New Texans
Immigration and Citizenship
The University of Texas
Institute of Texan Cultures
at San Antonio
/ Contents
Introduction . . . . . . . . . . . . .. v
Immigration
Day 1 3
Day 2 7
Day 3 10
Day 4 15
Day 5 22
Day 6 29
Day 7 33
Citizenship
Day 1 39
Day 2 42
Day 3 45
Day 4 48
Day 5 51
Day 6 57
Day 7 61
Appendices
Appendix A Glossary ........ 67
Appendix 8 The New Texans .. 68
Appendix C Resources on
the Internet ........ 70
Nevv Texans
Immigration a nd C itizen ship
Americans now generally celebrate ethnic diversity instead of disparaging it. 7
INT RODUCTION
The diversity of ethnic and cultural backgrounds of present Americans is a
legacy of our immigration history. This diversity continues to expand through the
naturalization process in cities across the country and enriches us all through the
continuous renewal and revitalization of the democratic principles upon which this
country was founded.
The story of immigration that is currently taught in most social studies classrooms
in this country, however, is the story of the white European people who came to the
East Coast of America in the 17th and 18th centuries. This is not a complete story.
When Europeans came to this country, it was not an empty land. There were
millions of indigenous people living on the continent whom the Europeans called
Indians. These indigenous people also had been immigrants to this land thousands
of years earlier.
Not all people came to America voluntarily. There were the African Americans
who were brought here as slaves and were counted as property in the census;
their descendants form a significant part of our population today. They were
forced immigrants.
In the early 1800s the people living in what is now Texas were citizens of
Mexico. With the Treaty of Guadalupe Hidalgo, they became residents in a new
country, even though they never left their homeland.
For the f irst hundred years of our history as a country with a new government,
the United States allowed "all immigrants" to enter and become permanent residents.
The United States was a refuge for all persons seeking freedom-except the Africans
and the Native Americans and the Asians and the Mexicans, and ... Who Shall
Be American?
Racism is also a part of our history, but in the 19th century we called it nativism.
Those who believed in nativism supported policies that would allow only people like
themselves to become citizens, believing that others who were different would
destroy American values or prove unassimilable and threaten the American way
of life.2
1 "The American Civic Culture and an lnclusivist Immigration Policy· by Lawrence Fuchs in Handbook of Research on
Multicultural Education ed. James A. Banks and Cherry A. Banks (New York: Macmillan Publishing. 1995). p. 300.
2 Jason H. Silverman. "The Peopling of America: A Synoptic History." AmericansAII(Beltsville. Md.: Portfolio Project,
Inc., 1995 ), p. 77.
v
The New Texans package contains two seven-day instructional units:
Immigration and Citizenship. The two units can
1) be taught separately in different courses;
2) be integrated and taught as one unit in one course;
3) be integrated into your existing teaching plan as individual activities.
The units can be used with students in grades 7-12 but are most appropriate for
use in Texas History; American History: Post-Civil War; Government; and Current
Events courses. The units incorporate the new Texas Essential Knowledge and Skills
(TEKS) objectives in the areas of citizenship and social studies skills listed below.
Unit One: Immigration
0 The student transfers information from one format into another format
by g iving a short oral presentation/speech presenting information about
new citizens .
0 The student applies critical-thinking skills to conduct an interview and
organize and use information by summarizing, making generalizations,
drawing inferences and conclusions, and supporting a point of view
on a so cia I studies issue.
Unit Two: Citizenship
0 The student analyzes the rights and responsibilities of citizens of the
United States by explaining the process of becoming a naturalized
citizen and giving examples of responsible citizenship.
0 The students use a decision-making process in which they gather
information by conducting a survey, consider policy options, take a
position, and write a report with recommendations .
In these instructional units the students learn the content of immigration and
citizenship by being introduced to 30 New Texans, individuals who have recently
become naturalized citizens. After reading about these New Texans, the students are
asked to either conduct an interview or a survey and to take a position on a current
social studies issue by writing an essay or a report of their findings.
All materials for the two instructional units are included. The daily lesson plans
are designed for 55-minute class periods with instructions for the students in bold
italic type. Regular type is used for teacher information.
Through the naturalization process the diversity of Texas and America is
continually being renewed as individuals from all over the world begin participating
in our political, economic, and social life as responsible citizens.
vi
~ IMMIGRATION UNIT -:c..
DAY CONTENT SKILLS MATERIALS
1 New Texans Giving a mini-speech Photos; HO A; textbook
2 New Immigrants Summarizing information Photos
3 Early Immigration Making generalizations, H 0 B; textbook
comparing information
4 Immigration Laws Making charts, making HO C; textbook; '
generalizations white paper
5 Bill of Rights Interviewing HOD
6 Immigration Literacy Test Photos
7 Take a Stand Writing essays Photos
CITIZENSHIP UNIT
DAY CONTENT SKILLS MATERIALS
1 Citizenship Categorizing information
2 New Texans Making generalizations Photos; wall map
3 Naturalization Taking a literacy test Literacy Test
4 Bill of Rights, Photos; textbook
Early Immigration
5 Family History Making generalizations, HO A; HOB
doing a survey
6 Immigration Laws Locating information HOC
7 Benefit of New Citizens Writing reports Transparency; photos
Immigration
Who Are the New Texans?
Why Did They Come Here?
Who Were the Early Immigrants?
Who Shall Be American?
Why Is Immigration a Problem?
Are You Literate?
What Should Our Immigration Policy Be?
•• •• • DAY 1 Who Are the Nevv Texans?
INTRODUCE CONTENT
Give each student a photograph and a map
(included as Handout A: Where Are We From? on
page 6). Also have the students open their textbooks
to a world map.
Who are these people?
What do they have in common?
Look at the photograph of your person. Turn the
photograph over and read the person's story.
While the students are reading, write the following
questions on the board. Display a world map so each
student can locate the country that his or her person
comes from when giving his or her mini-speech.
New Texan Questions
1. What is the name of your person?
2.
3 .
4.
5 .
6 .
7.
B.
What country did he or she come from?
Does the person have any family in Texas?
Why did this person come to this country or
to Texas?
How long has this person been in this country?
Does the person miss anything about his or
her home?
How is this person earning his or her living in
Texas?
How has the person's life changed as a result
of being in America?
9. Are there any customs that the person wants
to be sure to continue in his/her new
homeland?
Materials
Photographs;
Handout A:
Where Are We From?;
textbook
Objective
0 Students will transfer
information from one
format into another
by giving a two-minute
oral presentation/
speech presenting
information about
new citizens.
Note
Appendix A: Glossary on
page 67 could be used as
a pre- and postassessment
of unit content, but starting
with the photographs
immediately with no
introduction will quickly
capture the students'
interest and curiosity .
Day 1-3
Teacher's Notes After you have finished reading, find your person's
4-Day 1
home country on the world map in your textbook and
on the map I've given you, and then take out a sheet
of paper (or pass out note cards). Each of you will give
a two-minute speech telling us about your person.
Write down the information from your reading to
answer the questions on the board as preparation
for your mini-speech.
After you have made your speech notes, reread
your person's story and be sure you know the location
of his or her home country. Then, one at a time, each
of you will come to the front of the room, show us
the picture of your person, point out his or her home
country on the map, and tell us about the person,
using your notes.
SKILL: Making a Speech
If possible, have a lectern in the front of the room for
the students to stand behind. This creates a more formal
environment and reduces the "sillies."
As soon as the students have finished reading and
writing their speech notes, have them begin making their
speeches. Give directions as to where they will stand
and tell them to hold their photographs so all can see
and to speak slowly and clearly.
Have each student write his/her person's name on
the board along with the number on the back of the
photo and the country of origin. Have them point out
the home countries of their people on the world map
as a guide for the other students to locate on their maps
(Handout A).
Refer to Appendix B on pages 68-69 for the
pronunciation of the New Texans' names. You may want
to assign grades for the students' mini-speeches based
on the criteria on the next page. List the criteria on the
board for the students to refer to.
Making a Speech
0 Stand still.
0 Speak slowly.
0 Speak clearly.
0 Write your New Texan's name on the board with
the photo number.
0 Pronounce the name of your New Texan.
0 Hold the photograph in front of you to show the
class.
0 Find the home country on the wall map.
0 Present facts about your person.
A speech should not be just a list of answers to
the questions that you rattle off in a monotone.
Think about how you want to present your New
Texan.
Begin your speech with the person's name and
country of origin and tell us something interesting or
some special fact about your New Texan. Remember
to speak clearly and slowly so you can be
understood.
Have the students-in their seats-locate each
person's country of origin on Handout A, using the
New Texans' numbers, and create a legend of their
home countries.
Collect the photographs after the students have
finished their speeches; have the students who did
not give their speeches save their notes for tomorrow's
class.
Teacher's Notes
Day 1-5
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DAY 2 Why Did They Come Here?
REVIEW
Hold up some of the photographs of the New Texans
who were presented yesterday.
Yesterday we were learning about citizens new to
Texas. In the speeches we learned about . ...
Pass out the appropriate photographs to the students
who have not yet given their speeches. Have these
students give their speeches and have the other
students finish their maps as the speeches are given.
SKILLS: Making Generalizations
and Summary Statements
What do all these people have in common?
[They are immigrants. They came to the U.S. from
another country.]
We now know 30 New Texans. Let's list the
reasons they came here.
Take responses from the students and make a chart
on the board. Make a tally of repeated responses. This
information can easily be converted into charts or
graphs and assigned as homework, if desired.
Why did your New Texan come to this country?
[He/She married a Texan or U.S. citizen; to find work;
to be with family; to continue his/her education; for fear
of being imprisoned or killed; for adventure. etc.]
What summary statement can we make about why
people come here?
[Example: People come to America for many different
reasons.]
Materials
Photographs
Objectives
0 Students will practice
making summary statements
and generalizations.
0 Students will practice
developing questions.
Day 2-4
Teacher's Notes Did your person miss his/her home? If yes, please
raise your hand. If no, raise your hand. What did he
or she miss about home?
[They missed certain foods, their families, etc.]
What summary statement can we make about our
New Texans and their homelands?
[Everyone misses something about his or her home. You give
up some things when you move to a new country.]
Did your New Texan have family here before he or
she came? If yes, please raise your hand. If no, raise
your hand.
Count hands. Did your New Texan have family follow him or her here after he or she came? If yes, please raise your
hand. If no, raise your hand.
8-Day2
Count hands.
What generalization can we make about our New
Texans' families?
[Most of them had family in this country or were married to
U.S. citizens.]
What does "to be naturalized" mean?
[To go through the legal process of becoming a citizen of
another country]
CONTENT
To become a naturalized United States citizen, a
person must:
1. live here five years;
2. complete an application with a photograph
and fingerprints;
3. take a literacy test;
4. be interviewed by a clerk of the Immigration
and Naturalization Service (INS);
5. take part in a ceremony in which he/she takes
an oath of allegiance.
What is an oath?
[An oath is a promise to do what you say.]
All immigrants who wish to be naturalized must
also have a Green Card.
What is a Green Card?
[A Green Card is not colored green. It is a card that allows
a person from another country to be a resident here, have a
job, and be paid.]
All of the New Texans you met have gone through
this process. Reread the story of your New Texan.
Did he/she mention anything about a Green Card
or becoming a naturalized citizen?
What did he/she say about it?
SKILL: Question Asking
If you have a large number of students and the
speeches take most of the period, this activity could be
deleted if necessary.
If you could now talk to your New Texan, what
more would you want to know about his/her life?
Make a list of five questions you would like to ask
your New Texan.
Collect the questions (skim over them to be sure all
are questions). The students' speech notes and/or maps
could also be collected for grading. If time does not
permit the question-asking activity, it could be assigned
as homework. Collect the photographs.
Teacher's Notes
Day2-9
DAY 3 Who Were the Early Immigrants?
Materials
Handout B: Where Did
All These People Come
From?; textbook
Objectives
0 Students will
apply critical-thinking skills
to make generalizations.
0 Students will
understand the
concept of immigration.
0 Students will
compare information
from two sources.
10-Day3
REVIEW
For the past two days, we've been learning about
new immigrants to Texas.
What does the word "immigrant" mean?
[A person who comes to a country to take up permanent
residence]
What is meant by "immigration"?
[The process of people coming to a country with the
intention of living there permanently]
Have the students read a portion of their textbook on
the topic of immigration.
What were some of the things you learned in your
textbook about immigration?
Take responses at random from several students.
Pass out Handout B: Where Did All These People
Come From? Continue with the information below, which
is included in the handout.
The immigration story in our textbook doesn't really
tell us the whole story. At some point in our history,
EVERYONE came to this continent from someplace
else. We are all immigrants to this land.
Indians were the very first people to live on this
continent, and they probably came over the Bering
Strait from Siberia to Alaska about 12,000 years ago
and then came south into what is now Canada, the
United States, Mexico, and South America.3
Point out these places on the wall map.
3 Jason H. Silverman, "The Peopling of America: A Synoptic History,· Americans All
(Beltsville. Md.: Portfolio Project. Inc .• 1995). p. 1; and William Fitzhugh, "Global
Culture Exchange: New Views of Circumpolar Lands and Peoples. Anthro Notes.
vol. 19. no. 1 (Winter 1997). pp. 4-5.
There were more than 300 Native American tribal
groups in North America when Europeans first came
to this country. The first Europeans to meet the
Native Americans living in this country were the
explorers.
Who are some of the explorers that we have
studied?
Review the explorers and the part of the continent
that they explored.
1. Leif Eriksson Greenland
2. Christopher Columbus Caribbean
3. Hernan Cortes Mexico
4. Alvar Nunez Cabeza de Vaca Mexico, Texas
5. Francisco Vasquez de Coronado Southwest and
into Kansas
6. Juan Ponce de Le6n Florida
7. Hernando de Soto Florida to the
Mississippi
8. And many more.
These explorers were from various countries in
Europe. The first Europeans who came into what is
now the United States came north from New Spain.
They were the Spanish conquistadors (conquerors},
friars of the Catholic Church, and the Indian slaves
they brought to take care of the animals. Between
1521 and 1821, 200,000 Africans entered New Spain
both as free people and as slaves, 4 and at least
3,000 of them went north into what is now Texas.
Then the English arrived on the East Coast in 1607
and began to form colonies. We learned about these
immigrants when we studied the beginnings of the
13 colonies in New England. The Dutch and the
4 Quintard Taylor. African Americans in the West Video Series (Boulder. Colo.: Center
of the American West. 1996).
Teacher's Notes
Day 3-11
Teacher's Notes French founded other colonies. People from Africa
were brought as slaves and servants with some
colonists when they immigrated. Between 1701 and
1810, 348,000 enslaved Africans legally entered the
East Coast colonies. 5
The first United States census (the counting of a
total people} occurred in 1790, determining that there
were four million people living in the United States.
This figure neither included the millions of Native
Americans living throughout the country nor the
almost 350,000 Africans living in this country who
were considered property.
SKILL: Making Generalizations
You have now read a portion of the textbook on 12-Day3
the topic of immigration and a reading on "Where Did All These People Come From?" Using your own paper,
compare the information for the two readings. Make a
list of four facts from the handout which is different
information about immigration than was given in the
textbook.
When the students have finished their lists, write on
the board the facts they give you. This can be done in
chart form. Correct and clarify student responses as
appropriate.
Immigration Facts
Textbook Facts
1.
2.
3.
Handout Facts
Given all these facts, what conclusions/
generalizations can we now make about immigration?
5 Jason H. Silverman. "The Peopling of America: A Synoptic History," Americans All
(Beltsville. Md.: Portfolio Project. Inc .• 1995). p. 12.
What is the BIG idea in this chart/list?
What do these facts have in common?
How can we summarize these facts?
[Examples of possible responses:
Everyone came to this country. some earlier than others.
We are all immigrants.
Immigrants come from many other countries.
Immigration is not just about the arrival of Europeans in
this country.]
Do you know anyone who is an immigrant?
Is anyone in your family an immigrant? Tell us about
their experiences.
Encourage the students to share with the class the
stories of immigrants whom they know or who are rn
their families.
What are some words we should remember from
today' s lesson?
immigrant
immigration
census
a person who comes to a
country to take up permanent
residence
the process of people coming to
a new country with the intention
of living there permanently.
a count of a total population
Collect the handouts for use another time.
Teacher's Notes
Day3-13
HANDOUT B
~Where Did All These People Come From?
~ At some point in our history, EVERYONE came to this continent
from someplace else. We are all immigrants to this land. Indians were
the very first people to live on this continent, and they probably came
over the Bering Strait from Siberia to Alaska about 12,000 years ago
and then came south.6
There were more than 300 Native American tribal groups in North
America when the Europeans first came to this country. The first
Europeans to meet the Native Americans living in this country were
the explorers. In 1540 the Spaniard Francisco Vasquez de Coronado
explored the American southwest 67 years before the English settled
their first North American colony in Jamestown, Virginia.7
These explorers were from various countries in Europe. The first
European who came into what is now the United States came north
from New Spain or what became Mexico. They were the Spanish
conquistadors (conquerors), friars of the Catholic Church, and the Indian
slaves they brought to take care of their animals. Between 1521 and
1821, 200,000 Africans entered New Spain both as free people and
as slaves,8 and at least 3,000 of them went north into Texas.
Then the English arrived on the East Coast in 1607 and began to
form colonies. We learned about these immigrants when we studied
the beginnings of the 13 colonies in New England. The Dutch and the
French founded other colonies. People from Africa were brought as
slaves and servants with some colonists when they immigrated.
Between 1701 and 1810, 348,000 enslaved Africans legally entered
the East Coast colonies.9
The first United States census (the counting of a total population)
occurred in 1790, determining there were four million people living in
the United States. This figure neither included the millions of Native
Americans living throughout the country nor the almost 350,000
Africans living in this country who were considered property.
6Jason H. Silverman, "The Peopling of America: A Synoptic History: Americans All (Beltsville, Md.: Portfolio
Project. Inc .. 1995), p. 1; and William Fitzhugh, "Global Culture Change: New Views of Circumpolar Lands and
People,· Anthro Notes, vol. 19, no. 1 (Winter 1997), pp. 4-5.
7 Nelson England, "Coronado in Texas: Texas Highways, December 1997, p. 38.
8 Quintard Taylor, African Americans in the West Video Series (Boulder, Colo.: Center of the American West. 1996).
9 Jason H. Silverman, "The Peopling of America: A Synoptic History,· ltsville, Md.: Portfolio
Inc., 1995), p. 12.
DAY 4 Who Shall Be American?
REVIEW
Yesterday we read about early immigration in our
textbook and in the handout Where Did All These
People Come From? What were some of the facts
that we learned?
Take responses from students at random.
CONTENT
The United States was a place for all Europeans
seeking freedom. It was a big country. Settlers and
laborers were needed to develop the new nation, so
only European immigration and slavery were
encouraged. From 1790 to 1875, almost a hundred
years, there were no immigration laws about who
could live in this country and become a citizen.
The Native Americans lived all over the continent,
but, as people arrived from various European and
African countries, regardless of where they settled,
they killed or pushed out the Native Americans,
even though this was the Indians' homeland.
SKILL: Creating a Chart
Today we are going to create a chart. To get some
ideas about charts, open your textbooks and find
some examples of charts. Raise your hand when you
find an example, and we 'II all turn to that page to
study it.
Discuss the way the chart is organized. Repeat for
three or four more charts.
What categories of information are on the chart?
What is the title of the chart?
Does the title summarize the chart?
Materials
White paper; Handout C:
Who Shall Be American?;
textbook
Objective
0 Students will create and
analyze a chart to make
generalizations about
immigration laws in
this country.
Day4-15
Teacher's Notes
16-Day4
Repeat using another example.
Now we are going to learn more about immigration
to this country.
Have the students work together in pairs. Give each
pair a sheet of white paper and a copy of Handout C:
Who Shall Be American? More information about our
immigration laws is available at the following website­http://
www.fairus.org/history.htm.
The Who Shall Be American? handout is loaded
with information, but it is all mixed up. Read the
handout.
What types of information are in this handout?
[Immigration laws and numbers of people coming to this
country]
What are the numbers of the statements for the
immigration laws?
[ 1. 3, 5, 7, 11. 12, 13, 14, 15, 16]
What are the numbers for items on numbers of
people coming to this country?
[2, 4, 6, 8, 9, 10, 11. 17]
With your partner, you are to make a chart that
presents only the information on immigration laws in
a clearer way. You've looked at how various charts
are set up in your textbooks.
Now study the handout. As you study your sheet,
decide what are the groups/categories of information
that should be included in your chart.
Depending on the age of the students, this activity
may be difficult. Let the students begin to decide
categories and, after five minutes, stop.
What are the groups/categories of information?
[Year, title of the law, information about the law]
Now decide how you want to set up your chart
to present this information in a clear and organized
way; finally, add the facts to your chart.
SKILL: Analyzing the Charts
After the students have worked for a few minutes,
stop and verify that they are getting their charts
organized .
What categories of information did you include in
your chart?
[The names of laws, year, and information about the laws]
What are the numbers for the immigration laws?
[ 1. 3, 5, 7, 11. 12, 13, 14, 15, 16]
What should be the title for this chart?
[Immigration Laws]
SKILL: Analyzing Information
When most of the students have completed adding
most of the laws, begin analyzing their charts.
How did the laws change as the U.S. got older?
[Congress kept creating more and more
restrictions that excluded more and more people.]
Why did Congress not want the Chinese here
in 1882?
[That information is not here.]
Teacher's Notes
Day4-17
Teacher's Notes Let's try and guess or make inferences based on
18-Day4
what we know as to why Congress might exclude
them.
[They were different. They were not white Europeans. They
had different habits and customs and had a different color
of skin.]
Xenophobia is a fear of strangers or foreigners.
Many congressmen were xenophobic when making
our early immigration laws.
What is meant by "preferences" when we talk
about immigration?
[The order or priority for the admitting of immigrants]
SKILL: Summarizing
At the bottom of your chart, write two sentences
which summarize the information which you
presented.
What is the chart about?
[The immigration laws of this country]
What does this information tell us?
[The restrictions which were imposed on immigration]
What is the BIG idea?
[Over the years Congress passed many laws defining who
could be admitted to this country. Preferences, quotas, and
literacy tests were established which excluded certain groups
of people. Over the years immigration laws have become
more restrictive.]
VOCABULARY
naturalization the legal process of becoming a
citizen in a new country
emigration
refugees
quota
alien
xenophobia
the process of leaving a country to
live elsewhere
persons living outside their country
of origin to escape danger or
persecution
the number of people from each
country that can be admitted
annually
a foreign-born resident who is not a
citizen of this country
the fear of strangers or foreigners
Collect the students' charts for posting on the bulletin
board or for grading .
Shang Lee
Taiwan
Teacher's Notes
Day4-19
HANDOUT C Who Shall Be American?
Make a chart using selected facts from the list below. Not all the
facts below may fit the categories you choose for your chart.
1. In 1882 the Chinese Exclusion Act was passed, which outlawed
Chinese immigrants and denied naturalization to those Chinese already in
the United States.
2. In the 1790 census there were four million people in the U.S.,
excluding the Native Americans. No records counting immigrants were kept
until 1820.
3. The Immigration and Nationality Act of 1952 eased the restriction on
Asians becoming citizens but continued the quota system with preferences
given to family members and individuals highly skilled in services needed
by the country.
4. The largest single year of immigration was 1907, when 1,285,349
persons were admitted.
5. The Immigration Act of 1924 began a national-origin system, which
started a quota system and formally began discrimination by denying
citizenship on the basis of race. Preference was given to northern
Europeans because they were just like the people in this country. Through
this act Native Americans were granted citizenship.
6. More than one mill ion legal residents (immigrants) were naturalized
in 1996.
7. The Naturalization Law of 1870 provided for the first time that
persons of African descent could be naturalized and become citizens of this
country.
8. About 400,000 refugees from Southeast Asia came to this country
as a result of the Refugee Act of 1980.
9. The Displaced Persons Act of 1948 allowed more than 400,000
refugees who had left their homes as a result of World War II to enter this
country.
10. In 1959, 700,000 Cubans came to the U.S. to escape persecution
by Fidel Castro.
11. It is estimated that 6,000 Japanese women, who were called
"picture brides," came to the U.S. as a result of a Gentlemen's Agreement
of 1907-1908. The Immigration Act of 1924 stopped all Japanese
immigration.
12. Congress passed the first immigration law which excluded criminals
and prostitutes in 1875.
13. Following the election of Lyndon Johnson, Congress passed the
Immigration and Nationality Act of 1965, which phased out the national­origins
system and listed more preferences. This law opened up
immigration to the world and allowed greater immigration from Asia and
countries other than northern Europe. The law admitted professionals and
reunited families.
14. The large number of illegal immigrants resulted in Congress passing
the Illegal Immigration Reform and Immigrant Responsibilities Act of 1996.
This law imposed more restrictions, making it more difficult for immigrants
to become citizens.
15. A law requiring a literacy test, which was a U.S. history and
government test in English, to obtain citizenship passed in 1917.
16. In 1790 Congress established a rule that any free white person who
had resided for two years in the United States and at least one year in the
state in which they sought admission could become a citizen simply by
proving good character and taking an oath to support the Constitution.
17. 322,000 Cantonese-speaking men arrived in the United States
between 1850 and 1882.
More information about these laws is available at the following
website-http:/ /www.fairus .org/history.htm-which provides a history of
immigration legislation.
Day 5 Why Is Immigration a Problem?
Materials REVIEW
Handout D: Take a Stand
Objectives
0 Students will explain
the process of becoming
a citizen in the U.S.
0 Students will gather
information by conducting
two interviews.
22-Day5
We have been learning about immigration. Our
textbook tells us about immigration in this country
during the early 1900s, but what have we learned
about the immigrants before this time?
[That the Indians probably came here a lot earlier as
immigrants across the Bering Strait; that most of the African
Americans were forced immigrants; that Congress created
laws excluding many people who were not from European
countries]
What did you learn from your chart yesterday?
[Immigration laws became more restrictive in terms of who
could become a citizen.]
Why did the laws exclude certain people?
[They were different from the people who had come from
northern Europe and who were in government positions of
power.]
What did you learn from your speech earlier
this week?
[People are coming from all over the world to become
citizens of the U.S.]
If you came here from Japan, how would you go
about becoming a citizen of the U.S.? What are some
of the things you would have to do?
[Get a Green Card, live here five years, send an application
to the INS with a photograph and your fingerprints, take a
literacy test, be interviewed, and go through a ceremony in
which you take an oath.]
What is the immigration literacy test?
[It tests your knowledge of U.S. history and government in
English.]
What people get preference in becoming citizens?
[Preference is given to professionals and family members of
current citizens.]
How do you become a citizen of the U.S.?
[Live here five years, complete an application with a
photograph and fingerprints, take a literacy test, be
interviewed, and take part in a ceremony in which you
take an oath of allegiance.]
CONTENT: Current Immigration
Content on current immigration concerns in this
country is presented in a series of questions. Many
students have extensive knowledge about this subject
from television, their parents, friends, etc.
Divide the students into groups of four and assign
each student in each group a letter (A. 8, C, and D).
Then ask the following three sets of questions, giving
the groups about one minute to decide their group
answer to each question.
Ask A in each group to give the group answer to the
A question. When As in all the groups have given their
answers, arrive at a complete, accurate response.
Repeat the process with the 8 questions, having Bs in
the groups respond, then with the C questions.
IMPORTANT NOTE: There may be students in your
classroom who have family members who have entered the
country illegally, so the following questions should be asked
with sensitivity for their feelings.
Set One
A. Who is an alien?
[A foreign-born resident who has not been naturalized
in this country]
B. Who is an immigrant?
[A foreign-born resident who has not been naturalized
in this country]
C. Who are illegal aliens?
[People who have not followed the laws for entering
the U.S. from another country]
Teacher's Notes
Day5-23
Teacher's Notes
I
1
24-Day5
D. Who are illegal immigrants?
[People who have not followed the laws for entering
the U.S. from another country]
Set Tvvo
A. What is the difference between an illegal alien
and an illegal immigrant?
[None. "Alien" is a word used to incite emotions and
negative feelings toward immigrants.]
B. Why do so many people want to come here?
[They believe America is the land of opportunity and
freedom. There are plenty of opportunities for jobs and
education.]
C. Why do we need immigration Jaws?
[To regulate the growth of this country, so that all can
prosper]
D. What are the ''freedoms" that all citizens, new
and old, have in this country?
Have the students open their textbooks to the
section on the Bill of Rights and review it.
Set Three
A. What are the unalienable rights of United States
citizens?
[The rights are those stated as the Bill of Rights.]
B. What are the responsibilities of all United States
citizens?
[Citizens in the democratic U.S. have the responsibility to
vote, have employment, care for their families, pay taxes,
serve on juries, obey the laws of the country, etc.]
C. How do we as United States citizens benefit
from the new naturalized citizens?
[They bring new ideas, foods, entertainment, professional
job skills, etc., to this country. They often do essential
jobs that many of us refuse to do. Some make very
important contributions to this country through new
inventions and discoveries.]
D. Why is immigration sometimes considered to be
a problem in the U.S.?
[So many people want to become citizens; also there are
large numbers of people entering the country illegally.
Some worry that there is not room for all.]
ASSIGNMENT: Interviews
and Essay
Pass out Handout 0: Take a Stand.
Each year we naturalize many new citizens. Yet
there are more people in other countries who want to
come to America and can't because of the
restrictions in our laws. There is a long waiting list
of those wanting to come to this country. A Korean­American
mother who has been naturalized may have
to wait eight years before her children or her parents
can come to this country and become citizens.
Should we continue to allow so many immigrants
to become citizens OR should we make laws that are
even more restrictive of who can become citizens?
Take a stand.
Your assignment is to interview two adults who
are not related to each other, asking the questions
in Handout D. Using the information from your
interviews and YOUR OWN opinions, you are to
write a two-page essay.
In the first paragraph introduce your topic by
stating your position, that is, taking a stand on the
question. In the following paragraphs, present your
reasons and those of the persons you interviewed for
taking that position. As a conclusion summarize your
position in your final paragraph. You are to complete
your interviews by (Monday) and have your essay to
turn in (Tuesday).
Teacher's Notes
DayS-25
Teacher's Notes The students should know what you will be judging
in their essays. If time allows, put the following on the
board: 26-DayS
In reading your essays, I'll be looking for the
following:
WRITING
Is organized and includes introduction and
conclusion
Uses complete sentences and developed
paragraphs
Uses correct grammar and spelling
CONTENT
Takes a position on the issue
Supports the position with a minimum of two
reasons
Explains the reasons with details and examples
Concludes with an accurate and complete
summary
Check the website for more information that could
be helpful in writing your report.
Students with access to the Internet at home or at
school may wish to go to the Institute of Texan Cultures
New Texans website-www. texancultures .utsa.edu/
newtexans-to obtain additional information about
interview techniques and Chinese who create jobs
and to hear the New Texans talk about their personal
experiences. Additional information is available from
the Immigration and Naturalization Service (INS) at
http://www .ins .usdoj .gov /index.html or
http://www .ins .usdoj .gov /natz/index.html.
HANDOUT D Take a Stand
Immigration Policies
Should we continue to allow large numbers of immigrants to become
citizens?
OR
Should we make laws that are even more restrictive of who can
become citizens? Take a stand.
Your assignment is to interview two adults, asking the questions below,
and then write an short essay.
Doing an Interview
When you are doing an interview, we suggest you use a tape recorder
to record the person's responses. Always test your recorder before you start
an interview to be sure it is working. If a tape recorder is not available, be
sure to take very good notes.
Introduce yourself to your interviewee and state the purpose of the
interview. "I am , and I am writing an essay on Immigration
Policy for a class assignment. I would like to ask you some questions to get
your views on immigration."
Select questions to ask from the following list and add any questions
you feel appropriate or that grow out of your interview. When you are
finished with your interview, be sure to thank the person for allowing you
to do the interview.
1. What is your name?
2. Tell me about your family history.
3. How long has your family been in America?
4. Are you or is any one in your family an immigrant or a naturalized
citizen? (If yes, ask about the person or persons.)
5. Do you know any people who are new to this country? If so, tell me
about them.
6. What do you think about the continuing immigration to America?
7. Do you have any thoughts about the people who enter this country
illegally?
8. Why do you think so many people want to come to this country?
9. Do you think immigrants are a benefit or a burden to this country? How
are they a benefit (or burden)?
10. How do you feel about restricting immigrants to this country? If you
feel restrictions are necessary, how would you determine who could
enter and who could not?
Writing an Essay
Using the information from your interviews and YOUR OWN opinions,
write a two-page essay.
A. Listen to the tape of your interviews or read your interview notes.
B. Organize your essay.
1. In your first paragraph state your position/take a stand on the question:
Should we continue to allow large numbers of immigrants to become
citizens OR should we make laws that are even more restrictive of who
can become citizens?
2. In the following paragraphs present your reasons and/or those of the
persons you interviewed to support your position.
3. Then summarize the major points you are making in your final
paragraph.
C. Write your essay.
D. Read your essay, checking for spelling, punctuation, and grammatical
errors.
NOTE: For additional information on interviewing techniques
and immigration and to hear the New Texans talk about their
experiences, visit the Institute of Texan Cultures website on the
Internet-http://www. texancultures .utsa.edu/newtexans.
DAY 6 Are You Literate?
REVIEW
In learning about immigration and citizenship, we
have been using a new vocabulary. What are some of
the new words we have learned?
A glossary is included as Appendix A on page 67.
In reviewing the new vocabulary, check for
understanding by having three students each orally
give a sentence using the same word. Repeat the
process for each vocabulary word. You could pass out
the New Texans photographs and have the students
create sentences using vocabulary words based on
their person.
CONTENT: LiteracyTest Super Bowl
Divide the class into teams of five or six members
each and form groups in various sections of the room.
The students might want to choose names for their
teams. Each group should select a recorder to write
down their answers to the Super Bowl questions.
I am going to ask all teams questions from the
Immigration and Naturalization Service literacy test
which all immigrants must take to become citizens.
I shall ask a question and wait 30 seconds for
your team to quietly decide on the answer and write
it down. Be sure to number the responses.
When we're finished with all the questions, you'll
exchange your answers with another team, who will
check the answers. When we have corrected the
answers, we'll calculate each team's scores and
return the papers to the original teams. The team
with the most correct responses/highest score wins
the Literacy Test Super Bowl.
Materials
Photographs
Objective
0 Students will respond
to literacy test questions
about U.S. history and
government from the
INS exam.
Day6-29
You might want to call a halftime break during the questions. Correct those responses and then continue with the second half. The complete literacy test is available on the Internet at http://www.texancultures.utsa.edu/newtexans. TYPICAL LITERACY TEST QUESTIONS
1. What are the colors of our flag? [red, white, and blue]
2. What color are the stars on our flag? [white]
3. How many stripes are there in the flag? [13]
4. What do the stripes on the flag mean? [represent original 13 colonies]
5. What is the Fourth of July? [Independence Day]
6. Who did we get our independence from? [England]
Z Who is the president of the United States today? [Bill Clinton]
B. Who is the vice-president of the United States today? [AI Gore]
9. Who becomes president if the president should die? [vice president]
10. What is the Constitution? [supreme law of the land]
11. What do we call a change to the Constitution? [amendment]
12. How many branches are there in our government? [3]
13. What is the legislative branch of our government? [Congress]
14. Who makes the laws in the United States? [Congress]
15. What are the duties of Congress? [to make laws]
16. How many senators are there in Congress? [100]
1Z For how long do we elect each senator? [6 years]
18. For how long do we elect the representatives? [2 years]
19. What is the executive branch of our government? [President, Cabinet,
and Departments under the Cabinet members]
20. What are the duties of the Supreme Court? [to interpret laws]
21. What is the Bill of Rights? [first 10 amendments of the Constitution]
22. Who is the current governor of Texas? [George W. Bush]
30-Day6
23. Who is the chief justice of the Supreme Court? [William Rehnquist]
24. Who said, "Give me liberty or give me death?" [Patrick Henry]
25. What are the 49th and 50th states of the Union? [Hawaii and Alaska]
26. Who was Martin Luther King Jr.? [a civil rights leader]
27. Why did the Pilgrims come to America? [for religious freedom]
28. Who was the main writer of the Declaration of Independence?
[Thomas Jefferson]
29. Who wrote the '"Star Spangled Banner''? [Francis Scott Key]
30. What did the Emancipation Proclamation do? [freed many slaves]
When everyone is finished, have the teams exchange papers and then go over
the questions with the students giving the correct answers and checking their
papers. When this is done, have the papers returned to the original teams to
tally their correct responses and determine the winning Literacy Test Super Bowl
team. You might want to have some kind of prize for the winning team.
Pass out the New Texans photographs.
Think about the questions you have just been answering. Think about
the New Texan you introduced to the class.
What did you think about the literacy test questions you answered?
If you went to France and wanted to become a French citizen, how do
you think you'd do taking a literacy test in French on their government
and history?
How do you think your New Texan would do taking this test?
The government feels it's important for new people to this country
to know the answers to these questions. There are books and classes
available to help immigrants learn about our government.
Why do you think the government believes immigrants must pass this
literacy test?
[The responsibilities of citizens in a democracy are many. Citizens of this country are
expected to participate in our government by voting, obeying our laws, paying taxes,
serving on juries, etc. They have many freedoms as well.]
Day6-31
Teacher's Notes ASSIGNMENT: ##Take a Standll
Essay
32-Day6
Review yesterday's essay assignment to be sure all is
going well.
There is much disagreement about immigration
policy in this country. You have now interviewed two
people about whether we should have an open or
restrictive policy toward immigration. Your essay is
due (tomorrow).
Collect the photographs.
Hayford Awuku
Ghana
D A" 7 What Should
~ T Our Immigration Policy Be?
CONCLUSION
Collect the students' essays and then pass them
around, so that each student has someone else's paper.
You now have another student's essay. Read it
very carefully. What position/stand does the author
take on the issue? What supporting reasons does the
author give for his or her position?
When the students have finished reading, have them
turn the papers over.
Complete the following two sentences on the back
of the paper.
"One thing I really liked about your
essay was. . . . "
"One thing that I think could have been done
better was. . .. '~
Then sign your name.
CONTENT: Deciding Immigration
Policy
On two parts of the board, write the following
headings:
Immigration Policy
Open Policy Restrictive Policy
Pro Con Pro Con
Go around the room asking each student to give the
position taken and one reason for that position from the
essay he/she has been reading. Write the reasons on
the board under the correct heading.
Materials
Photographs
Objectives
0 Students will take a
position on a controversial
issue in a written essay.
0 Students will practice
making generalizations
and predictions.
Day 7-33
Teacher's Notes Have the students return the papers to their writers.
34-Day7
Tell them to read the comments on the back of their
papers and then collect the papers for grading, if
desired.
SKILL: Making Inferences and
Generalizations
What generalizations can we make from the lists
on the board?
[Most students in this class believe .... ]
What might be another generalization?
[It also seems that . . .. ]
If we severely restrict immigration, what
consequences can we predict for this country?
[Many family members would be separated; bad relations
with Mexico or other countries could develop; we would
lose major portions of our work force in certain industries
and agriculture.]
If we implement an unrestricted policy and let in
everyone, what consequences can we predict for this
country?
[We would have overcrowding in many cities, schools,
hospitals; native-born Americans might lose jobs; it might
cost our taxpayers more money for welfare.]
Deciding public policy is hard. There are no easy
solutions. Our current immigration policy tries to find
a balance or rather a Partially Open or Partially
Closed Door.
We currently naturalize large numbers of citizens
based on a preference system for family members
and skilled professionals who have sponsors. The
sponsors guarantee to support the persons they
sponsor if they cannot support themselves.
CONCLUSION
Quickly give each student a New Texan photograph,
allowing a couple minutes for them to skim the story.
When they have finished, go around the room and have
each student complete the following sentence:
I would enjoy having my New Texan as a neighbor
because . . ..
Maria Fernanda
Barreyre-Falbo
Argentina
Teacher's Notes
Day7-35
Citizenship
What Makes a Good Citizen?
Who Are the New Texans?
How Do You Become a Citizen?
What Does It Mean to Be an American?
What Is My Immigration History?
What Determines Who Becomes a Citizen?
How Do Immigrants Enrich Our Country?
DAY 1 What Makes a Good Citizen?
INTRODUCE CONTENT
Are you a good citizen?
Are your parents good citizens?
Am I a good citizen?
What makes a good citizen?
How do you decide if a person is a good citizen?
Divide the students into groups of four.
Select one person as a writer. You have 10
minutes to make a list of what makes a good citizen.
What makes a good citizen?
What are things good citizens do?
When the students have finished, make a master list
on the board-go around the room taking one response
from each group, and then go around again until all
answers are on the board. Not all answers will be
correct.
All responses on the board should complete the
sentence: A good citizen is a person who. . . .
Are there any responses that we should erase?
Are there any responses that really don't have
anything to do with citizenship?
Are there any responsibilities or characteristics
that we've left out?
Materials
Notebook paper;
transparency
Objectives
0 Students will analyze
the concept of citizenship.
0 Students will categorize
information for a chart.
Day 1-39
Teacher's Notes
40-Day 1
To expand the list, you might want to ask:
A bad citizen is a person who.
SKILL: Categorization
In your groups, again select a writer. On a sheet
of paper, make three columns. At the top of the
columns, write the words:
ECONOMIC SOCIAL POLITICAL
Using the responses listed on the board, categorize
them. For example: A good citizen is a person who
votes in the election of our public officials. Which of
the three categories would we put voting in? [political]
A good citizen is a person who has a job. [economic]
Put the responses from the board in the correct
categories.
Give the students about 10 minutes, depending on
the length of the list on the board, to categorize the
responses. Using an overhead transparency, fill in the
categories with correct responses. Use this process to
discuss any points of confusion.
SKILL: Summarization
Study the chart you have just made. As a group,
agree on a title for your chart. The title should tell
others what the chart is about.
Have a member of each group write his or her
group's chart title on the board. Then, as a total class,
analyze the titles. Looking at each title, ask:
This title tells us . ...
Does the title capture the essence of the chart
information?
Is this title GOOD, OK, NOT SO GOOD?
CLOSURE
We have spent today analyzing the concept of
citizenship and what things good citizens do.
Barbel Shepherd
Germany
Teacher's Notes
Day 1-41
DAY 2 Who Are the New Texans?
Materials REVIEW
Photographs; wall map
Objective
0 Students will
analyze biographies to
identify examples of
good citizens.
42-Day2
What are the characteristics of a good citizen?
What are things they do?
CONTENT
Pass out the 30 photographs. Have a world map
available that all can see, or make copies of the map
included in the Immigration Unit on page 6.
Each of you has a photograph of a person with a
short biography about that person on the back. Read
the story of your person.
Have the students exchange photographs and read
another story. When they have read their second story,
quickly go around the room and have them introduce
their New Texans by giving the person's name, age, and
home country. As they introduce their person, find and
point out the home country on the wall map.
Read your story again, taking notes which answer
the following questions:
Will this person enrich and benefit the United
States?
[Yes No]
Will this person make a good citizen?
[Yes No]
List two reasons for your decision.
Remember what we learned yesterday about what
makes a good citizen.
When all are finished, form the students into groups
of five.
Each of you are to introduce your New Texan to
others in your group and then give your decision and
your reasons for your decision.
SKILL: Generalizations
When the groups have finished, ask summary and
generalization questions. Allow time for the students to
arrive at a group response.
What do the people introduced in your group have
in common?
[They are all immigrants. They all wanted to come to
America.]
How are they alike?
[They are all immigrants. They are all naturalized citizens.]
Are these people citizens?
[Yes, they are.]
What generalizations can we make about these
people?
[Examples:
New citizens are coming from all over the world to America.
All immigrants miss something about their homes.]
Will our New Texans be good citizens?
Why/why not?
[We think most of them will be good citizens because they
have jobs, have been here a long time before being
naturalized, etc.]
Have the students exchange photographs with
another group and read another person's story to find
answers to the questions on the next page.
Teacher's Notes
Day2-43
Teacher's Notes
44-Day2
What difficulties have these new citizens faced on
their way to obtaining citizenship?
[Difficulties include not speaking English; prejudice of people
here; problems with paperwork and Immigration Service; the
weather; getting a driver's license, etc.]
Why did they leave their homes?
[Reasons include escaping from Vietnam; civil war in the
home country; no jobs; to get more education.]
What do they like about America?
[Having a car, a telephone; the food; life is better; can vote;
there is so much to learn, etc.]
ASSIGNMENT
Look in the telephone book for the section with
Government Offices-United States to obtain the
automated telephone number for the Immigration and
Naturalization Service (INS).
Tonight you are to make a telephone call. Be sure
you have paper and pencil with you when you call.
You are to call the United States Government
Immigration and Naturalization Service to find out
how to become a naturalized citizen. Write down
what you find out. This is an automated system,
so you have to keep pushing buttons.
Call 1-800-976-7066. (Verify that this is the number for
your area.) This information is needed for tomorrow's
class. You might want to check the Internet to get
more information. You also can find information at
http:/ /www.texancultures .utsa.edu/newtexans.
CLOSURE
Go quickly around the room requesting a response
from each student.
One thing I now know about citizenship is.
I DAY 3 Hovv Do You Become a Citizen?
REVIEW
What did we do yesterday?
[We read about immigrants who became citizens of
the U.S.]
How are all the New Texans we learned about
alike?
[They are all naturalized U.S. citizens from different
countries .]
What was our conclusion about whether they
would be good citizens?
[Yes, it is likely that most of them will be good citizens.]
CONTENT
Your assignment for yesterday was to call the INS
to obtain information about becoming a naturalized
citizen.
What did you Jearn in the telephone call?
What is the naturalization process?
[The process is:
1) one must live in the U.S. five years,
2) make application with photograph and fingerprints,
3) have an interview with an INS agent in English,
4) take an exam in English about U.S. history and
government, and
5) in a formal ceremony take an oath of allegiance to
the U.S.]
What else did you learn in the telephone call?
[What forms to get, where to call to get forms,
requirements for becoming a citizen]
What are the requirements for becoming a citizen?
[Having a Green Card for five years or if a spouse or family
member has a Green Card for three years]
Materials
Literacy test
Objectives
0 Students will obtain
information on the process
of becoming a naturalized
citizen.
0 Students will take the
literacy test required to
become a U.S. citizen.
Day3-45
Teacher's Notes
46-Day3
What is a Green Card?
[A card, which is not actually colored green, issued by the
government to immigrants allowing them to reside and work
legally in this country]
Is it easy or hard to become a U.S. citizen?
[It's hard, because most people have to learn to speak and
read English and then take a test in U.S. history and
government.]
Print a copy of the U.S. literacy test which can be
found on the Institute of Texan Cultures website­http://
www/texancultures.utsa.edu/newtexans. If
you are unable to access the website, a partial list of
questions is included in Day 6 of the Immigration Unit,
pages 30-31.
Divide the students into groups of five and have each
group select a writer.
In order to become a citizen, you must take what
is called a literacy test. It is a test in English about
U.S. history and government. I am going to ask you
questions from the literacy test. Have your group's
writer put down your answers.
I'll wait about 15 seconds for each question. After
five questions we 'II go back and correct our answers.
Using this process, ask about 15 questions and stop.
Could you pass this test?
(Most students will not pass this test.)
Why would we require all people wanting to
become citizens to take this test? Why do citizens
need to know about our government?
[Most immigrants are not from democratic countries, and
being a citizen in a democracy carries certain responsibilities
as well as rights.]
CLOSURE
If you were not born in this country, what would
you have to do to become a citizen?
[The process is: one must live here five years, submit an
application including a photograph and fingerprints, have an
interview with an INS agent in English, take an exam in
English about U.S. history and government, and in a formal
ceremony take an oath of allegiance to the U.S.]
Julio Alberto Hinkson
Panama
Teacher's Notes
Day3-47
D A" 4 What Does It Mean
~• to Be an American?
Materials REVIEW
Photographs; textbook
How do you become a U.S. citizen if you come
from another country?
Objective [The process of naturalization is . . .. ]
0 Students will review
the Bill of Rights.
48-Day4
CONTENT
Pass out the photographs with the stories.
Why do so many people want to come here? Read
the story of your New Texan and find out why he or
she wanted to come here.
Why did your New Texan come here?
[There are many reasons: they have family here; it's a
land of opportunity; it was bad at home; they want to go
to college. etc.]
What do people mean when they say this is
''the land of opportunity?"
[Some think everyone in America has a job, is wealthy, lives
the good life. etc.]
Have the students read in their textbooks the section
on the Bill of Rights.
What is the Bill of Rights?
[A list of amendments to the Constitution which protect our
freedom of religion, speech, and press. They give us the
right to have guns, to have jury trials, etc.]
Do people in other countries have such freedoms?
[Yes, in some other democracies, but not in all countries]
Our freedoms carry responsibilities with them.
What things do good citizens do?
[Vote; have jobs; serve on juries; care for families, etc.]
Another aspect of many people's coming to
America is the idea of America as a rich country.
Are we a rich country?
[Yes]
How are we a rich country?
[Most people have jobs. Most people have.cars, televisions,
and nice clothes and eat well. We all go to school. We have
the best higher education system in the world. We have
good health care.]
Have the students exchange photographs and read
the story of another New Texan, then ask the following
questions:
Does your New Texan see the U.S. as a land of
opportunity?
What opportunities are mentioned by your person?
Go around the room taking random responses.
The New Texans became naturalized citizens, and
we decided that most of them would be good
citizens.
In 1996 over 1,000,000 legal immigrants became
U.S. citizens. We know these people came to be with
their families, to get jobs, to go to school, to find a
better life.
I'm going to make a statement. Stand if you think
it's true. Sit if it's false.
We were all immigrants at one time.
Randomly have the students give reasons why they
believe it's true or false.
Now let's see which of you are right, the Yeses or
the Noes.
Teacher's Notes
Day4-49
Teacher's Notes REVIEW
50-Day4
Let's quickly review our early immigration history.
Where did the Native Americans come from?
[Over the Bering Strait and south through North America]
How did the African Americans get here?
[Many came through forced immigration: they were made
slaves and brought here. Others came as free men, and
some prospered.]
How did the Spaniards and Indians of Mexico
come here?
[They lived in Texas and the southwestern part of the United
States when it was part of New Spain.]
What about the people who formed the colonies
on the East Coast?
[They came from England, Ireland, Holland, and other
northern European countries.]
What is your family history? Were your parents,
grandparents, or great-grandparents immigrants?
ASSIGNMENT
Tonight ask some adult in your family to tell you
anything they know about the early history of your
family. Ask about your grandparents, your great­grandparents.
Where did they live? What country did
they come from? Why did they come to the U.S.?
Tomorrow you will tell us about your family history.
CLOSURE
Summarize today's lesson.
[We analyzed why immigrants come here, learned about the
richness and freedoms of this country, and reviewed our
early immigration history.]
DAY 5 What Is My Immigration History?
REVIEW
How do you become a naturalized citizen?
[Live in the U.S. for five years, be able to read and speak
English, make application with a photograph and
fingerprints, take a literacy test in English, be interviewed,
and attend a ceremony in which you take an oath of
allegiance.]
Why do so many people come here?
[They come to be with other family members or spouses, to
get a good job, to live a good life, etc.]
CONTENT
Yesterday you were asked to find out about your
family history.
Where did your family come from? What is your
family history?
Go around the room and have the students share
anything they could find out about their early family
history. If some were not able to find out about their
history, try to determine the origin of their mother's and
father's last names.
Read the following statement and have the students
stand if they think it's true, sit if it's false.
If it weren't for immigrants, none of us would be
here.
(All students should be standing.}
SKILL: Generalization
Pass out Handout A: Quotations.
This sheet presents five facts about immigration.
Think about these facts. Turn your sheet over. Write
a one-sentence summary statement that incorporates
all the facts you read.
Materials
Handout A: Quotations;
Handout 8: Public Opinion
Survey on Citizenship
Objectives
0 Students will practice
making generalizations.
0 Students will administer
a survey to support a
point of view on
citizenship.
DayS-51
Teacher's Notes What generalizations can we make from these
52-DayS
facts?
Have five or six students write their generalizations on
the board and sit down. Have another group of five or
six add their generalizations.
Then read the statements aloud; have the students
determine as a group if each one is an accurate
generalization for whpt they read. Erase incorrect ones
and leave the others on the board.
Look at the correct ones. How are they alike?
What is included in the best generalizations that was
omitted in the others?
CONTENT
The facts told us that we have been a haven for
immigrants, that we welcome them. Still, immigration
is a very complex issue. Immigration policy considers
three groups of people: immigrants, refugees, and
illegal immigrants.
What is the difference between these three groups
of people?
[Immigrants are people who leave their home country and
come to the U.S. to live permanently; refugees are usually
groups of people who flee their home country for fear of
persecution; and illegal immigrants are those people who
do not follow the laws to enter this country.]
How do people enter this country legally?
[They must have a passport and possibly a visa. They must
apply to the Immigration and Naturalization Service (INS) for
a Green Card, which allows them to work here.]
From our New Texans we learned that immigrants
from all over the world are now becoming citizens
and that it is a difficult process. Many people wait for
years to be allowed to come to the U.S.
What is the value of citizenship?
[You can vote and serve on juries; you are entitled to many
benefits of this country, etc.]
Why do all these people want to be U.S. citizens?
[There are opportunities in this country-opportunities for
work, for education, etc.]
ASSIGNMENT
SKILL: Doing a Survey
Pass out Handout B: Public Opinion Survey on
Citizenship and read through it with the students.
You are to survey 12 people (adults or students)
and write a report which responds to the question:
How do immigrants and new citizens enrich our
country?
Use additional paper if more space is needed for
respondents' comments.
After you survey 12 people, you must then compile
or tally the data before you can write a report. An
example might be:
One person said the foods they bring to this
country. Another one said they really liked the
pizza from Italy, and another said she loves her
neighbor's tamales at Christmas.
These three responses are all saying that we
benefit from the different foods immigrants introduce
to this country. So you would tally them all together
when you write your report.
Your report should introduce the topic, present
your compiled data, and have a conclusion.
Teacher's Notes
DayS-53
Teacher's Notes
54-DayS
For additional information on immigration and
citizenship, get on the Internet and go to the Institute
of Texan Cultures New Texans website­www.
texancultures .utsa.edu/newtexans. At the
website you can also hear the New Texans tell about
some of their experiences and opinions.
Additional information on naturalization is available
at the Immigration and Naturalization Services
website-http:/ /www.ins.usdoj .gov/index.html OR
http:/ /www.ins .usdoj .gov /natz/index.html.
Information at this site may help you with your
report.
Your citizenship survey and report are due (Tuesday).
Poksung Pak
South Korea
HANDOUT A Quotations
1. The United States has accepted more immigrants than any other
country in the world.
Douglas M. Rife, A Family History Handbook (Logan, Utah: Perfection Learning
Corporation, 1985), p. 53.
2 . It is both a right and a responsibility of a democratic society to
manage immigration so that it serves the national interest.
U.S. Commission on Immigration, U.S. Immigration Policy: Restoring Credibility
(Washington, D.C.: U.S. Government Printing Office, September 1994), p. i.
3. The tradition of welcoming newcomers has become an important
element of how we define ourselves as a nation.
U.S. Commission on Immigration, U.S. Immigration Policy: Restoring Credibility
(Washington, D.C.: U.S. Government Printing Office, September 1994), p. ii.
4. Today, the United States continues to accept more immigrants than
the rest of the world's countries combined.
Gary Fertig et al., United States Immigration: Learning from the Past to Develop
Policy for the Future, November 22, 1997 (Cincinnati: National Council for the
Social Studies).
5. 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-tost, to me.
I lift my lamp beside the golden door.
Inscription on the Statue of Liberty, 1877
''''''~ {' HANDOUT B Public Opinion Survey on Citizenship
Question: How do immigrants and new citizens enrich our country?
Respondent Name Answer to Question
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
For additional information on immigration, get on the Internet and go to the Institute of Texan Cultures
New Texans website at www.texancultures.utsa.edu/newtexans or the Immigration and Naturalization
Service website at www.ins.usdoj.gov/natz/index.html.
In writing your report, you should:
a. introduce the topic of citizenship,
b. explain what you did in terms of conducting a survey,
c. present the results or findings of your survey,
d. write a conclusion in which you summarize the ways the United States benefits from its
immigrants and new citizens.
D A" 6 What Determines
~T Who Becomes a Citizen?
REVIEW
You are surveying 12 people to determine how
immigrants and new citizens enrich this country.
Your report is due (tomorrow).
People's beliefs often result in policy and laws.
Today we are going to take a look at our
government's position on immigration.
We are doing analysis. When we analyze
something, we study it, look closely at the parts
that make up the whole. We have been analyzing
the concepts of citizenship and immigration. ·
CONTENT
SKILL: Research
Pass out Handout C: Immigration Laws. Form the
students into groups of three and assign a law to each
group to research quickly. Have the students use the
textbook index to locate the laws that are in the book.
Then allow the rest of the students to go to the library
for 20 minutes to locate and write information about
the other laws.
If you have access to the Internet in the classroom
or library, some students can obtain their information
from that source. The Internet address is
http://www.fairus.org/history.htm; it provides the
history of immigration legislation. If it takes too much
time for the students to go to the library, check out
books to use in the classroom for the day and locate
other old textbooks with immigration laws in them.
For some information about these laws, refer to
Handout C in the Immigration Unit on pages 20-21.
While the students are researching information
about the immigration laws, put the following chart
on the board:
Materials
Handout C: Immigration
Laws; books with
immigration laws;
photographs
Objective
0 Students will research
an immigration law and
analyze the trends in
U.S. immigration policy.
Day6-57
Teacher's Notes
58-Day6
1.
2.
3.
Date
Immigration Lavvs
Name Contents
When all the students are done, have them add their
laws and the information on the board. Then have them
analyze the information.
What can we learn from studying this chart?
What are the purposes of the immigration laws?
[They determine who can and cannot become a citizen of
this country.]
What is a quota?
[The number of people from each country that can be
admitted to the United States annually.]
What is a preference?
[The groups of people that are favored to be admitted to
the U.S.]
How did the laws change over the years?
[They have become more restrictive.]
Who do the laws favor?
[Europeans settled and formed a government here. They
made laws that favored people like themselves.]
What's the difference between an immigrant
and a refugee?
[A refugee is fleeing a country for some reason, whereas
an immigrant comes because he or she wants to live here.]
Place the New Texan photographs up around the
room or display them in some way.
If this were 1890, which of our New Texans would
not be welcome to this country?
[All Asian people, because of the Chinese Exclusion Law]
Remove the photographs of the Asians.
If this were 1790, what New Texans would be
FORCED immigrants?
[Many people of African origin were made slaves.]
Remove the photos of the people of African origin.
Who did our immigration Jaws favor?
[People from European countries, primarily northern
European countries]
Why?
[The people who came to America in the 18th century
and claimed the land from the Native Americans were
from Europe. They formed a government, and the laws
they made encouraged immigrants like themselves. This
was called "nativism."]
If this were 1870, what New Texans would become
citizens?
[African Americans]
Put the photos of people of African origin back up.
When did we grant citizenship to Native
Americans?
[ 1924]
Collect the photographs.
ASSIGNMENT
Your reports on citizenship are due (tomorrow).
Teacher's Notes
Day6-59
HANDOUT C Immigration Laws
Using the textbook, other resource books, the Internet, and the library,
locate information that tells about the law you are researching. Many laws
are explained at the following website-http://www.fairus.org/history.htm.
1. The Chinese Exclusion Act of 1882
2. The Immigration and Nationality Act of 1952
3. The Immigration Act of 1924
4. The Naturalization Law of 1870
5. The Refugee Act of 1980
6. The Displaced Persons Act of 1948
7. The Immigration and Nationality Act of 1965
8. The first immigration law in 1875
9. The Illegal Immigration Reform and Immigrant Responsibilities
Act of 1996
10. The Immigration Reform and Control Act of 1986
nativism
naturalization
preference
quota
refugee
xenophobia
VOCABULARY
beliefs and policies that favor native-born citizens over
immigrants
the process of legally changing citizenship from one
country to another country
the groups of people that are favored for
admittance to the United States
the number of people from a country who can be
admitted to the United States annually
person living outside his or her country of origin to
escape danger or persecution
fear of strangers or foreigners which leads to nativism
D A" 7 How Do Immigrants
~T Enrich Our Country?
REVIEW
For the past few days, we have been getting
information in order to determine how immigrants
and new citizens enrich this country. The survey you
have done gave you information about public opinion.
Yesterday we studied the immigration laws which
have been passed by Congress.
CONTENT
Collect the reports from the students and then pass
them around, having each person read someone else's
report.
Read the report you have. When you're done, turn
it over and on the back finish these two sentences:
You really did a good job on . .. .
You could have done better on . .. .
Keeping the same paper, have the students answer:
How do immigrants and citizens enrich our
country?
Using a transparency, list their responses.
Examples of responses are:
Benefits
The more people, the more we sell for a better economy.
The government would get the taxes they pay.
Many immigrants create more jobs by starting new
businesses.
We learn about new foods, ideas, and customs.
They participate in the democratic process by voting and
serving on juries.
They energize and revitalize the democratic process by
keeping the process alive.
Materials
Transparency; photographs
Objective
0 Students will survey
public opinion, analyze
responses, and write a
report of their findings .
Day7-61
Teacher's Notes Read the following quotations, which express the
62-Day7
opinions of some other people.
Jeanne Kirkpatrick, when Ambassador to the
United Nations, wrote in 1986 that the values of the
Republic receive renewal by new citizens, who bring
to us a special personal sense of the importance of
freedom.
AND
The columnist George Will wrote in 1980 that
he was convinced that the newest citizens have the
clearest idea of what we are celebrating when we
raise a red, white, and blue ruckus on the Fourth
of July.
AND
A reporter who saw subway passengers in New
York spontaneously burst into patriotic song .. .
concluded that "the Indian news dealer, the Haitian
cabbie, the Greek cook-with their energy and their
dreams, they nourish and redeem a nation's soul . .. :,.,o
SKILL: Making Generalizations
From looking at our list, what can we conclude?
What is the BIG idea?
Go around the room taking the students' responses.
Give immediate feedback: GOOD ONE/NOT SO GOOD.
Collect the reports.
10 "The American Civic Culture and an lnclusivist Immigration Policy" by Lawrence
Fuchs in Handbook of Research on Multicultural Education ed. James A. Banks and
Cherry A. Banks (New York: Macmillan Publishing, 1995). p. 302.
CLOSURE
Pass out the New Texan photographs, making sure
each student takes one he or she hasn't had before.
We have been learning about citizenship and what
it means to be an American citizen.
Read the story about the New Texan you have,
and then I'll go around the room asking each of you
to complete the following sentence:
I would like to have this person for a neighbor
because . ...
Go around the room quickly, having the students
complete the sentence.
Collect the photographs.
Era Nangia
India
Teacher's Notes
Day7-63
• • ' ~ •• ~ • •• ••
•
Appendices
APPENDIX A Glossary
alien
census
emigration
immigrant
immigration ·
literacy test
nativism
naturalization
oath
persecution
preference
quota
refugees
xenophobia
a person who comes to a country intending to take up
permanent residence
a count of a total population
the process of leaving a country to live elsewhere
a person who comes to a country intending to take up
permanent residence
the process of people coming to a country with the
intention of living there permanently
a test of knowledge of U.S. history and government in
English
beliefs and policies that favor native-born citizens over
immigrants
the legal process of becoming a citizen in a new country
a promise that what you say is true
to cause the suffering of a person or a group of people
because of differing beliefs
the priority for admitting groups of immigrants
the number of people from each country who can be
admitted annually
persons living outside their country of origin to escape
danger or persecution
the fear of strangers or foreigners
Appendix A-67
1
Hayford Awuku
HAY-ferd a-WOO-koo
Ghana
6
Kin Chan
KEN CHAN
Hong Kong
11
Ana Cecilia
Hernandez
Ah-nah se-SEEL-ya
air-NAH N-dess
Mexico
APPENDIX B The Nevv Texans
2
Maria Fernanda
Barreyro-Falbo
ma-REE-a
fair-NAHN-da
ba-RAY-ro FALL-bo
Argentina
7
Cyndy Elder
SIN-dee ELL-der
Canada
12
Julio Alberto
Hinkson
HOOL-yo ai-BEAR-to
HEENKS-un
Panama
3
Kailesh Bavaria
KAY-Iesh
bah-vah-REE-ah
India
8
Jose Alexander
Garcia
ho-SAY
ah-lec-SAN-dair
gar-CEE-ah
El Salvador
13
Dung Tran Hoang
DUN TREN WHONG
South Vietnam
4
Madjid Benchouia
MA-jeed ben-CHOO-ya
Algeria
9
Hazel Grohman
HAY-zul GROW-mun
England
14
Josefina Husson
ho-seh-FEE-na
HUSS-un
Venezuela
5
Susan Brown
SOO-zun BROWN
England
10
Fouad & Samiha
Hanna
too-ODD &sa-MEE-hah
HAH-nah
Egypt
15
Shang Lee
SHANG LEE
Taiwan
16
Peilin Marzolf
pay-LIN MAR-solf
China
21
lgnacia Saavedra
ig-NAH-sya
sah-VED-rra
Mexico
26
Mymy Tran
MEE-MEE TRAN
South Vietnam
17
Era Nangia
EER-ah nahn-GEE-a
India
22
Marcos Salgado Sr.
MARR-cos sai-GAHD-o
Mexico
27
Azim Wakil
ah-ZEEM wa-KEEL
Afghanistan
18
Diego Olmos
dee-AY-go OHL-mose
Argentina
23
Barbel Shepherd
BEAR-bul SHEP-erd
Germany
28
Edeltraude
Whitworth
AY-dii-TROUD
WHIT-werth
Switzerland
19
Poksung Pak
POCK-SOONG POCK
South Korea
24
Christine Siegel
kris-TEEN SEE-gul
Germany
29
Toyoko Williams
toy-YO-ko WILL-yums
Japan
20
Francine Riley
fran-SEEN RY-lee
Antigua
25
Estrella Isabel Tabor
ess-TREY-ya
ee-sah-BEL TAY-ber
Honduras
30
Hussein Ibrahim
Yusuf
ho-SAYN
18-RA-HEEM YOO-suff
Somalia
http://www.texancultures.utsa.edu/newtexans
This website presents information which supplements these instructional
units: interview techniques, immigrant job creation, INS literacy test, and more on
the New Texans themselves.
http://www. fairus .org/history.htm
This website presents information about some of the U.S. immigration laws
which may help students in creating their charts on this topic.
http://www .ins .dojgov /natz/index/html
This is the Immigration and Naturalization Service website with information
on forms and requirements for naturalization.
http://www .bergen.org/ AAST /PROJECTS/Immigration
This website was created by high school students studying immigration,
and they provide answers to many questions, e.g., reasons immigrants came to
America in different time periods, laws restricting immigration, opportunities for
success, and much more.
http://www .immigration-usa.com/resources .html
This website accesses some of the immigration laws, the INS naturalization
forms, and immigration lawyers and organizations.
http://www .ellisisland .org
This website provides information on the Ellis Island Museum and allows
you to enter your family in the Immigrant Wall of Honor, a project under
development which includes researching your family's arrival in America.
Appendix C-70
-