. Major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers (e.g., English, Germans, Italians, Scots, Irish, Jews, Pole and Scandinavians).

Behavioral Objectives/Learning Objectives:

• Students will recall what they already know about immigration. • Students will identify some important dates regarding immigration through Ellis Island. • Students will have a better understanding as to which students were born in America and which ones immigrated to America at a later date.

• Students will produce a Three Quarter Book Foldable that will detail information about their personal immigration history. Materials:

• Construction Paper • Scissors • A few pictures of Immigrants at Ellis Island Method: The teacher will begin by holding up an image of immigrants at Ellis Island. The students will be asked, “What do you think this photo portrays?” The class will then discuss the idea of immigration. The teacher will ask if a student can define the word immigrate. The word can be defined as “to come to a country of which one is not a native, usually for permanent residence.” During this discussion, the other photos of immigrants will circulate throughout the classroom. The teacher will also ask, “Why do you think people chose to move to America and leave their own countries?” The class will discuss the various reasons why people chose to emigrate (economic, religious prosecution, etc). Discussion about the photos will continue: “Do the people look similar in the photos?” “Where do you think they came from?” “How do you think they feel?” The teacher will discuss his/her own personal family history of immigration. (i.e., My grandfathers both immigrated to America from Russia. My one Grandmother came over from France and my other Grandmother came over from Hungary.) Page 2 Name: Michelle Caplan EEDUC 5136 INITIATING LESSON PLAN Method: This will be followed by a brief discussion about the students. The teacher will say, “If you were born in America, please raise your hand.” The teacher will continue, “If you were not born in America, please raise your hand.” Ask the students where they were born. (This discussion will offer the students some understanding as to the diversity of immigrants in their own classroom setting.) The teacher continues, “Before we continue our discussion, we will all make Three Quarter Book Foldables. These will be used to write down information during this lesson and for your homework assignment. Using construction paper and scissors, the teacher will guide the students to make these foldables. (http://www.sblceastconn.org/foldables/JournalResponseThreeQuarterBook.pdf) The teacher continues, “In 1815 the first great wave of immigration began in America through Ellis Island. More than 5 million immigrants arrived between 1815-1860. In 1820, the population was about 9.6 million in America. In 1846, there was a potato famine in Ireland and Irish of all classes immigrated to the . By 1880, the U.S. population was over 50 million.” Activity: “That’s just the beginning of the Ellis Island story. Using your foldable, I would like you to finish the following sentence on the front cover: “In my own words, I feel immigration means…” When you open the foldable, I would like you to finish this following sentence on the paper to the right: “If I had to move to another country, I would feel…” Extension: The class can discuss that although America is one country, it is a melting pot of various cultures. Students must always have pride in their own individuality and uniqueness. The teacher will distribute the poem ME I AM by Jack Prelutsky (attached) and the class can read it aloud together. Wrap up: The teacher will call on some students to read aloud their sentences. For homework, the students will be asked to talk to their parents and find out if their parents and grandparents immigrated to the United States. In the center of the foldable, they need to write a few sentences explaining their family history of immigration. Differentiation/Adaptations/Modifications: Differentiation: If the two sentences are too complex for some students, they can be given other sentences to finish. Adaptation: Some students may not feel comfortable discussing their personal family history. If they don’t comfortable, they do not need to contribute to the conversation. Modification: Some students may have difficulty creating the foldables. Other students can assist them. ME I AM By Jack Prelutsky

I am the only ME I AM who qualifies as me; no ME I AM has been before, and none Will ever be. No other ME I AM can feel the feelings I’ve within; no other ME I AM can fit precisely in my skin. There is no other ME I AM who thinks the thoughts I do; the world contains one ME I AM, there is no room for two. I’m the only ME I AM this earth shall ever see; that ME I AM I always am is no one else but me! Name: Michelle Caplan Date: July 22, 2008 EEDUC 5136

LESSON PLAN INCORPORATING A PRIMARY SOURCE

Lesson Topic: Immigration, specifically focusing on immigration through Ellis Island. Brief Description of Group to be taught: A 4th Grade class. Massachusetts State Social Studies Framework Strand(s) and/or NCSS Strands: 2.7 On a map of the world, locate the continent, regions, or and then the countries from which students, their parents, guardians, grandparents, or other relatives or ancestors came. With the help of family members and the school librarian, describe traditional food, customs, sports and games, and music of the place they came from. (G,C) 4.8 On a map of the world, locate North America. 4.10 Identify the states, state capitals, and major cities in each region. (G) Primary Source to be Used: The primary source to be used is going to be a ship manifest from the ship Stephano that sailed from Halifax, Canada to Ellis Island, arriving on November 27, 1913. The manifest shows details about Michael Keefe, his wife Lillian and his brother David. (This document was printed off the Ellis Island database: www.ellisisland.org. Their database offers ship manifests dating from January 1892 – December 1924) Behavioral Objectives/Learning Objectives:

• Students will study and recognize a ship’s manifest. • Students will analyze the manifest for information about the immigrants. • Students will understand that immigrants come from all over the world and from various walks of life. Materials:

• A Ship Manifest • Map of the world • Yarn and tape • Book: Ellis Island Doorway to Freedom by Steven Kroll Page 2 Name: Michelle Caplan EEDUC 5136 LESSON PLAN INCORPORATING A PRIMARY SOURCE Method: In our last class, we read the book Ellis Island Doorway to Freedom. I will hold up the book and ask a student to summarize what the book was about. This will be a two –part lesson plan. YARN ACTIVITY: For the first part, I will have a world map on the board. For homework, the students had to talk with their parents and find out about their ancestry and what country they are from. We will discuss the various countries where our grandparents/parents came from and I will write this list on the board. Each student will then take a colored piece of yarn and tape it on the map. One end will be placed on the country from where their ancestors originated and the other end will on the U.S. We will discuss these findings at the end of class. USING THE SHIP’S MANIFEST: For the second part, each student will get a copy of the ship’s manifest. I will tell them that they are going to play the role of detectives looking for clues regarding details about these immigrants. I will give them five minutes to review the manifest then we will discuss it together. I will advise them to pay close attention to the information they are being given about these three immigrants on this manifest. After they have studied it, I will ask them a variety of questions as a class and I will write the questions on the board: How many men and women are on this manifest? What’s the wife’s name? What job did Michael have? What color were David’s eyes? What color was Michael’s hair? When did they arrive on Ellis Island? Where was Lillian born? The students will be given a Detective’s Recording Sheet (attached) on which to record their answers. (This sheet will be collected after the activity.) Students love to play detective and this will motivate them to study the manifest closely. On the manifest it lists whether or not an immigrant can read or write. I will ask them why they think it is important for us to know whether these immigrants can read and write. Wrap up: As a class we will review our yarn design on the world map. We will observe the data and discuss what we find interesting. Does there seem to be certain countries where most students tend to be from? Are there certain countries that none of us have come from? Did we learn any new surprises about our classmates? Differentiation/Adaptations/Modifications: Yarn activity: Students will be told to assist one another when finding countries on the map so students that may be weak with geography can ask another student to help them find the needed country. We could also do an exercise where we take one world map on paper and pass it around the room. Each student could draw a line from his or her country of origin to the United States and we could then hang this in the room. (At the end of each line they draw, I would ask the students to write their initials). Manifest activity: For some students, finding the information on the manifest may be difficult so the students will be given the choice to work alone when studying the manifest or they can work in groups if they’d like. Either the teacher can ask the questions regarding the manifest or the students can ask the questions to the class. Students like to trick each other and would find it fun to give clues to their classmates. DETECTIVE’S RECORDING SHEET

1. How many men and women are on this manifest?

______2. What is the wife’s name?

______3. What job did Michael have?

______4. What color were David’s eyes?

______5. What color was Michael’s hair?

______6. When did they arrive on Ellis Island?

______7. Where was Lillian born?

______Name: Michelle Caplan Date: July 28, 2008 EEDUC 5136

LESSON PLAN INCORPORATING EDUCATIONAL TECHNOLOGY

Lesson Topic: Immigration and Family Trees. Brief Description of Group to be taught: A 4th Grade class. Massachusetts State Social Studies Framework Strand(s) and/or NCSS Strands: 4.16 Identify major immigrant groups that live in Massachusetts and where they now live in large numbers (e.g., English, Irish, Italians, French Canadians, Armenians, Greeks, Portuguese, Haitians, and Vietnamese). (H, G)

Technology Objective: Students will learn about Kidspiration software and what can be produced using it. Behavioral Objectives/Learning Objectives:

• Students will produce a family tree using Kidspiration. • Students will learn the various components of a family tree. • Students will identify their own family history and explain “where they came from”. Materials:

• Computer using Kidspiration 2.1 Software • An example of my Family Tree (done on Inspiration) Method: Last week students took home their family tree worksheets (attached) and had their parents assist them in filling them out completely. They have these worksheets with them in class. Today we will discuss genealogy and create a family tree. The teacher will ask the students if they know the meaning of genealogy? We will define it with two definitions: Genealogy is a record or account of the ancestry and descent of a person, family, group, etc. It is also the study of family ancestries and histories. We will then discuss family trees. Ask the students if someone can describe what a family tree is. After a discussion about family trees, we will look at my personal family tree that will be enlarged and placed on the board. We will discuss the various levels of my family tree (i.e., parents, grandparents, etc.) The teacher will explain that they will be working today and tomorrow on creating their own family trees using Kidspiration software. Page 2 Name: Michelle Caplan EEDUC 5136 LESSON PLAN INCORPORATING EDUCATIONAL TECHNOLOGY Method: (Continued) Students will take the information from their Family Tree worksheet and create their own family trees. They will create a three tiered tree: the top tier will be information about their grandparents, the middle tier will be about their parents and the bottom tier will be about themselves and their siblings. They will be told to list names only on this preliminary tree. They will have two days to complete their tree. After it is completed and printed, they will write the name of the country where each family member was born under the names on the family tree. Extensions: Students can write a paper entitled “What My Family Means to Me”. For a homework assignment, students can write a letter to one of their grandchildren in the future describing components of their life and society that they feel would be important for their grandchildren to know. Wrap up: We will discuss as a class our findings. Did the students find out things from their parents that they didn’t already know? We will discuss why family trees are useful and important. We will write on the board a list of the various countries where our family members were born. We will put numbers next to the countries to show how many family members in total our class has from that particular country. If time permits, we can discuss first names as a class. The students can observe their family trees and the first names of their family members. Were their names passed down through their family for generations? What country is their name from? For example, is it an Italian name? A Haitian name? Differentiation/Adaptations/Modifications: Differentiation: Most children do not come from traditional homes. Let them decide how they want to create their family trees. For example, if their father has a girlfriend but isn’t married, they can include the girlfriend with their father in the box we usually assign to the mother. If the parents were both remarried, perhaps the student would like to make two distinct family trees. If a student is adopted, encourage them to learn about their adoptive family’s roots. Adaptation: If a student has problems using the software, the teacher can show them how to work the program and do a few names for them Modifications: If they are frustrated, they can be told to do only one or two lines and write in the rest of the information. FAMILY SURVEY FOR YOUR FAMILY TREE (When listing where someone was born, include the city and country)

1. What is your father’s full name? ______2. Where was your father born? ______3. What are his parent’s names? Your grandmother’s name: ______Your grandfather‘s name: ______Where was your grandmother born? ______Where was your grandfather born? ______

4. What is your mother’s full name? ______5. Where was your mother born? ______6. What are her parent’s names? ______Your grandmother’s name: ______Your grandfather‘s name: ______Where was your grandmother born? ______Where was your grandfather born? ______7. What are the names of your siblings and where were they born? ______8. What is your full name? ______9. Where were you born? ______10. Why were you given your first name? ______MY FAMILY TREE

Theresa Caplan Frank Caplan David Grandmother Jane Simon Grandfather Droutman Grandfather Grandmother

Richard Carol Caplan Caplan Father Mother

Brian Caplan Michelle Brother Caplan Me Name: Michelle Caplan Date: July 31, 2008 EEDUC 5136

CROSS-CURRICULAR LESSON PLAN

Lesson Topic: Immigration. Studying data about immigrants and constructing different graphs to show this data. Brief Description of Group to be taught: A 4th Grade class. Massachusetts State Social Studies Framework Strand(s) and/or NCSS Strands: 4.16 Identify major immigrant groups that live in Massachusetts and where they now live in large numbers (e.g., English, Irish, Italians, French Canadians, Armenians, Greeks, Portuguese, Haitians, and Vietnamese).

Massachusetts State Math Framework Strand(s): Data Analysis, Statistics, and Probability Grades 3-4 Learning Standards 4.D.2 Match representations of a data set such as lists, tables or graphs (including circle graphs) with the actual set of data. 4.D.3 Construct, draw conclusions, and make predictions from various representations of data sets, including tables, bar graphs, pictographs, line graphs, line plots, and tallies.

Behavioral Objectives/Learning Objectives:

• Students will learn about the diversity of immigrants (i.e., languages spoken, countries of origin).

• Students will learn how to conduct an interview using a questionnaire. • Students will construct different types of graphs to present data. Materials:

• Book: The Great Graph Contest by Loreen Leedy • Interview Questionnaire (homework the previous week) • Paper for chart making • Poster boards Method: The previous week, the students were given an Immigrant Friends Questionnaire (attached) to take home and fill out. The questionnaire was discussed. They were told that they will learn more about an immigrant by interviewing either the immigrant themselves or someone who knew that person (i.e., they can interview their parent who could give them information regarding a family friend or family member that was an immigrant to America.) They should ask their parents to assist them with this project. They were asked to bring in their questionnaires for today’s class. Note: We have had a previous lesson regarding Pilgrims. Page 2 Name: Michelle Caplan EEDUC 5136 CROSS-CURRICULAR LESSON PLAN Method: (Continued) The teacher will read aloud the book The Great Graph Contest by Laureen Leedy. There will be a class discussion about how the characters gathered information and produced graphs to show their data. While reading this book, the teacher will list the various types of graphs on the board (Venn diagram, circle graph, horizontal picture bar graph and a bar graph). Today the students will create graphs just like the characters in the book did. The graphs will show the data they discovered from their interviews. To begin, call on a few students to share the information they gathered during their interviews. Inform the students that each day, beginning today, we will make one different graph together as a class. Inform the students that they will make the following graphs to present the data as follows:

Data Type of Graph

Language spoken upon arrival to U.S.A. Venn diagram

Native country Circle graph

Came to U.S.A. as child or an adult Horizontal picture bar graph

Native language Bar graph

Today the students will make a Venn diagram showing the languages spoken by these immigrants. As a class, the students will create the diagram on paper and then glue it to poster board. The diagram will be placed on the blackboard. This will be followed by a class discussion. The teacher will ask the students to explain how graphs help us understand data. Extensions: The students will write a letter that will be from this immigrant back to their cousin in his/her native country describing their new life, their thoughts and feelings. With another lesson, we can create Venn diagrams using the following web site to create them: http://www.teach-nology.com/web_tools/graphic_org/venn_diagrams/ Wrap up: Each child will be given a post-it note. They will be asked to study the Venn diagram and think about the data. On the post-it note, they will write down their thoughts regarding the data. These post-its will then be placed on the poster board surrounding the diagram. Differentiation/Adaptations/Modifications: For students who are having difficulties understanding the Venn diagram concept, there will be samples of simpler Venn diagrams for them to study. Students who clearly understand the diagram can be asked to explain the diagram to students that are having difficulties. Getting to Know Our Immigrant Family Members and Friends through Graphs

Student’s Name______

Interview Questionnaire

1. Person’s name______

2. Native country______

3. Did this person speak English upon arriving in America? ______

4. Did this person come to America as a child or as an adult?______

5. What language did this person speak before coming to America?______

______

6. How is this person like one of the first Pilgrims?______

______

7. How is this person different from one of the first Pilgrims?______

______

8. Please tell me some further information regarding this person’s immigration to America.

______

______Name: Michelle Caplan Date: August 4, 2008 EEDUC 5136 LESSON PLAN - CONCLUSION

Lesson Topic: Immigration, specifically focusing on a timeline of events Brief Description of Group to be taught: A 4th Grade class. Massachusetts State Social Studies Framework Strand(s) and/or NCSS Strands: Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of: C. major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers (e.g., English, Germans, Italians, Scots, Irish, Jews, Poles, and Scandinavians).

Behavioral Objectives/Learning Objectives:

• Students will create a living time line. • Students will research and write (in pairs) a data disk documenting specific information regarding a European/Asian group that immigrated to the United States via Ellis Island. Materials:

• Poster board • Materials to create costumes In a previous class: During another lesson, students will discuss the following timeline of Immigration to the United States from 1815-1950. This discussion will include these main dates: 1815: First great wave of immigration begins. 1818: Liverpool becomes the most used port of departure for Irish and British immigrants. 1819: The first federal legislation on immigration requires notation of passenger lists. 1820: The U.S. Population is about 9.6 million. 1825: Great Britain decrees that is overpopulated and repeals laws prohibiting emigration. First group of Norwegian immigrants arrive. 1846: Irish emigrate to the United States as a result of the potato famine. 1848: German political refugees emigrate following the failure of a revolution. 1862: The Homestead Act encourages naturalization by granting citizens title to 160 acres. 1875: First limitations on immigration. Residency permits required of Asians. 1880: The US population is over 50 million. More than 5.2 million immigrants enter the country between 1880 and 1890. 1882: Chinese exclusion law is established. 1882: Russian anti-Semitism prompts a sharp rise in Jewish emigration. 1890: New York is home to as many Germans as Hamburg, Germany. 1891: The Bureau of Immigration is established. Congress adds health qualifications to immigration restrictions. Page 2 Name: Michelle Caplan EEDUC 5136 LESSON PLAN - CONCLUSION Continued: 1894: To escape Moslem massacres, Armenian Christians emigrate. 1897: Pine buildings on Ellis are burned in a disastrous fire. 1906: Bureau of Immigration is established. 1910: Mexican Revolution sends thousands of Mexicans to the US. 1914-8: WW I halts a period of mass migration. 1952: The Immigration and Naturalization Act brings into one comprehensive statue the multiple laws that govern immigration and naturalization to date. 1954: Ellis Island closes, marking an end to mass immigration.

Students will work in pairs for this final project. They will choose which group they want to study, choosing from: English, Irish, Germans, Asians, Russians, Armenian Christians, and Mexicans. (They will also study groups which immigrated in large numbers but aren’t part of the time line: Africans, Dutch, Scottish, French and Swiss.) As a pair, they will use the Internet to research information regarding their immigrant group. They will create data disks out of poster board that they will divide into 6 sections. They will include the following information on their data disk: immigrant group, main period of US migration, important time line history, current US migration, contributions to US culture and where did they live in America? Final Lesson & Project: The students will be advised that they will be making a live Immigration time line that will be performed over a two-day period. They will be given time in class to research their immigrant groups and to write their data disks before these two days of performances. They will also have ample time to create costumes for their characters. On the first day, the students will line up by date and the following dates will be covered: 1815-1880. The students will introduce their immigrant group and share information to the class from their data disk, creating a living time line regarding this immigration through Ellis Island. They will talk as if they are actual immigrants from that country retelling their story of immigration to the states. On the second day, the students will discuss the events from 1882- 1954. Both days, students will be in character. Wrap up: As a class, we will answer any questions the students may have regarding this timeline and immigration, in general. We will take photos of these living time lines and hang them in the classroom. Differentiation/Adaptations/Modifications: We can invite another class to come in and watch these performances. It’s a wonderful opportunity for these forth graders to perform and for other students to learn about this immigration timeline.

Assessment: As a class, the students and teacher will agree upon a rubric for this presentation (attached). RubiStar Rubric Made Using: RubiStar ( http://rubistar.4teachers.org )

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Oral Presentation Rubric : Final Presentation Rubric

Teacher Name: Ms. Caplan

Student Name: ______

CATEGORY 4 3 2 1 Content Shows a full Shows a good Shows a good Does not seem to understanding of understanding of understanding of understand the the topic. the topic. parts of the topic. topic very well.

Preparedness Student is Student seems The student is Student does not completely prepared pretty prepared but somewhat prepared, seem at all and has obviously might have needed but it is clear that prepared to rehearsed. a couple more rehearsal was present. rehearsals. lacking.

Enthusiasm Facial expressions Facial expressions Facial expressions Very little use of and body language and body language and body language facial expressions generate a strong sometimes generate are used to try to or body language. interest and a strong interest generate Did not generate enthusiasm about and enthusiasm enthusiasm, but much interest in the topic in others. about the topic in seem somewhat topic being others. faked. presented. Listens to Other Listens intently. Listens intently but Sometimes does not Sometimes does Presentations Does not make has one distracting appear to be not appear to be distracting noises or noise or movement. listening but is not listening and has movements. distracting. distracting noises or movements.

Date Created: Aug 04, 2008 04:41 am (CDT)

Copyright © 2000-2007 Advanced Learning Technologies in Education Consortia ALTEC

To view information about the Privacy Policies and the Terms of Use, please go to the following web address: http://rubistar.4teachers.org/index.php?screen=TermsOfUse Annotated Bibliography

American Immigration Law Foundation. Immigration Curriculum Center Lesson Plan. Retrieved July 14, 2008, from http://www.ailf.org/teach/lessonplans/lessonplans.shtml

The Foundation (AILF) was established in 1987 as a tax-exempt, not-for-profit educational, charitable organization. The Foundation is dedicated to increasing public understanding of migration law and policy and the value of immigration to American Society, and to advancing fundamental fairness and due process under the law for immigrants. Its Curriculum Center develops resources for teachers and students in the classroom. Bringing History Home. Activity 3: Who and Where? Retrieved July 14, 2008, from http://www.bringinghistoryhome.org/index.htm

The Bringing History Home project was designed by a partnership between the University of Iowa and Washington Community School District in Iowa. School districts in Michigan, North Dakota, Illinois and Missouri are in various phases of adopting elements of the program. Formative information gathered by the University of Iowa’s College of Education Center for Evaluation and Assessment suggests BHH has a significant impact on teacher practice and student learning. The site’s Immigration activity for second graders was modified for forth grade use. Ellis Island Immigrants. Timeline of Immigration to U.S. 1815-1950. Retrieved July 14, 2008, from http://www.ellisislandimmigrants.org/ellis_island_immigrants_htm In 1982, President Ronald Reagan asked lee Iacocca, then Chairman of Chrysler Corporation, to head a private sector effort to raise funds for the restoration and preservation of the Statue of Liberty and Ellis Island. The Statue of Liberty-Ellis Island Foundation (SOLEIF) was founded. This Ellis Island Immigrant web site is under this SOLEIF umbrella. The Foundation works to promote knowledge of the island, the Statue, and immigration history. Kroll, Steven. (1995). Ellis Island Doorway to Freedom. New York: Holiday House. The author has written a number of books on historical topics for young readers, including Lewis and Clark: Explorers of the American West, described in School Library Journal as “an excellent read-aloud resource to motivate young students to find out more about the opening up and settlement of the western U.S.” and in Booklist as “an excellent introduction.” This book is appropriate for forth graders with its simple language, meaningful illustrations, and glossary in the back.

1 Changes In Immigration Laws Since 9/11

Michelle Caplan

Social Studies - EEDUC 5136

Professor Keefe

July 21, 2008 The history of immigration in America is essential learning in any Social Studies curriculum. America was perceived as a “land of opportunity” and waves of new immigrants hit American shores from 1830 onwards. Students should learn about the forces that pushed immigrants from their own countries and what drew them to America.

The first law concerning United States immigration was written in 1790. The Naturalization Act of 1790 stipulated, “any alien, being a free white person, may be admitted to become a citizen of the United States” (United States Immigration Support, 2008). In 1875, the Supreme Court declared, “the regulation of US immigration is the responsibility of the Federal Government” (United States Immigration Support, 2008). Throughout the 20th century, new immigration laws have continually emerged.

After the terrorist attacks on September 11, 2001, America turned its focus to fight against terrorism. How have Unites States Immigration laws and policies changed due to this event? After September 11th, national security became the main motivating factor in U.S. immigration policies. The Unites States Department of Homeland Security (DHS) was formed on November 25, 2002. On March 1, 2003, the DHS absorbed the now defunct Unites States immigration and Naturalization Service and assumed its duties. The DHS “became responsible for securing the US borders, as well as managing and overseeing the nation’s immigration process” (Popiel, 2005, p. 272).

As part of this reconstructing, immigration duties were assigned to the newly created US Citizenship and Immigration Services (the USCIS), which is part of the DHS. The USCIS handles U.S. immigration services and benefits, including citizenship, applications for permanent residence, non-immigrant applications, asylum, and refugee services. U.S. Immigration enforcement functions are now under the Departments’ Border and Transportation Security Directorate, known as the Bureau of U.S. Immigration and Customs Enforcement (ICE).

Another change occurred involving the reissuance of visas. After September 11th, the Enhanced Border Security and Visa Entry Act was enacted. This stipulates, “the Attorney General and the Secretary of State shall issue to aliens only machine-readable, tamper-resistant visas and travel and entry documents that use biometric identifiers” (Popiel, 2005, p. 273). Prior

2 to July 2004, the Department of State (DOS) could “issue a nonimmigrant visa (a document that permitted a foreign national to enter/re-enter the United States) to qualified aliens” (Popiel, 2005, p. 273). After July 2004, however, the DOS stated it was “discontinuing the reissuance of [certain visas]…because of increased interview…[and] biometric identifiers [requirements]” (Popiel, 2005, p. 274).

This change in policy has greatly impeded many foreign nationals’ ability to timely travel in and out of the United States. It takes a considerable amount of time to set up a nonimmigrant visa interview. Business travelers, who often make last-minute travel plans, are especially affected.

By far one of the most important changes to occur since September 11th has been the United States Patriot Act. This Act was passed in the fall of 2001. The Patriot Act addresses a broad range of legal issues, including “the expansion of criminal terrorism laws, wiretapping, banking regulations, and the sharing of information between the various governmental foreign and domestic intelligence agencies” (Hines, 2006, p. 12). The Patriot Act also “expanded the government’s ability to detain and deport suspected terrorists, greatly increased the budget for immigration enforcement, and tripled the number of U.S. Border Patrol on the northern border” (Hines, 2006, p. 12).

The Act also involves the expansion of the definition of deportable “terrorist activity”. The law “eliminated the requirement of a connection between the material support and the terrorist activities. Now a non-citizen is deportable if he provides support or solicits members for an organization that is designated or considered by the U.S. as a terrorist organization, regardless of whether such support is used for terrorist activities” (Hines, 2006, p. 13).

For example, back in 1980, if this law had been on the books, any person who had supported the African National Congress’s (ANC) anti-apartheid wing could be deported under the Patriot Act. The ANC often did violent military action against the South African government so being affiliated with this group would be enough to get one deported.

In 2002, the U.S. government began a program entitled “Special Registration”. “All males between the ages of sixteen and forty-five from designated Arab and Muslim countries who were in the U.S. on non-immigrant visas were required to register annually and answer

3 questions under oath at the Department of Homeland Security offices” (Hines, 2006, p. 16). After great criticism, the government eventually stopped this Special Registration program, however persons that were originally subject to the registration must still leave the country through designated airports and notify authorities of their departure.

Since the tragic attacks on the World Trade Center buildings, we have seen an incredible change in Immigration laws and policies in the United States. The government’s focus on the war against terrorism since 2001 has greatly impacted the lives of immigrants in the United States, especially the lives of Arabs and Muslims.

When students are being taught about Immigration within the Social Studies Curriculum, they must be exposed to all relevant information. They should learn about the history of America, beginning with the “American Dream”. They should understand the reasons why so many people chose to leave their own countries to come to America for what they felt would be a better life, for themselves and for their families. Students also need to be aware of current Immigration laws and policies in their country and how political and economic trends and events shape these laws and policies.

4 Bibliography

Hines, B. AN OVERVIEW OF U.S. IMMIGRATION LAW AND POLICY SINCE 9/11. Texas

Hispanic Journal of Law & Policy [serial online]. Spring 2006; 12(1): 9-28. Available

from: Academic Search Premier, Ipswich, MA. Accessed July 15, 2008.

Popiel, M, Juneja H. Tightening the United States Immigration Laws in the 21st Century. Chinese

Journal of International Law [serial online]. June 2005;4(1):271-284. Available from:

Academic Search Premier, Ipswich, MA. Accessed July 15, 2008.

United States Immigration Support. U.S. Immigration History. Retrieved July 14, 2008, from

http://www.rapidimmigration.com/usa/1_eng_immigration_history.html

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