Immigration ban https://www.morningsidecenter.org/ en In the News: Strikes and Boycotts https://www.morningsidecenter.org/teachable-moment/lessons/news-strikes-and-boycotts <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>In the News: Strikes and Boycotts</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p>&nbsp;</p> <h4>Learning Objectives</h4> <p>Students will:</p> <ul> <li>learn the definitions of strike and boycott</li> <li>analyze a primary source, the strike announcement by the New York Taxi Workers Alliance</li> <li>summarize the #DeleteUber action and Uber boycott</li> <li>evaluate the effectiveness of the strike and boycott<br> &nbsp;</li> </ul> <hr> <h4><br> Background</h4> <p><br> Ask students what they already know about President Trump’s executive order on immigration, signed on January 27, 2017.&nbsp; All students will need a clear understanding of the president’s action as a context for understanding the protests that followed. Use the following information to supplement, if necessary.</p> <p style="margin-left:.5in;">On Friday, January 27, 2017, President Trump issued an executive order that barred people from seven Muslim majority countries - Iraq, Syria, Iran, Sudan, Libya, Yemen, and Somalia - from entering the United States for 90 days. The order also suspended the U.S.’s entire refugee program for 120 days and indefinitely blocked Syrian refugees from entering the country.&nbsp;Thousands of people who had been planning to come to the U.S. (some after years of preparation and vetting) were either prevented from getting on their planes or detained at airports in the U.S.</p> <p style="margin-left:.5in;">Across the country, demonstrations against the ban began almost immediately, many of them at airports.</p> <p style="margin-left:.5in;">On Saturday, January 28, the New York Taxi Workers Alliance staged a one-hour strike against the ban. From 6 to 7 pm, they refused to transport people to or from the international terminal at John F. Kennedy Airport in New York City.</p> <p>In response to the executive order, the New York Taxi Workers Alliance issued a statement announcing their strike and explaining the reasons behind it.</p> <p>Next, ask students to break into small groups, and give them copies of the two handouts they’ll be using in their groups:</p> <ul> <li><a href="/sites/default/files/files/Taxi%20Workers%20Statement%20and%20Group%20Questions.pdf">New York Taxi Workers Alliance Statement and questions for the group</a></li> <li><a href="/sites/default/files/files/Decision-making%20Tool.pdf">Decision-Making Tool</a><br> &nbsp;</li> </ul> <hr> <h4><br> Small Group Activities</h4> <p><br> <strong>Small Group Activity 1</strong><br> Analyzing a Primary Source: Taxi Workers Statement</p> <p>Ask students to read &nbsp;the New York Taxi Workers Alliance statement announcing their strike and explaining the reasons behind it.</p> <p>Then, work together to answer the questions that follow the statement.<br> <br> &nbsp;</p> <p><strong>Small Group Activity 2</strong><br> Taking Action: Strike!</p> <p>Once students have completed Activity 1, explain the following:</p> <p>Usually, a strike is a walkout by workers to pressure their employer for higher pay, better working conditions, and/or better benefits. The Merriam Webster dictionary defines "strike" this way:</p> <p class="rteindent1">"to stop work in order to force an employer to comply with demands"</p> <p>But there is another kind of strike called a sympathy strike. In a sympathy strike, employees stop working to show solidarity, usually with other workers. In the case of the New York Taxi Workers Alliance, however, the strike at JFK Airport showed solidarity with refugees and detained immigrants and travelers.</p> <p>With your group, imagine yourselves in the position of the taxi drivers on January 27. Imagine that you are at a meeting in which one worker has proposed a one-hour sympathy strike to show solidarity with refugees and immigrants.</p> <p>Would your group support the proposal?&nbsp; Would you want to alter the proposed plan is some way? Fill in the Decision-Making Tool to help you think clearly about the decision.</p> <p>After students have completed the activity, ask for volunteers from each group to briefly share what their group decided and why.</p> <p><br> <br> <strong>Small Group Activity 3</strong><br> Taking Action: Boycott!</p> <p>During their one-hour strike, New York taxi drivers refused to drop off or pick up passengers at JFK Airport’s international terminal. Thousands of people gathered at JFK to join the taxi drivers in their protest against the Muslim ban.</p> <p>Uber drivers, however, did not honor the strike. They continued to work at the airport.</p> <p>Many people who protested the ban believed that Uber should have honored the strike, and joined with the taxi drivers to support immigrants and refugees. So they decided to express their unhappiness with Uber’s decision.</p> <p>Thus began the #DeleteUber campaign on social media. Within the week, 200,000 people had deleted their Uber accounts, and Uber CEO Travis Kalanick had <a href="http://fortune.com/2017/02/03/uber-lyft-delete-donald-trump-executive-order/">stepped down from his position</a> on the president’s business advisory council.</p> <p>Refusing to use Uber in order to protest the company’s actions is an example of a boycott. Merriam Webster defines the term this way:</p> <p style="margin-left:.5in;"><strong>"</strong>to engage in a concerted refusal to have dealings with (as a person, store, or organization) usually to express disapproval or to force acceptance of certain conditions"</p> <p>With your group, discuss whether you yourself would stop using Uber because the company did not honor the taxi workers strike and did not, until days later, speak out against the travel ban.<br> &nbsp;</p> <hr> <h4><br> Taking Action: What can you do?</h4> <p><br> Reconvene the group. Ask volunteers to say whether or not they would support the Uber ban. Why or why not?</p> <p>Tell students that (as of February 2017), this story is not over. More strikes were called to protest the Muslim travel ban. For example, Yemeni-Americans <a href="http://www.reuters.com/article/us-usa-trump-immigration-bodegas-idUSKBN15H2TA">closed their shops for a day</a> as a protest.</p> <p>Invite students to:</p> <ul> <li><strong>Track the news</strong> to see what other groups are striking and what other boycotts are being advocated. &nbsp;Have students report back about strikes and boycotts they have seen in the news.<br> &nbsp;</li> <li><strong>Support a strike or boycott, if they are interested:</strong> &nbsp;Have students discuss how they might support striking workers, or a boycott. Are there boycotts of companies or products you will join to protest injustice?</li> </ul> <p>For further exploration of boycotts and their history, see this&nbsp;<a href="http://www.morningsidecenter.org/teachable-moment/lessons/boycott-then-and-now">TeachableMoment lesson</a>.&nbsp;For more on strikes, see&nbsp;<a href="https://www.morningsidecenter.org/teachable-moment/lessons/verizon-strike-and-union-primer">this brief lesson</a>.<br> &nbsp;</p> <hr> <h4><br> Optional assignment&nbsp;</h4> <p><br> Ask students to research sympathy strikes that have happened in the past, and select one that they find especially inspiring or intriguing. Have students write a brief essay in which they:</p> <ul> <li>provide an overview of the sympathy strike, including its purpose and its impact</li> <li>explain why they find this strike inspiring or intriguing</li> <li>explain what relevance the strike has to today<br> &nbsp;</li> </ul> <hr> <h4><br> Background Reading</h4> <p><br> <a href="http://www.bbc.com/news/world-us-canada-38781302">http://www.bbc.com/news/world-us-canada-38781302</a></p> <p><a href="http://www.newsweek.com/new-york-taxis-delete-uber-ban-550444">http://www.newsweek.com/new-york-taxis-delete-uber-ban-550444</a></p> <p><a href="https://www.democracynow.org/2017/1/30/nyc_taxi_drivers_stage_airport_strike">https://www.democracynow.org/2017/1/30/nyc_taxi_drivers_stage_airport_strike</a></p> <p><a href="https://www.wsj.com/articles/uber-takes-a-hit-for-pricing-policy-after-trump-travel-ban-1485893059">https://www.wsj.com/articles/uber-takes-a-hit-for-pricing-policy-after-trump-travel-ban-1485893059</a></p> <p><a href="http://www.curbed.com/2017/1/29/14430070/taxi-uber-lyft-jfk-airport-protest">http://www.curbed.com/2017/1/29/14430070/taxi-uber-lyft-jfk-airport-protest</a></p> <p><a href="http://www.huffingtonpost.com/entry/new-york-cabbies-strike-muslim-ban_us_588d2cd0e4b0b065cbbc6512">http://www.huffingtonpost.com/entry/new-york-cabbies-strike-muslim-ban_us_588d2cd0e4b0b065cbbc6512</a></p> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2017-02-07T11:59:40-05:00" title="Tuesday, February 7, 2017 - 11:59">February 7, 2017</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Tue, 07 Feb 2017 16:59:40 +0000 fionta 350 at https://www.morningsidecenter.org "Extreme Vetting": U.S. Refugee Process & the Trump Ban https://www.morningsidecenter.org/teachable-moment/lessons/extreme-vetting-us-refugee-process-trump-ban <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>&quot;Extreme Vetting&quot;: U.S. Refugee Process &amp; the Trump Ban</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p>&nbsp;</p> <h4>To the Teacher:&nbsp;</h4> <p>In this activity, students learn about and discuss the U.S.'s policies for vetting refugees and what happened to refugees after President Trump signed an executive order temporarily suspending the U.S. refugee program.<br> &nbsp;<br> <strong>Preparation</strong><br> &nbsp;<br> The activity incorporates one or two clips from the radio program This American Life. Make sure that you can access the clips, and review them, here:</p> <ul> <li>Act 1 (10 minutes): <a href="https://www.thisamericanlife.org/radio-archives/episode/609/its-working-out-very-nicely?act=1">https://www.thisamericanlife.org/radio-archives/episode/609/its-working-out-very-nicely?act=1</a></li> <li>Prelude (13 minutes): <a href="https://www.thisamericanlife.org/radio-archives/episode/609/its-working-out-very-nicely?act=0#play">https://www.thisamericanlife.org/radio-archives/episode/609/its-working-out-very-nicely?act=0#play</a></li> </ul> <p>The activity also uses&nbsp;<a href="/sites/default/files/files/Refugee%20Vetting%20Steps.pdf">this printout,</a> which describes the refugee vetting process as it stood before Trump’s order, from the <a href="https://www.nytimes.com/interactive/2017/01/29/us/refugee-vetting-process.html">New York Times</a>). Make enough copies of the handout for everyone in the class.&nbsp;<br> &nbsp;</p> <hr> <h4><br> Gathering: Refugee web</h4> <p>Write on the the word "refugee" in the middle of the board or chart paper. Ask students to share free associations with the word "refugee" and chart their responses. Continue for a few minutes while interest remains high. When you have a good number of words that students associate with refugees, draw lines from "refugee" to the words, creating a web.</p> <ul> <li>Ask students if they want to make any comments or observations about the web.</li> <li>Point out similarities with the word refuge.?</li> <li>What does the word refuge mean and what is its connection to the word refugee?</li> <li>In what context have they heard the word refugee used before?</li> </ul> <p>&nbsp;Ask students to come up with a definition of the word refugee.&nbsp;</p> <p class="rteindent1"><strong>From Merriam-Webster Online</strong><br> &nbsp;<br> Main Entry: refuge<br> Etymology: Middle English, from Anglo-French, from Latin refugium, from refugere to escape, from re- + fugere to flee<br> 1 : shelter or protection from danger or distress<br> 2 : a place that provides shelter or protection<br> 3 : something to which one has recourse in difficulty<br> &nbsp;<br> Main Entry: refugee<br> Etymology: French réfugié, past participle of (se) réfugier to take refuge, from Middle French refugier, from Latin refugium<br> : one that flees ; especially : a person who flees to a foreign country or power to escape danger or persecution</p> <p><br> According to the United Nations Refugee Agency, "refugees are people fleeing conflict or persecution. They are defined and protected in international law, and must not be expelled or returned to situations where their life and freedom are at risk."</p> <h4>&nbsp;</h4> <h4>Check agenda and objectives</h4> <p>Explain that in today’s lesson we’ll learn more about refugees wanting to come to the U.S., the process they have to go through to come to the U.S., and the obstacles they face. &nbsp;&nbsp;</p> <p>&nbsp;</p> <hr> <h4>&nbsp;<br> Extreme Vetting</h4> <p>On January 27, 2017, President Trump signed an executive order that barred people for seven Muslim majority countries - Iraq, Syria, Iran, Sudan, Libya, Yemen, and Somalia - from entering the United States for 90 days. The order also suspended the U.S.’s entire refugee program for 120 days and indefinitely blocked Syrian refugees from entering the country.<br> <br> &nbsp;When Trump signed the order, he said:<br> &nbsp;<br> "We're going to have a very, very strict ban, and we're going to have extreme vetting, which we should have had in this country for many years."&nbsp;</p> <ul> <li>What do you think President Trump means by "extreme vetting"?</li> <li>What are your thoughts and feelings about this?</li> <li>What does the statement assume about vetting before President Trump came into office?</li> <li>What do you know about the vetting of refugees who were granted papers to enter the U.S. before President Trump came into office?<br> &nbsp;</li> </ul> <hr> <h4><strong>&nbsp;&nbsp;</strong><br> Steps in the Vetting Process<strong> </strong></h4> <p>Provide students with&nbsp;<a href="/sites/default/files/files/Refugee%20Vetting%20Steps.pdf">this pdf handout</a>.&nbsp;Explain that this was the vetting process that was already in place when President Trump signed the order barring refugees (and others) from entering the U.S..</p> <p>Invite students to read the steps in the refugee vetting process on the handout, either as a go round or by having different volunteers read the different steps.<br> &nbsp;<br> After they have read the steps, ask students:</p> <ul> <li>What you think about this process?&nbsp;</li> </ul> <p>Explain that all refugees held at U.S. airports in the days following President Trump’s executive order barring refugees from entry had already been vetted in this way. They had all gone through each of these steps over the course of several years.&nbsp;<br> &nbsp;<br> Remind students that these are people who have had to flee their homes because of violence and/or persecution.&nbsp; Many had been on the move for years, their families often scattered across the globe, if not killed.&nbsp; They’re likely to have lived in a refugee camp before being resettled. &nbsp;(For more about life in a refugee camp, please see our lesson on this here: <a href="http://www.morningsidecenter.org/teachable-moment/lessons/picturing-syrian-refugee-crisis">http://www.morningsidecenter.org/teachable-moment/lessons/picturing-syrian-refugee-crisis</a>.)<br> &nbsp;<br> Ask students:</p> <ul> <li>How do you think refugees feel going through this process?</li> <li>How do you think refugees feel when they’re finally granted U.S. travel papers?</li> <li>How do you think refugees felt when they were stopped at the airport, barred from entering the country?</li> <li>How about the ones who were still at the refugee camps abroad when they heard about Trump’s executive order? These refugees might have been in the last steps of the vetting process, having already received their cultural orientation class or having been matched with an American resettlement agency perhaps.&nbsp; How might they have felt?<br> &nbsp;</li> </ul> <hr> <h4><br> This American Life: It’s Working Out Very Nicely</h4> <p>Explain to students that next you’ll be listening to some radio clips from the radio program This American Life. The show is a production of Chicago Public Media and is broadcast around the country on National Public Radio (NPR) affiliates.<br> &nbsp;<br> The episode we’ll hear clips from is called "It’s Working Out Very Nicely."&nbsp; The episode is about President Trump’s executive order and how it affected refugees in the hours and days that followed.<br> &nbsp;<br> <strong>Act 1:&nbsp; Basket of Deportables&nbsp; </strong><br> &nbsp;<br> Play this 10-minute audio clip:<br> <a href="https://www.thisamericanlife.org/radio-archives/episode/609/its-working-out-very-nicely?act=1">https://www.thisamericanlife.org/radio-archives/episode/609/its-working-out-very-nicely?act=1</a><br> &nbsp;<br> In the clip, we heard different people respond to the effects of Trump’s travel ban, and what happened to immigrants and refugees who were stranded at New York’s JFK airport, barred from entering the country after the order was signed into law.<br> &nbsp;<br> After listening to the clip, ask students some or all of the following questions:</p> <ul> <li>Listening to Haider, the refugee in this clip, how do you think he felt throughout this whole ordeal at the airport?</li> <li>Why did Haider flee Iraq?&nbsp; How long did it take him to come to the U.S.?&nbsp; Why did Haider come to the U.S.?</li> <li>How was Donia, his wife, feeling as she waited for him in Houston?</li> <li>What does Haider say about his interactions with the customs officials?&nbsp;</li> <li>What did you learn about how the executive order was rolled out?&nbsp;&nbsp;&nbsp;</li> </ul> <p><strong>Prologue</strong><br> &nbsp;<br> If time allows, play the prologue of the same This American Life Episode (13&nbsp; minutes):&nbsp;<a href="https://www.thisamericanlife.org/radio-archives/episode/609/its-working-out-very-nicely?act=0#play">https://www.thisamericanlife.org/radio-archives/episode/609/its-working-out-very-nicely?act=0#play</a></p> <p>This audio clip focuses on refugees in Kenya who were in the final phases of the refugee application process after having lived in the world's largest refugee camp for several decades. They had gone through all the steps of the refugee vetting process, which took many years. They said goodbye to their lives in the camp and sold all their possessions. Their papers were already approved and they were ready to start their new lives in the U.S. Then President Trump signed his executive order.<br> &nbsp;<br> After listening to the clip, ask students some or all of the following questions:&nbsp;</p> <ul> <li>What are your thoughts and feelings about this clip?</li> <li>What affected you the most about this clip?</li> <li>What is the bitter pill, the guy in the front of the room speaks of?</li> <li>What were the responses of the various refugees at the Kenya transit center when they hear they have to go back to the camp?</li> </ul> <p>The piece ends with a description of refugees in their rooms with their blankets over their heads, some refusing to eat, some refusing to take their medication. There is concern that people might kill themselves as a result of the executive order.&nbsp; Ask students:</p> <ul> <li>What are your thoughts and feelings about President Trump’s extreme vetting now?&nbsp;</li> </ul> <hr> <h4><br> Closing</h4> <p>As you think about President Trump’s executive order and what you learned today, what are your thoughts and feelings about the radio producers' decision to title the episode "It's Working Out Very Nicely"?<br> &nbsp;</p> <h4>&nbsp;</h4> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2017-02-05T11:36:51-05:00" title="Sunday, February 5, 2017 - 11:36">February 5, 2017</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sun, 05 Feb 2017 16:36:51 +0000 fionta 351 at https://www.morningsidecenter.org Trump Immigration Ban: Photos, Tweets & Headlines https://www.morningsidecenter.org/teachable-moment/lessons/trump-immigration-ban-photos-tweets-headlines <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Trump Immigration Ban: Photos, Tweets &amp; Headlines</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>&nbsp;</h4> <h4>To the Teacher</h4> <p>The lesson below gives students an opportunity to explore what happened in the days after President Trump signed an executive order restricting immigration. The order, signed on January 27, 2017, barred people from seven Muslim majority countries - Iraq, Syria, Iran, Sudan, Libya, Yemen, and Somalia - from entering the United States for 90 days. The order also suspended the U.S.’s entire refugee program for 120 days and indefinitely blocked Syrian refugees from entering the country.&nbsp; Almost immediately, the order faced pushback from lawyers and courts. Protests erupted in airports across the country, and elsewhere.<br> &nbsp;<br> This lesson includes a gathering followed by two optional activities, both aimed at engaging students in learning about the immigration an and the actions that followed it:</p> <ul> <li><strong><a href="#tweetsactivity">Option 1: Tweets</a>.</strong> Students read tweets about these events and discuss them.</li> <li><strong><a href="#headlinesactivity">Option 2:&nbsp; Headlines</a>.</strong> Students read headlines about these events, and then arrange themselves into a timeline.</li> </ul> <p>&nbsp;</p> <hr> <h4><br> Materials and Prep</h4> <ul> <li>For the gathering, <a href="http://www.morningsidecenter.org/sites/default/files/documents-pdfs/ImmigrationBanLessonPhotos.pdf" target="_blank">print out these pictures</a> and post them around the room, place them on desks or, if you’re doing a restorative circle, put them in the center piece</li> <li>For the Option 1 activity, <a href="http://www.morningsidecenter.org/sites/default/files/documents-pdfs/ImmigrationBanLessonTweets.pdf" target="_blank">print out these tweets</a>, cut them into slips, and put the slips in an envelope</li> <li>For the Option 2 activity, <a href="http://www.morningsidecenter.org/sites/default/files/documents-pdfs/ImmigrationBanLessonHeadlines.pdf" target="_blank">print out this handout</a>, cut the news headlines into slips, and put the slips in an envelope</li> </ul> <p>&nbsp;</p> <hr> <h4><br> Gathering</h4> <p>Post <a href="http://www.morningsidecenter.org/sites/default/files/documents-pdfs/ImmigrationBanLessonPhotos.pdf" target="_blank">these pictures</a> around the room or in the center piece.&nbsp; Invite students to look at the pictures in silence, then ask them to pick one that speaks to them, for whatever reason.</p> <p>In a go round, invite students to explain why they picked that photo.&nbsp; In another go round, ask them to relate the picture and what they shared to what has happened recently. What are these pictures about?<br> &nbsp;</p> <p><strong>Check Agenda and Objectives</strong></p> <p>&nbsp;</p> <hr> <h4><a name="tweetsactivity"></a>Option 1:&nbsp; Tweets Activity</h4> <p>Print out <a href="http://www.morningsidecenter.org/sites/default/files/documents-pdfs/ImmigrationBanLessonTweets.pdf" target="_blank">these tweets</a>, and cut them into slips with one tweet on each slip. Place the slips into an envelope.&nbsp;<br> &nbsp;<br> Tell students that the envelope contains tweets that were circulated after President Trump signed an executive order that barred people for seven Muslim majority countries - Iraq, Syria, Iran, Sudan, Libya, Yemen, and Somalia - from entering the United States for 90 days. The order, which was signed on January 27, 2017, also suspended the U.S.’s entire refugee program for 120 days and indefinitely blocked Syrian refugees from entering the country.<br> &nbsp;<br> Have students seated in a circle. Hand the envelope to the student to your right or left. Ask the student to take a tweet from the envelope and read out loud what’s on it.<br> &nbsp;<br> Instruct the student to hold on to the envelope while reading the tweet to avoid unnecessary distractions. Then, they should pass the envelope on to the next student, who will take out a second tweet and read it out loud.&nbsp; Students should hold onto their tweet as they pass the envelope around the circle so that tweets aren’t read more than once.<br> &nbsp;<br> If students feel uncomfortable with the tweet on the slip they draw, they can exchange it for another one in the envelope or pass on reading a tweet altogether.<br> &nbsp;<br> Pass the envelope around the circle until all students have had a chance to read out a tweet.<br> &nbsp;<br> Next, in a go-round (using the envelope as a talking piece, if you are using a circle format), ask students some or all of the following questions:<br> &nbsp;</p> <ul> <li>What was it like to listen to these tweets? Explain.</li> </ul> <ul> <li>Did any stand out for you? Explain.<br> &nbsp;</li> <li>What did you learn about what happened in the days after President Trump’s executive order banning mostly Muslim immigrants and refugees from coming into the U.S.?</li> </ul> <ul> <li>Based on what we know from these tweets, who took action in response to the ban? Why was that important?</li> </ul> <ul> <li>What has been the impact of the protests and other actions since President Trump signed the executive order travel ban?</li> </ul> <ul> <li>How do you think Muslim communities were affected by Trump’s executive order?</li> </ul> <ul> <li>How do you think Muslim communities were affected by the various actions that took place in response?</li> </ul> <ul> <li>How were you affected by the executive order and/or the various actions that took place?&nbsp; Why?&nbsp;</li> </ul> <p>&nbsp;<br> Consider having students read the following New York Times article, which goes into more detail about what happened in the days following President Trump’s signing of the travel ban:&nbsp; <a href="https://www.nytimes.com/2017/01/29/nyregion/trump-travel-ban-protests-briefing.html?_r=0">https://www.nytimes.com/2017/01/29/nyregion/trump-travel-ban-protests-briefing.html</a>. (Note: On February 3, after the Times article was published, a federal judge in Seattle temporarily blocked the immigration order from being enforced nationwide. The Trump administration promised to fight the ruling.)</p> <p>&nbsp;<br> After they’ve read the article, ask students to compare and contrast the New York Times article to the tweets activity they did earlier.<br> &nbsp;</p> <hr> <h4><a name="headlinesactivity"></a>Option 2:&nbsp; Headlines Activity</h4> <p>Have ready an envelope containing slips of paper with the headlines from <a href="http://www.morningsidecenter.org/sites/default/files/documents-pdfs/ImmigrationBanLessonHeadlines.pdf" target="_blank">this handout</a>.<br> &nbsp;<br> Explain that each slip of paper in the envelope contains a headline from a domestic or foreign news source that appeared in the days after President Trump signed an executive order that barred people for seven Muslim majority countries - Iraq, Syria, Iran, Sudan, Libya, Yemen, and Somalia - from entering the United States for 90 days. The order also suspended the U.S.’s entire refugee program for 120 days and indefinitely blocked Syrian refugees from entering the country.<br> &nbsp;<br> Ideally, each student will each take one headline from the envelope.&nbsp; If you have more students than headlines, consider having students work in teams. If you have fewer students than headlines, have students take more than one headline, or consider leaving some of the headlines out.&nbsp;&nbsp;<br> &nbsp;<br> Invite students to read their headline quietly to themselves.&nbsp;<br> &nbsp;<br> Then, based on what they discussed so far today, what they already knew, and using common sense, ask students to organize the slips of paper chronologically.&nbsp;<br> &nbsp;<br> Recognize that some headlines will more easily indicate when they took place in the chronology students are creating, whereas others will be harder to place.&nbsp; If students ask about the time stamp in the headline, recognize that that is one piece of information that may help guide them, but that you’d like them to pay more attention to the content of the headline as they organize themselves. Remind them some articles/headlines were written well after the events addressed in them.&nbsp;<br> &nbsp;<br> If possible, invite students to organize themselves physically in chronological order based on the headline on their slip of paper, so as to create a human timeline.&nbsp;<br> &nbsp;<br> When students are done organizing their headlines/themselves, ask them to read out their headlines in order. Have them listen carefully to see if they might want to make more changes to their timeline.<br> &nbsp;<br> When they’ve read the headlines out loud, ask students to discuss some or all of the following questions:<br> &nbsp;<br> <u>On the activity structure:</u></p> <ul> <li>What are your thoughts and feelings about this activity?&nbsp;</li> <li>How did you figure out how to organize yourselves/the information?</li> <li>What did you need to do to be successful in this activity?</li> </ul> <p><br> <u>On the activity content:</u></p> <ul> <li>What are your thoughts and feelings about the events we’ve been discussing?</li> <li>What set off the protests?</li> <li>Were the protests effective?&nbsp; Why?</li> <li>There were a lot of different actions and reactions following the executive order.&nbsp; What were they?&nbsp; Do you think any one of these (re)actions by themselves might have had the same impact?&nbsp;</li> </ul> <p>&nbsp;<br> Attorney Ali Rahnama with the Iranian American Bar Association was one of more than 100 volunteer lawyers who descended on Dulles Airport near Washington, D.C., after Trump announced his order.&nbsp; Rahnama was able to secure the release of several green card holders (people who are permanent residents of the U.S.).&nbsp; In an interview with Free Speech Radio News he said, "Yesterday, the power of people overshadowed the people of power. We the people showed up ... We organized. We assembled. We supported our brothers and sisters who were shamefully denied entry. We chose love. We rejected hate."&nbsp;<br> &nbsp;<br> Invite students to consider the combined power of the large protests across the country that were organized within hours of Trump’s order, the actions of volunteer lawyers, the stays and other countering actions by judges, the union action, and the celebrities and lawmakers who spoke out against the order.&nbsp; Consider how social media and other media helped inform and mobilize people while also putting pressure on those who supported the travel ban in different ways.&nbsp;</p> <ul> <li>How do you think Muslim communities feel about the executive order?<br> &nbsp;</li> <li>How do you think they feel about the response over the weekend?<br> &nbsp;</li> <li>Why is what happened this weekend important for non-Muslim communities?<br> &nbsp;</li> </ul> <hr> <h4><br> More on what happened</h4> <p>For a more detailed exploration of the immigration ban and protests against it, see this lesson on TeachableMoment.org.<br> &nbsp;<br> Or, if time allows, show following Fox and/or CNN videos about the events that unfolded over the weekend:<br> &nbsp;<br> Timeline of Trump’s Executive Order to Nationwide Protest:<br> <a href="http://www.fox5ny.com/news/232473042-story">http://www.fox5ny.com/news/232473042-story</a><br> &nbsp;<br> Protesters Counter Immigration Ban:<br> <a href="http://www.cnn.com/2017/01/30/politics/travel-ban-protests-immigration/">http://www.cnn.com/2017/01/30/politics/travel-ban-protests-immigration/</a><br> &nbsp;<br> After viewing the video(s), invite students to share any additional thoughts or feelings about these events.<br> &nbsp;<br> You might also show this NBC4 video about a Statehouse protest organized by high school students in Columbus, Ohio:<br> <a href="http://nbc4i.com/2017/02/01/columbus-high-school-students-lead-protest-at-statehouse/">http://nbc4i.com/2017/02/01/columbus-high-school-students-lead-protest-at-statehouse/</a><br> &nbsp;<br> Debrief this video by asking some or all of the following questions:&nbsp;</p> <ul> <li>What are your thoughts and feelings about this video?<br> &nbsp;</li> <li>Protest co-organizer Kanyinsola Oye explains, "Our generation is always belittled that we don’t care about anything. We just go with the flow. That’s not it. We care about so many social issues. We are aware."&nbsp; How do you feel about what she shares?<br> &nbsp;</li> <li>How does this fit into the other actions we discussed today?<br> &nbsp;</li> </ul> <hr> <h4>Closing</h4> <p>Have students work with a partner for a minute or so to create a tweet that is a take away for them from today's lesson.<br> &nbsp;<br> Invite a few volunteers to read out their tweets to close today's lesson.<br> &nbsp;</p> <hr> <h4>Optional: Homework</h4> <p>Invite students to look at the two images below, and ask them, in each case: What does this sign refer to? How does the sign relate to the events we’ve been discussing today? &nbsp;If they don’t know, invite them to find out, as a homework assignment.&nbsp;<br> &nbsp;<br> Start your class next time by discussing what students have learned about how these signs and how they relate to the Trump immigration ban and protests again it. .<br> &nbsp;<br> (For information, see these Wikipedia entries on <a href="https://en.wikipedia.org/wiki/First_they_came_...">Martin Niemoller’s quote</a> and on <a href="https://en.wikipedia.org/wiki/The_New_Colossus">Emma Lazarus’s poem</a>.)<br> &nbsp;</p> <p><br> &nbsp;<img alt src="/sites/default/files/pictures/tmimage1.png" style="width: 486px; height: 574px;"><br> <br> Protest in London on January 30, 2017. Photo by Alisdare Hickson.&nbsp;<br> <a href="http://bit.ly/2k3BFbt">http://bit.ly/2k3BFbt</a><br> &nbsp;<br> &nbsp;<br> &nbsp;<img alt src="/sites/default/files/pictures/tmimage2.png" style="width: 486px; height: 485px;"><br> &nbsp;<br> Protest in Omaha, Nebraska.&nbsp; Photo by Shelby Bell<br> <a href="https://www.flickr.com/photos/vwcampin/31785003103/">https://www.flickr.com/photos/vwcampin/31785003103/</a><br> &nbsp;<br> <br> &nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2017-02-03T12:47:36-05:00" title="Friday, February 3, 2017 - 12:47">February 3, 2017</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Fri, 03 Feb 2017 17:47:36 +0000 fionta 352 at https://www.morningsidecenter.org Roleplay: Immigration Fiction and Fact https://www.morningsidecenter.org/teachable-moment/lessons/roleplay-immigration-fiction-and-fact <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Roleplay: Immigration Fiction and Fact</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>To the teacher:&nbsp;<br> &nbsp;</h4> <p>This activity includes two roleplays in which the players argue about immigration -and make a number of false or questionable claims along the way. After the roleplays, students read a fact sheet and reconsider the roleplay arguments in light of the new information.</p> <p>Please read <a href="http://www.morningsidecenter.org/teachable-moment/lessons/teaching-about-controversial-or-difficult-issues">these guidelines</a> for discussing controversial issues before taking on this sensitive issue in your classroom. Consider how students from immigrant families may be affected by the roleplay and discussion.</p> <p>To prepare for the activity, print out enough copies of this <a href="/sites/default/files/files/Immigration%20Fact%20Sheet.pdf" target="_blank">pdf fact sheet </a>for everyone in the class. (The fact sheet is also included at the bottom of this lesson.) Also print out the roleplays below for four student players.&nbsp;<br> &nbsp;</p> <hr> <h4><br> Roleplay Activity<br> &nbsp;</h4> <p>Tell students that today we’re going to watch two roleplays in which people will be arguing about immigration in the U.S. Then we’ll learn some facts about immigration and apply them to the arguments the players made in the roleplays.</p> <p>You might want to give all students a heads up that the opinions represented in the roleplays may be upsetting to some. These opinions are not necessarily those of the people acting in the play. Instead, the roleplay is intended for us all to learn more about immigration, and be better prepared to have conversations with people who might differ from us on important issues.&nbsp;</p> <p>Ask for four volunteers to roleplay the roles of Mike and Alicia in front of the class. (One pair will play Mike and Alicia in Roleplay 1, the other will play Mike and Alicia in Roleplay 2.)&nbsp; Give the players the appropriate roleplay script below, and give them time to read it in advance.</p> <p>Before beginning Roleplay 1, remind the class that these two students are going to be voicing the opinions of characters that they may or may not agree with.</p> <p>&nbsp;</p> <p><strong>Roleplay 1</strong><br> &nbsp;</p> <p><strong>Mike:</strong> This country has got to get control of our borders.</p> <p><strong>Alicia</strong>:&nbsp; What do you mean? &nbsp;</p> <p><strong>Mike:</strong>&nbsp; I mean all these people pouring into the country - you know, immigrants.</p> <p><strong>Alicia</strong>:&nbsp; Most people in this country are immigrants - or descended from them. Didn’t your ancestors immigrate here at some point?</p> <p><strong>Mike</strong>: &nbsp;Well, my ancestors came a long time ago.&nbsp; Besides, it’s not totally a nation of immigrants. Lots of people have ancestors who were forced to come here as slaves. And then there are Native Americans...</p> <p><strong>Alicia:</strong>&nbsp; That's true. How about your ancestors? Where did they come from?</p> <p><strong>Mike</strong>: Umm, they were mostly Irish and Italian. They came over in the 1800s, I think. &nbsp;There was a famine in Ireland...</p> <p><strong>Alicia</strong>:&nbsp; Right, they were probably really desperate. Just like a lot of the immigrants who come here now. And just like now, a lot of Americans were probably telling them to go back where they came from. &nbsp;</p> <p><strong>Mike</strong>:&nbsp; I don’t think so. I mean, my ancestors came here to work. They helped build the country.</p> <p><strong>Alicia</strong>:&nbsp; And you think that’s not true of immigrants now?</p> <p><strong>Mike</strong>:&nbsp; Well, first of all, there are a lot more people coming into the country now. And I heard that most of the immigrants now are coming in illegally from Mexico.&nbsp; And that most of them have no education and a lot of them are involved in crime.</p> <p><strong>Alicia</strong>:&nbsp; I don’t think any of the things you just said are true.&nbsp;</p> <p><strong>Mike:</strong>&nbsp; Well, that’s what I heard.</p> <p><br> <br> STOP ACTION.&nbsp; Thank the first pair of players and ask them to rejoin the class.</p> <p>Ask:&nbsp; What claims did Mike and Alicia make that could be verified or refuted with facts?</p> <p>Work with students to develop a list of claims and write them down on the board under the title, "Assertions to verify or refute - Roleplay 1." The list might include:</p> <ul> <li>Past immigrants, including from European countries like Ireland and Italy, were often not welcomed by native born Americans.<br> &nbsp;</li> <li>There are more immigrants now than in past waves of immigration.<br> &nbsp;</li> <li>Many immigrants are undocumented.&nbsp;<br> &nbsp;</li> <li>Most immigrants come from Mexico.<br> &nbsp;</li> <li>Most immigrants have little or no education.<br> &nbsp;</li> <li>Many immigrants are involved in crime</li> </ul> <p>Next, invite the second pair of players to begin roleplay 2.&nbsp; Once again, remind the class that these two students are going to be voicing the opinions of characters that they may or may not agree with.</p> <p>&nbsp;</p> <p><strong>Roleplay 2</strong></p> <p><br> <strong>Mike</strong>:&nbsp; The biggest reason we have to protect our borders is that all these immigrants are hurting the economy.</p> <p><strong>Alicia</strong>: I don’t know what you’re talking about!</p> <p><strong>Mike</strong>:&nbsp; I read that a lot of the people who immigrate here are coming to take advantage of all our benefits, like healthcare. And since they don’t pay taxes, everybody else has to pay the cost. &nbsp;&nbsp;</p> <p><strong>Alicia</strong>: &nbsp;Where did you read that? And why wouldn’t they be paying taxes?</p> <p><strong>Mike</strong>:&nbsp; And they’re taking jobs away from Americans who’ve been here forever. Plus, they take jobs for really low wages, and that drags down wages for everybody else.</p> <p><strong>Alicia</strong>:&nbsp; Well, if we increased the minimum wage, employers couldn’t do that. And if they could join unions, that would help bring their wages up too. &nbsp;</p> <p><strong>Mike</strong>: &nbsp;Yeah, but a lot of the people I’m talking about are here illegally. That makes it harder for them to fight for that stuff.</p> <p><strong>Alicia</strong>: Exactly! That’s one reason why we should let undocumented people become citizens.&nbsp;</p> <p><strong>Mike</strong>: Whoa! Don’t you think it’s wrong to let people who got here illegally to just stay here?&nbsp; That’s not fair to all the other people who followed the rules.</p> <p><strong>Alicia</strong>: Hmm. That depends on whether the rules are fair!&nbsp; A lot of undocumented people have been living in the U.S. for years. They’ve been working and contributing to the economy. And a lot of them have kids who were born here. Do you think that moms and dads should be forced to leave their kids?&nbsp; That’s just mean.</p> <p><strong>Mike</strong>: &nbsp;I didn’t say that! &nbsp;<br> &nbsp;</p> <p>STOP ACTION.&nbsp; Thank the players and ask them to rejoin the class.</p> <p>Ask:&nbsp; What claims did Mike and Alicia make that could be verified or refuted with facts?&nbsp; Once again, work with students to develop a list of claims and write them down on the board under the title, "Assertions to verify or refute - Roleplay 2." The list might include:</p> <ul> <li>Immigrants are taking jobs away from native-born Americans and causing rising unemployment.<br> &nbsp;</li> <li>Immigrants are driving down wages.<br> &nbsp;</li> <li>Immigrants use many benefits, yet often don’t pay taxes that help pay for those benefits.<br> &nbsp;</li> <li>Many undocumented workers have lived here for many years.<br> &nbsp;</li> <li>They’ve been working and contributing to the economy.<br> &nbsp;</li> <li>Many undocumented immigrants have family in the U.S.</li> </ul> <div> <p>&nbsp;</p> <hr> <p>&nbsp;</p> </div> <h4>Debrief</h4> <p>Ask both sets of students who played Mike and Alicia:</p> <ul> <li>What did it feel like to play your part?</li> <li>What feelings or thoughts came up for you?<br> &nbsp;</li> </ul> <p>Ask the rest of the class:</p> <ul> <li>What was it like to watch this roleplay?</li> <li>What feelings or thoughts came up for you?</li> <li>Did you want to intervene in the discussion at any point?&nbsp; When and why?</li> </ul> <div> <p>&nbsp;</p> <hr> <p>&nbsp;</p> </div> <h4>Checking the Facts</h4> <p>Next, give students copies of the fact sheet below, and ask them to form groups of four or five (by counting off, if necessary). Give students several minutes to read the fact sheets in their groups. &nbsp;</p> <p>Then ask students to look at the two lists of assertions you wrote on the board.&nbsp; Ask each group to go through each list point by point, and use information from the fact sheet to address any of the facts that they can.</p> <p>What arguments would they make for each assertion, if they had been in the discussion with Mike and Alicia?&nbsp; The group should make a list of these arguments to share with the class.&nbsp; As they move through the assertions, students should also keep a joint list of any questions that come up that the fact sheets don’t answer.</p> <p>Reconvene the full class and go through the disputed facts one by one. For each point, ask a student from each group to share responses their group came up with, giving priority to any response that has not already been mentioned by another group.</p> <p>Ask students:</p> <ul> <li>What facts stand out for you?&nbsp; What facts do you wish more people knew?<br> &nbsp;</li> <li>Did the discussion raise questions for you that weren’t addressed in the fact sheet? What were they? Compile a list of these for further research.<br> &nbsp;</li> <li>Do you question any of the facts on the fact sheet?&nbsp; If so, how might you answer your questions? Make a list of these for further research.<br> &nbsp;</li> <li>Facts are valuable, but sometimes people aren’t persuaded by facts.&nbsp; Do you think Mike or Alicia would be persuaded by the facts we discussed? Why or why not?</li> </ul> <p>&nbsp;</p> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <p>&nbsp;</p> <p><br> <strong>Immigration Facts: Roleplay 1 </strong><a href="/sites/default/files/files/Immigration%20Fact%20Sheet.pdf"><em>&nbsp;(also see this pdf version)</em></a><br> &nbsp;</p> <ul> <li>Irish immigrants, including the thousands who came to the U.S. to escape famine in the 1840s, were hated by many of the people who were already living in the U.S. They were ostracized and denied employment for being Catholic, and stereotyped as angry, illiterate, greedy alcoholics. (University of Virginia American Studies)</li> </ul> <ul> <li>Italian immigrants were once thought by some Americans to be so alien to American culture that they could never be assimilated. (<a href="https://www.pri.org/stories/2015-11-26/brief-history-america-s-hostility-previous-generation-mediterranean-migrants">Public Radio International</a>.) After 11 Italian immigrants were lynched in New Orleans in 1891, the New York Times defended this mass murder:</li> </ul> <div class="rteindent2">These sneaking and cowardly Sicilians, the descendants of bandits and assassins, who have transported to this country the lawless passions, the cut-throat practices, and the oath-bound societies of their native country, are to us a pest without mitigation. Our own rattlesnakes are as good citizens as they... &nbsp;Lynch law was the only course open to the people of New Orleans to stay the issue of a new license to the Mafia to continue its bloody practices."<br> &nbsp;</div> <ul> <li>In 2012, about 13 percent of the U.S. population were immigrants (that is, people born in another country). This percentage has increased over the past decade, but is less than it was in 1890, when 15 percent of the population was foreign born. &nbsp;(U.S. Census Bureau)</li> </ul> <ul> <li>Only about a quarter of immigrants in the U.S. are undocumented (meaning that they don’t have the permission of the federal government to be here). The number of undocumented people has stayed fairly stable, and has declined somewhat since 2007. (Pew Research Center)</li> </ul> <ul> <li>U.S. immigrants come from all over the world. Currently, about 28% came from&nbsp; Mexico (over 11 million people). Other top countries for immigrants include China (2 million), India (2 million), Philippines (2 million), and over 1 million each from Vietnam, El Salvador, Cuba, and Korea.&nbsp; (U.S. Census Bureau)</li> </ul> <ul> <li>Asians recently surpassed Latinos as the fastest-growing group of new immigrants to the U.S. (Pew Research Center)&nbsp;</li> </ul> <ul> <li>Immigrants have a wide range of education levels. Nearly 70 percent have a high school diploma or higher. Nearly 12 percent have an advanced degree (Masters degree, doctorate, etc.) - which is higher than the percentage of native-born Americans with an advanced degree.&nbsp; ("Statistical Portrait of the Foreign-Born Population in the United States," 2012)</li> </ul> <ul> <li>Less than one in five immigrants live in poverty. More than half of immigrants in the U.S. are homeowners, compared to 65 percent of all Americans. &nbsp;("Statistical Portrait of the Foreign-Born Population in the United States" and U.S. Census Bureau)</li> </ul> <ul> <li>The great majority of working age immigrants--including undocumented immigrants—work and pay taxes.&nbsp; Undocumented workers participate in the workforce more than the population at large. (Pew Research Center)</li> </ul> <ul> <li>Studies have consistently shown that documented immigrants use social programs such as Medicaid and Supplemental Security Income at similar rates to native households.&nbsp; (Center for American Progress)</li> </ul> <ul> <li>Undocumented workers pay billions of dollars in taxes annually - even though they are generally not able to receive the public services they are paying for with their taxes. (Institute on Taxation and Economic Policy)</li> </ul> <ul> <li>Immigrants are less likely to commit crimes or be incarcerated than native-born Americans.&nbsp; (Immigration Policy Center)&nbsp;</li> </ul> <p>&nbsp;<br> <strong>Immigration Facts: Roleplay 2</strong></p> <ul> <li>&nbsp;Immigrants do not generally compete with native-born American workers for jobs. Instead, immigrants tend to complement skill sets of American workers, according to research by leading economists.&nbsp; (Center for American Progress)</li> </ul> <ul> <li>Some economists have estimated that the annual income of undocumented workers would be 15% higher within five years if they were granted legal status, and that raising their wages would lead to a significant increase in the earnings of all Americans. (Center for American Progress) However, such findings are disputed by those who support stricter immigration laws.</li> </ul> <ul> <li>The Congressional Budget Office estimated that allowing undocumented immigrants a pathway to citizenship would reduce the U.S. budget deficit by billions of dollars. This is because they would be earning more and so would pay more taxes, including the payroll taxes that support Social Security and other important benefits.</li> </ul> <ul> <li>The majority of undocumented immigrants are long-term residents of the United States. The median length of residence is 13 years. "Median" means that half were here less than 13 years, and half were here more than 13 years. (Pew Research Center)</li> </ul> <ul> <li>Nearly half of the undocumented population has children under 18, many of them born in the United States.&nbsp; (Pew Research Center)</li> </ul> <ul> <li>3.8 million undocumented immigrants have children who are American citizens. (Pew Research Center)</li> </ul> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2017-02-01T09:25:49-05:00" title="Wednesday, February 1, 2017 - 09:25">February 1, 2017</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Wed, 01 Feb 2017 14:25:49 +0000 fionta 353 at https://www.morningsidecenter.org Trump's Immigration Ban: News & Stories https://www.morningsidecenter.org/teachable-moment/lessons/trumps-immigration-ban-news-stories <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Trump&#039;s Immigration Ban: News &amp; Stories</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4><br> Gathering</h4> <p>Post the following words around the room or write/project them onto the board:<br> &nbsp;<br> PROTESTS<br> IMMIGRANTS<br> EXECUTIVE ORDER<br> AIRPORTS<br> IMMIGRATION BAN<br> REFUGEES<br> MUSLIMS<br> FEDERAL JUDGE<br> &nbsp;<br> Explain that these are words ripped from recent headlines.<br> &nbsp;<br> Invite students to turn to a partner and talk for a few minutes about what they know to have happened related to these words. Then invite a volunteer or two to share out what they know.&nbsp;<br> &nbsp;</p> <hr> <p>&nbsp;</p> <h4>Review of the News&nbsp;</h4> <p>Add to what students share by drawing on the following paragraphs. (For more details, see this <a href="https://www.nytimes.com/2017/01/29/us/trump-refugee-ban-muslim-executive-order.html">New York Times article</a>.&nbsp;<br> &nbsp;</p> <ul> <li>Trump signed an executive order on Friday, January 27, 2017, barring people from seven Muslim-majority countries - Iraq, Syria, Iran, Sudan, Libya, Yemen, and Somalia - from entering the United States for 90 days. The action also orders the suspension of the U.S.’s entire refugee program for 120 days and indefinitely blocks Syrian refugees from entering the country.</li> </ul> <ul> <li>Chaos quickly followed at airports across the nation. Students, visitors and legal permanent U.S. residents with green cards from the seven countries — as well as refugees from around the world — were stopped in their tracks at airports in the U.S. and abroad. Some were blocked from entering the country and sent back overseas.</li> </ul> <ul> <li>Almost immediately, protesters began to gather at New York City’s JFK Airport, where a number of people were being detained.&nbsp; Filmmaker Michael Moore tweeted to his 3.8 million followers: "Everybody in NYC area-- head to JFK Terminal 4 NOW! Big anti-Trump protest forming out of nowhere! Ppl mobilizing against Trump's Muslim ban."&nbsp; Protests also began in other airports around the country.</li> </ul> <ul> <li>The New York Taxi Drivers Alliance called a one-hour strike of JFK, refusing to make any pickups at the airport. In a tweet, the union wrote: "Drivers stand in solidarity with thousands protesting inhumane and unconstitutional Muslim Ban."</li> </ul> <ul> <li>Meanwhile, lawyers from the American Civil Liberties Union, among others, leapt into action. Within hours, they (along with masses of protesters) were in federal district court in Brooklyn, representing two Iraqi immigrants who had been detained.&nbsp;</li> </ul> <ul> <li>Judge Ann Donnelly&nbsp;issued an emergency stay against&nbsp;Trump's executive order, temporarily allowing people who have landed in the United States with a valid visa to remain. She ruled that implementing Trump’s order by sending the travelers home could cause them "irreparable harm."&nbsp;Federal judges in three states — Massachusetts, Virginia and Washington — soon issued similar rulings.</li> </ul> <ul> <li>Scholars protested that Trump’s ban would not in fact make Americans safer. No American has ever been killed in a U.S. terrorist attack carried out by a national from the seven banned countries, according to the&nbsp;<a href="http://www.start.umd.edu/">National Consortium for the Study of Terrorism and Responses to Terrorism</a>.&nbsp;</li> </ul> <ul> <li>Reince Priebus, the White House chief of staff, said that green-card holders from the seven targeted countries would not be prevented from returning to the U.S. after all. However, most of the order’s provisions still stood.</li> </ul> <ul> <li>The United Nations high commissioner for refugees estimated that 20,000 refugees from around the world would be affected immediately by the ban. The UN’s human rights chief said that the ban violated international human rights law.</li> </ul> <ul> <li>Demonstrations against the ban continued on Sunday and Monday, and at least 100 diplomats at the State Department&nbsp;signed a memo expressing opposition to Trump’s order.</li> </ul> <ul> <li>Acting attorney general Sally Yates (who had served as deputy attorney general under Obama) ordered the Justice Department&nbsp;not to defend the executive order in court. She said she did not believe the order was lawful.</li> </ul> <ul> <li>Trump fired Yates hours later, saying she had "betrayed" his administration and was "weak on borders and very weak on illegal immigration."</li> </ul> <ul> <li>The order was denounced by Democrats, religious groups, business leaders, immigration policy experts, academics and others, but was praised by some Republican leaders, including House Speaker Paul Ryan.</li> </ul> <ul> <li>The New York Times charged that the order "was created with little to no legal review or input from the departments most involved in carrying it out, in particular Homeland Security. It was written by a small White House team overseen by Stephen K. Bannon, the chief White House strategist and former Breitbart News executive."&nbsp;<br> &nbsp;</li> <li>On February 3, 2017, a federal judge in Seattle, James Robart, temporarily blocked the immigration order from being enforced nationwide. The ruling puts on hold two parts of Trump’s order: the 90-day ban on allowing people from Iran, Iraq, Libya, Somalia, Sudan, Syria and Yemen, to enter the country; and its limits on accepting refugees. Robart said that there was no evidence for the administration’s claim that we have to protect the U.S. from individuals from the seven countries in the ban.<br> &nbsp;</li> <li>The Trump administration promised to fight what it called an "outrageous" ruling, saying that it would try to overturn the judge’s order as soon as possible.<br> &nbsp;</li> </ul> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4>Stories of Families Caught in Limbo</h4> <p>Read aloud this excerpt from a Fox News article about the ban’s impact:&nbsp;<br> &nbsp;</p> <div class="rteindent1">Among those caught in limbo: Iraqis who had been promised a life in America because of their service to the U.S. military, frail and elderly travelers from Iran and Yemen, and longtime U.S. residents traveling abroad who don't know if they will be allowed to return home.&nbsp; "What's next? What's going to happen next?" asked Mohammed al Rawi, an Iraqi-born American citizen in the Los Angeles area, after his 69-year-old father, coming to visit his grandchildren in California, was abruptly detained and sent back to Iraq after 12 hours in custody. "Are they going to create camps for Muslims and put us in it?"</div> <p>&nbsp;<br> Listening to this, invite students to share how they think the people mentioned in this paragraph are feeling.&nbsp; Explain why.&nbsp;<br> &nbsp;<br> Next, split your class into small groups of between 3-5 students and distribute to each group one of the stories found in this <a href="https://www.nytimes.com/interactive/2017/01/29/nyregion/detainees-trump-travel-ban.html">New York Times article</a>.<br> &nbsp;<br> The stories are of travelers blocked from entering the country this weekend and their family members waiting for them at the airport.&nbsp; The travelers were either detained at the airport for many hours, in some cases days, or sent back to the country from where their flight had originated.&nbsp;<br> &nbsp;<br> In their small groups, invite students to read the story of the person who arrived in the U.S. this past weekend, only to find that the president had signed an order banning them from entering the country.&nbsp; When they’ve read the story, invite students to discuss the following:<br> &nbsp;<br> <strong>1. &nbsp;</strong>What are your thoughts and feelings about the story you just read?</p> <p><strong>2. </strong>&nbsp;Where did the person or people in the story come from?</p> <p><strong>3. &nbsp;</strong>What was their reason for coming to the U.S.?</p> <p><strong>4. </strong>&nbsp;What do you know about their family?</p> <p><strong>5.</strong> &nbsp;What happened to them as a result of the ban?&nbsp;</p> <p><strong>6.</strong> &nbsp;What were they feeling?&nbsp; Why?</p> <p><strong>7. </strong>&nbsp;How do they feel about the U.S.?<br> &nbsp;<br> After the small group discussions, invite students back to the large group.&nbsp; Ask a volunteer from each group to share out the story of the person(s) they read about, making sure to share:&nbsp;</p> <ul> <li>Their name</li> <li>Their country of origin</li> <li>Their reason for coming to the U.S.</li> <li>How they are feeling as a result of being detained/sent back</li> <li>Anything about their family members, and</li> <li>How their family members are feeling as a result of them being detained/sent back?&nbsp;</li> </ul> <hr> <p>&nbsp;</p> <h4>Optional:&nbsp; Interview the detainees and family members</h4> <p>To make this part of the activity more interactive, ask students to step into the role of the person they’ve read about. As teacher, you will step into the shoes of a journalist at the airport interviewing people. Interview at least one person who has just been allowed into the U.S. after having been detained. Interview another person who is a family member - perhaps someone who has been waiting for hours, only to hear that their loved one has been put on a plane back to where they came from.&nbsp;<br> &nbsp;<br> The roleplay can be done as a fishbowl or at the front of the class.<br> &nbsp;<br> <strong>Journalist (teacher) script</strong><br> &nbsp;<br> I’m surrounded by protesters who’ve been arriving here since this morning.&nbsp; In fact, I’ve been told protests have erupted around the country, at airports to protest President Trump’s order.&nbsp; The protest here at JFK has been growing all day.&nbsp;<br> &nbsp;<br> We understand that civil liberties lawyers have filed an appeal to President Trump’s order, which is now on U.S. District Judge Ann Donnelly’s desk.&nbsp; We’re waiting to hear from...&nbsp;&nbsp; [pause]&nbsp; oh, hold on [pause] ...Word is just coming in [pause]. Judge Donnelly issued an emergency order barring the U.S. from summarily deporting people who have arrived here with valid visas or an approved refugee application. The judge said the executive order would likely violate their legal rights.&nbsp; This means that we’ll probably start seeing travelers from these countries and possible refugees come through customs soon."<br> &nbsp;<br> Turn to the student roleplayers. Tell them that you’d like to interview someone who was detained.&nbsp;Welcome them to America, and then Interview the student, using the questions below:&nbsp;</p> <ul> <li>Who are you?</li> <li>How are you feeling right now?&nbsp;</li> <li>What are your reasons for coming to the U.S.?</li> <li>Where are you from?</li> <li>What happened to you upon arrival to the U.S.?</li> <li>How do you feel about how you were treated?</li> </ul> <p>&nbsp;<br> Now ask for a family member who has been waiting for their loved ones, using the following questions:</p> <ul> <li>Where are you from?</li> <li>Tell me a bit about who you are.</li> <li>Who are you waiting for?</li> <li>What is their reason for coming to the U.S.?</li> <li>Do you know what’s going on with your family member/loved one right now?</li> <li>What happened to them upon arrival to the U.S.?</li> <li>How are you feeling about all this?</li> </ul> <p>&nbsp;<br> After modeling being the journalist, you might turn the role of journalist over to your students as well.&nbsp;<br> &nbsp;</p> <hr> <p>&nbsp;</p> <h4>Closing</h4> <p>Ask students to share one word to close today’s activity.<br> &nbsp;<br> &nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2017-01-31T11:33:01-05:00" title="Tuesday, January 31, 2017 - 11:33">January 31, 2017</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Tue, 31 Jan 2017 16:33:01 +0000 fionta 354 at https://www.morningsidecenter.org Anti-Immigrant Bias, Then & Now https://www.morningsidecenter.org/teachable-moment/lessons/anti-immigrant-bias-then-now <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Anti-Immigrant Bias, Then &amp; Now</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>Quiz</h4> <p><strong>1.</strong> Which of the following religious groups faced efforts to restrict their passage to the United States?</p> <p>a) Jews<br> b) Catholics<br> c) Muslims<br> d) Hindus<br> <br> Answer: All</p> <p><strong>2.</strong> Immigrants from which of the following countries have NOT faced significant efforts to restrict their passage to the United States?</p> <p>a) Italy<br> b) Ireland<br> c) Denmark<br> d) Russia<br> e) Mexico<br> f) France<br> g) China<br> h) India<br> <br> Answer: f (France) and c (Denmark)<br> &nbsp;<br> <strong>3.&nbsp;</strong> Immigrants from which countries currently face opposition to their efforts to immigrate to the United States?<br> <br> a) Guatemala<br> b) Syria<br> c) Mexico<br> d) Russia<br> e) Israel<br> <br> Answer: a (Guatemala), b (Syria), &nbsp;and c (Mexico)<br> &nbsp;</p> <p><em><strong>Photo above:</strong></em> &nbsp;Italian immigrant family, 1913. Italian immigrants were demonized, like many other immigrants over the decades.&nbsp;<br> &nbsp;</p> <hr> <h4><br> Student Reading<br> Anti-Immigrant Bias, Then and Now</h4> <p>When Donald Trump first entered the race for the Republican presidential nomination in June 2015, there were already eight candidates in the running. In his announcement speech, Trump made immigration a centerpiece of his campaign. His comments about Mexican immigrants being criminals, drug dealers, and rapists instantly brought him a media spotlight that never diminished throughout the campaign. Trump made equally outrageous comments about Muslim immigrants, many of whom are refugees from war-torn countries. &nbsp;<br> &nbsp;<br> Trump also scapegoated Mexican immigrants for the loss of decent-paying jobs for non-college-educated workers. For much of American history, "They're taking our jobs" has been a familiar refrain among those opposing immigration.<br> &nbsp;<br> Trump’s promise to build a "wall" between the U.S. and Mexico became a rallying cry at his campaign events.<br> &nbsp;<br> By fanning fears of terrorism and "job stealers" in aggressive, unapologetic anti-immigrant speeches, Trump gained the enthusiasm of a large faction of the Republican Party. This group became a rock solid basis of support that the party’s other candidates were never able to equal - no matter how much they attempted to echo Trump's anti-immigrant message.<br> &nbsp;<br> This helped enable Trump, a totally inexperienced candidate, to defeat more qualified politicians in both the primary and the general election. Trump went on to win the presidency, gaining nearly 47 percent of the vote. (Democrat Hillary Clinton received 48 percent of the vote, but lost the election because she had fewer votes in the Electoral College.)<br> &nbsp;<br> Bias against immigrants to the United States has a long history - though which groups are targeted has changed over time.<br> &nbsp;<br> In the 1830s and 1840s, the largest immigrant groups came from <strong>Ireland and Germany</strong>. Reaction against these immigrants took the form of anti-Catholicism:&nbsp; Most of the Irish and many of the German immigrants were Catholic. The anti-immigrant movement was neither subtle nor merely expressed in words.</p> <ul> <li>&nbsp;A nativist party called the "Know-Nothings" became a major political party, winning House and Senate seats and pushed for federal anti-Catholic legislation. ("Nativist" means a policy of favoring "native" inhabitants as opposed to immigrants. Of course, the great majority of those who considered themselves "Americans" at that time were themselves descended from immigrants.)<br> &nbsp;</li> <li>The Know-Nothings took total control of the Massachusetts legislature. They proceeded to require reading only the Protestant bible in schools.&nbsp; They also fired Catholic state workers, and even tried to limit voting to men who had lived in the state for over 20 years.<br> &nbsp;</li> <li>"No Irish Need Apply" was added to help wanted ads.<br> &nbsp;</li> <li>Anti-Catholic riots in Philadelphia, Baltimore, Kentucky, and Maine left churches burned,&nbsp; and dozens killed.</li> </ul> <p><strong>Italians</strong> (also mostly Catholic) were also targeted by anti-immigrant groups--including the Ku Klux Klan.</p> <ul> <li>In 1891, eleven Italian men were lynched after being accused of killing the police chief. One of the lynch mob's organizers (who was later elected governor), John Parker, said Italians were "just a little worse than the Negro, being if anything filthier in their habits, lawless, and treacherous."<br> &nbsp;</li> <li>The New York Times wrote, in reaction to the lynching: "These sneaking and cowardly Sicilians, the descendants of bandits and assassins, who have transported to this country the lawless passions, the cut-throat practices, and the oath-bound societies of their native country, are to us a pest without mitigation. Our own rattlesnakes are as good citizens as they...&nbsp; Lynch law was the only course open to the people of New Orleans to stay the issue of a new license to the Mafia to continue its bloody practices."<br> &nbsp;</li> <li>Italian-Americans were branded as terrorists early in the 20th century and almost 2,000 immigrants were placed in internment camps during World War II.<br> &nbsp;</li> <li>Italian immigrants were stereotyped as violent, criminal, vengeful, hot-headed, ignorant and uncouth. They were referred to as "Wops" or "Dagos."</li> </ul> <p>Immigrants from <strong>Asia </strong>began arriving in the United States in the mid 1800s. Anti-immigrant action against them began in the 1860s and continued for the next 100 years.</p> <ul> <li>The Chinese Exclusion Act of 1882, Bayard-Zhang Treaty of 1888, and the Geary Act of 1892 specifically restricted Chinese immigration.<br> &nbsp;</li> <li>The Naturalization Act of 1906 restricted citizenship to whites and people of African descent. Asians were largely excluded, and in 1922, the Supreme Court confirmed that Japanese people were indeed excluded under the language of the legislation. In fact the Court ruled that people from India were not white, and Indians who had already been naturalized were stripped of their citizenship.<br> &nbsp;</li> <li>Anti-Japanese agitation was concentrated on the west coast. In 1905, sixty-seven labor unions united to form the Japanese and Korean Exclusion League (later the Asiatic Exclusion League). The "Anti-Jap Laundry League" tried to force Japanese immigrants out of the laundry industry. Their posters read:&nbsp; "Are our boys and girls wrong in expecting you who make your living exclusively off the white race to stop patronizing Jap laundries, and thereby assist your fellow men and women in maintaining the white man's standard in a white man's country?"<br> &nbsp;</li> <li>In 1906, San Francisco required all Japanese-American school children attend segregated schools.<br> &nbsp;</li> <li>In 1942, 120,000 Japanese-Americans (most of them American citizens) were rounded up and forced into internment camps because the country was at war with Japan. They were not accused of any traitorous actions, but were considered potential spies or saboteurs because of their national origin.<br> &nbsp;</li> <li>In 1988, the U.S. government apologized for the internment&nbsp;and authorized reparation payments to each individual camp survivor. The government admitted that its actions had been based on "race prejudice, war hysteria, and a failure of political leadership."</li> </ul> <p>Immigrants from <strong>Eastern Europe</strong> around the turn of the 20th century were mostly Jewish and mostly poor. From 1880 to 1920, 3 million Jews emigrated to the U.S. to escape the pervasive, often violent anti-Semitism of Russia, Poland and countries nearby.&nbsp;</p> <ul> <li>Jewish immigrants were stereotyped as dirty, diseased, greedy, and devious. They faced discrimination in employment, education, social clubs, and housing.<br> &nbsp;</li> <li>Such national figures as Henry Ford, Charles Coughlin, and Charles Lindbergh fed the popular perception of Jews as the "other"—not American, not white, not worshipers of the same god, and not loyal. A 1938 poll found 60 percent of Americans had a poor opinion of Jews.<br> &nbsp;</li> <li>The 1924 Immigration Act severely restricted Eastern European immigration in favor of "white" immigrants from Northern Europe.<br> &nbsp;</li> <li>During the Nazi era in Europe, Jewish refugees were denied entry into the United States&nbsp; though they faced almost certain death in Nazi-occupied Europe.</li> </ul> <p>The politics of immigration are not simple. Though much of the support for anti-immigrant policies comes from the right wing of the Republican Party, there are cross-currents, even among some who consider themselves conservative.</p> <ul> <li>Many business interests advocate for fewer restrictions on specific kinds of immigrants, such as high-tech workers or farm workers.<br> &nbsp;</li> <li>Faith-based organizations have been in the forefront of welcoming refugees with aid in their own communities.<br> &nbsp;</li> <li>Labor unions have largely reversed their anti-immigration stance in recent decades, though union households in "rust belt" states voted in large numbers for Donald Trump.</li> </ul> <p><br> It is not clear how Donald Trump intends to follow through on the anti-immigration policies he advocated in the campaign. His appointment of Stephen Bannon, the&nbsp;former Breitbart News executive, to be his&nbsp;chief strategist, and his support for Sen. Jeff Sessions to be Attorney General, has fueled protests by immigrant and civil rights advocates across the country.<br> &nbsp;<br> However, Trump has modified some of his campaign rhetoric. He has begun to call the "wall" a "fence." And in recent comments, his promise to deport all 11 million "illegal aliens" has been reduced to 3 million "criminal aliens." Internal divisions in the Republican Party, especially over immigration, may impede passage of anti-immigration legislation. So will the vocal opposition of the huge number of Americans who support and defend the immigrants among us.<br> &nbsp;</p> <hr> <p>&nbsp;</p> <h4>For Discussion<br> &nbsp;</h4> <ol> <li>What are your thoughts and questions about the reading?<br> &nbsp;</li> <li>How does the experience of past waves of immigrants (from Ireland, Italy, Japan and elsewhere) relate to the current debate over immigration?&nbsp; What does this history suggest to you about the role of immigrants in our country?<br> &nbsp;</li> <li>Why do you think that now and historically many of the people who want stricter immigration policies resort to using hateful language and making false accusations against the immigrants they want to exclude? &nbsp;<br> &nbsp;</li> <li>At least half of Americans today are descended from people whose own immigration to the United States was opposed by anti-immigrant groups at one time or another. Is it fair for those of us whose own ancestors were hated by many Americans to now "close the door behind us"? &nbsp;<br> &nbsp;</li> <li>Governments make a distinction between migration due to poor economic conditions and refugees from dangerous situations. The United Nations estimates that there are currently 60 million refugees in the world, displaced in their own country or living in other countries. Where should the refugees go? Who should decide?<br> &nbsp;</li> <li>Alex Tabarrok at the Atlantic Magazine questions the justification for borders, period. Read the following quotation and discuss: &nbsp;</li> </ol> <ul> <li>What are the arguments against the abolition of borders?</li> <li>Is the author right that there is no moral argument that supports enclosing people in countries?</li> </ul> <p class="rteindent2">What moral theory justifies using wire, wall, and weapon to prevent people from moving to opportunity? What moral theory justifies using tools of exclusion to prevent people from exercising their right to vote with their feet?<br> &nbsp;<br> No standard moral framework, be it utilitarian, libertarian, egalitarian, Rawlsian, Christian, or any other well-developed perspective, regards people from foreign lands as less entitled to exercise their rights—or as inherently possessing less moral worth—than people lucky to have been born in the right place at the right time.</p> <p class="rteindent2">&nbsp;</p> <hr> <h4>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;&nbsp;&nbsp;<br> Sources&nbsp;</h4> <p><a href="https://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/italian8.html">https://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/italian8.html</a></p> <p><a href="http://www.understandingrace.org/EuropeanImmigrationandDefiningWhiteness">http://www.understandingrace.org/EuropeanImmigrationandDefiningWhiteness</a></p> <p><a href="https://en.wikipedia.org/wiki/History_of_antisemitism_in_the_United_States">https://en.wikipedia.org/wiki/History_of_antisemitism_in_the_United_States</a></p> <p><a href="http://www.theatlantic.com/business/archive/2015/10/get-rid-borders-completely/409501/">http://www.theatlantic.com/business/archive/2015/10/get-rid-borders-completely/409501/</a></p> <p><a href="http://www.businessinsider.com/largest-ethnic-groups-in-america-2013-8">http://www.businessinsider.com/largest-ethnic-groups-in-america-2013-8</a></p> <p><a href="http://www.nbcnews.com/politics/2016-election/full-list-donald-trump-s-rapidly-changing-policy-positions-n547801">http://www.nbcnews.com/politics/2016-election/full-list-donald-trump-s-rapidly-changing-policy-positions-n547801</a></p> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2016-11-27T12:25:52-05:00" title="Sunday, November 27, 2016 - 12:25">November 27, 2016</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sun, 27 Nov 2016 17:25:52 +0000 fionta 365 at https://www.morningsidecenter.org