Immigration: Whose Call Is It?
Authors
Michelle Miller
Corydon Central High School
Susan Zipperle
Washington High School
Shannon Goings
Arlington High School
Sarah Wilson
West Noble High School
Target Audience
Grades 9-12
U.S. History / Government
Instructional Time
3-4 Class Periods
Big Ideas
Overview
Students will receive an in-depth, interactive learning experience as
they explore governmental polices on immigration. Students will learn
about the history of immigration in the United States, Federal and State
immigration policies, and examine modern day immigration patterns.
The “Immigration: Whose Call Is It?” unit uses a variety of primary
sources, including videos, government documents, political cartoons,
and photographs. The final project will showcase student
understanding of immigration in the United States.
Explore how America
reacted to a changing
society by examining
restrictions on immigration
and nationalization
Concepts &
Key Terms
•
•
•
•
•
•
© 2014 Center on Congress
Dream Act of 2001
Federal Policies
Federalism
Immigration and
Nationality Acts
State Policies
Manifest Destiny
1
Lesson Key:
Unit Overview
Bold and Underlined Text
Material location and links
can be found in the margin.
Rationale
The United States has a long history of immigration, beginning with the
first European settlers. Waves of refugees have come to the United
States seeking a new life. As population increased, questions began to
arise about ways to keep the population growth in check.
Big Ideas
Identify patterns of
historical succession and
duration in which historical
events have unfolded and
apply them to explain
continuity and change
Activities
•
•
•
•
•
•
•
Class Web
Graphic Organizer
Videos
Jigsaw Activity
Cartoon Analysis
Create a pocket sized
US Constitution booklet
Position Writing Piece
Many laws were created to help control the constant flow of immigrants
into the country. It is important that students understand the issues of
immigration throughout United States history in order to understand and
form educated opinions regarding current issues and legislation.
Guiding Question
How has the changing definition of immigration affected governmental
policies and societal values?
Objectives
• Define and identify changes in the following terms: immigrant,
immigration, federalism, government policy, refugee, and quota
•
immigration policies and perspectives
•
Materials
•
•
•
•
•
•
•
•
Large Paper
Graphic Organizer
Worksheets
Arizona SB 1070
Infographic
Associated Press Article
U.S. Constitution
Optional: Computer
Optional: Projector
Analyze the continuity and change associated with federal
Compare and contrast federal and state immigration policies
Assessments
Students will be assessed on their written responses to primary sources
discussed in class, class participation in discussion, and on their thought
processes seen in lesson reflection paragraphs.
As a final product, students will take a position from the following list
of questions and write about it in essay format:
1. How has the definition of immigration changed over time in the
United States?
2. How has immigration affected societal , economic and political
values ?
3. In regards to immigration, how should power be allocated and why?
© 2014 Center on Congress
2
Big Ideas
Day 1: Exploring Vocabulary
I. Class Web
On a large piece of paper, create a class web with the central question:
“What is an immigrant?”. Allow students to come up to the board and
write words or phrases that come to mind when they read the central
question. After writing the words, allow students to draw lines,
connecting ideas that are related. When the web looks finished, open up
discussion about what they think an immigrant is using the words from
the web.
II. Define Key Terminology
Pass out the Graphic Organizers in the back of this lesson. Allow
students to work individually or as a group to create a definition for each
key term.
•
Determine the meaning of
vocabulary describing
political, social, or
economic aspects of
immigration
•
Identify and use key
words relating to
government and
immigration
•
Use technology,
including the Internet, to
find primary and
secondary sources in
order to enhance
vocabulary acquisition
Materials
• Large Paper for Web
• Graphic Organizers
Included pgs. 14-19
• Computers
• Optional: Projector
Extension Activity
If time permits, have students find their own primary source images for
each word.
III. Conclusion
Students should provide an exit slip with definitions and at least one
primary source image that helps illustrate a definition.
© 2014 Center on Congress
3
Big Ideas
•
•
•
Identify and explain
developments associated
with industrialization and
immigration; such as, the
Chinese Exclusion Act
Identify key events and
individuals connected to
federal immigration
policies, such as, the
Immigration and
Nationalization Act
Locate and analyze
primary sources and
secondary sources related
to immigration acts
throughout history
Materials
• Access to computer
• Robert Lee Interview
http://tinyurl.com/tpsIM
• Jigsaw Activity Sheet
Included pg. 23
Day 2: Examining Federal Immigration
Policies
I. Student Web
Revisit the question “What is an immigrant?” and discuss as a class.
Have students begin research on countries of origin of immigrants.
Students may present their data using a map, pie charts, graphs or other
statistical visuals. This project may take time and can be finished as
homework.
Technology Extension: Ease.ly
Ease.ly is an easy to use web-based, infographic creator. It does not
require a login until the creator needs to save. Infographics can be created
easily within minutes and turned into images using the Microsoft
Snipping Tool or the MAC Grab Tool.
II. Video
Have students watch the Robert Lee Interview. Discuss some examples
of how immigrants have shaped or changed the United States
Constitution.
III. Jigsaw Activity
On the board, create a square with four quadrants. Each quadrant will
have a specific law. Divide the class into four groups; pass out the
Jigsaw Activity Sheet. Each group will be responsible for finding the
year and description of each of the laws . Students should focus on the
significance of the law. If time permits, allow students to share their
findings with the class.
• Optional: Projector
Immigration Act of 1882
“Chinese Exclusion Act”
Immigration Act of 1921
Immigration Act of 1965
Dream Act
IV. Conclusion
Students should turn in notes that summarize each law in ten words or
less.
© 2014 Center on Congress
4
Day 3: Examining State Immigration
Policies
Big Ideas
•
Identify and analyze
decisions by the United
States Supreme Court
about the constitutional
principles of
immigration laws
•
Identify and describe
provisions of the United
States Constitution that
define and distribute
powers and authority of
the federal or state
government
I. Class Poll
Poll students to find out what they know about Arizona SB 1070.
You can poll students with a raise of hands or write questions on the
board and allow students put sticky notes with their responses under
each question.
II. Infographic
Go over Arizona SB 1070 Infographic. The Arizona SB 1070 is
also known as the Support Our Law Enforcement and Safe
Neighborhoods Act. Lead a class discussion about the Arizona
immigration law and the five copycat laws.
III. Article
Distribute copies of the Associated Press Article “Supreme Court
Rejects Part of Arizona Immigration Law.” Discuss how it allowed
the “show me your papers” provision and struck down three other
provisions. Have students fill out the Associated Press Article
Worksheet as they read the article.
Materials
• Arizona SB 1070
Infographic
III. Conclusion
Ask students to volunteer their answers to the article questions. Turn
in responses.
http://tinyurl.com/tpsIM1
•
Associated Press article
http://tinyurl.com/tpsIM2
Included pgs. 25-27
• Associated Press Article
Worksheet
Included on pg. 28
© 2014 Center on Congress
5
Big Ideas
•
Investigate and interpret
multiple causation in
historical actions and
analyze cause-and-effect
relationships
•
Compare and contrast the
ideas of the Federalists
and the Anti-Federalists
regarding the respective
roles of state and national
government
•
Analyze the United States
Constitution and
determine if state policies
conflict with or adhere to
the founding principles
Materials
• Political Cartoon
http://tinyurl.com/tpsIM3
Included pg. 29
Day 4: Compare and Contrast
Federal and State Immigration Policies
I. Political Cartoon Analysis
Display the Political Cartoon. Allow students to quietly examine the
image. Ask pairs of students to analyze the political cartoon using the
Library of Congress Cartoon Analysis Tool and discuss who has the
power to enact immigration laws, Federal or State Government. Ask
student pairs to volunteer their answers.
II. U.S. Constitution and Federalism
Provide students with copies of the United States Constitution pocket
guide or textbook. Students can also make their own United States
Constitution Booklet . Using the United States Constitution and
Federalism Study Guide Notes in the back of the lesson, allow
students time to read each article. Have the students turn to a partner
and share points of interest or connections they made.
• Library of Congress
Political Cartoon
Analysis Tool
Included pg. 30
• United States
Articles to be read by each student:
• Article I, The Legislative Branch, Section 8, Powers of Congress.
• Article I, Section 8, Clause 18, The Necessary and Proper Clause.
• Article VI, Clause II, The Supremacy Clause.
Constitution Booklet
http://constitutionbooklet.com/
• United States Constitution
and Federalism Study
Guide Notes
Included pg. 31
© 2014 Center on Congress
III. Conclusion
Bring the class back together to discuss articles. Compare and contrast
the Federal and State immigration policies. Be sure to connect back to
the guiding question; ask why it is important for them to read and
understand these articles.
6
Big Ideas
Final Assessment
I. Think-Pair-Share/Snowball
Divide the room in half. Ask half of the pairs of students to make a list
of reasons why the federal government should control immigration and
the other half of the pairs of students to make a list of reasons why the
state governments should control immigration. Snowball the groups on
each side of the room until there are only two groups remaining. Ask
for a volunteer from each side to present their findings to the class.
Discuss the positions.
II. Final Product
Students will create a position writing in essay format. Have students
pick one of the following questions.
•
Describe social,
economic and political
issues and how they
impact individuals and
organizations
•
Explain issues and
problems of immigration
by analyzing the interests
and viewpoints of those
involved
•
Identify and describe
provisions of the United
States Constitution and
State Constitutions that
define and distribute
powers and authority of
the federal or state
government
1. How has the definition of immigration changed over time in the
United States?
2. How has immigration affected societal, economic, and political
values?
3. How should power to legislate immigration be allocated and why?
(Federal vs. State)
© 2014 Center on Congress
•
Produce clear and
coherent writing in which
the development,
organization, and style
are appropriate to task,
purpose, and audience
7
Standards
Day 1: Exploring Vocabulary
The Library of Congress
The mission of the Library of Congress Teaching
with Primary Sources (TPS) program is to: build
awareness of the Library’s educational initiatives;
provide content that promotes the effective
educational use of the Library’s resources; and
offer access to and promote sustained use of the
Library’s educational resources. The Library
achieves this mission through collaborations
between the Library and the K-12 educational
community across the United States. The program
contributes to the quality of education by helping
teachers use the Library’s digitized primary
sources to engage students, develop their critical
thinking skills and construct knowledge. Learn
more about the Library’s TPS program and other
resources available to teachers at:
www.loc.gov/teachers
Indiana Standards
Common Core
C3 Framework:
SS.USH.4.3 2007
SS.USH.9.1 2007
RH.9-10.4
RH.11-12.4
WHST.11-12.6
D2.His.9.9-12
Day 2: Examining Federal Immigration
Policies
Indiana Standards
Common Core
C3 Framework:
SS.USH.6.1 2007
SS.USH.9.2 2007
SS.USH.9.1 2007
SS.USH.4.3 2007
RH.9-10.3
RH.9-10.2
RH.11-12.2
WHST.9-10.7
D2.Civ.3.9-12
Day 3: Examining State Immigration
Policies
Teaching with Primary Sources
Vivian Awumey, Program Manager
Indiana Standards
Common Core
C3 Framework:
The Library of Congress
SS.USH.9.1 2007
SS.USH.4.3 2007
SS.USG.3.18 2007
RH.9-10.3
RH.9-10.2
RH.11-12.2
WHST.9-10.7
D2.Civ.3.9-12
101 Independence Ave., S.E.
Washington, DC 20540-1320
http://www.loc.gov/teachers/tps/
202.707.8740; [email protected]
Day 4: Compare and Contrast
Federal and State Immigration Policies
Indiana Standards
Common Core
C3 Framework:
SS.USH.9.1 2007
SS.USH.4.3 2007
SS.USG.2.4 2007
SS.USG.3.1 2007
RH.9-10.3
RH.9-10.2
RH.11-12.2
WHST.9-10.7
D2.Civ.1.9-12
Teaching with Primary Sources
Charlene Volk, Teaching with Primary
Final Assessment
Sources Implementation Manager
Indiana University
Indiana Standards
Common Core
C3 Framework:
1315 E. Tenth Street, Suite 320
SS.USH.8.5 2007
SS.USH.9.1 2007
SS.USH.4.3 2007
SS.USG.3.3 2007
WHST.9-10.4
WHST.9-10.9
WHST.11-12.1.A
WHST.9-10.1.A
D3.4.9-12
Bloomington, IN 47405-1701
812.856.4706; [email protected]
© 2014 Center on Congress
8
Bibliography
“American Red Cross relief work in
the Mississippi Valley flood” Photograph. 1920-1932. From Library of
Congress Prints and Photographs
Online Catalog. http://www.loc.gov/
pictures/item/96521723/ (accessed
September 18, 2013)
The Library of Congress
The mission of the Library of Congress Teaching
with Primary Sources (TPS) program is to: build
awareness of the Library’s educational initiatives;
provide content that promotes the effective
educational use of the Library’s resources; and
offer access to and promote sustained use of the
Library’s educational resources. The Library
achieves this mission through collaborations
between the Library and the K-12 educational
community across the United States. The program
contributes to the quality of education by helping
teachers use the Library’s digitized primary
sources to engage students, develop their critical
thinking skills and construct knowledge. Learn
more about the Library’s TPS program and other
resources available to teachers at:
www.loc.gov/teachers
Teaching with Primary Sources
Vivian Awumey, Program Manager
The Library of Congress
101 Independence Ave., S.E.
Washington, DC 20540-1320
http://www.loc.gov/teachers/tps/
202.707.8740; [email protected]
“Anti-Chinese Movement and Chinese
Exclusion” Publication. 1850-1925. From
the Library of Congress American
Memory Collection: The Chinese in California 1850-1925. http://memory.loc.gov/
ammem/award99/cubhtml/theme9.html
(accessed September 18, 2013)
Associated Press. “Supreme Court Rejects
Part Of Arizona Immigration Law”. Article. Washington: Associated Press. June
25, 2012. From Fronteras: The Changing
America Desk. http://
www.fronterasdesk.org/news/2012/
jun/25/supreme-court-rejects-part-arizona
-immigration-law/ (accessed September
18, 2013)
Benda, Wladyslaw T. “Group of immigrants” Drawing. 1890-1934. From Library of Congress Prints and Photographs
Online Catalog. http://www.loc.gov/
pictures/item/2010715066/ (accessed September 18, 2013)
Teaching with Primary Sources
Charlene Volk, Teaching with Primary
Brown University. “Robert Lee” Film
clip. From The Choices Program. http://
www.choices.edu/resources/
scholarsonline/lee/lee13.php (accessed
September 18, 2013)
Sources Implementation Manager
Indiana University
1315 E. Tenth Street, Suite 320
Bloomington, IN 47405-1701
812.856.4706; [email protected]
© 2014 Center on Congress
Bibliography
The Library of Congress
The mission of the Library of Congress Teaching
with Primary Sources (TPS) program is to: build
awareness of the Library’s educational initiatives;
provide content that promotes the effective
educational use of the Library’s resources; and
offer access to and promote sustained use of the
Library’s educational resources. The Library
achieves this mission through collaborations
between the Library and the K-12 educational
community across the United States. The program
contributes to the quality of education by helping
teachers use the Library’s digitized primary
sources to engage students, develop their critical
thinking skills and construct knowledge. Learn
more about the Library’s TPS program and other
resources available to teachers at:
www.loc.gov/teachers
Teaching with Primary Sources
Vivian Awumey, Program Manager
The Library of Congress
101 Independence Ave., S.E.
Washington, DC 20540-1320
http://www.loc.gov/teachers/tps/
202.707.8740; [email protected]
Teaching with Primary Sources
Charlene Volk, Teaching with Primary
Sources Implementation Manager
Indiana University
1315 E. Tenth Street, Suite 320
Bloomington, IN 47405-1701
812.856.4706; [email protected]
© 2014 Center on Congress
Choices Program. http://
www.choices.edu/resources/
scholars_immigration.php (accessed September 18, 2013)
“Emergency Quota Act” Cartoon. May 9,
1921. From Wikispaces. http://wgapush2.wikispaces.com/
Emergency+Quota+Act+of+1921
(accessed September 18, 2013)
“Federalism PowerPoint Presentation “
Vin Diagram. 2010. From Mr. Berlin.
http://mrberlin.com/
federalismpowerpointpresentation.aspx
(accessed September 18, 2013)
Florida Memory. “Florida Governor Bob
Martinez shaking hands with President
Reagan” Photograph. c. 1987-1991. From
State Archives of Florida, Florida
Memory. http://
www.floridamemory.com/items/
show/19507 (accessed September 18,
2013)
Glackens, William J., artist “Starving refugees from Santiago congregating at El
Caney” Drawing. c.1898? From Library
of Congress Prints and Photographs
Online Catalog. http://www.loc.gov/
pictures/item/2010716222/ (accessed September 18, 2013)
“Hearings before the Committee on Immigration and Naturalization”. Emergency Immigration Legislation. House of
Representatives, Sixty-seventh Congress,
First Session. Washington: Government
Printing Office. 1921. From Hathi Trust
Digital Library. http://babel.hathitrust.org/
cgi/pt
id=uc1.31158008664087;view=1up;seq=
5 (accessed September 18, 2013)
10
Bibliography
The Library of Congress
The mission of the Library of Congress Teaching
with Primary Sources (TPS) program is to: build
awareness of the Library’s educational initiatives;
provide content that promotes the effective
educational use of the Library’s resources; and
offer access to and promote sustained use of the
Library’s educational resources. The Library
achieves this mission through collaborations
between the Library and the K-12 educational
community across the United States. The program
contributes to the quality of education by helping
teachers use the Library’s digitized primary
sources to engage students, develop their critical
thinking skills and construct knowledge. Learn
more about the Library’s TPS program and other
resources available to teachers at:
www.loc.gov/teachers
Teaching with Primary Sources
Vivian Awumey, Program Manager
The Library of Congress
101 Independence Ave., S.E.
Washington, DC 20540-1320
http://www.loc.gov/teachers/tps/
202.707.8740; [email protected]
Teaching with Primary Sources
Charlene Volk, Teaching with Primary
Sources Implementation Manager
Indiana University
1315 E. Tenth Street, Suite 320
Bloomington, IN 47405-1701
812.856.4706; [email protected]
© 2014 Center on Congress
Ignelzi, Lenny, photographer “Immigration
Secure Border” Photograph. Tijuana, Mexico: Associated Press Oct 14, 1991. From
Corbis Images. http://
www.corbisimages.com/stock-photo/rights
-managed/42-43769089/immigrationsecure-border?popup=1 (accessed September 18, 2013)
Leffler, Warren K., photographer. “Pres.
L.B. Johnson signs the 1968 Civil Rights
Bill” Photograph. April 11, 1968. From
Library of Congress Prints and Photographs Online Catalog. http://
www.loc.gov/pictures/item/2003673965/
(accessed September 18, 2013)
“Map of the national origins immigration
quotas based on 2% of the 1890 census
under the Immigration Act of 1924. Click
to enlarge.” Map. 1924. From Reforming
America's Melting Pot: The Immigration
and Nationality Act of 1965.
http://18423229.nhd.weebly.com/
immigration-act-of-1924.html (accessed
September 18, 2013)
Matson, RJ, artist. “US Immigration Policy” Cartoon. New York: The New York
Observer. June 26, 2012. From Newies
Thirteen Wordpress: Immigration. http://
newiesthirteen.wordpress.com/cartoons/
(accessed September 18, 2013)
Palumbo, Fred, photographer. “Miss April
Lou, teacher at PS 1, Manhattan, with six
Chinese children, recent arrivals from
Hong Kong and Formosa, who are holding
up placards giving his or her Chinese name
(both in ideographs and in transliteration)
and the name to be entered upon the official school records” Photograph. New
York c.1964. From Library of Congress
Prints and Photographs Online Catalog.
http://www.loc.gov/pictures/
item/94512334/ (accessed September 18,
2013)
11
Bibliography
The Library of Congress
The mission of the Library of Congress Teaching
with Primary Sources (TPS) program is to: build
awareness of the Library’s educational initiatives;
provide content that promotes the effective
educational use of the Library’s resources; and
offer access to and promote sustained use of the
Library’s educational resources. The Library
achieves this mission through collaborations
between the Library and the K-12 educational
community across the United States. The program
contributes to the quality of education by helping
teachers use the Library’s digitized primary
sources to engage students, develop their critical
thinking skills and construct knowledge. Learn
more about the Library’s TPS program and other
resources available to teachers at:
www.loc.gov/teachers
Teaching with Primary Sources
Vivian Awumey, Program Manager
The Library of Congress
101 Independence Ave., S.E.
Washington, DC 20540-1320
http://www.loc.gov/teachers/tps/
202.707.8740; [email protected]
Teaching with Primary Sources
Charlene Volk, Teaching with Primary
Sources Implementation Manager
Indiana University
1315 E. Tenth Street, Suite 320
Bloomington, IN 47405-1701
812.856.4706; [email protected]
© 2014 Center on Congress
“Public Law 89-236” Section 201 of the
Immigration and Nationality Act, Amendments. October 3, 1965. From the University of Washington Bothell Campus Library Collection. http://library.uwb.edu/
guides/usimmigration/79%20stat%
20911.pdf (accessed September 18, 2013)
Sen. Hatch, Orrion G, Sponsor “S.1291 DREAM Act”. S.1291- 107th congress.
2001-2002. From Congress.Gov http://
beta.congress.gov/bill/107th-congress/
senate-bill/1291 (accessed September 18,
2013)
“The Constitution of the United States”
Washington: US Government Printing
Office. House Document 108-96, 108th
Congress, First session. From The Government Printing Office. http://
www.gpo.gov/fdsys/pkg/CDOC108hdoc96/pdf/CDOC-108hdoc96.pdf
(accessed September 18, 2013)
“Uncle Sam's Indian policy - the government "ward" - "Ugh! Me got great father’s supplies; now me want pale face's
scalp" [caricature of armed Indian coming
out of jack-in-the-box "Indian reservation" and attacking a farmer, as soldier
approaches from behind” Wood Engraving. Illus. in: Frank Leslie's Illustrated
Newspaper, vol. 46. July 20, 1878. From
Library of Congress Prints and Photographs Online Catalog. http://
www.loc.gov/pictures/item/2001696520/
(accessed September 18, 2013)
12
Bibliography
The Library of Congress
The mission of the Library of Congress Teaching
with Primary Sources (TPS) program is to: build
awareness of the Library’s educational initiatives;
provide content that promotes the effective
educational use of the Library’s resources; and
offer access to and promote sustained use of the
Library’s educational resources. The Library
achieves this mission through collaborations
between the Library and the K-12 educational
community across the United States. The program
contributes to the quality of education by helping
teachers use the Library’s digitized primary
sources to engage students, develop their critical
thinking skills and construct knowledge. Learn
more about the Library’s TPS program and other
resources available to teachers at:
www.loc.gov/teachers
Underwood & Underwood, photographer. “Emigrants in "pens" at
Ellis Island, New York, probably
on or near Christmas --note the
decorations” Photograph. Ellis
Island, New York. c. 1906. From
Library of Congress Prints and
Photographs Online Catalog.
http://www.loc.gov/pictures/
item/2012646352/ (accessed September 18, 2013)
Teaching with Primary Sources
Vivian Awumey, Program Manager
The Library of Congress
101 Independence Ave., S.E.
Washington, DC 20540-1320
http://www.loc.gov/teachers/tps/
202.707.8740; [email protected]
“What’s at Stake” SB 1070 at the
Supreme Court. From the American Civil Liberties Union. http://
www.aclu.org/files/pdfs/
immigrants/
sb1070_infographic6.pdf
(accessed September 18, 2013)
Teaching with Primary Sources
Charlene Volk, Teaching with Primary
Sources Implementation Manager
Indiana University
1315 E. Tenth Street, Suite 320
Bloomington, IN 47405-1701
812.856.4706; [email protected]
© 2014 Center on Congress
13
Name: _____________________________________________ Date:________________________
IMMIGRANT
First Observations: ________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Inferences Based on Observation: ____________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Questions- What don’t you know? ____________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
First Observations: _________________________
________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Inferences Based on Observation: _____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Questions- What don’t you know? _____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Final Definition of Term:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
© 2014 Center on Congress
14
Name: _____________________________________________ Date:________________________
IMMIGRATION
First Observations: ________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Inferences Based on Observation: ____________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Questions- What don’t you know? ____________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
First Observations: _________________________
________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Inferences Based on Observation: _____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Questions- What don’t you know? _____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Final Definition of Term:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
© 2014 Center on Congress
15
Name: _____________________________________________ Date:________________________
FEDERALISM
First Observations: ________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Inferences Based on Observation: ____________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Questions- What don’t you know? ____________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
First Observations: _________________________
________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Inferences Based on Observation: _____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Questions- What don’t you know? _____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Final Definition of Term:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
© 2014 Center on Congress
16
Name: _____________________________________________ Date:________________________
GOVERNMENT POLICY
First Observations: ________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Inferences Based on Observation: ____________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Questions- What don’t you know? ____________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
First Observations: _________________________
________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Inferences Based on Observation: _____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Questions- What don’t you know? _____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Final Definition of Term:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
© 2014 Center on Congress
17
Name: _____________________________________________ Date:________________________
REFUGEE
First Observations: ________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Inferences Based on Observation: ____________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Questions- What don’t you know? ____________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
First Observations: _________________________
________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Inferences Based on Observation: _____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Questions- What don’t you know? _____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Final Definition of Term:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
© 2014 Center on Congress
18
Name: _____________________________________________ Date:________________________
QUOTA
First Observations: ________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Inferences Based on Observation: ____________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Questions- What don’t you know? ____________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
First Observations: _________________________
________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Inferences Based on Observation: _____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Questions- What don’t you know? _____________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Final Definition of Term:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
© 2014 Center on Congress
19
Teacher Reference: Vocabulary Image Table
Word
Image One
Image Two
Definition
immigrant
A person who permanently moves to a country that is not their
country of origin.
immigration
The act of permanently
moving to a new country (not your country of
origin).
federalism
A system of government
in which power is divided
between a central authority and constituent political
units
Federalism Chart
Florida Governor Bob Martinez shaking hands with President Reagan (c.
1987-1991)
© 2014 Center on Congress
20
Teacher Reference: Vocabulary Image Table
government
policy
A plan or course of action intended to influence and determine
decisions, actions, and
other matters. Sometimes called public policy.
refugee
A person who has
been forced to leave
their country in order
to escape war, persecution, or natural disaster.
quota
A limited or fixed
number or amount of
people or things, in
particular.
Map of the national origins immigration quotas based on 2% of the
1890 census under the Immigration
Act of 1924.
© 2014 Center on Congress
21
Ease.ly Example
© 2014 Center on Congress
22
© 2014 Center on Congress
23
Immigration Act of 1921
Dream Act
Immigration Act of 1965
Jigsaw Activity Sheet
Immigration Act of 1882 “Chinese Exclusion Act”
Group Names:______________________________________________________________
© 2014 Center on Congress
24
http://babel.hathitrust.org/cgi/pt?id=uc1.31158008664087;
view=1up;seq=5
Emergency Immigration Legislation - Hearings Before The
Committee on Immigration and Naturalization
Dream Act
This proposed federal law would provide permanent residency for undocumented immigrants with good moral
character, that meet certain guidelines such as: living in
the U.S. continuously for five years, graduation from a
U.S. high school, or military service.
http://memory.loc.gov/ammem/award99/cubhtml/theme9.h
tml
Anti-Chinese Movement and Chinese Exclusion
Immigration Act of 1965
This federal law ended the quota system in the United
States for immigration. Immigration priority would be with
families and refugees.
Public Law 89-236 Oct. 3, 1965
S.1921 DREAM Act
http://beta.congress.gov/bill/107th-congress/senatebill/1291
The first federal immigration law that created quotas that
focused on specific immigrant groups.
First federal immigration law, it limited further immigration
from China for ten years.
http://library.uwb.edu/guides/usimmigration/79%20stat%20
911.pdf
Immigration Act of 1921
Immigration Act of 1882 “Chinese Exclusion Act”
Jigsaw Activity Sheet Key
Supreme Court Rejects Part Of Arizona Immigration Law
By Associated Press
June 25, 2012
WASHINGTON (Associated Press) — The Supreme Court threw out key provisions of Arizona's
crackdown on illegal immigrants Monday but said a much-debated portion could go forward on
checking the status of suspects who might appear to be in the U.S. illegally.
The court upheld the "show me your papers" requirement that police check suspects' immigration
status. Even there, though, the justices said the provision could be subject to additional legal challenges,
and they removed some teeth by prohibiting officers from arresting people on immigration charges.
The Obama administration had assailed the Arizona law as an unconstitutional intrusion into an area
under Washington's control, and the court struck down provisions that would have made state crimes
out of federal immigration violations.
But several lawmakers and civil rights groups said the part of the law left in place by the high court was
an invitation to racial profiling.
The court announced that Thursday would be the last day of rulings this term, which means the decision
on President Barack Obama's landmark health care overhaul probably will come that day.
The Arizona decision landed in the middle of a presidential campaign in which Obama has been heavily
courting Latino voters and Republican challenger Mitt Romney has been struggling to win Latino
support. During a drawn-out primary campaign, Romney and the other GOP candidates mostly
embraced a hard line on illegal immigrants, though Romney has lately taken a softer tone.
Romney did not immediately comment on the court decision Monday, but he said, "I believe that each
state has the duty — and the right — to secure our borders and preserve the rule of law, particularly
when the federal government has failed to meet its responsibilities."
In Monday's decision, the court was unanimous on allowing the immigration status check to go
forward. The justices were divided on striking down the other portions.
Justice Anthony Kennedy said the law could — and suggested it should — be read to avoid concerns
that status checks could lead to prolonged detention.
The court struck down these three major provisions: requiring all immigrants to obtain or carry
immigration registration papers, making it a state criminal offense for an illegal immigrant to seek work
or hold a job and allowing police to arrest suspected illegal immigrants without warrants.
Page 1 of 3
© 2014 Center on Congress
25
Arizona Gov. Jan Brewer said the ruling marked a victory for people who believe in the responsibility
of states to defend their residents. The case, she said, "has always been about our support for the rule of
law. That means every law, including those against both illegal immigration and racial profiling. Law
enforcement will be held accountable should this statute be misused in a fashion that violates an
individual's civil rights."
Civil rights groups that separately challenged the law over concerns that it would lead to rights abuses
said their lawsuit would go on.
Even with the limitations the high court put on Arizona, the immigration status check still is "an
invitation to racial profiling," said American Civil Liberties Union lawyer Omar Jadwat.
The Senate's top Democrat says the Supreme Court's decision opens the way to racial profiling by
police.
Nevada Sen. Harry Reid said after Monday's decision that the high court was right to strike down most
of Arizona's immigration law, which President Barack Obama and many Democrats say is
unconstitutional.
But Reid said he is concerned that the high court upheld one provision that requires police to check
immigration papers of people they stop for other violations. That, Reid said predicted, "will lead to a
system of racial profiling."
An immigrant rights group says the ruling invites the kind of legal challenges that it was planning to
bring.
Linton Joaquin at the National Immigration Law Center says that while Monday's decision was
disappointing, his group planned to go back to federal court to prevent the surviving "show me your
papers" provision.
The Obama administration sued to block the Arizona law soon after its enactment two years ago.
Federal courts had refused to let the four key provisions take effect.
Five states — Alabama, Georgia, Indiana, South Carolina and Utah — have adopted variations on
Arizona's law. Parts of those laws also are on hold pending the outcome of the Supreme Court case.
Chief Justice John Roberts and Justices Stephen Breyer, Ruth Bader Ginsburg and Sonia Sotomayor
joined all of Kennedy's opinion. Justice Elena Kagan sat out the case because of her work in the Obama
administration.
Page 2 of 3
© 2014 Center on Congress
26
Justices Antonin Scalia and Clarence Thomas would have allowed all the challenged provisions to take
effect. Justice Samuel Alito would have allowed police to arrest undocumented immigrants who seek
work, and also make arrests without warrants.
Scalia, in comments from the bench, caustically described Obama's recently announced plans to ease
deportation rules for some children of illegal immigrants.
"The president said at a news conference that the new program is 'the right thing to do' in light of
Congress' failure to pass the administration's proposed revision of the Immigration Act. Perhaps it is,
though Arizona may not think so. But to say, as the court does, that Arizona contradicts federal law by
enforcing applications of the Immigration Act that the president declines to enforce boggles the mind,"
Scalia said.
The Arizona case focused on whether states can adopt their own measures to deal with an estimated 11
million illegal immigrants in the face of federal inaction on comprehensive reform, or whether the federal
government has almost exclusive authority in that area.
Kennedy wrote obliquely about the impasse at the national level.
"Arizona may have understandable frustrations with the problems caused by illegal immigration while
that process continues, but the state may not pursue policies that undermine federal law," Kennedy said.
Page 3 of 3
© 2014 Center on Congress
27
Name:___________________________________________ Date:________________________
Associated Press Article “Supreme Court Rejects Part of Arizona Immigration Law.”
Directions: Answer the questions as you read the article. Remember to use complete sentences.
1. Which portion of Arizona SB 1070 did the U.S. Supreme Court uphold?
2. What was controversial about the other portions of Arizona SB 1070?
3. What did lawmakers and civil rights group fear might happen because of the Supreme Court’s
ruling?
4. Does the federal or state government have the power to pass immigration laws?
© 2014 Center on Congress
28
© 2014 Center on Congress
29
© 2014 Center on Congress
30
United States Constitution and Federalism Study Guide Notes
♦
Article I, The Legislative Branch, Section 8, Powers of Congress.
“To establish an uniform Rule of Naturalization . . .”
Notes:
A. The U.S. Constitution never uses the word immigration.
B. The Supreme Court has ruled that the Congressional power to regulate naturalization, from Article
1, Section 8, includes the power to regulate immigration.
Connection:
Hines v. Davidowitz 1941
“[T]he supremacy of the national power in the general field of foreign affairs, including power over
immigration, naturalization and deportation, is made clear by the Constitution . . .”
♦
Article I, Section 8, Clause 18, The Necessary and Proper Clause.
“The Congress shall have Power - To make all Laws which shall be necessary and proper for
carrying into Execution the foregoing Powers, and all other Powers vested by this Constitution in the
Government of the United States, or in any Department or Officer thereof.”
Notes:
Connection:
♦
Article VI, Clause II, The Supremacy Clause.
“This Constitution, and the Laws of the United States which shall be made in pursuance thereof;
and all treaties made, or which shall be made, under the authority of the United States, shall be the
supreme law of the land; and the judges in every state shall be bound thereby, anything in the
constitution or laws of any state to the contrary notwithstanding.”
Notes:
Connection:
© 2014 Center on Congress
31