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\n\"Becoming\n\n
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\nLesson Planet Curated\n
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\nBecoming Us: Policy\n

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\n\nFor Teachers\n\n8th - 11th\n\nStandards\n
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\nStudying the laws and policies enacted to restrict or reform immigration, including or excluding certain groups of people, is essential to understanding the complicated history of immigration in our nation's democracy. Three case studies...\n
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Lesson Plan
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\n\"Teaching\n\n
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\nCurated OER\n
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\nTeaching Justice: Schooling and the Four Waves of U.S. Immigration\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nU.S. immigration is the focus of a unit on social justice. Over the course of a school year, young historians read a variety of texts to learn about four waves of immigration that have occurred over time in the U.S. An emphasis on...\n
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Lesson Plan
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\n\"Issues\n\n
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\nConstitutional Rights Foundation\n
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\nIssues of Unauthorized Immigration\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nUnauthorized immigration is a complex and hotly debated topic. Class members read an article that examines the issues that motivate unauthorized immigration. Teams then assume the role of special interest groups and present their...\n
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Instructional Video11:21
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\n\"The\n\n
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\nCrash Course\n
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\nThe Economics of Immigration\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nImmigration is a topic that likely affects every member of your class, no matter how many generations of their families have been born in the United States. Learn about the reasons economists argue that immigration is...\n
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\n\""Whose\n\n
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\nCurated OER\n
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\n\"Whose (Is)land is This?\": topics in Immigration and The Tempest\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nClass members compare the ways the subject of immigration is treated in The Tempest, Act I, scene ii, Act II, scene i and Act III, scene ii with patterns in American history. After tracing their own family’s journey, a series of...\n
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\n\"Immigration:\n\n
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\nRoy Rosenzweig Center for History and New Media\n
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\nImmigration: Why Come to the United States?\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nDon't limit your curriculum to texts! Young historians listen to a song, read an interview, and examine a cartoon as they explore motivations for immigrating to the US in the late 19th and early 20th centuries. \n
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\n\"Immigration\n\n
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\nCurated OER\n
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\nImmigration - A Promise of Better Life\n

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\nWhat a great way to discuss European immigration in the 1700's to 1800's in America. Learners identify regions where immigration occurred, list the reasons people moved to the United States, and interview an immigrant about their...\n
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Handout
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\n\"Illegal\n\n
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\nIllegal Immigration\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nShould immigrants who illegally reside in the United States be eligible for citizenship? With information about undocumented immigrant population estimates, sanctuary cities, and unaccompanied immigrant children, pupils consider the pros...\n
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\n\"Immigration:\n\n
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\nCurated OER\n
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\nImmigration: Stories, Struggles and Debates\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nConsidering including Tatyana Kleyn's Immigration: The Ultimate Teen Guide as part of your course? Check out this curriculum guide designed for use with her book. The activities help learners understand the complexity of the...\n
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Lesson Plan
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\n\"Immigrant\n\n
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\nImmigrant Discrimination\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nFor a class learning about Chinese and Irish immigration in America, here's a great starting lesson plan. It has your critical thinkers examining song lyrics, the Chinese Exclusion Act of 1882, and a political cartoon, and finally...\n
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Interactive
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\n\"Ports\n\n
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\nPorts of Immigration: Angel Island and Ellis Island\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nYoung historians travel back to the past to explore immigration in the United States. Scholars match images of immigrants to Angel and Ellis Island. The activity also includes a worksheet and a short group discussion to understand...\n
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Lesson Plan
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\n\"Arizona\n\n
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\nConstitutional Rights Foundation\n
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\nArizona v. United States — States and Immigration Law\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nAs part of a study of immigration law, class members read a summary of the Supreme Court case, Arizona v. United States. They then examine a series of examples and acting as federal court judges, must determine if the scenarios...\n
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\n\"Who\n\n
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\nAdvocates for Human Rights\n
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\nWho are Immigrants?\n

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\n\nFor Students\n\n8th - Higher Ed\n\nStandards\n
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\nWhat do Jerry Yang, Patrick Ewing, John Muir, Charlize Theron, Peter Jennings, and Saint Frances X Cabrini all have in common? They are all immigrants to the United States. Famous and not-so-famous immigrants are the focus of a resource...\n
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\n\"Driver’s\n\n
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\nConstitutional Rights Foundation\n
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\nDriver’s Licenses And Unauthorized Immigrants\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nShould driver's licenses be granted to unauthorized immigrants? That is the question class members grapple with in a lesson that asks them to first read a fact sheet that details the arguments for and against licensing unauthorized...\n
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\n\"Immigration\n\n
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\nMuseum of Tolerance\n
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\nImmigration Journeys\n

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\nThrough the journey of four stories of immigration, scholars complete graphic organizers and apply knowledge to create a visual representation of their findings on a large poster. Third and fourth readers write a letter to their...\n
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\n\"Making\n\n
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\nMaking an Immigrant Story\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nBudding historians research the trip immigrants to the United States take and the reasons behind their willingness to start over in a new place. Groups create their own video lessons outlining the story of human migration from departure...\n
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\n\"Educating\n\n
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\nConstitutional Rights Foundation\n
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\nEducating About Immigration The DREAM Act\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nGroup members role play state legislators, supporters of and opponents to the The DREAM Act (Development, Relief, and Education for Alien Minors). After listening to the arguments put forth for and against the immigration...\n
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Lesson Plan
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\n\"Immigration\n\n
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\nCurated OER\n
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\nImmigration Push and Pull Factors\n

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\nEighth graders explore the definitions for push and pull factors and determine whether reasons for immigration are considered push or pull factors. They then determine their own reasons for immigration and categorize them.\n
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\n\"Immigrating\n\n
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\nImmigrating to America\n

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\nComing to America as an immigrant can be an emotional and difficult process. This lesson has learners explore what it means to be an immigrant, listen to real life accounts, and visit an online museum. This is a wonderful discussion...\n
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\n\"Immigration\n\n
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\nImmigration Connections: The Squamish Nation and Bainbridge Island Filipino Americans\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nHigh schoolers explore ancestry and immigration. For this Canadian immigration lesson, young scholars interview their family members to identify their cultural history. They compose an essay that compares Filipino immigration stories to...\n
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\n\"Town\n\n
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\nTown Growth and Immigration\n

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\nFourth graders describe how Michigan has changed and stayed the same over time. They explain reasons why people settled/settle in Michigan, then explain the role of geography on the settlement of Michigan.\n
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Lesson Plan
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\n\"Immigration\n\n
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\nImmigration Enforcement Raids\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nClass groups take on the role of advisors to the Assistant Secretary of the Office of Policy & Planning of ICE. Their charge is to prepare a report for the secretary on the effectiveness of enforcement actions of the ICE in...\n
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\n\"Thanksgiving\n\n
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\nUS Citizenship and Immigration Services\n
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\nThanksgiving 2—The Pilgrim Story and My Immigrant Story\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nThe tradition of the First Thanksgiving is really a story of immigration. Connect the feelings and customs of the early Pilgrims to the experiences of the immigrants in your class with an introduction to the 13 colonies, the Mayflower,...\n
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\n\"U.S.\n\n
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\nU.S. Immigration Policy and Hitler’s Holocaust\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThough the Statue of Liberty welcomes political refugees to her shores, the welcoming sentiment has not always been reflected in the American citizenry. High schoolers read about the regrettable period in United States history...\n
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