• Compare and contrast the immigrant experiences of different cultural groups in the United States.
  
• Discuss and analyze motivations for immigration and migration.
  
• Take the Immigration Quiz and compare and contrast their responses with the accurate answers.
  
• Research and write the immigration story of their family (or another group).
  
• Develop greater sensitivity by discussing stereotyping.
  
• Understand and use specific vocabulary.
  
  

• Migration
  
• Immigration
  
• Stereotype
  
• Xenophobia
  

• Understands the factors that prompted new immigration in contemporary American society (e.g., new immigration policies after 1965, areas of the world from which most immigrants have come)
  
• Understands aspects of contemporary American culture (e.g., the international influence of American culture)
  
• Understands contemporary issues concerning gender and ethnicity (e.g., the range of women's organizations, the changing goals of the women's movement and the issues currently dividing women; issues involving justice and common welfare; how interest groups attempted to achieve their goals of equality and justice; how African, Asian, Hispanic and Native Americans have shaped American life and retained their cultural heritage)
  
• Understands how recent immigration and migration patterns impacted social and political issues (e.g., major issues that affect immigrants and resulting conflicts; changes in the size and composition of the traditional American family; demographic and residential mobility since 1970)
  

• Watch THE CITY and choose which segment(s) you will use in class.

• Choose a segment to view with the class.
  
• After viewing, write the name of the segment on the wall chart and ask students to summarize the story. Record their answers on the wall chart.
  
• Ask students what the overall theme of the story is and record their answers on the wall chart under the heading "Theme."
  

• Ask students to go home and conduct interviews with relatives about their family's immigration to the United States.
  
• Ask them to write a short essay based on what they learn about their family.
  

• Ask students to share their essays with the class.
  
• Ask students to compare the stories of the people in the segment they watched with their family's story. What are the similarities? What are the differences?
  

• Understands how early state and federal policy influenced various Native American tribes (e.g., survival strategies of Native Americans, environmental differences between Native American homelands and resettlement areas, the Black Hawk War and removal policies in the Old Northwest)
  
• Understands shifts in federal and state policy toward Native Americans in the first half of the 19th century (e.g., arguments for and against removal policy, changing policies from assimilation to removal and isolation after 1825)
  
• Understands how immigration affected American society in the antebellum period (e.g., the connection between industrialization and immigration, how immigration intensified ethnic and cultural conflict and complicated the forging of a national identity)
  
• Understands different economic, cultural and social characteristics of slavery after 1800 (e.g., the influence of the Haitian Revolution and the ending of the Atlantic slave trade, how slaves forged their own culture in the face of oppression, the role of the plantation system in shaping slaveholders and the enslaved, the experiences of escaped slaves)
  
• Understands perspectives that influenced slavery in the antebellum period (e.g., changing ideas about race, the reception of proslavery and antislavery ideologies in the North and South, arguments used to defend slavery
  
• Understands influences on the development of the American West (e.g., cross-cultural encounters and conflicts among different racial and ethnic groups)
  
• Understands influences on economic conditions in various regions of the country (e.g., effects of the federal
  
• government's land, water and Indian policy; the extension of railroad lines)
  
• Understands the background and experiences of immigrants of the late 19th century
  
• Understands opposition to discrimination in the late 19th century (e.g., how Asian Americans and Hispanic Americans responded to discriminatory practices, leadership roles of those who spoke out against discrimination)
  
• Understands challenges immigrants faced in society in the late 19th century (e.g., experiences of new immigrants from 1870 to 1900, reasons for hostility toward the new immigrants, restrictive measures against immigrants, the tension between American ideals and reality)
  
• Understands how racial and ethnic events influenced American society during the Progressive era (e.g., the movement to restrict immigration; how racial and ethnic conflicts contributed to delayed statehood for New Mexico and Arizona; the impact of new nativism; influences on African, Native, Asian and Hispanic Americans)
  

• Please review the meanings of the words "migration" and "immigration" and have them available for the classroom discussion.
  
• Review the A Brief History of the Trail of Tears (http://rosecity.net/tears/trail/tearsnht.html), The African Slave Trade (see below), Chinese Immigration: Looking for Gold Mountain (see below) and Mexican Americans and Repatriation (see below). Students will break into groups for the exercise using these texts. Distribute one text per group, but make sure you provide enough copies for each student in a group.
  

• Introduce the words "migration" and "immigration" (see Dictionary below) to students and ask the class to define them. Write the answers on a new page of the wall chart and help redefine the words as needed.
  
• Ask the class to discuss why they think people migrate or immigrate and record their answers on the wall chart.
  
• Divide the class into four groups and have each group read one of four texts: A Brief History of the Trail of Tears (http://rosecity.net/tears/trail/tearsnht.html), The African Slave Trade (see below), Chinese Immigration: Looking for Gold Mountain (see below) and Mexican Americans and Repatriation (see below). Each group should read only one text.
  
• Ask students to read their text in silence and then discuss with their group the following:
  

1. What are some of the differences in the immigration/migration experiences of Europeans, African Americans, Native Americans, Asians and Latinos?
   
   
2. What are some of the differences between Europeans who came here in the early 20th century and immigrants coming here today? What are the similarities?
   
   

• Have the note takers report on their group's discussion.
  
• Write the comments of each group on the wall chart.
  
• Once all groups have reported, have the class look at the wall chart and compare comments. Make sure all students participate in the discussion and say why they (or their group) hold a particular view.
  

• Understands challenges immigrants faced in society in the late 19th century (e.g., experiences of new immigrants from 1870 to 1900, reasons for hostility toward the new immigrants, restrictive measures against immigrants, the tension between American ideals and reality)
• Understands contemporary issues concerning gender and ethnicity (e.g., the range of women's organizations, the changing goals of the women's movement and the issues currently dividing women; issues involving justice and common welfare; how interest groups attempted to achieve their goals of equality and justice; how African, Asian, Hispanic and Native Americans have shaped American life and retained their cultural heritage)
• Understands how recent immigration and migration patterns impacted social and political issues (e.g., major issues that affect immigrants and resulting conflicts; changes in the size and composition of the traditional American family; demographic and residential mobility since 1970)

• Make copies of the Immigration Quiz (see below), the Immigration Fact Sheet (see below) and Anti-Immigrant Backlash article (see below) for distribution in the classroom. Provide one copy per student.
  
• You will introduce the words "stereotype" and "xenophobia" (see Dictionary below) to the class. Please review the meanings and have them available for the classroom discussion.
  
• Carefully review the texts below. In the piece entitled "Anti-Immigrant Backlash," you will need only the sections which mention common stereotypes against European immigrants.
  
• You will need the wall chart sheet(s) that contain the segment summary done by students in LESSON ONE.
  

• Distribute the Immigration Quiz (see below) to students. Give them 10 minutes to complete it.
  
• Ask various students for answers to different questions and record them under the heading "What I Think" on the wall chart.
  
• Ask students whose answers are on the wall chart to explain why they chose the answers they did. Encourage students whose answers are not on the wall chart to discuss their choices and the reasons for them.
  
• Share the answers to the Immigration Quiz with the class.
  
• Write the correct answers on the wall chart under "Facts."
  

• Compare the answers under "What I Think" to the ones under "Facts," highlighting any discrepancies between them.
  
• Ask students why they think their answers are different from the correct ones. Where did they get their viewpoints?
  
• Write the words "stereotype" and "xenophobia" on the wall chart and ask students to define them. As students speak, write their answers on the chart and then redefine them as needed.
  
• Ask students to give examples of stereotypes about immigrants. Write their answers on the wall chart.
  
• Distribute Immigration Fact Sheet (see below) to students and ask them to read the text in silence (10 minutes).
  
  

• Ask students to say what they learned by reading the Immigration Fact Sheet and write their answers on the wall chart. Encourage as much discussion as possible.
  
• Give students the Anti-Immigrant Backlash article (see below), asking them to read only the sections on the stereotypes against European immigrants.
  
• Have students compare the list of stereotypes they created with the Anti-Immigrant Backlash piece. Are there any similarities? What are the differences?
  

• Show the THE CITY segment used in LESSON ONE again.
  
• Put up the sheet with the segment summary (LESSON ONE) on the wall.
  
• Are there any differences in the way students would summarize the segment now? Why?
  

• Understands contemporary issues concerning gender and ethnicity (e.g., the range of women's organizations, the changing goals of the women's movement and the issues currently dividing women; issues involving justice and common welfare; how interest groups attempted to achieve their goals of equality and justice; how African, Asian, Hispanic and Native Americans have shaped American life and retained their cultural heritage)
  
• Understands how recent immigration and migration patterns impacted social and political issues (e.g., major issues that affect immigrants and resulting conflicts; changes in the size and composition of the traditional American family; demographic and residential mobility since 1970)
  

• Review the THE CITY Information sheet (see below) to familiarize yourself with some of the aspects of the film and the way it was made.
  
• Visit the Neo Web - The Italian Neo Realism Homepage (http://www.carleton.edu/curricular/MEDA/classes/media110/Voigt/paper4.html) and review the piece on Vittorio de Sica's film BICYCLE THIEF to help with the discussion on the making of THE CITY.
  

• If you have only shown some of the segments, please show THE CITY in its entirety (the film is 88 minutes long, so please plan accordingly).
  

• Put up the sheet that compared the experiences of the European immigrants of the early 20th century with the immigrants of today (LESSON TWO). Ask students to read the answers and see if their opinions have changed. If so, how?
  
• Ask students to comment on the impact THE CITY and the classroom discussion have had on their viewpoints.
  

• How did the film differ from THE CITY?
  
• Were there any similarities in the way the directors told the stories?
  
• How were the immigrants portrayed?
  
• Did you agree/disagree with the portrayals?
  
• What is the most important lesson you learned in the discussions the class has had on migration/immigration?
  

"In Germany they first came for the Communists and I didn't speak up because I wasn't a Communist. Then they came for the Jews, and I didn't speak up because I wasn't a Jew. Then they came for the trade unionists, and I didn't speak up because I wasn't a trade unionist. Then they came for the Catholics, and I didn't speak up because I was a Protestant. Then they came for me -- and by that time no one was left to speak up."
- German Pastor Martin Niemoller

1. Over 35%
   
2. 22%
   
3. 15%
   
4. less than 2%
   

1. 1.4%
   
2. 9.7%
   
3. 17.6%
   
4. 22.3%
   

1. 90%
   
2. 75%
   
3. 40%
   
4. 15%
   

1. Received $3.8 billion in funding, a 153% increase in the past 5 years
   
2. Hired 1000 additional border patrol agents
   
3. Increased the number of border patrol agents by 99% in the past 5 years
   
4. All of the above
   

1. 75.3 million new immigrants a year
   
2. 46.8 million new immigrants a year
   
3. 12.5 million new immigrants a year
   
4. 1.2 million new immigrants a year
   

1. 95%
   
2. 44%
   
3. 20%
   
4. d. 1%
   

• The United Nations estimates that there are more than 125 million displaced people in the world today; every day, another 10,000 people have to move because of war and violence. Economic pressures also force people to migrate, usually from poorer Southern countries to richer Northern ones; this kind of economic migration has quadrupled since the 1960s.
  
  
• While the U.S. government is encouraging the mobility of goods, information and money across borders in the economic process called "globalization," it is attempting to restrict the movement of people. As avenues for legal migration are curtailed, many people in poor, third-world countries are left with few choices but to migrate illegally.
  
  
• Within the United States, median hourly wages have steadily fallen as corporations export production and jobs to poorer countries. In a "race to the bottom," these countries compete among themselves to offer the most attractive business climate to foreign capital in the form of the low wages, suppression of union organizing, lax environmental controls, and unsustainable export-based economies. Oftentimes, these measures are forced on countries by the terms of their loans and economic "development" plans from the World Bank, International Monetary Fund, and international trade treaties, even if the result is widespread poverty and crises in education, health and infrastructure. These measures drive desperate workers to seek the possibility of living wages in the more affluent countries of "el Norte," where their often-undocumented status makes them vulnerable to exploitation by employers.
  
  
• Although critics may characterize recent immigration to the U.S. as an "invasion," the number of foreign-born people in the United States today is less than 10% of the total population. In 1900, a century ago, that percentage was 15%. The number of immigrants coming to the United States each year is just 2% of the total number for the world.
  
  
• An immigrant's eligibility for public benefits will depend on her immigration status, whether she entered the U.S. before the 1996 welfare reform law was enacted, and whether she was already receiving assistance when the welfare law went into effect. Access to certain benefits will also vary based on which state the immigrant lives in. While "not qualified" aliens are ineligible for nearly all federal benefits, they are still eligible for certain very basic kinds of assistance, including: emergency Medicaid; immunizations; testing and treatment for the symptoms of communicable diseases; short-term non-cash disaster relief; school lunches and breakfasts; and certain other programs essential to public health and safety specified by the Attorney General.
  
  
• According to the National Academy of Sciences, the average immigrant contributes $1,800 more in taxes than he or she receives in benefits. However, the federal government reaps the lion's share of immigrant tax dollars (approximately two-thirds). States and localities provide the bulk of services immigrants use-most notably education, health, and public assistance. As a result, states and localities often find themselves "shortchanged"-forced to provide services without sufficient revenue. The 1996 welfare reform law, which barred or restricted legal immigrants' access to most federal public benefits, exacerbated this dilemma by withholding even more federal funds for immigrants.
  
  
• In 1996, soaring anti-immigrant sentiment led the U.S. Congress to pass three major bills limiting the rights of immigrants:
  
  
• The Anti-Terrorism and Effective Death Penalty Act grouped provisions impacting immigrants with those designed to curb terrorism. Among other measures, it established a new court charged solely with hearing cases in which the government seeks to deport aliens based on secret evidence submitted in the form of classified information. Though the secret evidence court has not yet heard a case, the INS already has moved in other proceedings to use secret evidence against immigrants.
  
  
• The Illegal Immigration Reform and Immigrant Responsibility Act (IIRIRA) expanded INS enforcement operations, eliminated basic rights of due process for immigrants, and cut down on avenues for immigrants to legalize their status.
  
  
• The Personal Responsibility and Work Opportunity Reconciliation Act (popularly known as "welfare reform") ended many forms of cash and medical assistance for most legal immigrants and other low-income individuals.
  
  
• Since 1996, state and local governments have added measures that limit immigrants' rights by ending affirmative action, limiting access to social services, and curtailing bilingual education.
  
  
• A number of recent legislative and legal decisions have also made it more difficult to enter this country legally and acquire and maintain permanent residency status. Most resources have been devoted to immigration as a "law enforcement" issue: constructing new detention spaces, training and deploying border patrol and other agents, and using high-technology equipment, despite their impact on the human and civil rights of immigrants as well as many border communities.