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• W9182983 abstract "WHENEVER I RETURN to this country after traveling overseas, I am so grateful that I want to kiss the ground. I can understand why people try so hard to immigrate to the United States: the opportunities are often much greater than they are in other nations; there is a real chance for social mobility here; and the right of the individual to think, worship, and speak as he or she pleases is a living legacy. But the decision to come is rarely an easy one. For many people, getting started in a new country is hard, and if the experience includes learning a new language, it is even harder. Often, family members and friends are left behind. And there are beautiful aspects of every homeland and culture that cannot be packed into a suitcase and unfolded on the new continent. Today's social studies classroom is likely to include first or second generation immigrants to the United States. As I advanced in teaching experience, I learned how important it was to get to know these students. I discovered how to make learning more meaningful to them, and how valuable their contributions could be to everyone's insight and understanding. topics of immigration and assimilation are more than just historical issues. Coming to America is a personal experience, or is part of the history of immediate family members, of many students today. (1) America's Changing Demography Twenty years ago, I taught middle school in rural, downstate Illinois. town was ethically homogeneous, and there were no immigrants in my classes. Many of my students' families had lived in the area for generations. Then I moved to Houston, Texas, and worked for sixteen years in inner-city schools. Many of my students were from foreign countries. When I moved to upstate South Carolina, many first-generation immigrants from Latin were working in the mills, laboring on farms, and setting up stores. church I attended started offering a service in the Spanish language, and the schools built up their programs in English as a Second Language. My experience reflected changes in our nation as a whole. American demographics are evolving. (2) Nearly 1 in 10 families with children are of mixed citizenship status. (3) Census 2000 figures show that undocumented immigration has risen from that reported in the census of 1980, and that children of these immigrants are integrating into American society, just as previous immigrant groups have done. In 1965, President Johnson signed an immigration act that eliminated restrictions based on racial considerations. Between 1976 and 1995, the majority of immigrants were from Asia. (4) Now, the majority of immigrants to the United States are from Spanish-speaking countries. These changes are reflected in the faces of the students sitting in our classrooms, even in rural, middle America. Building from Primary Documents I started building a unit of study on immigration by inviting students to examine primary documents. (5) Using primary documents increases student motivation. They seem to prefer this approach to the usual lesson format lecture and book reading. (6) greatest wave of immigration occurred during the Gilded Age, so we began by studying documents from that era. Gilded Age: A History in Documents is a good book for read-aloud material. (7) On the Internet, there are good resources available free. Students can download photographs of people waiting in line from the website of the Ellis Island National Museum. (8) Compilations of individual immigrants' experiences are available for sale from the National Archives, which also has some free online resources, including a Teaching with Documents set. (9) Students read several of these autobiographical passages, such as Eating for 13 Cents a Day and The Life of a Working Girl. Then I asked students to select one passage and to write brief fictional diary entries for the next four days in the life of that immigrant, using what they had just read as a source of ideas. …" @default.
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• W9182983 date "2004-05-01" @default.
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• W9182983 title "Teaching about Immigration, Past and Present" @default.
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