Do We Need Limits on Immigration?
by Drew Pinter

Understand and use research methodology, including primary resources
Analyze political cartoons
Discuss the role of government in immigration and its evolution throughout history
Students will gain a general understanding of U.S. Immigration from the late 19th century including its social, political and economic effects as well the immigrant groups involved
Understand that fear and racism about immigrant groups is fostered in public opinion until that group can assimilate into the dominant culture
A general understanding of the differing arguments concerning immigration policy
Lesson 1: (1 class period or about 60 minutes)
As a class watch the video “Exploring Immigration and the American Dream: 2: Do We Need Limits on Immigration? (16 minutes)
Lesson 1: (1 class period or about 60 minutes)
Warm Up – Small Group: Have students break into shoulder partner groups of two and answer the essential question after watching the video. (2 -5 minutes)
How has immigration affected communities, such as Holland, MI?
The groups of four will then share their response with the class. As the students share their responses with the class, the teacher will write down key words or ideas. (10 – 15 minutes)
Guided Discussion Questions (5-10 minutes)
How is a communities heritage affected by immigration?
What ethnic groups in Holland, MI were discussed in the video?
What difficulties did Holland, MI face? – think about cultural perception
Why do you think Cultural events take place in communities?
How did Holland, MI embrace this cultural shift?
Exit Ticket
Have students respond to the question
How did Holland, Michigan embrace the cultural shift of its community?
Give examples to explain your answer
Lesson 2:
Pre-Assessment: Looking for context and making predictions (1 class period or about 60 minutes)
The 1965 Immigration and Nationality Act reshaped the U.S. immigration policy by ending an immigration-admissions policy based on race and ethnicity and gave rise to large-scale immigration, both legal and unauthorized.
Since 1790, people applying for citizenship have been asked to take an oath in support of the U.S. Constitution. Since then, the oath has changed over time. Looking at the “Naturalization Oath of Allegiance to the United States of America”, answer the following questions.
Vocabulary:
Renounce – to deny, discard, disown
Abjure – renounce, relinquish, reject, disavow, abandon, deny
Allegiance – loyalty, devotion
Fidelity – faithfulness to a person, cause, or belief, demonstrated by continuing loyalty and support.
Potentate – king, monarch, ruler
Sovereignty – self-determination, self-governing state, the authority of a state to govern itself
Noncombatant – a person who is not engaged in fighting during a war, especially a civilian, chaplain, or medical practitioner.
5 Key Ideas:
What 5 key ideas are “new citizens” asked to uphold?
Partners Report:
Students working with shoulder partners
Partners should be prepared to report out their findings
Compare the 5 key ideas they wrote down to see if they are similar.
Were there any differences?
What were they?
Small groups get about two minutes to discuss.
Small groups report to the whole class
As a whole class assemble the key ideas of the “Naturalization Oath of Allegiance to the United States of America”
Do these key ideas seem to be the same as the guidelines the U.S. government has set forth?
Why do you think the government selected these key ideas/points?
Do cities and municipalities have the same goals as the federal government? Why or why not?
Exit Ticket
Have students respond to the following quote